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124 relations between theory and practice been so close and enduring." Of this the jubilee speakers were well enough aware. Yet Sir W. R. Grove said: "For my own part, I must say that science to me generally ceases to be interesting as it becomes useful.… I like it as a means of extending our knowledge beyond its ordinary grasp, leading us to know more of the mysteries of the universe." And the Marquis of Salisbury is equally explicit. "This, in my humble judgment, is one of the advantages of this Society, that it tends, by bringing men of different researches and pursuits and different intellectual qualifications together, to prevent the science from becoming the mere 'handmaid of industry,' and ensures that its higher claims shall secure recognition from its votaries."

Darwin is a standard example of the scientific man, loving science for its own sake. "His wide interest in branches of science that were not specially his own was remarkable.… For instance, he used to read nearly the whole of 'Nature,' though so much of it deals with mathematics and physics. I have often heard him say that he got a kind of satisfaction in reading articles which (according to himself) he could not understand." Darwin writes of himself: "My love of natural science has been steady and ardent.… From my earliest youth I have had the strongest desire to understand or explain whatever I observed." Like Helmholtz, he was influenced by the thought of what his fellow scientists would think of his work: but not a word is said by him as to any hope of being useful to the world. I think that we have in these instances of the scientific spirit a series of texts, from which we can draw a lesson as regards the American psychology of to-day. Psychology is tending to become prematurely practical. That I may not be misunderstood in this matter, I will make two categorical statements, (1) I am thoroughly convinced of the importance,—more: of the necessity,—of a sound paedagogy. And (2) I firmly believe that a sound paedagogy is only to be reached by way of a sound psychology. But I do not think that psychology will be advanced, if we pursue it explicitly for utility's sake, with overt reference to paedagogical application. By doing that we cripple psychology; its investigations are not pushed to their ultimate analytic conclusions: and we lay upon paedagogy a burden of immature results, which in the long run will prove heavy indeed to bear.

The ophthalmoscope is useful; but the motive that constrained Helmholtz to invent it was the spur of scientific curiosity, the impulse to know. Rosaniline and mauve and magenta are useful, also; but the great chemist is