SCIENCE 



A Weekly Journal devoted to the Advancement 

 of Science, publishing the official notices and 

 proceedings of the American Association for the 

 Advancement of Science, edited by J. MclCeen 

 Cattell and published every Friday by 



THE SCIENCE PRESS 



I 1 Liberty St., Utica, N. Y. Garrison, N. Y, 



New York City: Grand Central Terminal 



Single Copies, '15 Cts. Annual Subscription, $6.00 



Entered ai second-class matter January 21. 1922, at the Post 

 Office at Utica. N. Y.. tinder the Act of March 3. 1079. 



Vol. LV Apeil 7, 1922 No, 1423 



The Early Training of Scientists: Pko- 

 PESSOB Joel H. Hildebeand 355 



Are Iodides Food: Professor J. P. Clendon 358 

 Geography as a Profession : Dr. H. P. Little 362 



Vienna: Professor C.-E. A. Winslow 363 



Scientific Events: 



Mexican Archeology ; The Royal Agricul- 

 tural Society of England; Molding Sands; 

 The British Industrial Fatigue Research 

 Board; Medical Fellowships of the Na- 

 tional Research Council; International 



Chemical Conference at Utrecht 365 



. Scientific Notes and News 370 



University and Educational Notes 372 



Discussion and Correspondence: 



Genetical Analysis and the Theory of Nat- 

 ural Selection: Dr. W. Bateson. A Sug- 

 gestion to Mr. Bryan: Dr. Edward M. 

 Kindle. The Writing of Popular Science: 

 Dr. N. E. Dorsey 373 



Quotations: 



The Earning Power of Research 376 



Scientific BooTcs: 



Clark's Monograph of the Existing Crin- 

 oids: Dr. W. K. Fisher 376 



Special Articles: 



A New Variety of Barley with Striking 

 Characteristics: Dr. Kwen S. Hoe 378 



The Annual Meeting of the Federation of 

 American Societies for Experimental Biol- 

 ogy: Professor Charles W. Greene 379 



THE EARLY TRAINING OF 

 SCIENTISTS 



It is a strange feature of the modern educa- 

 tional process that though children are born 

 richly endowed with scientific instincts into a 

 world which has gladly accepted a multitude 

 of gifts from science, they encounter, from the 

 cradle to the university, constant opposition to 

 the education of these instincts. 



The child is excellent raw-material for the 

 making of the scientist. First of all, he is 

 curiosity incarnate; he does not confine his 

 attentions to those matters which adults con- 

 sider practical, but tries to leai'n all he can 

 about an environment which he finds brimming 

 with interest. Moreover, he is an experimen- 

 talist, and the days are too short for the ex- 

 periments he wishes to perform upon every- 

 thing at hand, from the bric-a-brie to the 

 patience of his elders. He relies upon ex- 

 periment rather than upon authority for learn- 

 ing truth. Authoritative representations con- 

 cerning the fragile qualities of glass, the taste 

 of pepper or the temperature of a stove are to 

 him but suggestions for experiments. Although 

 his experimental technique is simple and his 

 capacity for reasoning and theorizing are un- 

 developed, he has made a splendid beginning 

 towards a scientific career. 



In his further development, however, lie 

 meets with opposition at every turn. Many of 

 his exijeriments earn pvmishment from his 

 parents, who discourage his curiosity and even 

 pervert the truth for their own ends. At 

 school, book-learning is substituted for observa- 

 tion and experiment, and even when the topic 

 is nature or science it is often taught in a very 

 didactic way by a teacher who, though having 

 taken many courses in pedagogy, may have but 

 little appreciation of the spirit and method of 

 science. At Sunday school he is likely to find 

 a teacher who praises as religious virtue the 



