MakcH 8, 1912] 
technical schools. These may be classed as 
follows: (1) The colleges of arts and sciences 
leading in general to the A.B. or S.B degree; 
(2) the colleges of agriculture; (3) the col- 
leges of medicine; (4) the technical schools or 
schools of applied science. 
At the outset it should be said that the re- 
port on the teaching in these institutions is 
far from complete, that many schools have not 
supplied information, and that the following 
statements form merely the beginning of 
what, it is hoped, will be a comprehensive and 
useful study. 
The chairman of the committee early in the 
year prepared a set of questions which were 
submitted to the other members of the com- 
mittee for suggestions and desirable changes. 
These were incorporated in the final list. 
These questions have been submitted to about 
550 institutions of the rank as stated above 
in the United States and Canada. The col- 
legiate institutions of Canada were not found 
in any list of the colleges available, but a list 
was obtained by direct application to the 
Canadian commissioner of education, to whom 
cordial thanks are extended. The questions 
were as follows: 
1. What courses in bacteriology, if any, are given 
in your institution? 
2. How many hours of lecture, recitation and labo- 
ratory work are devoted to each? 
Lecture 
Recitation 
Laboratory 
3. Is the subject a required one, or elective? 
. At what year in the college course is it given? 
5. To what group (department) or groups of stu- 
dents is it given? 
6. What preliminary training in biological sciences 
is required? 
7. What preliminary training in physics, chemis- 
try, mathematics and languages is required? 
8. Is the subject presented as 
(a) Part of a course in general biology or 
botany? 
(6) As a general science course for its educa- 
tional value? 
(c) As a special or professional course in 
applied science? 
(d) As a part of any other course? If so, 
what course and how extensively? 
rs 
SCIENCE 
363 
9. If more than one course is given, will you state 
the scope and character of each, and the 
approximate number of students in each? 
10. If the courses are given from the applied sci- 
ence standpoint, are they given in their 
relation to 
(a) Medicine? 
(6) Public health? 
(c) Dairying? 
(d) Soil and agriculture? 
(e) Industrial processes? 
11. What is the character of the laboratory work 
actually performed by the students, 7. e., 
how elaborate experimentation do they actu- 
ally do? 
12. Are the students directed in what might be 
called research work in bacteriology, 7%. e., 
advanced work and investigation, aside from 
ordinary routine class work? 
13. What books do you use as text-books for the 
course? 
As collateral reading? 
14, What courses in protozoology are given? 
15. What text and reference books used? 
16. What courses devoted to other branches? 
Replies have been received from 121 of these 
and it is on the basis of the replies received up 
to the present time that the following tabula- 
tions and statements are made. A second list 
of questions has been submitted to those in- 
stitutions of the original list and supplemen- 
tary institutions not on the original list from 
which no replies had been received up to De- 
cember 21. The failure to reply undoubtedly 
means in certain instances that no courses are 
given or that there is no professor dealing 
with the subject in hand, and consequently 
letters have failed to be properly received, or 
there may have been oversights on the part of 
the professor in charge. Because of the possi- 
bility of the second alternative it has seemed 
desirable to send out the second set of ques- 
tions. 
The replies which have already been re- 
ceived in response to the circular have been of 
much interest, and careful study may be 
grouped into a number of tolerably definite 
classes. In general the replies indicate fairly 
clearly the scope of microbiological instruc- 
tion, and in several instances there have been 
