May 23, 1913] 



SCIENCE 



779 



than by one predominantly devoted to 

 languages, where the scientific training is 

 merely incidental. That the facts of phys- 

 ics or biology are more interesting to the 

 student and to the world than those of 

 Latin and Greek and have more obvious 

 bearing on everyday life is a help to the 

 teacher in securing the voluntary coopera- 

 tion of the pupil ; but it is far from being 

 the fundamental reason why the subjects 

 themselves are educationally valuable. It 

 is not the subject that makes the course 

 scientific; it is the method. 



You have been good enough, Mr. Presi- 

 dent, to refer to my father's connection 

 with the academy, and I for my part am 

 glad to take the opportunity to say that he 

 regarded his election to membership in this 

 body as the greatest honor he ever re- 

 ceived. I feel sure, therefore, that I shall 

 be pardoned if I illustrate the point I have 

 just made by reference to my father's 

 teaching. 



Fifty years ago the one course in the 

 academic department of Tale College where 

 modern science was really taught, was the 

 course in freshman Greek. For my father, 

 though he had the highest enjoyment of 

 classical literature, was by training and 

 temperament a philologist; and he taught 

 the freshmen who came under him to take 

 Greek verbs to pieces and compare and 

 observe their parts and put them together 

 again, and see what principles were in- 

 volved in the analysis and synthesis, ex- 

 actly as the botanist might have done with 

 his plants or the chemist with his elements. 



In those days chemistry and physics 

 were taught in Yale College, as distinct 

 from the Sheffield Scientific School, solely 

 by text-books and lectures. Philology was 

 taught by the laboratory method; and for 

 that reason the freshman Greek course was 

 a course in modern science and meant that 

 to the pupils. The courses in chemistry 



and physics widened the boy's knowledge 

 of facts and doubtless encouraged many of 

 them to get scientific training for them- 

 selves afterward; but the course in fresh- 

 man Greek was a course in science, be- 

 cause the boys learned to do the things, both 

 easy and hard, which are the heritage of 

 the man of science. 



Science is not a department of life which 

 may be partitioned ofE from other parts; 

 it is not the knowledge of certain kinds of 

 facts and the observation of certain Idnds 

 of interest, as distinct from other facts and 

 other interests; it is a way of looking at 

 life and dealing with life ; a way of finding 

 out facts of every kind and dealing with 

 interests as varied as the world itself, 



Where each for the joy of the working, and each 



in his separate star, 

 Shall draw the thing as he sees it, for the God of 



things as they are. 



Arthue T. Hadlet 



Yale University 



SPEECHES AT THE ANNIVEBSART DINNER 



OF THE NATIONAL ACADEMY 



OF SCIENCES 



SPEECH OF THE RIGHT HONORABLE JAMES 

 BRYCE 



Doctor Woodward, President Bemsen 

 and gentlemen: I am very much fouched 

 by the kind words in which my old friend. 

 Dr. Woodward, has introduced me to you, 

 and I am more than grateful to you for 

 the way in which you are kind enough to 

 receive me. It does make one happy to be 

 so received and to be assured that one has 

 not lived in this country six years without 

 having acquired some friendliness on the 

 part of its people. 



But, apart from that, gentlemen, I stand 

 before you this evening as a rather un- 

 happy man, because it is the last evening 

 on which I am likely to have the privilege 

 — at any rate, in an official capacity — of 



