^'"'ju'iyriSf11"113'}  The  History  of  Pathology.  333 
and  these  very  often  poorly  informed  and  untrained  in  imparted 
knowledge.  A  distinct  need  in  the  teaching  of  pathology  is  a 
sufficient  number  of  able  teachers.  In  any  natural  science,  if  not  in 
all  sciences,  it  is  essential  that  the  teacher  should  be  an  investigator. 
In  pathology,  the  outlook  of  which  changes  so  rapidly,  nothing  but 
participation  in  the  development  of  knowledge  will  prevent  the 
rusting  of  the  faculties.  This  does  not  mean  that  every  teacher  and 
assistant  in  a  laboratory  must  be  a  genius.  Technical  details  and 
the  making  of  autopsies  can  be  left  to  dexterous  prosecutors  who 
are  working  to  win  their  spurs ;  the  examination  of  students'  work 
can  be  done  by  any  well-informed,  critical  and  conscientious  young 
worker,  but  the  direction  of  the  work  should  be  in  the  hands  of  the 
ablest  man  available,  well  trained,  original  in  mind,  receptive  and 
sympathetic  for  every  other  branch  of  science. 
The  elevation  of  the  laboratory  has  led  to  a  top-heavy  way  of 
teaching  in  some  schools,  by  encouraging  students  to  do  advanced 
original  work  before  their  foundation  is  sure.  The  advantages  of 
gradual  advance  from  known  to  unknown  are  here  abandoned,  as 
we  can  sometimes  see  when  students  write  articles  on  the  protozoan 
origin  of  cancer  before  they  have  seen  a  dozen  different  examples  of 
cancer  or  examined  a  known  protozoon. 
The  insufficient  number  of  teachers  in  nearly  all  laboratories  may 
have  had  something  to  do  with  another  interesting  development  of 
the  present  time — the  demand  for  research  in  institutions  free  from 
teaching  duties,  though  this  has  come  partly,  no  doubt,  from  a  laud- 
able desire  to  more  rapidly  advance  science  for  itself.  The  view 
that  research  can  only  be  done  by  hermit- investigators  is  a  perni- 
cious one  in  many  ways.  The  original  investigator,  of  course,  needs 
time  and  often  seclusion  to  perfect  his  work,  and  there  have  been 
and  always  will  be  some  who  can  only  work  in  retirement.  For 
this  end  academies  and  institutes  have  in  the  past  offered  facilities 
and  may  with  advantage  be  assisted  in  still  further  doing  so.  On 
the  other  hand,  endowments  to  existing  teaching  laboratories  could 
often  more  economically  attain  all  desirable  ends.  The  general 
statement  that  research  is  incompatible  with  teaching  positions, 
even  those  entailing  considerable  expenditure  of  time,  is  refuted  by 
the  examples  of  such  men  as  Helmholtz,  Ludwig,  His  and  a  host 
of  others  within  the  most  productive  period  of  science.  Not  only  is 
the  combination  possible,  but  it  might  be  argued  with  considerable 
