518 Biological Instruction in Universities. [June 
ences are developing carries it still farther every day. And as 
the process goes on instruction becomes more thorough and, at 
the same time, more comprehensive, while investigation marches 
on with increased speed from one achievement to another: Spe- 
cialization is a terror only to those who do not understand it. 
A German specialist devotes ten or fifteen years to the study of 
the development of the chick or the frog, and a German univer- 
sity provides courses of lectures on just such special subjects as 
these. Does that appear narrow? Those who imagine that 
such profound special study means intellectual narrowness could 
profitably spend five years in the study and contemplation of the 
facts presented in one of those embryological monographs. In 
the course of such an experience they might discover that the 
embryologist’s conception of a chick is a little too broad for their 
‘idea of a barn-yard fowl. By the time they had followed this 
unpretentious creature through the animal kingdom, studied the 
comparative lessons of its anatomy, histology, embryology, and 
physiology, they would begin to comprehend what a fearfully 
general thing specialization really is. It might occur to them 
that more thorough methods of research have made it necessary 
to limit the field of original work while broadening immensely 
the field of vision. 
The natural history of the last century, as I have said, included 
mineralogy as well as botany and zoology. In course of time 
mineralogy dropped out, while zoology and botany were drawn 
into the closer relation denoted by biology. The word biology 
was proposed as long ago as 1802,. simultaneously, but inde- 
pendently, in France and Germany, by Lamarck and Treviranus. 
Since that time both divisions of biology have grown to some- 
thing more than single sciences. Each represents now a great 
department of knowledge, embracing half a dozen or more dis- 
tinct sciences. Zoology—leaving aside botany—is subdivided 
into anatomy, histology, embryology, phylogeny, taxonomy, and 
physiology. Cytology is a new offshoot, developed from em- 
_bryology and histology, and forming a common basis for the 
botanical and zoological sciences. 
A lengthy paper might profitably be devoted to the considera- 
tion of the scope of these several sciences, with a view to show- 
_ ing how extensive ought to be the provision for instruction and 
investigation i in each. It is not my intention, however, to pursue 
