for nothing, or hardly
anything, more. I have heard it said that the sagacious and admirable
naturalist whom we lost not very long ago, Mr. Darwin, once owned to a
friend that for his part he did not experience the necessity for two
things which most men find so necessary to them,--religion and poetry;
science and the domestic affections, he thought, were enough. To a born
naturalist, I can well understand that this should seem so. So absorbing
is his occupation with nature, so strong his love for his occupation,
that he goes on acquiring natural knowledge and reasoning upon it, and
has little time or inclination for thinking about getting it related to
the desire in man for conduct, the desire in man for beauty. He relates
it to them for himself as he goes along, so far as he feels the need;
and he draws from the domestic affections all the additional solace
necessary. But then Darwins are extremely rare. Another great and
admirable master of natural knowledge, Faraday, was a Sandemanian.[129].
That is to say, he related his knowledge to his instinct for conduct and
to his instinct for beauty, by the aid of that respectable Scottish
sectary, Robert Sandeman. And so strong, in general, is the demand of
religion and poetry to have their share in a man, to associate
themselves with his knowing, and to relieve and rejoice it, that,
probably, for one man amongst us with the disposition to do as Darwin
did in this respect, there are at least fifty with the disposition to do
as Faraday.

Education lays hold upon us, in fact, by satisfying this demand.
Professor Huxley holds up to scorn mediaeval education, with its neglect
of the knowledge of nature, its poverty even of literary studies, its
formal logic devoted to "showing how and why that which the Church said
was true must be true." But the great mediaeval Universities were not
brought into being, we may be sure, by the zeal for giving a jejune and
contemptible education. Kings have been their nursing fathers, and
queens have been their nursing mothers, but not for this. The mediaeval
Universities came into being, because the supposed knowledge, delivered
by Scripture and the Church, so deeply engaged men's hearts, by so
simply, easily, and powerfully relating itself to their desire for
conduct, their desire for beauty. All other knowledge was dominated by
this supposed knowledge and was subordinated to it, because of the
surpassing strength of the hold which it gained upo