picuous and incomprehensible in Virchow's
discourse. Thus at the beginning of his address he glorifies Lorenz
Oken and deeply laments "that he, that highly-valued and honoured
master, that ornament of the high school of Munich, had been forced
to die in exile! That cruel exile which oppressed Oken's latter years,
which left him to perish far from those cities to which he had
sacrificed the best powers of his life, that exile will be remembered
as the note of the time which we have passed through. And so long as
there continue to be meetings of German naturalists, so long may we
gratefully remember that this man to his death bore upon him all the
signs of a martyr, so long shall we point to him as one of the
witnesses who have fought for us and for the liberty of science."
Verily these words from Virchow's lips sound like the bitterest irony;
for was not Lorenz Oken one of the foremost and most zealous champions
of that monistic doctrine of development against which Rudolf Virchow
at this day is most violently striving? Did not Oken himself proceed
farther in the construction of bold hypotheses and comprehensive
theories than any supporter of the doctrine of evolution at the
present time? Is not Oken justly considered as the one typical
representative of that older period of natural philosophy who rose to
much higher and bolder flights of fancy, and left the solid ground of
facts much farther behind him than any tyro of the new philosophy? And
this makes the irony seem all the greater with which Virchow at the
beginning of his address glorifies Oken the free teacher, as a martyr
to the freedom of science, and at the end of it insists that this
freedom applies only to inquiry and not to teaching, and that the
master must teach no problem, no theory, no hypothesis.

While this unheard-of demand sets Virchow's views of teaching in the
most extraordinary light, and while every unprejudiced and experienced
teacher must most emphatically protest against this strait-waistcoat
for instruction, he will feel no less bound to resist Virchow's other
strange demand, that every ascertained truth shall forthwith be taught
in all schools, down to the elementary schools. I myself, in my Munich
address, sought the instructional value of our monistic evolution
theory above all in the genetic method, in the inquiry, that is to
say, for the effective causes of the facts taught; and I added these
words--"How far the principles of the doctrine