statement. For the last eighteen years we have had in England a system
of elementary science teaching carried out under the auspices of the
Science and Art Department, by which elementary scientific instruction
is made readily accessible to the scholars of all the elementary schools
in the country. Commencing with small beginnings, carefully developed
and improved, that system now brings up for examination as many as seven
thousand scholars in the subject of human physiology alone. I can say
that, out of that number, a large proportion have acquired a fair amount
of substantial knowledge; and that no inconsiderable percentage show as
good an acquaintance with human physiology as used to be exhibited by
the average candidates for medical degrees in the University of London,
when I was first an examiner there twenty years ago; and quite as much
knowledge as is possessed by the ordinary student of medicine at the
present day. I am justified, therefore, in looking forward to the time
when the student who proposes to devote himself to medicine will come,
not absolutely raw and inexperienced as he is at present, but in a
certain state of preparation for further study; and I look to the
university to help him still further forward in that stage of
preparation, through the organisation of its biological department. Here
the student will find means of acquainting himself with the phenomena of
life in their broadest acceptation. He will study not botany and
zoology, which, as I have said, would take him too far away from his
ultimate goal; but, by duly arranged instruction, combined with work in
the laboratory upon the leading types of animal and vegetable life, he
will lay a broad, and at the same time solid, foundation of biological
knowledge; he will come to his medical studies with a comprehension of
the great truths of morphology and of physiology, with his hands trained
to dissect and his eyes taught to see. I have no hesitation in saying
that such preparation is worth a full year added on to the medical
curriculum. In other words, it will set free that much time for
attention to those studies which bear directly upon the student's most
grave and serious duties as a medical practitioner.
Up to this point I have considered only the teaching aspect of your
great foundation, that function of the university in virtue of which it
plays the part of a reservoir of ascertained truth, so far as our
symbols can ever interpret nature. All can learn; all can drink of this
lake. It is given to few to add to the store of knowledge, to strike new
springs of thought, or to shape new forms of beauty. But so sure as it
is that men live not by bread, but by ideas, so sure is it that the
future of the world lies in the hands of those who are able to carry the
interpretation of nature a step further than their predecessors; so
certain is it that the highest function of a university is to seek out
those men, cherish them, and give their ability to serve their kind full
play.
I rejoice to observe that the encouragement of research occupies so
prominent a place in your official documents, and in the wise and
liberal inaugural address of your president. This subject of the
encouragement, or, as it is sometimes called, the endowment of research,
has of late years greatly exercised the minds of men in England. It was
one of the main topics of discussion by the members of the Royal
Commission of whom I was one, and who not long since issued their
report, after five years' labour. Many seem to think that this question
is mainly one of money; that you can go into the market and buy
research, and that supply will follow demand, as in the ordinary course
of commerce. This view does not commend itself to my mind. I know of no
more difficult practical problem than the discovery of a method of
encouraging and supporting the original investigator without opening the
door to nepotism and jobbery. My own conviction is admirably summed up
in the passage of your president's address, "that the best investigators
are usually those who have also the responsibilities of instruction,
gaining thus the incitement of colleagues, the encouragement of pupils,
and the observation of the public."
At the commencement of this address I ventured to assume that I might,
if I thought fit, criticise the arrangements which have been made by the
board of trustees, but I confess that I have little to do but to applaud
them. Most wise and sagacious seems to me the determination not to build
for the present. It has been my fate to see great educational funds
fossilise into mere bricks and mortar, in the petrifying springs of
architecture, with nothing left to work the institution they were
intended to support. A great warrior is said to have made a desert and
called it peace. Administrators of educational funds have sometimes made
a palace and called it a university. If I may venture to give advice in
a matter which lies out of my proper competency, I would say that
whenever you do build, get an honest bricklayer, and make him build you
just such rooms as you really want, leaving ample space for expansion.
And a century hence, when the Baltimore and Ohio shares are at one
thousand premium, and you have endowed all the professors you need, and
built all the laboratories that are wanted, and have the best museum and
the finest library that can be imagined; then, if you have a few hundred
thousand dollars you don't know what to do with, send for an architect
and tell him to put up a façade. If American is similar to English
experience, any other course will probably lead you into having some
stately structure, good for your architect's fame, but not in the least
what you want.
It appears to me that what I have ventured to lay down as the principles
which should govern the relations of a university to education in
general, are entirely in accordance with the measures you have adopted.
