Critiques and Addresses Part 4

And as to the second objection--costliness--the reply is, first, that the rate and the Parliamentary grant together ought to be enough, considering that science and art teaching is already provided for; and, secondly, that if they are not, it may be well for the educational parliament to consider what has become of those endowments which were originally intended to be devoted, more or less largely, to the education of the poor.

When the monasteries were spoiled, some of their endowments were applied to the foundation of cathedrals; and in all such cases it was ordered that a certain portion of the endowment should be applied to the purposes of education. How much is so applied? Is that which may be so applied given to help the poor, who cannot pay for education, or does it virtually subsidize the comparatively rich, who can? How are Christ's Hospital and Alleyn's foundation securing their right purposes, or how far are they perverted into contrivances for affording relief to the cla.s.ses who can afford to pay for education?

How--But this paper is already too long, and, if I begin, I may find it hard to stop asking questions of this kind, which after all are worthy only of the lowest of Radicals.

III.

ON MEDICAL EDUCATION.

(AN ADDRESS TO THE STUDENTS OF THE FACULTY OF MEDICINE IN UNIVERSITY COLLEGE, LONDON, MAY 18, 1870, ON THE OCCASION OF THE DISTRIBUTION OF PRIZES FOR THE SESSION.)

It has given me sincere pleasure to be here to-day, at the desire of your highly respected President and the Council of the College. In looking back upon my own past, I am sorry to say that I have found that it is a quarter of a century since I took part in those hopes and in those fears by which you have all recently been agitated, and which now are at an end. But, although so long a time has elapsed since I was moved by the same feelings, I beg leave to a.s.sure you that my sympathy with both victors and vanquished remains fresh--so fresh, indeed, that I could almost try to persuade myself that, after all, it cannot be so very long ago. My business during the last hour, however, has been to show that sympathy with one side only, and I a.s.sure you I have done my best to play my part heartily, and to rejoice in the success of those who have succeeded. Still, I should like to remind you at the end of it all, that success on an occasion of this kind, valuable and important as it is, is in reality only putting the foot upon one rung of the ladder which leads upwards; and that the rung of a ladder was never meant to rest upon, but only to hold a man's foot long enough to enable him to put the other somewhat higher. I trust that you will all regard these successes as simply reminders that your next business is, having enjoyed the success of the day, no longer to look at that success, but to look forward to the next difficulty that is to be conquered. And now, having had so much to say to the successful candidates, you must forgive me if I add that a sort of undercurrent of sympathy has been going on in my mind all the time for those who have not been successful, for those valiant knights who have been overthrown in your tourney, and have not made their appearance in public. I trust that, in accordance with old custom, they, wounded and bleeding, have been carried off to their tents, to be carefully tended by the fairest of maidens; and in these days, when the chances are that every one of such maidens will be a qualified pract.i.tioner, I have no doubt that all the splinters will have been carefully extracted, and that they are now physically healed. But there may remain some little fragment of moral or intellectual discouragement, and therefore I will take the liberty to remark that your chairman to-day, if he occupied his proper place, would be among them. Your chairman, in virtue of his position, and for the brief hour that he occupies that position, is a person of importance; and it may be some consolation to those who have failed if I say, that the quarter of a century which I have been speaking of, takes me back to the time when I was up at the University of London, a candidate for honours in anatomy and physiology, and when I was exceedingly well beaten by my excellent friend Dr. Ransom, of Nottingham. There is a person here who recollects that circ.u.mstance very well. I refer to your venerated teacher and mine, Dr. Sharpey. He was at that time one of the examiners in anatomy and physiology, and you may be quite sure that, as he was one of the examiners, there remained not the smallest doubt in my mind of the propriety of his judgment, and I accepted my defeat with the most comfortable a.s.surance that I had thoroughly well earned it. But, gentlemen, the compet.i.tor having been a worthy one, and the examination, a fair one, I cannot say that I found in that circ.u.mstance anything very discouraging. I said to myself, "Never mind; what's the next thing to be done?" And I found that policy of "never minding" and going on to the next thing to be done, to be the most important of all policies in the conduct of practical life. It does not matter how many tumbles you have in this life, so long as you do not get dirty when you tumble; it is only the people who have to stop to be washed and made clean, who must necessarily lose the race.

