NATIONAL FISHERY CONGRESS. 
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that he can only do this by carrying on research in some chosen line. Along biological 
lines it is the ocean that contains the great problems for solution, and there the college 
professor comes, therefore, to obtain his material and to carry on those researches 
which he knows are the means of keeping himself abreast with the advanced students 
of his day. The ocean, indeed, is the great source of supply for most departments of 
biological work. Hence it is that summer biological schools locate themselves at the 
seashore and aim at work of the very highest character. 
A marine laboratory supplements the college or university, and through these the 
lower schools. It is here that tbe student meets representative investigators and 
fellow- workers. Here he finds out technical methods and carries on quietly investi- 
gations which could not be made elsewhere. In every country the marine laboratory 
has become a need to the student and a guide to scientific economic work. 
The entire coast line of Europe has become dotted with biologic stations estab- 
lished by societies, private individuals, or governments, or by the combined efforts of 
these organizations. As early as 1891 France had at least eight biological stations; 
Great Britain, five; Austria, Holland, and Sweden, two each; Belgium, Germany, 
Italy, Japan, and Hew South Wales, one each. In the main each of these laboratories 
is liberally supported and supplied with buildings and other equipments. The bio- 
logical laboratory at Naples has cost in plant alone over $100,000, and is carried on 
at an annual expense of at least $20,000. The laboratory and fittings of the English 
station at Plymouth were completed at a cost of over $60,000, raised by subscription. 
These facts alone are sufficient to attest the efficiency and popularity of these stations 
in Europe. 
Of late years biologists have established marine stations at W oods Hole and Cold 
Spring Harbor on the Atlantic coast, while Leland Stanford Junior University has a 
station on the Pacific. In the interior stations have been established by the Univer- 
sity of Illinois and Monmouth College, Illinois, and the University of Indiana. Other 
schools, as well as legislatures and private individuals, have made appropriations for 
natural-history explorations and discoveries. But so far the entire Gulf section, with 
its immense geographic and biologic interests, has not a single Gulf station. Shall we 
longer delay this matter ? Are not our interests sufficient to induce this Congress to 
take steps toward encouraging the establishment of such a station ? 
A Gulf biological station should supplement the school work being done through 
the school year, more particularly our State schools and higher schools. Here all 
these schools may combine equipment and biologic faculties, and otherwise materially 
aid each other. One of the objects, though not the prime object, of a Gulf biological 
laboratory should be to give instruction to teachers of the biologic sciences. Through- 
out the Gulf section, teachers possessing more thorough and more modern training in 
the sciences are needed. In addition to more advanced work, courses should be given 
in elementary zoology and botany. These courses should be designed both for the 
teachers whose knowledge of elementary biology is somewhat slight and for students 
of higher institutions who may desire to supplement a college biological course with a 
practical study of marine forms. Each of these courses should be arranged so as to 
provide the fundamental training needed for a teacher or for independent work of 
investigation. Hence emphasis should always be placed upon practical work rather 
than upon class work. A biological laboratory might add much to its usefulness by 
creating a department of supply. Colleges and high schools are constantly demand- 
