THE PRESIDENT'S ADDRESS 37 



perfect an intellectual right to be conversant with the scientific 

 methods of a Harvey, a Redi, a Newton, or an Edison as he has 

 to know the details of the division of all Gaul into three parts. 

 Isn't there a place for the history' of science, a need for it in all 

 our colleges and universities ? A full knowledge of the history 

 cannot be attained by one who knows little about the sciences but 

 that does not preclude the mastery of some elementary general- 

 izations. One cannot comprehend to the fullest the debates be- 

 tween Huxley and Wilberforce without previously having a 

 knowledge of the theories of evolution, yet he can comprehend 

 enough to understand that here was a great struggle for liberty 

 of thought. One can read an elementary history of mathematics 

 without being an expert mathematician. Not every one is a 

 statesman who studies the history of national organization. We 

 are now sufficiently removed from the rancorous controversy be- 

 tween science and theology that an unprejudiced view of the 

 contention of the past centuries may be possible. It would be 

 to the advantage of theologians, both old and young, to have a 

 comprehensive knowledge of that struggle. Such a course could 

 well find place in the curricula of theological seminaries and 

 colleges. 



In recent years attention has been turning to the advisability 

 of teaching the history of science in our colleges, both as under- 

 graduate and graduate courses. Attempts to organize classes 

 have been made with success in varying degree. In 1915 more 

 courses in the history of mathematics were offered in the associa- 

 tion of standard colleges of this country, 113 in number, than in 

 any other science. The others follow in the order — chemistry, 

 physics, zoology including evolution, biology including evolution, 

 astronomy, psychology and botany and geology with the same 

 number each. The total number of courses offered was 162, 

 about 15 per cent of which were given in alternate years. The 

 average number of students p6r course offered was eight. In 

 some instances courses were abandoned because of insufficiency 

 of demand for them. The courses in general history were more 

 popular than those in the more special. Hence a natural ques- 

 tion is: Which should be emphasized? The answer to this de- 

 pends entirely upon the aim in view, special courses being more 

 suitable for students majoring in one or two sciences. For those 

 taking elementary courses in science the general history is bet- 

 ter adapted. At least nine schools in Iowa, and possibly more, 