And I can a.s.sure you that there is the greatest practical benefit in making a few failures early in life. You learn that which is of inestimable importance--that there are a great many people in the world who are just as clever as you are. You learn to put your trust, by and by, in an economy and frugality of the exercise of your powers, both moral and intellectual; and you very soon find out, if you have not found it out before, that patience and tenacity of purpose are worth more than twice their weight of cleverness. In fact, if I were to go on discoursing on this subject, I should become almost eloquent in praise of non-success; but, lest so doing should seem, in any way, to wither well-earned laurels, I will turn from that topic, and ask you to accompany me in some considerations touching another subject which has a very profound interest for me, and which I think ought to have an equally profound interest for you.

I presume that the great majority of those whom I address propose to devote themselves to the profession of medicine; and I do not doubt, from the evidences of ability which have been given to-day, that I have before me a number of men who will rise to eminence in that profession, and who will exert a great and deserved influence upon its future. That in which I am interested, and about which I wish to speak, is the subject of medical education, and I venture to speak about it for the purpose, if I can, of influencing you, who may have the power of influencing the medical education of the future. You may ask, by what authority do I venture, being a person not concerned in the practice of medicine, to meddle with that subject? I can only tell you it is a fact, of which a number of you I dare say are aware by experience (and I trust the experience has no painful a.s.sociations), that I have been for a considerable number of years (twelve or thirteen years to the best of my recollection) one of the examiners in the University of London. You are further aware that the men who come up to the University of London are the picked men of the medical schools of London, and therefore such observations as I may have to make upon the state of knowledge of these gentlemen, if they be justified, in regard to any faults I may have to find, cannot be held to indicate defects in the capacity, or in the power of application of those gentlemen, but must be laid, more or less, to the account of the prevalent system of medical education. I will tell you what has struck me--but in speaking in this frank way, as one always does about the defects of one's friends, I must beg you to disabuse your minds of the notion that I am alluding to any particular school, or to any particular college, or to any particular person; and to believe that if I am silent when I should be glad to speak with high praise, it is because that praise would come too close to this locality. What has struck me, then, in this long experience of the men best instructed in physiology from the medical schools of London, is (with the many and brilliant exceptions to which I have referred), taking it as a whole, and broadly, the singular unreality of their knowledge of physiology.

Now, I use that word "unreality" advisedly: I do not say "scanty;" on the contrary, there is plenty of it--a great deal too much of it--but it is the quality, the nature of the knowledge, which I quarrel with.

I know I used to have--I don't know whether I have now, but I had once upon a time--a bad reputation among students for setting up a very high standard of acquirement, and I dare say you may think that the standard of this old examiner, who happily is now very nearly an extinct examiner, has been pitched too high. Nothing of the kind, I a.s.sure you. The defects I have noticed, and the faults I have to find, arise entirely from the circ.u.mstance that my standard is pitched too low. This is no paradox, gentlemen, but quite simply the fact.

