$, GREEK SCIENCE AND 



frequent alliance either with a superficial type of bio- 

 graphy which seems interested in every item of a 

 scientific man's life save his mental processes, or with 

 an antiquarianism, rightly termed curious, which con- 

 cerns itself with the quaint and exceptional rather than 

 with the actual development of scientific thought. 



It is appropriate and it is natural that the College 

 where Augustus de Morgan spent the whole of his 

 active life, and on which he lavished all his great powers 

 of heart and head, should be the first institution in 

 England to make any serious endeavour to remedy this 

 defect. Under the stimulus and on the initiative of my 

 friend and colleague Dr. Wolf, a beginning has been 

 made towards a systematic course of lectures in the 

 History of Science and of Scientific Ideas. May I say, 

 in all humility, that I look forward to carrying on some 

 fraction of De Morgan's work and to aiding Dr. Wulf 

 and his collaborators in placing before students an 

 outline sketch of the long and intricate story which 

 begins with the confused ideas of the relation of cause 

 and effect inherent in the mind of every savage, and 

 culminates in the great store of natural knowledge that 

 has become the peculiar heritage of our age. 



A new need for the historical treatment of this 

 material has arisen. We must frankly recognize that 

 the whole scheme of ''education is undergoing rapid 

 transformation. We need not discuss these changes, 

 but it is sufficiently obvious that the staple education of 

 the near future will be increasingly vocational. It seems 

 certain that the discipline of Science must largely replace 

 the training in the older Humanities. It is a function 

 of education, perhaps its main function, to provide each 

 generation with a working theory of how it came to be 

 what it is. Such a Working theory was, in fact, success- 



