To begin with, we must find fault with the Brotherhood of Science on much the same ground that we fought the old religions, upon grounds of tyranny and narrowness, of dogmatism and presumption. In the next place, it is evident that, in so far as science is not hallowed by the spirit of religion, it is a mere extension of business. It is the essence of world-business, race-business, cosmic-business. It saves time, saves lives, and dominates the air and the sea; but all these things may be accomplished, for ought we know, in the course of the extinction of the better nature of mankind. Science is not directly interested in the expression of spiritual truth; her notation cannot include anything so fluctuating, so indeterminate, as the language of feeling. Science neither sings nor jokes; neither prays nor rejoices; neither loves nor hates. This is not her fault; but her limitation. Her fault is that, as a rule, she respects only her own language and puts trust only in what is in her own shop window. I deprecate the contempt which science expresses for anything that does not happen to be called science. Imperial and haughty science proclaims its occupancy of the whole province of human thought; yet, as a matter of fact, science deals in a language of its own, in a set of formulae and conceptions which cannot cover the most important interests of humanity. It does not understand the value of the fine arts and is always at loggerheads with philosophy. Is it not clear that science, in order to make good her claim to universality, must adopt a conception of her own function that shall leave to the fine arts and to religion their languages? She cannot hope to compete with these languages, nor to translate or expound them. She must accept them. At present she tramples upon them. There are, then, in the modern world these two influences which are hostile to education,--the influence of business and the influence of uninspired science. In Europe these influences are qualified by the vigor of the old learning. In America they dominate remorselessly, and make the path of education doubly hard. Consider how they meet us in ordinary social life. We have all heard men bemoan the time they have spent over Latin and Greek on the ground that these studies did not fit them for business,--as if a thing must be worthless if it can be neither eaten nor drunk. It is hard to explain the value of education to men who have forgotten the meaning of education: its symbols convey nothing to them.