3 o 4 SCIENCE IN EDUCATION 



we may have laboriously gathered together we seem 

 to catch sight of some new fact or principle, some 

 addition of more or less importance to the sum of 

 human knowledge, there may come upon us the 

 eager desire to make our discovery known. We may 

 lono- to be allowed to add our own little stone to 

 the growing temple of science. We may think of 

 the pride with which we should see our names en- 

 rolled among those of the illustrious builders by 

 whom this temple has been slowly reared since the 

 infancy of mankind. So we commit our observations 

 to writing, and send them for publication. Eventually 

 we obtain the deep gratification of appearing in print 

 among well-known authors in science. Far be it 

 from me to condemn this natural desire for publicity. 

 But, as your experience grows, you will probably come 

 to agree with me that if the desire were more fre- 

 quently and energetically curbed, scientific literature 

 would gain much thereby. There is amongst us far 

 too much hurry in publication. We are so afraid 

 lest our observations or deductions should be fore- 

 stalled — so anxious not to lose our claim to priority, 

 that we rush before the world, often with a halt- 

 finished performance, which must be corrected, supple- 

 mented, or cancelled by some later communication. 

 It is this feverish haste which is largely answerable 

 for the mass of jejune, ill-digested, and erroneous 

 matter that cumbers the pages of modern scientific 

 journals. Here it is that you specially need patience. 

 Before you venture to publish anything, take the 

 utmost pains to satisfy yourselves that it is true, that 

 it is new, and that it is worth putting into print. 