The knowledge I have looked for was a real, precise, thorough, and practical knowledge of fundamentals; whereas that which the best of the candidates, in a large proportion of cases, have had to give me was a large, extensive, and inaccurate knowledge of superstructure; and that is what I mean by saying that my demands went too low, and not too high. What I have had to complain of is, that a large proportion of the gentlemen who come up for physiology to the University of London do not know it as they know their anatomy, and have not been taught it as they have been taught their anatomy. Now, I should not wonder at all if I heard a great many "No, noes" here; but I am not talking about University College; as I have told you before, I am talking about the average education of medical schools. What I have found, and found so much reason to lament, is, that while anatomy has been taught as a science ought to be taught, as a matter of autopsy, and observation, and strict discipline; in a very large number of cases, physiology has been taught as if it were a mere matter of books and of hearsay. I declare to you, gentlemen, that I have often expected to be told, when I have been asked a question about the circulation of the blood, that Professor Breitkopf is of opinion that it circulates, but that the whole thing is an open question. I a.s.sure you that I am hardly exaggerating the state of mind on matters of fundamental importance which I have found over and over again to obtain, among gentlemen coming up to that picked examination of the University of London. Now, I do not think that is a desirable state of things. I cannot understand why physiology should not be taught--in fact, you have here abundant evidence that it can be taught--with the same definiteness and the same precision as anatomy is taught. And you may depend upon this, that the only physiology which is to be of any good whatever in medical practice, or in its application to the study of medicine, is that physiology which a man knows of his own knowledge; just as the only anatomy which would be of any good to the surgeon is the anatomy which he knows of his own knowledge. Another peculiarity I have found in the physiology which has been current, and that is, that in the minds of a great many gentlemen it has been supplanted by histology. They have learnt a great deal of histology, and they have fancied that histology and physiology are the same things. I have asked for some knowledge of the physics and the mechanics and the chemistry of the human body, and I have been met by talk about cells. I declare to you I believe it will take me two years, at least, of absolute rest from the business of an examiner to hear the word "cell," "germinal matter," or "carmine,"

without a sort of inward shudder.

Well, now, gentlemen, I am sure my colleagues in this examination will bear me out in saying that I have not been exaggerating the evils and defects which are current--have been current--in a large quant.i.ty of the physiological teaching, the results of which come before examiners. And it becomes a very interesting question to know how all this comes about, and in what way it can be remedied. How it comes about will be perfectly obvious to any one who has considered the growth of medicine. I suppose that medicine and surgery first began by some savage, more intelligent than the rest, discovering that a certain herb was good for a certain pain, and that a certain pull, somehow or other, set a dislocated joint right. I suppose all things had their humble beginnings, and medicine and surgery were in the same condition. People who wear watches know nothing about watchmaking. A watch goes wrong and it stops; you see the owner giving it a shake, or, if he is very bold, he opens the case, and gives the balance-wheel a turn. Gentlemen, that is empirical practice, and you know what are the results upon the watch. I should think you can divine what are the results of a.n.a.logous operations upon the human body. And because men of sense very soon found that such were the effects of meddling with very complicated machinery they did not understand, I suppose the first thing, as being the easiest, was to study the nature of the works of the human watch, and the next thing was to study the way the parts worked together, and the way the watch worked. Thus, by degrees, we have had growing up our body of anatomists, or knowers of the construction of the human watch, and our physiologists, who know how the machine works. And just as any sensible man, who has a valuable watch, does not meddle with it himself, but goes to some one who has studied watchmaking, and understands what the effect of doing this or that may be; so, I suppose, the man who, having charge of that valuable machine, his own body, wants to have it kept in good order, comes to a professor of the medical art for the purpose of having it set right, believing that, by deduction from the facts of structure and from the facts of function, the physician will divine what may be the matter with his bodily watch at that particular time, and what may be the best means of setting it right. If that may be taken as a just representation of the relation of the theoretical branches of medicine--what we may call the inst.i.tutes of medicine, to use an old term--to the practical branches, I think it will be obvious to you that they are of prime and fundamental importance. Whatever tends to affect the teaching of them injuriously must tend to destroy and to disorganize the whole fabric of the medical art. I think every sensible man has seen this long ago; but the difficulties in the way of attaining good teaching in the different branches of the theory, or inst.i.tutes, of medicine are very serious. It is a comparatively easy matter--pray mark that I use the word "comparatively"--it is a comparatively easy matter to learn anatomy and to teach it; it is a very difficult matter to learn physiology and to teach it. It is a very difficult matter to know and to teach those branches of physics and those branches of chemistry which bear directly upon physiology; and hence it is that, as a matter of fact, the teaching of physiology, and the teaching of the physics and the chemistry which bear upon it, must necessarily be in a state of relative imperfection; and there is nothing to be grumbled at in the fact that this relative imperfection exists. But is the relative imperfection which exists only such as is necessary, or is it made worse by our practical arrangements? I believe--and if I did not so believe I should not have troubled you with these observations--I believe it is made infinitely worse by our practical arrangements, or rather, I ought to say, our very unpractical arrangements. Some very wise man long ago affirmed that every question, in the long run, was a question of finance; and there is a good deal to be said for that view. Most a.s.suredly the question of medical teaching is, in a very large and broad sense, a question of finance. What I mean is this: that in London the arrangements of the medical schools, and the number of them, are such as to render it almost impossible that men who confine themselves to the teaching of the theoretical branches of the profession should be able to make their bread by that operation; and, you know, if a man cannot make his bread, he cannot teach--at least his teaching comes to a speedy end.

