18073 Biological Instruction in Universities. at GEE 
dive pöpulär respect for the investigator and his methods, and 
which makes biological training not only a possible but also a 
recognized essential of school-work. 
With such an example before us, it ought to be unnecessary 
to urge the practical lesson it teaches. But we are under the 
spell of our “ historical roots,” and there seems to be a too gen- 
eral conviction, or conceit, that we are doing fairly well under the 
circumstances. In some quarters, allusion to the superiority of 
the German system is enough to raise a storm of indignation 
against the “grumbler.” And yet we go on year after year 
sending students abroad to complete their biological education ; 
and in nine cases out of ten they turn their backs on the land 
of “historical roots” and repair to Germany. The proverbial 
thoroughness of the Germans, their mastery of methods, the 
wealth of their literature, and the liberality with which they pro- 
vide for instruction and assistance in every branch of knowledge, 
appeal to the strongest instincts and needs of every student who, 
having resolved to devote his life to the unremunerative service 
of science, and having availed himself of the best that home in- 
struction affords, still finds himself too poorly equipped for special 
work. ; ! 
I am well aware that within the last five or ten years there has 
been some improvement in this country, both in the methods and 
the aims of biological instruction. I have in mind especially 
zoological instruction, but have good reason to believe that the 
same is true of the botanical side. But unless my observation is 
greatly at fault, we are almost wholly indebted to German sources 
for these improvements. A few of our best colleges and univer- 
sities—unfortunately not all—have in the service of the biologi- 
cal departments men trained in European laboratories, who, in 
spite of the exorbitant demands made upon their time and energy 
for elementary courses, undertake to provide for instruction in 
modern methods of research, and to introduce students into 
„speçial lines of work. It is certainly one of the hopeful signs, 
that the incredulity which such methods and courses first en- 
countered is fast lapsing into passive resignation. But I think 
it is to be regretted that such praiseworthy aims should meet 
with mere indifferent toleration instead of hearty co-operation 
and encouragement,—and this too in the very places where their 
high value ought to receive its first recognition. 
