Experience teaches us, that improvement in the food does not influence all qualities at the same time and to the same degree. But why one quality is more influenced by food than another, we do not know; perhaps the date of development of a character plays here an important part, and it is possible that better nutrition, begun at a later date, may still alter some qualities, while others have become almost unalterable.

It is also clear that nutrition cannot at once attain its full power, but only after some generations. For the seed. matures in the mother plant, in the seed the young individual is developed, and passes through the first and most easily influenced stage of its life. Therefore, if we manure only at the time of sowing, we allow a very important part of plant life to pass uninfluenced. Only well nourished plants produce good seed, and the individual character of a plant certainly depends more on the nutrition in the preceding generation, or even the two or three preceding generations, than on the food given to the individual at the time of sowing.

One can probably go still further, and maintain that selection and nutrition are but the same factor, since the closer the relation becomes between nutrition and variability, the more will selection simply become the choice of the best nourished individual.

But I may not trespass on the field of investigation, neither do I dare to discuss the question, what influence nutrition has or might have, in the case of man, on the

man. He shows how the commonwealth nowadays pays far more attention than formerly to the existence of the less gifted ones, to physical characters (for instance, to susceptibility to disease), as well as to intellectual qualities. On the other hand, there exist numerous reasons why the higher classes contribute in a lesser degree to the multiplication of the race. This would, in course of time, lead to a general regression.

From this Haycraft deduces that only a careful selection will enable us to prevent this regression. Though this may be true, the present condition of our scientific knowledge is such, that we may justly look to the advancement of Science for other, less vigorous means, to obtain the same results.

But it requires considerable more study to be able to express ourselves with confidence on this subject.

developmental tendencies of the individual. For at this time, our only concern is with the ideal, the ideal of the relation, which I endeavored to sketch, between experimental botanical studies and the great aim of science.

For it is the aim of all scientific investigation to contribute to the happiness of mankind. The greatest investigators have repeatedly expressed this. "Love for our work, love for our neighbor," exclaimed Berthelot, in his opening speech at the chemical congress held two years ago at Paris. And Pasteur's "Études sur la bière," undertaken immediately after the Franco-Prussian war, begins with: "L'idée de ces recherches m'a été inspirée par nos malheurs."

And the study of the phenomena of heredity can without doubt coöperate considerably to the attainment of this goal.

THE WILMERDING SCHOOL.

To the Honorable Board of Regents

GENTLEMEN:

of the University of California:

On October 12, 1897, the following resolution

was passed by the Board:

"Resolved: That for the purpose of getting the best possible information obtainable concerning the establishment and equipment of the Wilmerding School, Regent A. S. HALLIDIE be, and he is, hereby authorized and directed to visit Eastern cities and schools at his earliest possible convenience and that he report in writing to this Board the result of such visit, together with such recommendations as to him seem most wise concerning the proposed Wilmerding School."

In accordance therewith, and immediately after the completion of the Annual Budget of the University, on the third day of June, 1898, I left San Francisco, and visited schools kindred in character to the proposed Wilmerding, in many Eastern cities, and consulted a number of persons interested in such a school as Mr. Wilmerding desired to establish-"to teach boys trades fitting them to make a living with their hands, with little study and plenty of work."

Before leaving San Francisco, I submitted to several gentlemen identified with industrial pursuits in this State, the following questions, which I submit as a part of this report, with their replies.

QUERIES AS TO THE SCHOOL.

1.-What trades should be taught? Please name in order of your preference.

H. J. SMALL, Superintendent Motive Power, Southern Pacific Railroad Company, Sacramento City: "Machinist, pattern-maker, boiler-maker, copper-smith, cabinet-maker, moulder, steam-fitter."

JOHN F. MERRILL, Holbrook, Merrill & Stetson, San Francisco: "All prominent and useful trades."

JAMES SPIERS, Fulton Engineering and Ship Building Works: "General mechanics, including pattern-making, machine-shop, foundry, blacksmith-shop and foundry, if possible, electrical machinery, carpenter trade, cabinetwork, farming work." (See notes A and B, pages 355-356.)

ASA R. WELLS, Wells, Russell & Company, Planing Mills, etc.: "Iron-work, electricians, architects, naval construction and engineering."

GEO. W. DICKIE, Union Iron Works: "Trades being commercially practiced within a reasonable distance of the school. Working in iron and wood, cabinet-making, all kinds of brass-work, molding and casting, work in leather." IRVING M. SCOTT: "All trades possible, especially wood and iron."

2. Should other than practical instruction be given? H. J. SMALL: "Yes."

JOHN F. MERRILL: "No."

JAMES SPIERS: "Yes."

ASA R. WELLS: "Yes."

GEO. W. DICKIE: "Practical instruction should be illustrative. Scientific instruction needed also."

IRVING M. SCOTT: "All instruction possible will add to efficiency."

3.-If "Yes," please state the character and limit of such instruction.

H. J. SMALL: "Pupils should be fully instructed in the theory of the trade he selects; also in the mathematics necessary for such trade."

JAMES SPIERS: "Scientific branches of education relating to the trade or industry should be given."

ASA R. WELLS: "Technical studies and general information in the practical things of life."

GEO. W. DICKIE: "Instruction in the different kinds of scientific knowledge that have a direct and practical bearing on industrial production."

IRVING M. SCOTT: "Theory and principles, customs and state of the art."

4 and 5.-To what extent should the pupils be taught the use of hand tools; of machines?

Replies from all-"Say to fullest extent; of machines, limited by funds available."

6.-Should instruction be free?

H. J. SMALL: "Think it would be more appreciated if a charge was made."

JOHN F. MERRILL: "No; if the pupil is able to pay even a small fee."

JAMES SPIERS: "By charging a small fee, I think better attention is secured; but provision should be made for those unable to pay."

ASA R. WELLS: "No, not entirely so, except in special cases."

GEO. W. DICKIE: "Depends on class of pupils to be reached. If children of poor parents, instruction should be free. I am afraid that the class of pupils most desirable to reach cannot be reached even by free instruction. Such