politan district alone, and every large town in England has its officer of health. Twenty years ago the mortality of the City was 30 per 1,000, now it is 18 per 1,000. Truly their labour is noble and disinterested, and their tendency is gradually and steadily to promote our profession from their present function as combatants against disease to the higher title of presidents and guardians of health. I should be doing violence to my own feelings, as well as to yours, did I not avail myself of this opportunity of bearing testimony to the long, zealous, and successful labours of your eminent Professor of Chemistry, Dr. Letheby, in this noble cause. And then we have had from time to time some great and gifted one who may have been in advance of his age, or who has been in the scientific outskirts of the profession, who has dropped a few rich pearls of original thought amongst us, or has opened up some rich mine of scientific wealth. Such men are ever leading us on to higher and better things; they are like the pillars of cloud by day and of fire by night, to guide us onwards and upwards; where our path seems darkest and steepest they are the heroes that we may safely worship, men upon whom, as Thomas Carlyle the greatest of modern thinkers, and the man who has made the deepest impression on his age, has taught us, depends the progress of the world. And last, but not least, we have the Medical Press, that widespread influence that makes the thoughts of the few the property of the many, that fosters young and rising talent, that watches over the interests of the profession and causes its voice to be heard and its influence felt in the councils of the nation; that has led the way in all sanitary movements, and that is the constant and consistent advocate of reform in our Corporate bodies; and if there be one thing more than the rest that reflects honour upon the Medical Press of this country, and in which they have recently achieved such signal triumphs, it is in their strenuous and disinterested efforts to ameliorate the condition of our paupers. A thrill went through the heart of England when she learnt, by means of her Medical Press, of the abuses and cruelties of our workhouse system of pauper nurses, of neglect and overcrowding, of the lunatic, the epileptic, and the idiot in the same ward with the sick and dying pauper, truly the poet had long since pleaded his cause in touching accents-but in vain : "Here, too, the sick their final doom receive, "Say, ye oppressed by some fantastic woes, How would ye bear in real pain to lie, Despised, neglected, left alone to die? How would ye bear to draw your latest breath, Yet the poor poet wasted his sweetness on the desert air: the pauper suffered on, his condition became even worse thah when the poet wrote. It was not until the Press espoused his cause that an improved system was initiated; that the workhouse infirmary was remodelled upon the plan of our hospitals, and the treatment of our sick poor placed upon a wise and ' benevolent basis. Whilst England is loading with honour those brave sons who have recently shed so much lustre on her arms, let her not be quite unmindful of those who have so nobly fought the battle of her despised, neglected, ill-treated paupers, and who have shown such zeal and courage in oppos. ing and neutralising the sordid efforts of official boards, and have succeeded in removing from our beloved country a national disgrace. I have now concluded my brief and imperfect sketch of the various elements of which our profession is composed. It is only when we regard the medicinal body in all its vast combinations, and in all its varied details, with its literature, its museums, its lectures, and its press that we realise the power it represents. This noble army of workers is ever marching on, doing battle against disease and suffering in every form; ever the determined and persistent enemy of quackery and superstition; always in the van-guard of civilisation, of enlightenment, and of large and liberal thoughts, both in politics and religion. It is to this vast and noble army that I introduce you gentlemen this day: you are here to enlist as recruits into its ranks. Much earnest work has to be done before you are qualified to become one of it soldiers. Strive to brace yourselves for the task, the life-long task, that lies before you realize the dignity of work, of noble, self-denying work. As the poet says→ "Get work-be sure 'tis better, Than that you work to get." Ever bear in mind the achievements and high character of the profession; feel as if its future position and progress depended upon your individual efforts upon your high moral, and intellectual acquirements. Carry the banner bravely onwards and upwards, let each, the youngest amongst you, feel that the honour of the profession is in his hands. You are joining us at a moment of great progress and of still greater promise. Twenty years ago on a similar occasion to this, I shadowed forth this progress as follows:-"There are those who delight to summons up before their creative fancy the inhabitants of former times and to dwell amid the customs and modes of thought of a bygone age; but if imagination be allowed to spread its wings, I would rather soar onwards into the future; movement and progress seem to be amongst the great laws that pervade the universe, and who shall venture to give to science her boundaries or set limits to the achievements of human genius. Do we not already see the elements and forces of nature chained down and made subservient to the will of man. Pictures are painted for him by the sun, manual labour is accomplished and distance is almost annihilated