You have set no restrictions upon access to the instruction you propose
to give; you have provided that such instruction, either as given by the
university or by associated institutions, should cover the field of
human intellectual activity. You have recognised the importance of
encouraging research. You propose to provide means by which young men,
who may be full of zeal for a literary or for a scientific career, but
who also may have mistaken aspiration for inspiration, may bring their
capacities to a test, and give their powers a fair trial. If such a one
fail, his endowment terminates, and there is no harm done. If he
succeed, you may give power of flight to the genius of a Davy or a
Faraday, a Carlyle or a Locke, whose influence on the future of his
fellow-men shall be absolutely incalculable.
You have enunciated the principle that "the glory of the university
should rest upon the character of the teachers and scholars, and not
upon their numbers or buildings constructed for their use." And I look
upon it as an essential and most important feature of your plan that the
income of the professors and teachers shall be independent of the number
of students whom they can attract. In this way you provide against the
danger, patent elsewhere, of finding attempts at improvement obstructed
by vested interests; and, in the department of medical education
especially, you are free of the temptation to set loose upon the world
men utterly incompetent to perform the serious and responsible duties of
their profession.
It is a delicate matter for a stranger to the practical working of your
institutions, like myself, to pretend to give an opinion as to the
organisation of your governing power. I can conceive nothing better than
that it should remain as it is, if you can secure a succession of wise,
liberal, honest, and conscientious men to fill the vacancies that occur
among you. I do not greatly believe in the efficacy of any kind of
machinery for securing such a result; but I would venture to suggest
that the exclusive adoption of the method of co-optation for filling the
vacancies which must occur in your body, appears to me to be somewhat
like a tempting of Providence. Doubtless there are grave practical
objections to the appointment of persons outside of your body and not
directly interested in the welfare of the university; but might it not
be well if there were an understanding that your academic staff should
be officially represented on the board, perhaps even the heads of one or
two independent learned bodies, so that academic opinion and the views
of the outside world might have a certain influence in that most
important matter, the appointment of your professors? I throw out these
suggestions, as I have said, in ignorance of the practical difficulties
that may lie in the way of carrying them into effect, on the general
ground that personal and local influences are very subtle, and often
unconscious, while the future greatness and efficiency of the noble
institution which now commences its work must largely depend upon its
freedom from them.
* * * * *
I constantly hear Americans speak of the charm which our old mother
country has for them, of the delight with which they wander through the
streets of ancient towns, or climb the battlements of mediæval
strongholds, the names of which are indissolubly associated with the
great epochs of that noble literature which is our common inheritance;
or with the blood-stained steps of that secular progress, by which the
descendants of the savage Britons and of the wild pirates of the North
Sea have become converted into warriors of order and champions of
peaceful freedom, exhausting what still remains of the old Berserk
spirit in subduing nature, and turning the wilderness into a garden. But
anticipation has no less charm than retrospect, and to an Englishman
landing upon your shores for the first time, travelling for hundreds of
miles through strings of great and well-ordered cities, seeing your
enormous actual, and almost infinite potential, wealth in all
commodities, and in the energy and ability which turn wealth to account,
there is something sublime in the vista of the future. Do not suppose
that I am pandering to what is commonly understood by national pride. I
cannot say that I am in the slightest degree impressed by your bigness,
or your material resources, as such. Size is not grandeur, and territory
does not make a nation. The great issue, about which hangs a true
sublimity, and the terror of overhanging fate, is what are you going to
do with all these things? What is to be the end to which these are to be
the means? You are making a novel experiment in politics on the greatest
scale which the world has yet seen. Forty millions at your first
centenary, it is reasonably to be expected that, at the second, these
states will be occupied by two hundred millions of English-speaking
people, spread over an area as large as that of Europe, and with
climates and interests as diverse as those of Spain and Scandinavia,
England and Russia. You and your descendants have to ascertain whether
this great mass will hold together under the forms of a republic, and
the despotic reality of universal suffrage; whether state rights will
hold out against centralisation, without separation; whether
centralisation will get the better, without actual or disguised
monarchy; whether shifting corruption is better than a permanent
bureaucracy; and as population thickens in your great cities, and the
pressure of want is felt, the gaunt spectre of pauperism will stalk
among you, and communism and socialism will claim to be heard. Truly
America has a great future before her; great in toil, in care, and in
responsibility; great in true glory if she be guided in wisdom and
righteousness; great in shame if she fail. I cannot understand why other
nations should envy you, or be blind to the fact that it is for the
highest interest of mankind that you should succeed; but the one
condition of success, your sole safeguard, is the moral worth and
intellectual clearness of the individual citizen. Education cannot give
these, but it may cherish them and bring them to the front in whatever
station of society they are to be found; and the universities ought to
be, and may be, the fortresses of the higher life of the nation.
