216 Foster: Integration tn Science. 
has been brought to use methods all his own, and carries out his 
researches, not as largely of old by simple observation and 
reasoning, but by means of elaborate apparatus. He, too, can 
no longer work in the field. To pursue his inquiries he needs 
to be installed in a laboratory, which, in the complexity and 
variety of its fittings, rivals, if it does not excel, that of the 
physicist or the chemist. He looks upon all animals as mere 
material for experimental investigation. He has no interest in 
the affinities of this or that animal, for these are of little or no 
help to him, either by suggesting or guiding an experiment. The 
morphological laws of the anatomist are of no concern to him, and 
the only morphological facts which seem of any use to him, 
are those which suggest to him, that, in this or that animal the 
dispositions of this or that tissue or organ may offer him special 
facilities for the application of his experimental method. o 
far from being familiar with the language of the anatomist and 
the zoologist, the physiologist feels himself more and more at 
home in company with the physicist and the chemist. 
Hence the zoologist, deserted alike by the anatomist and the 
physiologist, goes also his own gait. He is led more and more 
to make his own selection of the features of form and structure 
which he finds useful to him in the determination of affinities 
and in the laying down of systems of classification, regardless 
alike of the morphological or physiological significance of the 
facts with which he deals. 
Anatomists, zoologists, physiologists, have thus from being 
brothers closely bound together become, through the very 
progress of their respective sciences, more and more estranged — 
from each other. Instead of working hand in hand to build 
together the common tower of biology, each has been con- 
structing his own chambers, not only without reference to, but 
in more or less complete ignorance of, what the others are — 
doing. And now they are so far apart, that even when they 
wish to call to each other, they can rarely be understood. 
This estrangement of those who ought to be closest com- — 
panions has, moreover, been nursed into ex xaggeration by our 
present systems of education. e exigencies of modern life 
have, by the very necessity of things, given to the training of — 
the young, whether at school or college, an increasingly formal 
character. The growing need that what is taught should directly 
_ aid the learner in the struggle for existence awaiting him inthe 
future, and the corresponding wish to ascertain from time to ~ 
time during the period of instruction whether the teaching has — 