by steam, and his thoughts are made to span the world with the rapidity of lightning. And is it too presumptuous to imagine that these wonderful physical results of human energy are butas so many bright heralds announcing man's future triumphs in the intellectual and moral world? already we may see the dawning of a brighter era. Man is beginning to learn how much of mental and physical suffering is due to the infringements of some law; and from this germ may spring up results fruitful with blessing and happiness to humanity." During these twenty years how grandly has the profession fulfilled and more than fulfilled all that I then ventured to shadow forth. What an elevated plateau it now occupies compared with that period; but though much has been done, much, very much yet remains for us to do. May the next twenty years hymn forth as glorious an epic as the past; may it tell of the triumph of mental and moral law over the civilised world, whereby Nature's idea of health and happiness may be realised; may it tell of all preventable diseases being stamped out; may it tell of the downfall of priestcraft and bigotry, and the triumph of a broad system of Christianity that har monises with the progress of science and of modern thought; may it tell of peace, of plenty, and of goodwill towards men; and, my young friends, when another twenty years has passed over your heads, a period that must be pregnant with great and may events to all, may your retrospect be a bright one, you be able to feel that you have devoted the last years and energies of your life to advance the interests of our noble profession and of our common humanity. ABSTRACTS OF THE INTRODUCTORY ADDRESSES. KING'S COLLEGE. THE main subject of Dr. Guy's Address was that of Education, illustrated by our medical usages and experiences. He pointed out that medical education, as we see it at the present day, was the result of a gradual growth. There had been continual, steady growth in every part of the tree, although accompanied at times by the pruning of decayed or decaying branches, or the grafting of new and vigorous shoots. He then continued: "It will certainly be interesting, it may be useful, to jastify these statements by examples. "I will begin with the examining and licensing bodies. Well, exactly three centuries and a half ago (in 1518), the College of Physicians was founded, the Barber Surgeons having been incorporated more than half a century (1461), and the Surgeons just six years (1512) before them. How learned and how liberal the founder and first elects of the College of Phy sicians were; how they brought their learning and theology from Oxford, their physic from Leyden, Padua, and Bologna, and their wealth from church livings and preferments, or grants of abbey lands; how dearly they loved their profession; how tenacious they were of their rights over barber surgeons and apothecaries, insisting on directing the operations of the one and conducting the examinations of the other; how, in the forty-first year of their existence, they graciously forgave Dr. John Geynes on his humble recantation, his heresy in impugning the infallibility of Galen-(strange lesson this in the matter of infallibilities);-how they received a Royal visit, and enrolled among their Fellows a Marquis of Dorchester and the Dukes of Montagu and Richmond; in a word, with what dignity, gravity, authority, they comported themselves, may be found written in many a page of authentic history. "This, then, appears to have been our first examining body. I shall shortly have to speak of their relations with the barber surgeons; but at present shall content myself with showing that the three existing representatives of the medical profession, in a comparatively rude and undeveloped state, could be found consulting together and co-operating within a century of the foundation of the College. We see them assembled round the death-bed of Prince Henry, eldest son of James I., and we learn that Physicians, chirurgeons, and apothecaryes' were dismayed and perplexed, and driven as a last resort to a local application in the shape of a 'cock cloven by the backe and applied to the soles of his feet.' I beg you not to forget that this happened no less than two centuries and a half ago-in the year 1612, just six years before the publication of the first London Pharmacopoeia. But that you may not carry away with you too unfavourable an opinion of the consultations of the Faculty, and the resources of physic, let me remind you of another occasion on which-his Majesty King William the Third being the patient, and the munificent Dr. Radcliffe the physician consulted-the doctor was able to suggest a line of treatment which succeeded so well that a few months afterwards the king was able to fight and win the battle of the Boyne. "Between the two ancient corporations of Barber Surgeons and Surgeons it would seem that such intimate relations had grown up as to give some importance to an event recorded as happening in 1745; I mean the dissolution of their alliance. At or about this date (about a century ago), we have indications of great activity on the part of the surgeons, thus happily emancipated; and we are not surprised to find that, in 1799, Parliament bought and consigned to their vigilant and skilful keeping the noble museum of John Hunter, or that the Crown granted them a charter in the year following. "If I add that the Society of Apothecaries, in 1815, obtained those legal powers of which they have made, like the College of Surgeons, such good use for the promotion of sound medical education; and if I further remind you that a charter was granted to the University of London