2O THE METHOD OF DARWIN. 



tigation. It is true that sometimes the order 

 of discovery is the best for purposes of proof; 

 but unless it happen to be so, it is ignored 

 after the investigation is completed. 



Logicians insist that their science is the 

 science of proof ; that it does not furnish truth, 

 but tests by which to determine whether or not 

 a supposed discovery is truth. Books and lec- 

 tures are invariably built up on the plan of 

 proof. In them the question how a conclusion 

 was reached is rarely presented, and when it 

 does occur, pains is seldom taken to provide 

 for its answer. So far, then, as these ele- 

 ments of education are concerned, the student 

 is made a recipient. He is struck by the lucid 

 arrangement of facts, the majestic sweep of the 

 argument, and wonders why the world did not 

 sooner get hold of truth that seems so conclu- 

 sive to him. In the laboratory, the hand-books" 

 tell him what to look for and where to find it ; 

 and in the lecture-room the facts are arranged 

 and the theoretical explanations are made for 

 him. Thus in neither of the two practical 

 divisions of the art of reasoning is he allowed 

 to follow even the untrained impulses of his 

 intellect. The average student knows next to 

 nothing of the science of reasoning, and is 

 largely prevented from practising the art of 



