ould the undeflected human mind return to the meridian of
absolute neutrality as regards these ultra-physical questions? Is
such a position one of stable equilibrium? The channels of thought
being already formed, such are the questions, without replies, which
could run athwart consciousness during a ten minutes' halt upon the
weathered crest of the Matterhorn.

********************

Self-reverence, self-knowledge, self-control,
These three alone lead life to sovereign power.
Yet not for power (power of herself
Would come uncalled for), but to live by law,
Acting the law we live by without fear;
And, because right is right, to follow right
Were wisdom in the scorn of consequence.

TENNYSON.

*****

VII. AN ADDRESS TO STUDENTS.

[Footnote: Delivered at University College, London, Session 1968-69.]

THERE is an idea regarding the nature of man which modern philosophy
has sought, and is still seeking, to raise into clearness; the idea,
namely, of secular growth. Man is not a thing of yesterday; nor do I
imagine that the slightest controversial tinge is imported into this
address when I say that he is not a thing of 6,000 years ago. Whether
he came originally from stocks or stones, from nebulous gas or solar
fire, I know not; if he had any such origin the process of his
transformation is as inscrutable to you and me as that of the grand
old legend, according to which 'the Lord God formed man of the dust of
the ground, and breathed into his nostrils the breath of life; and man
became a living soul.' But however obscure man's origin may be, his
growth is not to be denied. Here a little and there a little added
through the ages have slowly transformed him from what he was into
what he is. The doctrine has been held that the mind of the child is
like a sheet of white paper, on which by education we can write what
characters we please. This doctrine assuredly needs qualification and
correction. In physics, when an external force is applied to a body
with a view of affecting its inner texture, if we wish to predict the
result, we must know whether the external force conspires with or
opposes the internal forces of the body itself; and in bringing the
influence of education to bear upon the new-born man his inner powers
also must be taken into account. He comes to us as a bundle of
inherited capacities and tendencies, labelled 'from the indefinite
past to the