TEACHER AND PUPILS 
217 
its properties or life-history or its use in practical life, 
or its application as interpreting other obscure factors 
in nature; and he did not neglect to spice his remarks 
with humorous episodes, which contributed to the 
interest. This sketch of Linne’s method of teaching 
applies to the first two decades of his professorship, 
concerning which he himself admitted that science had 
now reached the summit. After this a decline became 
noticeable. After Linne had botanized for so many 
years with his pupils, both his bodily and mental 
powers began to fail. The result was that though he 
continued to be surrounded with devoted pupils, they 
latterly consisted of such as made natural history their 
main study, or else belonged to the medical faculty 
and obliged to undergo examination in Linne’s 
departments. Naturally he saw this with some 
melancholy; he said, “ It is with science as with 
Cynosurus cczruleus; one marks its beginning, but it 
spreads all round.” 
Through Linne’s teaching and writings, natural 
history both at home and abroad had gained many 
friends and earnest workers, but at the same time the 
throng, formerly so thick round his chair, lessened. 
But quality had superseded quantity. Those belong¬ 
ing to other faculties fell off, but there were not 
wanting others who gave themselves heart and soul 
to biology. These were increased by many foreigners, 
and in spite of the difficulties of travelling at that 
period and of speaking foreign languages, they came 
over to receive from Linne’s own lips, the solution of 
Nature’s riddles. The fame of his extraordinary 
power of teaching had spread widely, so that from 
far distant lands, even North Africa, Siberia and 
America, people came to the little, unpretentious 
town of Uppsala. Nothing like it had been seen 
before; it aroused notice, gladness and pride in the 
whole country, his brother professors glorying in 
the reputation gained for the old seat of learning, 
even though feelings of envy could not be suppressed. 
