SCIENCE 



Friday, April 10, 1914 



CONTENTS 



What is Industrial Science: Peofessor 0. E. 

 Mann 515 



The Functions of an Environment: Professor 

 Lawrence J. Henderson 524 



The Pittsburgh Experiment Station of the 

 Bureau of Mines 527 



The Fur-seal Commission 529 



Scientific Notes and News 529 



University and Educational News 533 



Discussion and Correspondence : — 



Gyroscopic Quanta: Dr. Keginald A. Fes- 

 SENDEN. Multiple Factors in Human STcin 

 Color: Professor Francis Eamaley. Bia- 

 dophis punctata in Northern Wisconsin: 

 Hartley H. T. Jackson. Scientific Insti- 

 tutions minus Science: Professor Max 

 Meyer. The Language of the Brazilian 

 People: E. Beaga 533 



Quotations: — 

 Professors in Council 535 



Scientific Books: — 



The Scientific WorJc of Morris Loei : Dr. L. 

 H. Baekeland. Kum on the Curious Lore 

 of Precious Stones: Oliver C. Farrington. 

 Wenley's The Anarchist Ideal: Professor 

 Joseph Jastrow 537 



The Phylogenetic Belationships of the Oysters : 

 J. A. Gardner 541 



Special Articles: — 



The Chemical Dynamics of Living Proto- 

 plasm: Professor W. J. V. Ostebhout .... 544 



The American Association for the Advance- 

 ment of Science: — ■ 



Section H- — Anthropology and Psychology: 

 Dr. Edwaed K. Strong, Jr 546 



MSS. intended for publication and books, etc., intended for 

 reriew should be sent to Professor J. McKccn Cattell, Ga 

 on-Hudson, N. Y.. 



WHAT IS INDUSTBIAL SCIENCEn 



Industrial education is now the most 

 pressing of all educational problems. It 

 is, moreover, a wholly new problem; since 

 the schools have never seriously tried, until 

 very recently, to grapple with it. Up to 

 the beginning of this twentieth century, 

 the working hypothesis of the schools has 

 been that the best possible education for 

 every boy and every girl was that portion 

 of a college education which each was able 

 to secure. The banner of education bore 

 the inscription: "Keep the path open for 

 every child from the kindergarten to the 

 university." The intention of this motto 

 was good, in that it was supposed to ex- 

 press the idea of equal opportunity for all ; 

 but it was interpreted by schoolmen to 

 mean that the college course was infallibly 

 the best possible course for everybody ; and 

 that, therefore, the elementary schools and 

 the high schools were doing their work most 

 efficiently if those who survived their 

 ordeal could successfully get by the guards 

 at the gates of the colleges. 



The rapid development of educational 

 insight in the past decade has shown the 

 fallacy of assuming that the same oppor- 

 tunity for all was synonymous with equal 

 opportunity for all. The desire to dis- 

 cover what equal opportunity for all might 

 mean has led to much careful study of the 

 individual differences and of the individual 

 needs of pupils, and also to some careful 

 analyses of the foundations of school phi- 

 losophy. These studies have shown school- 



1 Presented at the meeting of the Central As- 

 sociation of Science and Mathematics Teachers at 

 Des Moines, November 29, 1913. 



APR 11 lgl< 



