70 JOURNAL OF ECONOMIC ENTOMOLOGY [Vol. 4 



service, and both for instructional purposes and investigation must 

 have a place. For the purpose of instruction I am inclined to think 

 that they will be of the greatest service in connection with work laid 

 out for advanced students, and that for the more elementary students 

 better results can be obtained by field and laboratory methods. 



The extent to which a department must be provided with books 

 and such accessories is one in which I think we shall all agree that the 

 more that can be secured the better, but I do not feel that any depart- 

 ment need neglect the subject because of a scant equipment in this 

 direction. If students are forced to go more directly to the subjects 

 themselves there is certainly some advantage, although the access to 

 extended hterature is helpful, and for some subjects, absolutely indis- 

 pensable. 



The other element in the problem, and the most fundamental one 

 of all appears to me to be the teacher, and here it is difficult to make 

 any very specific statements. In the earher development of the sub- 

 ject it seems to me that a great deal more depended upon the indi- 

 viduality of the teacher than at present. So much depends upon the 

 stimulus given to the student as to his effective work that in the earlier 

 development of the subject it was very largely a matter of this indi- 

 vidual work. At present a student may acquire his enthusiasm from 

 a number of associated workers and fellow students, as well as teach- 

 ers, or be stimulated by the recognition of the fact that there is a dis- 

 tinct demand for workers in this field. My own feeUng is that students 

 should be given as great a freedom of action as possible, and that 

 especially after they have entered upon advanced work the teacher 

 should occupy the position of a helpful guide rather than that of a 

 dictator in the work. A student who does not have enough interest 

 and enthusiasm in the subject to work independently, or who does 

 not have enough independence and originality in his work to go beyond 

 the outUnes furnished by his teacher, is in most cases hardly worth the 

 extended effort of the teacher. If he is too distinctly directed in this 

 course he will fail to branch out into lines which will be a means of 

 growth to himself or of distinct advantage in the progress of the 

 science. 



As a concrete example of the courses of study in this line, it may be 

 permissible for me to outline briefly the courses offered in my Depart- 

 ment, with some hints as to the purpose and method in each. 



The work in the College of Agriculture for four-year students begins 

 with a year of general zoology, including considerable attention to 

 economic phases of the subject and embracing a discussion of the 

 group of insects, with indication of the orders, some fife histories and 

 liabits, with certain applications for injurious forms. 



