March i8, 1892.] 



SCIENCE. 



165 



the late Sir Julius von Haast, the bones of numerous species 

 of birds besides moas were found. Their occurrence in the 

 situations where they were discovered, and the way in which 

 they were lying — entire bodies with their sterna covering 

 crop-stones in situ — have been explained by the supposition 

 that the moas were overtaken by a fierce and sudden storm, 

 and their entire carcasses piled by wind and flood into vast 

 heaps, an explanation against which the presence here also 

 of the same powerful buzzard and other flying birds rises as 

 an objection. Yet there is nothing either in the situation or 

 the disposition of the bones to make it impossible ; still I 

 cannot help feeling that that cannot be the true explanation 

 which satisfies only one instance out of so many assemblages 

 of dead birds of nearly always the same species in situations 

 almost similar. I hope, however, that when I have made a 

 thorough examination of all the localities where, and the 

 conditions under which, moa remains have been found, in 

 the light of the personal experience gained in the exhuma- 

 tion of the present deposit, and when I have completed the 

 identification (on which I am now engaged) of the smaller 

 bird bones associated in them with the moa bones, some light 

 may have been gained on this at present mysterious episode 

 in the history of the ancient Avians of New Zealand. 



Henry O. Forbes. 



Chrlstcliurch, New Zealand. 



LBTIERS TO THE EDITOR. 



*** Correspondents are requested to be as brief as possible. The writer's nam* 

 is in all cases required as proof of good faith. 



On request in advance^ one hundred copies of the number containing his 

 communication will be furnished free to any correspondent. 



The editor willhe glad to publish any queries consonant with the character 

 of the journal. 



Need of Physiology and Anatomy in Psychological Training. 



In a recent article in Science, by Dr. E. W. Scripture of Clark 

 University, some valuable and practical ideas are advanced con- 

 cerning " the need of psychological training," in which the neces- 

 sity of a practical knowledge of physics is made clear. But no 

 less necessary is a like knowledge of physiology and anatomy. 



Physiological psychology is no misnomer for modern psychology, 

 because it is as much if not more physiological than psychological. 

 That, consequently, a somewhat extensive knowledge of physiol- 

 ogy is a sine qua non for the thoroughly trained modern psy- 

 chologist goes without saying ; and this is as true whether there 

 be sympathy or not with the modern view, for, in the latter case, 

 the psychologist can hardly avoid discussing some of the results qf 

 physiology; aud such discussions, to be trustworthy and valuable, 

 must be based upon knowledge. And here is not meant mere 

 book knowledge, but experimental knowledge gained in the 

 physiological laboratory, otherwise when one speaks of sensations, 

 reflex action, afferent and efferent nerves, etc., it is difficult 

 to understand how he can have any adequate insight into the ob- 

 jective reality of these pbenomena. It is not intended that any 

 large amount of time be required for purely physiological labora- 

 tory work. A term's course, say of six hours a week, might be 

 the minimum; in this case it is assumed that the student has a 

 general knowledge of human and comparative physiology. 



If the above requirements are necessary for one who proposes 

 to study physio-psychological questions, it may be inquired fur- 

 ther as to anatomical knowledge. That a proper conception of 

 jDhysiology is not possible without anatomy is so obvious as to be 

 commonplace, and yet there are some who are serious students of 

 physiological psychology who have no practical knowledge of an- 

 atomy. A general dissection of the body and special dissection 

 of the sense-organs and brain, while it would require more time 

 than the physiological course, would be well worth the extra 



trouble, since it is preliminary foundation-work, and is also neces- 

 sary for the investigation of pathological clinical cases, some of 

 which are of the highest importance for the physiological psy- 

 chologist. For this and other reasons an elementary course in 

 practical histology is necessary. Thus it is not clear how any 

 student without practical knowledge of coarser and finer anatomy 

 can study and discuss intelligently questions concerning cerebral 

 localization, cranial and spinal nerves, spinal column, medulla 

 oblongata, etc. 



It may be objected that many of the facts learned in such a 

 course of study would not be of direct utility, but this could be 

 urged against almost any course of study. The value of such 

 negative knowledge consists in serving as a sort of ballast in aiding 

 the student in avoiding mistakes. 



It may be said that if practical courses in anatomy and histology 

 are requisites, why not also similar courses in pathology and 

 psychiatry. It is true that these would be valuable ; but there 

 must be a limit; perhaps the student could take up individual 

 pathological cases as they came in the course of his work, provided 

 he has the physiological and anatomical knowledge of normal 

 man before mentioned. It is assumed that the specialist in 

 physiological psychology will read the writings of specialists in 

 physiology, anatomy, and pathology when they treat of topics that 

 bear directly on his own studies. To read such literature, appre- 

 ciate the points of discussion, and make decisions as to weight of 

 evidence, requires at least a practical elementary knowledge of the 

 subjects. 



But it may be objected that, with accurate book learning and 

 good diagrams, one can gain sufficient insight without going to 

 the trouble of taking the practical courses. This objection is more 

 real practically than rationally, for many do not care for vivisec- 

 tion, and much less dissection. It is a well-known difficulty, 

 common to medical schools, to obtain faithfulness in dissection. 

 There seems to be a natural disinclination, not of the nature of 

 dread or disgust that may appear on first entering the dissecting 

 room, but quite another feeling, that is easier experienced than 

 described. The physiological psychologist who has had no medi- 

 cal training is very liable to have a strong disinclination to prac- 

 tical work in anatomy, even if he believes in its utility and neces- 

 sity. Then there is sometimes the feeling that it is so much easier 

 and saves time to sit C[uietly in one's own room and study the books 

 and diagrams. 



It may be said that some good workers in physiological psy- 

 chology have never had this preliminary training, but this is 

 rather in spite of such training. As is well-known, many stu- 

 dents of philosophy, having become dissatisfied with its methods 

 and results, have turned their attention to experimental psychology, 

 and have neither time nor opportunity to return to preliminary 

 work, which they could have done had they known beforehand 

 the subsequent direction of their studies. 



The fact that the majority of leaders in the department of 

 physiological psychology were previously physicians or students 

 of medicine indicates the direction which the training in physio^ 

 logical psychology should take. A. MacDonald, 



Wasliinglon, B.C. 



Anthropology. 



The science of anthropology has so far progressed that it is de- 

 sirable to keep a satisfactory account not only of its operations 

 but of its resources. Under this head should be included: 1. En- 

 cyclopeedic works, general treatises, annual addresses, courses of 

 lectures, dictionaries, general discussions, and classifications of the 

 science as a whole. 3. Societies, their organization, scope, his- 

 tory, enterprises, and publications, as well as annual assemblies, 

 caucuses, congresses, national and international. 3. Periodicals, 

 devoted as a whole or in part to anthropology. 4. Museums and 

 laboratories, public aud private, expositions and loan exhibitions. 

 5. Libraries, galleries, portfolios, etc., including instructions to 

 collectors. 



At this time it is desirable to know what is doing in each State 

 along the line of anthropology. We all know pretty well the 

 work doing in Massachusetts ; but where should we look for the 