in 1837, and that at length, in the year 1858, the whole profession obtained a central representative and controlling authority in the Medical Council, I shall have sufficiently shown by what a gradual process of change and development our examining and licensing bodies have come to be what they now are. "If you have found this sketch of the progressive development of our examining and licensing bodies interesting or instructive, I think that a similar quick survey of the rise and progress of instruction by lectures will prove acceptable. "I have already intimated that the first teachings by lecture or demonstration were given by physicians, and that their first subject was anatomy. It was in the year 1540 that Dr. Caius, the founder of Caius College, Cambridge, was deputed by the College of Physicians to give anatomical lectures in the Hall of the Barber Surgeons-a place chosen for this, among other reasons, that that corporation had had conferred upon them the right to claim every year the bodies of four executed criminals. A more formal appointment appears to have been made by the College in the year 1596, when Dr. Paddy was chosen reader of the Anatomy Lectures, and from this time forward to about the middle of the eighteenth century, a succession of physician-anatomists, with such names as Harvey, Glisson, Mead, Willis, Lower, William Hunter, and Matthew Baillie among them, carried on an unbroken chain of anatomical teaching. Meanwhile some provision was made by means of endowed lectureships at the College of Physicians and Gresham College for teaching other branches of medical knowledge. The Lumleian 'Surgery Lecture,' founded in 1585, and the Gulstonian Lectures, best described as Pathological, 1632, and the lectures on Physic at Gresham College, prior to 1615, show that these subjects were not neglected. "Coming down to more modern times, we find Dr. William Hunter succeeding Mr. Sharpe as Lecturer on Surgery to a class of naval surgeons. This occurred in 1745, a date of special interest, as it was then that the alliance between surgeons and barber surgeons was dissolved, and Dr. William | Hunter established his celebrated anatomical school. But this venture of William Hunter's was by no means the first of its kind; for Dr. Hunter himself studied at the school of Dr. Frank Nicholls, who seems to have achieved a high reputation as a teacher of anatomy at Oxford about the year 1730, at which date he was admitted to the Fellowship of the College of Physicians. Of Dr. Nicholl's teaching we know this much; that he professed to teach anatomy, physiology, and the general principles of pathology and midwifery, in thirty-nine lectures; and we are told that Mr. Bromfield, a distinguished surgeon and lecturer at St. George's, comprised anatomy and surgery in a course of thirty-six lectures; while Mr. Nourse, at St. Bartholomew's, embraced totam rem anatomicam,' in twenty-three. "From about the middle of the last century to the present date, the history of medical teaching is one of constant and rapid development, taking place with accelerated speed from the first years of the present century, when College and Hall began to exercise their legislative powers, and to prescribe their respective curricula. "I have not time to trace the rise and progress of medical teaching through the establishment of a series of private schools, founded by men conscious that they possessed special qualifications for teaching, competing successfully with the hospital schools, and, for a time, with the two Colleges, but succumbing at length to a combination of adverse influences. They had done a good work, and had had their day; and now in lieu of them and of the hospital schools with which they so successfully competed, we have nine hospital schools, and two colleges with their hospitals attached,-eleven institutions in all, with means and appliances of teaching all things necessary to qualify the pupil for the general practice of his profession. "If time had permitted, I should like to have said something of the growth and development of practical teaching in our hospitals. With regard to the hospitals themselves, it may interest some present to be told that the oldest hospital in which any clinical teaching could have taken place (a hospital for the sick was founded at Canterbury as early as the year 1070) did not come into existence till about thirty years after the foundation of the College of Physicians. I speak of St. Bartholomew's, founded in 1547. Six years later, St. Thomas's came into existence. The eighteenth century witnessed the establishment of five more (Guy's Hospital among the number), and the nineteenth of four, of which our own hospital is one. * "As the subject of medical education is now attracting a good deal of attention, and as the office of Dean of the Medical Department, which I had the honour to hold for a term of years, gave me some experience, and led me to form some definite opinions on the subject, I will take this opportunity of stating what those opinions were and are. In the first place, I was alive then, and am still more alive now, to the objections that exist to the demand made on the student that he attend more than one course of the same lectures on the same subject. I would give one op. portunity, and one only, for attendance on the same course, and I would make no exception, however important, or how ever hard to learn, the subject may seem to be. In the next place, I think that there is a grave objection to the immediate attendance on the practice of the hospital, now demanded of the student. In the third place, I think that, if possible, the attendance of surgeons and