Hi 
 
 No. 3 
 
 BULLETIN 
 
 OF 
 
 St. Louis University 
 
 < ~CiUy \ NOVEMBER, 1905 
 
 „ i~l 
 
 ii " | 
 
 Vol. 1 
 
 TABLE OF CONTENTS 
 The Fundamental Branches in the Medical School 
 
 Calendar 2 
 
 Executive Committee 2 
 
 Some Features of the Modern 
 
 Medical School 3 
 
 Department of Anatomy 5 
 
 Department of Physiology, 
 Physiological Chemistry and 
 
 Pharmacology 12 
 
 Department of Pathology and 
 Bacteriology 16 
 
 Department of Chemistry 21 
 
 Library 22 
 
 Research 25 
 
 Instructors in the Fundamental 
 Branches of the Medical 
 School 27 
 
 Publications of the Instructors 
 of the Fundamental Branches 
 of the Medical School 29 
 
 Published Quarterly by the St. Louis University 
 
 Grand Avenue and Pine Street 
 
 ST. LOUIS, MO. 
 
 Entered June 13th, 1905, at St. Eouis, Mo., as second-class matter under Act of Congress of 
 
 July 16th, 1894. 
 
2 
 
 Bulletin of 
 
 Calendar. 
 
 1905. 
 
 Monday, October 2, Opening of Regular Session. 
 
 Thursday, November 30, - - - Thanksgiving Day, Holiday. 
 
 Friday, December 22, p. m., - - Beginning of Christmas Vacation. 
 
 1906. 
 
 Monday, January 1, p m., 
 Saturday, January 27, 
 Tuesday, February 22 
 Tuesday, May 8, 
 Saturday, May 19, 
 
 End of Christmas Vacation. 
 
 End of First Semester. 
 Washington’s Birthday, Holiday. 
 Senior Examinations Begin. 
 
 End of Semester. 
 
 Executive Committee. 
 
 W. Banks Rogers, S. J., President. 
 Young H. Bond, M. D., Dean. 
 William G. Moore, M. D., Vice-dean. 
 Hanau W. Loeb, M. D., Secretary. 
 Hugo Summa, M, D. 
 
 A. V. L. Brokaw, M. D. 
 
 Albert C. Eycleshymer, Ph. D. 
 Elias P. Lyon, Ph. D. 
 
St. Louis University 
 
 Some Features of the Modern Medical School. 
 
 (An address to prospective medical students.) 
 
 The prospective medical student of to-day finds before him the 
 four full years of the modern medical school which must be 
 completed before he can obtain his degree and be admitted to 
 practice. He knows that his father or his family doctor who 
 studied medicine thirty years ago was able to complete his formal 
 training in two years. The boy of the present time finding that 
 he must take four years following a full high school course, will 
 inquire (if he is thoughtful), why this change has come about. It 
 is the purpose of this article to discuss the advance in medical 
 education and the reasons which lie at the base of the present 
 plan of study. 
 
 Two great factors have been at work in the evolution of 
 medical education. The first of these has been the advance of 
 education as a whole, both as to distribution and as to methods 
 of teaching. The man does not need to be very old to see that an 
 enormous change has taken place in secondary and collegiate 
 education during his own lifetime. The high school as we have 
 it to-day existed only in few places and in an undeveloped form 
 thirty years ago. Often it was a physical impossibility for the 
 struggling lad of the frontier to get more than a common school 
 education. The medical schools could not set a standard of 
 admission, impossible of attainment. Moreover the degree of 
 general culture and education in our communities was below that 
 of the present time and less was expected of medical men than 
 now. To-day, as always, the doctor must be in advance of the 
 general type of citizenship in the community where he lives and 
 that means a decided advance in general education over what was 
 necessary a third of a century ago. This is reflected in the ad- 
 vanced requirements for entrance to the medical schools. 
 
 A further cause, and a very potent one for the advanced require- 
 ments is the highly scientific character of medical knowledge to-day. 
 The common school man is without the necessary educational basis 
 to undertake the study of chemistry, histology, physiology and other 
 subjects which lie at the foundation of medicine. Without going 
 deeply into the matter at the present time, it may be said that even 
 the best high school course is far from being the ideal preparation 
 for medicine. 
 
 The second great factor which has influenced the development 
 of medical education has been already suggested. It is no other 
 than the immense advance in medical knowledge itself. It is 
 no exaggeration to say that the last hundred years have seen 
 an advance in actual medical knowledge more than equal to all 
 that had been accomplished in all the centuries before. And the 
 greater part of this forward movement has been in the last thirty 
 years. When the old family physician was sitting on the student’s 
 bench, there was no science of bacteriology and consequently no 
 aseptic surgery, no knowledge of the real cause of disease, no 
 antitoxins, no rational hygiene. There was little chemistry (at 
 least in medicine), and consequently there was little knowledge 
 of what was going on in the body, in health and disease. The 
 microscope had not found its way into medicine as the indispen- 
 sable aid to the conscientious practitioner. The limitations of 
 
4 
 
 Bulletin OF 
 
 surgery did not then demand the exhaustive knowledge of anatomy 
 which is needed to-day, when almost no part of the body is beyond 
 the reach of surgical methods. Not to multiply examples, it is 
 plain that if two years were necessary to master the essentials of 
 medicine thirty years ago, four years are all too short a time to 
 gather a working knowledge of the complicated subject matter 
 of the present day medicine and to put the student in a way to 
 keep pace with the progress which is sure to take place during 
 his own years of active usefulness. 
 
 It is evident that methods of teaching which were sufficient 
 thirty years ago or which were at any rate, the best the day 
 afforded, would be entirely inadequate in the face of the training 
 demanded to-day. The recent tendency of education, both general 
 and professional, has been to make the student know things; not 
 simply to know about things. Therefore the present day school 
 has equipped laboratories, founded clinics and built hospitals in 
 order that its students might have first hand knowledge of the 
 scientific facts on which medicine rests and of the diseases and 
 methods of treatment, which form the subject matter of the 
 later and so-called practical part of the course of study. The 
 modern medical school has a hundred microscopes where the old 
 fashioned school had one. It has a chemical equipment for every 
 student instead of a few test tubes in the hands of the professor. 
 It has physiological apparatus, bacteriological equipment — a 
 multitude of appliances not needed or dreamed of by the old 
 fashioned school. There can be no doubt that the change has 
 been of great benefit in producing a higher grade of physicians. 
 
 Finally, the advance in medical knowledge and education 
 involves in these days a change in the organization of the medical 
 faculty. The sciences of chemistry, anatomy, physiology and path- 
 ology which underlie medicine have become so complex and the 
 advances in them are so rapid that the best results in teaching 
 these subjects can only be obtained at the hands of trained 
 specialists. The old method of appointing practicing physicians 
 in the fundamental branches has been given up in all the best 
 schools. The busy practitioner can not give the time required 
 to conduct laboratory courses. Instead of physicians, we find pro- 
 fessional chemists, anatomists, physiologists, etc., who devote their 
 whole time to teaching and research. This leads to an enormous 
 improvement in the methods of teaching and the real advancement 
 of the students, and involves a great increase in expense over 
 the old plan. Hence only the medical schools of the strong 
 universities are so organized; and this constitutes another potent 
 reason why the thoughtful student will select a university medical 
 school. 
 
 The attention of prospective students is called to the descrip- 
 tions of the fundamental departments of medicine in the St. 
 Louis University, published in this number of the Bulletin. The 
 annual catalogue containing further information will be sent on 
 application. The University will gladly correspond with those 
 who are looking toward a career in medicine and will advise 
 them concerning their preparation and qualifications. Those who 
 can visit the medical school will be welcome to examine its 
 facilities and equipment. Students who intend to devote themselves 
 seriously to study are desired. They will find, in St. Louis 
 University, teachers whose earnest effort will be to develop them 
 along the highest ideals of medicine. 
 
St. Louis University 
 
 5 
 
 Department of Anatomy. 
 
 The work in the Department of Anatomy is divided into three 
 parts, Gross Anatomy, Microscopic Anatomy and Research. Bach 
 of these divisions comprises a number of closely related sub- 
 divisions. In the following pages an attempt has been made to 
 show the relationship of these subdivisions and to give a detailed 
 description of each. 
 
 Gross Anatomy. 
 
 The work of Gross Anatomy covers a period of four semesters, 
 being a continuous course throughout the first two years. The 
 arrangement is such that each course is dependent upon those 
 which precede it. 
 
 During the first semester, the student does the preparatory 
 part of the work and lays the foundation for the more difficult 
 and more important parts which are to follow. During the second 
 and third semester, he does the regular work in human dissection, 
 and becomes thoroughly familiar with the individual parts of the 
 body. The fourth semester is devoted to a knitting together of 
 the facts learned in the previous semesters into a concrete whole, 
 which is to be of practical value to the student in the remainder 
 of his medical course and in the practice of his profession after 
 leaving school. 
 
 The preparatory semester’s work comprises the Comparative 
 Anatomy, Descriptive Anatomy and Osteology, Arthrology and 
 Myology. 
 
 The Comparative Anatomy is the beginning course and is 
 designed to give the new student a general conception of vertebrate 
 anatomy and at the same time to serve as an introduction to human 
 anatomy, histology, neurology, embryology and physiology. 
 While each student is required to have completed a four years’ 
 high school course before entering the medical school, it is 
 assumed that his knowledge of anatomy is very meager, and for 
 that reason the course in Comparative Anatomy is planned for the 
 beginner. Each student dissects the digestive, urinogenital, 
 respiratory, circulatory and nervous systems of the cat. The 
 mouth cavity and the salivary glands are studied first and are 
 followed by the study of the remaining portion of the alimentary 
 tract in regular order. The other systems are studied in the 
 order in which they are named above. 
 
 Running parallel with and forming an integral part of this 
 course of Comparative Anatomy is the course in Descriptive 
 Anatomy. This comprises lectures and demonstrations on the 
 human cadaver. 
 
 The two courses are so correlated that the lecture upon a 
 given organ or part precedes the laboratory work upon that 
 organ or part, i. e. the demonstration of the human stomach comes 
 the hour just preceding the two hours’ laboratory work upon the 
 cat’s stomach. The demonstrations are made upon manikins pre- 
 pared from formalin hardened cadavers, in which each organ 
 retains its normal shape, size and position. The organs are so 
 well hardened that they may be removed from the body and 
 
6 
 
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 studied by the demonstrator and students as though they were 
 only the parts of the papier mache manikin. 
 
 With his first impressions of the human organ fresh in mind, 
 the student proceeds at once to the laboratory to make these 
 impressions more permanent by handling the corresponding organ 
 of the cat. The student’s attention is directed in particular to 
 the organ or part under consideration and is not diverted to 
 other organs in the neighborhood. Thus the student’s mind is 
 not burdened with an overwhelming mass of anatomical facts 
 before the essentials have been mastered. 
 
 The cat is used in Comparative Anatomy because it is better 
 adapted to the needs of the beginner than is the human body. 
 On account of its size the body of the cat can be handled con- 
 veniently. Bach student may have a cat to himself and thus does 
 not interfere with another’s work as occurs when several are 
 dissecting the human body. 
 
 In order that the work of the dissecting room may be satis- 
 factory and productive of the largest results, the student must 
 master the technique of dissection and become conversant with 
 the terminology of the subject. The technique of dissection is 
 to be mastered only by practice, for dissecting is not a tearing 
 and destroying of the various structures, but rather a separating 
 of them into their component parts; for this purpose the body of 
 an animal is quite as good as that of man. 
 
 With a very few exceptions, the organs of the cat differ only 
 in size from the corresponding organs of the human body, and have 
 the sarnie names as the human organs. Thus the terminology 
 can be learned as well from a study of the cat, as from the human; 
 in fact, the student is required to use his textbook of human 
 anatomy as his guide in dissecting the cat, attention being called 
 to the cases wherein the textbook description differs from the 
 conditions found in the cat. These differences are usually unim- 
 portant. In some cases, as in the peritoneal cavity, the variation 
 is of great advantage because in the cat it is much simpler and 
 more readily understood than in the human. 
 
 The two courses, Comparative and Descriptive Anatomy, require 
 nine hours per week in the laboratory and lecture room. 
 
 The dissection of the nervous system of the cat is followed 
 by a dissection of the sheep’s brain, after which the human 
 central nervous system is studied. The spinal cord and its mem- 
 branes are examined in situ, and then sectioned in various regions. 
 The external features of the brain are identified and a basal and 
 a lateral view is drawn and labeled. The structure of the brain 
 is studied from sections in the sagittal, horizontal and coronal 
 planes. These sections are made from brains which have been 
 hardened in situ by formalin injection and show very clearly the 
 demarcation between the gray and white matter. All of the 
 important masses of gray matter are located and accurately 
 outlined, and the fiber tracts are traced throughout the 
 important parts of their courses. This is the foundation for, and 
 is followed immediately by, the course in Microscopical Neurology. 
 
 The course in Comparative Anatomy leads directly into the 
 course in Human Anatomy, but in order that the foundation for 
 dissection may be as broad as possible, the course in Osteology, 
 Arthrology and Myology runs through the first semester parallel 
 with Comparative and Descriptive Anatomy. 
 
St. Louis University 
 
 7 
 
 Osteology, Arthrology and Myology. 
 
