76 PRINCIPAL SUBJECTS OF EDUCATION 



concerned with. It is what we call morphology, which 

 Consists in tracing out the unity in variety of the in- 

 finitely diversified structures of animals and plants. I 

 cannot give you any example of a thorough aesthetic 

 pleasure more intensely real than a pleasure of this 

 kind the pleasure which arises in one's mind when 

 a whole mass of different structures run into one har- 

 mony as the expression of a central law. That is where 

 the province of art overlays and embraces the province 

 of intellect. And, if I may venture to express an opinion 

 on such a subject, the great majority of forms of art are 

 not in the sense what I just now defined them to be 

 pure art; but they derive much of their quality from 

 simultaneous and even unconscious excitement of the 

 intellect. 



When I was a boy, I was very fond of music, and I 

 am so now ; and it so happened that I had the oppor- 

 tunity of hearing much good music. Among other 

 things, I had abundant opportunities of hearing that 

 great old master, Sebastian Bach. I remember per- 

 fectly well though I knew nothing about music then, 

 and, I may add, know nothing whatever about it now 

 the intense satisfaction and delight which I had in 

 listening, by the hour together, to Bach's fugues. It is 

 a pleasure which remains with me, I am glad to think; 

 but, of late years, I have tried to find out the why and 

 wherefore, and it has often occurred to me that the 

 pleasure derived from musical compositions of this kind 

 is essentially of the same nature 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 morpho- 

 1& V that you have the theme in one of the old mas- 

 ter's works followed out in all its endless variations, 



