love of gewgaws, of titles, of uniform, of dress, of feathers, of
decorations, of Highland kilts, and stars and garters, is but one
external symbol of his lower grade of mental and moral status. All over
Europe, the truly civilised classes have gone on progressing by the
practice of peaceful arts from generation to generation; but the
aristocrat has stood still at the same half-savage level, a hunter and
fighter, an orgiastic roysterer, a killer of wild boars and wearer of
absurd mediæval costumes, too childish for the civilised and cultivated
commoner.

Government by aristocrats is thus government by the mentally and morally
inferior. And yet--a Bill for giving at last some scant measure of
self-government to persecuted Ireland has to run the gauntlet, in our
nineteenth-century England, of an irresponsible House of hereditary
barbarians!




III.

_SCIENCE IN EDUCATION._


I mean what I say: science in education, not education in science.

It is the last of these that all the scientific men of England have so
long been fighting for. And a very good thing it is in its way, and I
hope they may get as much as they want of it. But compared to the
importance of science in education, education in science is a matter of