 The course prescribed for the Freshmen class for the study 
 of the human skeleton is so mapped out as to give not only a com- 
 plete insight into this part of human anatomy, as regards the indi- 
 vidual elements, but also a practical working knowledge of all the 
 parts in their true relations with one another. As is well known, 
 the usual course in Osteology comprehends the study of the bones 
 as individual parts, without reference to the skeleton as a whole. 
 In the course given, the first step is to make an exhaustive study 
 of each bone of a region, taking the bones up in their turn in 
 detail. When these have been mastered, a complete study is 
 made of the part as a whole with the articulations and the muscu- 
 lature of the region, so that the student may see the importance 
 of each point and get a more practical knowledge of the subject. 
 Four hours each week are devoted to this work. Each student 
 is supplied with a complete disarticulated skeleton and is required 
 to recite from the bones he studied, all of the details which are 
 of any practical importance. 
 
 This method of detailed study is continued (in each region) 
 until all the bones of a certain section of the body have been 
 thoroughly mastered. Then the relationships of the region are 
 carefully considered so that the student may have a thorough 
 insight into the mechanism of the part. The next step in the 
 course is the study of the muscular and ligamentous relationships 
 from the previously prosected cadaver. On account of the abund- 
 ance of material at hand, it has been possible to have enough 
 prosections made of all the soft parts connected with the bones 
 so that by division of the class into small sections the student 
 not only gets to see the demonstrations, but is himself also 
 required to demonstrate them to the other students and the 
 instructors. 
 
 After having completed the courses in Osteology, Arthrology 
 and Myology, Comparative Anatomy and Descriptive Anatomy, 
 during the first semester, the student enters, in the second 
 semester, upon his work in human dissection with a consciousness 
 that he is only going farther into the subject of Anatomy rather 
 than taking up a new subject. He recognizes each organ as soon 
 as he comes to it, and knows from experience what to do in order 
 to get the most from his efforts. 
 
 Human Dissection. 
 
 The two main objects of this course are to keep the student 
 in the dissecting room as much as possible, and to fix the 
 anatomy upon his mind by having him work out and demonstrate 
 the various structures to those in charge. The dissection of the 
 more difficult parts such as the perinaeum and peritoneum is 
 preceded by demonstrations of models of those parts which together 
 with what the student has learned from comparative anatomy 
 enables him to dissect with a much better understanding. 
 
 For dissection, each body is considered to be composed of 
 four parts separated from each other by the planes: one transverse 
 represented by the diaphragm, the other longitudinal by the median 
 sagittal plane. The parts of the body thus divided are a right 
 and left upper and a right and left lower. The upper includes 
 
8 
 
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 one lateral half of the head, neck, and thorax, and one upper 
 limb. The lower includes one lateral half of the abdomen and 
 pelvis and one lower limb. Every student is required to dissect 
 two parts, an upper and a lower, which make one lateral half of 
 the body. Such organs as the heart, stomach and intestines which 
 are not symmetrical on the two sides of the body, are dissected 
 by all the students working upon that part of the body. Each 
 part is assigned to two students, thus there are eight students 
 working on a cadaver at the same time. According to this assign- 
 ment one half of the class are working upon uppers, and the other 
 half upon lowers. The time required to dissect a part is three 
 two-hour periods a week for one semester. One part is dissected 
 during the second semester of the first year, and the other part 
 during the first semester of the second year. 
 
 The work for the semester is outlined and divided into as many 
 parts as there are weeks in the semester. EVery student is given 
 an outline and each week’s work must be done during that week 
 so that the work is evenly divided throughout the semester. 
 
 The laboratory work is overseen by demonstrators. Each 
 demonstrator has assigned to him twelve or sixteen students, who 
 are working upon the same parts. He not only sees that the 
 structures are dissected out satisfactorily, but hears demonstra- 
 tions of them by the students, and explains such things as are 
 not understood. The demonstrators are present at all laboratory 
 periods and keep a record of each student’s daily work which 
 helps to determine the final grade. 
 
 Quizzes are held twice a week throughout the period of dissec- 
 tion. While a student is dissecting his first part, he is quizzed only 
 upon that part, but while he is dissecting his second part, he is 
 required to answer questions upon both parts. The object of this 
 is to prepare the student for the cross-section or Topographical 
 Anatomy, which follows this course, and which requires a thorough 
 knowledge of all the individual anatomical structures. 
 
 Cross-Section or Topographical Anatomy. 
 
 This course is a resume and practical application of the facts 
 learned by the preceding courses, and no student who has not 
 dissected at least one lateral half of the entire body can do the 
 work. It deals with the various structures in the position they 
 occupy in the undisturbed body and not as they appear after they 
 have been dissected away from all surrounding structures. Thus 
 the student comes to consider each organ an integral part of the 
 body as a whole and as having the same relations as in the living 
 individual. He thinks of the body as a complex unit whose internal 
 parts have definite relations to the surface as well as to the near 
 by structures. 
 
 This phase of anatomical teaching is of the greatest practical 
 importance because it considers anatomy as the student will find 
 it in his practice after he has left the dissecting room. This is best 
 accomplished by studying a serial set of cross-sections of the 
 body which has been so hardened that the various organs retain 
 their normal position and relations. The course follows immediately 
 upon the completion of the regular dissection and requires three 
 two-hour laboratory periods a week for one semester. 
 
 The cadaver which has been hardened with formalin is cut 
 
St. Louis University 
 
 9 
 
 transversely into sections about one inch in thickness. Eight 
 students work upon each set of sections and during the semester 
 each student studies every section. First the various structures are 
 identified at the surface of each section and their change of 
 relations noted as a higher or lower level is considered. Following 
 this a traced drawing of the superior surface of the sections is made 
 as follows: The exact outline of every structure is traced with 
 ink upon a glass lying directly upon the section. This tracing is 
 transferred to drawing paper by clamping the paper upon the 
 glass and holding it to the light. The lines upon the glass can 
 be seen easily through the paper, and are traced upon it so that 
 an exact outline of the section is produced upon the paper. This 
 outline is finished and all the structures labeled in ink. Every 
 section of the trunk is drawn but only five or six of the arm and 
 five or six of the leg. 
 
 These drawings are examined and returned to the student for 
 correction so that ultimately he has a set of drawings, accurate 
 and complete, ' to which he can refer for many relations which 
 cannot be obtained from a textbook. 
 
 After the sections have been drawn the anterior view of the 
 body outline, the skeleton and the viscera are projected upon 
 millimeter paper by measurements taken from the sections them-" 
 selves. In this projection, each set of structures is outlined in a 
 different color of ink so that there is no confusion of lines. This 
 sums up the facts that have been learned from the individual 
 sections and shows the relations of an organ as a whole to the 
 surface of the body, to the skeleton and to the adjacent organs. 
 
 Quizzes are held twice a week in which the student is required 
 to draw typical cross-sections of the body at various levels, as 
 well as to answer questions relating especially to the position and 
 relations of the various structures. The record of the quizzes, the 
 accuracy of the drawings and a final examination determine the 
 final grade in the subject. 
 
 Microscopical Anatomy. 
 
 The work in Microscopical Anatomy is introduced by a study 
 of the microscope, and its accessories together with practical 
 exercises in its use. For this purpose familiar objects are used, 
 such as fabric fibres: cotton, linen, silk, wool. 
 
 As soon as some knowledge of the microscope and its working 
 is gained, the work in Cytology is begun by studying the simplest 
 living animal cells. This is supplemented by the study of living 
 plant cells for the purpose of emphasizing protoplasmic activity. 
 When a clear idea of the cell and its structural elements is 
 obtained, the methods of cell division and differentiation are 
 studied in both animals and plants. The student then proceeds to 
 a study of the variously modified cells found in epithelia, blood 
 and lymph, connective tissues, muscle and nerve. 
 
 When familiar with the elements of the tissues the work in 
 Histology is begun in which the various tissues are studied and the 
 specific micro-chemical tests are applied. 
 
 By the time this part of the work is well in hand the students 
 have become familiar with the various organs and their relations 
 in the cat and are prepared to begin Microscopical Splanchnology. 
 In this work the various systems of organs, such as the circulatory, 
 
10 
 
 BUDDFTIN OF 
 
 respiratory, digestive and genito-urinary are studied. The last 
 two weeks of the course are devoted to the identification of 
 unknown tissue and organs. 
 
 The course is conducted in the following manner: In the 
 earlier part of the work, the student is given specific directions for 
 his laboratory work in the form of printed outlines; these are 
 supplemented by textbook reading on the subjects studied in the 
 laboratory and the textbook in turn is elucidated by explanatory 
 lectures. 
 
 As soon as possible, the use of detailed outlines is discontinued, 
 and during the last two weeks of the course, the lectures are also 
 discontinued. During these last two weeks all the recent text- 
 books are brought into the laboratory, and the students use these 
 in identifying and writing the descriptions of their unknowns. 
 
 Throughout the course, drawings are made of each object 
 studied. The drawings are arranged in the form adopted in publi- 
 cations, the figures are lettered and explained, and a brief descrip- 
 tion written of each. 
 
 The course covers a period of nine hours per week during the 
 first semester of the freshman year. 
 
 Microscopic Neurology. 
 
 The course in Microscopic Neurology comes in the second 
 semester of the Freshman year. The student is at this time study- 
 ing Embryology, and has had a semester’s work in Microscopic 
 Anatomy. He has also dissected the central nervous system of the 
 cat and has made a careful study of the brain of the sheep and man. 
 
 The work begins with a study of the skin as a sense organ, 
 followed by the various forms of nerve and organs, and the organs 
 of taste, smell, sight and hearing. The study of the central nervous 
 system is then begun in which the spinal cord forms the starting 
 point. Then the principal tracts of the cord together with the 
 commisural fibers and their cells of origin are traced. 
 
 Sections are then studied at the level of the motor and sensory 
 decussations, at the level of the olivary nucleus and the exits of 
 the cranial nerves. In addition to this, the study of the cerebellar 
 peduncles and the cerebellum, and of the cerebral peduncles 
 and the cerebrum lays a foundation for a mental picture of the 
 extent of the great sensory, motor and commissural tracts and 
 their nuclei of origin. 
 
 The laboratory work is carried out in the same manner as in 
 Histology. 
 
 Embryology. 
 
 The study of Embryology extends through the second semester 
 of first year. At the end of the first semester, the students have 
 had a half year’s work in gross anatomy, and have finished a 
 thorough course in Cytology, Histology and Microscopical Splanch- 
 nology. Thus they come to the work in Embryology with consider- 
 able knowledge of gross anatomy and a thorough grounding in 
 the methods and results of histological work. 
 
 The work in Embryology begins with the study of the structure 
 of the ovum and spermatozoon. Both living and mounted 
 specimens are drawn and described. The process of fertiliza- 
 
St. Louis University 
 
 11 
 
 tion is then studied in the ovum of Ascaris. The formation of the 
 polar bodies, the formation, structure and union of the male and 
 female pronuclei are observed and drawn. Segmentation, gastru- 
 lation and some of the later stages of development are followed 
 out in the frog’s egg. The chick embryo is used to illustrate the 
 formation of the germ layers and the foetal envelopes. Each 
 student is furnished with complete series of sections. Typical 
 sections are drawn and described and the study of the formation 
 of tissues and organs is begun. The earliest stages in the formation 
 of the blood and the circulatory system, as well as the nervous 
 system, the digestive system, etc, are observed. The development 
 and structure of the amnion, allantois and placenta and the relations 
 of the placenta to the uterus are studied in the rabbit and the pig, 
 with illustrations and demonstrations from human material. 
 
 A detailed study of the formation of the various tissues and 
 organs of the body is made on the embryo pig. The twelve milli- 
 meter pig is made the basis of this study. Drawings are made of 
 the external features, and then each student makes a careful study 
 of the embryo in serial sections. Selected sections are drawn and 
 described in detail and then the various systems of organs, the 
 digestive system, the circulatory system, the nervous system, the 
 genito-urinary system are studied by tracing each through the 
 series of sections. Having worked out the structure of the embryo 
 of this size carefully, the earlier and later stages can be gone 
 through more rapidly. 
 
 The development of the human embryo in the earlier stages 
 is also made by means of serial sections, each student studying 
 several embryos in this way. For the later stages, each student 
 makes drawings of a series of human embryos in various stages 
 of development. The anatomy of the foetus in the later stages is 
 studied in a series of preparations and dissections. 
 
 Throughout the course, attention is called, as occasion arises, 
 to the causes of congenital malformations and to the applications 
 or Embryology to Anatomy, Pathology and Obstetrics. 
 
 There are two lectures a week during a half year. Each 
 lecture is preceded by a quiz and followed by two hours laboratory 
 work. Written examinations are introduced at irregular intervals. 
 In the lectures, references are given to the standard textbooks 
 and to the recent literature of the subjects. The most important 
 textbooks and journals are accessible to the students in the labora- 
 tory or the library. 
 
12 
 
 Bulletin oe 
 
 Department of Physiology, Physiological Chemistry and 
 Pharmacology. 
 
