sented furthermore corroborates in a striking the findings of Lillie (1.c.) and Chapin that the hormone influence makes itself felt in the earliest stages of sex differentiation. That this must be so is proved by the fact that this animal is born ten days after fertilization and five days after the primitive streak stage. Again, since in the specimen the cortex of the gonad is seen to be entirely absent we have here a confirmation of Lillie's statement that the gonad of the zygotic male, not possessing the homolog of the cords of Pflüger, is capable of less transformation than the embryonic ovary. The absence of male sex cells in the specimen and the presence of healthy tubules (probably Sertoli cells only) is precisely in keeping with the theory of the influence of the female hormone in fetal life. The assumption of certain embryologists that the embryo in the undifferentiated stage is a true hermaphrodite, is, therefore, no longer tenable. More crucial evidence in favor of the view expressed above is, however, furnished by the following human case described by Eschricht.10 It concerns a sex-intergrade which in all essentials was an exact counterpart of the opossum described above: externally, penis and empty scrotum; internally, uterus, Fallopian tubes with fimbria, and atypical "ovaries." It was a reciprocal free-martin, who, because of other malformation, died a few minutes after birth. The significant facts, however, in this human case are: (1) that the child was born co-twin to a normal female who lived and (2) that the placenta were fused (" sehr genau verbunden "). Better proof could hardly be desired. I refrain from mentioning other human cases that must be interpreted as reciprocal free-martins, as, e. g., those cited by Simpson.1 11 8 Catherine L. Chapin, Jour. Exp. Zool., 23, 1917, 453-482. Lillie, l. c., page 419. 10 Eschricht, Müller's Archiv, 1836, 139-144. 11 Sir J. Y. Simpson, article "Hermaphroditism" in Todd's Cyclopædia of Anat. and Physiol., 1836-39. man. From the same article by Simpson it seems clear that the true free-martin also occurs in Such cases the author classifies with the free-martin of cattle, showing that he correctly interpreted them. This occurrence of both types in the same form (man) need constitute no great obstacle to the hormone theory, for it is quite conceivable that sometimes the male, sometimes the female co-twin gets the start in development, since the handicap need be very slight to prove ruinous to the laggard. That the free-martin also occurs in rare instances in the dog, a multiparous animal, seems probable, since the "hermaphroditic dog" described by Home12 in an apparently forgotten article is almost certainly a freemartin of the cattle type. In this connection the case of fused placenta of the dog embryos found by Dr. Evans and cited above is of more than passing interest. Free-martins, reciprocal free-martins and intermediate conditions may, therefore, be expected to occur in all mammals. The principle of hormone influence in fetal life, first demonstrated by Lillie,18 constitutes the most important contribution to the subject as yet made. Twins and double monsters will have to be reclassified in the light of the theory14 and such monographs as those of Sauerbeck and of Hübner15 will have to be largely rewritten. A more complete paper will be published later. year and at some other point in the state on alternate years. Usually the attendance is larger when the meetings are held in Lincoln as so many members are connected with the university and the Lincoln colleges. When held outside of Lincoln, there are usually interesting field trips and the smaller number makes possible a closer personal contact. On Friday evening, the members were served the evening meal by the domestic science class. For the other meals, tables were set apart for the academy members at the college dining hall. Following is the program: Friday, 1:30 P.M. Notes on the anatomy of Okapia johnsoni: H. V. VON W. SCHULTE. The two classes of sperm in Rotifers: D. D. WHITNEY. The use of the aeroplane in studying vegetation: P. B. SEARS. Equisetum gametophytes in Nebraska; A new species of Obedokonium: EDNA R. WALKER. Root systems of cereal crops in the grassland formation: J. E. WEAVER. Dissemination of fungi with special reference to that of Sphærobolus and related forms: LENA B. WALKER. Pioneer tales from southeastern Nebraska. A sketch of Nebraska's early newspapers: UNICE HASKINS. More western traditional songs: LOUISE POUND and ELEANOR BURKETT. Racial elements in Nebraska population: A. E. SHELDON. A scientific study of Czechoslovakia: ROSE B. CLARK. The psychological clinic in practice: G. W. A. LUCKEY. 6 P.M. Banquet and social hour. 8 P.M. President's annual address, climate and evolution (illustrated.) Saturday, 9 A.M. Business Session. 