722 



SCIENCE 



[N. S. Vol. XXXIX. No. 1011 



As a matter of fact, the discrepancy lies in 

 tte fact that, in addition to this usual be- 

 havior, Montgomery records certain atypical 

 cases as follows: five cases in which the mem- 

 bers of the double accessory go to opposite 

 poles; ten cases in which the smaller member 

 of the pair divides, one half going with its 

 customary associate to one pole, the other half 

 going alone to the opposite pole; five cases in 

 which the larger member divides; three cases 

 in which both accessories divide. On looking 

 over my material again since the appearance 

 of this and other papers on human spermato- 

 genesis, and also after the examination of 

 some new negro material received in the 

 meantime, I still feel convinced that condi- 

 tions for the male negro are essentially as I 

 originally described them. 



The most decided differences in accounts of 

 human spermatogenesis are those which obtain 

 between the findings of Montgomery and my- 

 self on the one hand and von Winiwarter on 

 the other. The latter finds 47 ordinary and 

 one accessory in the male. It must be borne 

 in mind, however, that Montgomery and I 

 worked on the tissues of negroes and von 

 Winiwarter on those of a white man. I am 

 at present engaged in a study of material from 

 two different white men and although not yet 

 ready to make a detailed statement I can say 

 with assurance that the number of chromo- 

 somes is considerably in excess of those found 

 in my negro material. 



Michael F. Guyer 

 The UNirERSiTY of Wisconsin, 

 April 3, 1914 



MORAL AND RELIGIOUS TRAINING IN A STATE 

 UNIVERSITY 



To TRE Editor of Science: Chancellor 

 Frank Strong's paper in Science of November 

 21, on " Some Educational Problems in Kan- 

 sas," mentions as one of the great problems 

 confronting education in that state "moral 

 and religious training," saying : 



If any were misled years ago into the belief 

 that intellectual training provided sufficient safe- 

 guards and moral standards, certainly our experi- 

 ence the last decade must have disillusioned him. 



The " if " is a saving word in that state- 



ment, to any who might be disposed to disagree 

 with the chancellor, but it still seems a fair 

 question to ask. How otherwise than through 

 the intellect is education of any kind to be 

 conveyed? Also, it would seem to be not alto- 

 gether out of place to inquire as to exactly 

 what is meant by the terms " moral " and " re- 

 ligious," not to obtrude a discussion of religion 

 in a publication devoted to a quite diiierent 

 purpose, but to make clear the intentions and 

 plans of those, like Dr. Strong, who insist that 

 education is incomplete and dangerous without 

 the application of certain remedies which they 

 have to offer. A few are interested in religion, 

 but all of us in education. 



If the meaning of the terms refers to acts 

 of worship, which in their nature are emotional 

 and suggestive rather than instructive, such 

 as prayers, the reading of scriptures and sing- 

 ing of hymns, it is a popular understanding 

 that it is the function of the church to attend 

 to such things, not the high schools, colleges 

 and universities, for in such institutions Jews, 

 Catholics, Greeks, Turks, Chinese, Japanese, 

 Mormons and agnostics often mingle, all with 

 such divergent beliefs touching religion that 

 creedal or sectarian teaching and forms would 

 be wholly out of place. Such students place 

 themselves under instruction to learn the 

 truths of science and history and to study art, 

 literature and languages, not to be proselytized. 

 Like the purchaser of a commodity in trade, 

 they come to buy what they think they need, 

 not what some one else wants to force on them, 

 and if they are forced, in order to get the in- 

 struction needed, to take other kinds which are 

 repugnant to their religious convictions, it 

 becomes tyranny. 



As to morals, there is no dispute among 

 civilized peoples generally in all parts of the 

 world. Honesty, truthfulness, mercy, forgive- 

 ness, unselfishness, restraint of passions, honor- 

 ing parents — " these and a few others," as 

 Buckle truly said, " have been known for thou- 

 sands of years, and not one jot or tittle has 

 been added to them by all the sermons, homi- 

 lies and text-books which moralists and theo- 

 logians have been able to produce." There 

 could be no objection, of course, to their being 

 taught in the schools if it seemed necessary — 