 In this school the following arrangement of Physiology and 
 Physiological Chemistry has been adopted: 
 
 Physiology begins in the second semester of the Freshman year 
 and therefore after the students have had their Histology and Com- 
 parative Anatomy and some part of Chemistry. On account of 
 their incomplete knowledge of Chemistry (the course in Chemistry 
 being at that time only half finished), the students are first intro- 
 duced to the Physiology of muscle, circulation, blood and respira- 
 tion, subjects which are not so completely dependent on Chemistry 
 as others. These subjects are, therefore, finished in time for 
 Pathology which begins the second year of the course. 
 
 In the first semester of the Sophomore year, the Physiology of 
 the nervous system, for which the student has been prepared by 
 his cat anatomy, and by his Neurology, is taken up, followed by 
 the Physiology of the senses. Meanwhile also Physiological Chem- 
 istry begins with the Sophomore year, having for its foundation 
 the Organic Chemistry of the previous year. About the middle 
 of the first semester of the Sophomore year the study of secretion, 
 digestion, absorption, excretion and metabolism is begun and carried 
 forward co-ordinately in Physiology and Physiological Chemistry, 
 the former considering more the physical and nervous aspects of 
 the phenomena; the latter, the purely chemical side. It is hoped 
 by this plan to give the student a detailed yet unified knowledge 
 of these all important subjects. The Physiological Chemistry con- 
 tinues throughout the entire Sophomore year, the last semester 
 being occupied more particularly with the analysis of excretions, 
 of stomach contents, etc., involving practice in the methods used 
 in actual medical examinations. The aim is to make this part of 
 the course thoroughly practical. 
 
 Pharmacology for many reasons should be studied in the 
 Sophomore year. For other reasons, especially that it may take 
 advantage of the preceding study of Physiology and Physiological 
 Chemistry, it is best that Pharmacology be given in the third year. 
 This plan has been adopted. 
 
 Fnysiology Propel. 
 
 This subject is begun in the second semester of the Freshman 
 year. Two lectures, one recitation and six hours of laboratory 
 work are given each week. The laboratory is well equipped with 
 modern apparatus. Beginning with the subject of muscle and 
 contractibility in general, the student is led to see that all external 
 manifestations of life take the form of motion. In the laboratory 
 it is not believed to be profitable for the medical student to go 
 into the graphic study of muscle to any great extent. Enough 
 experiments are given to acquaint him with the more important 
 phenomena and make him reasonably familiar with the apparatus 
 and methods. 
 
 The circulation of the blood is studied largely on mammals. 
 The students work six at a table and so each one has an active 
 part in each experiment, one serving as anaesthetist, a second pre- 
 paring the electrical apparatus, a third acting as operator, etc. 
 The students open the chest and study the living heart; they make 
 
St. Louis University 
 
 13 
 
 blood pressure experiments; they study the effect of stimulation of 
 various nerves on the heart and blood vessels. Great use is made 
 of Porter’s artificial scheme for making clear the physics of the 
 circulation. The human pulse and heart beats are graphically 
 recorded. 
 
 The blood is studied chiefly from the physical and functional 
 point of view, the detailed chemistry being left to the physiological 
 chemist. Each student learns how to count the red and white 
 corpuscles; how to make the various tests for blood; quantitative 
 and qualitative tests for haemoglobin, including the use of various 
 haemoglobinometers and the spectroscope. 
 
 Under respiration are considered chiefly the physical and 
 nervous phenomena of external respiration, the actual use of 
 oxygen in the body being left for consideration under metabolism. 
 The usual graphic experiments are thrown into the background for 
 some introductory work in percussion and auscultation, and for 
 experiments on the effects of carbon dioxide, heat and cold on the 
 respiratory center. A final examination on the work of this 
 semester brings the Freshman Physiology to a close. 
 
 In the first semester of the Sophomore year, Physiology is 
 continued, beginning with the nervous system. The laboratory 
 work on nerve, which is in most schools considered in connection 
 with muscle, is here developed both in lecture and laboratory in 
 connection with the central nervous system. It is believed that 
 this arrangement is logical not only from the standpoint of the 
 anatomical and functional relationships of the peripheral nerves 
 to the central system, but also for the practical reason that the 
 nerve experiments if given in the first year would crowd out more 
 important work on the circulation, blood and respiration. Certain 
 experiments, such as determination of reaction time, the behavior 
 of the reflex frog, the stimulation of the cerebral cortex and 
 of the anterior and posterior roots of the spinal nerves in mammals, 
 and the removal of parts of the brain complete the laboratory 
 work on the nervous system. 
 
 About five weeks are devoted to the special senses. The 
 lectures take up both theoretical and practical phases of the subject. 
 In the laboratory Kuehne’s artificial eye is used to make the 
 student better acquainted with the problems of refraction met with 
 in vision. The use of the ophthalmoscope (at least on the Thoring- 
 ton eye), perimetry and color blindness are other practical topics 
 taken up in the laboratory. In the Physiology of digestion and 
 secretion effort is made to keep pace with the great work now 
 being done especially in Pawlow’s laboratory at St. Petersburg and 
 by certain English investigators. The chemical work on digestion 
 is left practically entirely to Physiological Chemistry. 
 
 A part of the Physiology course is the reading by students of 
 important articles concerning new investigations. Each student 
 receives a subject and references. He must look up the latter in 
 the library, and write up a report. The best reports presented 
 are read before the class. It is felt that this work serves a 
 variety of useful purposes. It helps the student to see that text- 
 books are only compilations and that the sourfces of these are the 
 various archives and journals where new discoveries are reported. 
 It gives him some acquaintance with physiological investigations 
 at first hand and shows him how such work is carried on and made 
 known to the scientific world. It tends to develop the critical 
 
14 
 
 Buixetin oe 
 
 faculty by compelling him to compare the views and work of 
 various investigators upon a given subject. It gives him some 
 notion of the evolution of the science, as he studies the develop- 
 ment of the knowledge of a given topic through a series of papers. 
 Finally it affords him some valuable experience in writing up a 
 subject from an investigation of the literature. 
 
 The examinations in Physiology consist of (a) a laboratory 
 examination in which the student is called on to repeat unaided 
 an experiment of the course, (b) A written examination, (c) An 
 individual oral examination. The final grade is founded on the 
 results of these examinations, together with those of the weekly 
 quizzes, frequent written tests and the laboratory books, which 
 are corrected and graded every two weeks. 
 
 Physiological Chemistry. 
 
 As the thorough understanding of Physiological Chemistry pre- 
 supposes, on the part of the student, a knowledge of inorganic 
 and organic Chemistry, it is taught to Sophomore students. The 
 aim of the course is to give to our medical students physio- 
 logical chemistry which can be used in their practice of medicine. 
 The scientific side is emphasized but not to the exclusion of the 
 practical. In teaching this subject, both the didactic and laboratory 
 methods are used, two lectures and one quiz a week being given 
 to the former and two laboratory periods of three hours each 
 being devoted to the latter. The course runs throughout the 
 Sophomore year. 
 
 The first part of the course is given up to the chemistry of 
 the proteins, carbohydrates and fats. The various qualitative tests 
 and a certain number of quantitative experiments are performed 
 by each student. The chemistry of blood, bone, muscle, cartilage, 
 etc., is then studied. The chemistry of the secretions follows, 
 especial emphasis being laid on the analysis of stomach contents, 
 faeces and urine. 
 
 In teaching the chemistry of the secretions, the regular quali- 
 tative and quantitative tests are made and then these are correlated 
 with the shorter clinical methods. These clinical methods are 
 demonstrated by the instructor and performed by each student. 
 In other words, the aim is the application of Physiological Chem- 
 istry to the needs of the physician. While the clinical methods are 
 being given, some attention is paid to the meaning of the patho- 
 logical changes found in secretions, in so far as this can be under- 
 stood by students who have not yet had clinical medicine. Inductive 
 teaching is followed, starting with the known normal secretions 
 and passing to the unknown pathological secretions. 
 
 Notes are required to be kept of the more important experi- 
 ments and these are inspected by the instructor. Both oral, 
 practical and written examinations are given. The laboratory is 
 well equipped and each student has an individual set of reagents 
 and a locker in which his individual chemical apparatus is kept. 
 
 Pharmacology. 
 
 The course in Pharmacology is planned to give to the student 
 a knowledge of those drugs which will be of the most importance 
 to him in the prophylaxis and therapeutics of disease. The course 
 embodies the essentials of pharmacy, prescription writing, chem- 
 
St. Louis University 
 
 15 
 
 istry of drugs, pharmacognosy, toxicology, and pharmacology or 
 pharmacodynamics. Pharmacology in its broad sense includes 
 all of these branches, but in its restricted sense it refers to the 
 action of drugs on the body and the action of the body on the 
 drugs. The course differs from the usual courses given under 
 the name of Materia Medica in that the physiological action 
 of the chemical agents is thoroughly studied by the laboratory 
 method, and receives the bulk of the time allotted to the subject, 
 while the pharmacognosy or the botany of drugs, which in the 
 old course was given much time, is treated in a more limited 
 manner. 
 
 Three lectures are given per week to the junior class during 
 the first semester. A portion of each lecture period is used for 
 review or recitation upon work considered in previous lectures, 
 and upon the textbook references. Two laboratory periods of three 
 hours each are required for each week. The laboratory work is 
 supplemental to the lectures. 
 
 In the earlier part of the course, the essentials of pharmacy, 
 the methods of preparation and dispensing of drugs, the incom- 
 patibilities likely to occur in prescribing, and a necessary amount 
 of chemistry of drugs are presented to the student, both in the 
 lecture and laboratory. This portion of the laboratory work is 
 done in the Physiological Chemistry laboratory, which is thor- 
 oughly fitted up for chemical work. 
 
 The laboratory work on the physiological action of drugs 
 consists chiefly of experiments upon mammals. Frogs are used 
 whenever they serve the purpose fully. This part of the work 
 is done in the physiological laboratory, which is well adapted 
 to the purpose. The students carry on their experiments after 
 the same general methods as were taught them in their Physio- 
 ology of the preceding year. Such experiments are performed as 
 the following: The production of tetanus in frog by strychnine; 
 the effect of caffeine on blood pressure and kidney excretion; 
 the effect of quinine on differentiated protoplasm; the production 
 of diuresis by certain salts, as sodium sulphate and sodium citrate; 
 poisoning by morphine and treatment; poisoning by carbolic acid 
 and its treatment; effects of nitro-glycerin, digitalis, alcohol, etc., 
 on the blood pressure, heart, kidney, etc. 
 
 The student thus gains a knowledge of the action of drugs 
 based upon experimental evidence which enables him to prescribe 
 knowing just what result he can expect. Too much stress cannot 
 be placed upon this, as empirical therapeutics is highly unsatis- 
 fying and is doomed to be replaced by an exact and scientific 
 therapeutics. 
 
16 
 
 Bulletin oe 
 
 Department of Pathology and Bacteriology. 
 
 General Statement. 
 
 Pathology is the connecting link between the laboratory and 
 the clinic. Its understanding requires a knowledge and training 
 in Anatomy and Physiology that is gained in the beginning of the 
 medical school course and is explanatory of the phenomena that 
 are seen in the hospitals and clinics later on. 
 
 The regular class work, beginning in the second year, is 
 devoted to the systematic study of pathological changes. Each 
 organ of the body is taken up in turn and microscopical sections 
 showing the most important and frequent alterations are studied. 
 
 Knowledge gained in the intimate study of the lesion is 
 applied in the examination of fresh material from the surgical 
 operating table and the autopsy room. Effort is made to have 
 every microscopical picture accompanied and completed by a 
 demonstration of the same process in the gross material. 
 
 The class is divided into small sections which are taken 
 weekly to the City Hospital for instruction in autopsy technique 
 and in the recognition of gross lesions. Other autopsies at the 
 various affiliated hospitals are performed to class sections as the 
 opportunity presents itself. Much surgical material is sent to the 
 laboratories for diagnosis and all of this is utilized for class 
 demonstrations. 
 
 For a limited number of students who wish to become more 
 practiced in the technique of laboratory methods, preparation of 
 material, embedding, staining and the use of the freezing micro- 
 tome for rapid diagnosis the facilities are at hand and such work 
 is always encouraged. 
 
 Equipment. 
 
 The laboratories for this department consist of a large well 
 lighted laboratory with ample capacity for over a hundred students, 
 a research laboratory, preparation rooms and private rooms for 
 the heads of the depatment. 
 
 The laboratories are equipped with one hundred and fifty 
 modern Leitz microscopes (which are used in common with histol- 
 ogy), oil immersion lenses, microtomes and all necessary materials 
 for teaching and research in Pathology and Bacteriology. 
 
 In the pathological research laboratory is ample equipment 
 for all kinds of histological work, including paraffin, celloidin and 
 freezing methods of tissue preparation, microtomes, incubators, 
 thermostats, reagents, Gruebler’s stains, museum jars, glassware, 
 etc. Also there is complete equipment for serum and immunity 
 work. 
 
 The material for teaching and research purposes represents 
 the accumulation of carefully selected tissues from autopsies and 
 surgical operations that have been collected for a number of 
 years and also examples of rare diseases that have been obtained 
 from abroad. All material intended for microscopic study is 
 preserved in Zenker’s fluid, formol, and alcohol, and is rendered 
 available for instant use by means of a card catalogue system, 
 which, used in connection with sample slides and careful descrip- 
 tion of all material sent to the laboratory obviates any waste 
 of time in finding any and all tissues desired. 
 
