There was first the teaching of the power of observing, then the teaching of accuracy, then of the difficulty of attaining to a real knowledge of the truth, and, lastly, the teaching of the methods by which they could pass from that which was proved to the thinking of what was probable.[4] It would, of course, be unjust to hold Science to these definitions, as if they exhausted her claims as our instructress. It may, however, fairly be assumed that, in the view of one of the leading men of science of the day, they are _paramount_. If any much higher results than they were to be expected from scientific teaching, Sir James would scarcely have omitted to present them first or last. To what, then, do these four great lessons of Science amount? They teach—and, I think, teach only—Observation, Accuracy, Intellectual Caution, and the acquirement of a Method of advancing to the _thinking of what was probable_,—possibly the method commonly known as Induction. I must confess that these “great truths” (as Sir James oddly calls them) represent to my mind only the culmination of the lower range of human faculties; or, more strictly speaking, the perfect application to human concerns of those faculties which are common to man and the lower animals. A fox may be an “_observer_,” and an exceedingly _accurate_ one—of hen-roosts. He may be deeply sensible of “_the difficulty of attaining to a real knowledge_”—of traps. Further than this, he may even “_pass from the proved_”—existence of a pack of hounds in his cover to “_thinking that it was probable_”—he would shortly be chased. To train a MAN, it is surely indispensable to develop in him a superior order of powers from these. His mind must be enriched with the culture of his own age and country, and of other lands and ages, and fortified by familiarity with the thoughts of great souls on the topics of loftiest interest. He must be accustomed to think on subjects above those to which his observation, or accuracy of description, or caution in accepting evidence can apply, and on which (it is to be hoped) he will reach some anchorage of faith more firm than Sir James Paget’s climax of scientific culture, “_the passing from that which was proved to the thinking of what was probable_.” He ought to handle the method of deductive reasoning at least as well as that of induction, and beyond these (purely intellectual) attainments a human education making claim to completeness should cultivate the imagination and poetic sentiment; should “soften manners,” as the _literae humaniores_ proverbially did of old; should widen the sympathies, dignify the character, inspire enthusiasm for noble actions, and chivalrous tenderness towards women and all who need defence; and thus send forth the accomplished student a _gentleman_ in the true sense of the word. The benefits attributed by Sir James Paget to Scientific education, and even those with which, in