178 SCIENCE AXD ART AND EDUCATION vii 



which remains with mc, I am glad to think; hut, 

 of late years, 1 liave tried to find out the why 

 and wherefore, and it has often occurred to me 

 that the pleasure derived from musical compo- 

 sitions of this kind is essentially of the same na- 

 ture as that which is derived from pursuits which 

 are commonly regarded as purely intellectual. I 

 mean, that the source of pleasure is exactly the 

 same as in most of my problems in morphology 

 — that vou have the theme in one of the old mas- 

 ter's works followed out in all its endless varia- 

 tions, always appearing and always reminding you 

 of unity in variety. So in painting; what is 

 called " truth to nature " is the intellectual ele- 

 ment coming in, and truth to nature depends en- 

 tirely upon the intellectual culture of the person 

 to whom art is addressed. If you are in Aus- 

 tralia, you may get credit for being a good artist 

 — I mean among the natives — if you can draw a 

 kangaroo after a fashion. But, among men of 

 higher civilisation, the intellectual knowledge we 

 possess brings its criticism into our appreciation 

 of works of art, and we are obliged to satisfy it, 

 as well as the mere sense of beauty in colour and 

 in outline. And so, the higher the culture and 

 information of those whom art addresses, the more 

 exact and precise must be what we call its " truth 

 to nature." 



If we turn to literature, the same thing is true, 

 and you find works of literature wliicli may be 



