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Science In Democracy—The Conference Theme

By Sir Ernest Marsden. This address was given at the May Science Students' Conference.

You will find as you grow older that the only distinctions which gives real inner pleasure are not the acclamation of the outside laymen so much as the regard of those better qualified to assess them.

Although there are specialised lectures in your programme the main theme of the Conference is "Science in the Community," which I would like to further interpret as "Science in Democracy," for that is the overwhelmingly important issue of the next two decades: to make Democracy work better and with more long range objectiveness.

Such is the present rate of advance of scientific knowledge and so fundamentally related is it to an understanding of life itself that there is a growing gap between those who are pioneering this new knowledge and its understanding and application by the mass of the public, many of whom are bewildered by it and fearful of what they do not understand. It is not that they are indifferent to the new scientific knowledge, they are thirsty for it; but alas, some of the less thinking claim that only that portion should be persued or promptly disseminated as fits in with their preconceived notions, self interest or political expediency.

Now, while in Victorian times, many of our foremost scientists such as Faraday, Huxley, Tyndal and Kelvin were also good popular lecturers and exponents, we do not have enough in these days who can understandingly and effectively act as authoritative interpreters — moreover, there has grown up the idea of what C. P. Snow calls the "two cultures," the Scientific and the so-called Humanistic, each of which speaks its own language unintelligable to the other. I would, however, in this connection raise the point that word 'humanist' was originally applied in the 16th Century to the men who introduced the new learning of which the science of the day was an essential part and the deplorable gap which now exists between the students of science and of the humanities has been caused mainly by the failure of the humanists to move with the times. We have now the farcial situation that economics in most universities is classed among the humanities and medicine is not.

The Humanists, because of their lack of humanity, have become our governing class, but in times of national stress and adversity we do come together and in Churchill's war-time administration there were three of his most prominent Ministers who had taken first class degrees in Chemistry in their respective universities. Snow, however, has recently modified his idea that there are two cultures and suggests that a third is arising, i.e. the social scentists, geographers and perhaps he would include the technologists who act as intermediaries between the other two cultures —but in some quarters, still, as T. H. Huxley stated 100 years ago, "The man of science is the sworn interpreter of Nature in the High Court of Reason. But of what avail is his honest speech if ignorance is the assessor of the [unclear: J] and prejudice the foreman of the Jury." This, however, also points to a lesson for us as scientists that we should always have the courage to admit ignorance of what we do not know and yet act boldly for what we think is right.

However, I look on the function and raison d'etre of present university Science Clubs or Societies as being more for the promotion of natural knowledge among ourselves and for exercise in the methods of expressing it to fellow students in their respective disciplines or near disciplines rather than to promote directly its general social application. Rather also than part of a system of teaching of facts to enable one to pass examinations, these Societies are meant to satisfy natural scientific curiosities of members and to help students to be desirous and capable of continuing unaided their pursuit of knowledge after graduation. This does not mean that I think that examinations can be dispensed with but in present student scientific Societies we are largely concerned with descriptions of experiments and discussion of their results and the better understanding of the scientific method of experimention and deduction. In further explanation of what I mean, I cannot do better than quote the words of Leonardo da Vinci — "Experiments never deceive. It is our judgment which sometimes deceives itself because it expects results that experiment refuses. We must consult experiment, varying the circumstances until we have deduced reliable rules" — words which I would like to see pinned up in every Student's Laboratory — also I commend them to those who take part in present empirical National experiments for new products and new markets.

Moreover, this method of learning scientific method is one which makes it easier for a scientist to educate himself in a broader field, if he has a mind to, later, or perhaps beter still to make a contribution to the teamwork which seems so necessary to overcome the present formidable obstacles to a steady and safe advance of industrial and community well being. The question is will the politician, State Services Commission, will Accountant-minded Industrial Management seek or accept any teamwork in directions they arbitrarily lay down? i.e., do they want us from time to time merely on "tap" only, but not in full joint consultation and co-operation and with the witholding or non-consideration of factors which we as scientists may consder important. I could quote four important cases in point in public matters at present where considerations of scientific truth are perhaps unknowingly subordinated to expediency.

For individual research student trainees, other than those who are proceeding to general broader pass degrees, and these can be equally to the community — I must regretfully advise concentration on the particular specialisation, putting out of mind for the next three or four years of your studies all complex diverting activities concerned with political, social, community or religious applications. Accept a simple faith and belief in your general duty and tender sympathy to your fellow men, but holding passion in check and concentrating on the pleasures and rewards of your studies until having mastered one specialisation and reached the frontiers of knowledge in it, you are in a better mature position to spread your studies and ideas.

Science is, of course, not to be taught or considered by itself or for itself but as an integral part of a liberal education for proper control of mind and body and dedication through added knowledge to the future of mankind.