American Addresses, with a Lecture on the Study of Biology Part 3

In Europe abundant remains of horses are found in the Quaternary and later Tertiary strata as far as the Pliocene formation. But these horses, which are so common in the cave-deposits and in the gravels of Europe, are in all essential respects like existing horses. And that is true of all the horses of the latter part of the Pliocene epoch. But, in deposits which belong to the earlier Pliocene and later Miocene epochs, and which occur in Britain, in France, in Germany, in Greece, in India, we find animals which are extremely like horses--which, in fact, are so similar to horses, that you may follow descriptions given in works upon the anatomy of the horse upon the skeletons of these animals--but which differ in some important particulars. For example, the structure of their fore and hind limbs is somewhat different. The bones which, in the horse, are represented by two splints, imperfect below, are as long as the middle metacarpal and metatarsal bones; and, attached to the extremity of each, is a digit with three joints of the same general character as those of the middle digit, only very much smaller. These small digits are so disposed that they could have had but very little functional importance, and they must have been rather of the nature of the dew-claws, such as are to be found in many ruminant animals. The _Hipparion_, as the extinct European three-toed horse is called, in fact, presents a foot similar to that of the American _Protohippus_ (Fig. 9), except that, in the _Hipparion_, the smaller digits are situated farther back, and are of smaller proportional size, than in the _Protohippus_.

The ulna is slightly more distinct than in the horse; and the whole length of it, as a very slender shaft, intimately united with the radius, is completely traceable. The fibula appears to be in the same condition as in the horse. The teeth of the _Hipparion_ are essentially similar to those of the horse, but the pattern of the grinders is in some respects a little more complex, and there is a depression on the face of the skull in front of the orbit, which is not seen in existing horses.

In the earlier Miocene, and perhaps the later Eocene deposits of some parts of Europe, another extinct animal has been discovered, which Cuvier, who first described some fragments of it, considered to be a _Palaeotherium_. But as further discoveries threw new light upon its structure, it was recognised as a distinct genus, under the name of _Anchitherium_.

In its general characters, the skeleton of _Anchitherium_ is very similar to that of the horse. In fact, Lartet and De Blainville called it _Palaeotherium equinum_ or _hippoides_; and De Christol, in 1847, said that it differed from _Hipparion_ in little more than the characters of its teeth, and gave it the name of _Hipparitherium_. Each foot possesses three complete toes; while the lateral toes are much larger in proportion to the middle toe than in _Hipparion_, and doubtless rested on the ground in ordinary locomotion.

The ulna is complete and quite distinct from the radius, though firmly united with the latter. The fibula seems also to have been complete. Its lower end, though intimately united with that of the tibia, is clearly marked off from the latter bone.

There are forty-four teeth. The incisors have no strong pit. The canines seem to have been well developed in both s.e.xes. The first of the seven grinders, which, as I have said, is frequently absent, and, when it does exist, is small in the horse, is a good-sized and permanent tooth, while the grinder which follows it is but little larger than the hinder ones.

The crowns of the grinders are short, and though the fundamental pattern of the horse-tooth is discernible, the front and back ridges are less curved, the accessory pillars are wanting, and the valleys, much shallower, are not filled up with cement.

Seven years ago, when I happened to be looking critically into the bearing of palaeontological facts upon the doctrine of evolution, it appeared to me that the _Anchitherium_, the _Hipparion_, and the modern horses, const.i.tute a series in which the modifications of structure coincide with the order of chronological occurrence, in the manner in which they must coincide, if the modern horses really are the result of the gradual metamorphosis, in the course of the Tertiary epoch, of a less specialised ancestral form. And I found by correspondence with the late eminent French anatomist and palaeontologist, M. Lartet, that he had arrived at the same conclusion from the same data.

That the _Anchitherium_ type had become metamorphosed into the _Hipparion_ type, and the latter into the _Equine_ type, in the course of that period of time which is represented by the latter half of the Tertiary deposits, seemed to me to be the only explanation of the facts for which there was even a shadow of probability.[2]

And, hence, I have ever since held that these facts afford evidence of the occurrence of evolution, which, in the sense already defined, may be termed demonstrative.

