Science in Arcady. Allen Grant

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СКАЧАТЬ my islands, and how continuously the internal energy has been at work modifying and re-arranging them.

      Up to the moment of the arrival of man in the archipelago the whole population, animal and vegetable, consisted entirely of these waifs and strays, blown out to sea from Europe or Africa, and modified more or less on the spot in accordance with the varying needs of their new home. But the advent of the obtrusive human species spoilt the game at once for an independent observer. Man immediately introduced oranges, bananas, sweet potatoes, grapes, plums, almonds, and many other trees or shrubs, in which, for selfish reasons, he was personally interested. At the same time he quite unconsciously and unintentionally stocked the islands with a fine vigorous crop of European weeds, so that the number of kinds of flowering plants included in the modern flora of my little archipelago exceeds, I think, by fully one-half that which I remember before the date of the Portuguese occupation. In the same way, besides his domestic animals, this spoil-sport colonist man brought in his train accidentally rabbits, weasels, mice, and rats, which now abound in many parts of the group, so that the islands have now in effect a wild mammalian fauna. What is more odd, a small lizard has also got about in the walls—not as you would imagine, a native-born Portuguese subject, but of a kind found only in Madeira and Teneriffe, and, as far as I could make out at the time, it seemed to me to come over with cuttings of Madeira vines for planting at St. Michael's. It was about the same time, I imagine, that eels and gold-fish first got loose from glass globes into the ponds and water-courses.

      I have forgotten to mention, what you will no doubt yourself long since have inferred, that my archipelago is known among human beings in modern times as the Azores; and also that traces of all these curious facts of introduction and modification, which I have detailed here in their historical order, may still be detected by an acute observer and reasoner in the existing condition of the fauna and flora. Indeed, one of your own countrymen, Mr. Goodman, has collected all the most salient of these facts in his 'Natural History of the Azores,' and another of your distinguished men of science, Mr. Alfred Russel Wallace, has given essentially the same explanations beforehand as those which I have here ventured to lay, from another point of view, before a critical human audience. But while Mr. Wallace has arrived at them by a process of arguing backward from existing facts to prior causes and probable antecedents, it occurred to me, who had enjoyed such exceptional opportunities of watching the whole process unfold itself from the very beginning, that a strictly historical account of how I had seen it come about, step after step, might possess for some of you a greater direct interest than Mr. Wallace's inferential solution of the self-same problem. If, through lapse of memory or inattention to detail at so remote a period, I have set down aught amiss, I sincerely trust you will be kind enough to forgive me. But this little epic of the peopling of a single oceanic archipelago by casual strays, which I alone have had the good fortune to follow through all its episodes, seemed to me too unique and valuable a chapter in the annals of life to be withheld entirely from the scientific world of your eager, ephemeral, nineteenth century humanity.

TROPICAL EDUCATION.

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      If any one were to ask me (which is highly unlikely) 'In what university would an intelligent young man do best to study?' I think I should be very much inclined indeed to answer offhand, 'In the Tropics.'

      No doubt this advice sounds on first hearing just a trifle paradoxical; and no doubt, too, the proposed university has certain serious drawbacks (like many others) on the various grounds of health, expense, faith, and morals. Senior Proctors are unknown at Honolulu; Select Preachers don't range as far as the West Coast. But it has always seemed to me, nevertheless, that certain elements of a liberal education are to be acquired tropically which can never be acquired in a temperate, still less in an arctic or antarctic academy. This is more especially true, I allow, in the particular cases of the biologist and the sociologist; but it is also true in a somewhat less degree of the mere common arts course, and the mere average seeker after liberal culture. Vast aspects of nature and human life exist which can never adequately be understood aright except in tropical countries; vivid side-lights are cast upon our own history and the history of our globe which can never adequately be appreciated except beneath the searching and all too garish rays of a tropical sun.

      Whenever I meet a cultivated man who knows his Tropics—and more particularly one who has known his Tropics during the formative period of mental development, say from eighteen to thirty—I feel instinctively that he possesses certain keys of man and nature, certain clues to the problems of the world we live in, not possessed in anything like the same degree by the mere average annual output of Oxford or of Heidelberg. I feel that we talk like Freemasons together—we of the Higher Brotherhood who have worshipped the sun, præsentiorem deum, in his own nearer temples.

      Let me begin by positing an extreme parallel. How obviously inadequate is the conception of life enjoyed by the ordinary Laplander or the most intelligent Fuegian! Suppose even he has attended the mission school of his native village, and become learned there in all the learning of the Egyptians, up to the extreme level of the sixth standard, yet how feeble must be his idea of the planet on which he moves! How much must his horizon be cabined, cribbed, confined by the frost and snow, the gloom and poverty, of the bare land around him! He lives in a dark cold world of scrubby vegetation and scant animal life: a world where human existence is necessarily preserved only by ceaseless labour and at severe odds; a world out of which all the noblest and most beautiful living creatures have been ruthlessly pressed; a world where nothing great has been or can be; a world doomed by its mere physical conditions to eternal poverty, discomfort, and squalor. For green fields he has snow and reindeer moss: for singing birds and flowers, the ptarmigan and the tundra. How can he ever form any fitting conception of the glory of life—of the means by which animal and vegetable organisms first grew and flourished? How can he frame to himself any reasonable picture of civilised society, or of the origin and development of human faculty and human organisation?

      Somewhat the same, though of course in a highly mitigated degree, are the disadvantages under which the pure temperate education labours, when compared with the education unconsciously drunk in at every pore by an intelligent mind in tropical climates. And fully to understand this pregnant educational importance of the Tropics we must consider with ourselves how large a part tropical conditions have borne in the development of life in general, and of human life and society in particular.

      The Tropics, we must carefully remember, are the norma of nature: the way things mostly are and always have been. They represent to us the common condition of the whole world during by far the greater part of its entire existence. Not only are they still in the strictest sense the biological head-quarters: they are also the standard or central type by which we must explain all the rest of nature, both in man and beast, in plant and animal.

      The temperate and arctic worlds, on the other hand, are a mere passing accident in the history of our planet: a hole-and-corner development; a special result of the great Glacial epoch, and of that vast slow secular cooling which preceded and led up to it, from the beginning of the Miocene or Mid-Tertiary period. Our European ideas, poor, harsh, and narrow, are mainly formed among a chilled and stunted fauna and flora, under inclement skies, and in gloomy days, all of which can give us but a very cramped and faint conception of the joyous exuberance, the teeming vitality, the fierce hand-to-hand conflict, and the victorious exultation of tropical life in its full free development.

      All through the Primary and Secondary epochs of geology, it is now pretty certain, hothouse conditions practically prevailed almost without a break over the whole world from pole to pole. It may be true, indeed, as Dr. Croli believes (and his reasoning on the point I confess is fairly convincing), that from time to time glacial periods in one or other hemisphere broke in for a while upon the genial warmth that characterised the greater part of those vast and immeasurable primæval æons. But even if that were so—if at long intervals the world for some hours in its cosmical year was chilled and frozen СКАЧАТЬ