The beginnings of education have not hitherto seemed very relevant to the interests of scientific men. They have been anxious to make good the placeof science in all the important later stages of education, not merely for profesional training, but also as an esential part of any wide, civilised perspective appropriated to our time. They have offered their own contribution of method, in the heuristic form, as a valuable and typical educative experiencek But whilst their professional demands have been more or less satisfied, the cultural assimilation of science makes slow progress. It is still treated as an alternative to the humanities. It still appears to many educated people as a form of specialism irrelevant to general education.