"But how," he says, "should public sentiment be properly shaped and made available for service? How is the natural, though slow, growth to be fostered and directed? Mainly by the efforts, organized and individual, of scientific men. Personally, every worker in science should strive to awaken in the community about him a comprehension of the value and purposes of his particular branch. In other words, the real investigators ought to do more toward popularizing their discoveries instead of leaving that task to amateurs or charlatans. At present, unfortunately, too many able scientific men depreciate popular work and hold aloof from it. They do nothing themselves to interest the public, and then lament the fact that the public does not become interested. Yet just here is where the beginning must be made. With a wider public interest in science will come deeper public appreciation, and this will develop the tendencies necessary for the improvement of our colleges and schools. Until the people see and recognize the difference between true investigators and mere collectors of specimens, between original workers and text-book authors, little real progress will be made." While these pictures were correct, when made, of a very large number of American colleges, a vast improvement has taken place since the articles were written in the quality of instruction given; but there yet remain too many institutions to which they are still not inapplicable. This was not the beginning of Professor Clarke's efforts to show men of science that the true interests of their cause lay in their making their knowledge easily accessible to the public. In the first volume of the Monthly he had an article on Scientific Dabblers, the purpose of which, as he defined it, was, after calling attention to the silly character of much that was called "popular science," to urge upon true scientific men the importance of rendering real knowledge more accessible to the masses. There is a demand for science, he said, "or the trash which is written would not be read. It works into nearly all departments of common life, and is, in one way or another, of interest to almost every one. Yet, as I have already said, the current popular lectures upon scientific topics are frothy and worthless; the theologian often misrepresents science for partisan purposes; and the newspapers, with all the good they may do, are too frequently conducted by those ignorant of all science. The people ask for knowledge, and unwittingly get much chaff with their wheat.... Therefore it seems to be time that true students of science should seek to popularize their learning.... Men of science constantly lament that the Government does not extend more aid to scientific research. The Government is a popular one, and the people must be trained before its help can be expected. Therefore it is for the interest of the teachers, as well as for the good of the people, that