University of the Pacific School of Dentistry - Chips Yearbook (San Francisco, CA)

 - Class of 1909

Page 19 of 178

 

University of the Pacific School of Dentistry - Chips Yearbook (San Francisco, CA) online yearbook collection, 1909 Edition, Page 19 of 178
Page 19 of 178



University of the Pacific School of Dentistry - Chips Yearbook (San Francisco, CA) online yearbook collection, 1909 Edition, Page 18
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University of the Pacific School of Dentistry - Chips Yearbook (San Francisco, CA) online yearbook collection, 1909 Edition, Page 20
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Page 19 text:

such an extent as to devitalize the entire body, and death results. Calories.-Professor Muhlmann explains senescence as a result of the loss of bodily. heat. Oxidation and caloritication diminish as we grow old. Decay Physiological deterioration and anatomic decay of cells are as much a part of the "vital phenomena" of life as are the processes of developing two cells from a single cell and the formation of bone cells, nerve cells, and muscle cells from embryonic cells. Cell life is transitory. It performs its "vital phenomena" and dies. One cause of the death of a cell is mechan- ical, as may be observed in the epithelial cells of the skin, which are removed by attrition when their daughter and granddaughter cells replace them. Simi- larly, we find the cells thrown ol? in the mouth, alimentary canal, glands, and excretory organs. An- other cause of the deathof a cell is necrobiosis or chemical change, as observed in the fatty metamor- phosis in the human breast when milk is formed, in fatty degeneration, as in muscular tissue such as seen in involution of a pregnant uterus, etc,g and in cal- careous and other forms of chemical disintegra- tion resulting from pathological Cdisease producingj causes. Destructive metabolism of a cell is increased by activity. The result is oxidation, giving oh' CO2 and HO: chemical disintegration, solution, absorp- tion, and excretion. Death is then the final stage of cytomorphosis. 21

Page 18 text:

the "wise men of the East," it is vascular degenera- tion. Professor Osler says: "Longevity is a vascular question and has been well expressed in the axiom, 'A man is only as old as his arteriesf 'l Arterio-sclerosis is a favorite or popular theory of senility, but when it is remembered that many ani- mals of the lower forms of creation have no arteries to grow hard and sclerotic, we see that Osler and popular theories will not entirely satisfy scientific inquiry. Atrophy.-Another theory of senescence, cham- pioned by no less an authority than that of the direc- tor of the l:'asteur Institute at Paris, Professor Metch- nikoff, claims that old age is due to atrophic changes in the tissues of the body, b1'ain, nerve ganglion, muscles, bone, etc. W'e know the brain loses an ounce in weight each year alter 60. We also lcnow that with senility goes physiological as well as ana- tomical deterioration. Auto-intoxication.-This plausible theory claims that senescence is due to self-poisoning. Professor 'l'. Il. M.ontgomery, jr., maintains that death results from an accumulation of waste products in the tis- sues-insufficiency of excretion of morbihc products. Fermentation Toxines.--The fermentation explana- tion of old age assumes that as we grow old thc tendency to colonic fermentation increases and that bacterial and chemic poisons, toxines, are produced which inhibit normal cellular regeneration and induce necrobiosis or cell degeneration and disintegration, resulting in senescence and finally in death. Phagocytosis.-The theory of phagocytosis causing senility and ultimately death is based upon the observation that phagocytes Ceating cellsj will devour noxious or diseased cellular tissue to rid the body of contamination. Similarly, it is argued, when cellular structures are weakened by,disease, or toxins, or bac- terial invasion, or atrophic degeneration, these cell destroyers consume, eat up, and disintegrate and absorb the cells of which the body is composed to 20



Page 20 text:

The Relationship Between Professor and Student By Arthur H. White, M. D. N common with most other things in or on this earth, the relationship between professor and student may be looked upon from a varying' number of stand- points. It is, however, only necessary or pertinent for us to consider two objectives-that of the pro- fessor in his dizzy elevation of learning' and great- ness, and that of the student, occupying- his forlorn position at the bottom of the pit of unenlightenment. From the point of view of the professor, the relation- ship to his class is usually of a most pleasant char- acter, assuming' always, however, a certain amount of ability and willingness to learn on the part of his students, and on his part a knowledge of how best to impart to his hearers a modicum of that combi- nation of the ologies with which his head is so well filled. Hy far the most important consideration in the bond between professor and student is mutual con- fidence and co-operation. This is a sine qua non of all academic and scientific learning', and in its absence results are nil and scholars are an absent quantity. Many of the ablest men of our profession have made most abject and miserable failures as teachers, not from any lack of knowledge of the subject which they undertook to teach, but entirely on account of their inability to acquire the faculty of co-operating with those whom they were attempting' to teach. The cause of this fault is, in diPferent men, due to many different traits, the commonest, perhaps, being an overweening assumption of dignity on the part of the lecturer. The type was more common in the past than in the present-a concentrated essence of standoffishness and dignity encased in a frock coat and more or less completely hidden behind a large output of most learned and high-sounding medical phraseology, punctuated at discreet intervals by a 22

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