That is a matter of physiology. Anatomy is fairly well taught, because it lies in the direction of practice, and a man is all the better surgeon for being a good anatomist. It does not absolutely interfere with the pursuits of a practical surgeon if he should hold a Chair of Anatomy--though I do not for one moment say that he would not be a better teacher if he did not devote himself to practice. (Applause.) Yes, I know exactly what that cheer means, but I am keeping as carefully as possible from any sort of allusion to Professor Ellis.

But the fact is, that even human anatomy has now grown to be so large a matter, that it takes the whole devotion of a man's life to put the great ma.s.s of knowledge upon that subject into such a shape that it can be teachable to the mind of the ordinary student. What the student wants in a professor is a man who shall stand between him and the infinite diversity and variety of human knowledge, and who shall gather all that together, and extract from it that which is capable of being a.s.similated by the mind. That function is a vast and an important one, and unless, in such subjects as anatomy, a man is wholly free from other cares, it is almost impossible that he can perform it thoroughly and well. But if it be hardly possible for a man to pursue anatomy without actually breaking with his profession, how is it possible for him to pursue physiology?

I get every year those very elaborate reports of Henle and Meissner--volumes of, I suppose, 400 pages altogether--and they consist merely of abstracts of the memoirs and works which have been written on Anatomy and Physiology--only abstracts of them! How is a man to keep up his acquaintance with all that is doing in the physiological world--in a world advancing with enormous strides every day and every hour--if he has to be distracted with the cares of practice? You know very well it must be impracticable to do so. Our men of ability join our medical schools with an eye to the future.

They take the Chairs of Anatomy or of Physiology; and by and by they leave those Chairs for the more profitable pursuits into which they have drifted by professional success, and so they become clothed, and physiology is bare. The result is, that in those schools in which physiology is thus left to the benevolence, so to speak, of those who have no time to look to it, the effect of such teaching comes out obviously, and is made manifest in what I spoke of just now--the unreality, the bookishness of the knowledge of the taught. And if this is the case in physiology, still more must it be the case in those branches of physics which are the foundation of physiology; although it may be less the case in chemistry, because for an able chemist a certain honourable and independent career lies in the direction of his work, and he is able, like the anatomist, to look upon what he may teach to the student as not absolutely taking him away from his bread-winning pursuits.

