Apbil 29, 1910] 



SCIENCE 



655 



cause I have not been able to find informa- 

 tion of this sort in print. 



It is to be expected that what now seem 

 satisfactory devices for carrying on the 

 work of the garden will prove capable of 

 much improvement in the future, aided by 

 experience gained from other gardens as 

 well as in our own. It will always be one 

 of the chief aims of the garden at Home- 

 wood to discover what a garden is capable 

 of doing for the botanical student and in- 

 vestigator and how it can do this best. 

 Duncan S. Johnson 



TEE RELATIONS! OF APPLIED SCIENCE TO 

 EDUCATION^ 



The dative of indirect object is used 

 with most Latin verbs compounded with 

 ad, ante, con, in, inter, ob, post, pre, pro, 

 sub and super, and sometimes eireum; the 

 elements essential for the growth and ma- 

 turity of the plants which furnish, di- 

 rectly or indirectly, the food and clothing 

 for the human race are carbon, hydrogen, 

 oxygen, nitrogen, phosphorus, potassium, 

 magnesium, calcium, iron and sulfur, and 

 possibly chlorin, and I think I am expected 

 to discuss the general question whether 

 there may be as much educational develop- 

 ment in a study of these elements, for ex- 

 ample, and of their application to the 

 preservation of American soil and to the 

 preservation of American prosperity, 

 civilization and influence, as in learning 

 a like number of Latin prepositions and 

 their application to language development, 

 and to philological research. 



The question is, whether the culture of 

 corn roots and the investigation of corn- 

 root insects and diseases or the culture of 

 clover roots, with their millions o£ symbi- 

 otic bacteria and their wonderful power to 



^ One of the papers presented February 19, 1910, 

 before the Illinois State Academy of Science in 

 the symposium on the " Relation of Pure and 

 Applied Science." 



transform much of the impoverished lands 

 of that part of Illinois whose name is 

 "Egypt," and much of the exhausted and 

 abandoned lands of India, whose fame is 

 famine, into fruitful and valuable lands, 

 may serve as well for the development of 

 the mind and for the advancement of edu- 

 cation and civilization, as the culture of 

 Greek roots, and Sanskrit roots, and 

 Hindu roots, from which we learn that the 

 people of India, of whom only one man in 

 ten, and only one woman in a hundred, are 

 able to read and write — from which we 

 learn that these people are our own 

 cousins; that many words still live in 

 India and in America that have witnessed 

 the first separation of the northern and 

 the southern Aryans; and, in the words of 

 Max Miiller: 



These are witnesses not to be shaken by any 

 cross examination. The terms of God, for house, 

 for father, mother, son, daughter, for dog and 

 cow, for heart and tears, for axe and tree, iden- 

 tical in all the Indo-European idioms, are like 

 the watchwords of soldiers. We challenge the 

 seeming stranger, and, whether he answer with 

 the lips of a Greek, a German or an (East) 

 Indian, we recognize him as one of ourselves. 

 There was a time when the ancestors of the Celts, 

 the Germans, the Slavonians, the Greeks and 

 Italians, the Persians and Hindus, were living 

 together beneath the same roof. 



Why has the southern Aryan civiliza- 

 tion developed but one school for every 

 five villages, while the northern Aryan, 

 save in Russia, opens to every child the 

 door of the school which leads on, for 

 those who will, to the college and univer- 

 sity? Why? Because only a prosperous 

 nation can afford the trained intelligence 

 or education of its people. 



Education in America is not the cause, 

 but the product, of our prosperity; and, 

 thus far, the prosperity of this nation is 

 due to our conquest of the former inhabi- 

 tants and to the consequent acquisition of 

 the great natural resources of this country. 



