But now mark that while, for the training of mere memory, science is as good as, if not better than, language; it has an immense superiority in the kind of memory it trains.  In the acquirement of a language, the connections of ideas to be established in the mind correspond to facts that are in great measure accidental; whereas, in the acquirement of science, the connections of ideas to be established in the mind correspond to facts that are mostly necessary.  It is true that the relations of words to their meanings are in one sense natural; that the genesis of these relations may be traced back a certain distance, though rarely to the beginning; and that the laws of this genesis form a branch of mental science—­the science of philology.  But since it will not be contended that in the acquisition of languages, as ordinarily carried on, these natural relations between words and their meanings are habitually traced, and their laws explained; it must be admitted that they are commonly learned as fortuitous relations.  On the other hand, the relations which science presents are causal relations; and, when properly taught, are understood as such.  While language familiarises with non-rational relations, science familiarises with rational relations.  While the one exercises memory only, the other exercises both memory and understanding.

Observe next, that a great superiority of science over language as a means of discipline, is, that it cultivates the judgment.  As, in a lecture on mental education delivered at the Royal Institution, Professor Faraday well remarks, the most common intellectual fault is deficiency of judgment.  “Society, speaking generally,” he says, “is not only ignorant as respects education of the judgment, but it is also ignorant of its ignorance.”  And the cause to which he ascribes this state, is want of scientific culture.  The truth of his conclusion is obvious.  Correct judgment with regard to surrounding objects, events, and consequences, becomes possible only through knowledge of the way in which surrounding phenomena depend on each other.  No extent of acquaintance with the meanings of words, will guarantee correct inferences respecting causes and effects.  The habit of drawing conclusions from data, and then of verifying those conclusions by observation and experiment, can alone give the power of judging correctly.  And that it necessitates this habit is one of the immense advantages of science.

Not only, however, for intellectual discipline is science the best; but also for moral discipline.  The learning of languages tends, if anything, further to increase the already undue respect for authority.  Such and such are the meanings of these words, says the teacher of the dictionary.  So and so is the rule in this case, says the grammar.  By the pupil these dicta are received as unquestionable.  His constant attitude of mind is that of submission to dogmatic teaching.  And a necessary result is