EDUCATION OF A MAN OF SCIENCE 93 



the young. It is obvious that it is far more 

 than this. It includes the stimulation of tastes, 

 tendencies, or instincts which are inherent but 

 dormant in the pupil. In my case the opportunity, 

 so wisely and kindly given by Dr. Klein, of seeing 

 science in the making — of seeing research from the 

 inside — his giving me the delight of knowing that 

 I had added a minute fragment to the great raging 

 flood of publications which marks the progress of 

 knowledge — all this was a potent factor in my 

 education in the wider sense. That is, it did not 

 merely teach me certain facts, but woke in me the 

 desire to work at science for its own sake. My 

 father finally gave me the necessary opportunity 

 by taking me as his assistant. 



No one should ever be able to finish the history 

 of his own education, because it is co-extensive with 

 his life. In my father's autobiography written 

 shortly before his death, he attempts to sum up the 

 effect of this self-education on himself, both as 

 concerns his experimental research and also in 

 regard to the literary part of his work. An 

 instance of his modest estimate of his own mental 

 progress, is so characteristic that I shall venture to 

 quote it. "I think that I have become a little more 

 skilful in guessing right explanations and in devis- 

 ing experimental tests ; but this may probably be 

 the result of mere practice, and of a larger store of 

 knowledge. I have as much difficulty as ever in 

 expressing myself clearly and conciselyT and this 

 difficulty has caused me a very great loss of time ; 

 but it has had the compensating advantage of 

 forcing me to think long and intently about every 