May the university which commences its practical activity to-morrow
abundantly fulfil its high purpose; may its renown as a seat of true
learning, a centre of free inquiry, a focus of intellectual light,
increase year by year, until men wander hither from all parts of the
earth, as of old they sought Bologna, or Paris, or Oxford.
And it is pleasant to me to fancy that, among the English students who
are drawn to you at that time, there may linger a dim tradition that a
countryman of theirs was permitted to address you as he has done to-day,
and to feel as if your hopes were his hopes and your success his joy.
[1] Delivered at the formal opening of the Johns Hopkins University
at Baltimore, U.S., September 12. The total amount bequeathed by
Johns Hopkins is more than 7,000,000 dollars. The sum of
3,500,000 dollars is appropriated to a university, a like sum to
a hospital, and the rest to local institutions of education and
charity.
LONDON.
LECTURE ON THE STUDY OF BIOLOGY.
It is my duty to-night to speak about the study of Biology, and while it
may be that there are many of my audience who are quite familiar with
that study, yet as a lecturer of some standing, it would, I know by
experience, be very bad policy on my part to suppose such to be
extensively the case. On the contrary, I must imagine that there are
many of you who would like to know what Biology is; that there are
others who have that amount of information, but would nevertheless
gladly hear why it should be worth their while to study Biology; and yet
others, again, to whom these two points are clear, but who desire to
learn how they had best study it, and, finally, when they had best study
it.
I shall, therefore, address myself to the endeavour to give you some
answer to these four questions--what Biology is; why it should be
studied; how it should be studied; and when it should be studied.
In the first place, in respect to what Biology is, there are, I believe,
some persons who imagine that the term "Biology" is simply a new-fangled
denomination, a neologism in short, for what used to be known under the
title of "Natural History;" but I shall try to show you, on the
contrary, that the word is the expression of the growth of science
during the last 200 years, and came into existence half a century ago.
At the revival of learning, knowledge was divided into two kinds--the
knowledge of nature and the knowledge of man; for it was the current
idea then (and a great deal of that ancient conception still remains)
that there was a sort of essential antithesis, not to say antagonism,
between nature and man; and that the two had not very much to do with
one another, except that the one was oftentimes exceedingly troublesome
to the other. Though it is one of the salient merits of our great
philosophers of the seventeenth century, that they recognised but one
scientific method, applicable alike to man and to nature, we find this
notion of the existence of a broad distinction between nature and man in
the writings both of Bacon and of Hobbes of Malmesbury; and I have
brought with me that famous work which is now so little known, greatly
as it deserves to be studied, "The Leviathan," in order that I may put
to you in the wonderfully terse and clear language of Thomas Hobbes,
what was his view of the matter. He says:--
"The register of knowledge of fact is called history. Whereof there
be two sorts, one called natural history; which is the history of
such facts or effects of nature as have no dependence on man's
will; such as are the histories of metals, plants, animals,
regions, and the like. The other is civil history; which is the
history of the voluntary actions of men in commonwealths."
So that all history of fact was divided into these two great groups of
natural and of civil history. The Royal Society was in course of
foundation about the time that Hobbes was writing this book, which was
published in 1651; and that Society was termed a "Society for the
Improvement of Natural Knowledge," which was then nearly the same thing
as a "Society for the Improvement of Natural History." As time went on,
and the various branches of human knowledge became more distinctly
developed and separated from one another, it was found that some were
much more susceptible of precise mathematical treatment than others. The
publication of the "Principia" of Newton, which probably gave a greater
stimulus to physical science than any work ever published before, or
which is likely to be published hereafter, showed that precise
mathematical methods were applicable to those branches of science such
as astronomy, and what we now call physics, which occupy a very large
portion of the domain of what the older writers understood by natural
history. And inasmuch as the partly deductive and partly experimental
methods of treatment to which Newton and others subjected these branches
of human knowledge, showed that the phenomena of nature which belonged
to them were susceptible of explanation, and thereby came within the
reach of what was called "philosophy" in those days; so much of this
kind of knowledge as was not included under astronomy came to be spoken
of as "natural philosophy"--a term which Bacon had employed in a much
wider sense. Time went on, and yet other branches of science developed
themselves. Chemistry took a definite shape; and since all these
sciences, such as astronomy, natural philosophy, and chemistry, were
susceptible either of mathematical treatment or of experimental
treatment, or of both, a broad distinction was drawn between the
experimental branches of what had previously been called natural history
and the observational branches--those in which experiment was (or
appeared to be) of doubtful use, and where, at that time, mathematical
methods were inapplicable. Under these circumstances the old name of
"Natural History" stuck by the residuum, by those phenomena which were
not, at that time, susceptible of mathematical or experimental
treatment; that is to say, those phenomena of nature which come now
under the general heads of physical geography, geology, mineralogy, the
history of plants, and the history of animals. It was in this sense that
the term was understood by the great writers of the middle of the last
century--Buffon and Linnæus--by Buffon in his great work, the "Histoire
Naturelle Générale," and by Linnæus in his splendid achievement, the
"Systema Naturæ." The subjects they deal with are spoken of as "Natural
History," and they called themselves and were called "Naturalists." But
you will observe that this was not the original meaning of these terms;
but that they had, by this time, acquired a signification widely
different from that which they possessed primitively.