All who have occupied themselves with the structure of _Anchitherium_, from Cuvier onwards, have acknowledged its many points of likeness to a well-known genus of extinct Eocene mammals, _Palaeotherium_. Indeed, as we have seen, Cuvier regarded his remains of _Anchitherium_ as those of a species of _Palaeotherium_. Hence, in attempting to trace the pedigree of the horse beyond the Miocene epoch and the Anchitheroid form, I naturally sought among the various species of Palaeotheroid animals for its nearest ally, and I was led to conclude that the _Palaeotherium minus (Plagiolophus)_ represented the next step more nearly than any form then known.

I think that this opinion was fully justifiable; but the progress of investigation has thrown an unexpected light on the question, and has brought us much nearer than could have been antic.i.p.ated to a knowledge of the true series of the progenitors of the horse.

You are all aware that, when your country was first discovered by Europeans, there were no traces of the existence of the horse in any part of the American Continent. The accounts of the conquest of Mexico dwell upon the astonishment of the natives of that country when they first became acquainted with that astounding phenomenon--a man seated upon a horse. Nevertheless, the investigations of American geologists have proved that the remains of horses occur in the most superficial deposits of both North and South America, just as they do in Europe.

Therefore, for some reason or other--no feasible suggestion on that subject, so far as I know, has been made--the horse must have died out on this continent at some period preceding the discovery of America. Of late years there has been discovered in your Western Territories that marvellous acc.u.mulation of deposits, admirably adapted for the preservation of organic remains, to which I referred the other evening, and which furnishes us with a consecutive series of records of the fauna of the older half of the Tertiary epoch, for which we have no parallel in Europe. They have yielded fossils in an excellent state of conservation and in unexampled number and variety. The researches of Leidy and others have shown that forms allied to the _Hipparion_ and the _Anchitherium_ are to be found among these remains. But it is only recently that the admirably conceived and most thoroughly and patiently worked-out investigations of Professor Marsh have given us a just idea of the vast fossil wealth, and of the scientific importance, of these deposits. I have had the advantage of glancing over the collections in Yale Museum; and I can truly say that, so far as my knowledge extends, there is no collection from any one region and series of strata comparable, for extent, or for the care with which the remains have been got together, or for their scientific importance, to the series of fossils which he has deposited there. This vast collection has yielded evidence bearing upon the question of the pedigree of the horse of the most striking character. It tends to show that we must look to America, rather than to Europe, for the original seat of the equine series; and that the archaic forms and successive modifications of the horse's ancestry are far better preserved here than in Europe.

Professor Marsh's kindness has enabled me to put before you a diagram, every figure in which is an actual representation of some specimen which is to be seen at Yale at this present time (Fig. 9).

[Ill.u.s.tration: FIG. 9.]

The succession of forms which he has brought together carries us from the top to the bottom of the Tertiaries. Firstly, there is the true horse. Next we have the American Pliocene form of the horse (_Pliohippus_); in the conformation of its limbs it presents some very slight deviations from the ordinary horse, and the crowns of the grinding teeth are shorter. Then comes the _Protohippus_, which represents the European _Hipparion_, having one large digit and two small ones on each foot, and the general characters of the fore-arm and leg to which I have referred. But it is more valuable than the European _Hipparion_ for the reason that it is devoid of some of the peculiarities of that form--peculiarities which tend to show that the European _Hipparion_ is rather a member of a collateral branch, than a form in the direct line of succession. Next, in the backward order in time, is the _Miohippus_, which corresponds pretty nearly with the _Anchitherium_ of Europe. It presents three complete toes--one large median and two smaller lateral ones; and there is a rudiment of that digit, which answers to the little finger of the human hand.

The European record of the pedigree of the horse stops here; in the American Tertiaries, on the contrary, the series of ancestral equine forms is continued into the Eocene formations. An older Miocene form, termed _Mesohippus_, has three toes in front, with a large splint-like rudiment representing the little finger; and three toes behind. The radius and ulna, the tibia and the fibula, are distinct, and the short crowned molar teeth are anchitherioid in pattern.

But the most important discovery of all is the _Orohippus_, which comes from the Eocene formation, and is the oldest member of the equine series, as yet known. Here we find four complete toes on the front-limb, three toes on the hind-limb, a well-developed ulna, a well-developed fibula, and short-crowned grinders of simple pattern.

