In the courses of instruction offered at Woods Holl there are two of more than ordinary interest. Professor Loeb’s course in physiology departs from the traditional study of physiological functions in the frog and in some mammal, and offers instead experimental work on the simpler invertebrate forms. The phenomena of life are there presented in diagrammatic form, and are interpreted as far as possible in terms of physics and chemistry. The course in nature study, given this year for the first time, offers to students without technical training a chance to learn about animals and plants from specialists. It has shown clearly that the best science is popular, that really scientific work can be done without previous drill in terminology or technique. A novel feature of the course has been the systematic experimental study of the instincts and intelligent performances of animals. The method of offering to intelligent men and women, who wish to know about animal life, but have no time or need for special technical training or detailed anatomical work, a chance to get something better than mere book knowledge or haphazard personal observation, should be widely extended.
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The laboratory of the Brooklyn Institute of Arts and Sciences, situated at Cold Spring Harbor, Long Island, is nearly as old as the Woods Holl Laboratory. Prof. C. B. Davenport, its director, is probably the most active worker in this country in the quantitative study of variation, and one of the leading lines of research at Cold Spring Harbor is now and will probably be for some years the attempt to get an exact estimate of normal variation in different animals, of the production of abnormal variations and of the laws of inheritance. Professor Davenport is himself breeding mice extensively and thus securing data. Of the courses offered two deserve special mention. One is the course for teachers of zoölogy in high schools, a chief feature of which is the study of living animals. The other is a course on ‘Variation and Inheritance,’ which gives advanced students a chance to study the most important question of biology and by the most exact methods. The Cold Spring laboratory has been growing very rapidly of late and seems likely to continue to grow. In general the evolution of the summer laboratory is of interest. An enthusiast or a modest association gathers a few sympathetic workers at some favorable locality. The informality and personal contact are inspiring and the place becomes famous for good work. Then come numbers and with numbers a rapid complication of the social life of the school. The eminent leader is replaced by a dozen different instructors; one no longer knows every one else; organization becomes complex and what was at first a sort of scientific family may turn into a formal institution. The summer laboratory should not become a big summer college at the cost of its single-mindedness.
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While special laboratories are open for work in biology, and the universities are extending their sessions through the summer, the common schools are also beginning to realize that they must adapt themselves to an urban civilization. Country schools should adjourn in the summer for obvious reasons, but in the city nothing is gained by turning the children from the schools into the streets. The vacation or play schools now in session in New York City are in every way to be commended. The only drawback is that they cannot hold half of those who wish to attend. Set free from the traditional curriculum the children learn more in the five weeks of ‘play school’ in the summer, than in twice that period of ‘work school’ in the winter. Swimming, open-air gymnastics, team games, chess, visits to parks, piers, museums and libraries, excursions in barges and into the country, sketching, whittling, cooking, sewing and the rest do not lose their educational value because the children like them. Such exercises will do a good deal toward curing the indigestion caused by being fed for five years on the three R’s, and toward correcting the anti-social atmosphere of the ordinary school-room. Among the commonplaces of modern psychology are: It is not what a person knows but what he does that counts; the way to learn is to act; progress follows from the pleasure of partial success; an individual only exists in his relations with others. Such maxims seem to be as clearly kept in view by the New York Department of Education in the summer as they are forgotten in the winter. The committee on the New York Play Schools consists of Messrs. Seth T. Stewart, John L. N. Hunt and A. P. Marble, to whom and to the teachers who have carried out their plans much honor is due. The report for 1899 is an educational document of importance. Copies can probably be obtained from the Department of Education of the City of New York.
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The Paris Exposition and its congresses may be regarded as a great summer school. The applications of science exhibited for amusement, for instruction and for the advantage of commerce and manufactures are bewildering in their multiplicity. It is interesting to note that the group ‘Education’ heads the catalogue of the Exposition. In the exhibits representing higher instruction, the United States received nine grand prizes and nine gold medals, ranking second to France. On the motion of a French juror, three Americans were mentioned as worthy of special distinction: Prof. H. A. Rowland, Johns Hopkins University; Prof. Nicholas Murray Butler, of Columbia University; Director Melvil Dewey, University of the State of New York. More than one hundred and fifty international congresses, dealing with various subjects of scientific, industrial and social importance, are held this summer in Paris, and form no small part of the interest of the Exposition, supplementing as they do the exhibits, furnishing the theory, as the exhibits set forth the accomplishments, of art and industry. The magnitude of these congresses may be seen from the fact that the thirteenth International Medical Congress had a registration of over six thousand members, of whom over four hundred were from America.
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Friends of scientific investigation and the teaching of science will rejoice at the recent decision in the courts concerning the Fayerweather will case. For the eighth time the grant of $3,000,000 to the colleges has been confirmed. The case will probably be appealed to the Supreme Court of the United States, but the probability is large that Mr. Fayerweather’s wishes will in the end be carried out. At the present time, money left to colleges is likely to be used to a very large extent to promote the progress of science. Required courses in linguistics are decreasing, and the extension of college teaching and university research is largely along scientific lines. New departments, such as those of physiography, physical chemistry, anthropology and experimental psychology are being established, while economics and sociology are becoming less speculative and more like the natural sciences in their methods. The college student of to-day gets proportionately more training in the professedly natural sciences than ever before, and gets scientific training in connection with courses which were once mere exercises in learning the opinions of more or less important people.
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