BIOLOGY IN ITS WIDER ASPECTS 1355 



hood; the more since this is also becoming reinforced and inspired 

 by motherhood as well. There is no fear that such truly evolutionary 

 educationalists will fail to call in and utilise us men for all we are 

 worth, as from craftsmen to artists, specialists to philosophers. 



BIOLOGICAL EDUCATION.— Every scientific worker owes much 

 to his training, and this in fellowship amid social groupings, as from 

 his first amateur naturalists' society to laboratories, zoological 

 stations and what not ; and also to his periods of travel, with changes 

 of social atmosphere and climate of ideas, as well as fresh opportu- 

 nities of nature-observation. Thus though Darwin does not mention 

 it, and possibly hardly noticed it, his discipline beyond the rambling 

 and impulsive truancy of boyhood and adolescence to that steady 

 industry up to the limit of his strength and powers which so notably 

 characterised his later life, must have owed something to the 

 regular navy discipline of the Beagle, and his Naturalist's Voyage 

 to its regularl}^ kept log. Indeed must not Captain Fitzroy--- himself 

 a close observer and judge of men, a wise disciplinarian and also a 

 widely ranging scientific thinker, and later eminent among meteoro- 

 logists — have been of important influence on Darwin's life, since 

 combining more authority than that of his parents, with more 

 regular educative vigilance than that of his professors. 



Educationalists are awakening more and more widely; and 

 education begins to find its way back to life, and thus comes to 

 life ; so we begin to see that we have to reorganise educative condi- 

 tions more fully all round, thus ourselves learning from all manner 

 of educative groupings, past as well as present, towards uniting their 

 best qualities as far as may be. We realise our present results as 

 disappointing; but too readily blame our pupils for this. But when 

 we do not catch our fish, we know there is no use blaming them; 

 it is for us to amend our methods. Beyond the advances of physical 

 science in the disclosure of nature's potentialities and powers — even 

 to radium itself, though as yet less realised— are those of pure and 

 applied psychology; as is evidenced in many ways; as notably from 

 Stanley Hall's Adolescence and Youth, to the growing literature of 

 industrial efficiency. Beyond all the amendments, happily now often 

 appearing, of the drudgery, desultoriness and trivialism too largely 

 mingled in current education, that critical reviewing of past and 

 present methods which is already part of a teacher's training has to 

 be extended, synthetised, and experimentally applied; and this to 

 novitiate, initiation, and adeptship in life for each of its growing 

 phases, and so towards its maturity of flower and fruit. "Genius" 

 has too long been but a mythic word: it is the blossoming of powers 

 elemental in man even from his earliest evolution, and thus is so 

 far latent in all men. "Culture", too, is still too much in the abstract, 

 and from leisured retrospects of past growths and flowerings; it 



