Meanwhile they who seek natural knowledge must admit that faith, hope, and love are the everlasting foundations of human life, and that a philosophic creed is as sterile as Platonic love; and they who uphold religion must confess that faith which ignorance alone can keep alive is little better than superstition. To strive to attain truth under whatever form is to seek to know God; and yet no ideal can be true for man, unless it can be made to minister to faith, hope, and love; for by them we live. Let us then teach ourselves to see things as they are, without preoccupation or misgivings lest what is should ever make it impossible, for us to believe and hope in the better yet to be. Science and morality need religion as much as thought and action require emotion; and beyond the utmost reach of the human mind lie the boundless worlds of mystery where the soul must believe and adore what it can but dimly discern. The Copernican theory of the heavens startled believers at first; but we have long since grown accustomed to the new view which reveals to us a universe infinitely more glorious than aught the ancients ever imagined. We do not rightly see either the things which are always around us, or those which for the first time are presented to our eyes; and when novel theories of the visible world, which in some sense is part of our very being, profoundly alter our traditional notions, the mind is disturbed and overclouded, and the lapse of time alone can make plain the real bearing of the new learning upon life, upon religion, and upon society. There can be no doubt but increase of knowledge involves incidental evils, just as the progress of civilization multiplies our wants; but the wise are not therefore driven to seek help from ignorance and barbarism. Whatever the loss, all knowledge is gain. The evils that spring from enlightenment of mind will find their remedy in greater enlightenment. Such at least is the faith of an age whose striking characteristic is confidence in education. Men have ceased to care for the bliss there may be in ignorance, and those who dread knowledge, if such there still be, are as far away from the life of this century as the dead whose bones crumbled to dust a thousand years ago. The aim the best now propose to themselves is to provide not wealth or pleasure, or better machinery or more leisure, but a higher and more effective kind of education; and hence whatever one's preoccupation, whether social, political, religious, or industrial, the question of education forces itself upon his attention. Pedagogy has grown to be a science, and chairs are founded in universities to expound the theory and art of teaching. The learning of former times has become the ignorance of our own; and the classical writings have ceased to be the treasure-house of knowledge, and in consequence their educational value has diminished.