physicians at the hospital should be so arranged that the students who ought to be following the physicians round the wards shall not be drawn away by the naturally superior attractions of surgical cases. But lastly, and above all, I attach importance to a plan which, in former years, I had many opportunities of recommending-that of beginning the education of the medical student in the summer instead of the winter. This change might be made to harmonise admirably with the plans of those who insist that some subjects comprised in the present medical curriculum (such as botany), should be taught to the student before he begins his medical education properly so called. If, in the three months of a preparatory summer course, botany, zoology, physics, and chemistry (such part of inorganic chemistry as might be selected for the purpose), and with them that part of anatomy known as osteology, were taught, the student might enter at once, at the beginning of the following winter session, on the practical work of the dissecting-room, and the six winter months of anatomical and chemical teaching, added to the three months of the previous summer, would supply nine months of instruction in those two important subjects. A preparatory summer session, with three subsequent complete years of study, and the abandonment of all duplicate courses, would give ample time for the deliberate study, by lectures, of all the subjects (public health, and perhaps medical psy chology included), which it would be reasonable to require of the whole body of medical students. "I must not pursue this subject further; for if I did, I should leave my programme incomplete. I have yet to say something of education as a comprehensive subject, embracing medical education as one of its subdivisions. I thought that some light might be thrown on the general subject by this special form of it; and it was for this reason that I entered into certain details of the rise and progress of our educational system. "Much is being said just now. about technical education; and there is a strong feeling abroad in favour of training all men alike in the principles of the art which they are about to practise. The designer, it is thought, should not take his lessons from one who may himself have contracted habits at war with every suggestion of good taste; but he ought to be carefully instructed in the principles which should preside❘ over and direct every work of design, as well as in the most approved methods of procedure in the special art or manufacture to which he intends to devote himself. And in order that the art-designer may be so educated and trained, there must be museums of raw material, of manufactured articles, of successful and unsuccessful works of ornament. Taking this as a specimen of technical teaching, we say that our profession affords the oldest and most perfect example of such teaching. Or, if we turn to the art and business of the pharmaceutistone entailing duties and responsibilities similar to our own, we can point to our old and approved educational system and methods of procedure generally, as worthy of the attentive study of those who are to constitute the examining body under the new Act. To those professions which have esta blished voluntary examinations (I speak of the professions of the architect and actuary), and those which (like the civil engineers) have not yet instituted any examination at all, we think that we hold out an example worthy of imitation. We have long since recognised, and acted on, the principle that the public must be protected against ignorance and unskilfulness on the part of those who practise a profession, or follow an occupation, involving serious risk to life, by a good technical education and a searching examination. But we go farther than this, and pronounce in favour of a large and liberal education. When we prescribe a course of Botany, we do not allege that the practitioner of medicine will have constant, or even frequent, occasions of making practical application of his knowledge of plants at the bedside; but we look upon botany as a key which unlocks other knowledge, and as an admirable training for the faculties-so important to the physician-of observation, methodical arrangement, and lucid description: and just as we demand of the student, before he begins the study of medicine at all, proofs that he has had the liberal education of an English gentleman, though little of what he has learnt admit of any direct practical application, so we require of him, before he enters on the practice of his profession, a knowledge of science much exceeding that for which he can ever find a use. But then, we want him to be a man of science, that he may receive the respect of persons of every rank of society. But we have a better reason even than this: we honour science for its indirect as well as its direct applications. We do not forget that it was Edward Jenner, a man remarkable for his knowledge of natural history and his love of it, who gave to us the great discovery, and to the world the inestimable boon, of vaccination; and with it the grandest example the world has seen of that principle and policy of prevention for which the future has, I trust, great triumphs yet in store. "And now that I am near the end of this lecture, and look back to what I have said to you, I ask myself whether I have not been guilty of some abuse of terms in speaking of education, when I should have used the word instruction. If so, let me correct myself. There are two things which, as they are more or less associated in schools and colleges, are apt to be confounded the one with the other. The process by which masters and