234 BIOLOGICAL LECTURES. 



bears the name Stazione Zoologica. But the earlier ideal was 

 not long in expanding so as to include both physiology and 

 botany. Will its growth stop there ? I do not believe it will, 

 but that remains to be seen. 



Our own seaside schools, introduced by Louis Agassiz at 

 Penikese and continued by Professor Hyatt at Annisquam, 

 combined instruction with research, and this plan was adopted 

 at Wood's Holl in 1888. Instruction, however, was accepted 

 more as a necessity than as a feature desirable in itself. The 

 older ideal of research alone was still held to be the highest, 

 and, by many, investigation was regarded as the only legitimate 

 function of a marine laboratory. Poverty compelled us to go 

 beyond that ideal and carry two functions instead of one. The 

 result has been that some of us have developed an ideal of still 

 wider scope, while others stand, as they began, by their first 

 choice. 



We have, then, two distinct types of ideals, the one includ- 

 ing, the other excluding instruction. One is preferred for 

 being limited to investigation; the other is claimed to be both 

 broader and higher for just the contrary reason, that it is 

 not limited to investigation. At first sight it might seem that 

 we had exact contraries; but that is really not the case, for one 

 type actually includes the other, and differs from it only by the 

 more which it contains. The difference is, nevertheless, an 

 important one, and as it divides opinion, we must examine it. 



To my mind nothing but experience can settle such a ques- 

 tion ; but if reason and experience coincide, so much the better, 

 so we may consider it from both points of view. On the basis 

 of ten years' experience and a previous intimate acquaintance 

 with both types, I do not hesitate to say that I am fully con- 

 verted to the type which links instruction with investigation; 

 and I believe that many, if not most, of my colleagues in the 

 work at Wood's Holl would now concur with me in the opinion 

 that we could not wisely exclude instruction, even if made free 

 to do so by an ample endowment. Some of you will probably 

 feel that such a conclusion implies a step backward rather than 

 forward. On which side is the illusion ? Is it with those who 

 have accepted their ideal secondhand and held to it unchanged 



