English mathematician, biometrician, and eugenicist (1857–1936)
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Minds trained to scientific methods are less likely to be led by mere appeal to the passions or by blind emotional excitement to sanction acts which in the end may lead to social disaster. ...therefore, I lay stress upon the educational side of modern science and state my position..: Modern Science, as training the mind to an exact and impartial analysis of facts, is an education specially fitted to promote sound citizenship.
My greatest difficulty arose with regard to the rigid line which Dr Todhunter had attempted to draw between mathematical and physical memoirs. Thus while including an account of Clausius' memoir of 1849, he had omitted Weber's of 1835, yet the consideration of the former demands the inclusion of the latter... [with respect to] elastic after-strain. What seemed... needful at... present... was to place before the mathematician the results of physical investigations that he might have some distinct guide to the direction in which research is required. ...I have endeavoured... to abrogate this divorce between mathematical elasticity on the one hand, and physical and technical elasticity on the other. With this aim... I have introduced the general conclusions of a considerable body of physical and technical memoirs in the hope that... I may bring the mathematician closer to the physicist and both to the practical engineer. I trust that in doing so I have rendered this History of value... and so increased the usefulness of Dr Todhunter's... years of patient historical research on the more purely mathematical side of elasticity. In this matter I have kept before me the labours of M. de Saint Venant as a true guide to the functions of the ideal elastician.
Anything more hopelessly illogical than the statements with regard to force and matter current in elementary text-books of science, it is difficult to imagine; and the author, as a result of some ten years' teaching and examining, has been forced to the conclusion that these works possess little, if any, educational value; they neither encourage the growth of logical clearness nor form any exercise in scientific method.
If the reader questions whether there is still war between science and dogma, I must reply that there always will be as long as knowledge is opposed to ignorance. To know requires exertion, and it is intellectually easiest to shirk effort altogether by accepting phrases which cloak the unknown in the undefinable.
An imaginary explanation... too often impedes the true explanation when man has attained it. This gives rise to the so-called contests of religion and science or of religion and philosophy—the unintelligible conflicts of "faith" and "reason" which can only arise in the minds of those, who cannot perceive clearly the distinction between myth and knowledge.
I fear that... I may appear to have exceeded the duty of an editor. For all the Articles in this volume whose numbers are enclosed in square brackets I am alone responsible, as well as for the corresponding footnotes, and the Appendix... The principle which has guided me throughout the additions I have made has been to make the work... a standard work of reference for its own branch of science. ...It forms ...the history of a peculiar phase of intellectual development, worth studying for the many side lights it throws on general human progress. On the other hand it serves as a guide to the investigator in what has been done, and what ought to be done. ...[T]he individualism of modern science has not infrequently led to a great waste of power; the same... work has been repeated in different countries at different times, owing to the absence of such histories... [T]he would-be researcher either wastes much of his time in learning the history... or else works away regardless of earlier investigators. ...I have endeavoured to give it completeness (1) as a history of developement, (2) as a guide to what has been accomplished.