College Conference Meeting.

A good audience heard Professor Goodale speak last evening at the fifth College Conference meeting on the "Moral Aspect of the Scientific Method."

Professor Goodale defined the scientific method, now generally used in almost all departments of inquiry, as the straightforward method of investigation. First of all, he student examines a given object or phenomenon from all possible points of view and compares these results with those obtained by a similar examination of other objects and phenomena, endeavoring to ascertain what they may have in common. Thus he is prepared to formulate general statements. From such inductions he proceeds to justifiable deductions. and thence to inductions of higher orders. His most useful instruments of research are hypothesis and experiment. The demands made by the scientific method wherever employed are very numerous, but of these only, four need now be considered: (1) Singleness of purpose, the only object being the attainment of truth. All preconceived notions liable to mislead must be laid aside. (2) Directness of aim. One must not be diverted by other interests. (3) Thoroughness. Every point, however trivial, must be examined carefully, and always with a due sense of proportion. (4) Fearlessness. Compliance with these demands, which are made by the scientific method on all of its willing students, must produce marked effects on character. The most prominent of these are: (1) the substitution of enthusiasm for indifference; (2) a self-respecting humility conjoined with charitableness; (3) an increase of sincerity. These effects were illustrated by the lives of Louis Agassiz, Jeffries Whyman, and Asa Gray. What can be the possible dangers in a method which possesses such marked advantages over the methods which it has displaced? Is it not likely that the very extreme specialization may lead to too contrasted views in regard to other fields of inquiry than the one in which the student is wholly occupied? Is it not possible that such specialization may narrow his sympathies? Is it not shown by Mr. Darwin's autobiography that the aesthetic sense may be blunted? How can such possible dangers be guarded against in our college life? The lecturer suggested (1) studies in philosophy; (2) fine arts in the broadest sense; (3) literary pursuits. In the choice of a broad course, the subjects should not be those alone in which the scientific method deals with one class of facts alone, as those of natural or physical science, of history, of political economy, but with many of these. And, as a check on the possible dangers of the scientific method as applied to these, there should be pursued, at the same time, the other studies mentioned.