severe kind as a means of education of pupils who are
making a study of physiological problems, there is a reason for
hesitation. In my student days, such an experiment was never dreamed
of. The professor of physiology would relate the facts derived from
experiment, on which some important theories were founded; he would,
for instance, explain what experiments were made by Harvey in order to
describe the circulation of the blood, but he would not attempt to
repeat those experiments in the lecture-room. He would describe, in
his remarks on the functions of the nervous system, the researches of
Sir Charles Bell, ... but he would never think of repeating Bell's
experiment of division of the nerves in the column, alleging forcibly
Bell's own objection to its repetition. It was the same on every
point. He would relate the theory; relate the pros and cons; relate
possibly his own independent inquiries, or what he had seen
experimentally performed by other independent investigators; but with
that explanation, he would be content.
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When I was teaching physiology as I did teach it in a medical school
for many years, I abstained for a long period from the direct
experimental method. I found no difficulty, and my classes worked
satisfactorily. The students had the credit of becoming good
physiologists, and I am sure there was nothing shirked. In the latter
part of my time, I followed occasionally the plan of making a few
experiments in the way of demonstration; and although these were
rendered painless, the innovation was not the success that was
expected.... Intellectually, I do not think my classes were assisted,
in the main, by the experimental demonstration. I am sure it limited
my sphere of usefulness, by leading me, in the limited time at my
command, to omit some parts of physiology of a simpler, less
controversial, and more useful kind. I am bound to say that, morally,
I do not recall the effect as producing all that could be wished.... I
gave up experiments in my classes, not from any sentiment, but BECAUSE
I GOT ON BETTER WITHOUT THEM. I did not omit the facts derived from
experiment, I did not omit the report of my own experimental
endeavours; but I omitted repeating, for the mere sake of
demonstrating, what seemed to have been proved.... Were I again to
deliver a course of physiological lectures to qualified hearers, I
should make the experimental demonstrations o