St. Louis University 
 
 17 
 
 Material for gross demonstrations comprises several hundred 
 museum specimens covering a great variety of special lesion and 
 including malignant and benign new growths. At present all 
 specimens are prepared by the Kaiserling method whereby the 
 normal colors of the tissues are preserved thus making them much 
 more valuable for class demonstration. 
 
 Outline of Course in Pathology. 
 
 The course in pathology consists of laboratory work, demon- 
 strations, post-mortem examinations, lectures and recitations. The 
 aim of the course being to have practical work always predominate. 
 
 Lectures are given twice a week. It is the object of the 
 lecturer to cover in the course of a year all of the essential points 
 in general and special Pathology. The topics of the lectures precede 
 the laboratory work so that the student has fresh in mind a general 
 survey of a given subject immediately before he begins its more 
 specific study with tissue and miscroscope. 
 
 The following order is observed in the study of pathologic 
 processes: 
 
 Inflammation (including exudation, proliferation, phagocytosis, 
 regeneration and repair). 
 
 Retrograde processes (including cloudy swelling, necrosis, cal- 
 cification, fatty infiltration, fatty degeneration, awyloid, glycogenic 
 and hydropic infiltration, hyalin, mucoid and colloid degeneration, 
 pigmentation, etc.). 
 
 Atrophy, hypertrophy and hyperplasia. 
 
 The lesions produced by bacteria. 
 
 The lesions produced by protozoa. 
 
 Immunity. 
 
 The pathology of the blood. 
 
 The pathology of the circulatory system. 
 
 New growths (malignant and benign). 
 
 The pathology of the respiratory system. 
 
 The pathology of the genito-urinary system. 
 
 The pathology of glandular organs. 
 
 The pathology of the nervous system. 
 
 Six hours a week throughout the year are devoted to laboratory 
 work. Each man mounts and keeps his own specimens. Every 
 specimen must be drawn and objectively described and deduction 
 made from the observation. Every drawing and description is 
 submitted to an instructor and must be satisfactory before it is 
 passed by him. There is one instructor to each fifteen men in the 
 laboratory. 
 
 The department is fortunate in having instructors only who 
 have had special training in some of the best pathological labora- 
 tories in this country and in Europe. 
 
 In addition to the microscopic work, demonstrations are given 
 of gross lesions, both by means of fresh material and Kaiserling 
 preparations so that a knowledge of the gross appearance goes 
 along with the study of microscopic changes. 
 
 The autopsy work is done mainly at the City Hospital, and 
 the class is divided into sections of ten or fifteen men so that 
 each student can actually participate in the work and have the 
 opportunity of closely observing and handling the organs and 
 tissues. After seeing the autopsy, the student prepares a protocol 
 
18 
 
 Bulletin oe 
 
 which includes an objective description of the autopsy from begin- 
 ning to end and a summary of post-mortem findings. While the 
 work in the class room is mainly for the systematic study of 
 lesions independently, the autopsy room on the other hand furnishes 
 an opportunity for the study of organs in situ and a consideration 
 of the interdependent relations of various lesions, as for example 
 the combination of interstitial nephritis and cardiac hypertrophy. 
 
 Modern methods of rapid microscopic diagnosis by means of 
 teased preparations and frozen sections are taught and the im- 
 portance of microscopic examination of all tissue removed surgi- 
 cally is insisted upon. 
 
 The following is a list of the specimens given to the class for 
 study, description, drawing and diagnosis during the school year 
 of 1904-1905: 
 
 Blood clot. 
 
 Normal rabbit’s ear. 
 
 Normal tissue elements. 
 
 Rabbit ear, hot water 54. 
 
 Serous exudation. 
 
 Rabbit ear, croton oil. 
 
 Serous purulent exudation. 
 Rabbit muscle of back, croton 
 oil 24 hours. 
 
 Purulent exudation. 
 
 Lung, acute pleurisy, pneumonia. 
 
 Mono-nuclear phagocytes. 
 
 Lung, acute pleurisy, pneumonia 
 (.emphysema). 
 
 Mono-nuclear phagocytes. 
 
 Lung, acute pleurisy, pneumonia. 
 
 Polynuclear phagocytes. 
 Diphtheria of trachea. 
 
 Fibrinous exudation. 
 
 Kidney abscess. 
 
 Abscess of liver. 
 
 Pleurisy, organizing. 
 
 Repair. 
 
 Pericarditis, organizing. 
 
 Repair. 
 
 Pneumonia. 
 
 Repair. 
 
 Muscle of rabbit five days after 
 croton oil. 
 
 Repair. 
 
 Ovarian abcess, granulation 
 tissue. 
 
 Muscle suture four days after 
 foreign body. 
 
 Muscle suture forty-two days 
 after foreign body. 
 
 Cyst of the broad ligament. 
 
 Giant cell phagocytes. 
 
 Cloudy swelling. 
 
 Degeneration. 
 
 Cloudy swelling, liver. 
 
 Liver, heart and kidney, fatty 
 degeneration. 
 
 Frozen section. 
 
 Infarct of kidney and spleen. 
 
 Degeneration, necrosis. 
 
 Liver, central necrosis. 
 
 Degeneration, necrosis. 
 
 Liver, central necrosis with 
 leukemia. 
 
 Calcification. 
 
 Lime salts. 
 
 Colloid kidney. 
 
 Gout. 
 
 Liver, amyloid. 
 
 Spleen, amyloid. 
 
 Kidney, amyloid. 
 
 Heart, brown atrophy. 
 
 Atrophy and pigment. 
 
 Liver, brown atrophy. 
 
 Atrophy and pigment. 
 
 Liver, pernicious anemia also 
 central necrosis. 
 
 Haematog. pigment iron reaction 
 Liver, malaria. 
 
 Haematog. pigment iron reaction 
 Spleen, malaria. 
 
 Haematog. pigment iron reaction. 
 Liver, jaundice. 
 
 Haematog. pigment iron reaction. 
 Skin, Addison’s disease. 
 
 Autochthonous pigment. 
 
 Lymph Nodes, anthracosis. 
 
 Extraneous pigment. 
 
 Acute pericarditis. 
 
 Acute endocarditis, mitral. 
 
 Acute endocarditis, mitral. 
 
 Acute myocarditis. 
 
 Heart, hypertrophy. 
 
 Chronic myocarditis. 
 
 Heart, thrombus. 
 
 Vein, thrombus. 
 
St. Louis University 
 
 19 
 
 Aorta, arterio-sclerosis. 
 
 Aorta, arterio-sclerosis. 
 
 Kidney, arterio-sclerosis. 
 
 Lung, chronic passive congestion. 
 Spleen, chronic passive conges- 
 tion. 
 
 Liver, chronic passive congestion. 
 Heart, infarct. 
 
 Spleen and kidney, infarct. 
 Myelogenous leukaemia, blood clot. 
 Myelogenous leukaemia, marrow. 
 Myelogenous leukaemia, liver. 
 Lymphatic leukaemia, liver. 
 
 Heart abscess, S. P. Aureus. 
 Abscess of lung. 
 
 Skin, phlegmon, streptococus. 
 Acute myostis, streptococcus. 
 Acute meningitis, meningococcus. 
 Acute meningitis, anthrax. 
 
 Liver. 
 
 Broncho-pneumonia, B. Cap. 
 Diphtheria tonsil. 
 
 Anthracosis and broncho-pneu- 
 monia, lung. 
 
 Anthracosis, lung. 
 
 Liver, B. Aerogenes Cap. 
 
 Lung, miliary tuberculosis. 
 
 Liver, miliary tuberculosis. 
 
 Spleen, miliary tuberculosis. 
 Kidney, miliary tuberculosis. 
 Lung, miliary T. B. caseous 
 pneumonia. 
 
 Lung, tuberculosis pneumonia. 
 Lung, tuberculosis pneumonia. 
 Lung, T. B. gelatinous infiltration 
 Lung, T. B. 
 
 Lung, T. B. bronchitis and 
 peribronchitis. 
 
 Lung, cavity wall. 
 
 Lung, cavity wall. 
 
 Intestine, tuberculosis. 
 
 Testicle, tuberculosis. 
 
 Fallopian tubes, tuberculosis. 
 Kidney, T. B. pyelonephritis. 
 Lymph node cervical, tuberculosis. 
 Lymiph node cervical, tuberculosis. 
 Pleura, tuberculosis. 
 
 Pericardium, tuberculosis. 
 
 Cord, tuberculosis. 
 
 Brain, tuberculosis. 
 
 Brain, solitary tubercle. 
 
 Syphilis, gumma of testicle. 
 Syphilis, gumma of liver. 
 
 Syphilis, liver. 
 
 Actinomycosis, liver. 
 Actinomycosis, lung. 
 
 Actinomycosis, cow’s udder. 
 Colon, diphtheritic colitis. 
 
 Colon, amoeba coli. 
 
 Liver, amoeba coli. 
 
 Ileum, early typhoid. 
 
 Ileum, typhoid. 
 
 Ileum, typhoid. 
 
 Lymph node, typhoid. 
 
 Spleen, typhoid. 
 
 Liver, typhoid. 
 
 Small-pox, pustule. 
 
 Small-pox, vesicle. 
 
 Fibroma durum. 
 
 Fibroma multiple. 
 
 Fibroma, oedematous. 
 
 Myxoma. 
 
 Chondroma. 
 
 Chondroma. 
 
 Lipoma. 
 
 Leiomyoma. 
 
 Sarcoma, spindle-cell. 
 
 Sarcoma, round-cell. 
 
 Sarcoma, giant-cell. 
 
 Sarcoma, melanotic. 
 
 Sarcoma, melanotic. 
 
 Sarcoma, lympho. 
 
 Adrenal of kidney and adrenal. 
 Adrenal of lung. 
 
 Cavernoma of the liver. 
 Perithelial angio-sarcoma. 
 
 Lymph endothelioma. 
 
 Malignant adenoma. 
 
 Breast in lactation. 
 
 Carcinoma of breast. 
 
 Carcinoma of breast, scirrhous. 
 Carcinoma of stomach. 
 Carcinoma, colloid. 
 
 Carcinoma, epidermoid. 
 Adeno-cystoma of ovary. 
 Papillary adeno-cystoma of ovary. 
 Intracanalicular pap. adeno- 
 fibroma. 
 
 Wen. 
 
 Teratoma. 
 
 Chorion epithelioma. 
 
 Kidney, acute exudate 
 glomeruli nephritis. 
 
 Kidney, acute capsular 
 glomeruli nephritis. 
 
 Kidney, acute intracapsular 
 glomeruli nephritis. 
 
 Kidney, sub-acute. 
 
 Kidney, chronic glomeruli 
 nephritis. 
 
 Kidney, amyloid nephritis. 
 Kidney, acute pyelonephritis, 
 
20 
 
 / 
 
 BULLETIN OP 
 
 Liver, atrophic cirrhosis. 
 
 Liver, multilobular cirrhosis. 
 Liver, hypertrophic cirrhosis. 
 Liver, fatty cirrhosis. 
 
 Liver, abscess. 
 
 Fat necrosis of abdominal wall. 
 
 Pancreas, diabetes. 
 
 Liver, acute yellow atrophy. 
 Acute interstitial nephritis. 
 Trichinosis, muscle. 
 
 Gliosis. 
 
 Tabes, four levels. 
 
 Surgical Pathology. 
 
 The repair of wounds, the consideration of new growths and 
 other conditions demanding surgical interference are dealt with 
 in the general course; special instruction is given to those wishing 
 advanced work in this department. 
 
 Neuro-Pathology. 
 
 An opportunity is given for special work in the pathology of 
 the diseases of the nervous system. 
 
 Research Courses. 
 
 Every encouragement will be given to men who wish to 
 undertake research work. A limited number who desire can receive 
 instruction in methods of fixing, mounting and cutting sections, and 
 in the various differential stains, and all essential features of 
 pathological technique. 
 
 Bacteriology and Parasitology. 
 
 A course of lectures, quizzes and laboratory work in Bacter- 
 iology is given, in which all the important pathogenic and non- 
 pathogenic bacteria are studied. In the laboratory the student 
 makes his own cultures, follows their development, and submits 
 them to the various diagnostic tests. Whenever possible, the patho- 
 genic effects of organisms are demonstrated by animal inoculations. 
 Especial emphasis is laid upon the cultural, tinctorial, patho- 
 genic, and other characteristics of the forms studied, in order to 
 familiarize the student with the methods of bacteriological diag- 
 nosis. The examination of water, milk, sputum, pus, etc., is made 
 a feature of the laboratory course. The diagnosis of typhoid by 
 the Widal reaction is carefully taught. The laboratory is equipped 
 with the necessary reagents and apparatus, a separate outfit being 
 assigned to each student and a homogeneous immersion objective 
 for individual use in all sections not exceeding thirty students. 
 About seventy different forms of bacteria are maintained in stock 
 cultures for instruction and research. 
 
