80 THE PLACE OF SCIENCE IN 
should be in the life of a country such as this. I have found 
in the province where I spent my time in the first instance 
a widespread belief that science is a good thing. I have 
found a great deal of teaching in schools and colleges and 
increasing tendency to supply such teaching. I know of very 
notable instances in India of great endowments given to the 
cause of science, such as the well-known establishment, origin- 
ally due to the Tata family, in Bangalore, and a similar 
endowment in Calcutta; while in Bombay itself there are 
also striking examples of the generosity of the private citizen 
as well as of the Government. I have also found in the 
Punjab a certain amount of research work of a scientific kind 
in progress by Englishmen and very little indeed by Indians. 
Then I have also found some very imposing examples of the 
application of science to public health and agriculture, not 
only in the Punjab but all over India. 
In addition to these things, if I am to be perfectly frank, 
I must acknowledge to have observed what I consider to be 
a good deal of wrong thinking or wrong doing, or not doing 
at all, that might be rectified by the proper application of 
science. And lastly, I found here, as I am bound to admit 
I have found in the West, a very widespread ignorance of 
what science is and what science can do. 
Now the aims, the methods, the achievements, the functions, 
and the possibilities of science have been often stated. Through- 
out the nineteenth century, science—by science I mean 
natural science—was really emerging and fighting for its 
existence; and incidentally to that fight its claims were 
frequently stated—stated with far greater force and eloquence 
than I can hope to command, stated not infrequently in a tone 
of considerable aggressiveness. If you wish to read of what 
science may be in relation to education you will find no 
more eloquent, no more complete, I will not say no more 
perfect, but at any rate no more striking a plea than 