Thus, thanks to these important researches, it has become evident that, so far as our present knowledge extends, the history of the horse-type is exactly and precisely that which could have been predicted from a knowledge of the principles of evolution. And the knowledge we now possess justifies us completely in the antic.i.p.ation, that when the still lower Eocene deposits, and those which belong to the Cretaceous epoch, have yielded up their remains of ancestral equine animals, we shall find, first, a form with four complete toes and a rudiment of the innermost or first digit in front, with, probably, a rudiment of the fifth digit in the hind foot;[3] while, in still older forms, the series of the digits will be more and more complete, until we come to the five-toed animals, in which, if the doctrine of evolution is well founded, the whole series must have taken its origin.

That is what I mean by demonstrative evidence of evolution. An inductive hypothesis is said to be demonstrated when the facts are shown to be in entire accordance with it. If that is not scientific proof, there are no merely inductive conclusions which can be said to be proved. And the doctrine of evolution, at the present time, rests upon exactly as secure a foundation as the Copernican theory of the motions of the heavenly bodies did at the time of its promulgation. Its logical basis is precisely of the same character--the coincidence of the observed facts with theoretical requirements.

The only way of escape, if it be a way of escape, from the conclusions which I have just indicated, is the supposition that all these different equine forms have been created separately at separate epochs of time; and, I repeat, that of such an hypothesis as this there neither is, nor can be, any scientific evidence; and, a.s.suredly, so far as I know, there is none which is supported, or pretends to be supported, by evidence or authority of any other kind. I can but think that the time will come when such suggestions as these, such obvious attempts to escape the force of demonstration, will be put upon the same footing as the supposition made by some writers, who are, I believe, not completely extinct at present, that fossils are mere simulacra, are no indications of the former existence of the animals to which they seem to belong; but that they are either sports of Nature, or special creations, intended--as I heard suggested the other day--to test our faith.

In fact, the whole evidence is in favour of evolution, and there is none against it. And I say this, although perfectly well aware of the seeming difficulties which have been built up upon what appears to the uninformed to be a solid foundation. I meet constantly with the argument that the doctrine of evolution cannot be well founded, because it requires the lapse of a very vast period of time; the duration of life upon the earth, thus implied, is inconsistent with the conclusions arrived at by the astronomer and the physicist. I may venture to say that I am familiar with those conclusions, inasmuch as some years ago, when President of the Geological Society of London, I took the liberty of criticising them, and of showing in what respects, as it appeared to me, they lacked complete and thorough demonstration. But, putting that point aside, suppose that, as the astronomers, or some of them, and some physical philosophers, tell us, it is impossible that life could have endured upon the earth for as long a period as is required by the doctrine of evolution--supposing that to be proved--I desire to be informed, what is the foundation for the statement that evolution does require so great a time? The biologist knows nothing whatever of the amount of time which may be required for the process of evolution. It is a matter of fact that the equine forms which I have described to you occur, in the order stated, in the Tertiary formations. But I have not the slightest means of guessing whether it took a million of years, or ten millions, or a hundred millions, or a thousand millions of years, to give rise to that series of changes. A biologist has no means of arriving at any conclusion as to the amount of time which may be needed for a certain quant.i.ty of organic change. He takes his time from the geologist. The geologist, considering the rate at which deposits are formed and the rate at which denudation goes on upon the surface of the earth, arrives at more or less justifiable conclusions as to the time which is required for the deposit of a certain thickness of rocks; and if he tells me that the Tertiary formations required 500,000,000 years for their deposit, I suppose he has good ground for what he says, and I take that as a measure of the duration of the evolution of the horse from the _Orohippus_ up to its present condition. And, if he is right, undoubtedly evolution is a very slow process, and requires a great deal of time. But suppose, now, that an astronomer or a physicist--for instance, my friend Sir William Thomson--tells me that my geological authority is quite wrong; and that he has weighty evidence to show that life could not possibly have existed upon the surface of the earth 500,000,000 years ago, because the earth would have then been too hot to allow of life, my reply is: "That is not my affair; settle that with the geologist, and when you have come to an agreement among yourselves I will adopt your conclusion." We take our time from the geologists and physicists; and it is monstrous that, having taken our time from the physical philosopher's clock, the physical philosopher should turn round upon us, and say we are too fast or too slow. What we desire to know is, is it a fact that evolution took place? As to the amount of time which evolution may have occupied, we are in the hands of the physicist and the astronomer, whose business it is to deal with those questions.