But it is of no use to grumble about this state of things unless one is prepared to indicate some sort of practical remedy. And I believe--and I venture to make the statement because I am wholly independent of all sorts of medical schools, and may, therefore, say what I believe without being supposed to be affected by any personal interest--but I say I believe that the remedy for this state of things, for that imperfection of our theoretical knowledge which keeps down the ability of England at the present time in medical matters, is a mere affair of mechanical arrangement; that so long as you have a dozen medical schools scattered about in different parts of the metropolis, and dividing the students among them, so long, in all the smaller schools at any rate, it is impossible that any other state of things than that which I have been depicting should obtain. Professors must live; to live they must occupy themselves with practice, and if they occupy themselves with practice, the pursuit of the abstract branches of science must go to the wall. All this is a plain and obvious matter of common-sense reasoning. I believe you will never alter this state of things until, either by consent or by _force majeure_--and I should be very sorry to see the latter applied--but until there is some new arrangement, and until all the theoretical branches of the profession, the inst.i.tutes of medicine, are taught in London in not more than one or two, or at the outside three, central inst.i.tutions, no good will be effected. If that large body of men, the medical students of London, were obliged in the first place to get a knowledge of the theoretical branches of their profession in two or three central schools, there would be abundant means for maintaining able professors--not, indeed, for enriching them, as they would be able to enrich themselves by practice--but for enabling them to make that choice which such men are so willing to make; namely, the choice between wealth and a modest competency, when that modest competency is to be combined with a scientific career, and the means of advancing knowledge. I do not believe that all the talking about, and tinkering of, medical education will do the slightest good until the fact is clearly recognized, that men must be thoroughly grounded in the theoretical branches of their profession, and that to this end the teaching of those theoretical branches must be confined to two or three centres.

Now let me add one other word, and that is, that if I were a despot, I would cut down these branches to a very considerable extent. The next thing to be done beyond that which I mentioned just now, is to go back to primary education. The great step towards a thorough medical education is to insist upon the teaching of the elements of the physical sciences in all schools, so that medical students shall not go up to the medical colleges utterly ignorant of that with which they have to deal; to insist on the elements of chemistry, the elements of botany, and the elements of physics being taught in our ordinary and common schools, so that there shall be some preparation for the discipline of medical colleges. And, if this reform were once effected, you might confine the "Inst.i.tutes of Medicine" to physics as applied to physiology--to chemistry as applied to physiology--to physiology itself, and to anatomy. Afterwards, the student, thoroughly grounded in these matters, might go to any hospital he pleased for the purpose of studying the practical branches of his profession. The practical teaching might be made as local as you like; and you might use to advantage the opportunities afforded by all these local inst.i.tutions for acquiring a knowledge of the practice of the profession. But you may say: "This is abolis.h.i.+ng a great deal; you are getting rid of botany and zoology to begin with." I have not a doubt that they ought to be got rid of, as branches of special medical education; they ought to be put back to an earlier stage, and made branches of general education. Let me say, by way of self-denying ordinance, for which you will, I am sure, give me credit, that I believe that comparative anatomy ought to be absolutely abolished.

I say so, not without a certain fear of the Vice-Chancellor of the University of London who sits upon my left. But I do not think the charter gives him very much power over me; moreover, I shall soon come to an end of my examiners.h.i.+p, and therefore I am not afraid, but shall go on to say what I was going to say, and that is, that in my belief it is a downright cruelty--I have no other word for it--to require from gentlemen who are engaged in medical studies, the pretence--for it is nothing else, and can be nothing else, than a pretence--of a knowledge of comparative anatomy as part of their medical curriculum.

Make it part of their Arts teaching if you like, make it part of their general education if you like, make it part of their qualification for the scientific degree by all means--that is its proper place; but to require that gentlemen whose whole faculties should be bent upon the acquirement of a real knowledge of human physiology should worry themselves with getting up hearsay about the alternation of generations in the Salpae is really monstrous. I cannot characterize it in any other way. And having sacrificed my own pursuit, I am sure I may sacrifice other people's; and I make this remark with all the more willingness because I discovered, on reading the name-of your Professors just now, that the Professor of Materia Medica is not present. I must confess, if I had my way I should abolish Materia Medica[1] altogether. I recollect, when I was first under examination at the University of London, Dr. Pereira was the examiner, and you know that "Pereira's Materia Medica" was a book _de omnibus rebus_. I recollect my struggles with that book late at night and early in the morning (I worked very hard in those days), and I do believe that I got that book into my head somehow or other, but then I will undertake to say that I forgot it all a week afterwards. Not one trace of a knowledge of drugs has remained in my memory from that time to this; and really, as a matter of common sense, I cannot understand the arguments for obliging a medical man to know all about drugs and where they come from. Why not make him belong to the Iron and Steel Inst.i.tute, and learn something about cutlery, because he uses knives?

