Yet in this remaining sphere of activity, also, scientific knowledge is fundamental, and only when genius is married to science can the highest results be produced; indeed, not only does science underlie the arts, but science is itself poetic. The current opinion that science and poetry are opposed is a delusion. On the contrary, science opens up realms of poetry where to the unscientific all is blank. Think you that the rounded rock marked with parallel scratches calls up as much poetry in an ignorant mind as in the mind of a geologist, who knows that over this rock a glacier slid a million years ago? The truth is that those who have never entered upon scientific pursuits are blind to most of the poetry by which they are surrounded. Sad indeed is it to see how many men occupy themselves with trivialities, and are indifferent to the grandest phenomena--care not to understand the architecture of the heavens, but are deeply interested in some contemptible controversy about the intrigues of Mary Queen of Scots are learnedly critical over a Greek ode, and pass by without a glance that grand epic written by the finger of God upon the strata of the earth! If we examine the value of science as discipline, its priority is still assured, whether for discipline of memory, or of judgment, or for moral discipline. Also, the discipline of science is superior to that of our ordinary education because of the religious culture that it gives. Doubtless, to the superstitions that pass under the name of religion, science is antagonistic; but not to the essential religion which these superstitions merely hide; doubtless, too, in much of the science that is current there is a pervading spirit of irreligion, but not in that true science which has passed beyond the superficial into the profound. Not science, but the neglect of science, is irreligious; devotion to science is a tacit worship--a tacit recognition of worth in the things studied; and by implication in their Cause. Only the genuine man of science can truly know how utterly beyond not only human knowledge, but human conception, is the Universal Power of which Nature and Life and Thought are manifestations. _II.--Intellectual Education_ While "believe and ask no questions" was the maxim of the church, it was fitly the maxim of the schools. In that age men also believed that a child's mind could be made to order, that its powers were to be imparted by the schoolmaster; that it was a receptacle into which knowledge was to be put and there built up after the teacher's idea. But now we are learning that there is a natural process of mental evolution which is not to be disturbed without injury; that we may not force on the unfolding mind our artificial forms, but that psychology, like economics, discloses to us a law of supply and demand, to which, if we would not do harm, we must conform.