682 SCIENCE PROGRESS 



And the roots of applied science are pure science. And the 

 propulsive force in the roots and trunk and branches of each 

 living tree, as in every organism — be it science or art or craft, 

 man or college of men or nation — is in last resort the quality 

 and the character of the units constitutive of that organism ; 

 their specific power of initiative, added to the excellence of the 

 heritage to which the initiative of their ancestors gave birth. 



Education the most Radical Interest. — Education is the most 

 radical of all interests. Granted that it must be true to nature 

 as to its conservative principle. But let us also clearly recognise 

 that education, now more than ever, requires to be urged still 

 farther in obedience to the progressive principle— namely, in 

 the direction of teaching the pupil to use his own mind in his 

 profession, rather than to copy the mind of his professors. Yet 

 since to copy and to imitate is in a measure the lot of all men, 

 and the brain of the most original thinker is but a field in which 

 other men's thoughts have germinated and multiplied ; and 

 since perforce to copy and imitate is the first and most natural 

 act of life, let us insist that our professors and teachers shall 

 themselves use their own minds and not suffer themselves to 

 drop into the easy jog-trot of routine or pedantry. No doubt 

 we want our professors to be learned men, but we also want 

 them to be learning men, since they are the living models set 

 before the minds of the rising generation. 



The Combination between Teaching and Research. — It is upon 

 the combination between teaching and research, and not upon 

 their separation, that the intellectual welfare of a community 

 and of an individual depends. For while it is a fact that one 

 man may be the discoverer for himself alone, rather than the 

 discoverer to others, and that a different man may possess 

 special excellence as the interpreter and mouthpiece of other 

 men's discoveries, it is no less true that the best guide to any 

 district of knowledge is the man who has been there himself 

 as an explorer or as a pioneer. It is in the blend between 

 research and teaching that both research and teaching find their 

 most effective expression. And in the resultant effect it is 

 difficult to say which of the two elements is the more essential. 

 The combination between them may be compared to that of 

 common salt, in which both elements are necessary to the 



