78 THE THIRD YEARBOOK 



our material wants. It is no wonder that the apparent indiffer- 

 entism of science should seem cold and heartless in contrast with 

 the sympathies of philosophy and the consolations of religion which 

 watched every step of man's life through all its vicissitudes from 

 the cradle to the grave, and even beyond. Teachers of science have 

 been trained to take every precaution to prevent their pupils from 

 bringing to their studies a preconceived notion. But we should 

 remember that the preconceived notion is dangerous and obstructive 

 in the search for truth only when it assumes the obstinacy of a 

 prejudice. The preconceived notion as a tentative hypothesis is 

 absolutely necessary to intelligent scientific research. The world 

 for centuries was so anxious to identify the significance of the facts 

 of nature with some selfish interest in human life that accuracy of 

 observation became a secondary matter, and finally observation itself 

 seemed even not to be necessary. As a reaction against this, most 

 teachers of science have gone to the other extreme of attaching 

 no importance whatever to the moral significance of these facts 

 in the lives of the pupils. In many instances, no doubt, the pupils 

 get the impression that there is no moral significance to be looked 

 for; and so a large part of science-work remains vague and pur- 

 poseless in their consciousness. I should be the last to reimpose 

 upon science the task of supporting dogmas in morals or religion. 

 I should like at this point, however, to raise the question distinctly 

 as to whether it is not advisable to lay more emphasis, relatively, 

 upon a rational interpretation of the facts of nature in terms of 

 human life and character. It seems to me to be true that a study of 

 the moral significance of the facts in their relation to human life is as 

 much the subject for scientific research as the facts are themselves. 

 Indeed, to go still farther, this relationship is itself a part of the 

 fact that is studied, and no more to be parted from it than the 

 color is to be separated from the rose. It is evident that these facts 

 either have a significance in the upbuilding of character, or they have 

 not. If they have, then the pupil has a right to be taught what it is, 

 or at least how to search for it. If they have no such significance, 

 then it is difficult to see why they should be studied at all. Even if 

 the study of science is pursued only for the sake of the white light of 

 truth which it is supposed to contain, such study ever must find its 

 ultimate justification in the effect it has upon human character, 

 good or bad ; and the pupil should be so taught as to keep this end 

 clearly in view. 



