Page 10 - My FlipBook

iv PREFACE.
need of it, nor fjund any man who could prove its necessity. I do
not think my patients have suffered because of my lack of knowledge
in this direction.
Because of the fact that my work first appeared in serial in the
Dental Cosmos, I am enabled here to reply to one or two criticisms
which have been printed in society reports. One gentleman quotes
me as advocating a broad contact-point in approximal fillings. In
if he was he has me.
this, correctly reported, misrepresented My
of such a contact is in connection with a
advocacy specified condition
which I take is one which I am to defend
only, and the position ready
or otherwise at time. This would be an
clinically any inappropriate
place to discuss it.
Another gentleman is reported to have said that I advise students
to have as few instruments as possible, and that I myself fill teeth with
a broken instrument. The first statement is accurate. I think that
a man beginning the practice of dentistry should not purchase many
instruments until he has had the experience which will lead him toward
a wise choice of such an assortment as will best suit his individual
and The second statement is inaccurate.
peculiarities requirements.
I simply say that a good filling may be inserted with a broken instru-
ment. The point here was in reference to whether the point of a
plugger should be serrated or smooth. A broken point is neither
the one nor the other, yet may be a good point. While it is not my
to fill teeth with a broken instrument, as I could
practice suggested,
easily demonstrate that as good a filling can be inserted in that way
as with the best new plugger. Again I say it is the man, not the tool.
Let me say here, as I have said in the body of this work, I do not
make any broad claims for originality in connection with the methods
described. If there is any originality at all, it is in the method of
rather than in the To offer the
teaching, thing taught. profession,
and those methods
especially just entering it, a work advocating
entirely my own would be to ask the adoption of modes of practice
not in common use, and therefore not well tested.
sufficiently
I have no sympathy with those who are constantly crying out,
"That is my method; I invented it." The chief interest to the
student must always be in a thorough knowledge of the method itself,

rather than in the name of its originator.