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January 31, 1891


JAMA. 1891;XVI(5):166-167. doi:10.1001/jama.1891.02410570022006

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Most of us remember but little of our teachers. At the best only a few names loom up with a back-ground of gratitude, and these represent those whose hearts were in their work. Excluding the many who taught in a perfunctory way as the means to some end, the idea-imparters may be counted upon the fingers of a hand. The few excluded from the category are they who sought to make us equal to themselves, not so much in extent of knowledge as in the sources from which it was derived. They are those who taught us to classify and aimed not to merely present a mass of verbiage in a well-padded discourse to kill time. How can we deify the conventional lecturer whose eyes seldom leave the manuscript, which for years has done duty with a perseverance worthy of a better cause?

Now that didactic teaching appears to be

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