Abstract
THE development of the German universities rlurincf the last hnnrlrprl vpars has iindpninhlv during the last hundred years has undeniably raised them in the eyes of the scientific world, but at the same time it has given rise to practical difficulties which are more and more felt, and, here and there, much deplored. German professors regard scientific research rather than teaching as their distinguishing task, or at least their teaching mostly takes the shape of initiation into, the methods of research. Their lecturing has thus assumed such an abstract character that the student coming from a higher school in the proud possession of a “certificate of maturity” usually finds the transition to the new atmosphere of thought very hard, and commonly wastes more than one term merely in finding a footing. At the other end, the step from the university into a profession is the reverse of easy; the medical faculty, with its clinical hospitals and similar arrangements, is really the only one which offers a direct training for the future.
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University Education in Germany 1 . Nature 89, 518–520 (1912). https://doi.org/10.1038/089518a0
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DOI: https://doi.org/10.1038/089518a0