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Page 24 text:
ted that some men are natural teachers, having, in a
higher degree than others, those requisites of tact
and ability to impart knowledge and inspire interest
and application. It is also admitted that students
vary greatly in disposition and ability, and that
classes formed of heterogeneous materials can never
be alike, and that no two classes can be relied upon
to act in the same way. Some wise man, although
probably not particularly well acquainted with the
genus homo as represented by the medical student,
has laid down the law that, although one cannot
prejudge what any given man will do, one can, with
considerable accuracy, prophesy what a number of
men in a body under a given set of circumstances
For that reason, it is safe to say that all classes,
medical or otherwise, are assembled for the common
purpose of acquiring knowledge, and will act in har-
mony with all efforts to further that end. It is
therefore natural to suppose that the proper way to
maintain the proper relationship between teacher and
taught is in a mutual effect to attain the accomplish-
ment of the results for which these two are brought
together, viz., the acquirement of medical training.
This may sound to many like a mere elaboration of
the old adage to get in and work, and, after thinking
it over, I am of the same opinion. However, the
advice is sound, although old, and students may take
comfort from the fact that the prescription calls for
hard work on the professor's part also.
lt is my belief, and I think it is the experience of
most teachers, that relations with the classes are, as
a rule, of the 1nost pleasant nature. and in this con-
nection we ought to remember that those of our
faculty whom we look back upon with the fondest
remembrances are those very men who kept our
noses closest to the proverbial grindstone.
Xhfhen all is said and done, and argument tried and
laid aside, it is well to remember that the relationship
between professor and student should be, and l think
usually is, that of two men working wholly 'and
agreeablv together, eondoning each other's faults
and sharing each other's burdens, keeping- always in
view and maintaining ever in their minds that object
for which both have given themselves. the addition of
more useful members to that most stern of mothers
and most worthy of sciences--medicine.
Page 23 text:
retrogressing to the stage of the simian anthropoid?
I repeat, have you seen this man, the man who never
received a satisfactory answer in quiz, who never
demeaned himself to praise a diligent student or lend
a helping hand to a backward one? I-low many men
are there today, registered in the great book of life
as failures, who would have been useful men in their
profession had it not been for the hopeless discour-
agement dealt out to them by professors of this
"crabbing," overbearing variety? Truly can they
cry out from their positions by the wayside, where
they have fallen aside, and say that their ambition
was destroyed by him who should have cherished it
These types, purposely a little overdrawn, show
some of the chief causes of failure on the part of
the professor to "make good" his relationship with
On the part of the student, the reasons for failure
to fulfill his part of the contract are unlimited. Many
men cannot be taught, having been born Minerva-
like, with all the wisdom of the ages carefully stored
away in the convolutions of their cerebri, usually
remaining there, refusing to come out under any and
all circumstances. This type of student is familiar to
all of us. Another type, equally self-important, is
the chap who, although his head contains almost
nothing, is continually producing something there-
from in the shape of semi-lurid ideas, and fondly
parading them for the edification of an unenlightened
world. This is the young man who spends half the
night studying up catch questions to ask his pro-
fessor the following morning. He is usually an
encyclopedia of misinformation, a thorn in the side
of his teacher, a waste of time in his class hours, and
a source of delight to the more easily amused of his
Many other things go to make up the whole in this
lack of eo-operation which may exist between pro-
fessor and student, teacher and taught. It is admit-
Page 25 text:
By Sydney R. Dannenbaum, M. D.
AD Nauheim is situated in the fertile district of
the Wetterati, on the western slope of Hjohannis-
bergf' a spur of the Taunus Mountains, and on the
river Usa. A shady avenue, bordered on both sides
by beautiful villas, leads from the station, east of
the town, to thelhot springs CSprudelD and to the
baths, half encircling these, and ending on the north
at the terrace of the "Kurhaus": on the south it
touches the "Parka1lee,', an avenue leading to the
foot of the Johannisberg. The large and shady
park, covering- an area of more than 300 acres C105
hectaresj, terminates on the north in the big lakeg
on the south, east, and west, it runs up to the
streets of the town.
Records as well as discoveries--for instance, salt
pans made during excavations-have proven that
Nauheim was a settlement at the very earliest
On the first of July, 1835, the opening of a new
brine bath establishment at Nauheim was announced.
Since that time the population has increased wonder-
fully, and Bad Nauheim is now a world-renowned
health resort. In 1835, there were 1,235 visitors.
while they now average over 50,000 each year.
The official season lasts from May lst to Septem-
ber 30th, but some of the bath houses are open in
April and October.
The Bath Cure.-Nauheim belongs, as far as its
bathing springs are concerned, to the ferruginous,
very highly carbonated thermal saline waters. The
natural heat is between 86 and 94 degrees lf. Its
efficacious properties are due to this and the amount
of thermal salt, chloride of calcium, and other chlor-
ine salts-2.5 to 3.3 per cent, of which 2.1 to 2.9 per
cent is thermal salt: also iron and other numeral
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