instinctively, after even casually turning over a few pages, that the style is vastly superior to and more scientific than anything that has gone before. There is a solidity and keenness of penetration about it which is sadly wanting in his predecessors, who were content to hand lown what they had learned without so much as a show of criticism. Roger Bacon was born at Ilchester, in Somersetshire, in 1214. He cook the degree of doctor of theology in the University of Paris, famed n those days above Oxford, Salerno, or Montpellier, and acquired a mastery of the Latin, Greek, Hebrew, and Arabic literature of his time. He joined the Franciscan order of monks, but incurred much opposiion from them, even to the extent of being thrown into prison on several occasions on account of having fallen under the suspicion of nagic. His proposal to repudiate Aristotle altogether, and appeal to nature by experiment, was also very unpopular. He spent forty years of his life in study, and over £2,000 in buying books and materials and n traveling; and his own reward was neglect, poverty, and persecution. Fortunately for the world, Clement IV, who had been his friend before is elevation to the papal chair, encouraged him to write, and at his ustance he produced these works which have placed him among the mmortals: The Opus Majus, Opus Minus, Opus Tertium, and Comendium Philosophiæ. The first of these, planned on a splendid scale, s divided into six parts, as follows:

(1) On the four causes of human ignorance; authority, custom, poplar opinion, and the pride of supposed knowledge. These seem to ear a kind of lurking resemblance to Lord Bacon's Idols of the Tribe, he Cave, the Market Place, and the Theatre; but, for whatever conection there is, Francis, and not Roger, must be held accountable. (2) On the causes of perfect wisdom in the Sacred Scriptures. (3) On the usefulness of grammar.

(4) On the usefulness of mathematics. This is again subdivided to

(a) The necessity of mathematics in human things.

(b) The necessity of mathematics in divine things. These are enumerated as geography, chronology, cycles, and natural phenomena, arithmetic, and music.

(c) The usefulness of mathematics in ecclesiastical things, e. g., the certification of faith, and the correction of the calendar.

(d) The usefulness of mathematics in the State, for the sciences of hydrography, geography, and astrology.

(5) On perspective (i. e., optics), treated under four heads: The rgans of vision, the propagation of light in straight lines, reflection nd refraction, and the propagation of the impressions of light. (6) Of experimental science.

Whewell says of this work that its plan was "to urge the necessity Fa reform in the mode of philosophizing; to set forth the reasons why nowledge had not made a great progress; to bring back attention to

BULY (Ć EDDV via hat er begiented: 10 cscover FIVE NUTRES VIRI V TR WIRD LEDVIN to animate men: to The Ruderacy by & prosen the cast acrtages vich offered." The victims TILL & rezist of science: bet part 2. JATITE Ceweries The 700y of the ere and is ins o VIL E LIST LINES 1 TI: The LVs of reflection and refretSi and the construction de mes and lenses. Part 6 15 again Gen UGHC PATHER to the pay of the sineet tal a description of permente: bra vines al Test 30 130 the nature and Calimes the rall bow.

The Opus Kors is a summary of the Mars: Terrn, a preamble and scpquement To The De TV Land's fery energy appears in the fat that a tree must have been women will egiteen months El trace of haste of Parelessless appears in them. There is evidence that he ended a these warks merely as a preliminary to a * greater vie of with the Compendium Pilosopiae is a part To Go, osture bem and we give extracts showing the intelectual ele on viri be so would far excel the limits of a page or twa One exl only regret that such a man should no have been able to con mand the least re all eurotr.felett viel would have been his it in a more en giebed age. That be was a bebever in alchemy, there is no lot but fe this be cal not be blamed: nor for a belief 11 magie, though he is most explate 1 assing it a subordinate place. The one quotation whid i Cows, from the Appendix to the Compenan Filosophie, will show to what extent be forecasted the labors of engineers and meet alicials, wie at the same time he is eviGently not letting has ima ratio ran not but keeps within reasonable bols as if he knew the range of Lamal powers.

-Tht lay the better demonstrate the morty and indignity of Pagia power to that of Nature and Art. I shall a while discourse on nable operaties of Art and Nature as have not the least And frst of sad elles as are purely

-1. It is possible to make ches to sull withal, so that either fresh of salt Water Tesses may be coded by the help of one man, and made to move with a Teater swiftness thall others which are full of rowers to drive thell art g

-II. It is poss. le to make a chamot more with an inestimable swiftDess, such as the sythed canots were where our forefathers fought, and this motion to be without the help of any lg creature.

-II. It is possible to make et goes for ryg, a man sitting in the Gst thereof by turning only an instrumet which moves artificial wings made to beat the air, nach after the tash on of a bird's flight. -IV. It is possible to invent an erge of te bulk, yet of great efficiency, either to the depressing or elevation of the very greatest weights.

"V. A man may eas in despite of all oppo thing which is movab

"VL A man may n

Such

danger, he may walk at the bottom of the sea or other water. engines as these were of old, and are made even in our days. All of them, excepting only that instrument of flying, which I never saw, nor know any who hath seen it, with an infinite number of other inventions, are possible, such as the making of bridges over rivers without pillars or supporters."

As my intention is by no means to trace the early history of science in general, but merely to record what was done by English writers between definite limits of time, I have of course to omit all reference to the work of Geber, Albertus Magnus, Raymond Lully, and others. It is only too evident that in these seven centuries science would have fared very badly had its development been left to Englishmen alone; but a noble recompense for this neglect has been made since by a long line of busy workers from the days of Boyle and Hooke down to our own time.

THE PLACE OF RESEARCH IN EDUCATION.1

By H. E. ARMSTRONG.2

The address on "Art tuition," delivered here a fortnight ago by Professor 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 members 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 working 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.

"The editor has been good enough to regard the following article as of sufficient nterest 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 vider circle of readers in Science Progress. I have gladly accepted his hospitality, s I believe it to be of the utmost importance to interest scientific workers as well s the public in questions such as I raise. Unless we 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 re to retain any proper measure of national prosperity. It was recently delivered s an address at the Chelsea Polytechnic, and hence it is somewhat egotistical and ogmatic in style; however, I have thought it undesirable to change the style, esiring to lay as much emphasis as possible on the important issues which are onsidered.