07 - English Men of Science- Their Nature and Nurture by Sir Francis Galton

Dive into the findings of Galtons intriguing survey that sought to uncover the distinctions and similarities among the eminent men of his era. This podcast features a wealth of biographical details, biometric data, and thought-provoking quotations from these distinguished individuals. Summarized by Niobium.

Episode Transcript

Speaker 1 (00:00):
Chapter four of English Men of Science by Francis Galton.
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Read by Leonharvey. Chapter four Education preliminary education, prey throughout

(00:20):
or nearly so. Merits in education, merits and demerits balanced
demerits summary conclusion. I now pass on to the education
which the scientific men had in their youth, in the
hope that my results may give assistance to those who
are endeavoring to frame systems of education suitable to the

(00:41):
wants of the day. What I have to say is
very partial. It refers solely to the opinions the scientific
men entertain of the merits and faults of their own
several educations in by gone days. Their views are remarkably unanimous,
considering the very different branches of inquiry they are interested in,
and the great dissimilarities in their education. One third of

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those who sent replies have been educated at Oxford or Cambridge,
one third at Scotch, Irish or London universities, and the
remaining third at no university at all. I am totally
unable to decide which of the three groups occupies a
highest scientific position. There seemed to me very much alike
in this respect. The questions to which the following replies

(01:21):
were given were as follows. Was your education especially conductive
to or restrictive of habits of observation? Was your education
eminently conductive to health? Or the reverse? What do you
consider to have been peculiar merits in your education? What
were the chief omissions in it? And what faults of
commission can you indicate? I also asked for information concerning

(01:42):
the places of education, both schools and colleges, and as
regards home and self instruction. The answers were in some
cases very interesting from their minute elaboration, but I am
of course restricted on this occasion to a simpler treatment
of them. I cannot now pain with delicate tints, but
must content myself with broad lights and shades. The following

(02:04):
answers are extracts, and in some few cases abstracts. They
convey the general tone of the several replies as nearly
as possible. The groups under which I've sorted them are
these merits, education, prays Throughout or nearly so. Ten replies,
variety of subjects, ten replies are little science at school

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three replies simple things well taught, three replies liberty and leisure,
three replies home teaching and encouragement. Eight replies merits and
demerits balanced, four replies demerits narrow education, thirty two replies
want of system and bad teaching, ten replies unclassed. Four

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replies total eighty seven. There are a few cases which
an answer already given in combination has been extracted and repeated.
Merits education praise throughout, or nearly so. Ten cases. One
was admirably taught estimating thirteen to sixteen and a half

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to reason, use my own mind, and myself was taught
to acquire large masses of information by reading. There was
a little tendency to a vagrant style of reading, but
this was probably neutralized by other influences. Two well taught
in classics and mathematics. If possible, my education should have
afforded facilities for the study of the science of observation,

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but I doubt the practicality of this at school. While
a schoolboyer taught myself botany, chemistry, et cetera, under great disadvantages.
Three careful in good early education at home by my
mother and father. Then rather strict training by my father
and by my first schoolmaster, being carefully looked after by
my father and expected to do my best. Four My

(03:53):
education was well balanced. It was general and of a
very complete kind, including chemistry, botany, logic and political economy.
By three years estimating twelve fifteen spent in learning the
Latin Greek grammars were a blank waste of time. Five
education including French German logic, natural philosophy, chemistry besides mathematics.

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I lived in a house where I saw many people
whose interests were of various kinds, and I went to
a day school where I mixed with the boys only
when they were fresh and active. Thus I had two
outer worlds to balance against each other. On the whole
I had, I think the greatest degree of freedom possible
to a boy. Six. Was at school till estimate sixteen

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and were a tutor in Germany for six months. After
then technical training and teaching. The education was conductive both
to observation and health, variety of subjects and attention to details,
a combination of home and school education, my father having
been head mastered the school. Seven, my father being a schoolmaster,

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I was at some p sort of school work nearly
all my life, but from the age of twelve I
was occupied more in teaching than in learning. My education
included the various subjects usually taught in English schools, with
something of astronomy, pneumatics, electricity, and mechanics. I learned much
in conversation with my father, which chiefly took an instructive form,
which led to think and speak freely. Also engaged frequently

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in domestic discussions on questions of general policy. I had
also early access to tools and materials. Eight. I was
fortunate in obtaining at school estimate eight sixteen and insight
into the phenomena of nature, a subject entirely ignored at
that time in almost all schools. My peculiar bent for
experiment was encouraged at home by my mother, and there

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were peculiar merits in my training under professors Blank and Blank,
and especially in Germany under Blank. Nine. The steadiness with
which I was taught by one centric school master, reading
an accurate spelling, clear, neat and intelligible writing, and quick
and accurate computation by all the primary pools of arithmetic.