 The large and growing importance of the study of animal 
 parasites, especially the protozoa, as the causative factors of such 
 diseases as malaria, syphilis, uncinariasis, trypanosomiasis, etc., 
 constantly becomes more evident. Already they are second only 
 to bacteria as pathogenic agents. Consequently no medical cur- 
 riculum can be regarded as complete in which they do not receive 
 adequate treatment. A brief course of lectures, quizzes and 
 demonstrations is therefore offered, in which the structures, life- 
 histories, pathogenic effects and diagnostic characters of the more 
 important animal parasites of man are considered. Especial atten- 
 tion is given to the pathogenic protozoa, inasmuch as these produce 
 the most wide spread and clinically important of the parasitic 
 diseases. As soon as feasible the course in Parasitology will be 
 
St. Louis University 
 
 21 
 
 expanded to a full laboratory course. Among others, the following 
 parasitic diseases are discussed: Amoebic dysentery, typanoso- 
 miasis of man and domestic animals, syphilis, relapsing fever, 
 malaria, coccidiosis, pyroplasmosis of man and animals, distomiasis, 
 taeniasis, ascaridiasis, trichinosis, filariasis, uncinariasis, scabies. 
 
 So far as the facilities of the laboratory permit, every oppor- 
 tunity and encouragement is afforded to men who are qualified 
 and desire to undertake research. The methods of fixing, mounting 
 and cutting sections, and differential staining, as well as the latest 
 and best methods of cultivating and studying bacteria and other 
 parasites are fully taught. The individual needs of the student will 
 be considered rather than the giving of the same work to all, and 
 an attempt made to allow the student to develop his personality 
 along the lines which seem best fitted for him. 
 
 Department of Chemistry. 
 
 The work done in general chemistry necessarily comprises 
 lectures on the principles and facts of the science, laboratory prac- 
 tice and quiz and drill exercises. Research work is almost con- 
 stantly carried on in this laboratory. Of course, students must 
 have mastered more than the regular chemical course, now required, 
 before they can pretend to do research work. 
 
 During the past century chemical research has been prosecuted 
 with great energy by able men and has resulted in a vast increase 
 in knowledge of chemical facts, and of the underlying general laws 
 of the science. Modern medicine utilizes many of these advances 
 in both these directions. Since it has been found impossible to 
 increase the time devoted to chemistry in medical schools, the effec- 
 tive presentation of the facts and principles required, necessitates 
 judicious selection of matter and improved methods of teaching. 
 With this end in view, the history of the beginning of the “new 
 chemistry” at the end of the 18th century is dealt with briefly in 
 this laboratory. Manufacturing processes, to which some text books 
 devote considerable space, are mostly obsolete, and are not required 
 for the purpose in hand, hence the greatest stress is laid on the 
 underlying general principles and laws which are of present and 
 permanent value. 
 
 The medical student of to-day must be made familiar with the 
 leading analytical tests of inorganic and organic chemistry; he 
 should be able to make delicate tests, say for arsenic and sub- 
 limate, strychnine, cocaine and the like, and he should be able to 
 distinguish synthetics and other organic chemicals now common in 
 medical practice. Hence time must be saved by shortening chemical 
 procedure. This is most readily and elegantly effected by making 
 the use of the microscope as common and as essential as the use 
 of the test tube. 
 
 It is in this spirit that we have endeavored for many years to 
 conduct the laboratory work in chemistry. 
 
22 
 
 Bulletin of 
 
 Library. \ 
 
 Although a number of medical schools have provided trained 
 instructors, good laboratories and equipments, but few have as yet 
 realized that the maintenance of high grade work is largely depen- 
 ent upon a good library. 
 
 For the instructor it is a necessary aid. Not many years have 
 passed since the instructor in the fundamental branches was like- 
 wise a busy practitioner, who did all that could have been expected 
 when he gave the student an outline of the ideas embodied in 
 a chosen text. A decided advance was made when the instructor 
 no longer relied upon a single textbook but gathered his information 
 from the latest books in English, German and French. To-day the 
 latest and best textbooks can be scarcely more than a general 
 guide for the student. The information contained therein must be 
 supplementea and corrected by the most recent advances recorded 
 in the current journals. 
 
 For the student, the library is likewise of great value. He is 
 led to the sources of information. He learns how to find the 
 literature on a given topic, and shortly realizes that the statements 
 made by different writers are often widely at variance. He sees 
 the vast amount of work that is being done in all lines and realizes 
 the fact that comparatively little is known in any department of 
 medicine. Above all he is brought in direct contact with the world’s 
 greatest minds, and is thereby stimulated to contribute something 
 to the progress of medicine. 
 
 For the investigator, the library is indispensable. He must 
 not only know what has been done in the past by those who have 
 developed the various branches, but also know what is being 
 done at present in his particular field. Moreover, he must be able 
 to foresee from the present trend of investigation what lines are 
 going to yield the most important results in the near future. 
 
 Thus for the instructor, student and investigator, the library 
 is as necessary as the laboratory. 
 
 The nucleus of a library in the Medical School of St. Louis 
 University has been formed by bringing together books belonging 
 to the University and to members of the faculty and by the generous 
 subscriptions of several members of the faculty, and friends of the 
 University. The library is located on the second floor of the main 
 building, and is open to students from 8 in the morning to 5 in the 
 afternoon. The reading room, which is 25x25 ft., is well lighted 
 and ventilated. The librarian is in constant attendance to issue 
 books and journals. 
 
 The library is intimately associated with and largely supported 
 by the Students’ Co-operative Store. The store is intended to 
 furnish students with all books, instruments and supplies necessary 
 for their school work at or below the regular market prices. The 
 store is given, free of cost, convenient quarters in connection with 
 the library and the entire net proceeds are used for the support 
 of the library. 
 
 From the experience of other institutions it is confidently 
 believed that the revenue derived from this source will be suffi- 
 cient to maintain the present subscriptions for journals and to 
 add such others as may be thought desirable. There will also 
 be added to the library from time to time, as the fund will permit, 
 important medical treatises, memoirs and monographs dealing with 
 
St. Louis University 
 
 23 
 
 anatomical, physiological, pathological, chemical and clinical sub- 
 jects, also all the standard text-books; but for more expensive and 
 valuable accessions, such as complete sets of the standard journals, 
 the library must, in the future, as in the past, rely upon the kind- 
 ness of its friends. In no way can friends of the University better 
 aid it at the present time than by purchasing for the library the 
 back files of important publications. 
 
 In addition to the American weekly and monthly medical 
 publications the following scientific journals are received: 
 American Journal of Anatomy. 
 
 American Journal of the Medical Sciences. 
 
 American Journal of Physiology. 
 
 American Naturalist. 
 
 Anatomischer Anzeiger. 
 
 Anatomische Hefte. 
 
 Annales de 1* Inst. Pasteur. 
 
 Arbeiten aus d. Kaiserl. Gesundheitsamte. 
 
 Archiv f. Anatomie u. Entwickelungsgeschichte. 
 
 Archiv f. d. Gesammte Physiologie. 
 
 Archiv f. Entwickelungsmechanik der Organism en. 
 
 Archiv f. Hygiene. 
 
 Archiv f. Mikroskopische Anatomie. 
 
 Archiv f. Pathol. Anatomie und Physio, und f. Klinishe Medicin. 
 Archiv f. Physiologie. 
 
 Archiv f. Protistenkunde. 
 
 Archiv f. Verdauungs-Krankheiten. 
 
 Archives de Biologie. 
 
 Archives de V Anat. Microscopique. 
 
 Archives de Medicine Experimentale. 
 
 Archives de Zoologie Experimentale. 
 
 Archives Italiennes de Biologie. 
 
 Archivio Italiano di Anat. e. d’ Embryologia. 
 
 Beitrage zur Pathologie. 
 
 Berliner Klin. Wochenschrift. 
 
 Bibliographie Anatomique. 
 
 Biochemisches Centralblatt. 
 
 Biological Bulletin. 
 
 Biologisches Centralblatt. 
 
 British Medical Journal. 
 
 Bulletin de l’lnstitut Pasteur. 
 
 Bulletin et Memoires de la Societe Anatomique de Paris. 
 Bulletin of Johns Hopkins Hospital. 
 
 Centralblatt f. Allgemeine Pathologie und Pathologische An- 
 atomie. 
 
 Centralblatt f. Bakteriologie. 
 
 Centralblatt f. Innere Medicine. 
 
 Centralblatt f. d. Med. Wissenschaft. 
 
 Centralblatt f. Nervenheilkunde. 
 
 Comptes Rendus Hebdomadaire des Seances de la Societe de 
 Biol. 
 
 Deutsche Medicinische Wochenschrift. 
 
 Ergebnisse d. Anat. u. Entwicklungsgeschichte. 
 
 Ergebnisse d. allgem. Pathol, u. Pathol. Anat. d. Menchen u. 
 Thiere. 
 
 Ergebnisse der Physiologie. 
 
 Index Medicus. 
 
 Internationale Monatsschrift fur Anatomie und Physiologie. 
 Jahresberichte uber die Fortschritte der Anatomie und Ent- 
 wickelungsgeschichte. 
 
24 
 
 Bulletin oe 
 
 Jahresberichte u. d. Fortschritte d. Lehre von. der patbologenen 
 Mikroorganismen. 
 
 Jahresberichte iiber die Leistungen und Fortschritte in der 
 gesammten Medicine. Virchow and Hirsch. 
 
 Jenaische Zeitschrift. 
 
 Jour, de 1’ Anat. et la Physiol. Norm, et Pathol. 
 
 Journal of Anatomy and Physiology. 
 
 Journal of Comparative Neurology. 
 
 Journal of Experimental Medicine. 
 
 Journal of Experimental Zoology. 
 
 Journal of Infectious Diseases. 
 
 Journal of Medical Research. 
 
 Journal of Pathology and Bacteriology. 
 
 Journal of Physiology. 
 
 Journal de Physiologie et de Pathologie Generale. 
 
 La Cellule. 
 
 Lancet. 
 
 La Neuroaxe. 
 
 Mittheilungen aus der Zoologischen Station zur Neapel. 
 
 Morphologisches Jahrbuch. 
 
 Muenchener Med. Wochenschrift. 
 
 Nature. 
 
 Neurologisches Centralblatt. 
 
 Quarterly Journal of Microscopical Science. 
 
 Revue Generale de Histologie. 
 
 Schmidt’s Jahrbucher der in- und auslandischer gesammten Med. 
 
 Science. 
 
 Therapie der Gegenwart. 
 
 Wiener Klinische Wochenschrift. 
 
 Zeitschrift f. Allgemeine Physiologie. 
 
 Zeitschrift f. Biologie. 
 
 Zeitschrift f. die Gesammte Therapie. 
 
 Zeitschrift f. Hygiene u. Infeetionskrankheiten. 
 
 Zeitsch. f. Morphologie u. Anthropologie. 
 
 Zeitschr. f Physiol. Chemie. 
 
 Zeitschrift f. Wissenschaft. Mikroskopie. 
 
 Zeitschrift f. Wissenschaft. Zoologie. 
 
 Zentralblatt f. die Gesammte Therapie. 
 
 Zentralblatt f. Physiologie. 
 
 Zoologisches Zentralblatt. 
 
 Complete files of some of these are already on the shelves, 
 and others will be added as rapidly as funds become available. 
 
 Physicians and friends of the Medical School are urged to 
 send to the library any books or journals for which they have 
 no immediate use and to subscribe, to the extent of their ability, 
 to the library fund. 
 
 The privileges of the library are, under proper restrictions, 
 
 extended to physicians and others not directly connected with the 
 
 College. 
 
 Acknowledgment is made to the following for donations to 
 the library: 
 
 C. Barck, A. C. Bernays, Y. H. Bond, H. H. Born, O. H. Brown, 
 
 C. G. Chaddock, G. C. Crandall, J. H. Duncan, A. C. Eycleshymer, 
 
 Jacob Geiger, C. Hinrichs, B. M. Hypes, H. P. Johnson, J. R. 
 Lemen, Bransford Lewis, C. Loeb, H. W. Loeb, E. P. Lyon, C. D. 
 Lukens, M. C. Marshall, C. H. Neilson, C. M. Nicholson, Peter 
 Potter, S. I. Schwab, M. G. Seelig, Hugo Summa, R. L. Thompson, 
 J. M. Wilson, T. C. Witherspoon. 
 
25 
 
 St. Louis University 
 
 Research. ' ^ 1 
 
 The research method in medicine is hut the further develop- 
 ment of the inquisitive method which in turn is as old as medicine 
 itself. The problems which confront the practitioner are solved 
 by methods essentially like those employed by the investigator. 
 Rarely has the physician carefully followed a disease through its 
 various phases without being rewarded by finding out something 
 new. These new things may be stored away as a part of what 
 is called experience and thus add to individual knowledge, or they 
 may form the starting point of a systematic study, resulting in the 
 discovery of new facts or the establishment of new laws, which 
 through publication become an addition to human knowledge. The 
 latter type of work, although an outgrowth of the former, embodies 
 the highest ideals and is dignified by the term research. 
 
 There is no longer room to question the value of research as 
 a great factor in the growth of the modern medical school. The 
 only question is how can it best be encouraged and fostered. 
 