professors teach, and schoolboys and students learn, is properly called instruction; and this, partly by means of what may be called the incidents of it, and partly by the wholesome rules and regulations of the schools and colleges in which it is carried on, becomes education. In the village school, the child is instructed in reading, writing, and arithmetic, and the elements of our Christian faith; it is being educated by rules which prescribe cleanliness and tidy apparel, punctual attendance, the respectful recognition of teachers and superiors in age and position, just and kindly dealings with schoolfellows, and the exhortations, reproofs, and punishments of the teacher. To these the very act of learning, through continuous, silent, painstaking application, contributes the important element of the childish self-denial implied in working when the occupation natural to the child's age is play. So it is with all good schools, and so with every institution where young men are trained for any profession or serious occupation in life. The class-room is a place of direct instruction in the thing taught; a place of training for the faculty or faculties exercised in the learning of it; a place of education in the degree in which any other mode of passing the time is preferred to it. It is this wholesome function of the class-room which is overlooked by those who think that young men should attend those lectures only that the teacher can contrive to make attractive. If this were so, Science would have to put off her sober garb, and exchange her severe graces for the meretricious adornments of the theatre; and, in lieu of many small and manageable classes, we should have a few crowded audiences very hard to please, and somewhat difficult to keep in any kind of order. There is another word or group of words which I have often used in this lecture, and possibly so as to lead to misconception. I mean the word Science, and its derivative, scientific. I wish it to be understood that I mean by science what it originally meant, knowledge; and by a science, a dis tinct and well-defined branch of knowledge: by scientific teaching, the imparting of real knowledge; by a scientific man, a man enlightened and well-informed in the subjects he professes to understand. But, as you are aware, there are some who pitch the meaning of the word Science so high that they will not allow Medicine to be called a science. It is not exact enough, not accurate enough, not sufficiently amenable to the discipline of figures. It lacks the gift of prophecy which Astronomy has, and the magic powers that belong to Electricity and Chemistry. But if it must consent to occupy a lower rank than these, it has very honourable associates in Agriculture, Meteorology, and social and economic science; in all of which events are brought about by many concurrent causes of very variable intensity; in all of which, when ap plied to individual instances, we often deserve, where we cannot command, success. Be the proper place of Medicine among the sciences, however, what it may, its right to the foremost place among the arts is not to be questioned. The art of healing, practised in the light of all the sciences which enter into the medical cur riculum, is one of which its votaries need not be ashamed. To you who come here to study it, we (my colleagues and myself) wish all honour, happiness, and success. LORD LYTTLETON'S ADDRESS AT QUEEN'S LORD LYTTLETON, after referring to his former connection with the College, the many vicissitudes through which that institution had passed since his connection with it ceased, and the at length completed amalgamation with it of Sydenham College, considered the subject of medical education in so far as it had come under his notice as a member of the Schools Inquiry Commission. At this point his lordship read extracts from the evidence of Mr. Paget and Drs. Acland and Gull, and then continued : Now what I have read relates mainly to the intellectual and instructional view of the question of medical student's education. It was not chiefly with this in my mind that about thirty years ago I (and I should expect to find others who would say the same) first took an interest in this school-as it was then called-of Medicine and Surgery. It was from a consideration of the importance of setting an example here, which we might hope would in future years be largely followed elsewhere, of the practicability and advantage of an institu tion where medical students might receive in full measure the humane, the moral, the disciplinary, the social, the religious benefits of the ancient system of English collegiate education, that we joined so hopefully in the work. It was from a sense that, while needing them as much as any or more, those stu dents were as ill-circumstanced as any students, or more so, in these important respects. I well remember, in the very early days, quoting, in the presence of the venerable Dr. Edward Johnstone, then our first Principal, an injurious-nay, I might say a ribald proverb, I believe of the middle ages: "Tres medici, duo athei." I remember the indignation with which the venerable man repelled the imputation. But I also remember his acquiescence in what I ventured to suggest that unless there were some tendency, according to the evil of our nature, in medical studies to realise that proverb, much of the ground of the necessity which we believed to exist for such institutions as this must be abandoned. Nor should we wonder too much at the existence of such a tendency. We know too well the perverseness which has often led men of the highest ability and the deepest acquaintance with the works of the