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Faults in these several branches were never overlooked and all
competition was for excellence in each Latin and French were
evidently thrown into pleased parents. Going to see at the
age of thirteen, I really think I started with the
best education I could have had, Compared with my youthful mismates,
some of whom had passed through public schools. I was
farther superior in writing. I soon acquired chart drawing and

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sketching for nature, and in calculation of the day's work,
and in astronomical observations, merits and education. Variety of subjects
nine replies. One not tied down to old courses of
classics and mathematics. Two my master estimate fifteen seventeen was

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a man of scientific and generally liberal turn of mind.
Three sufficient groundwork in many subjects to avoid error. Four
early introduced to many subjects of interest. Five a well
balanced education including chemistry, botany, logic and political economy. Six
a variety of subjects and attention to details. Coming in

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contact with persons of every rank in Scotland, and sitting
on the same form with the sons of tradesmen and
plowmen as well as of gentlemen. Seven and eight two
cases both being Englishmen praise Scotch system of education. Nine
living in a house where there were many interests, and
going thence to a day school where there were other

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and different ones. Merits in education A little science at
school three replies. One only one good thing that was
object lessons, though given badly and only for a short time.
Two All the merits of my schooling I attribute to
a little elementary physics and chemistry taught me between the

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ages of seven thirteen. Three science taught me at school
between the ages of eleven and sixteen. Merits in education,
Simple things well taught three replies. Why clear, neat and
intelligible writing, accurate spelling, and simple computation. Two was very
well grounded in arithmetic school three forced accuracy of dilnation

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at home estimate fourteen sixteen merits in education, Liberty and
leisure three replies. One unusual degree of freedom. Two freedom
to follow my own inclinations and choose my own subjects
of study or the reverse. Three the great proportion of
time left free to do as I liked, unwatched and
uncontrolled merits in education, Home teaching and home encouragement eight replies.

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One encouragement by my mother two encouragement by my father.
Three carefully looked after by my father. I expected to
do my best four c. Seven in education, pray throughout
or nearly so. Five During one year estimate seventeen, I
recited and studied with my uncle. By marriage and life

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learnt there more of the dead languages than in all
my school time. Six. My private education at home was
much the more valuable. Seven. Home and self education developed
my observing faculties. Eight pretty much self taught, but encouraged
to use my eyes with an independent thought. Merits and

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d merits and education balanced four replies. One left to myself.
I pursued a discoursive line as compared with ordinary schools.
I think self teaching has many advantages for boys of
active mind, but intelligent teaching and assisting on accuracy and
completeness would have produced a much more efficient man. Two.
The merits of my education consisted in a great number

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of studies connected with nature, But there was a want
of system and of consecutive study. Three. The demerit of
my education was a want of being thoroughly grounded. This
gave me great trouble, but made me think for myself.
Often an advantage to me four no sound instruction. The
education was too general and desultory, but it gave wide

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interest demerits narrow education thirty two cases One no mathematics,
nor modern languages, nor any habits of observation or reasoning.
Two enormous time devoted to Latin and Greek, with which
languages I am not confessant. Three a mission of almost
everything is fallen good except being taught to read Latin

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Latin Latin four Latin through Latin nonsense verses. Five limitation
of subjects practically to classics, absence of any scientific training.
Too much confined to classics. Seven a mission of mathematics, German,
and drawing. Eight. Latin and Greek were more insisted on
than modern languages. Nine in and otherwise well balanced education.

