INTRODUCTORY 7 



supposing that the scientific frame of mind is a peculiarity 

 of the professional scientist. 



Now this frame of mind seems to me an essential of 

 good citizenship, and of the several ways in which it can 

 be acquired few surpass the careful study of some one 

 branch of natural science. The insight into method and 

 the habit of dispassionate investigation which follow from 

 acquaintance with the scientific classification of even some 

 small range of natural facts, give the mind an invaluable 

 power of dealing with other classes of facts as the occasion 

 arises.^ The patient and persistent study of some one 

 branch of natural science is even at the present time 

 within the reach of many. In some branches a few hours' 

 study a week, if carried on earnestly for two or three 

 years, would be not only sufficient to give a thorough 

 insight into scientific method, but would also enable the 

 student to become a careful observer and possibly an 

 original investigator in his chosen field, thus adding a new 

 delight and a new enthusiasm to his life. The importance 

 of a just appreciation of scientific method is so great, that I 

 think the state may be reasonably called upon to place in- 

 struction in pure science within the reach of all its citizens. 

 Indeed, we ought to look with extreme distrust on the large 

 expenditure of public money on polytechnics and similar in- 

 stitutions, if the manual instruction which it is proposed to 

 give at these places be not accompanied by efficient teach- 

 ing in pure science. The scientific habit of mind is one 

 which may be acquired by all, and the readiest means of 

 attaining to it ought to be placed within the reach of all. 



The reader must be careful to note that I am only 

 praising the scientific habit of mind, and suggesting one 



1 To decry specialisation in education is to misinterpret the purpose of 

 education. The true aim of the teacher must be to impart an appreciation of 

 method and not a knowledge of facts. This is far more readily achieved by 

 concentrating the student's attention on a small range of phenomena, than by 

 leading him in rapid and superficial survey over wide fields of knowledge. 

 Personally I have no recollection of at least 90 per cent of the facts that were 

 taught to me at school, but the notions of inethod which I derived from my 

 instructor in Greek Grammar (the contents of which I have long since 

 foro-otten) remain in my mind as the really valuable part of my school 

 equipment for life. 



