e studied
more superficially? There is something of value in each of these
practices. It is possible to over-emphasize the idea of thoroughness
in the introductory courses. Thoroughness is purely a relative
condition anyway, since we cannot really master any type. It seems
poor pedagogy, in an elementary class particularly, to emphasize small
and difficult forms or organs because they demand more painstaking and
skill on the part of the student. My own practice in the elementary
course is to have a very few specially favorable forms studied with a
good deal of care, and a much larger number studied partially,
emphasizing those points which they illustrate very effectively.

=Distribution of time=

4. What proportion of time should be given to the various methods of
work? Manifestly the answer to this question depends upon the local
equipment and upon the character of the course itself. The suggestion
here relates primarily to the general or introductory courses. It
seems to me that a sound division of time would be: two or three hours
per week of class exercises (lectures, recitations, reports, quiz,
etc.) demanding not less than four hours of preparation in text and
library work; and four to six hours a week of "practical" work with
organisms, about two hours of which should take the form of studies in
the field wherever this is possible.

=Weakness of the research man as a teacher for the beginning course=

5. Is the "research" man the best teacher for the introductory
courses? In spite of a good deal of prejudgment on the part of college
and university administrators and of the research biologists
themselves. I am convinced he is not. While there are notable
exceptions, my own observation is that the investigator, whether the
head professor or the "teaching fellow," usually does not have the
mental attitude that makes a successful teacher, at least of
elementary classes,--and for these reasons: he begrudges the time
spent in teaching elementary classes, presents the subject as
primarily preparatory to upper courses, subordinates the human
elements to the scientific elements, and actually exploits the class
in the interest of research. The real teacher's question about an
entering class is this: "How can I best use the materials of our
science to make real men and women out of these people?" The question
of the professional investigator is likely to be: "How many of these
people are fit to become investigators, a