NATURE 
369 
THURSDAY, SEPTEMBER 8, 1870 
THE MEDICAL SCHOOLS OF ENGLAND 
AND GERMANY* 
1 
HE German University System, described in our last 
article, has been recently extended to other parts 
of the Continent. In Holland, for example, the progress 
made in this direction of late years has been immense, 
considering the small extent of the country. Again, in 
France, at the time that Duruy was Minister of Public 
Instruction, a measure was adopted which was prompted 
by the same tendency. One of the most distinguished 
savants of that country (Prof, Wurtz) was sent into Ger- 
many to collect information as to the great institutions 
which exist in that country for the promotion of natural 
science. The results of this inquiry are embodied in a 
voluminous report, illustrated with plans of the most im- 
portant buildings. The favourable impression made on 
the mind of M. Wurtz by all that he saw in this journey 
may be judged of by the terms employed in the final 
paragraphs, in which he sums up his conclusions, and en- 
forces the necessity of introducing German organisation 
into France. 
If we pass from the consideration of the resources of 
English schools to the functions they perform and the 
ends they have in view, the contrast between Germany 
and England becomes still more striking. All German 
professors are State officials, and hold their posts, with 
rare exceptions, for life. Consequently, the special work 
which they have to perform in virtue of their calling is 
the purpose to which they have voluntarily devoted their 
existence. In Germany a young man who makes up his 
mind to a scientific career, dedicates himself from the 
first to the particular branch of science which he intends 
to follow, and remains true to it tothe end. In this way 
he acquires a mastery over his speciality which could not 
be attained in any other way ; and if he is a man of mark, 
he becomes the centre of what in Germany is called a 
“School,” that is to say, he acquires a following of 
younger men to whom he communicates the precious 
fruits of his own work ; partly orally; partly by demon- 
stration, in such a way that the pupils learn from him 
in a short time, and in the most advantageous manner, 
what it would take years to acquire by self-instruction. 
In England, on the other hand, with the exception of the 
few scientific men who have studied in Germany, all are 
what we call “ Autodidacten”—7.c. self-taught men, who 
have acquired their knowledge in spite of the want of 
opportunities. For there are very few investigators by 
profession, and, in the sense above referred to, no 
“ Schools.” The number of those who hold University 
Professorships is extremely small, and among these even 
there are few who, in the absence of independent means, 
are willing to devote themselves exclusively to a pursuit 
which brings in nothing. 
Those who belong to that section of the community 
which is most fruitful in workers—those, namely, who are 
without the advantages either of birth or means—cannot, 
for want of substance, devote their lives to physiological 
research with that completeness which is necessary if 
great results are to be obtained. The most that they can 
* Continued from p, 350, 
VOL, II. 
do is to give their early years to investigation, with the 
understood intention of eventually abandoning natural 
science for those practical duties which are to be the 
occupation of their mature life, as well as the substantial 
reward of their previous labours. For the development 
of science great part of their work is lost, partly because 
there are no laboratories for instruction, but still more 
because their time becomes absorbed in other occupations 
at the very period at which it could be most advantageously 
devoted to this purpose. 
It must, however, be borne in mind that, in Austria at all 
events, it was not zeal for science that induced the Govern- 
ment to take charge of its interests. The motive is rather 
to be looked for in the tendency which then existed to 
keep everything under the management of the central 
authority, and to maintain its control over all social rela- 
tions. It is, however, of little consequence how the system 
originated ; for a tree that bears good fruit is none the 
worse for the foulness which lies about its roots. Some 
may be inclined to doubt wh ther it is after all advanta- 
geous that the sciences shculd be represented in the 
Government. It will not be difficult to answer the ques- 
tion. The man who is occupied exclusively in research 
(and it is only such workers that science really cares for) 
is very slow in reaping the fruits of his labours. The 
results which are to be attained in the laboratory, how- 
ever valuable they may be as materials for the future 
enrichment and development of the people, are not 
marketable. A single truth may afford work for a decen- 
nium, and often only begins to be productive after the 
death of its originator. The position of the philosopher 
is special. No one is more helpless and more completely 
dependent on the support of the public. With the 
artist, who stands ina closer relation to the man of science 
than any one else, it is far otherwise ; for the wealthy 
patrons, whose houses he ornaments with his works, even 
if they are not always capable of appreciating them, are 
willing to pay him for them liberally. But in the case of 
the philosopher, it often happens that the work of many 
years may be compressed into a few pages. 
A nation so well-to-do as the English might perhaps be 
expected to afford the means for the support of science 
independently of the Government, especially now that 
the value of scientific culture is better understood than 
formerly. But even if the racans were forthcoming, there 
would be no guarantee for their efficient distribution, unless 
that distribution were pliccd under the control of compe- 
tent and responsible person; capable of justly estimating 
the future worth of a scicitific worker from the earliest 
products of his mind. Vor this forecasting, endowments 
are necessary which are not to be met with everywhere 
and at all times. It is a great gain to any country to 
possess men fit to be entrusted with this responsibility ; 
but, in order that they may be really useful, it is abso- 
lutely necessary for them to be in immediate relation with 
the central Government. 
I have so far entered only into the general features of 
higher scientific education, without making any very special 
reference to medical studies. For the purpose of taking 
a more detailed view of the subject, we must examine 
more particularly the mutual relations of hospital and 
school. This will form the subject of a subsequent paper. 
S. STRICKER 
U 
