At present, education is almost entirely devoted to the cultivation of the power of expression, and of the sense of literary beauty. The matter of having anything to say, beyond a hash of other people's opinions, or of possessing any criterion of beauty, so that we may distinguish between the Godlike and the devilish, is left aside as of no moment. I think I do not err in saying that if science were made a foundation of education, instead of being, at most, stuck on as cornice to the edifice, this state of things could not exist. In advocating the introduction of physical science as a leading element in education, I by no means refer only to the higher schools. On the contrary, I believe that such a change is even more imperatively called for in those primary schools, in which the children of the poor are expected to turn to the best account the little time they can devote to the acquisition of knowledge. A great step in this direction has already been made by the establishment of science-classes under the Department of Science and Art,--a measure which came into existence unnoticed, but which will, I believe, turn out to be of more importance to the welfare of the people than many political changes over which the noise of battle has rent the air. Under the regulations to which I refer, a schoolmaster can set up a class in one or more branches of science; his pupils will be examined, and the State will pay him, at a certain rate, for all who succeed in passing. I have acted as an examiner under this system from the beginning of its establishment, and this year I expect to have not fewer than a couple of thousand sets of answers to questions in Physiology, mainly from young people of the artisan class, who have been taught in the schools which are now scattered all over great Britain and Ireland. Some of my colleagues, who have to deal with subjects such as Geometry, for which the present teaching power is better organised, I understand are likely to have three or four times as many papers. So far as my own subjects are concerned, I can undertake to say that a great deal of the teaching, the results of which are before me in these examinations, is very sound and good; and I think it is in the power of the examiners, not only to keep up the present standard, but to cause an almost unlimited improvement. Now what does this mean? It means that by holding out a very moderate inducement, the masters of primary schools in many parts of the country have been led to convert them into little foci of scientific instruction; and that they and their pupils have contrived to find, or to make, time enough to carry out this object with a very considerable degree of efficiency. That efficiency will, I doubt not, be very much increased as the system becomes known and perfected, even with the very limited leisure left to masters and teachers on week-days. And this leads me to ask, Why should scientific teaching be limited to week-days?