32 INTRODUCTION TO SCIENCE 



teristics of the scientific mood. For in a series 

 like that to which this volume belongs it cannot 

 be made too clear that science is no "preserve" 

 for the learned, but the birthright of all. We 

 must never think of it as something printed and 

 ponderous and more or less finished, but as 

 something living in our mind and influencing 

 our work. 



As was admirably said by Mr. Benchara 

 Branford in an address to students: "Science is 

 born anew in the deliberate will and intention of 

 each of us when we succeed in thinking about the 

 principles of our work in a clear, logical, and 

 systematic way, and courageously put our con- 

 clusions to the test of experiment; and the so- 

 called sciences are the written records of such 

 thinking, only more extensive, clear, systematic, 

 and consistent, and more true to reality, because 

 they have been tested by countless experiments 

 and experiences in the race." 



What would one not give to be able to tell 

 how the scientific mood may be developed! Our 

 inheritances are diverse and unequal, and they 

 limit us; yet much can be gained by "nurture" 

 and much lost for the lack of it. 



A born raconteur is not likely to make a 

 good man of science even in the best laboratory 

 in the world, and a man without a dash of poetry 

 is not likely to acquire it by a diligent perusal 



