1294 Wisconsin Academy of Sciences , Arts , and 'Letters . 
and continuous application. In every treatise on science we 
find a description of facts, a generalization of these facts into 
laws and principles, and a presentation of certain views and 
opinions closely linked with hypotheses and theories. By no 
means all scientific writers seek to distinguish clearly between 
what is fact or law on the one hand and what is theory or 
opinion on the other. Indeed, it is unfortunately true that 
many are not able to distinguish fact from hypothesis, which 
comes about to a certain extent, because many facts are spoken 
of and described in the language of some hypothesis. In this 
way much confusion results. The rising generation of students 
too is often mislead and their ardor is dampened by teaching 
hypotheses and notions or opinions as though they were facts 
and laws, or at least on a par with the latter in importance. 
Nothing can he more harmful to secure clear, logical, scientific 
thinking; nothing stands more in the way of scientific research. 
Research means inquiry, it means hard, earnest work. It 
can only he done by a vigorous, enthusiastic human being that 
is truly cognizant that he does not know it all, and that the 
existing state of our knowledge is unsatisfactory. One who 
has made his mind up as to just how natural phenomena come 
about, one who is cocksure of the explanation of what goes on, 
has no incentive to inquire further. So a person imbued with 
a theory or notion to the point where he expounds that notion 
and begins a propaganda in favor of it, is drifting away from 
the true frame of mind of a scientific inquirer after truth. 
In order to further scientific research there is one thing neces¬ 
sary above all others, namely, the enlisting of the flower of our 
youth in scientific pursuits. We need to get vigorous, able, 
enthusiastic young men and women to catch the true spirit of 
scientific inquiry. We need to write our textbooks and shape 
our lectures, classroom and laboratory work not merely to ex¬ 
pound facts, laws, and existing theoretical notions, but rather 
to inspire the student to further inquiry. In other words, 
while we teach what is known and what the existing opinions 
and theories are, we must constantly do this in such a way as to 
get the student to study further. Our ideal must be the de¬ 
velopment of an independent thinker and inquirer. 
