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Page 10 text:
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John Franklin Huber was born on November 8, 1904, the son of Dr. G. Carl Huber, who was then a member of the anatomy staff of the University of Michigan School of Medicine. His grade school, high school, and undergraduate training were completed in Ann Arbor, where he graduated A.B. from the University of Michigan in 1925. One of Dr. Huber's chief interests while an undergraduate was writing for Chimes, a campus literary magazine. That Fall he entered the medical school at Michigan. He served as a student assistant instructor in anatomy from his second year in medical school, and spread the junior year over two years, teaching anatomy half the time. In 1928 he received his M.A. in anatomy, and in 1929 his M.D. degree. Dr. Huber feels that the prime value of his medical course was that he was both a student and an instructor at the same time, working under his father, who was by then Head of the Anatomy Department and Dean of the Graduate School. It was during this period of being a student for half the day, and an instructor for the rest, that he became keenly aware of both points of view involved in the learning process, and the difficulties and problems facing each. Following medical school. Dr. Huber continued working as an instructor in his father's department. While doing research in comparative neuroanatomy he also taught gross anatomy to dental students, post-graduate courses in anatomy, summer sessions in embryology, and an anatomy course for art students (one of whom did the bust of Dr. Huber now in his study at home). During these years of teaching separate aspects of human anatomy, while realizing the lack of systematic connection in the way they were taught, Dr. Huber began contemplating the possibilities of teaching anatomy in a correlated manner. Dr. Huber's graduate research led to his Ph.D. in anatomy in 1983; his thesis concerned the cell columns of the spinal cord of the pigeon. In 1931, the Michigan Anatomy Department acquired an X-ray machine for itself. Dad assigned me to a semester in the X-ray department to learn its technique and application.” While studying there he met Gladys Boutilier, whose home was in Lynn, Massachusetts. During the spring vacation of 1933, having recently finished his Ph.D. thesis. Dr. Huber married My sweetheart, Miss Boutilier. On moving to Philadelphia in 1936, the Hubers settled and built their home in suburban Wynnewood. In October 1937, their daughter, Candace (Candy) was born, followed by their son, John Parker (Parky), in August, 1940. The Hubers’ main project at home is gardening in the summer. Dr. Huber, 6
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Page 11 text:
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an amateur photographer, has printed family Christmas greetings each year (as well as using photography in the reconstruction of the tracheobronchial tree). Candy does oil painting as a hobb (several of her paintings hang in their house), while Parky plays both piano and accordian. On vacation, the Hubers have traveled throughout the United Slates, in addition to frequent family trips to Ann Arbor. Candy is now a sophomore at Penn State University, where she gained Life Magazine recognition in 1956 as the Girl with the most hypnotic eyes at Penn State.” Parky is a senior at Lower Merion High School, where he participates in tennis and cross country. A final member of the Huber household, commonly found stretched out beneath the piano, is a magnificently austere Irish setter by the name of Rusty. In the fall of 1936, Dr. Huber came to Temple University as Associate Professor of Anatomy, Embryology, and Histology under Professor John B. Roxby. He succeeded Dr. Roxby as Professor and Chairman of the Department of Anatomy in January, 1944. At this time, he promptly merged the anatomy, histology, and embryology departments, and by the next Fall a fully-correlated anatomy course was under way at Temple. The basic idea of this anatomy course is to present the general concept of a specific region of the body, and from there fill in the details—using many teaching aids in addition to traditional dissection and microscopy. At Temple, Dr. Huber’s chief research projects have been to trace the possible anomalous courses of the dorsalis pedis artery, to standardize the reconstruction and nomenclature of the bronchopulmonary segments, and, more recently, to develop teaching aids for anatomy. In regard to teaching aids, he is interested in developing anatomical concepts to their fullest dimension, realizing that anatomy is much more than words and pictures. Now, somewhat removed from the formalin-drenched copy of Gray’s Anatomy and the awesome stainless steel dissection table tops. Dr. Huber can be seen in full perspective at the beginning of our life's work: And tell me, wasn't that the best time, that time when xoc were young at sea; young and had nothing, on the sea that gives nothing, except hard knocks— and sometimes a chance to feel your strength—that only—ichat you all regret.” (Conrad, Youth) 1
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