xxiv Obituary Notices of Fellows deceased. 
had given an annual course of physiology, interesting undoubtedly, but 
based on structure rather than on experiments on animals; the only 
practical work a few mounted specimens shown under a microscope. In 
those days there was no separate examination in physiology for the second 
M.B. examination. No wonder that Foster’s lectures came as a revelation, 
and, in combination with the enthusiasm and sympathy of the man, caused 
many of the small band of his earliest students to decide there and then to 
take up a scientific career and follow him. 
At the time when he came to Cambridge, biological sciences were repre- 
sented by professors of the old school. Humphry was Professor of both 
Anatomy and Physiology, as was customary in medical schools of that time, 
and was well known as a surgeon and anatomist. Babington was Professor 
of Botany; his lectures consisted largely of the botany of the flowering plants, 
and he was distinguished as a systematist. Newton was Professor of 
Comparative Anatomy and Biology, and his attention was concentrated on 
the anatomy and distribution of the vertebrates; he was particularly dis- 
tinguished for his knowledge of birds. 
Foster, who, with Huxley, had initiated the teaching of elementary biology 
on evolutionary principles, and was thoroughly imbued with the great 
principle that physiology was one of the biological sciences, and must go hand 
in hand with botany and zoology, from the very first determined to form 
a biological school in Cambridge, which should be of the most advanced 
character and second to none. 
For this purpose he carefully studied the bent of his various students, 
and picked out Balfour to study the new science of embryology and Vines 
to work at the new botany. In his own department of physiology he had 
besides H. N. Martin as workers and helpers Langley, Lea, Gaskell, and 
Dew Smith. By this means he gradually built up a school of biology of 
a newer type, running side by side with the University teaching, unpaid by 
the University, recognised only by the allocation of rooms. Here was 
Foster’s strong point: rooms there must be for practical work and research. 
He would have nothing to do with the old system of teaching almost 
entirely by lectures. From the first the new zoology and the new botany 
must have rooms for practical work just as much as the new physiology. 
Such a growth was only possible, owing to the endowments of the colleges ; 
for these young and enthusiastic teachers who gave their whole time to 
Foster and his work, with neither appointment nor salary from the University, 
could not have done so but for the fellowship system and the recognition 
by their respective colleges that they were doing good work worthy of 
support. 
This, however, would have availed but little but for the man himself. 
Not only would he point out the direction in which advance in any science 
was to be looked for, but by his earnestness, his lovable charm of persuasion, 
his entire freedom from any thought of monetary gain, or any kind of 
selfishness, the conviction was gradually borne in on his pupils that the 