I have now, ladies and gentlemen, arrived at the conclusion of the task which I set before myself when I undertook to deliver these lectures. My purpose has been, not to enable those among you who have paid no attention to these subjects before, to leave this room in a condition to decide upon the validity or the invalidity of the hypothesis of evolution; but I have desired to put before you the principles upon which all hypotheses respecting the history of Nature must be judged; and furthermore, to make apparent the nature of the evidence and the amount of cogency which is to be expected and may be obtained from it.

To this end, I have not hesitated to regard you as genuine students and persons desirous of knowing the truth. I have not shrunk from taking you through long discussions, that I fear may have sometimes tried your patience; and I have inflicted upon you details which were indispensable, but which may well have been wearisome. But I shall rejoice--I shall consider that I have done you the greatest service, which it was in my power to do--if I have thus convinced you that the great question which we have been discussing is not one to be dealt with by rhetorical flourishes, or by loose and superficial talk; but that it requires the keen attention of the trained intellect and the patience of the accurate observer.

When I commenced this series of lectures, I did not think it necessary to preface them with a prologue, such as might be expected from a stranger and a foreigner; for during my brief stay in your country, I have found it very hard to believe that a stranger could be possessed of so many friends, and almost harder that a foreigner could express himself in your language in such a way as to be, to all appearance, so readily intelligible. So far as I can judge, that most intelligent, and, perhaps, I may add, most singularly active and enterprising body, your press reporters, do not seem to have been deterred by my accent from giving the fullest account of everything that I happen to have said.

But the vessel in which I take my departure to-morrow morning is even now ready to slip her moorings; I awake from my delusion that I am other than a stranger and a foreigner. I am ready to go back to my place and country; but, before doing so, let me, by way of epilogue, tender to you my most hearty thanks for the kind and cordial reception which you have accorded to me; and let me thank you still more for that which is the greatest compliment which can be afforded to any person in my position--the continuous and undisturbed attention which you have bestowed upon the long argument which I have had the honour to lay before you.

[1] The absence of any keel on the breast-bone and some other osteological peculiarities, observed by Professor Marsh, however, suggest that _Hesperornis_ may be a modification of a less specialised group of birds than that to which these existing aquatic birds belong.

[2] I use the word "type" because it is highly probable that many forms of _Anchitherium_-like and _Hipparion_-like animals existed in the Miocene and Pliocene epochs, just as many species of the horse tribe exist now; and it is highly improbable that the particular species of _Anchitherium_ or _Hipparion_, which happen to have been discovered, should be precisely those which have formed part of the direct line of the horse's pedigree.

[3] Since this lecture was delivered, Professor Marsh has discovered a new genus of equine mammals (_Eohippus_) from the lowest Eocene deposits of the West, which corresponds very nearly to this description.--_American Journal of Science_, November, 1876.

BALTIMORE.

ADDRESS ON UNIVERSITY EDUCATION.[1]

The actual work of the University founded in this city by the well-considered munificence of Johns Hopkins commences to-morrow, and among the many marks of confidence and good-will which have been bestowed upon me in the United States, there is none which I value more highly than that conferred by the authorities of the University when they invited me to deliver an address on such an occasion.

For the event which has brought us together is, in many respects, unique. A vast property is handed over to an administrative body, hampered by no conditions save these;--That the princ.i.p.al shall not be employed in building: that the funds shall be appropriated, in equal proportions, to the promotion of natural knowledge and to the alleviation of the bodily sufferings of mankind; and, finally, that neither political nor ecclesiastical sectarianism shall be permitted to disturb the impartial distribution of the testator's benefactions.

