schools or not. Now I cannot find that Professor Virchow anywhere distinctly repudiates the doctrine; all that he distinctly says is that it is not proven, and that things which are not proven should not be authoritatively instilled into the minds of young people.

If Professor Virchow will agree to make this excellent rule absolute, and applicable to all subjects that are taught in schools, I should be disposed heartily to concur with him.

But what will his orthodox allies say to this? If "not provenness" is susceptible of the comparative degree, by what factor must we multiply the imperfection of the evidence for evolution in order to express that of the evidence for special creation; or to what fraction must the value of the evidence in favour of the uninterrupted succession of life be reduced in order to express that in support of the deluge? Nay, surely even Professor Virchow's "dearest foes," the "plastidule soul" and "Carbon & Co.," have more to say for themselves, than the linguistic accomplishments of Balaam's ass and the obedience of the sun and moon to the commander of a horde of bloodthirsty Hebrews! But the high principles of which Professor Virchow is so admirable an exponent do not admit of the application of two weights and two measures in education; and it is surely to be regretted that a man of science of great eminence should advocate the stern bridling of that teaching which, at any rate, never outrages common sense, nor refuses to submit to criticism, while he has no whisper of remonstrance to offer to the authoritative propagation of the preposterous fables by which the minds of children are dazed and their sense of truth and falsehood perverted. Professor Virchow solemnly warns us against the danger of attempting to displace the Church by the religion of evolution. What this last confession of faith may be I do not know, but it must be bad indeed if it inculcates more falsities than are at present foisted upon the young in the name of the Church.

I make these remarks simply in the interests of fair play. Far be it from me to suggest that it is desirable that the inculcation of the doctrine of evolution should be made a prominent feature of general education. I agree with Professor Virchow so far, but for very different reasons. It is not that I think the evidence of that doctrine insufficient, but that I doubt whether it is the business of a teacher to plunge the young mind into difficult problems concerning the origin of the existing condition of things. I am disposed to think that the brief period of school-life would be better spent in obtaining an acquaintance with nature, as it is; in fact, in laying a firm foundation for the further knowledge Which is needed for the critical examination of the dogmas, whether scientific or anti-scientific, which are presented to the adult mind. At present, education proceeds in the reverse way; the teacher makes the most confident assertions on precisely those subjects of which he knows least; while the habit of weighing evidence is discouraged, and the means of forming a sound judgment are carefully withheld from the pupil.

Professor Virchow is known to me only as he is known to the world in general—by his high and well-earned scientific reputation. With Professor Haeckel, on the other hand, I have the good fortune to be on terms of personal friendship. But in making the preceding observations, I should be sorry to have it supposed that I am holding a brief for my friend, or that I am disposed to adopt all the opinions which he has expressed in his reply. Nevertheless, I do desire to express my hearty sympathy with his vigorous defence of the freedom of learning and teaching; and I think I shall have all fair-minded men with me when I also give vent to my reprobation of the introduction of the sinister arts of unscrupulous political warfare into scientific controversy, manifested in the attempt to connect the doctrines he advocates with those of a political party which is, at present, the object of hatred and persecution in his native land. The one blot, so far as I know, on the fair fame of Edmund Burke is his attempt to involve Price and Priestley in the furious hatred of the English masses against the authors and favourers of the revolution of 1789. Burke, however, was too great a man to be absurd, even in his errors; and it is not upon record that he asked uninformed persons to consider what might be the effect of such an innovation as the discovery of oxygen on the minds of members of the Jacobin Club.

Professor Virchow is a politician—maybe a German Burke, for anything that I know to the contrary; at any rate, he knows the political value of words; and, as a man of science, he is devoid of the excuses that might be made for Burke. Nevertheless, he gravely charges his hearers to "imagine what shape the theory of descent takes in the head of a Socialist."

I have tried to comply with this request, but I have utterly failed to call up the dread image; I suppose because I do not sufficiently sympathise with Socialists. All the greater is my regret that Professor Virchow did not himself unfold the links of the hidden bonds which unite evolution with revolution, and bind together the community of descent with the community of goods.

Professor Virchow is, I doubt not, an accomplished English scholar. Let me commend the "Rejected Addresses" to his attention. For since the brothers Smith sang—

"Who makes the quartern loaf and Luddites rise,"—
Who fills the butchers' shops with large blue flies,

there has been nothing in literature at all comparable to the attempt to frighten sober people by the suggestion that evolutionary speculations generate revolutionary schemes in Socialist brains. But then the authors of the "Rejected Addresses" were joking, while Professor Virchow is in grim earnest; and that makes a great difference in the moral aspect of the two achievements.