April 5, 1918] 



SCIENCE 



327 



dustrial life, current processes in the utili- 

 zation of resources, and progress in the 

 development of principles which are to 

 guide activities and affairs in the imme- 

 diate future, these are the themes of this 

 group of subjects. If we could free our- 

 selves from the bias of tradition, can it be 

 doubted that in a perfected outline of 

 study these subjects would have a far 

 larger place than they have had in the 

 past, or than they have now in many insti- 

 tutions? Modern history, modern .sociol- 

 ogy, modem industrial life, modern eco- 

 nomics, modem science in its application 

 to human welfare, conservation — these are 

 things which fit men and women for life 

 in the present, and prepare the way for 

 life in the future. In the successful prose- 

 cution of these studies, the languages in 

 which the current record of their develop- 

 ment is writ, are, of course, important. 



Two years ago, I heard a Phi Beta 

 Kappa man, just graduating from a large 

 university, say that he felt absolutely out 

 of touch with current affairs, that he knew 

 far less about what people are thinking 

 and doing, than he did when he entered 

 college. That a normal man could make 

 such a statement on completing a college 

 course, seems to me a reproach to modem 

 college education. Present-day thought, 

 and present-day activities in connection 

 with vital problems should, it seems to me, 

 enter in a large way, into the curriculum 

 of every normal student. And, for m.v 

 part, I should be particular only that there 

 be enough of the past to give a proper 

 setting for the present, making provision 

 always for the specialization of the ex- 

 ceptional student on any phase of any sub- 

 ject, at any stage of its evolution. 



There is a third class of .subjects which 

 deals with facts and principles which have 

 no necessary relation to historic time. The 

 time element is involved, in many cases, 



in the development of facts and the evolu- 

 tion of principles, and in this connection it 

 may be of vital importance. In many 

 eases the history is interesting rather than 

 instructive, but in others the bearing of 

 principles and the significance of their ap- 

 plication are revealed by their history, a 

 historj' based on natural laws rather than 

 on the caprices of men. 



To this class belong most of the subjects 

 popularly designated "science." The un- 

 derlying principles are immutable, though 

 their interpretation has changed from 

 time to time, chiefly in the direction of 

 completer understanding; and this change 

 of interpretation is sure to go on, perhaps 

 indefinitely. Once principles are estab- 

 li.shed, further progress is by way of their 

 development and enlarged application. 



Jlost of these subjects involve an ele- 

 ment of history which can not be ignored. 

 There is the accumulated and accumula- 

 ting body of fact on which intei-pretation 

 is based. To the average student, the de- 

 tails of this history are not very vital, but 

 to the specialist in any science they are 

 vital, for in man,v cases facts are temporar- 

 ily misinterpreted, partially interpreted, or 

 even uninterpreted, for long periods of 

 time. They must be stored until the time 

 comes when they can be fitted into their 

 proper places and their true significance 

 grasped. 



Geology belongs to this class of sub- 

 jects, and among subjects of this class 

 perhaps no one is better qualified to really 

 educate the student. 



In the first place, this is the earth we 

 live on. It is the home of man, the only 

 home of the only men that ever were or 

 ever will be, so far as we now know. The 

 past, the present, and the future of the 

 human race, to the best of present knowl- 

 edge, are bound up with it. They have 

 been. are. and will be dependent on con- 



