VII SCIENCE AND ART AND EDUCATION 169 



may be, I read the addresses, and derived the 

 greatest pleasure and profit from some of them, 

 and from none more than from the one given by 

 the great historian, Mr. Freeman, which delighted 

 me most of all ; and, if I had not been ashamed of 

 plagiarising, and if I had not been sure of being 

 found out, I should have been glad to have copied 

 very much of what Mr. Freeman said, simply 

 putting in the word science for history. There 

 was one notable passage, " The difference be- 

 tween good and bad teaching mainly consists in 

 this, whether the words used are really clothed 

 with a meaning or not." And Mr. Freeman gives 

 a remarkable example of this. He says, when a 

 little girl was asked where Turkey was, she 

 answered* that it was in the yard with the other 

 fowls, and that showed she had a definite idea 

 connected with the word Turkey, and was, so far, 

 worthy of praise. I quite agree with that com- 

 mendation ; but what a curious thing it is that 

 one should now find it necessary to urge that this 

 is the be-all and end-all of scientific instruction 

 the sine qud non, the absolutely necessary condition, 

 and yet that it was insisted upon more than two 

 hundred years ago by one of the greatest men 

 science ever possessed in this country, William 

 Harvey. Harvey wrote, or at least published, 

 only two small books, one of which is the well- 

 known treatise on the circulation of the blood. 

 The other, the " Exercitationes de Generatione," is 



