d in that place presented to him. The first college course
reveals a different method, the method of analysis. Science at the
present time is so far developed that in no branch is progress made by
mere description and classification. The method of analysis is
dominant in the biological and the earth sciences as well as in the
physics and chemistry of today.

=Teaching of advanced courses in physics=

On the more advanced college courses which follow the general physics
course little comment is needed. Problems and questions here also
exist, but they have a strongly local color and are out of place in a
general discussion. The student body is no longer composed of the
rank and file, half of whom are driven, by some requirement or other,
into work in which they have but a passing interest at best. It is no
longer a problem of seeing how much can be made to adhere in spite of
indifference, of how firm a foundation can be prepared for needs as
yet unrecognized in the subject of the effort. A very limited number,
comparatively, enter further work of senior college courses, and these
have either enthusiasm or ability and often both. Of course, a cold
neglect or bored indifference in the attitude of the teacher will be
resented. It will kill enthusiasm and send ability seeking inspiration
elsewhere. But any one who is fond of his subject, and of moderate
ability and industry, should have no difficulty in developing senior
college work. If our instructor in the general course must be a
scholar to be successful, the man in more advanced work must be one _a
fortiori_. If he is not, few who come in contact with him have so
little discernment as to fail to recognize the fact.

=Organization of advanced courses=

Organization of senior college work may be in many ways. One method
where an institution follows the quarter system is the plan of having
eight or ten different and rather unrelated twelve-week major courses
which may be taken in almost any order. Half of these are lecture
courses, the other half exclusively laboratory courses. There should
be a correspondence of material to some extent between the two.
Lectures on the kinetic theory of gases should have a parallel course
in which the classical experiments of the senior heat laboratory are
performed,--such experiments, for example, as vapor density,
resistance and thermocouple pyrometry, bomb calorimetry viscosity,
molecular conductivity, freezing and boiling points, re