Antall József szerk.: Orvostörténeti közlemények 51-53. (Budapest, 1969)

TANULMÁNYOK - Végh Antal: Than Károly, a magyar tudományos kémia és az egyetemi kémiai oktatás megteremtője (angol nyelven)

as an example for the similar institutes of many universities abroad : Birmingham, Champaigne, Rome, Graz, Aachen. Than's plans were given awards at the World Exhibitions of 1871 (London) and 1873 (Vienna). Now the period of hardship, when the adequate conditions for chemical teaching and research were missing and so were the persons to undertake research, came to an end. With the words of Lajos Ilosvay "His lectures, faultless in form and content, his excellent gift for experiments, and his amiableness in human contacts soon changed the climate

. .." [7]. On the occasion of his appointment to be Member of the Upper House (1893) he spoke in a speech about the aims of his life in a self-confessionary spirit. He wanted to develop chemistry, into a science in Hungary, for it had hardly had any reputation "and was looked upon as the suspicious art of gold-making and at best as a useful aid for industry ..." Had he lived abroad, his main aim would have been research and not to found the theoretical and practical bases of chemistry teaching. Neither would he have endeavoured to seek new ways in teaching methods. "My behaviour was looked upon by many as impracticable enthusiasm and J was reproached that I would make every pharmacy and medical student a scientist instead of cencentrating upon the practical needs. But my real endeavour was to accustom them to objective thinking in the spirit of science. I deemed that attainable and even more practical than amassing practically important facts, which besides forming an intolerable burden in themselves lead only to helplessness and superficial pedantry." "I was reproached for not writing large-scale works but being devoted, together with my students, in writing insignificant tracts. But in my way of thinking our country did not so much require lengthy works than people who could understand and make use of such works. Following on from this while I sometimes encouraged my closer students who already passed the lower levels of science to do independent research work, I myself—in line with my original programme—was content to raise a lively interest in scientific research work, as I knew that in this way I could render our cause greater service than by brilliant discoveries. The latter would have brought more honour on me, the former contributed to a more vigorous development in our scientific life. In this way I strove to found a scientific family in my field which does not die out but grows and expands" [8]. On his fourtieth jubilee (1902) he said the following: "Practical training in the laboratory is equally important for the teacher and the student. This is the true form of university tuition which will sonner or later conquer all academic disciplines if the universities want to fully cope with their great task. Practical training is important for the teacher because it is here that he can recognize most directly the deficiencies in his teaching and by drawing a lesson can improve it. It is important for the student, because it here that he directly perceives the gaps of his knowledge and can fill them. Thus the difficulties in learning in general and the difficulties in experimental studies in particular are eased and their success is best ensured. As a result of frequent personal contact teacher and student come to know each other better and as a consequence of that they come to understand and respect each other as individuals, not only intellectually, but in morals and character as well. This clears away the misunderstandings and, supposing some good will on 8o