The higher learning owes the intrusion of the sciences in part to these aberrant scions of the leisure class, who have come under the dominant influence of the latter-day tradition of impersonal relation and who have inherited a complement of human aptitudes differing in certain salient features from the temperament which is characteristic of the régime of status. But it owes the presence of this alien body of scientific knowledge also in part, and in a higher degree, to members of the industrious classes who have been in sufficiently easy circumstances to turn their attention to other interests than that of finding daily sustenance, and whose inherited aptitudes run back of the régime of status in the respect that the invidious and anthropomorphic point of view does not dominate their intellectual processes. As between these two groups, which approximately comprise the effective force scientific progress, it is the latter that has contributed the most. And with respect to both it seems to be true that they are not so much the source as the vehicle, or at the most they are the instrument of commutation, by which the habits of thought enforced upon the community, through contact with its environment under the exigencies of modern associated life and the mechanical industries, are turned to account for theoretical knowledge.
Science, in the sense of an articulate recognition of causal sequence in phenomena, whether physical or social, has been a feature of the Western culture only since the industrial process in the Western communities has come to be substantially a process of mechanical contrivances in which man's office is that of discrimina-