 The first step has usually been taken by securing men for 
 instructors, who have been trained in schools where research as 
 well as teaching has been emphasized. The importance of this 
 initial step is nowhere better set forth than in an address by Barker, 
 from which the following quotation is taken: “Each leader in a 
 department of a true university is both a teacher and an investi- 
 gator. The really great teachers have always been investi- 
 gators. The really great investigators have always been 
 teachers, though not always, perhaps, of large groups of 
 students, nor always, it must be admitted, in their own gener- 
 ation. It is highly desirable that the two faculties of teach- 
 ing and discovering be combined in every university pro- 
 fessor. There may be a place for the non-investigating teacher in 
 a college or seminary, but he is certainly out of his sphere as the 
 leader in a department in a university. The great investigator, 
 on the other hand, who cannot teach students directly may probably 
 be housed and cared for in a, university, for the sake of the 
 contributions which he will make to knowledge, and the prestige 
 his work will bring to the institution; but the department in which 
 he works should also be represented by other men who can both 
 investigate and teach. I am convinced that the influence for any 
 considerable length of time, of a non-investigating teacher cannot 
 fail to be actually harmful to a student.” 
 
 Having secured the type of man as a teacher, the next question 
 is how shall the student be trained that in later life he will 
 contribute something to human knowledge. In the first place 
 the inspiration received from a teacher, who is himself an investi- 
 gator and an authority in his one particular field cannot fail to be 
 a powerful stimulus in the right direction. In the second place, 
 all the class work should be carried on in such a manner that it 
 is preparatory to independent thought. 
 
 In Chemistry, Anatomy, Physiology, Pathology and their sub- 
 divisions, the basis for the student’s knowledge should be laid 
 in laboratory observation. The objects from which the textbooks 
 are made are before him and various devices are employed to 
 encourage accurate observations such as careful records of his 
 work in the form of notes or drawings or both. In beginning a 
 subject specific directions are necessary, later general directions 
 are sufficient, and finally suggestions should be adequate. 
 
26 
 
 Bulletin of 
 
 In like manner, the student may be carried from implicit 
 reliance upon lecture and textbook to supplementary reading in 
 scientific journals. He might, then be required to write brief 
 articles on selected topics in which are embodied the information 
 gathered from various sources, such as inquiry, textbooks, special 
 articles and personal observations. 
 
 These are only a few of the many methods of gradually leading 
 the student from an attitude of complete dependence to one of 
 more or less independence. But when the research idea has been 
 carried out as fully as possible in the class work only a beginning 
 has been made. Opportunity should be provided for the student 
 to take another step in the same direction. 
 
 There are a number of ways in which this could be accom- 
 plished. He might either do a piece of work jointly with an 
 instructor, or repeat the published work of another with a view 
 of confirming or disproving the results. In either case, however, 
 the existence of an already overcrowded curriculum at present 
 precludes the possibility of such work. An opportunity could only 
 be given through the introduction of electives. 
 
 Another method would be the production of a thesis as a 
 requirement for graduation following the plan now in existence in 
 the German and French Universities. 
 
 Whatever solution may be offered, one thing is certain, that 
 if the physician is to add to the fund of human knowledge, he must 
 have some idea of how to work up and present his facts so that 
 they shall form a part of the medical literature of the future. 
 
i 
 
 I 
 
 i 
 
 St. Louis University 
 
 'yr~ 
 
 27 
 
 Instructors in the Fundamental Branches of, (he Medical School. 
 
 Albert Chauncey Eycleshymer, B.S., Ph.D., ^P rofessor and Director 
 of the Department of Anatomy, Histology and Embryology. 
 Assistant in Animal Morphology, 1889, and Botany, 1890, University 
 of Michigan; Chief Assistant to the Director of the Allis Lake Labo- 
 ratory, 1890-91; B.S., University of Michigan, 1891: University Fel- 
 low in Biology, Princeton, 1891; Fellow in Animal Morphology, Clark 
 University, 1891-92; Investigator, Marine Biological Laboratory, 
 Woods Hole, Summer of 1892; Fellow in Biology, the University Ol 
 C hicago, 1892-93; Assistant, ibid., 1893-95; Ph.D., ibid., 1894; Associate 
 in Anatomy, ibid., 1895-97; Instructor, ibid., 1897-1902; Student in 
 the University of Cambridge (England), 1895-96, and studying peda- 
 gogical methods in Anatomy and Histology in Germany and France; 
 Lecturer oh Human Embryology, Rush Medical College, 1897-98; As- 
 sistant Professor of Human Embryology, ibid., 1898-99; Austin Fellow 
 in Histology and Embryology, Harvard Medical School, 1900-01; As- 
 sistant Professor of Anatomy, University of Chicago, 1899-1903. 
 
 » ht n/r t» t t r> — — ■-> 
 
 Albert C. Eycleshymer. 
 
 1892 — Notes on Celloidin Technique. American Naturalist, 
 xxvi, pp. 354-358. 
 
 1892 — Club-root (Plasmodiopthora brassicae, Wor.) in the 
 United States. Journal of Mycology, vii, pp. 79-90. 
 
 1892 — Paraphysis and Epiphysis in Amblystoma. Anatomischer 
 Anzeiger, vii, pp. 215-217. 
 
 1892 — The Cleavage of the Amphibian Ovum. (With E. O. 
 Jordan.) Ibid, pp. 622-624. 
 
 1893 — The Development of the Optic Vesicles in Amphibia. 
 Journal of Morphology, viii, pp. 189-195. 
 
 1894 — The Cleavage of the Amphibian Ovum. (With E. O. 
 Jordan.) Ibid, ix, pp. 407-415. 
 
 1894 — The Egg of Amia and its Cleavage. (With C. O. Whit- 
 man.) Ibid, pp. 309-355. 
 
 1894 — The Early Development of Amblystoma with Observa- 
 tions on Some Other Vertebrates. Ibid, pp. 346-419. 
 
 1897 — The Early Development of the Epiphysis and Paraphysis 
 in Amia. (With Benjamin Marshall Davis.) Journal of Compara- 
 tive Neurology, vii, pp. 45-71. 
 
 1898 — The Location of the Basis of the Amphibian Embryo. 
 Journal of Morphology, xiv, pp. 466-480. 
 
 1899 — The Cleavage of the Egg of Lepidosteus. Anatomischer 
 Anzeiger, xvi, pp. 529-537. 
 
 1900 — Observations on the Breeding Habits of Ameiurus Nebu- 
 losus. American Naturalist, xxxv, pp. 910-919. 
 
 1902 — The Formation of the Embryo of Necturus, with Re- 
 marks on the Theory of Concrescence. Anatomischer Anzeiger, 
 xix, pp. 340-355. 
 
 1902 — Nuclear Changes in the Striated Muscle Cell of Nec- 
 turus. Anatomischer Anzeiger, xxi, pp, 379-386. 
 
 1902 — The Histogenesis of the Striated Muscle Cell. American 
 Journal of Anatomy, i, pp. 512-513. 
 
 1903 — The Early Development of Lepidesteus Osseus. Decen- 
 nial Publications, University of Chicago, x, pp. 1-20. 
 
 1904 — A Sketch of the Past and Future of Embryology. St. 
 Louis Medical Review, pp. 1-10. 
 
 1904 — Human Embryos, Their Value, Method of Preserving and 
 Sectioning. Interstate Medical Journal, xi, pp. 1-8. 
 
 1904 — The Cytoplasmic and Nuclear Changes in the Striated 
 Muscle Cell of Necturus. American Journal of Anatomy, iii, pp. 
 285-310. 
 
 1904 — Bilateral Symmetry in the Egg of Necturus. Anatomis- 
 cher Anzeiger, xxv, pp. 230-241. 
 
 1906 — The Habits of Necturus Maculosus. American Natural- 
 ist, xl, pp. 123-136. 
 
 The Development of Chromatophores in Necturus. American 
 Journal of Anatomy, vii, pp. 317-326. 
 
 The Gastrulation and Embryo Formation in Amia Calva 
 (Wit^TaniejS MereOLPh Wilson). Ame’doff-n I^vrnaJ- of Air Lon. v, v, 
 pp. 133-162. 
 
 The Growth and Regeneration of Gills in the Young-Nec- 
 turus. Biological Bulletin, x, pp. 171-176. 
 
 1907 — The Closing of Wounds in the Larval Necturus. Ameri- 
 can Journal of Anatomy, vii, pp. 317-326. 
 
 Some Observations and Experiments on the Natural and Ar- 
 tificial Incubation of the Egg of the Common Fowl. Biological 
 Bulletin, Vol. xii, pp. 360-373. 
 
 1908 — Bichat, His Life, Researches and Character. Interstate 
 Medical Journal, xv, pp. 1-20. 
 
 The Reaction to Light of the Decapitated Young Necturus. 
 Journal of Comparative Neurology and Psychology, xviii, pp. 303- 
 
 309. 
 
 The Adhesive Organs in Amia (With James Meredith Wilson). 
 Biological Bulletin, xiv, pp. 134-149. 
 
26 
 
 Bulletin oe 
 
 In like manner, the student may be carried from implicit 
 reliance upon lecture and textbook to supplementary reading in 
 scientific journals. He might, then be required to write brief 
 articles on selected topics in which are embodied the information 
 gathered from various sources, such as inquiry, textbooks, special 
 articles and personal observations. 
 
 These are only a few of the many methods of gradually leading 
 the student from an attitude of complete dependence to one of 
 more or less independence. But when the research idea has been 
 carried out as fully as possible in the class work only a beginning 
 has been made. Opportunity should be provided for the student 
 to take another step in the same direction. 
 
 There are a number of ways in which this could be accom- 
 plished. He might either do a piece of work jointly with an 
 instructor, or repeat the published work of another with a view 
 of confirming or disproving the results. In either case, however, 
 the existence of an already overcrowded curriculum at present 
 precludes the possibility of such work. An opportunity could only 
 be given through the introduction of electives. 
 
 Another method would be the production of a thesis as a 
 requirement for graduation following the plan now in existence in 
 the German and French Universities. 
 
 Whatever solution may be offered, one thing is certain, that 
 if the physician is to add to the fund of human knowledge, he must 
 have some idea of how to work up and present his facts so that 
 they shall form a part of the medical literature of the future. 
 
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 in cones, ate department ot sa m 
 
 istry in Medical Department, IXBH-Sur also in Department of Fhar- 
 macy, 1886-6; Chemist of the Geological Survey of Iowa, 1867-9; Pro- 
 fessor of Chemistry. St. Louis College of Pharmacy, 1889-1903; A.M.. 
 Griswold College; M.D., Missouri Medical College, 1871; L.L.D, Gris- 
 wold College, 1883. 
 
 Et.ias Potter Lyon, S.B., A.B., Ph.D., Professor of Physiology and 
 Director of the Department of Physiology, Physiological Chem- 
 istry and Pharmacology. 
 
 S.B., Hillsdale College, 1891; A.B., ibid., 1892; Instructor, ibid., 1891-2; 
 Instructor, Harvard School, Chicago, 1892-6; Graduate Student, the 
 University of Chicago, 1894-7; Instructor, South Side Academy, 
 Chicago, 1S96-7 ; Fellow, the University of Chicago, 1896-7; Ph.D., 
 ibid., 1897; Instructor, Bradley Polytechnic Institute, 1897-1900; In- 
 structor, Marine Biological Laboratory, Summers, 1899-1905; Assistant 
 Professor of Physiology, Rush Medical College, 1900-04; Assistant 
 Professor of Physiology, University of Chicago, 1901-04; Dean in 
 Medical Work, Ibid., 1902-04; Investigator, Naples Zoological Station, 
 1902 (4 months). 
 
 Peter Potter, A.M., M.D., Associate Professor of Anatomy. 
 
 B.S., University of Missouri, 1901; Student Assistant in Anatomy. 
 1900-01; Assistant in Anatomy, 1900-03; A.M., M.D., 1903; in Charge 
 of Department of Anatomy, 1903; Student in Anatomical Institute, 
 University of Berlin, 1904; Student in Harvard University, 1905. 
 Herbert Pablin Johnson, A.M., Ph.D., Associate Professor of Bacter- 
 iology. 
 
 A.B., Harvard, 1889 and A.M., 1890; Assistant in Biology, Williams 
 College, 1890-91; Fellow in Morphology, Clark University, 1890-91; 
 Ph.D., University of Chicago, 1894; Instructor in Botany and Zoology, 
 Des Moines College, 1894; Assistant Professor of Zoology, University 
 of California, 1894-1900; Austin Teaching Fellow in Comparative 
 Pathology, Harvard Medical School, 1900-01; Assistant ditto, 1902; 
 Special Investigation, 1903. 
 
 Charles Hugh Neilson, A.B., Ph.D., M.D., Associate Professor of 
 Physiological Chemistry. 
 
 A.B., Ohio Wesleyan University, 1894; A.M., ibid., 1897; Assistant in 
 Physiology, Ohio Wesleyan University, 1893-4; Public School Super- 
 intendent and Institute Lecturer, 1897-9; Graduate student in Phy- 
 siology and Chemistry, University of Chicago, 1900; Assistant in 
 Chemistry, ibid., 1900; Fellow in Physiology, ibid., 1901; Researcli 
 Assistant to Professor Jacques Loeb, 1901-2; Ph.D., University of 
 Chicago, 1902; Associate in Physiology, University of Chicago, 1902-4; 
 M.D.. Rush Medical College, 1905. 
 
 Ralph Jj. Thompson, A.M., M.D., Associate Professor of Pathology. 
 A.B., Bates College, 1SH0; A.M., ibid., 1902; M.D., Harvard Medical 
 School, 1900; House Officer, Boston City Hospital, 1901-2; Fellow 
 
28 
 
 BuUvKTIN of 
 
 Rockefeller Institute for Medical Research, 1902-3; Assistant in 
 Pathology, Boston City Hospital, 1903; Berlin University, 1905 
 (Summer). 
 
