Laguna Warine Laboratory 13 
fices for the sake of the students, that mark the best traditions of the 
Christian college. There is nothing proposed or carried out in our 
work that does not articulate perfectly with real university work— 
mark my expression—with real university work! For it must be 
remembered that our universities in their present variedly undevel- 
oped state, receive in their undergraduate courses students of exactly 
the same grade as those coming to Pomona or other real colleges 
with equally rigorous entrance requirements. Whether the univer- 
sity—under university conditions—is able to do true college work, 
is a very debatable question, and one not germane to the point at 
issue here. I have repeatedly made the statement, and have heard it 
made also by some of our best university men, that coming up through 
the well organized basic system used with such splendid effect at 
” stu- 
dents could be broadly fitted for graduate work at our American 
Pomona, together with this final chance at ‘‘junior research,’ 
universities—in real university work—who would give as fine results 
in certain lines at least, as students from any other possible sources, 
and this has worked out most conclusively in actual practice. Some 
of these considerations are of unusually great moment at Pomona, 
where, as recently shown by President Blaisdell—some sixty-eight 
per cent. of our graduates are now ‘‘going on’’ into advanced train- 
ing. 
Our method of teaching in college biology has been one as free as 
possible from mechanical and minutely prescribed routine, rich in 
laboratory and field work, full of first-hand training and of personal 
discussion and guidance, in every phase of the work, for every stu- 
dent. This opens up that higher and better college possibility of 
handling students, not in groups, en masse, by the ordinary ‘‘class’’ 
system, but as individuals, each for his own sake, and with methods 
adapted to his own peculiar needs and capacities, and by this inviting 
avenue we shall pass onward and upward to some of the greatest 
possibilities in modern education. Finally, among our lines of 
‘‘Junior research,’’ we have included a great deal of work in limited 
aspects of comparative anatomy—which invariably furnishes great 
treasures of deep interest to all of our students, numerous simpler 
possibilities in ecology, life histories, economic relations, faunal, 
floral, and distributional studies, many of these being capable of the 
finest possible treatment at the hands of advanced college students 