[Footnote 1: It will, I hope, be understood that I do not include Therapeutics under this head.]

But do not suppose that, after all these deductions, there would not be ample room for your activity. Let us count up what we have left. I suppose all the time for medical education that can be hoped for is, at the outside, about four years. Well, what have you to master in those four years upon my supposition? Physics applied to physiology; chemistry applied to physiology; physiology; anatomy; surgery; medicine (including therapeutics); obstetrics; hygiene; and medical jurisprudence--nine subjects for four years! And when you consider what those subjects are, and that the acquisition of anything beyond the rudiments of any one of them may tax the energies of a lifetime, I think that even those energies which you young gentlemen have been displaying for the last hour or two might be taxed to keep you thoroughly up to what is wanted for your medical career.

I entertain a very strong conviction that any one who adds to medical education one iota or t.i.ttle beyond what is absolutely necessary, is guilty of a very grave offence. Gentlemen, it will depend upon the knowledge that you happen to possess,--upon your means of applying it within your own field of action,--whether the bills of mortality of your district are increased or diminished; and that, gentlemen, is a very serious consideration indeed. And, under those circ.u.mstances, the subjects with which you have to deal being so difficult, their extent so enormous, and the time at your disposal so limited, I could not feel my conscience easy if I did not, on such an occasion as this, raise a protest against employing your energies upon the acquisition of any knowledge which may not be absolutely needed in your future career.

IV.

YEAST.

IT has been known, from time immemorial, that the sweet liquids which may be obtained by expressing the juices of the fruits and stems of various plants, or by steeping malted barley in hot water, or by mixing honey with water--are liable to undergo a series of very singular changes, if freely exposed to the air and left to themselves, in warm weather. However clear and pellucid the liquid may have been when first prepared, however carefully it may have been freed, by straining and filtration, from even the finest visible impurities, it will not remain clear. After a time it will become cloudy and turbid; little bubbles will be seen rising to the surface, and their abundance will increase until the liquid hisses as if it were simmering on the fire. By degrees, some of the solid particles which produce the turbidity of the liquid collect at its surface into a sc.u.m, which is blown up by the emerging air-bubbles into a thick, foamy froth.

Another moiety sinks to the bottom, and acc.u.mulates as a muddy sediment, or "lees."

When this action has continued, with more or less violence, for a certain time, it gradually moderates. The evolution of bubbles slackens, and finally comes to an end; sc.u.m and lees alike settle at the bottom, and the fluid is once more clear and transparent. But it has acquired properties of which no trace existed in the original liquid. Instead of being a mere sweet fluid, mainly composed of sugar and water, the sugar has more or less completely disappeared, and it has acquired that peculiar smell and taste which we call "spirituous."

Instead of being devoid of any obvious effect upon the animal economy, it has become possessed of a very wonderful influence on the nervous system; so that in small doses it exhilarates, while in larger it stupefies, and may even destroy life.

Moreover, if the original fluid is put into a still, and heated for a while, the first and last product of its distillation is simple water; while, when the altered fluid is subjected to the same process, the matter which is first condensed in the receiver is found to be a clear, volatile substance, which is lighter than water, has a pungent taste and smell, possesses the intoxicating powers of the fluid in an eminent degree, and takes fire the moment it is brought in contact with a flame. The alchemists called this volatile liquid, which they obtained from wine, "spirits of wine," just as they called hydrochloric acid "spirits of salt," and as we, to this day, call refined turpentine "spirits of turpentine." As the "spiritus," or breath, of a man was thought to be the most refined and subtle part of him, the intelligent essence of man was also conceived as a sort of breath, or spirit; and, by a.n.a.logy, the most refined essence of anything was called its "spirit." And thus it has come about that we use the same word for the soul of man and for a gla.s.s of gin.