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Three years estimated twelve fifteen at a private school were
spent on Latin and Greek grammar, A blank waste of time.
Ten school work directed to the cultivation of literary tastes only,
and therefore not adapted to a variety of intellects. Eleven
elements of natural science emitted. Nothing taught of the nature
of the world around us. Twelve not taught mathematics nor

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any natural science. To which I could have taken corner
more thirteen Absence of instruction in the modern languages fourteen,
want of the modern languages and of chemistry fifteen, want
of logical and mathematical training sixteen, want of training in
the habits of observation seventeen neglect of mathematics. Too much

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reliance on mere work of memory, mental training overlooked in
the mere acquisition of routine eighteen. I could now wish
that I had gone through at the university a good
course of chemistry in physics as a preparation for the
other branches. But the main obstacle was lack of time nineteen,
want of education, of faculties of observation, want of mathematics

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and of modern languages. Twenty not allowing my mind to
follow its nas natural bias twenty one neglect of many
subjects for the attainment of one or two. Not pushing
mathematics to a useful end. Twenty two not enough liberty
put back by too much grounding at Cambridge twenty three.
At school, the classical education viz. Construing, parising and learning

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grammatical rules was not to my taste. And Oxford, I
wasted much time having little sympathy with the university pursuits
and habits twenty four. Having so exclusively devoted myself to
mathematics at Cambridge twenty five, the classical teaching was said
to be good, but I did not assimilate it. Perhaps
my mental peculiarities and my special ineptitude to commit words

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to memory would have rendered most education, such as it
was when I was a boy, ineffectual for much good.
The main defect for me, certainly was that precise verbal
memory was the test of all knowledge, no doubt. In
some things, such as languages, precise knowledge of words is essential,
and therefore I refer to my own special defect in
saying this. Twenty six. My school work was too predominantly classical,

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and nearly everything was taught on authority twenty seven, persistence
in giving me no holiday and overstraining my memory when
I was very young twenty eight. My principal regret is
that I was unable to pursue the study of mathematics
twenty nine. Mathematics were not pushed far enough. Natural science
was left to the boys themselves thirty My boyhood was

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utterly wasted, and the efforts of my manhood have not
sufficed and have will suffice to repair the loss. Thirty
one a mission of all subjects, excepting the classics, but
particularly faulty in the want of intellectual training. Thirty two
a military man. The authority of a military education is
producible to the development of thought and education. In matters

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of opinion demerits and education, want of system and bad
teaching ten cases one want of system, two want of system,
three want of system. Four want of system, absence of
necessary control. Five bad early masters, neglect at public school.

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Six essentially defective, no competition or supervision. Seven the very
mistaken way which languages, as it now seems to be,
especially Latin Greek, were taught eight two much for memory,
nothing for thought. Nine want of thoroughness and early teaching.
Ten careless and superficial reading. Demerits in education unclassed four cases.

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One brought up in an idle class and never realized
the necessity of labor in acquirement. Two too much cramming
for examinations, too much isolated, being the youngest son and
educated at home. Three two great changes in system. Having
been educated at five universities, three of which were Scotch
in London and one in Germany, for being brought up

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at home was perhaps too much shut out from the
company of other boys. Summary. The scientific men on my
list have very generally ascribed high merits to a varied education.
They say, as we have just seen, not tied down
to old courses of classics in mathematics, sufficient groundworking many
subjects to avoid error, a well balanced education, including chemistry, botany,

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logic and political economy, coming in contact with persons of
every rank, and sitting in the same form in a
Scots school, with the sons of tradesmen and plowmen as
well as gentlemen. In contrast to this, others who speak
of the faults of their education say no mathematics, nor
modern languages, nor any habits of observation or reasoning. Enormous
time devotes to Latin and Greek, with which languages I

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am not confercent. In an otherwise well bounced education. Three
years were spent on Latin and Greek grammar, a blank
wasted time, neglect of many subjects for the tainment of
one or two, not pushing mathematics to a useful end.
Evidence such as this fully establishes the advantage of a
variety of study. One group of men speak gratefully because

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they had it, and another speak grew gratefully because they
had it. Not I find none who had a reasonable
variety who disapproved of it, none who had a purely
old fashioned education who were satisfied with it. The scientific
men who came from the large public schools usually did
nothing when there they could not assimilate the subjects taught,
and have abused the old system heartily. There are several

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serious complaints about superficial and bad teaching, which I need
not quite afresh over teaching is thoroughly objected to. Thus,
in speaking of merits of education, I find freedom to
follow my own inclinations and to choose my own subjects
of study, or the reverse, the great proportion of time
left free to do as I liked, unwatched and uncontrolled,
unusual degree of freedom. There is much scattered evidence throughout

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the replies to my questions. Generally, in addition to what
I have extracted, which implies that this feeling is a
very common one, there are many touching evidences of the
strong effect of home encouragement and teaching. Of this I
have already spoken and need not dwell upon afresh. In
corroboration of the conclusions stated in page two hundred and

