science will but learn her lesson of humility as regards
æsthetic genius, more than half the battle is won.

But art must also acknowledge more fully her indebted-
ness to Science in the past, and must make evident more
fully her desire to be a learner to-day and always. Width
of perception beyond the immediate sphere of his work, and
yet through the deeper senses which his special work has
cultivated, is an essential characteristic of the genius in
every line of effort. If the artist cannot look to science as
his leader, he can trust her as a valued adviser, who shall
warn away from pitfalls in which others have been lost,
and shall teach him how to work and how to learn most
easily, so that the maximum of his force may be available
for the expression of his ideal. It is for the artist as for all
other men: the wider his knowledge and experience of the
world, the more effective will be his chosen work, provided
he does not allow his study to break up his habit of con-
centrated impulsive energising in his art expression.

All men must learn to take as well as to give. We
cannot continually be students; if we are to study to the
best advantage, we must alternate with this study the
activities it makes possible: and similarly we cannot always
be expressing ourselves artistically; we need to absorb con-
stantly and in all directions from the highest movement of
the world in which we live, if we wish to be masters in any
line whatever. We ought not to encourage any educational
habit which would lead the art student to any exclusive,
absorbing attention to matters apart from his special work,
whether this complete attention be given to the scientific or
to any other aspect of things; for as we have seen above,
attention in one direction necessarily curtails all other
activities: but the encouragement among artists of the study
of æsthetics as a science does not imply this error. A
man whose genius is artistic will never be led away by

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