526 POPULAR SCIENCE MONTHLY. 



tion of several years' depth, and the latter yields about as much 

 genuine knowledge as the froth does actual fluid. The teacher can not 

 well sound its depths unless he has made some independent studies 

 of his own. Then he will be able to say something definite, whether 

 he has been at work in this very field or not. His critical view will 

 enable him to take sides and be positive rather than negative in his 

 teaching. 



It will no doubt be maintained by many that to teach under- 

 graduates the latest information is out of place or at any rate not 

 necessary. All that they need for their daily subsistence pertains to 

 fundamental conceptions. But I answer that we really know little of 

 fundamental conceptions and what we believe we know is being affected 

 and modified by every new discovery of any value. It is of the utmost 

 importance that the theories which the graduate takes with him be as 

 sound and withal as fresh as the teacher can make them, for they will 

 form the scaffolding of his thinking for some time to come, possibly for 

 many years. 



The teacher who is called upon to direct the work of students who 

 are beginning to feel their way into unknown territory or who have 

 already left the beaten path far behind must of necessity be an in- 

 vestigator. Without going ahead of them himself his counsel is apt to 

 be wavering and at times he feels himself wholly helpless to advise. 

 In other words, to direct research the teacher must be playing the 

 chief part while his students, of whatever rank, should take subor- 

 dinate parts all definitely working toward a given end. Only by 

 such cooperative coordinated work can both the worker and the task be- 

 come a success. The teacher's capacity for research is not necessarily 

 measured by his productivity. This may be curtailed by his high 

 standards of what should be put on record. At the same time his 

 capacity for research should somehow make itself felt through those 

 whose labors he is directing. His fruitfulness should be manifested 

 through them. If a teacher remains sterile both in himself and his 

 students he has missed his vocation. 



Of importance equal to that of an efficient body of teachers are 

 adequate laboratory facilities both for teaching and research. Med- 

 ical science has moved beyond that stage when a student could be kept 

 profitably employed with a microscope and a box of slides. With the 

 growth of laboratory methods of diagnosis, more varied and costly 

 apparatus is needed, more space to place it and more laboratory service 

 to guard it. 



In research the demands are similar, but more exacting in cer- 

 tain directions. Some still believe that abundant space and work 

 room with cases full of the latest instruments will certainly lead to 

 great discoveries. These are, to be sure, necessary; but without the 



