m 



SCIENCE. 



[Vol. XXlI. No. 553 



much, at least, for mental discipline and culture as for 

 their practical usefulness. Of the importance of thorough 

 discipline in the English language and literature, history, 

 logic and political economy it is not necessary to speak. 

 Determinative mineralogy may be provided for in the 

 second or third year. Courses in agricultural or pharma- 

 ceutical chemistry, or in other special fields, should differ 

 in the details of the third and fourth years from the 

 course outlined above. 



In college and university courses, theoretical chemistry 

 and chemical literature receive more attention, and in 

 general less attention is given to practical applications. I 

 do not accept the idea sometimes expressed, that original 

 investigation should not be attempted outside of the uni- 

 versity. We are all too well aware of the difficulties in the 

 way of carrying on special study in connection with the 

 responsibility of undergraduate courses; and yet I am 

 sure we appreciate the influence of such work in the at- 

 mosphere of the laboratory, as well as upon the instructor 

 himself. Then there are always in the laboratory bright 

 students who are able to undertake with profit the study 

 of special problems. As a part of the preparation for 

 teaching I look upon a certain acquaintance with the 

 methods of original research as an essential attainment; 

 I do not intend to assert that without it there can be no 

 good teachers, but it certainly strengthens the equipment 

 of a teacher who aspires to a high position. 



Earlier in this paper I endeavored to give an outline of 

 what seem to be the principal objects to be kept in view 

 in teaching chemistry as an educational subject. Stu- 

 dents continue in chemistry with the intention of secur- 

 ing professional employment either in teaching or in ap- 

 plied chemistry. How often are we met with the ques- 

 tion as to what is the prospect of employment after grad- 

 uation; whether the inducements are more promising in 

 teaching or in practical fields. Concerning teaching as 

 a profession, the reply is easj-: a person with an aptitude 

 for teaching and with broad training has little diificulty 

 in securing a position commensurate with his attain- 

 ments, especially at present, with the -wonderful extension 

 of our educational institutions. But the number of posi- 

 tions is limited and there are few vacancies; if they were 

 abundant not all persons, even with the best possible 

 preparation, would succeed in teaching chemistry. In 

 ajiplied chemistry the conditions are not the same. With 

 our enormous stores of natural products yet undeveloped, 

 vigorous enterprise in business operations and great in- 

 dustrial wealth, there cannot fail to be rapid develop- 

 ments in the fields of manufacturing chemistry. Within 

 the ten years just elapsed we have witnessed great 

 changes; manufactui-ers who, ten years ago, conducted 

 their operations almost without the aid of chemical skill, 

 now employ several chemists. Eight years ago 1 visited 

 a large plant for the manufacture of sulphuric acid, which 

 contained neither a Glover nor a Gay Lussac tower. Fur- 

 ther improvements, which are necessary for the produc- 

 tion at home of the chemical products that are now im- 

 ported in large quantities, require broad qualifications 

 with extended experience; if our graduates are not suffi- 

 ciently well trained chemists will be secured elsewhere. 



If there are portions of the educational field in chemis- 

 try which appeal to us with greater force than others, 

 perhaps the elementary teaching in the secondary schools 

 and the advanced study in preparation for teaching or 

 for positions requiring independent skill and originality 

 in methods are worthy of attention. The recent growth 

 of knowledge within special fields has introduced new 

 features into methods of instruction. In addition to 

 courses which are adapted for all students, those who in- 

 tend to undertake investigations in any particular direc- 

 tion should have training under the guidance of a special- 



ist in that field. There are many economic problems of 

 the utmost importance awaiting solution, which require 

 not only the application of all accumulated knowledge, 

 but the discovery of new methods. The maintenance of 

 a healthful water suj)ply and the economic disposal of 

 sewage are serious problems for the present generation, 

 and the engineer must be aided by the best skill of the 

 chemist and of the bacteriologist. 



Every laborer is directly interested in the promotion of 

 investigations on an economic and healthful food su^Dply. 

 To the great army of workmen who are struggling to 

 sujjport families on incomes of three or four hundred 

 dollars a year it is a matter of serious importance to se- 

 cure the best nutrition at the smallest cost. Yet it is 

 rarely, if ever, that a judicious selection of food materials 

 receives attention; it is usually a question of individual 

 taste, so far as the means at hand will jsermit, with a com- 

 plete ignorance of any principles of economy or health. 

 In these directions and others of no less importance there 

 are great opportunities in the domain of sanitary chem- 

 istry to render inestimable benefits to humanity. 



What has been said of sanitary chemistry apjjlies with 

 equal force to medical chemistry, to agricultural chemis- 

 try and to other si^ecial fields. But I feel sure that the 

 details of methods of instruction, as well as a considera- 

 tion of methods based on other recent discoveries, such 

 as the use of models in teaching structural chemistry, can 

 best form a part of the general discussion by teachers 

 who are especially occupied in those particular fields. 

 Perhaps, also, the great border land between chemistry 

 and physics, or chemical physics, should receive attention 

 from those whose investigations are extending our con- 

 ceptions of the fundamental pirincijDles of chemistry. 



If I have presented this subject more especially from 

 the standpoint of the preparation for firofessional occu- 

 pation, it is because this seems to be the principal de- 

 mand for instruction in chemistry beyond the elementary 

 branches. But if the value of training in chemistry as a 

 factor in liberal education has not been set forth with 

 due prominence, it should receive just consideration in 

 the discussion which follows. I have not attemj)ted in 

 this paper to include methods or conditions outside of 

 our own institutions; yet we cannot fail to derive great 

 benefit in extending our knowledge of the methods in 

 other institutions through the eminent professors witli 

 whom it is our good fortune to meet. 



NOTES ON THE WOOD OK FALLOW ANT OF 

 SOUTHEASTERN MASSACHUSETTS. 



BY J. B. WOODWOBTH, CAMBRIDGE, MASS. 



Anecdotes of the ant form, ajDparently, a large part of 

 the minor contributions to journals of natural history. 

 The fact that so many stories have been jjublished, and 

 the hope that the following will interest some student of 

 the psychological habits of ants, encourage me to relate 

 two observations of my own upon the behavior of the 

 large Wood or Fallow ant {Formica rufa, Linne) of south- 

 eastern Massachusetts.* 



While examining the sands of Horse Neck Beach, opjDO- 

 site Y/estport Point, Mass., on July 25th, 1893, I had my 

 attention called to a large winged ant, with a reddish 

 brown head and prothorax and black abdomen, which 

 started to run away from a shell on which I had trodden. 

 I stejDped back a pace, when the ant, perceiving me, be- 

 gan to approach. Upon this movement I continued to 

 retreat in order to get out of her way, but finding that 

 the creature still pursued me, I was led to see how far 



=1-1 am indebted to Mr. Samuel Henshaw, of the Museum of Comparative 

 Zoology, for reference to McCook's account of this ant in the Trans. Amer. 

 Ent. Soc, Vol. VI., p. 253, ^i^tl for naming the form here referred to. 



