On the method of studying a natural science such as physiology : an introductory lecture, delivered October 9th, 1894 / by William Rutherford.

  • Rutherford, William, 1839-1899.
Date:
1894
Catalogue details

Licence: Public Domain Mark

Credit: On the method of studying a natural science such as physiology : an introductory lecture, delivered October 9th, 1894 / by William Rutherford. Source: Wellcome Collection.

Provider: This material has been provided by The University of Glasgow Library. The original may be consulted at The University of Glasgow Library.

    4/16 (page 4)
    and with comparative ease. The mere attendance at a school or university goes far to create such atmosphere. But a general atmosphere is not enough; there must be the creation of a special atmosphere in every subject of study. There is no method by which this special atmosphere can be so readily and so fully created as by a systematic course of lectures on the subject of study. It is the duty of a lecturer to condense the subject he teaches, and to present it to the student in strict logical order, so that he may be led step by step from the simple to the complex, by, so to speak, a natural process of development. The order of statement is all-important. The most difficult subjects can be rendered intelligible if the order of statement be carefully con- sidered, so that the mind shall be led by easy gradation and logical sequence. An inexperienced student may imagine that if the lectures were printed verbatim, and privately read, their perusal would enable him to learn the subject quite as well as attendance at the lecture. But the result of the two methods can never be the same. The mental atmosphere created by reading a difficult subject is always comparatively dull, and in young minds it is apt to become repulsive. Although reading is, of course, an essential adjuvant to a course of oral instruction, it can never adequately supply its place. Silent words, however well arranged to convey lucid ideas, can never arrest the attention and stimulate the mind as spoken words are capable of doing. Who has not felt how great a difference there is between reading Shakespeare's plays and seeing them acted on the stage ? Even when they are simply read aloud by a single reader who understands the significance of each passage, and gives suitable emphasis aud modulation, how much more the mind is stimulated by such living recital than by perusal of the silent words. We must recollect that words are but symbols of speech; only when spoken do they become endowed with their fullest life, and penetrate readily the inmost recess of the mind. No silent page can give the lights and shades of expression thrown upon any subject by the varying emphasis and inflection which they naturally receive from the speaker. Even in scientific descrip- tion, words receive new meaning when spoke by one who understands the subject and desires to convey its significance to others. But the mere fact of assembling together for the purpose of being collectively addressed is itself of value. Man's sympathetic nature renders him gregarious. He is happiest when he feels himself in sympathy with others. He naturally draws towards those whose mental features and pursuits are similar to his own, so that he may enjoy a congenial atmosphere. In young minds this desire for sympathy is conspicuous. Therefore it is that the sympathetic influence pervading a class-room can induce mental effort in a manner congenial, because harmonious with innate