94 THE NATURE-STUDY IDEA 



were the entire hundred. His students had elected 

 the subject; for this subject they were to Uve; they 

 would increase the boundaries of knowledge ; they 

 would be scientists. He did not consider that all 

 pupils would not be scientists. 



Sometimes it seems as if scientists think that they 

 have the right of way in the subjects which they 

 espouse; but there is more than one way of inter- 

 preting nature. Their view is necessary in all 

 matters of fact and truth, but not when points of 

 view are concerned. This is well illustrated in 

 the usurpation of common words. The word 

 *^ organic '^ relates to organisms and their products. 

 But when the chemist studies the composition of 

 organic compounds he defines the word in terms 

 of chemistry. To him an organic compound may 

 be a carbon compound or a carbohydrate derivative ; 

 and he can make an organic compound without 

 any relation to an organism I Organic is originally 

 a biological, not a chemical idea. Again, our fore- 

 fathers used the word ^'bug" for various kinds of 

 bugs; but scientists have taken this word ^'bug'' 

 and have made it mean only a particular kind of a 

 bug. This is all well enough amongst them- 

 selves, but when they attempt to make all the rest 

 of the world use ^^bug'' as they do they go too 

 far. Our forefathers have prior claims. It would 

 be better if newly made words could be used for 

 new ideas. Science needs_.a J ££hnical lan guage of 

 its own . 



What is the kernel of all this discussion about 

 the pedagogical sin of making collections and of 



