PROGRESSIVENESS OF SCIENCE. 65 



increased comfort it adds to practical life; (d) the 

 judgment." 



Just as Huxley expressed himself at one with 

 Descartes in declaring as his fundamental motive 

 in scientific study " to learn how to distinguish 

 truth from falsehood, in order to be clear about my 

 actions, and to walk sure-footedly in this life," so, 

 it should be noted, Pearson lays most stress upon 

 the permanent gratification it yields to the aesthetic, 

 the educational side of science : ^' Modern science, 

 as training the mind to an exact and impartial 

 analysis of facts, is an education specially fitted to 

 promote sound citizenship. . . . This first claim of 

 scientific training, its education in method, is to 

 my mind the most powerful claim it has to state sup- 

 port. I believe more will be achieved by placing 

 instruction in pure science within the reach of all 

 our citizens, than by any number of polytechnics de- 

 voting themselves to technical education, which does 

 not rise above the level of mutual instruction." 



SCIENCE AND PRACTICAL UTILITY. 



Science and practice act and react upon one an- 

 other. On the one hand, historical enquiry shows that 

 a science may arise out of practical lore and that it 

 may receive fresh stimulus in every fresh application 

 to practical problems. In gathering herbs man gath- 

 ered knowledge, and in cultivating his garden he laid 

 the foundations of the science of botany ; to their 

 gathering and gardening most teachers of botany still 

 return with pleasure and profit. The lore of the 

 hunter and the fisher is older than all zoology, 

 and many will agree that the vitality of the science 

 depends upon a periodic return to the study of the 

 5 



