HUXLEY 17 



he held fast to the conception which had guided 

 him in his own intellectual development, and 

 which he formulated in the saying that the goal of 

 teaching, that to which the face should be turned, 

 though it might not be reached, should be to make 

 the learner know something of everything and 

 everything of something. The one stimulated 

 intellectual appetite and awakened the innate 

 capacities and tendencies of the mind, while at 

 the same time it secured a broad basis on which 

 to build. The other furnished the only means of 

 developing that power of clear and exact think- 

 ing which was the main end of teaching, since 

 every teaching which failed to secure this was in 

 vain, and was potent in the measure that it did 

 secure it. This view of the need of an effort to 

 secure at one and the same time breadth and 

 exactitude he carried into his teaching of science. 

 This is seen clearly in the mode of teaching 

 biology which he advocated. 



The science of biology is split up into several 

 parts. There are beings whose characters lead 

 us to call them animals and others which we call 

 plants, and the differences between the two are 

 many and great. A living being, again, be it 

 plant or animal, on the one hand, presents 

 phenomena of form which have to be studied in 

 a particular way, and so furnish the subject- 

 matter of the science of anatomy or morphology. 

 On the other hand, it presents phenomena of 

 action, of function, which have to be studied in 



