96 EDUCATION OF A MAN OF SCIENCE 



what sort of science he teaches. In him the How 

 entirely dwarfs the What, 



To take an instance. My father's master, 

 Professor Henslow, was of this type. But some of 

 his advice was extremely bad. Thus he told my 

 father to read Lyell's Principles, but on no account 

 to believe the theoretical parts of the book. In 

 spite of the warning, my father was at once con- 

 verted to the doctrines set forth in the Principles, 

 and Lyell was from that time forward the chief 

 influence of his scientific life. But his gratitude 

 to Henslow remained fresh and strong to the day 

 of his death. 



The same thing is true of Lyell and his instructors. 

 When he left Oxford and went down to Scotland 

 geologising, he must have been full of Buckland's 

 teaching, and ought to have believed that the 

 surface of the county of Forfar was just as the 

 Flood left it, some few thousand years ago. But 

 he at once proceeded to discover in Noachian 

 Forfarshire the most striking evidence of geological 

 change actually in progress. So that, under the 

 influence of a great catastrophist, Lyell became the 

 greatest of the uniformitarians, and more than any 

 one man was the destroyer of the older point of 

 view. 



The personal effect of teacher on pupil cannot 

 be bought at a price, nor can it be paid for in any 

 coin but gratitude. It is the possibility of earning 

 this payment that makes the best part of a teacher's 

 life. 



