candor, we may credit it beyond his four “great truths,” fall, I venture to think, deplorably short of such a standard of culture as this. The deficiencies of Scientific education do not exhaust the objections against it. There seem to be positive evils almost inseparable from such training when carried far with the young. One of the worst is the danger of the adoption by the student of materialistic views on all subjects. He need not become a theoretic or speculative Materialist: that is another risk, which may or may not be successfully eliminated. But he will almost inevitably fall into practical materialism. Of the two sides of human life, his scientific training will compel him to think always in the first place of the lower. The material (or, as our fathers would have called it, the _carnal_) fact will be uppermost in his mind, and the spiritual meaning thereof more or less out of sight. He will view his mother’s tears not as expressions of her sorrow, but as solutions of muriates and carbonates of soda, and of phosphates of lime; and he will reflect that they were caused not by his heartlessness, but by cerebral pressure on her lachrymal glands. When she dies, he will “peep and botanize” on her grave,—not with the poet’s sense of the sacrilegiousness of such ill-placed curiosity, but with the serene conviction of the meritoriousness of accurate observation among the scientifically interesting “Flora” of a cemetery. To this class of mind, thoroughly imbued with the Scientific Spirit, Disease is the most important of facts and the greatest of evils. Sin, on the other hand, is a thing on which neither microscope nor telescope nor spectroscope, nor even stethoscope, can afford instruction. Possibly the student will think it only a spectral illusion; or he will foresee that it may be explained by and by scientifically, as a form of disease. There may be discovered _bacilli_ of Hatred, Covetousness, and Lust, respectively responsible for Murder, Theft, and Adultery. Already hypocrisy is a recognized form of Hysteria. The state of opinion in “Erewhon” may be hopefully looked for in England, when the Scientific Spirit altogether prevails. Besides its materializing tendency, a Scientific Education involves other evils, among which may be counted the fostering of a callous and irreverent spirit. To this I shall return presently. Of course every tendency of a pursuit, good or bad, affects the young who are engaged in it much more than the old, whose characters may have been moulded under quite opposite influences. We must wait for a generation to see the Scientific Spirit in its full development.