UNIVERSITY CONTROL. 401 



different matters, three distinctly unrelated lines of investigation, re- 

 quiring independent methods of preparation and each demanding as 

 much knowledge as does the whole work of a professor holding a chair 

 of languages. But, aside from this class-room labor, the teacher of 

 science in the average institution must prepare demonstrative lectures, 

 must keep apparatus in proper condition, must procure and care for 

 museum material, must spend time with classes in field demonstration, 

 while, in addition, he has the never-ending grind required to keep him 

 in touch with the growth of knowledge respecting subjects embraced in 

 his department. These are burdens from which professors in the older 

 courses are happily free. 



It is true that the science teacher in most of our colleges has only 

 himself to blame for the severity of his burden. Determination to give 

 to his students what he believes due to them has led him to make 

 exertions which were not required but which, once begun, came to be 

 regarded as part of his duties. Had he not manufactured apparatus 

 and begged money with which to procure more, he would have had little 

 for which to care ; had he not expended ingenuity in preparing elaborate 

 experiments with limited advantages, he would have had no occasion for 

 greater expenditure ; had he not expended his money and his vacations 

 in procuring museum material and his energy in pestering acquaint- 

 ances for generous donations of such material, he would have little labor 

 in connection with a museum ; had he not insisted upon the introduction 

 of laboratory teaching no one else would have insisted upon it. But 

 having a clear conception of duty, he has sacrificed himself deliberately. 

 The great expansion of the scientific departments of American colleges 

 is due to the exertions of the teachers of science ; and they in many in- 

 stances have received neither gratitude nor any other acknowledgment. 



And yet not without reward, for the influence of the science teacher 

 has gone out far beyond the college limits. The great discoveries, up 

 to within a few years, were made by college professors, and these, ap- 

 plied by inventors, have changed the face of the civilized globe, while 

 those to whom the world is indebted for its comforts are unknown even 

 by name. Their work has spread intelligence and revolutionized educa- 

 tional methods. Children in the upper classes of grammar schools know 

 more respecting the earth and the relations of nations than did the col- 

 lege graduate of forty years ago. The high school teaching of science 

 is far in advance of ordinary college teaching as it was twenty-five years 

 ago, and in some respects fully equal if not superior to that in a large 

 proportion of American colleges to-day. One is guilty of no exaggera- 

 tion in saying that high school graduates know as much of chemistry, 

 physics, biology and geology, when they enter the freshman class, as is 

 offered in many colleges, for in those schools the subjects are not taught 



VOL. LXI. — 26. 