 James Meredith Wilson, Pe.B., M.D., Assistant Professor of Embry- 
 ology and Comparative Anatomy. 
 
 Illinois State University, 1876-78; Ph.B., Cornell University, 1880; 
 M.D., Rush Medical College, 1882; Marine Biological Laboratory, 
 Johns Hopkins University, Beaufort, N. C., 1882 ; Graduate Student, 
 Cornell University, 1882-83; Professor of Natural Science, State Nor- 
 mal School, Oshkosh, Wisconsin, 1883-85; Investigator University of 
 Leipzig, 1885-86; University of Wurzburg, 1886; University of Berlin, 
 1886-87; University of Jena, 1887; Marine Biological Laboratory, 
 Woods Hole, 1889; Student Library School, Albany, N. Y., 1891-92; 
 Reference Librarian, Medical Department, Newberry Library, Chicago, 
 1892-94. 
 
 Orville Harry Brown, A.B., Ph.D., M.D., Assistant Professor of 
 Pharmacology. 
 
 A. B., University of Kansas, 1901; Laboratory Assistant in Physiology, 
 University of Kansas, 1901-1902; Fellow in Physiology, University of 
 Chicago, 1902; Assistant in Physiology, University of Chicago, 1902- 
 1904; Ph.D., University of Chicago, 1905; M.D., St. Louis University, 
 1905. 
 
 Herbert D. Kistler, B.S., M.D., Assistant Professor of Anatomy. 
 
 B. S., M.D., St. Louis University, 1905; Student of Harvard Medical 
 School 1905 (Summer); Instructor in Anatomy, St. Louis University, 
 1903-5. 
 
 Downey L. Harris, M.D., Instructor in Pathology and Bacteriology. 
 M.D., University of Michigan, 1899; Northern Michigan Insane Hos- 
 pital, 1899-1900; Worcester, Mass., State Hospital, 1900; Worcester, 
 Mass., City Hospital, 1901-2; Berlin University (Summer), 1905. 
 Carl Gustav Hinrichs, Ph.C., Assistant in Chemistry. 
 
 St. Louis College of Pharmacy, 1899 ; Analyst for Missouri Board of Agri- 
 culture, 1899-1903 ; Professor of Chemistry, St. Louis Dental College, 1904. 
 
 David C. Todd, B.S., M.D., Instructor in Anatomy. 
 
 B.S., Geneva College, 1898; Student, Beaumont Hospital Medical Col- 
 lege, 1898-1900; Student, Rush Medical College, 1900-1; M.D., Marion- 
 Sims-Beaumont College of Medicine, 1902; Assistant Physician and 
 Surgeon, St. Mary’s Infirmary, 1902-3 
 Jules M. Brady, M.D., Assistant in Pathology. 
 
 M.D., College of Physicians and Surgeons, St. Louis, Mo., 1898; City 
 Hospital, St. Louis, Mo., 1898-99; Female Hospital, St. Louis, Mo., 
 1899-1900; Poor House, St. Louis, Mo., 1900-1; University of Vienna, 
 1901-2. 
 
 Major G. Seelig, A.B., M.D., Assistant in Pathology. 
 
 A.B., Harvard University, 1896; M.D., College of Physicians and Sur- 
 geons, Columbia University, 1900; Interne, Mt. Sinai Hospital, New 
 York, 1900-2; House Surgeon, ibid., 1902-3; Berlin University, 1903-4. 
 William Elston Leighton, A.B., M.D., Assistant in Anatomy. 
 
 A. B., Bowdoin College, 1895; M.D., Harvard Medical School, 1900; 
 Surgical Dresser, Boston City Hospital, 1899-1900; House Surgeon, 
 Worcester City Hospital, 1901-2; Assistant in Operative Surgery, 
 Medical Department of St. Louis University. 
 
 Don R. Joseph, B.S., Assistant in Physiology and Physiological Chem- 
 istry. 
 
 Assistant in Biology, Bradley Institute, Peoria, 111., 1902-3; Graduate, 
 ibid., 1903; Scholarship, University of Chicago and Rush Medical 
 College, 1903-4; B.S., University of Chicago, 1904. 
 
 Oliver P. Terry, B.S., Assistant in Physiology. 
 
 B. S., Purdue University, 1903; Graduate student. University of Chi- 
 cago, 1903; St. Louis University, 1904; Investigator at Marine Biologi- 
 cal Laboratory, Woods Hole, 1905. 
 
 Elmo P. Porterfield. Ph.G., Ph.C., M.D., Assistant in Anatomy. 
 South East Normal School, Cape Girardeau; Ph.G., Northwestern 
 University, 1895; Ph.C., ibid., 1896; M.D., Rush Medical College, 1899; 
 Post-Graduate Hospital, Chicago, 1899-1901. 
 
 Louis A. Brandenberger, M.D., Assistant in Anatomy. 
 
 St. Louis Central High School; M.D., Marion-Sims College of Med- 
 icine, 1899 ; Student, University of Vienna, 1902 ; Student, University of 
 Berlin, 1903. 
 
St. Louis University 
 
 31 
 
 Der Erdmagnetismus als Folge der Bewegung der Erde im 
 Aether. Mit Karte. 44 pp. 8vo. Copenhagen, 1860. 
 
 Programme der Atommechanik. 44 pp. Iowa City, 1867. 
 
 The Elements of Physics. 8vo viii, 176 plates. Davenport and 
 Leipzig, 1870. 
 
 The Principles of Pure Crystallography, 8vo iv, 44. Davenport 
 and Leipzig, 1871. 
 
 The Elements of Chemistry and Mineralogy, 8vo, 178. Plates. 
 Davenport and Leipzig, 1871. 
 
 The Method of Quantitative Induction in Phys. Science, 50 
 pp., 1872. 
 
 The Principles of Chemistry and Molecular Mechanics, 200 pp., 
 1874. 
 
 Beitrage zur Dynamik des Chemischen Molekuls. Fock, Leip- 
 zig, 1892. 
 
 The True Atomic Weights of the Chemical Elements, and the 
 Unity of Matter, pp. xvi, 256, 8vo. 
 
 Introduction to General Chemistry, 400 pp., 1897. 
 
 The Absolute Atomic Weights of the Chemical Elements * * * 
 and the Unity of Matter, 1901, 304 pp. 
 
 The Proximate Constituents of the Chemical Elements Me- 
 chanically Determined from their Physical and Chemical Properties. 
 St. Louis, New York and Leipzig, 1904. 8 vo. 32 pp. plates, 112 
 
 pp. text. 
 
 The Amana Meteorites. 8vo., 104 pp. of which 24 plates. St. 
 Louis, New York and Leipzig, 1905. 
 
 Situngsberichte Akademie der Wissenschaften, Vienna, pre- 
 sented by Wilhelm Haidinger. On the Crystal Structure of Quartz. 
 1870, No. 1, p. 83. On the Statics of Crystal-Symmetry. 1870, No. 
 2, p. 345. Chemico-Physical remarks on the Reality of Rhombo- 
 Tesseral Forms. Anzeiger, 1869, No. 1. 
 
 Comptes Rendus, de T Academie des Sciences de Paris. Pre- 
 sented by Marcelin Berthelot: 
 
 On the Molecular Rotation of Gases. Vol. 76, p. 1357. 
 
 On the Boiling Points and the Molecular Volumes of the Iso- 
 meric Chlorides of the Ethyl Series. Vol. 76, p. 1408. 
 
 On the Calculation of the Moments of Inertia of Molecules. 
 Vol. 76, p. 1592. 
 
 On the Atomic Structure of the Molecules of Benzine and 
 Terebene. Vol. 80, p. 47. 
 
 Calculation of the Maximal Moments of Inertia of the Mole- 
 cules of the Chlorine Derivatives of Toluene. Vol. 80, p. 565. 
 
 On the Determination of the Boiling Points of the Chlorine 
 Derivatives of Toluene. Vol. 80, p. 766. 
 
 Statement of the General Law Determining the Fusing and 
 Boiling Points of any Compound under any Pressure, as Simple 
 Function of the Chemical Constitution of the same. Vol. 112, p. 998. 
 
 Calculation of Ihe Fusing and Boiling Points of Normal Par- 
 affins. Vol. 112, p. 1127. 
 
 Calculation of the Boiling Point of any Liquid under any 
 Pressure. Vol. 112, 1436. 
 
 Calculation of the Molecular Volume. Vol. 113, p. 36. 
 
 Mechanical Determination of the Linkage of the Carbon Atoms 
 in Organic Compounds. Vol. 113, p. 313. 
 
 Calculation of the Specific Heat. Vol. 113, p. 468. 
 
32 
 
 Bulletin of 
 
 Calculation of the Magnetic Rotation of the Plane of Polar- 
 ization of Light. Vol. 113, p. 500. 
 
 Mechanical Determination of the Position of the Hydrogen 
 Atoms in Organic Compounds. Yol. 113, p. 743. 
 
 Calculation of the Boiling Point of the Isomeric Ethers of the 
 Fatty Acids. Vol. 113, p. 798. 
 
 Calculation of the Boiling Point of Compounds Derived From 
 the Paraffins by Terminal Substitution. Yol. 114, p. 597. 
 
 Determination of the Boiling Surface of the Normal Paraffins. 
 Vol. 114, p. 1015. 
 
 Establishment of the Formulae for the Calculation of the Max- 
 imal Moments of Inertia. Vol. 114, p. 1064. 
 
 Mechanical Determination of the Boiling Points of Compounds 
 of Simple Terminal Substitution. Vol. 114, p. 1113. 
 
 Mechanical Determination of the Boiling Points of Compounds 
 of Complex Terminal Substitution. Vol. 114, p. 1272. 
 
 Mechanical Determination of the Boiling Points of Alcohols 
 and Acids. Vol. 114, p. 1367. 
 
 On the Mechanical Contrast Between the Radical Cyanogene 
 and the Chloroid Elements. Vol. 115, p. 177. 
 
 The Specific Heat of the Atoms and Their Mechanical Con- 
 stitution. Vol. 115, p. 239. 
 
 On the General Form of the Boiling Point Curves ^of the 
 Compounds Resulting from Central Substitution. Vol. 115, *p. 314. 
 
 Critical Reduction of Fundamental Determinations of Stas on 
 Potassium Chlorate. Vol. 115, p. 1074. 
 
 On the Determination of the Atomic Weight of Lead by Stas. 
 Vol. 116, p. 431. 
 
 General Method for the Calculation of the Atomic Weights 
 From the Results of Chemical Analysis. Vol. 116, p. 695. 
 
 Determination of the Atomic Weight by the Limit Method. 
 Vol. 116, p. 753. 
 
 Determination of the True Atomic Weight of Hydrogen. Vol. 
 117, p. 663. 
 
 Outline of the System of Atomic Weights of Precision, Based 
 Upon the Diamond as Standard of Matter. Vol. 117, p. 1075. 
 
 On the Atomic Weights of Precision. Determined by Using 
 Silver as Secondary Standard of Matter. Vol. 118, p. 528. 
 
 On the Atomic Weight of Boron. Vol. 130, p. 1712. 
 
 On the Atomic Weight of Ten Elements Determined From 
 Recent Experiments. Vol. 131, p. 34. 
 
 On the Composition of the Air in the Vertical, and on the 
 Constitution of the Higher Strata of the Earth’s Atmosphere. Vol. 
 131, p. 442. 
 
 Preliminary Notice of an Inverse Genus of Common Meteoric 
 Stones. Presented by A. Daubree. Vol. 118, p. 1418. 
 
 The Oscillation of Mid-November in America. Presented by 
 Chas. St. Claire-Deville. Vol. 82, p. 520. 
 
 On the Meteorites of Amana. Vol. 140, p. 545. 
 
 On the Uniformity of Composition of the Amana Meteorites. 
 Vol. 140, p. 612. 
 
 On the True Atomic Weight of Nitrogen. Vol. 140, p. 1590. 
 
 Proceedings of the American Association for the Advancement 
 of Science: 
 
 The Statics of the Four Types of Modern Chemistry, With 
 Especial Regard to the Water Type. Vol. 17, p. 207. 
 
St. Louis University 
 
 33 
 
 A New and General Law Determining the Atomic Volume and 
 Boiling Point of a Great Number of Carbon Compounds. Vol. 17, 
 p. 223. 
 
 On the Calculation of the Crystalline Form of the Anhydrous 
 Carbonates, Nitrates, Perchlorates, Permanganates, and Other Salts 
 of Like Composition. Vol. 17, p. 345. 
 
 On the Molecular Perturbations. Vol. 18, p. 100. 
 
 On the Classification and the Atomic Weights of the So-Called 
 Chemical Elements, With Reference to Stas’ Determinations. Vol. 
 
 18, p. 112. 
 
 On Atomic Volume and Atomic Distances of the Crystallized 
 A B 3 C. Vol. 18, p. 275. 
 
 On the Dynamical Conditions of the Three States of Aggre- 
 gation. Vol. 21, p. 258. 
 
 A Simple Arsenic Apparatus for the Detection of Minute 
 Traces of Arsenic. Vol. 21. 
 
