76 Journal of the Mitchell Society. [Nov. 



expression; it fosters and grows with industry, so "to choke 

 the fountains of science is to dry the source of our pros- 

 perity." 



The progress of science among us very largely depends, as 

 Draper has said, on two elements; first, our educational 

 establishments: and second, our scientific societies. 



School men within the past decade have learned that it is 

 proper to send the whole boy to school and little by little 

 science has come into the curriculum. There is room for 

 much more sane science and its more widespread teaching. 

 and it should be better taught. Let us teachers then have more j 

 to do with pushing the proper recognition of science before 1 

 the attention of school boards, insisting upon adequate com- 1 

 pensation, and let us have men and women ready-equipped for 

 the work. Pardon a personal illustration. I use it solely 

 because I know whereof I speak. Every year there go out, 

 from our laboratory at the university a dozen or more graduates) 

 who, with rare exceptions, and they are mainly my ownj 

 assistants, are offered position in other states. We can change; 

 this, and I take it as one of the things this academy mavj 

 hold out for its accomplishments. How? 



We teachers can and must get out and see the schools, con- 

 fer with the boards, speak to the people, in short, see thatj 

 wholesome works in science are placed in the libraries, tei 

 of common sense science, hygiene, assist the great work and) 

 create like things to the farmers' institutes, popularize science. 

 'There is "no discredit in popularizing science," as Mendenhall 

 said, "that popularizing what is not science is the thing tha^ 

 is to be shunned and avoided." 



This brings to our immediate attention the instructors 

 in the various institutions that are making the teachers. 

 making the preachers, the lawyers, the doctors, business mer 

 and the citizens. Boards of trustees must be made to clearly 

 understand that time and equipment for these things must 

 had; boards of trustees must be made to understand that th< 

 best teachers are those who contribute something to that sul 