At the present day, however, we even more commonly use another name for this peculiar liquid--namely, "alcohol," and its origin is not less singular. The Dutch physician, Van Helmont, lived in the latter part of the sixteenth and the beginning of the seventeenth century--in the transition period between alchemy and chemistry--and was rather more alchemist than chemist. Appended to his "Opera Omnia," published in 1707, there is a very needful "Clavis ad obscuriorum sensum referandum," in which the following pa.s.sage occurs:--

"ALCOHOL.--Chymicis est liquor aut pulvis summe subtilisatus, vocabulo Orientalibus quoque, c.u.m primis Habessinis, familiari, quibus _cohol_ speciatim pulverem impalpabilem ex antimonio pro oculis tin-gendis denotat ... Hodie autem, ob a.n.a.logiam, quivis pulvis teuerior, ut pulvis oculorum cancri summe subtilisatus _alcohol_ audit, hand aliter ac spiritus rectificatissimi _alcolisati_ dic.u.n.tur."

Similarly, Robert Boyle speaks of a fine powder as "alcohol;" and, so late as the middle of the last century, the English lexicographer, Nathan Bailey, defines "alcohol" as "the pure substance of anything separated from the more gross, a very fine and impalpable powder, or a very pure, well-rectified spirit." But, by the time of the publication of Lavoisier's "Traite elementaire de Chimie," in 1789, the term "alcohol," "alkohol," or "alkool" (for it is spelt in all three ways), which Van Helmont had applied primarily to a fine powder, and only secondarily to spirits of wine, had lost its primary meaning altogether; and, from the end of the last century until now, it has, I believe, been used exclusively as the denotation of spirits of wine, and bodies chemically allied to that substance.

The process which gives rise to alcohol in a saccharine fluid is known to us as "fermentation;" a term based upon the apparent boiling up or "effervescence" of the fermenting liquid, and of Latin origin.

Our Teutonic cousins call the same process "gahren," "gasen,"

"goschen," and "gischen;" but, oddly enough, we do not seem to have retained their verb or their substantive denoting the action itself, though we do use names identical with, or plainly derived from, theirs for the sc.u.m and lees. These are called, in Low German, "gascht"

and "gischt;" in Anglo-Saxon, "gest," "gist," and "yst," whence our "yeast." Again, in Low German and in Anglo-Saxon, there is another name for yeast, having the form "barm," or "beorm;" and, in the Midland Counties, "barm" is the name by which yeast is still best known. In High German, there is a third name for yeast, "hefe," which is not represented in English, so far as I know.

All these words are said by philologers to be derived from roots expressive of the intestine motion of a fermenting substance. Thus "hefe" is derived from "heben," to raise; "barm" from "beren" or "baren," to bear up; "yeast," "yst," and "gist," have all to do with seething and foam, with "yeasty waves," and "gusty" breezes.

The same reference to the swelling up of the fermenting substance is seen in the Gallo-Latin terms "levure" and "leaven."

It is highly creditable to the ingenuity of our ancestors that the peculiar property of fermented liquids, in virtue of which they "make glad the heart of man," seems to have been known in the remotest periods of which we have any record. All savages take to alcoholic fluids as if they were to the manner born. Our Vedic forefathers intoxicated themselves with the juice of the "soma;" Noah, by a not unnatural reaction against a superfluity of water, appears to have taken the earliest practicable opportunity of qualifying that which he was obliged to drink; and the ghosts of the ancient Egyptians were solaced by pictures of banquets in which the winecup pa.s.ses round, graven on the walls of their tombs. A knowledge of the process of fermentation, therefore, was in all probability possessed by the prehistoric populations of the globe; and it must have become a matter of great interest even to primaeval wine-bibbers to study the methods by which fermented liquids could be surely manufactured. No doubt, therefore, it was soon discovered that the most certain, as well as the most expeditious, way of making a sweet juice ferment was to add to it a little of the sc.u.m, or lees, of another fermenting juice.

