September 19, 1919] 



SCIENCE 



265 



ai^pointed some months ago in England by 

 Mr. Asqnith'* said, none too emphatically: 

 " Practical education is the only f oimdation 

 on which idealistic achievements can be 

 raised; to neglect the practical ends of edu- 

 cation is foolishness ; but to recognize no other 

 is to degrade humanity." 



In this connection I would like to urge the 

 desirability of offering, in all of our colleges 

 and universities, " cultural courses " in the 

 various sciences, consisting only of illustrated 

 lectures made as fascinating and broadening 

 as possible, and supplemented by assigned read- 

 ings and discussions. The aim of such courses 

 should be to give those who have not yet de- 

 cided upon their life work as well as those who 

 have, a scholarly survey of the aims, problems, 

 methods, history, and results of the given sci- 

 ence, and a clear idea of its signiiicance for 

 daily life — personal and social. Such courses 

 would have substantial benefits alike for those 

 who took them and for those who gave them, 

 and would undoubtedly be the means of re- 

 vealing to many the direction in which their 

 life work lies. 



In the second place we should never forget 

 that one of the important aims of education 

 is to enable the individual to find himself; 

 and especially important is it to keep this in 

 mind in deciding on the content of intro- 

 ductory courses. They should be made as in- 

 forming and broadening as possible. The stu- 

 dent should be made to feel that the given 

 subject touches his life, and to what extent — 

 that a knowledge of it is of personal signifi- 

 cance to him, that it is replete with fascina- 

 ting unsolved problems, in the solution of some 

 of which he may find his obvious opportunity 

 for a contented and useful life. 



And finally we should always remember that 

 the introductory courses should almost never 

 be planned on the sole supposition that the 

 student is to take more advanced courses, but 

 in full recognition of the fact that the first 



s Report of the Committee to inquire into the 

 position occupied by the study of modern lan- 

 guages, etc. Issued as a White Book. Quoted from 

 the New Statesman (London) by World Wide 

 (Montreal), August 17, 1918. 



course may be the only one many students will 

 ever take of any particular subject. With 

 this in mind the course should be made as rich 

 as may be in informational, cultural, educa- 

 tional values. If regard is had for these re- 

 quirements the course ought to prove entirely 

 satisfactory as a preparation for more ad- 

 vanced study. 



From this point of view, undue emphasis 

 should not be placed on details of technique, 

 or minor matters of mere information, but on 

 the broad generalizations that appeal to the 

 imagination and challenge one's admiration, 

 enlarge one's vision, and stimulate and illu- 

 minate one's thinking. Some glimpse should 

 be given into the history of the subject, some 

 acquaintance, however slight, with the great 

 names of its makers; and especially should 

 there be some introduction to the unsolved 

 problems that continually challenge and beckon 

 the explorer of the dark continents of knowl- 

 edge. In brief, the introductory course, that 

 may prove to be the last, should be so planned 

 as to enrich the student's life as much as pos- 

 sible. If that given subject proves to be his 

 main life interest, such a course will also 

 prove to be a satisfactory introduction to more 

 advanced work. 



At this particular time there seems to be 

 a movement for " intensive " short courses of 

 study. This is no doubt a direct outcome 

 from the program of the Students' Army 

 Training Corps, when intensive short courses 

 were made necessary by the exigencies of war. 

 Osborn" has called attention to the fact that 

 the view is likely to obtain with the admin- 

 istrators of student curricula that, if in- 

 tensive courses are eifective " in an emer- 

 gency," they might well be useful at other 

 times. The danger here is in losing sight of 

 why intensive courses are " effective in an 

 emergency." The need in an emergency is 

 action — accomplishment. What is demanded 

 is the possession of knowledge that may be 

 quickly applied to meet the pressing need. To 

 live a life of culture — of deep insight, broad 



6 Osborn, Herbert, "Zoological Aims and Oppor- 

 tunities," Science, N. S., 49, 109, January 31, 

 1919. 



