942 



SCIENCE 



[N. S. Vol. XXXII. No. 835 



tion solves its own problems. The new 

 men of the new schools of science will 

 master the problems of abundance and of 

 distraction even as ours solved the prob- 

 lem of hostility and of neglect. The man 

 is superior to the environment, and the 

 man of science will do the work he loves 

 for the love of it. In this love he will de- 

 velop the abundance of life in others as in 

 himself, and this is the highest end of aU 

 our striving. 



The atmosphere of a great teacher raises 

 lesser men to his standard. It perpetuates 

 the breed. It was not books nor appa- 

 ratus that made DoUinger or Agassiz or 

 Brooks successively centers, each of a 

 school of research. It was the contagion 

 of devotion, the joy of getting at the heart 

 of things, the love of nature, the love of 

 truth. Sometimes, in our wealth of edu- 

 cational opportunity, we long for the time 

 when, as of old, the student had the master 

 all to himself, the master unperplexed by 

 duties of administration not called hither 

 and thither by the duties of his station, but 

 giving himself, his enthusiasm, his zeal and 

 his individuality, to the student, not teach- 

 ing books, but how to make books our serv- 

 ants, all this time master and student 

 struggling together to make both ends 

 meet and sometimes succeeding, "so happy 

 and so poor." So it was in the old time, 

 and so it shall be again when the new de- 

 mands and the new wealth find their ad- 

 justment. And to find this we shall not go 

 back to Grigsby's Station, nor yet to Peni- 

 kese; for the scholars that are to be shall 

 rebuild the American universities in their 

 own way, as the scholars of to-day are re- 

 storing the University of Cambridge, and 

 in a greater or less degree all other uni- 

 versities in all other lands where men 

 know and love the truth. 



David Stare Jordan 



AN EXPERIMENT IN MEDICAL PEDAQOQY'^ 



Tou may be surprised to know that I 

 am very thoroughly aware of a certain 

 measure of unpopularity I possess as a 

 teacher of pathology. The condition long 

 ago acquired definite features of chronic- 

 ity. I know too that a certain apprehen- 

 sion in some instances has been the chief 

 impelling force for the thorough work stu- 

 dents have done with me. It may also 

 surprise you to learn that the realization of 

 these conditions has never been especially 

 pleasing. 



In view of my considerable tenure of 

 office in this institution, now eighteen 

 years, it would seem as though some ex- 

 planation for this state of affairs was about 

 due and I have been impressed with the 

 notion that an attempt to make one might 

 at least entertain you for the period usually 

 allotted to this part of the program. I 

 prefer that you decide whether the expla- 

 nation I am about to undertake of this 

 unpopularity is an apology or a defense. 



There is no doubt that some of this op- 

 probrium which in common with most 

 teachers has been my portion is due to 

 curiosity of mine as to the facts possessed 

 by students in regard to matters patholog- 

 ical and their ability to use them, a curios- 

 ity so overwhelming as to consume most 

 of the time in the courses assigned me and 

 to leave but little for the imparting of new 

 or additional information. To ascertain 

 the student's equipment with knowledge 

 which has a real dynamic value and repre- 

 sents power rather than learning in the 

 usual sense has always been a fascinating 

 inquiry for me. To illustrate this some 

 recent experiences using museum prepara- 

 tions for teaching purposes will serve. We 

 have used such preparations in a routine 

 way for a number of years in the patho- 



'An address before the class graduating at the 

 end of the winter quarter, 1910. 