And it can hardly be questioned that this singular excitation of fermentation in one fluid, by a sort of infection, or inoculation, of a little ferment taken from some other fluid, together with the strange swelling, foaming, and hissing of the fermented substance, must have always attracted attention from the more thoughtful.

Nevertheless, the commencement of the scientific a.n.a.lysis of the phenomena dates from a period not earlier than the first half of the seventeenth century.

At this time, Van Helmont made a first step, by pointing out that the peculiar hissing and bubbling of a fermented liquid is due, not to the evolution of common air (which he, as the inventor of the term "gas,"

calls "gas ventosum"), but to that of a peculiar kind of air such as is occasionally met with in caves, mines, and wells, and which he calls "gas sylvestre."

But a century elapsed before the nature of this "gas sylvestre," or, as it was afterwards called, "fixed air," was clearly determined, and it was found to be identical with that deadly "choke-damp" by which the lives of those who descend into old wells, or mines, or brewers'

vats, are sometimes suddenly ended; and with the poisonous aeriform fluid which is produced by the combustion of charcoal, and now goes by the name of carbonic acid gas.

During the same time it gradually became clear that the presence of sugar was essential to the production of alcohol and the evolution of carbonic acid gas, which are the two great and conspicuous products of fermentation. And finally, in 1787, the Italian chemist, Fabroni, made the capital discovery that the yeast ferment, the presence of which is necessary to fermentation, is what he termed a "vegeto-animal"

substance--or is a body which gives off ammoniacal salts when it is burned, and is, in other ways, similar to the gluten of plants and the alb.u.men and casein of animals.

These discoveries prepared the way for the ill.u.s.trious Frenchman, Lavoisier, who first approached the problem of fermentation with a complete conception of the nature of the work to be done. The words in which he expresses this conception, in the treatise on elementary chemistry to which reference has already been made, mark the year 1789 as the commencement of a revolution of not less moment in the world of science than that which simultaneously burst over the political world, and soon engulfed Lavoisier himself in one of its mad eddies.

"We may lay it down as an incontestable axiom that, in all the operations of art and nature, nothing is created; an equal quant.i.ty of matter exists both before and after the experiment: the quality and quant.i.ty of the elements remain precisely the same, and nothing takes place beyond changes and modifications in the combinations of these elements. Upon this principle, the whole art of performing chemical experiments depends; we must always suppose an exact equality between the elements of the body examined and those of the products of its a.n.a.lysis.

"Hence, since from must of grapes we procure alcohol and carbonic acid, I have an undoubted right to suppose that must consists of carbonic acid and alcohol. From these premisses we have two modes of ascertaining what pa.s.ses during vinous fermentation: either by determining the nature of, and the elements which compose, the fermentable substances; or by accurately examining the products resulting from fermentation; and it is evident that the knowledge of either of these must lead to accurate conclusions concerning the nature and composition of the other. From these considerations it became necessary accurately to determine the const.i.tuent elements of the fermentable substances; and for this purpose I did not make use of the compound juices of fruits, the rigorous a.n.a.lysis of which is perhaps impossible, but made choice of sugar, which is easily a.n.a.lysed, and the nature of which I have already explained. This substance is a true vegetable oxyd, with two bases, composed of hydrogen and carbon, brought to the state of an oxyd by means of a certain proportion of oxygen; and these three elements are combined in such a way that a very slight force is sufficient to destroy the equilibrium of their connection."

After giving the details of his a.n.a.lysis of sugar and of the products of fermentation, Lavoisier continues:--

"The effect of the vinous fermentation upon sugar is thus reduced to the mere separation of its elements into two portions; one part is oxygenated at the expense of the other, so as to form carbonic acid; while the other part, being disoxygenated in favour of the latter, is converted into the combustible substance called alkohol; therefore, if it were possible to re-unite alkohol and carbonic acid together, we ought to form sugar."[1]

[Footnote 1: "Elements of Chemistry." By M. Lavoisier. Translated by Robert Kerr. Second Edition, 1793 (pp. 186--196).]