No matter how well a textbook may be written, the teacher who is 

 himself a ^vorker in the laboratory and who follows attentively the 

 researches of his contemporaries, will be able to clear up doubtful 

 points and also to daily anticipate the author's second edition, for the 

 last chapter of a textbook is hardly completed before the first needs 

 revision. Aside from this, he is likely to have the advantage of the 

 author of the book in certain fields, for no man is able to cover the 

 whole ground with equal authority. 



Now as to the student's part. I hold that only the laboratory work 

 and attendance on such demonstrations as are of the highest impor- 

 tance should be obligatory. With such attendance and diligent reading 

 of the best textbooks on the subject, the student will be able to bring 

 himself up to the "pass" mark, since the examination should only 

 cover the essential points, aiming like the later State examination to 

 test and insure an average of attainment and an ability to make use of 

 acquired knowledge. Of course the student will not in this way get 

 the utmost possible out of the course, but to do this may not be a part 

 of his plan of study. 



He should be plainly told that he need not attend the lectures and 

 recitations unless convinced that he will profit by them, and the head 

 of the department and his corps of assistants will surely be above any 

 small resentment ^vhen the student accepts this permission in good 

 faith. The mutual attitude of teacher and student is of far more im- 

 portance than rigidity of examinations or any tests or credentials what- 

 ever. I firmly believe in the liberty of both teacher and student. It is 

 but fair to require of the former that he be a worker in some part of his 

 held, and that he shall meet Avith enthusiasm and give his best to those 

 who elect to go deeply into the subject as well as to do his duty to 

 those Avho choose only the minimum or required work. 



The immediate result of this frank understanding between teacher 

 and student will be that the latter is free to give additional time and 

 energy to some other line of ^vork for which he may have a decided 

 bent. But much more, he has the freedom of personal choice, with 

 all the development that it brings to one who understands his own 

 mental habits and needs. Petty and irritating restraints are removed 

 and also the undue weight of authority sometimes attached to a cur- 

 riculum stipposed to be the result of the wisest judgment of his elders. 

 We are apt to forget that we are dealing with men and women of some 

 maturity ^vhose plan for their life-work is made and who have a clear 

 idea in general, of w^hat their time is worth. They should have, as 

 Bo^vditch, Mall, and other writers on this subject have pointed out, 



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