Af\ these fields. (His skill in the succinct delineation of a medical 

 picture may be compared only with H Curschmann's powers. ) 

 The longer story ended in some (large print) Considerations. 

 Philosophizing from the fact to the abstract principle, he 

 wrote: "Suppurative phlebitis soon results in infected thrombi, 

 detached portions of which travel through the venous circula- 

 tion as mycotic emboli. . . . They lodge in the capillaries of 

 the lungs . . . eventually in any of the organs, skin, or long 

 bones. . . . With proper bacteriologic diagnosis established, 

 antistaphylococcus serum . . . might prove a valuable aid to 

 surgical inter vention. ,, 



1901 saw Wherry at work upon items well beyond the 

 isolation stage merely of pathogenic microorganisms. Sir 

 Almroth Wright had given propulsion in England to Pasteur's 

 "vaccine" studies (the development of immunity to a disease 

 by the injection of the killed organisms responsible) , had 

 fished up again the Metchnikoff concept of immunity (that 

 the white cells of the blood engulf and kill off the offenders) 

 and had brought forward his evidence for the existence of 

 materials — the opsonins — able to further phagocytosis (the 

 engulfing half of the problem) . Wherry became an enthusias- 

 tic laborer in each of these fields, though what he found and 

 believed at the moment was not to receive public mention for 

 several years. 



In June of 1901 Wherry was declared an M D by Rush 

 medical college authority. 



For a season he continued in Hektoen's laboratory. What he 

 wished was a place there as teacher and the chance to continue 

 his studies; but the queue of good men was long. When 

 autumn came, Wherry therefore seized the opportunity to 

 become an assistant (at a thousand for the annum) to Edwin 

 Oakes Jordan, whose habitation was in the gorgeous buildings 

 of the Midway that were the University of Chicago. Jordan 

 was thirty-five, in charge of bacteriology, though only an asso- 

 ciate professor. With him Wherry was busy a year and a half. 

 Most of this time went into the better equipment and man- 

 agement of the students' laboratory; the rest into didactic 

 instruction. His ability in these lines increased the enrollment. 

 But even better was the realization on the part of some of the 

 students that here was a teacher of peculiar gifts. Though his 



