Page:Popular Science Monthly Volume 66.djvu/530

526 of several years' depth, and the latter yields about as much genuine knowledge as the froth does actual fluid. The teacher can not well sound its depths unless he has made some independent studies of his own. Then he will be able to say something definite, whether he has been at work in this very field or not. His critical view will enable him to take sides and be positive rather than negative in his teaching.

It will no doubt be maintained by many that to teach undergraduates the latest information is out of place or at any rate not necessary. All that they need for their daily subsistence pertains to fundamental conceptions. But I answer that we really know little of fundamental conceptions and what we believe we know is being affected and modified by every new discovery of any value. It is of the utmost importance that the theories which the graduate takes with him be as sound and withal as fresh as the teacher can make them, for they will form the scaffolding of his thinking for some time to come, possibly for many years.

The teacher who is called upon to direct the work of students who are beginning to feel their way into unknown territory or who have already left the beaten path far behind must of necessity be an investigator. Without going ahead of them himself his counsel is apt to be wavering and at times he feels himself wholly helpless to advise. In other words, to direct research the teacher must be playing the chief part while his students, of whatever rank, should take subordinate parts all definitely working toward a given end. Only by such cooperative coordinated work can both the worker and the task become a success. The teacher's capacity for research is not necessarily measured by his productivity. This may be curtailed by his high standards of what should be put on record. At the same time his capacity for research should somehow make itself felt through those whose labors he is directing. His fruitfulness should be manifested through them. If a teacher remains sterile both in himself and his students he has missed his vocation.

Of importance equal to that of an efficient body of teachers are adequate laboratory facilities both for teaching and research. Medical science has moved beyond that stage when a student could be kept profitably employed with a microscope and a box of slides. With the growth of laboratory methods of diagnosis, more varied and costly apparatus is needed, more space to place it and more laboratory service to guard it.

In research the demands are similar, but more exacting in certain directions. Some still believe that abundant space and work room with cases full of the latest instruments will certainly lead to great discoveries. These are, to be sure, necessary; but without the