the upper hand, the believer in the predestined triumph of Man over Nature can exert himself to place a contribution, however small, in the great edifice of Nature-knowledge, happy in the conviction that his life has been worth living, has counted to the good in the imperishable result. 20. THE INFLUENCE OF OXFORD. If I venture now to consider more specifically the influence exercised by the University of Oxford upon the welfare of the State and of the human community in general, in view of the conclusions which have been set forth in what has preceded, I beg to say that I do so with the greatest respect to the opinions of others who differ from me. When I say this I am not using an empty formula. I mean that I believe that there must be many University men who are fair-minded and disinterested, and have given special attention to the matter of which I wish to speak, and who are yet very far from agreeing with me. I ask them to consider what I have said, and what I have further to say, in the same spirit as that in which I approach them. It seems to me--and when I speak of myself I would point out that I am presenting the opinions of a large number of educated men, and that it will be better for me to avoid an egotistical attitude--it seems to us (I prefer to say) that the University of Oxford by its present action in regard to the choice and direction of subjects of study is exercising an injurious influence upon the education of the country, and especially upon the education of those who will hereafter occupy positions of influence, and will largely determine both the action of the State and the education and opinions of those who will in turn succeed them. The question has been recently raised as to whether the acquirement of a certain elementary knowledge of the Greek language should be required of all those who desire to pursue their studies in this University, and accordingly whether the teaching of the elements of this language should form a prominent feature in the great schools of this country. It seems to us that this is only part of a much larger question; namely, whether it is desirable to continue to make the study of two dead languages--and of the story of the deeds of great men in the past--the main if not the exclusive matter to which the minds of the youth of the well-to-do class are directed by our schools and universities. We have come to the conclusion that this form of education is a mistaken and injurious one. We desire to make the chief subject of education both in school and in college a knowledge of Nature as set forth in the sciences which are spoken of as physics, chemistry, geology, and biology. We think that all education[12] should consist in the first place of this kind of knowledge, on account of its commanding importance both to the individual and to the community. We think that every man of even a moderate amount of education should have acquired