May 17, 1918] 



SCIENCE 



475 



and morphology necessarily march hand 

 in hand; though I am of the opinion that 

 for the fullest development of the inter- 

 ests of the individual, the former should 

 set the pace. 



In the second place, the facts of zoology 

 fill a vast and varied domain that extends 

 from physics and chemistry, on the one 

 hand, to sociology and psychology, on the 

 other. They concern life in its most ele- 

 mentary aspects and its most complex and 

 subtle manifestations as well. They record 

 the limits of our knowledge of the physio- 

 logical mechanism, contributing at once to 

 the analysis of the behavior of Paramecium 

 and the instinctive, even the rational life 

 of man. 



For purposes of intensive cultivation, 

 this domain has been broken up into many 

 subdivisions. All of these have prospered ; 

 in some cases to such an extent that, ab- 

 sorbed in their own immediately enticing 

 concerns, their stewards have lapsed into 

 a certain forgetfulness of their neighbors. 

 This is a normal accompaniment of spe- 

 cialization. But it can hardly be said to 

 be desirable either for the development of 

 the science as a whole or for the individual 

 who may chance to come within range of 

 its influence. Such individuals there are, 

 however, preparing in our graduate schools 

 to teach zoologj- to the elementary students 

 of the next generation : students of cellular 

 biology, perhaps, who are frankly uninter- 

 ested in animal behavior; or students of 

 animal behavior to whom genetics is but a 

 name ; or students of genetics who neglect 

 comparative anatomy; or comparative 

 anatomists who care nothing for cellular 

 biology. As special workers they will fit 

 somewhere into the professional machine. 

 As teachers of the future, they can promise 

 the elementarj' student no more than they 



themselves possess. Which is a pity, when 

 zoology has so much to offer. 



In the third place, zoology is growing 

 with great rapidity. It is a j-outhful sci- 

 ence. The great mass of its resources are 

 as yet undiscovered, though they lie every- 

 where about us. With a large and grow- 

 ing literature, its rewards are as yet not 

 primarily for the bookish. They may be 

 had by any alert and active mind. There 

 is a fine democracy in the opportunitj' it 

 offers. Its secrets may be bared by old or 

 j'oung. Though years of technical prepa- 

 ration are required by some types of prob- 

 lem, little or no technic is necessary for the 

 solution of others that are well worth any 

 one's trouble and time. The frontiers of 

 zoology are constantly shifting. The 

 written record is constantly being revised. 

 This rapid growth brings movement, nov- 

 elty, wholesome stimulation. 



As a consequence, in the fourth place, 

 zoology presents peculiar advantages to the 

 elementary student in school or college, for 

 the use of the constructive imagination. 

 P'rom the beginning he may develop his in- 

 stinct for workmanship on problems that 

 belong to the fabric of the world's work. 

 From the beginning he may face issues that 

 are not merely conjured out of his ignor- 

 ance but are issues in the learned world as 

 well. And he may contribute directly 

 toward bringing them to an end. In zool- 

 ogy he may return to a wholesome appren- 

 ticeship as in the days when students were 

 the assistants of their masters, shared their 

 hopes and ambitions and felt the stimulus 

 of their creative activity. 



That is to say, he may if it is permitted. 

 The subject invites, problems await him, 

 problems that he can make his own and 

 that thus stimulate the invention of meth- 

 ods, careful observations, discriminations of 

 significant details in otherwise dead facts. 