10 A.M. Some lessons in fuel conservation: J. C. JENSEN. Some investigations in the transmission of heat through boiler tubes: JILES W. HANEY. Development of the telephone: V. L. HOLLESTER, Light and gravitation: H. H. MARVIN. At the business meeting final action was taken to affiliate with the A. A. A. S. and plans made to better organize the science work of the state. The following officers were elected: OFFICERS DR. ELDA R. WALKER, President. The executive committee held a meeting in Lincoln on August 28 and planned a campaign for membership. Members of the A. A. A. S. and of the N. A. S. will be invited to come in under the affiliated membership plan if they have not already done so. The final arrange ments were made for the affiliation of the Lincoln Academy of Medicine with the N. A. S. The president announced the following appointments for sectional vice presi dents: SECTIONAL VICE-PRESIDENTS Biological and Medical Science, DR. R. A. LYMAN. Mathematical and Physical Science, PROFESSOR J. C. JENSEN. Ethnology and Folklore, DR. LOUISE POUND, Engineering, PROFESSOR GEORGE R. CHAT SCIENCE FRIDAY, NOVEMBER 19, 1920 THE RESEARCH SPIRIT IN EVERYDAY LIFE OF THE AVERAGE MAN1 RESEARCH has been considered generally as a phase of effort quite distinctly set off from the natural course of human interest. It is my purpose to discuss the spirit or attitude of investigation as normally involved in the everyday working plans of the average person. Of the significance of research in all fields of our endeavor the extraordinary advances and applications of science in the recent war have not left the world in doubt. For nearly half a century Germany had been known as a nation given to investigation in a great variety of little explored subjects, and governed in considerable measure in accordance with the results of such researches. The strength of German military organization, backed by scientific and economic interests welded into one powerful instrument, brought to all the Allied Powers full realization of the need for a supreme effort of intellect in many kinds of scientific and economic operation previously unknown. The result of this reaction was a stupendous contribution to application of research. Incidental failures, due to unpreparedness and to lack of organization, may not detract from the importance of what was thus produced. No less clear is now in post-war reconstruction the evidence of need for entirely new views of old knowledge, for immediate answer to old questions not yet solved, and for quick results of investigation on problems of construction never before encountered. As had been predicted, we find ourselves to-day going forward to new plans of human organization, but more unsatisfactorily prepared for the complex situations of the new era than we 1 Delivered as the address of the retiring president of the Pacific Division, American Association for the Advancement of Science at Seattle, Washington, June 17, 1920. were for the more narrowly limited and clearly defined issues precipitated by sudden climax of war. Conflict such as that through which we have just passed intensified interest and brooked no delay in judgment. Reconstruction under peace conditions sets no precise time limits for its decisions. Therefore, we face to-day the settlement of great questions upon which the future of the world depends, but without that definite intention of judgment called forth by the immediate urgency of war-time crises. Our need for solving present vital problems requires a clear understanding of what the questions are and a determination of the responsibility for their solution. While we may assume that this responsibility rests more heavily upon some than it does on others, it is my purpose to call attention to the part which all thinking people have in the movement to bring these great issues to settlement. In order that there be no misconception of the views presented, it should be clear that the interpretation of research in this discussion comprises not merely the detailed investigations of fundamental scientific principles, but with this includes all inquiry which may be included within the range of thought leading to constructive action. The mere acquisition of knowledge does not contribute unless it is carried on in such a relation that it leads ultimately to the process of building. On the other hand, construction can not go on without the process of investigation, as each new building operation involves an individual problem to be solved. Some one has said that much of researchwith the accent on the "re"-may be so called because after completion it becomes necessary with much labor to search it out again when real opportunity for use appears. Work of an investigational nature carried on with the right spirit, and with proper organization, should be planned to find its place without great loss of energy or time, or at least be located where, with other building materials, it lies at hand ready for use as required. The research spirit represents a reaching out to understand and use all that lies about us. Its expression is as natural to a thinking mind as hunger is to stomachs. Its origin is by some compared to an awakening—in which we recognize the world of things about us but have come as yet only partially to know it. I prefer to think of it as identified with the growth tendency inherent in biological organisms, which may carry us on and on without limit, as our powers and range increase from age to age. Constructive work is inseparably a part of the living of intellectual life. Much of misunderstanding that arises generally regarding the function and place of research relates itself to false conceptions, first of the limits of the broad field of knowledge, and second of the degree of stability in nature and in man as an outgrowth of the natural world. An astonishingly large percentage of the human family conceives of available knowledge as comprising