4 PROCEEDINGS OF THE NATIONAL MUSEUM VOL. 125 
propriate laboratory facilities and experienced animal handlers are 
available. 
It is easy to understand why, in a period of political or economic 
crisis with a premium on pragmatism, the ‘‘once-removed”’ aspect of 
subject-oriented research does not usually attract much in the way of 
sympathy or support. This attitude, however, is invoking expediency 
at the risk of self-immolation. It is precisely in such times that a long- 
term view is necessary. In a recent article, Leaf (1968) stated: “Empha- 
sis only on applied research in medicine would quickly exhaust the 
present level of understanding and yield only inadequate solutions to 
major health problems.” In particular reference to primate biology, the 
need for subject-oriented research is pressing, for seldom in the history 
of scientific endeavor has any new edifice been erected with so little 
regard for the nature of the bedrock. In a letter to ‘Science,’ Moor- 
Jankowski (1965) pointed out that the paucity of subject-oriented 
research in primatology has been due not so much to the lack of support 
(by funding agencies) as to the lack of competent scientists. This 
deficiency can be traced to the fact that university training for this 
fruitful field of research is virtually nonexistent. 
The hope expressed by Hooton (1954) that primate biology would 
become established as a separate teaching division in the universities 
has not been realized. This is not to say that the subject is not being 
taught at all—far from it. Primatology always has constituted an 
important aspect of degree courses in anthropology and is taught in 
most university departments. Principally, however, the emphasis is 
placed on primate evolution—and a somewhat anthropocentric 
approach to evolution, at that. Only rarely, for example, are primate 
anatomy, genetics, behavior, and serology covered in any detail. 
Primate systematics and classification seldom, if ever, form a part of 
the curriculum. Perhaps the complete absence from scientific litera- 
ture of a student textbook on primatology is the best pointer to the 
present deplorable state of affaris. 
It would seem to be a matter of fundamental importance that in 
countries where primate research is active and ongoing that there 
should be centers where teaching and training programs in primatology 
can be carried out and where future staffing needs of research insti- 
tutes and primate breeding centers can be catered to. 
Considering the enormous national investment in primate research, 
it seems quixotic, to say the least, not to insure that centers of reseaich 
are also centers of education. Basic research and education programs 
are inseparable. The establishment of graduate and undergiaduate 
education programs will bring about a rapid accumulation of the base- 
line data so urgently needed by research scientists today. 