The sense in which "Natural History" was used at the time I am now
speaking of has, to a certain extent, endured to the present day. There
are now in existence in some of our northern universities, chairs of
"Civil and Natural History," in which "Natural History" is used to
indicate exactly what Hobbes and Bacon meant by that term. The unhappy
incumbent of the chair of Natural History is, or was, supposed to cover
the whole ground of geology, mineralogy, and zoology, perhaps even
botany, in his lectures.
But as science made the marvellous progress which it did make at the
latter end of the last and the beginning of the present century,
thinking men began to discern that under this title of "Natural History"
there were included very heterogeneous constituents--that, for example,
geology and mineralogy were, in many respects, widely different from
botany and zoology; that a man might obtain an extensive knowledge of
the structure and functions of plants and animals, without having need
to enter upon the study of geology or mineralogy, and _vice versâ_; and,
further as knowledge advanced, it became clear that there was a great
analogy, a very close alliance, between those two sciences of botany and
zoology which deal with living beings, while they are much more widely
separated from all other studies. It is due to Buffon to remark that he
clearly recognised this great fact. He says: "Ces deux genres d'êtres
organisés [les animaux et les végétaux] ont beaucoup plus de propriétés
communes que de différences réelles." Therefore, it is not wonderful
that, at the beginning of the present century, in two different
countries, and so far as I know, without any intercommunication, two
famous men clearly conceived the notion of uniting the sciences which
deal with living matter into one whole, and of dealing with them as one
discipline. In fact, I may say there were three men to whom this idea
occurred contemporaneously, although there were but two who carried it
into effect, and only one who worked it out completely. The persons to
whom I refer were the eminent physiologist Bichat, and the great
naturalist Lamarck, in France; and a distinguished German, Treviranus.
Bichat[1] assumed the existence of a special group of "physiological"
sciences. Lamarck, in a work published in 1801,[2] for the first time
made use of the name "Biologie" from the two Greek words which signify a
discourse upon life and living things. About the same time it occurred
to Treviranus, that all those sciences which deal with living matter are
essentially and fundamentally one, and ought to be treated as a whole;
and, in the year 1802, he published the first volume of what he also
called "Biologie." Treviranus's great merit lies in this, that he worked
out his idea, and wrote the very remarkable book to which I refer. It
consists of six volumes, and occupied its author for twenty years--from
1802 to 1822.
That is the origin of the term "Biology;" and that is how it has come
about that all clear thinkers and lovers of consistent nomenclature have
substituted for the old confusing name of "Natural History," which has
conveyed so many meanings, the term "Biology" which denotes the whole of
the sciences which deal with living things, whether they be animals or
whether they be plants. Some little time ago--in the course of this
year, I think--I was favoured by a learned classic, Dr. Field of
Norwich, with a disquisition, in which he endeavoured to prove that,
from a philological point of view, neither Treviranus nor Lamarck had
any right to coin this new word "Biology" for their purpose; that, in
fact, the Greek word "Bios" had relation only to human life and human
affairs, and that a different word was employed by the Greeks when they
wished to speak of the life of animals and plants. So Dr. Field tells us
we are all wrong in using the term biology, and that we ought to employ
another; only he is not quite sure about the propriety of that which he
proposes as a substitute. It is a somewhat hard one--"zootocology." I am
sorry we are wrong, because we are likely to continue so. In these
matters we must have some sort of "Statute of Limitations." When a name
has been employed for half-a-century, persons of authority[3] have been
using it, and its sense has become well understood, I am afraid that
people will go on using it, whatever the weight of philological
objection.