G. K. Gilbert — Inculcation of Scientific Method. 289 



investigations should be published in extenso ; it is only affirmed 

 that the number of such publications is far too small. We 

 need for educational purposes more narratives of good work in 

 all departments of research. Let the discoverer of a new prin- 

 ciple recite every hypothesis that occurred to him in the course 

 of his search, telling, if he can, how it was suggested. Let 

 him lay bare the considerations which rendered it plausible, 

 the tests that were conceived, and those which were applied. 

 Let him show in what way the failure of one hypothesis aided 

 in the invention of another. Let him set forth not only the 

 tests which verify his final hypothesis, but the considerations 

 which leave a residuum of doubt as to its validity. And finally 

 let him indicate, if he can, the line or lines of research that 

 promise to throw more light. 



By so doing he will accomplish many things. He will 

 guard himself against an overestimate of the strength of his 

 uneliminated hypothesis, and he will thus diminish his self- 

 conceit. By conscious attention to his methods he will im- 

 prove them. He will therefore educate himself. 



He will inspire the young investigator by his example, and 

 even his experienced compeer will take courage from the success 

 that after many failures finally crowns his efforts. He will give 

 to every investigator who reads his paper a lesson in method — 

 a good lesson if his method is good, and not necessarily a bad 

 one if his method is bad. He will therefore educate his fellow 

 workers. 



If his work admit of popular presentation, he may be a mis- 

 sionary as well as a teacher, for he may help to dissipate the 

 wide-spread impression that there is something occult in the 

 ways of science. He will at least aid in showing that, when- 

 ever a theory is created and tested, knowledge is the gainer, 

 whether the theory itself stands or falls ; and that the demoli- 

 tion of hypotheses, instead of testifying to the futility of re- 

 search, is the method and condition of progress. His educa- 

 tional influence will thus extend to that great lay member, the 

 general reader. 



In making this plea for education by example, it would be 

 unfair to ignore another point of view. Not all are willing to 

 be educated, not all need be ; the majority of those who exam- 

 ine an essay seek only to learn its conclusions and have time 

 for nothing more. For their use there should be appended or 

 prefaced a concise summary of results. 



And, on the other hand, it should be observed that the ser- 

 vice rendered to science by one who describes his course of 

 investigation is not educational merely. Rejected hypotheses 

 have a positive value in the domain of the subject to which 

 they belong, and he who makes them public gives to his 



Am. Jour. Sci. — Third Series, Vol. XXXI, No. 184. — April, 1886. 

 19 



