THE PLACE OF RESEAKCH IX EDUCATION. 1 



By H. E. Armstrong. 2 



The address on "Art tuition," delivered here a fortnight ago by Pro- 

 fessor Herkomer, which I trust many of you had the advantage of 

 listening to, was full of wise counsel, which can not fail to be of value 

 to those who study it; the more so as Professor Herkomer is not only 

 himself an artist of wide and varied experience, highly gifted with 

 originality, but also an experienced teacher, and is therefore better 

 able to advise than are most other artists. * For, after all, only the 

 competent teacher is fully aware of the difficulties which beset the path 

 of the student. 



But no advice given by Professor Herkomer was equal in importance 

 to his opening statement — which was subsequently confirmed by mem- 

 bers of the governing body — that in this polytechnic a clean beginning 

 has been made in art; that you have advisedly elected to be free from 

 all external control and are possessed with the fixed intention of work- 

 ing out your own salvation. Professor Herkomer begged — prayed, I 

 may say — that you should be kept clear of all contagion, and all who 

 are your true friends must join in this prayer. 



I desire to preach from the same parable as regards the teaching of 

 science — to exercise the functions of a medical officer of health for 

 science ; but my task is a difficult one. Professor Herkomer spoke to 



'Reprinted from Science Progress, Vol. IV, No. 23, January, 1896. 



2 The editor has been good enough to regard the following article as of sufficient 

 interest to warrant its insertion distinctly with the object of showing that it is 

 desired to deal with subjects likely to attract public attention, so as to interest a 

 wider circle of readers in Science Progress. I have gladly accepted his hospitality, 

 as I believe it to be of the utmost importance to interest scientific workers as well 

 as the public in questions such as I raise. Unless wo are prepared to throw ourselves 

 more into such work, there is little probability that the teaching of scientific 

 method will gain that popular recognition which the subject imperatively demands, 

 and which so many of us are persuaded must without delay be accorded to it, if we 

 are to retain any proper measure of national prosperity, it was recently delivered 

 as an address at the Chelsea Polytechnic, and hence it is somewhat egotistical and 

 dogmatic in style; however, I have thought it undesirable to change the style, 

 desiring to lay as much emphasis as possible on the important issues which are 

 considered, 



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