6 Wisconsin Academy of Sciences, Arts, and Letters. 
There are two results which naturally follow from the situa¬ 
tion as I have described it. First, applied science, by its ex¬ 
pansion into new fields, by its rapid approximation to a sounder 
scientific basis, as well as by its great vitality and energy, 
offers a most favorable opportunity for the rapid development 
of pure science, if other conditions are favorable. Secondly, 
unless the forces which are at present working against the high¬ 
est development of pure science in America are discovered and 
removed, the greater share of productive energy will flow in 
technical channels, to the detriment of the best interests of both 
pure and applied science. 
Let us now consider some of the facts in the present situation 
which are unfavorable to the highest and best work in science. 
The most fundamental defect, I believe, is to be found in the 
peculiarities of our American educational system. The great 
majority of scholars.must always rely for their support upon 
the colleges and universities. The advancement of knowledge 
is as much a function of a university as is the propagation 
of learning. In fact, so many departments of scholarship in 
this country have no home outside our educational institutions, 
that it is highly important for the growth of knowledge that 
conditions should be as favorable as possible in these higher 
institutions. We find that the colleges instead of providing a 
distinctly favorable environment, adhere to substantially the 
same methods of education that are suited to elementary schools. 
The American college and university system is largely a sys¬ 
tem of text book and recitation. Tasks are assigned in small 
allotments and quizzes held, substantially as in the lower 
schools. Even the lectures of Junior and Senior grade lack 
the vitalizing principle appropriate to university or college 
work. We may explain away this fact as much as we please, 
we may draw as bright contrasts between the higher college 
work and the work of the elementary schools as we can, yet 
it is a fact that from the time the grade pupil begins his work 
in spelling, arithmetic and geography until as university stu¬ 
dent he does his language, history, and science, he is kept con¬ 
stantly at a grind of chores, doing tasks for a taskmaster. The 
taskmaster must consume much of his time in holding the 
o 
