Town Geology | Page 5

studying science and acquiring the scientific habit of mind, you will find yourselves enjoying a freedom, an equality, a brotherhood, such as you will not find elsewhere just now.
Freedom: what do we want freedom for? For this, at least; that we may be each and all able to think what we choose; and to say what we choose also, provided we do not say it rudely or violently, so as to provoke a breach of the peace. That last was Mr. Buckle's definition of freedom of speech. That was the only limit to it which he would allow; and I think that that is Mr. John Stuart Mill's limit also. It is mine. And I think we have that kind of freedom in these islands as perfectly as any men are likely to have it on this earth.
But what I complain of is, that when men have got the freedom, three out of four of them will not use it. What?--someone will answer--Do you suppose that I will not say what I choose, and that I dare not speak my own mind to any man? Doubtless. But are you sure first, that you think what you choose, or only what someone else chooses for you? Are you sure that you make up your own mind before you speak, or let someone else make it up for you? Your speech may be free enough, my good friend; and Heaven forbid that it should be anything else: but are your thoughts free likewise? Are you sure that, though you may hate bigotry in others, you are not somewhat of a bigot yourself? That you do not look at only one side of a question, and that the one which pleases you? That you do not take up your opinions at second hand, from some book or some newspaper, which after all only reflects your own feelings, your own opinions? You should ask yourselves that question, seriously and often: "Are my thoughts really free?" No one values more highly than I do the advantage of a free press. But you must remember always that a newspaper editor, however honest or able, is no more infallible than the Pope; that he may, just as you may, only see one side of a question, while any question is sure to have two sides, or perhaps three or four; and if you only see the side which suits you, day after day, month after month, you must needs become bigoted to it. Your thoughts must needs run in one groove. They cannot (as Mr. Matthew Arnold would say) "play freely round" a question; and look it all over, boldly, patiently, rationally, charitably.
And I tell you that if you, or I, or any man, want to let our thoughts play freely round questions, and so escape from the tendency to become bigoted and narrow-minded which there is in every human being, then we must acquire something of that inductive habit of mind which the study of Natural Science gives. It is, after all, as Professor Huxley says, only common sense well regulated. But then it is well regulated; and how precious it is, if you can but get it. The art of seeing, the art of knowing what you see; the art of comparing, of perceiving true likenesses and true differences, and so of classifying and arranging what you see: the art of connecting facts together in your own mind in chains of cause and effect, and that accurately, patiently, calmly, without prejudice, vanity, or temper--this is what is wanted for true freedom of mind. But accuracy, patience, freedom from prejudice, carelessness for all except the truth, whatever the truth may be--are not these the virtues of a truly free spirit? Then, as I said just now, I know no study so able to give that free habit of mind as the Study of Natural Science.
Equality, too: whatever equality may or may not be just, or possible; this at least, is just, and I hope possible; that every man, every child, of every rank, should have an equal chance of education; an equal chance of developing all that is in him by nature; an equal chance of acquiring a fair knowledge of those facts of the universe which specially concern him; and of having his reason trained to judge of them. I say, whatever equal rights men may or may not have, they have this right. Let every boy, every girl, have an equal and sound education. If I had my way, I would give the same education to the child of the collier and to the child of a peer. I would see that they were taught the same things, and by the same method. Let them all begin alike, say I. They will be handicapped