nsformed
into a _camera obscura_. The one thing of importance is the
production of the phenomenon, be this a bad smell or a perfume, an
electric spark or the colors of Geissler's tubes, a resonance with
Helmholtz's reverberators, or the geometrical arrangement of fine dust
on a metallic plate in vibration; the shape of a leaf or the
contraction of a frog's muscle; the study of the blind spot in the eye
or the rhythm of cardiac pulsation; all is equal and all is included;
the eager and absorbing quest is the quest of truth. It is this which
the new generation demands from science, not the oratorical art of the
professor, the noble gesture, the quip that lightens the weight of the
discourse, the lively peroration of the carefully elaborated harangue,
and all those expedients which were once developed by a special art
for the express purpose of capturing the attention. It is passion for
knowledge rather than attention which now animates our young people,
who often come out of university halls remembering neither the voice
nor the appearance of their professor.

But this does not connote the absence of love and respect for the
master. Only, the veneration a modern student feels in the depths of
his heart for the great scientist and benefactor of humanity, who
stands before him unassumingly dressed in a linen blouse, differs
essentially from the fear tempered by ridicule which the gown and wig
once inspired.

The transformation of schools and teachers must now proceed on the
same lines.

When in a school everything revolves around a fundamental fact, and
this fact is a natural phenomenon, the school will have entered the
orbit of science. Then the teacher must assume those "characteristics"
which are necessary in the presence of science.

Among its devotees we find "characteristics" independent of the
content of thought; in short, physicists, chemists, astronomers,
botanists, and zoologists, though their content of knowledge is
entirely different, are nevertheless all students of the positive
sciences, and have characteristics which differentiate them from the
metaphysicians of the past. These characteristics are related, not to
the content, but to the method of the sciences. If, therefore,
pedagogy is to take its place among the sciences, it must be
characterized by its method; and the teacher must prepare herself, not
by means of the content, but by means of the method.

In short, she should be distinguished by _qua