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'This stage was reached in the early forties, i.e., at the time when Oswald T. Avery and his collaborators began to work on the transformation of pneumococci, and Delbruck and Luria on the phages of E. coli, although Avery's laboratory was much more receptive to the application of chemistry than was the other group. It is really with Avery that there began what I have called, in my title, the chemical education of genetics. It is, perhaps, characteristic of the way in which science operates that the educator was neither a geneticist nor a chemist. The learning process was slow and weary: the card-carrying members of the guild and their assorted acolytes refused as long as possible, and even beyond that point, to take cognizance.'
