382 Ethical Functions of Scientific Study — Chamberlin. 
shall not monopolize the insignia of superior knowledge, to the 
exclusion of the higher and more intimately human. By sci- 
ence, therefore, let us understand not merely physical and nat- 
ural science, but all specific and systematic knowledge. 
Even if the element of volition removes the products of mind 
from the strict domination of unchangeable law, it may be none 
the less profitable to subject them to the sharp discriminations, 
the severe questionings and the rigid inductions that mark 
scientific methods of study. It is not necessary to the scientific 
process to assume th,i rigid reign of law; on the contrary, the 
reign of law is rather an induction of science than its postulate. 
There is another necessary discrimination, a distinction be- 
tween scientific stadij and the study of science. By scientific 
study let us understand, not the subject matter, but the 
character of the study. Let it signify the exercise of those 
mental activities by which truth is discerned and brought into 
orderly array in all its relationships. The study 0/ science may 
be a mere memorizing of the produces of scientific study, having 
in itself no more of the nature and spirit of scientific inquiry 
than the memorizing of John Gilpin, or the mastering of the 
figures of a quadrille. To learn the results and the dicta of 
science involves an intellectual process essentially the same as 
learning the products of the imagination or the prices of com- 
modities. In our university classes in science one student fol- 
lows independently the processes by which the fabric of science 
was constructed. This is scientific study. Another student, 
ignoring these, leaps across the original processes to the final 
result, which alone he gathers into his comprehension and 
holds by an enforced action of the memory. This is knowledge 
gathering, not scientific inquiry. The former is a scientific 
student in the true sense; the latter is, at best, not more than 
a student of science. Let us agree therefore, that, for the time 
at least, scientific study shall mean to us the study employed 
in the development of science, which the true scientific student 
imitates in the seminar., the laboratory, and the field. 
The distinction between scientific study and the study of 
science is much the same as that between creative scholarship 
and acquisitive scholarship; between modern research and 
ancient erudition. 
If now we are agreed that a moral character attaches to our 
