HISTORY OF SCIENCE INSTITUTE 171 



thus have raised the level of historiography throughout the world. 



The Institute would consist of a staff of experts using the ap- 

 paratus criticus bequeathed to them by earlier colleagues and 

 gradually enriched by themselves, and following definite tradi- 

 tions of scholarship subject to continuous selection and improve- 

 ment. The men come first to be sure, but the best men cannot do 

 their best without a very elaborate equipment, the preparation of 

 which implies the uninterrupted devotion of many generations. 

 Succeeding scholars do not gradually improve — the earlier ones 

 may be better than their successors — but their equipment be- 

 comes better and richer and their traditions more exacting. 



Strangely enough, while there are many similar institutes de- 

 voted to the history of art, or religion, or of other phases of cul- 

 ture, there is none really well equipped devoted to the history of 

 science. There is no need of many such institutes, but there should 

 be at least one, established preferably in or near one of the largest 

 libraries, within the orbit of a great university. 



Science and learning — Since the beginning of my efforts in 

 1912, my conception of science has been continually broadening. 

 It now includes the whole of objective and verifiable knowledge. 

 However, much of that knowledge is often classified under the 

 heading of "learning" rather than that of "science/' and "learned 

 societies" are often opposed to "scientific societies" though their 

 aim is essentially the same, to determine the most probable truth 

 in their respective fields. President Conant/s suggestion to speak 

 of "science and learning" instead of science alone is thus very 

 welcome; it helps to bring together scholars and scientists by mak- 

 ing them realize their kinship. The history of science is enriched 

 in many ways if it is made to include the history of learning. 



£ast and West — Many scientists conceive the history of science 

 only from their own western point of view, and do not realize how 

 much of it is of eastern origin. That conception is not only incom- 

 plete but false. Western and eastern influences are complemen- 

 tary, and one cannot neglect the one or the other without loss 

 of perspective. The antithesis East-and-West is somewhat com- 



