429 STUDY OF NATURAL HISTORY. 
but we also contend that both should be equally 
honoured and rewarded by the nation. 
(289.) Let us now look to the consequences of 
leaving scientific excellence in the “ possession of its 
own ennobling honours.” And why not leave all other 
excellence to the same fate? Does science with 
us, as with other nations, feed her children with the 
necessaries of life? Does she make her ways the 
ways to estimation or preferment, to favour or to 
patronage? If she did, her votaries might then be 
very well “ left to the possession of their own en- 
nobling honours ;” they would have no cause for 
complaint, they would then enjoy the substantials of 
greatness, and would care very little for its nominal 
privileges. But what is notoriously the result of 
this system—this visionary scheme — by which 
science is so respectfully neglected? It is, in Bri- 
tain, to come into an heritage of poverty, ebscurity, 
and neglect. ‘To use the words of an eloquent 
writer, “ He whom the Almighty has chosen to make 
known the laws and mysteries of his works —he who 
has devoted his life, and sacrificed his health, and 
the interests of his family, in the most profound and 
ennobling pursuits —is allowed to live in poverty and 
obscurity, and to sink into the grave without one 
mark of the affection and gratitude of his country.” * 
Such is the “ barren heritage” which the ministers 
of this country would assign to her philosophers. 
Such are the “ ennobling honours,” of which they are 
to be left in possession. 
(290.) And why is this? why are excuses sought 
* Quarterly Review. 