nearly all that may be known, and including much not worth knowing. Such views are not limited to uneducated persons, but have been found among scientific men accepting as final all present fundamental theories of the nature of matter, origin of the earth, relationship of life forms, and other equally critical interpretations of the natural universe. It has required the shock of many recent discoveries in physics, chemistry, astronomy and biology to make clear the fact that our understanding of much that is nearest to us is only imperfectly formulated; and that in the present period we can be assured of a field of the unknown, but not unknowable, about us so vast that realization to our ignorance makes us look only with humble pride upon past accomplishment. To such a field for endeavor as I have remarked for science there may be compared similar regions in the economic, governmental, and cultural subjects, toward which not only the student but the man of business and of affairs looks out with strong desire for attainment of much in knowledge that has not yet been reached. In our day the research of business on scientific lines bulks large in comparison with non-applied science, and present accom plishment has only stimulated the desire for further advance. Every evidence that we have indicates the wide open range for discovery of new principles and new applications of knowledge in practically every field which the intellect explores. In an attempt to understand the need for continuous research activity, an acquaintance with the order of stability or instability in nature and in human affairs is hardly less important than a conception of the relatively narrow limits of attained knowledge. Human beings seem curiously inconsistent in that though they are stunted individually without constant growth or change, they attempt to deceive themselves into belief that an unchanging situation is the normal condition of nature. We calculate an average rainfall and expect it to rain just so many inches, be it 24 or 46 each year. We are shocked if it rains less. We see the rocks distorted and torn by countless movements dating through all past periods of earth's history, but we are surprised when a slip of a few inches disturbs the seeming present-day stability and produces an earthquake. We build highways of concrete and are astonished that they wear out. We write constitutions and expect the judgment of the men who made them to fit all times and conditions. Yet history shows us that with the law which states that nothing is completely destroyed, we must write with Pythagoras that nothing remains continuously the same. The geological bookthe greatest historical document of all the ages gives us as one of its truths the fact that in the known hundred or more million year record of life, nothing has remained in constant form; that the rule has been not only continuous change but also continuous advance of the highest level. Through vast periods man has himself been subject to changes like those that have been expressed in other living types; and the habit of nature so set forth seems to indicate that with the earth in continuous state of modification we may expect life and man to keep for the future a rate of growth not less rapid than that of past ages. Assured of the validity of these prin ciples, we can be certain that as a race and as individuals we shall be almost continuously under the necessity of meeting adjustment and readjustment to new conditions. We have to face not merely the question of new knowledge which research should secure for the use of the moment, but with this we must have understanding which will guide and support us in the continuous movement incidental and evolutional which must be looked upon as the natural order. With realization of the unattained limits of knowledge, and with the conception of continuously operating growth and readjustment to which we as individuals and as groups are subject, there comes to every person an understanding of the necessity for continuously operating constructive work. The giving of such a view as has been suggested is in my interpretation a necessary part of the broad function of education. Education should not only give the wider and deeper view of the structure of knowledge, but with this it should furnish an acquaintance with the methods by which knowledge is obtained and applied. By one classification, educational work may be given five great purposes: (1) To determine our individual capacity for knowledge, and adaptability to special subjects; (2) acquisition of facts; (3) learning quality of judgment and organization of materials; (4) developing power to construct or create; (5) forming of character and development of altruistic motives. Education often concentrates itself on the acquisition of knowledge or of facts organized and unorganized, neglecting in considerable measure questions of capacity, training of judgment, constructive ability, and the development of character. Not without significance is an illustration in a recent publication representing a student with his arms piled full of books marked "knowledge," but unable to accept the volume of "wisdom" or judgment offered to him. The third and fourth of the five points mentioned in the classification of educational aims, namely, judgment and creative ability, are in a large measure representative of re |