Creator, away from the Creator to the cold regions of materialism and abnegation of revealed truth. We know such cases as those of Laplace and Buffon. And we thought, whatever changes the progress of science would involve-nay, whatever new light may be thrown even on moral truth and religious doctrine, their broad and ancient foundations at least, the principles of the philosopher and of the Heavenly Teacher the principles of the ethics of Aristotle and the Gospel of Christ-were not now to be sought for, but to be applied. And we held that for these young men, as for others, the best application was in the collegiate life-the orderly discipline, the stated hours, the friendly association with superiors and with equals, the 00s, the religio loci, the social atmo sphere, the frequent and united worship, the consecrated chapel. We looked, in so far as we might succeed, for our full return in the blessings of parents and the approval of families. bids us hope, despairing when at length his hands hang down, when the resources of his craft are exhausted, and he too has to confess that he is but the secondary instrument in the power of the Unseen Disposer? Let not poor human nature be too hastily blamed, if at such seasons it may sometimes fail to hold with due firmness its sense of Who it is in whose hands really are the issues of life and of death, of sickness and of health, and lean too much on His delegated ministers. Who is there again, I ask, whom after and because of such intercourse as this, we are more disposed to take into the confidence of our daily life, to make the friend as well as the adviser, the witness and the partner of the joy of recovery as well as of the sorrow of suffering? Great indeed must often be the sympathetic grief of the practitioner, if he has a human heart, in the scenes of woe which he must see without relieving, or only slightly relieving it; but great also must often be his sympathetic joy when his efforts are blessed with full success,-the joy of simple sympathy crowned with the consciousness that, in the hands of Providence, the returning happiness which he sees is due to his own skill, and is the reward of his early and laborious culture. So deeming and so hoping, I return with satisfaction to a share in the administration of this College, and commend its welfare to the good wishes and exertions of the inhabitants of this town and neighbourhood. UNIVERSITY COLLEGE. PROFESSOR ERICHSEN, after some introductory observations, alluded to the question whether medicine should be studied as an art or as a science. He believed that not only are medicine and surgery based on certain sciences but that they themselves constitute a scarcely less certain science of disease. Even in therapeutics, assuredly the most difficult branch to trace the laws, the art of medicine need not be wholly empirical. We know enough to serve as a sure groundwork for scientific practice. illustration in the elaboration of the antiseptic method of as a foundation for practical medicine, has received a recent treating wounds devised by Professor Lister. The second leg of the tripod, observation, comprehends not only the recog aided by the judgment. The comparison of observations, nition of a phenomena by its signs, but its investigation especially when reduced to the statistical form, is a means for For if these great principles, this human and divine substratum to all instruction and all education, whatever be its special destination, be of moment in any class of life-of moment to the members of that class, of no less moment to society,—surely it is so pre-eminently to the medical class. Where are the men for whom we should more ferventy wish, than for them, a lofty tone of character, a sense of the dignity and gravity of their mission, a pious and consistent walk, a spirit of large observation, a sobriety of judgment, a knowMr. Erichsen continued:-The art and practice of medicine ledge of things new and old, and all those many more qualities may be regarded as founded on a tripod-of science, observawhich we believe are fostered by a sound and Christian education or experience, and individual skill. The value of science, tion? For one, I cannot express more strongly than I feel, the social importance of a high standard of character as well as attainment being set and maintained for the medical profession. "Honour a physician," says the wisdom of the son of Sirach in that book which, though we do not reckon it among our inspired books, assuredly falls not far short of them in its combination of admirable plain sense with spiritual insight, the book of Ecclesiasticus (xxxviii, 1)—"Honour a physician with the honour due unto him for the use which ye may have of him, for the Lord hath created him." True was the instinct, even if pushed too far, which in old times set apart the science of medicine as something specially superhuman and heavenly. "Blessed art of healing," says Mr. Carlyle of it when in worthy hands, "once again divine!" Surely it partakes of the value and sacredness, as it has been called, of the subject with which it deals-the value and sacredness of human suffering-"a token," in the solemn words of the writer I am quoting1-"a token of God's presence, a form of His countenance." Nor has there been found, perhaps, for Him, the Benefactor above all benefactors of the human race, a worthier or more endearing appellation than this, the Physician of Souls. Few indeed there are who, such is our condition here, pass through life without frequent intercourse with the family surgeon or physician. Even of these we may say nearly the same as of others. But as to those others, the vast majority of us