Quotes about science

You see, I went on with this research just the way it led me. That is the only way I ever heard of true research going. I asked a question, devised some method of obtaining an answer, and got — a fresh question. Was this possible or that possible? You cannot imagine what this means to an investigator, what an intellectual passion grows upon him! You cannot imagine the strange, colourless delight of these intellectual desires!

"But," said I, "these things—these animals talk!"He said that was so, and proceeded to point out that the possibility of vivisection does not stop at a mere physical metamorphosis. A pig may be educated. The mental structure is even less determinate than the bodily. In our growing science of hypnotism we find the promise of a possibility of superseding old inherent instincts by new suggestions, grafting upon or replacing the inherited fixed ideas. Very much indeed of what we call moral education, he said, is such an artificial modification and perversion of instinct; pugnacity is trained into courageous self-sacrifice, and suppressed sexuality into religious emotion.

To this day I have never troubled about the ethics of the matter. The study of Nature makes a man at last as remorseless as Nature.

These creatures you have seen are animals carven and wrought into new shapes. To that, to the study of the plasticity of living forms, my life has been devoted. I have studied for years, gaining in knowledge as I go. I see you look horrified, and yet I am telling you nothing new. It all lay in the surface of practical anatomy years ago, but no one had the temerity to touch it.

A man can understand astronomy only by being an astronomer; he can understand entomology only by being an entomologist (or, perhaps, an insect); but he can understand a great deal of anthropology merely by being a man. He is himself the animal which he studies. Hence arises the fact which strikes the eye everywhere in the records of ethnology and folk-lore—the fact that the same frigid and detached spirit which leads to success in the study of astronomy or botany leads to disaster in the study of mythology or human origins. It is necessary to cease to be a man in order to do justice to a microbe; it is not necessary to cease to be a man in order to do justice to men. That same suppression of sympathies, that same waving away of intuitions or guess-work which make a man preternaturally clever in dealing with the stomach of a spider, will make him preternaturally stupid in dealing with the heart of man. He is making himself inhuman in order to understand humanity.

But the thing which is irrational any one can understand. That is why religion came so early into the world and spread so far, while science came so late into the world and has not spread at all. History unanimously attests the fact that it is only mysticism which stands the smallest chance of being understanded of the people.

But undoubtedly it was to this almost eerie innocence of the intellect that the great men of the great scientific period, which now appears to be closing, owed their enormous power and triumph. If they had brought the heavens down like a house of cards their plea was not even that they had done it on principle; their quite unanswerable plea was that they had done it by accident.

I now saw, that a science is either deductive or experimental, according as, in the province it deals with, the effects of causes when conjoined, are or are not the sums of the effects which the same causes produce when separate. It followed that politics must be a deductive science. It thus appeared, that both Macaulay and my father were wrong; the one in assimilating the method of philosophising in politics to the purely experimental method of chemistry; while the other, though right in adopting a deductive method, had made a wrong selection of one, having taken as the type of deduction, not the appropriate process, that of the deductive branches of natural philosophy, but the inappropriate one of pure geometry, which, not being a science of causation at all, does not require or admit of any summing-up of effects.

Most boys or youths who have had much knowledge drilled into them, have their mental capacities not strengthened, but over-laid by it. They are crammed with mere facts, and with the opinions or phrases of other people, and these are accepted as a substitute for the power to form opinions of their own: and thus the sons of eminent fathers, who have spared no pains in their education, so often grow up mere parroters of what they have learnt, incapable of using their minds except in the furrows traced for them. Mine, however, was not an education of cram. My father never permitted anything which I learnt to degenerate into a mere exercise of memory. He strove to make the understanding not only go along with every step of the teaching, but, if possible, precede it. Anything which could be found out by thinking I never was told, until I had exhausted my efforts to find it out for myself.

He was often, and much beyond reason, provoked by my failures in cases where success could not have been expected; but in the main his method was right, and it succeeded. I do not believe that any scientific teaching ever was more thorough, or better fitted for training the faculties, than the mode in which logic and political economy were taught to me by my father. Striving, even in an exaggerated degree, to call forth the activity of my faculties, by making me find out everything for myself, he gave his explanations not before, but after, I had felt the full force of the difficulties; and not only gave me an accurate knowledge of these two great subjects, as far as they were then understood, but made me a thinker on both.

I have no remembrance of the time when I began to learn Greek. I have been told that it was when I was three years old. My earliest recollection on the subject, is that of committing to memory what my father termed Vocables, being lists of common Greek words, with their signification in English, which he wrote out for me on cards. Of grammar, until some years later, I learnt no more than the inflexions of the nouns and verbs, but, after a course of vocables, proceeded at once to translation; and I faintly remember going through AEsop's Fables, the first Greek book which I read. The Anabasis, which I remember better, was the second. I learnt no Latin until my eighth year. At that time I had read, under my father's tuition, a number of Greek prose authors, among whom I remember the whole of Herodotus, and of Xenophon's Cyropaedia and Memorials of Socrates; some of the lives of the philosophers by Diogenes Laertius; part of Lucian, and Isocrates' ad Demonicum and ad Nicoclem. I also read, in 1813, the first six dialogues (in the common arrangement) of Plato, from the Euthyphron to the Theaetetus inclusive: which last dialogue, I venture to think, would have been better omitted, as it was totally impossible I should understand it. But my father, in all his teaching, demanded of me not only the utmost that I could do, but much that I could by no possibility have done. What he was himself willing to undergo for the sake of my instruction, may be judged from the fact, that I went through the whole process of preparing my Greek lessons in the same room and at the same table at which he was writing: and as in those days Greek and English lexicons were not, and I could make no more use of a Greek and Latin lexicon than could be made without having yet begun to learn Latin, I was forced to have recourse to him for the meaning of every word which I did not know. This incessant interruption, he, one of the most impatient of men, submitted to, and wrote under that interruption several volumes of his History and all else that he had to write during those years.

In the course of instruction which I have partially retraced, the point most superficially apparent is the great effort to give, during the years of childhood an amount of knowledge in what are considered the higher branches of education, which is seldom acquired (if acquired at all) until the age of manhood.