Maxrce 15, 1901.] 
ers were urged to inform themselves as to 
the true status of the alcohol question since 
most of the statements in the text-books 
are misleading. 
In the same section Professor W. J. 
Beal, of Michigan Agricultural College, 
read a paper on ‘ How shall a Young Per- 
son Study Botany?’ The paper opened 
with a very interesting account of the 
reader’s experience asa pupil of Agassiz 
and of Gray—“The work with Agassiz 
helped me more than that of any other 
teacher with whom I ever came in contact, 
and yet no teacher ever told me so little.” 
The paper advocated the study of plants 
rather than the study of books about 
plants; the examination of many related 
species instead of so many isolated ‘ types.’ 
The use of the compound microscope ought 
not to be learned until the latter part of 
the course. The formation of an herbarium 
was discouraged. The paper contained a 
list of most suggestive and interesting 
topics for individual work for beginners. 
Professor W. M. Davis, of Harvard Uni- 
versity, addressed the earth science section 
on ‘ Practical Experiments in Physical Ge- 
ography.’ Laboratory work for demonstra- 
tion purposes is most important in this sub- 
ject, and schools should have proper facili- 
ties for it, including sufficient room for prac- 
tical work, flat roof for sky observations, 
basement room for experiments with earth 
and water, as well as an abundant supply 
of models and charts. The schedule of 
daily work should be so arranged as to pro- 
vide for these practical exercises, just as 
in physics and chemistry. The exercises 
should include the study of the earth as a 
globe, the atmosphere, the oceans and the 
land. The study of the land must be of a 
kind which will lead pupils to understand 
what they see in a landscape. Geography 
ought to serve some other purpose than the 
education of post-office clerks and express 
messengers. The study should extend 
SCIENCE. 
417 
through successive school years, and the 
speaker suggested that a committee of mem- 
bers of the Association plan a course in the 
subject to extend through as many years as 
seem suitable. Stress was laid upon the 
proper training of the teacher. The prep- 
aration of local guides for field work was 
strongly urged. 
The ‘ Significance and Limitations of Na- 
ture’ was discussed in the section in nature 
study by Professor Stanley Coulter, of Pur- 
due University. 
Dr. Henry A. Kelly, of the Ethical Cul- 
ture Schools in New York City, spoke on 
‘Synthetic Nature Study.’ The object of 
nature work is to interest the child in 
natural objects and phenomena rather than 
to give him definite courses in elementary 
science, to develop a sympathetic apprecia- 
tion of living creatures and to encourage 
habits of observation and comparison. 
Too great emphasis is placed upon analysis 
in much of our school work, especially in 
the object lessons. More attention ought 
to be given to synthetic, creative work. 
This end may be accomplished by select- 
ing for study topics which are naturally 
related. Productive results are often ob- 
tained by combining nature study with the 
work in literature. 
After the section meetings a general ses- 
sion was held to listen to a discussion of 
the question, ‘What does the College In- 
structor wish the Scientific Student to 
know and to be able to do when he enters 
College?’ The speakers were Professors 
Nichols and Carhart for physics, Coulter 
for biology, Beal for botany, Lee for physi- 
ology and Davis for physical geography. 
The trend of opinion was to the effect that 
unless the student could have proper in- 
struction in methods from a competent and 
well-trained teacher during his high-school 
course, he had better enter college with- 
out any previous study of science. 
The evening session on Friday was held 
