A Quote by Johann Wolfgang von Goethe

In all our academies we attempt far too much. ... In earlier times lectures were delivered upon chemistry and botany as branches of medicine, and the medical student learned enough of them. Now, however, chemistry and botany are become sciences of themselves, incapable of comprehension by a hasty survey, and each demanding the study of a whole life, yet we expect the medical student to understand them. He who is prudent, accordingly declines all distracting claims upon his time, and limits himself to a single branch and becomes expert in one thing.
The grounding in natural sciences which I obtained in the course of my medical studies, including preliminary examinations in botany, zoology, physics, and chemistry, was to become decisive in determining the trend of my literary work.
I spent some time at White Memorial Medical Center as a senior medical student doing a rotation in surgery; however, I felt I wasn't getting enough time assisting.
'Tis a short sight to limit our faith in laws to those of gravity, of chemistry, of botany, and so forth. Those laws do not stop where our eyes lose them, but push the same geometry and chemistry up into the invisible plane of social and rational life, so that, look where we will, in a boy's game, or in the strifes of races, a perfect reaction, a perpetual judgment keeps watch and ward.
Tis a short sight to limit our faith in laws to those of gravity, of chemistry, of botany, and so forth.
I grew up in Muenchen where my father has been a professor for pharmaceutic chemistry at the university. He had studied chemistry and medicine, having been a research student in Leipzig with Wilhelm Ostwald, the Nobel Laureate 1909. So I became familiar with the life of a scientist in a chemical laboratory quite early.
Although I was four years at the University [of Wisconsin], I did not take the regular course of studies, but instead picked out what I thought would be most useful to me, particularly chemistry, which opened a new world, mathematics and physics, a little Greek and Latin, botany and and geology. I was far from satisfied with what I had learned, and should have stayed longer.
Time was when medicine could do very little for critically ill or dying patients. Now it can do too much. Where to draw the line is the subject of a broad, heated debate throughout the country, a debate that becomes louder with each new medical miracle or impossible case.
A Student is the most important person ever in this school...in person, on the telephone, or by mail. A Student is not dependent on us...we are dependent on the Student. A Student is not an interruption of our work..the Studenti s the purpose of it. We are not doing a favor by serving the Student...the Student is doing us a favor by giving us the opportunity to do so. A Student is a person who brings us his or her desire to learn. It is our job to handle each Student in a manner which is beneficial to the Student and ourselves.
We would be glad to have your friend come here to study, but tell him that we teach Chemistry here and not Agricultural Chemistry, nor any other special kind of chemistry. ... We teach Chemistry.
We say women have made great strides: in biology, in many areas of chemistry, in many places, women are now the majority of medical students. But when I began my career, that wasn't the case. There were very strong stereotypes in biology and medicine.
Medical knowledge and technical savvy are biodegradable. The sort of medicine that was practiced in Boston or New York or Atlanta fifty years ago would be as strange to a medical student or intern today as the ceremonial dance of a !Kung San tribe would seem to a rock festival audience in Hackensack.
When quite young I can remember I had no thought or wish of surpassing others. I was rather taken with a liking of little arts and bits of learning. My mother carefully fostered a liking for botany, giving me a small microscope and many books, which I yet have. Strange as it may seem, I now believe that botany and the natural system, by exercising discrimination of kinds, is the best of logical exercises. What I may do in logic is perhaps derived from that early attention to botany.
I treated as few patients as I could as a medical student, and I never practiced medicine.
Just as the science and art of agriculture depend upon chemistry and botany, so the art of education depends upon physiology and psychology.
I decided, as a medical student, to devote myself to a study of the brain.
I wandered along to the chemistry labs, more or less on the rebound, and asked about becoming a research student. It was the '60s, a time of university expansion: the doors were open, and a 2:1 was good enough to get me in.
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