SCIENCE 



A WEEKLY JOURNAL DEVOTED TO THE ADVANCEMENT OF SCIENCE, PUBLISHING THE 



OFFICIAL NOTICES AND PROCEEDINGS OF THE AMERICAN ASSOCIATION 



FOR THE ADVANCEMENT OF SCIENCE. 



Friday, July 22, 1904. 



CONTENTS: 

 Does a Teclmical Course Educate? President 

 Chas. S. Howe 97 



The Work of the Bureau of Government Labo- 

 ratories of the Philippine Islands: De. Paul 

 C. Fkeer 105 



Scientific Books: — 



Metchnikoff on the Nature of Man: Ales 

 Hedlycka. v. Lippmann's Die Ghemie der 

 Zuckerarten: De. F. G. Wiechmann 109 



Scientific Journals and Articles 112 



Societies and Academies: — 



The Research Club of the University of 

 Michigan: Pkofessob Frederick C. New- 

 combe. The Torrey Botanical Club : Will- 

 iam T. HoRNE. The Science Club of the 

 University of Mississippi: Alfred Hume.. 112 



Discussion and Correspondence: — 

 A Case of Plagiarism: G. K. Gilbert 115 



Special Articles: — 



The Ascent of Water in Trees: Professoe 

 George MacCloskie 116 



Botanical Notes: — 



The Number and Weight of Cottonwood 

 Seeds; Weight of Dandelion Doion; Tendrils 

 of Virginia Creeper: Professor Charles 

 E. Bessey 118 



Field Work for 1901f of the Division of Geology 

 and Paleontology of the United States Geo- 

 logical Survey 119 



Baron Toll 123 



Scientific Notes and Neu^s 123 



University and Educational News 128 



MSS. intended for publication and books, etc.. Intended 

 for review should be sent to the Editor of Science, Qarri- 

 3on-on-Hud8on, N. Y. 



DOES A TECHNICAL COURSE EDUCATE?* 

 Before we can answer the question ' Does 

 a Technical Course Educate?' it is neces- 

 sary that we understand what education 

 should mean. We do not need to trace this 

 word back to its root, to find its derivation 

 in some ancient language and to learn its 

 exact meaning in that tongue, but rather 

 to find what it has stood for in the thoughts 

 of men, what processes have been necessary 

 to produce it and what its value has been 

 to those possessing it. If we take a brief 

 look at some of the methods and ideals of 

 education in the past we may receive light 

 upon its proper meaning to-day. Educa- 

 tion is for the benefit of the individual or 

 for the benefit of the state. In Persia, in 

 Egypt, in Greece, in Rome, the individual 

 was nothing, the state was everything. The 

 hopes, the desires, the wishes of men were 

 not considered; the growth and prosperity 

 of the state were paramount. In Persia 

 and Sparta education was for war. The 

 education of the body was for the many; 

 the education of the mind for the few. 

 Aristotle was the first to teach that the 

 ultimate end of education is the ability to 

 enjoy the blessings of peace. 



Society derives its ideals of education at 

 any epoch from the limits of knowledge 

 at that epoch. A man can teach only what 

 he knows. If he knows but little he can 

 teach but little; if the sum of human 

 knowledge is small, there is but little to 

 be taught, although there is much to learn. 

 In the early days of Greece the Trivium 

 and the Quadrivixim embraced all knowl- 

 * Inaugural address of the president of Case 

 School of Applied Science, May 11, 1904. 



