XLV. The Place of Natural History in the 

 Educational Program 



The past century has been characterized by an unprece- 

 dented evolution in the realm of the natural sciences. Obe- 

 dient to the fundamental law of rhythm that dominates all 

 human progression, these sciences have passed through epochal 

 alternations of specialization and synthesis. In the days of 

 Lamarck, Darwin and Agassiz, the subject-matter of the nat- 

 ural sciences was comparatively undifferentiated. An investi- 

 gator or teacher of these subjects was properly designated as a 

 " naturalist," a student of Nature. 



The paths of science were few and direct. Microscopic 

 technique was in its infancy. The record of human achieve- 

 ment in this field was compact and accessible. The known 

 laws were few and apparently sufficient. The " Special Crea- 

 tion " dogma enchained a veritable Pandora's box of soon- 

 to-be vexatious questions. There were not many books and 

 even fewer periodicals. The bewildering labyrinthine chaos 

 of modern scientific journals was unknown. Learned societies 

 were small and select. Apparatus and laboratory parapher- 

 nalia had not attained the commercial exploitation with which 

 it is favored to-day. 



The days of the old-fashioned " naturalist " were good 

 and balmy days. He himself was an unique character. His 

 knowledge extended into many fields; his tastes were diverse 

 and liberal, set in a sound classical matrix. His studies were 

 catholic. All was game that came to his net. In his simple 

 work-shop was a case of pinned insects, a box of marine shells, 

 portfolios of dried herbarium specimens, stuffed birds over the 

 bookshelves; geological hammer and knapsack under the table; 

 some chemical tubes and vials on the marble-topped stand; 

 and on the shelves, the quaint-bound volumes of Buffon, Swam- 

 merdam, Cuvier, Owen, Linnaeus, Pliny. 



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