in our hours of anxiety or of agony, for ourselves and still more for others,-in the slow-wasting consumption; in the ungoverned delirium; in the unrest and sleeplessness of pain; in the crisis of hope and fear, the verge of maternity; in the sudden and perilous accident, turning in a second the placidity of age and the merriment of childhood into the tumult of trepidation and the haggardness of suspense; in that trial of which none will make light of but those who know it not, causeless nervous or mental depression,-in these, and so many more I could name, who is it for whose approaching footstep we so long, on whose every word we so depend, hoping when he 1 Dr. Pusey: Sermons by Contributors to "Tracts for the Times," iii, 300. the deternination of facts with absolute and mathematical certainty. Much has thus been done in ascertaining the causes of remedies must be ascertained. Individual skill, the third of disease, and it is in this way, if in any, that the real value leg of the tripod, is highly prized, and with justice, by both credit must not be attached to the simple possession of it. the public and the profession, but at the same time too much The manipulator should not be confounded with the inventor; the man, however skilful, who merely applies rules, with the other who has devised them. From this it will be seen that medicine is neither a pure science nor a simple art, but the art can only be safely prac tised when its foundations are laid deep in the science of biology, which underlies the whole structure of the Esculapian edifice. The student should endeavour to be neither wholly scientific nor wholly practical, but should combine the two somewhat opposite elements of science and of art, of learning and of experience, of thought and of action, ever remembering the advice of Bacon,- They be the best physicians who, being learned, incline to the traditions of experience, or, being empirics, incline to the methods of learning." The speaker then glanced at the different methods of learning, by books and lectures, in which were epitomised a knowledge-the result of the labours of generations-which the student could not possibly gain afresh for himself. They were to observe a due proportion in their studies, and not to devote themselves too exclusively to any one deparment. They were to trouble themselves less about what they did not know than about what they did know. In conclusion he urged strongly upon his hearers the importance of clinical work and the recording of cases, as an aid to which he recommended them to cultivate, especially the arts GUY'S HOSPITAL. of writing shorthand and of drawing. The latter was especially head. Meanwhile the students must take care of themselves. useful in fixing details in the memory, while by the former-Let them see that they grasped firmly the principles of knowan art easily learned and valuable in numerous ways to the ledge they gained, though they could not retain the details. medical student-they were enabled to record observations as Let them not cram for their examinations. The examination rapidly as they could be made. was not their real trial; they only gave bail there to appear before society, from which there was no appeal. This knowledge of principles through details could only come slowly, for their acquiring intellect was a point that traced enough lines on that vast chart by which they must pilot their future Dr. Moxon, after alluding to the strong varieties of cha- patients. He urged them to learn to observe well, to study racter which are brought out by necessary habits in the anatomy practically, for that afforded the best practice or several branches of social usefulness, laid this down as the observation. Medical literature could only give them the distinguishing character of a profession as contrasted with a meanings of names, their eyes must show them the nature of trade, that every member of a profession directly uses general things. When medical literature went beyond what they could principles in the practice of his profession. A medical man all see, it got contrary and uncertain. There was only one especially must be capable of exercising judgment when deci- way in which they could avoid being deceived by it, and that sive and conclusive motives are not present. Hence he was by observing for themselves, so that they could keep a strongly urged on them the necessity of maintaining their check upon the writer, and follow this rule, "Never trust a minds free and capable of independent action, for the licensing man for what he cannot know," which would do away with bodies now demanded a vast extent of knowledge in candidates opathies and theories. Faith might lead them, but reason for diplomas, and much knowledge cast hurriedly into the must guide them. The place of reason was above and beyond mind would be too likely to smother young intellects, as too faith, for their oracles were uninspired. As to medical promuch fuel smothers scarcely kindled fires. Men were a pre- gress, there was no such thing as progress, except for convey. posterous race, doing things hind side before they first talked, ance from place to place. All improvement was development. and then they learnt grammar-they first reasoned, and then They must not leave what was behind, and they must have no learnt logic. They learnt much before they thought what mark to press to. It was because physicians pressed after sort of a thing it was to learn. He would have them now be great aims that they made so little advance in their develop beforehand, and as they were to plunge into so many sciences, ment, for when the facts they saw did not promise to fulfil the