September 5, 1919] 



SCIENCE 



223 



{l) Residues of manufacture. 



(to) The ashes of rare plants and animals. 



12. Extension, of — 



(a) The researches of others. 

 (J) The researches of neglected parts of 

 science. 



13. Inductive process. 



14. Investigations of — 



{a) Exceptional cases. 



(6) Unexplained phenomena. 



(o) Classification unexplained. 



15. Means of — 



{a) Converse experiments. 



(6) Hypotheses. 



(c) Homologous series. 



{d) Instruments of great power. 



(e) Improved methods of intellectual oper- 

 ation. 



(/) Measurements. 



{g) The method of curves. 



(A) The method of least squares. 



(i) The method of means. 



{j) The method of residues. 



(fc) New instruments. 



(?) Modes of observation. 



(m) Observations. 



(m) More intelligent and acute observation. 



(o) Additional observations by known 

 methods. 



(p) Periodic functions. 



(g) More refined methods of working. 



(r) Eepetitdon of experiments. 



16. Simple comparisons of facts of phenomena. 



17. Search for — 



(a) So-called "impossible" things. 

 (&) One thing and finding another. 



18. Subjecting series of forces or substances to 



new conditions. 



19. Use of— 



(a) Known instruments or forces in a new 



way. 

 (6) Improved instruments. 



(c) More powerful instruments. 



(d) Causes by the methods of averages. 



(e) Coincidences. 



20. Conditions of— 



(a) Scientific discovery. 



(6) Determination of the nature of a dis- 

 covery contrasted with barren rea- 

 soning. 



21. Dependence of discovery upon art of excep- 



tional instances. 



22. Fundamental laws of discovery. 



Research does not always lead to discovery, 

 nor discovery to invention, but the sequence 

 is logical. Gore defines the difference between 

 discovery and invention in these words : " Dis- 

 covery consists in finding new truths of na- 

 ture, whilst invention consists in applying 

 those truths to some desired purpose ; " and 

 that definition is sufficiently accurate. The 

 natural application of research is therefore in- 

 vention. How can this application and its 

 corollaries best be carried out? 



The concrete application of a truth is of 

 course necessary for its widest usefulness. 

 There are various theories as to the best way 

 of accomplishing this. Take our old friend 

 Wackford Squeers for instance — a highly in- 

 teresting character in one of Dickens's best 

 books : 



This is the first class in English spelling and 

 philosophy, Nickleby. Now then, where 's the first 

 boy? 



Please, sir, he's cleaning the back parlour win- 

 dow, said the temporary head of the philosophical 

 class. 



So he is, to be sure, rejoined Squeers. "We go 

 upon the practical mode of teaching, Nickleby; 

 the regular educational system. C-1-e-a-n, clean; 

 verb, active, to make bright, to scour. W-i-n, win, 

 d-e-r, der, winder, a casement. When the boy 

 knows this out of a book, he goes and does it. 

 It 's just the same principle as the rule of globes. 

 Where's the second boy? 



Please, sir, he's weeding the garden, replied a 

 small voice. 



To be sure, said Squeers, by no means discon- 

 certed. So he is. B-o-t, bot, t-i-n, tin, bottin, 

 n-e-y, ney, bottiney; noun, substantive; when he 

 has learned that bottiney means a knowledge of 

 plants, he goes and knows 'em. That's our sys- 

 tem, Nickleby; what do you think of it? 



During the intense pressure of recent years, 

 this Squeers system has had a good trial, and 

 seems to have left more or less to be desired. 

 The taxpayer knows the sequel, and will be 

 reminded of it from time to time for the rest 

 of his life. 



The application of research has always re- 

 quired a high order of talent. In the future, 

 a still higher order of talent will be necessary, 

 but in addition this talent must be prepared 



