38 Kansas Academy of Science. 



sor Snow in the cause of making them popular with the people at 

 large than can be realized. With Professor Mudge, who was also 

 popular with the people, much more is due to him than can ever 

 be estimated. Such as he it is that add to the pleasures and en- 

 thusiasms of life and make the world the better for having lived 

 in it. 



DOCTOR SNOW AS TEACHER. 



By L. E. Sayre, Lawrence. 



It would be impossible for me, in the time which I feel allowed 

 to occupy, to express in detail the thoughts that come to me as one 

 who has the privilege of referring to Doctor Snow as an instructor. 

 I should be glad if time were allowed to recount the delightful ex- 

 periences with him as a teacher, and to reQount the many ways in 

 which he was a help and inspiration in the work of my own special 

 department. When the School of Pharmacy was organized, in 1885 

 he was one of the first to contribute to the development of the 

 curriculum and materially to aid in the instruction, taking upon 

 himself the work in botany in its various branches. 



It is needless to say that the students coming in contact with 

 such a man as Doctor Snow felt themselves always in the presence 

 of one who could speak with authority, and thus add a power and 

 impetus to the work which few men are so capable of giving. 



My own experience with Doctor Snow as an instructor has been 

 that of a pupil rather than as a colleague. Although associated 

 with him in the latter capacity since my connection with the Uni- 

 versity, I never could regard him other than as a leader. As a 

 teacher, his pupils could never feel a discouragement in the con- 

 sciousness of their own ignorance, because Doctor Snow's balief 

 was that this consciousness of the lack of knowledge, which he 

 confessed himself to keenly feel, was a good sign of a true student. 



There are those who are satisfied to be instructed by books alone. 

 Doctor Snow's method was that of books supplemented by reason 

 and experience. With him the earth, the woods and the wayside 

 teemed with instruction and knowledge. He often expressed the 

 thought that he loved nature because he thought it was so truth- 

 ful, and never led the honest student astray. If you investigate 

 nature it conceals nothing; if you do not interpret it rightly, it is 

 charitable — is never reproachful. But nature is a faithful, patient 

 master, "ready to instruct, not with the harsh discipline of the tutor, 

 but with the allurement which invites investigation and brings with 

 it inspiration. So imperceptible is nature's teaching that one is 



