to this state of the subject, and that society, though it can do little in the way of communicated experience, can do much, by a declaration of the evil that exists and of its remediable character; by keeping alive a sense of the deficiency to be supplied; and by directing the minds of men to the practice and enlargement of that self-education which every one pursues more or less, but which, under conviction and method, would produce a tenfold amount of good. I know that the multitude will always be behindhand in this education, and to a far greater extent than in respect of the education which is founded on book learning. Whatever advance books make, they retain; but each new being comes on to the stage of life, with the same average amount of conceit, desires, and passions, as his predecessors, and in respect of self-education has all to learn. Does the circumstance that we can do little more than proclaim the necessity of instruction justify the ignorance? or our silence? or make the plea for this education less strong? Should it not, on the contrary, gain its strength from the fact that all are wanting more or less? I desire we should admit that, as a body, we are universally deficient in judgment. I do not mean that we are utterly ignorant, but that we have advanced only a little way in the requisite education, compared with what is within our power.

If the necessity of the education of the judgment were a familiar and habitual idea with the public, it would often afford a sufficient answer to the statement of an ill-informed or incompetent person; if quoted to recall to his remembrance the necessity of a mind instructed in a matter, and accustomed to balance evidence, it might frequently be in answer to the individual himself.

Adverse influence might, and would, arise from the careless, the confident, the presumptuous, the hasty, and the dilatory man, perhaps extreme opposition; but I believe that the mere acknowledgment and proclamation of the ignorance, by society at large, would, through its moral influence, destroy the opposition, and be a great means to the attainment of the good end desired: for if no more be done than to lead such to turn their thoughts inwards, a step in education is gained: if they are convinced in any degree, an important advance is made; if they learn only to suspend their judgment, the improvement will be one above price.

It is an extraordinary thing that man, with a mind so wonderful that there is nothing to compare with it elsewhere in the known creation, should leave it to run wild in respect of its highest elements and qualities. He has a power of comparison and judgment, by which his final resolves, and all those acts of his material system which distinguish him from the brutes, are guided: shall he omit to educate and improve them when education can do much? Is it towards the very principles and privileges that distinguish him above other creatures, he should feel indifference? Because the education is internal, it is not the less needful; nor is it more the duty of a man that he should cause his child to be taught than that he should teach himself. Indolence may tempt him to neglect the self-examination and experience which form his school, and weariness may induce the evasion of the necessary practices; but surely a thought of the prize should suffice to stimulate him to the requisite exertion: and to those who reflect upon the many hours and days, devoted by a lover of sweet sounds, to gain a moderate facility upon a mere me

224 ON THE EDUCATION OF THE JUDGMENT.

chanical instrument, it ought to bring a correcting blush of shame, if they feel convicted of neglecting the beautiful living instrument, wherein play all the powers of

the mind.

I will conclude this subject ;-believe me when I say I have been speaking from self-conviction. I did not think this an occasion on which I ought to seek for flattering words regarding our common nature; if so, I should have felt unfaithful to the trust I had taken up; so I have spoken from experience. In thought I hear the voice, which judges me by the precepts I have uttered. I know that I fail frequently in that very exercise of judgment to which I call others; and have abundant reason to believe that much more frequently I stand manifest to those around me as one who errs, without being corrected by knowing it. I would willingly have evaded appearing before you on this subject, for I shall probably do but little good, and may well think it was an error of judgment to consent: having consented, my thoughts would flow back amongst the events and reflections of my past life, until I found nothing present itself but an open declaration, almost a confession, as the means of performing the duty due to the subject and to you.

ON THE INFLUENCE

OF THE HISTORY OF SCIENCE UPON

INTELLECTUAL EDUCATION.

A LECTURE DELIVERED AT THE ROYAL INSTITUTION OF GREAT BRITAIN.

BY

WILLIAM WHEWELL, D.D., F.R.S.