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sixteen on the favorable influences of their Scotch system in
developing a taste for science. I remark that in these
replies a large proportion of the scientific men who have
mentioned any merits in their education were educated in Scotland.
As regards the subjects specially asked for, even by biologists,
mathematics takes a prominent place. Two of my correspondents speaks

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strongly of the advantages derived from logic, and the weighty
judgment of the late John S Mill powerfully corroborates their opinions.
Accuracy of delenation is also spoken of, and owing to
the extraordinary prevalence of mechanical attitudes, I believe that the
teaching of mechanical drawing or manipulation would be greatly prized.
The interpretation that I put on the end answers as

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a whole is as follows, to teach a few congenial
and useful things very thoroughly, to encourage curiosity concerning as
wide a range of subjects as possible, and not to
overteach as regards the precise subjects. For rigorous instruction, the
following seemed to me in strict accordance with what would
have best pleased those of the scientific men who have
sent me returns. One Mathematics pushed as far as the

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capacity of the learner admits, and its process is utilized
as far as possible for interesting ends and practical application.
Two logic on the grounds already stated, but on those only.
Three observation, theory, and experiment in at least one branch
of science, some boys taking one branch and some another

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to ensure a variety of interest in the school. Four
accurate drawing of objects connected with a branch of science pursued.
Five Mechanical manipulation. Were the reasons already given, and also
because mechanical skill is occasionally of great use to nearly
all scientific men in their investigation, these five subjects should
be rigorously taught. They are anything but an excessive program,

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and there would remain plenty of time for that variety
of work which is so highly prized. As ready access
to books, much reading of interesting literature, history, and poetry
languages learnt probably best during the vacations in the easiest
and swiftest manner, with the sole object of enabling the
learners to read ordinary books in them. This seems sufficient

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because my returns show that men of science are not
made by much teaching, but rather bro awakening their interests,
encouraging their pursuits when at home, and leaving them to
teach themselves continuously throughout life. Much teaching fills a youth
with knowledge, but tends prematurely to setty out his appetite
for more. I am surprised at the mediocre degrees which
the leading scientific men who were at the universities have

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usually taken. Always accepting the mathematicians being original, they are
naturally less receptive. They preferred to fix of their own
accord on certain subjects, and seem adverse to learn what
is put before for them as a task. Their independence
of spirit and coldness of disposition are not conductive to
success in competition. They doggedly go their own way and

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refuse to run races. Conclusion science as hithro being at
a disadvantage compared with other competing pursuits. In enlisting the
intention of the best intellects of the nation for reasons
that are partially inherent and partially artificial. To these, I
will briefly refer to conclusion, with a special reference to

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the very important question as to how far the progress
of events tends to counterbalance or remove them every class energy, intellect,
and the like under the general name of ability. It
follows that, under circumstances being the same, those able men
who have vigorous spare for extra professional pursuits will be
mainly governed in their choice of them by the instinctive
tastes of their manhood. The majority will address themselves to

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tobics nearly connected with human interests. A few will turn
to science. This tendency to abandon the colder attractions of
science for those of political and social life must always
be powerfully reinforced by the very general inclination of women
to exert their influence in the latter direction. Again, those
who select some branch of science as a profession must
do so in spite of the fact that it is

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more unreneumative than any other pursuit. A great and salutary
change has undoubtedly come over the feeling of the nation
since the time when the present leading men of science
were boys, For education was at that time conducted the
interests of the clergy and were strongly opposed to science.
It crushed the inquiry in spirit, the love of observation,
the pursuit of inductive studies, the habit of independent thought,

(21:36):
and it protected classics and mathematics by giving them the
monopoly of all prizes for intellectual work, such as scholarships, fellowships,
church livings, canonaris, bishoprics and the rest. This gigantic monopoly
is yielding, but obstinately and slowly, and it is unlikely
that the friends of science will be able for Manys
to come to relax their efforts in educational reform. As

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regards as the future provision for successful followers of science,
it is to be hoped that, in addition to the
many new openings in industrial pursuits, the gradual but sure
development of sanitary administration and statistical inquiry may in time
afford the needed profession. These and adequately paid professorships may,
as I sincerely hope, they will, even in our days,

(22:21):
give rise to the establishment of a sort of scientific
priesthood throughout the Kingdom, whose high duties will have reference
to the health and well being of the nation in
its broadest sense, and whose emm aluments and social position
would be made commensurate with the importance and variety of
their functions. End of Chapter four of Englishmen of Science,