Apkil 11, 1919] 



SCIENCE 



347 



regarding the problem raised by this investi- 

 gation it would seem most appropriate to con- 

 sider it in the light of any other scientific 

 problem and to apply to its solution the sci- 

 entific method. There should be no place for 

 jirejudice or for inertia. A rigid determina- 

 tion of the facts is called for, as a basis for 

 conclusions. Such generalities as " the course 

 should give a broad introduction to the sub- 

 ject " or " the course should give a look in on 

 the subject " or " the course should cover the 

 ground " do not contribute much to a reason- 

 able practise. Only a clear analysis of the 

 conditions inherent in the subject, of its inter- 

 dependence upon other subjects in the curricu- 

 lum, of the character of students to be taught, 

 and of the instructor's part can lead to con- 

 clusions of value. 



There are, accordingly, certain fimdamen- 

 tals which seem to demand attention. The 

 first of those is the purpose for which the 

 course is given. Is it primarily concerned in 

 presenting the content, aims, methods or appli- 

 cations of the subject ? Or is it possible in one 

 course to include all these equally? Again, 

 what form of presentation is the course to 

 have — is absorption, verification or discovery 

 on the part of the student to be emphasized? 

 In considering the character of the course it 

 would seem necessary also to have in mind the 

 reason for its inclusion in the college curricu- 

 lum as one of a series of more or less required 

 subjects. Does it find a place here because of 

 a certain informational value which recom- 

 mends it to every liberally educated man, or 

 is there something peculiar or distinctive 

 about its methods or viewpoint which is ab- 

 sent, or less well represented, in other types of 

 subjects ? 



It is true that no subject stiuids alone and 

 that it is therefore impossible to make a 

 complete and satisfactory determination of a 

 course without taking into consideration, not 

 only its interrelations within the curriculum, 

 but also the varied material circumstances of 

 the institution in which it is given. These 

 considerations should not however prevent the 

 fullest analysis of the problem or delay unduly 

 the execution of such steps as are practicable 



for the improvement of the work. The in- 

 fluence of a thoroughly scientific practise in 

 one department of a college can not fail to 

 manifest itself to some degree in others and 

 might lead to a much needed survey of the 

 whole problem of college instruction. From 

 the statements so far received it is apparent 

 that there is lacking among biologists any 

 general agreement uiwn the nature of the ele- 

 mentary biological courses and upon the rea- 

 sons for their inclusion in the preparation of 

 the liberally educated man. Such a situation 

 would seem to be hardly commendable for any 

 subject, and especially not for biology which 

 deals with materials and processes in which 

 purpose is so evident. It is possibly due to 

 this lack of defiiiite purpose and practise that 

 biological subjects do not occupy the place 

 in the curriculum which the best interests of 

 the college students would require. 



If there can be a full expression of opinion 

 on these questions, after careful consideration, 

 it may be possible to arrive at some general 

 conclusion that should guide the operation of 

 elementary biological courses. In this event 

 it would then be possible to decide upon prac- 

 tical details with much less trouble, and with 

 more profit. It is hoped that there will be 

 such a general interest in this subject that a 

 consensus of opinion upon at least the major 

 elements of theoi-y and practise may be 

 reached. In order partly to guide such a con- 

 sideration there will be published a number 

 of typical outlines of courses already received 

 upon which criticisms are invited. These sug- 

 gestions and any other discussions upon the 

 subject of zoological courses may be addressed 

 to C. E. McClung, 



Chairman of the Zoology Committee, 

 National Research Council 



Washington, D. C. 



WALLACE CLEMENT WARE SABINE' 

 Our colleague. Wallace Clement Ware 



Sabine, was boni in Eichwood, Ohio, June 13, 

 1 Minute on the life ami services of Professor 



Sabine placed upon the records of the Facu:;y of 



Arts and Sciences at the meeting of March 18, 



1919. 