 Determination of the Discontinuity of the Fusing Points of 
 Paraffins by Means of Analytical Mechanics. Vol. 40, p. 141. 
 
 On the Mechanics of the Three States of Aggregation. Vol. 
 41, p. 90. 
 
 On the Mechanical Determination of the Stereographic Con- 
 stitution of Organic Compounds. Vol. 41, p. 114. 
 
 On the Systematic Errors Affecting All the Atomic Weights 
 of Stas’. Vol. 42, p. 107. 
 
 Forhandlinger ved Skandinaviske Naturforskeres vii Mode, 
 Copenhagen: 
 
 Fern Love af den Kosmiske Physik, 1860. 
 
 American Journal of Science, New Haven: 
 
 On the Density, Rotation and Relative Age of the Planets. 
 Vol. 37, p. 35, 1864. 
 
 On the Distribution of the Dark Lines in the Spectra of the 
 Elements. Vol. 38, p. 31. 1864. 
 
 On the Magnetic Period Depending on the Sun’s Rotation. Vol. 
 38, p. 420. 1864. 
 
 Introduction to the Mathematical Principles of the Nebular 
 Theory. Vol. 39, pp. 46, 134, 276. 1865. 
 
 On the Inclination of the Planetary Orbits to the Invariable 
 Plane. Vol. 40, p. 131. 
 
 On the Spectra and Compostion of the Chemical Elements. 
 Vol. 42, p. 350. 1866. 
 
 American Journal of Mining, New York: 
 
 Synopsis of the Programme of Atom-Mechanics. June, July, 
 1867. 
 
 Atom-Mechanics Proved by Tyndall’s Experiments. May 2, 1868. 
 
 On the Composition, Valuation and Proximate Analysis of Iowa 
 Coals. Nov. 39, Dec. 28, 1867, and January 4, 1868. 
 
 The Chemical Operations. A series of 16 papers. 1869. 
 
 Natural Classification of the Elements. The Pharmacist, Chi- 
 cago, July, 1869. 
 
 Einfache Schwefelwasserstoff Flasche. Zeitschrift fur analy- 
 tische Chemie, Wiesbaden, 1869. 
 
 The Great Iowa Meteor of Feb. 12, 1875. Popular Science 
 Monthly, New York, Sept., 1875. 
 
34 
 
 Bulletin of 
 
 The Specific Heat of the Atoms and Their Mechanical Con- 
 stitution. Chemical News, London. Vol. 66, p. 116. 1892. 
 
 Ueber die Spanning des gesattigten Wasserdampfes. Zeit- 
 schirft fur Physioikalische Chemie, Leipzig. Yol. viii, No. 6. 1891. 
 
 Das wahrs Atomgeswicht des Kupfers. Zeitschrift fur Anor- 
 ganische Chemie, Hamburg. Vol. v, p. 293. 1893. 
 
 The False Atomic Weights of the Smithsonian Institute. The 
 National Druggist, St. Louis. November, 1900, to March, 1901. 
 
 Chemiker Zeitung, Cothen, (Germany.) 
 
 Zur Chemie der fossilen Kohlen, p. 593. 1904. 
 
 Finesse und Philosophie in der heutigen Chemie. p. 747, p. 1085. 
 1904. 
 
 Chemisches vom Kbngress am Mississippi, p. 1068. 1904. 
 
 Die induktive Bestimmung der naheres Bestandtheile der chem- 
 ischen Elemente. p. 120. 1905. 
 
 Sur la Debacle du Systeme de Stas et sur le nouveau poids 
 atomique probable de l’azote. In Press. Le Moniteur Scientifique 
 de Quesneville, Paris. January, 1906. 
 
 The Weathering of Iowa Building Stones. 8vo., 44 pp., with 
 large plates. Capitol Commission of Iowa. Des Moines. 1871. 
 
 Chemical Report on the Rocks, Fuel and Water of Iowa. Pre- 
 liminary Geological Report, pp. 203-280. Des Moines. 1868. 
 
 Rainfall Laws, deduced from Twenty Years of Observation. 
 Washington, D. C., Weather Bureau. 1893. 
 
 H. P. Johnson. 
 
 1892 — Amitosis in the Embryonal Envelopes of the Scorpion. 
 Bull. Mus. Cornpar. Zoology, xxi, pp. 127-161.. 3 plates. 
 
 1893 — A Contribution to the Morphology and Biology of the 
 
 Stentors. Journal of Morphology, viii, pp. 467-562. 4 plates. 
 
 1894 — The Plastogamy of Actinosphaerium. Journal of Mor- 
 phology, ix, pp. 269-276. 
 
 1897 — A Preliminary Account of the Marine Annelids of the 
 Pacific Coast, with Descriptions of New Species. Proc. California 
 Academy of Sciences, 3rd series, i, pp. 153-198. 6 plates. 
 
 1901 — The Polychaeta of the Puget Sound Region. Proc. Bos- 
 ton Soc. of Natural History, xxix, pp. 381-437. 19 plates. 
 
 1902 — A New Parasite of Anopheles. Journal of Medical Re- 
 search, vii, pp. 213-219. 1 plate. 
 
 1902 — On a Coccidium (Klossiella muris gen. et spec, nov.) 
 in the Renal Epithelium of the Mouse. (With Dr. Theobald Smith.) 
 Journal of Experimental Medicine, vi, pp. 303-316. 3 plates. 
 
 1902 — Collateral Budding in Annelids of the Genus Trypano- 
 syllis. American Naturalist, xxxvi, pp. 295-315. 20 figs. 
 
 1903 — A Study of Certain Mosquitoes in New Jersey, and a 
 Statement of the “Mosquito-Malaria Theory.” Appendix to the 
 State Entomologist’s Report of the Mosquito Investigations in 1902. 
 
 1903 — Fresh Water Nereids from the Pacific Coast and Hawaii, 
 with Remarks on Fresh Water Polychaeta in General. Mark’s 
 Anniversary Volume, article x, pp. 205-223. 2 plates. 
 
 1903 — Ictero-Haematuria of Sheep in Western Montana (Pre- 
 liminary Account). Proc. American Veterinary Medical Assoc., 
 Session of 1903, pp. 301-313. 
 
 1904 — The “Yellow Disease” (Parasitic Ictero-Haematuria) of 
 Sheep in Western Montana. Published by authority of Montana 
 Sheep Commission. 18 pp. 3 plates. 
 
St. Louis University 
 
 35 
 
 Elias P. Lyon. 
 
 1897 — Die Entwickelung der Gehirnbahnen in der Tierreihe: 
 Edinger. A Review. Monist, vii, p. 476. 
 
 1898 — The Functions of the Otocyst. Journal of Comparative 
 Neurology, viii, p. 238. 
 
 1899 — Contribution to the Comparative Physiology of Com- 
 pensatory Motions. American Journal of Physiology, iii, p. 86. 
 
 1900 — Compensatory Motions in Fishes. American Journal of 
 Physiology, iv, p. 77. 
 
 1901 — An Improved Form of Kuehne’s Artificial Eye. School 
 Science, 1901, p. 199. 
 
 1902 — Effects of KNC and of Lack of Oxygen on the Fertilized 
 Eggs and the Embryos of the Sea Urchin (Arbacia). American 
 Journal of Physiology, vii, p. 56. 
 
 1903 — Experiments in Artificial Parthenogenesis. American 
 Journal of Physiology, ix, p. 308. 
 
 1904 — Rhythms of Susceptibility and of CO 2 Production in Cleav- 
 age, Seminar Report. Biological Bulletin, vi, p. 323. 
 
 1904 — Rythms of CO 2 Production during Cleavage. Science, N. 
 S., xix, p. 350. 
 
 1904 — A Biological Examination of Distilled Water. Biological 
 Bulletin, vi, p. 198. 
 
 1904 — Laboratory Outlines for Physiology. Part I, The Nervous 
 System; Part II, The Senses. (With C. H. Neilson.) Chicago, 1904. 
 
 1904 — Rhythms of Susceptibility and of Carbon Dioxide Pro- 
 duction in Cleavage. American Journal of Physiology, xi, p. 52. 
 
 1904 — On Rheotropisrn I. Rheotropism in Fishes. American 
 Journal of Physiology, xii, p. 149. 
 
 1905 — Rheotropism in Fishes. Seminar Report. Biological 
 Bulletin, viii, p. 238. 
 
 1905 — On Jensen’s Theory of Geotropism. American Journal 
 of Physiology, xiii, p. 15. 
 
 1905 — Theory of Geotropism in Paramoecium. American Jour- 
 nal of Physiology, xiv, p. 421. 
 
 1905 — William Harvey and our Debt to Him; a Lecture. Inter- 
 state Medical Journal, xii, p. 790. 
 
 C. H. Neilson. 
 
 1901 — Weitere Versuche uber Kfinstliche Parthenogenese. 
 (With Jacques Loeb and Martin Fischer.) Pflueger’s Archiv., Bd. 87, 
 p. 1. 
 
 1902 — The Hydrolysis and Synthesis of Ethyl Butyrate by 
 Platinum Black. Science, xv, p. 715. 
 
 1902 — Further Experiments on Antitoxic Effects of Ions. 
 American Journal of Physiology, vii, p. 405. 
 
 1903 — Hydrolysis and Synthesis of Fats by Platinum Black. 
 American Journal of Physiology, x, p. 191. 
 
 1904 — Effect of Ions on the Decomposition of Hydrogen Dioxide 
 by Platinum Black. (With O. H. Brown.) American Journal of 
 Physiology, x, p. 225. 
 
 1904 — Effects of Ions on the Decomposition of Hydrogen Dioxide 
 and Hydrolysis of Butyric Ether by a Watery Extract of Pancreas. 
 (With O. H. Brown.) American Journal of Physiology, x, p. 335. 
 
 1904 — Double Congenital Stenosis of Alimentary Canal. Trans- 
 actions of Chicago Pathological Society, February 8th, 1904. 
 
3 0 
 
 12 105658196 
 
 36 Bulletin of 
 
 1904 — Further Proof of Ion Action in Physiologic Processes. 
 (Vtfith O. H. Brown.) American Journal of Physiology, xii, p. 374. 
 
 1904 — Laboratory Outlines for Physiology. (With E. P. Lyon.) 
 Chicago, 1904. 
 
 1904 — Teaching of Physiology in Public Schools. University of 
 Chicago Record, 1904. 
 
 1905 — Influence of Alkaloids and Alkaloidal Salts upon Catal- 
 ysis. (With O. H. Brown.) American Journal of Physiology, xiii, 
 p. 427. 
 
 1905 — The Effect of Certain Salts and Dextrose on the Rate of 
 Transformation of Glycogen into Dextrose. (With O. P. Terry.) 
 American Journal of Physiology, xiv, p. 105. 
 
 1905 — The Effects of Hypnotics and Antipyretics on the Rate 
 of Catalysis of Hydrogen Dioxide by Kidney Extracts. (With 
 O. P. Terry.) American Journal of Physiology, xiv, p. 248. 
 
 1906 — Further Evidence of Similarity Between Catalysis and 
 Enzymatic Action. American Journal of Physiology, Jan., 1906. 
 
 Peter Potter. 
 
 1905 — A Heart Presenting a Septum Across the Left Auricle. 
 (With S. Walter Ranson.) Journal of Anatomy and Physiology, 
 xxxix, pp. 69-73. 
 
 1905 — Topography of the Thorax and Abdomen. University 
 of Missouri Studies, Science Series, i, number 1, pp. viii, and 145. 
 
 1905 — Relational Anatomy of the Head and Face. Dental 
 Brief, Dec., 1905. 
 
 M. G. Seelig. 
 
 1904 — Histological Study of the Stump of Appendix. Annals 
 of Surgery, xl, p. 709. 
 
 1905 — Superstition in Medicine. Medical Library and Historical 
 Journal, iii, p. 174. 
 
 1905 — Scopolomine-Morphine as an Adjuvant to General Anaes- 
 thesia. Annals of Surgery, xlii, p. 185. 
 
 O. P. Terry. 
 
 1903 — Effect on the Blood of the Terpene, Camphoric Peroxide. 
 (Graduation Thesis.) 
 
 1905 — The Effect of Certain Salts and Dextrose on the Rate 
 of Transformation of Glycogen into Dextrose. (With C. H. Neil- 
 son.) The American Journal of Physiology, xiv, p. 105. 
 
 1905 — The Effect of Hypnotics and Antipyretics on the Rate 
 of Catalysis of Hydrogen Dioxide by Kidney Extract. (With C. H. 
 Neilson.) American Journal of Physiology, xiv, p. 248. 
 
 1906 — Galvanotropism of Volvox. American Journal of Physi- 
 ology. (In press.) 
 
 Ralph L. Thompson. 
 
 1901 — Bacillus Capsulitis Mucosus in Acute Lobar Pneumonia. 
 Boston City Hospital Reports, 11th Series. 
 
 1902 — Pylophlebitis and Liver Abscess following Appendicitis. 
 Boston City Hospital Reports. 12th Series. 
 
 1903 — Complement Conten.. of the Blood in Variola. Journal 
 of Medical Research, v, p — 
 
 1905 — Melanoma of Choroic. Interstate Medical Journal. 
 
 1905 — Laboratory Diagnc is of Variola. Journal American 
 Medical Association. April 22i.d, 1905.