PRESIDENTS ADDRESS. S 



man in singlet and pants, a file in one hand and a piece of brass 

 in the other. We asked for Professor Martin, and were curtly 

 told to say what we wanted. Slowly it dawned on our minds 

 that we were addressing a new type of teacher. Those we had 

 formerly known were dignified and distant. We had never 

 thought of them, even in the heat of summer, unbending so far 

 as to remove their coats. Many of them never spoke to us unless 

 covered by their academic I'obes, and we were taught to prepare 

 for any interview with them by donning our academic attire. A 

 new era in the Melbourne School of Medicine had already com- 

 menced. I would not have you think that we students did not 

 benefit from the instruction of those with whom we had only a 

 formal association. The}" contributed to our education, but 

 neither in the same way nor to the same extent as Dr. Martin, 

 When we two had stated our errand and sought advice as to 

 what books we should read, we were made not to value ourselves 

 too highl}" for our desire to start work early by the kindly j^et 

 satirical praise that we received. We were also informed that 

 we could not do better than give some weeks to a renewed study 

 of the microscopical specimens that we had mounted in the pre- 

 ceding year. As to the books, we might take our choice. We 

 were to study Physiology and the functions of the living organ- 

 ism, not any description of them in a book. V\e went away 

 with little understanding, and somewhat perplexed. 



One fact remained in my mind. I had to examine once more 

 and to draw again the pieces of animal tissue prepared for micro- 

 scopical study. I devoted the rest of the vacation to that labour, 

 and I have kept to this day my sketches and those slides. It 

 was several years before I realised the value of those few minutes' 

 counsel. Scientific study not only includes the reading of books 

 and pamphlets about natural objects and happenings, but de- 

 mands the investigation of the things and of their behaviours. 

 The books, papers, and monographs are the records of what other 

 students have noted on these matters. I wonder often if we 

 make this position plain in advocating more attention to scientific 

 subjects. We suggest that children should be taught science in 

 schools. We mean that the children should be given the objects 