consider what it was to learn. First, it was not storing into aims they had, they turned away from the past, guessed their capacities, although many of their expressions implied that it way towards the aim, and called the guesses "theories," to was so, and some young men sought a reputation for implied make them respectable. Let them beware of medical theories capacity, which was very foolish, since the mind was never they were images made out of a little dust of facts, into greater than what it held. Secondly, it was not receiving which some one breathed a little puff of himself, a breath of seeds of knowledge, for the function of the receiving mind life that was not divine, and they fell to pieces when they had was active-it was receptive activity. The mind received served their master's purpose, and were blown about the desert learning as a germ received pollen, and then arose new living dust of medical literature. Don't guess, said Dr. Moxon, a thought, varying in different minds, and improving and pro- guess is the squeak of reason oppressed by doubt it no more pagating itself. On the question whether there are "sciences helps reason than cries lessen pain. Be patient under doubt; of medicine and surgery," he said these sciences were of three don't let it make you guess in haste. Remember the danger classes, and took as a type of the first mathematics, which is of generous minds, which is this-that in striving to know pure reasoning; of the second chemistry, which is reasoning what cannot be known, they leave unknown what they might from the facts of the chemical elements; and of the third know. We live not to an aim, but to a duty of observation zoology, which is mere classification. He compared the so- and guidance-the aim at cure spoils our social reputation. called "science of medicine" with each of these types. It was Those minds that are shaken by sickness or by anxiety suppose not like mathematics or chemistry, because each of these was that we cure them, and we allow the supposition. But when constructive -the first of the elements of thought, the second they come to themselves they change their view, and give of the elements of nature, and they had no constructive know- nature the credit, and despise us as pretenders, just as their ledge of diseases. They did not know how these elements day-enlightened forefathers drowned those very witches whom were put together. It aimed to be like zoology, but was dis- they shuddered at in the dark. The public will not forsake qualified because they could not define a disease, and their you. It is not hope, but fear, that caters for the doctor. Let knowledge of them was not comparable knowledge, for when us patiently discharge our noble duty of observers and guides, one disease was a pain in the leg, and another disease was a striving to be to each individual sufferer under our care all growth in the stomach, and another a spider in the skin, they that a man can be to his fellow man in sickness, and no more. compared together as the solar spectrum and the key of C We shall try to make you learned, a vir doctissimus et ornamajor with essence of peppermint. Some people erroneously tissimus et clarissimus. Now remember, while you are getting called anatomy and physiology sciences, but they were no more all the fashionable learning that the newest patent clarified than common narratives of fact. The practical result of these candle may give no better light than a well-managed dip, and reflections was that medicine should not be studied in books as you live to do duty, not to be admired. Get firm possession sciences were studied. They should learn diseases as facts in of that sort of knowledge which your daily usefulness will nature. They should know them, not as the geologist knows keep bright by activity, and add to it all the accomplishments his genera and species but as the hunter knows his leopards you can acquire. In your noble profession no personal exceland wild boars. No writer or speaker could describe a disease.lence is lost, but rather will help you in your wide range of The best attempt was only like a landscape taken from a railway; or like a print of a glorious battle where live struggle is chilled into dead shape. They must see individual cases for themselves, and so know the history of disease from its biography. But should they then discard science? Assuredly the very opposite. If there were no discipline in the facts, they must bring discipline in their minds. Like a colonel of irregulars, the physician must be a genius of discipline over his disorderly facts. This was the true theory of medical education they must have minds disciplined yet free, and those opposite requirements must be supplied from opposite sources. The Medical Council would discipline them, cutting their garment of learning to their regulation model of a doctor. They carried their discipline too far. They filled every hour of the student's day; yet what could they in their curriculum offer Deputy Inspector-General Dr. C. A. GORDON, C.B., in them in place of that self-help for which they left no time? Their course of study would be in stages; layers of learning would have to be deposited on them like geological formations, or coats of paint, or like a plaster image they would be put together, the legs and body crumbling while they made the duty which requires you to create faith and hope and fresh interest for the weary of life, and not merely to know things of which other people are ignorant. Medical Societies. ARMY MEDICO-CHIRURGICAL SOCIETY OF the Chair. Some remarks by Dr. BREDIN ON DELIRIUM TREMENS were then read, their object being to point out that in his |