Mat 3, 1907] 



SCIENCE 



685 



is, perhaps, unnecessary to suggest that 

 this does not apply to the man who is 

 content with a daily routine, with no con- 

 nections outside of his laboratory walls, 

 but, as mentioned above, to one who is 

 equal to present demands; who is alive 

 to the advance of knowledge in his par- 

 ticular field the world over; who is able 

 to keep in touch with new applications and 

 new processes, and to apply them with 

 discretion. To such a man, imbued with 

 the spirit of research and the instinct of 

 successful application, the best reward for 

 unselfish effort is its appreciation from the 

 point of view of professional standing, 

 which even the manufacturer, aft^ he is 

 assured that the ledger balance is satis- 

 factory, is eagerly ready to recognize. 



An incidental advantage to the pro- 

 fessional chemist, one of the features of 

 his education, is the readiness with which 

 he is able to grasp the essential principles 

 of business operations. I have been im- 

 pressed by the frequent expressions from 

 older graduates as to their feeling of in- 

 debtedness to a chemical education for suc- 

 cess in the application of business methods. 

 They recognize the fact that the close ob- 

 servance in experimental study, constant 

 exercise in inductive reasoning, and the 

 consequent truthful attitude of mind, the 

 directive forces in the study of chemistry, 

 establish in the individual the habit of 

 looking at all matters that concern him 

 from a similar point of view. 



If this be the situation that confronts 

 the young graduate when he enters busi- 

 ness life, what shall be his preparation for 

 the duties that await him? What is the 

 responsibility of the institution that sends 

 him forth ? First of aU, he must be a well- 

 balanced man physically and mentally, 

 alert to the individual duties of life. The 

 best success in any department of activity 

 depends primarily on the serviee of a 

 well-nourished, healthy body, and such 



health and strength is dependent on the 

 observance of correct habits of bodily at- 

 tention and nutrition, established in early 

 youth. During the critical period of 

 school and collegiate training, it is im- 

 perative that the excessive mental strain 

 be supported by systematic physical exer- 

 cise, or the individual wUl suffer. It ia 

 incumbent on an educational institution to 

 provide suitable physical exercise and to 

 require it of every student. Man is a crea- 

 ture of habit, and correct habits early 

 formed are more readily observed in later 

 life. 



In the technical preparation for pro- 

 fessional employment, as suggested above, 

 the education in chemistry should begin 

 in early years in the grammar grade ; cor- 

 rect habits of observation and reasoning 

 should be made a part of the youthful 

 mental equipment. In the higher institu- 

 tion, without interfering with the time 

 devoted to strictly professional studies, 

 sufficient time should be allotted to lan- 

 guage and literature, history, philosophy 

 and economics, to impart breadth of 

 thought and to supplement the culture of 

 the science courses. I am- not in sympathy 

 with the thought sometimes expressed that 

 science and science studies do not contain 

 the elements of culture. On the contrary, 

 I believe that the best culture is derived 

 from the proper study of physical science. 

 Why should it not be? Is it reasonable 

 to assume that all culture is limited to the 

 study of man with his imperfections, and 

 his works, what he has been, what he has 

 done, excluding the perfect laws of his 

 environment, the universe ? It is evidently 

 true that science courses alone do not lead 

 the student to broad conceptions of his 

 duty to society and his relations to the 

 community, unless they are supplemented 

 by courses, as suggested, in other depart- 

 ments of learning. 



In the training of the professional 



