EGYPT PREFATORY CHAPTER There never was a time when men were so intensely interested in origins and development as they are today. Our biologists are studying life in all its forms, from the single cell to the highest mammal. Our psychologists are studying mind--what consciousness is; how attention, habit, memory are formed. Our physicists, not content with studying gravitation, heat, light, electricity, etc., are inquiring into the very nature of matter itself, and, together with the astronomers and geologists, are telling us not only how the earth, but also how the universe came to be. Our anthropologists, ethnologists and sociologists are just as actively and patiently inquiring into the origins of customs, institutions, law, religion, society. The historian is no longer content to rehearse a story because it is interesting; he insists upon getting at the original documents, at the facts in the case, not at theories. The savage, when asked why he observes a certain custom or performs some ceremony whose meaning he does not know, replies that his ancestors did the same. To inquire beyond this seems to him more than useless. Until the beginning of our modern scientific age the answer to similar questions among ourselves--as it still is among the Chinese, would have been, "it is written," "thus saith the Lord," "Aristotle, Plato or St. Augustine thought so and so about the matter." But today all is different. We are no longer content to know what is written, or what somebody thinks about a subject, we insist upon demonstrating or having some one demonstrate for us, the proposition put forward. We want the "facts." Our whole system of education encourages pupils to perform experiments and thus verify the statements they may find in their text-books on chemistry, physics and other subjects. It is the inductive method which gives the pupil the facts and encourages him to draw his own conclusions.