234 MODERN SCIENCE READER 



ing to follow the development of each, and to see how 

 from the crude observations and imaginings of the earlier 

 generations came the clearer and broader conceptions that 

 constitute the sciences, but time will not permit us to enter 

 upon this subject. I cannot, however, do justice to my 

 theme without calling your attention to one of the most 

 serious obstacles that stood in the way of the advance of 

 knowledge. 



To make clear the nature of this obstacle, it will be best 

 to make a comparison. A child learns a great deal in regard 

 to his surroundings in his earliest years before he goes to 

 school, and without the aid of his parents. He is con- 

 stantly engaged in making observations and drawing con- 

 clusions, and his actions are largely guided by the knowledge 

 thus gained. After a time school life begins, and the 

 child then begins to study books and to acquire knowledge 

 at second-hand. This is an entirely different process from 

 that by which he gained his first knowledge. The latter is 

 natural, the former is artificial. Then, too, he soon dis- 

 covers that many things he sees call for explanation, and 

 he is led to wonder what the explanation is. If he has a 

 strong imagination, as most children have, he will probably 

 think out some explanation. He finds that he can use his 

 mind, and that this helps him in dealing with the facts in 

 nature. Now comes the danger. It being much easier to 

 think than to work, the chances are that in trying to find 

 the explanation of things, he will give up the natural 

 method and be satisfied with the products of his imagina- 

 tion. He will gradually give up dealing directly with 

 things, and take to thinking alone. When this stage is 

 reached his knowledge will increase very slowly, if at all. 



Whether this picture of the development of a child is in 

 accordance with the facts of life or not, it gives an idea of 

 the mental development of mankind. First came the 

 period of infancy, during which observations were made 

 and much learned. Efforts were early made to explain 

 the facts of nature. We have remnants of these explana- 



