Volcanoes: What They are and What They TeachJudd, John W. (John Wesley)
Science
Volcanoes: What They are and What They Teach
Judd, John W. (John Wesley)
Volcanoes
The enquiry concerning the nature and causes of volcanic action is far
from being a completed one. It is true that many hypotheses upon the
subject have been framed, but in too many instances these have not been
based on accurate observations and careful generalisations, and can be
regarded as little better than mere guesses. Indeed, the state of the
enquiry at the present time would seem to be as follows. Although much
remains to be done in the direction both of observation and experiment,
the main facts of the case have been established upon irrefragable
evidence. The classification and comparison of these facts have led to
the recognition of certain laws, which seem to embrace all the known
facts. To account for these facts and their demonstrated relations to
one another, certain tentative hypotheses have been suggested; but in
no case can it be truly said that these latter have so far stood the
test of exact enquiry as to deserve to rank as demonstrated truths. A
complete and consistent theory of volcanic action still remains to be
discovered.
[Sidenote: VALUE AND LIMITS OF HYPOTHESES.]
In accordance with the plan which we have sketched out for ourselves
at the commencement of this work, we shall aim at following what has
been the order of investigation and discovery in our study of volcanic
action; and in this concluding chapter we shall indicate the different
hypotheses by which it has been proposed to account for the varied
phenomena, which we have discussed in the preceding pages, and their
remarkable relations to one another. We shall endeavour, in passing,
to indicate how far these several hypotheses appear to be probable,
as satisfying a larger or smaller number of those conditions of the
problem which have been established by observation, experiment, and
careful reasoning; but we shall at the same time carefully avoid such
advocacy of any particular views as would tend to a prejudgment of
the question. Hypothesis is, as we have seen, one of the legitimate
and necessary operations in scientific investigation. It only becomes
a dangerous and treacherous weapon when it is made to precede rather
than to follow observation and experiment, or when being regarded
with paternal indulgence, an attempt is made to shield it from the
relentless logic of facts. Good and bad hypotheses must be allowed to
'grow together till the harvest;' such as are unable to accommodate
themselves to the surrounding conditions imposed by newly-discovered
facts and freshly-established laws will assuredly perish; and in this
'struggle for existence' the true hypothesis will in the end survive,
while the false ones perish.
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