MODERN SCIENCE 5 



fully provided by the old Humanities from the period 

 of the Revival of Learning until a generation or two 

 ago. The basic doctrine of these older Humanities was 

 that outside the domain of religion all we have and all we 

 are come to us from the civilizations of Greece and Rome. 

 But it is a theory of life which has become untenable in 

 the form held by our grandfathers; the revelations 

 of archaeology, the discoveries of anthropology and 

 recent developments of psychology are all against it. 

 The Classics, indeed, still are and always will be pursued 

 with ardour and admiration, yet they can never be 

 regarded in quite the old way. These literatures are now 

 studied, and can only be studied, scientifically and analyti- 

 cally as part of our heritage from the past ; they are for 

 us the best explored and best known, the sanest and 

 most complete, the most worth}'- and in many ways the 

 most lovable type, that antiquity has to offer. But they 

 can no longer take the place of antiquity itself, still less 

 do/ttiey cover the wide range of human aspiration. 

 !/ The Classics in the old sense as the staple of education 

 were thus perhaps inevitably doomed. But Science, as 

 such I use the word for the moment in its restricted 

 meaning though it may displace the Humanities, cannot 

 replace them, for it cannot provide juts with jny clear 

 record of how we have developed mentally. For this we 

 must turn to History, but History not in the narrow 

 sense in which that word has so often been used as 

 equivalent to Political History, nor even Sociological 

 History. It is the history of mankind as a whole that 

 we need, the history of civilization, the history of man's 

 thoughts, of man's knowledge, of man's self. 



For those whose education is mainly grounded in 

 Science, and especially for those who are to follow 

 Science as a career, the History of Science is thus in 



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