346 



SCIENCE 



[N. S. Vol. XLIX. No. 1267 



courses thus introduced. This is the general 

 opinion of those to whom a hasty request for 

 information went. 



Along with this condemnation of the Stu- 

 dents' Army Training Corps fiasco, there were, 

 however, many expressions of opinion relating 

 to the elementary courses in botany and zool- 

 ogy, among which were a number showing a 

 lively interest in new or modified elements of 

 the course. So pronounced was the interest 

 in the character of the primary biological 

 courses thus displayed that the division of 

 biology decided to extend the inquiry further 

 and so other letters were sent out as op- 

 portunity offered. Owing to the difficulty of 

 reaching all those interested by letter, it has 

 finally seemed best to make public through 

 Science a request for expression of opinion 

 regarding the nature of the elementary course 

 in zoology or biology. 



The connection of such an investigation 

 into the nature of the elementarj' courses to 

 research, the main concern of the National 

 Research Council, may not be entirely ob- 

 vious to all. That a relation of a somewhat 

 intimate nature does exist seemed indicated 

 to the division of biology when its executive 

 committee undertook a general survey of the 

 field in laying plans for a reorganization of 

 its work for times of peace. Unless there be 

 students trained in zoology there is little 

 chance of developing new investigators in the 

 subject, and in this training the elementary 

 course occupies a peculiarly significant and 

 important place. It oifers the first contact 

 between student and subject and has much to 

 do with the formation of future tastes and 

 habits. It forms, moreover, the chief con- 

 nection between the zoology department and 

 the college as a whole, and offers the greatest 

 opportunity for exerting the proper influence 

 upon the school. There sems also to be gen- 

 eral agreement that this course is the most 

 difficult to plan and to execute. 



Because of these facts, and for the reason 

 that the research council has the broadest 

 interest in the relation of science to human 

 ■welfare, it seems very properly one of its 

 concerns to discover the kinds of elementary 



courses in science best adapted to serve as the 

 first step in the preparation of scientific in- 

 vestigators and as the means for exerting the 

 strongest and best influence upon the general 

 college student. 



Unless it be assumed that any kind of 

 elementary course is satisfactorj' there must be 

 some fonns of it best adapted to meet the 

 common needs of college students. That such 

 is the feeling of many teachers is evidenced 

 by the numerous attempts to formulate stand- 

 ardized beginning courses. Most of these 

 have failed in their prime object because of 

 emphasis upon nonessentials, although they 

 have served a good purpose in stimulating dis- 

 cussion. The lesson seems to be written clear 

 that if any large good is to be served by 

 reopening this discussion there must be con- 

 sideration of broad principles and an avoidance 

 of unessential details. It seems a matter of 

 no great moment whether the amoeba is stud- 

 ied at the beginning or at the end of the 

 course, or at all. The amomit of time devoted 

 to any one type is not of great general con- 

 cern but is a point which must be decided ac- 

 cording to circumstances. To what extent, 

 however, are the determining conditions of 

 the course common to all institutions and how 

 much allowance must be made for local con- 

 ditions? Are there fundamental elements of 

 a broad introduction to biology which neces- 

 sitates the use of both plant and animal 

 material or may the subject be presented 

 adeqt^ately using either alone? 



After satisfactory conclusions have been 

 reached with regard to the general principles 

 which should guide the construction of the 

 introductory course, there are of course nu- 

 merous practical questions which have a large 

 bearing upon the success of its operation. 

 How much time should be given it? Should 

 the application of the student be consecutive 

 or interrupted? How much of lecture, lab- 

 oratory, conference and quiz work should there 

 be ? Wliat use should be made of drawing and 

 modelling? Should the work be given in the 

 form of problems? How many forms of 

 animals should be studied, etc. ? 



In order to arrive at any valid conclusions 