In my experience of life a truth which sounds very much like a paradox has often a.s.serted itself; namely, that a man's worst difficulties begin when he is able to do as he likes. So long as a man is struggling with obstacles he has an excuse for failure or shortcoming; but when fortune removes them all and gives him the power of doing as he thinks best, then comes the time of trial. There is but one right, and the possibilities of wrong are infinite. I doubt not that the trustees of the Johns Hopkins University felt the full force of this truth when they entered on the administration of their trust a year and a half ago; and I can but admire the activity and resolution which have enabled them, aided by the able president whom they have selected, to lay down the great outlines of their plan, and carry it thus far into execution. It is impossible to study that plan without perceiving that great care, forethought, and sagacity, have been bestowed upon it, and that it demands the most respectful consideration. I have been endeavouring to ascertain how far the principles which underlie it are in accordance with those which have been established in my own mind by much and long-continued thought upon educational questions. Permit me to place before you the result of my reflections.

Under one aspect a university is a particular kind of educational inst.i.tution, and the views which we may take of the proper nature of a university are corollaries from those which we hold respecting education in general. I think it must be admitted that the school should prepare for the university, and that the university should crown the edifice, the foundations of which are laid in the school. University education should not be something distinct from elementary education, but should be the natural outgrowth and development of the latter. Now I have a very clear conviction as to what elementary education ought to be; what it really may be, when properly organised; and what I think it will be, before many years have pa.s.sed over our heads, in England and in America.

Such education should enable an average boy of fifteen or sixteen to read and write his own language with ease and accuracy, and with a sense of literary excellence derived from the study of our cla.s.sic writers: to have a general acquaintance with the history of his own country and with the great laws of social existence; to have acquired the rudiments of the physical and psychological sciences, and a fair knowledge of elementary arithmetic and geometry. He should have obtained an acquaintance with logic rather by example than by precept; while the acquirement of the elements of music and drawing should have been pleasure rather than work.

It may sound strange to many ears if I venture to maintain the proposition that a young person, educated thus far, has had a liberal, though perhaps not a full, education. But it seems to me that such training as that to which I have referred may be termed liberal, in both the senses in which that word is employed, with perfect accuracy. In the first place, it is liberal in breadth. It extends over the whole ground of things to be known and of faculties to be trained, and it gives equal importance to the two great sides of human activity--art and science. In the second place, it is liberal in the sense of being an education fitted for free men; for men to whom every career is open, and from whom their country may demand that they should be fitted to perform the duties of any career. I cannot too strongly impress upon you the fact that, with such a primary education as this, and with no more than is to be obtained by building strictly upon its lines, a man of ability may become a great writer or speaker, a statesman, a lawyer, a man of science, painter, sculptor, architect, or musician. That even development of all a man's faculties, which is what properly const.i.tutes culture, may be effected by such an education, while it opens the way for the indefinite strengthening of any special capabilities with which he may be gifted.

In a country like this, where most men have to carve out their own fortunes and devote themselves early to the practical affairs of life, comparatively few can hope to pursue their studies up to, still less beyond, the age of manhood. But it is of vital importance to the welfare of the community that those who are relieved from the need of making a livelihood, and still more, those who are stirred by the divine impulses of intellectual thirst or artistic genius, should be enabled to devote themselves to the higher service of their kind, as centres of intelligence, interpreters of nature, or creators of new forms of beauty. And it is the function of a university to furnish such men with the means of becoming that which it is their privilege and duty to be.

To this end the university need cover no ground foreign to that occupied by the elementary school. Indeed it cannot; for the elementary instruction which I have referred to embraces all the kinds of real knowledge and mental activity possible to man. The university can add no new departments of knowledge, can offer no new fields of mental activity; but what it can do is to intensify and specialise the instruction in each department. Thus literature and philology, represented in the elementary school by English alone, in the university will extend over the ancient and modern languages. History, which, like charity, best begins at home, but, like charity, should not end there, will ramify into anthropology, archaeology, political history, and geography, with the history of the growth of the human mind and of its products in the shape of philosophy, science, and art. And the university will present to the student libraries, museums of antiquities, collections of coins, and the like, which will efficiently subserve these studies. Instruction in the elements of social economy, a most essential, but hitherto sadly-neglected part of elementary education, will develop in the university into political economy, sociology, and law. Physical science will have its great divisions of physical geography, with geology and astronomy; physics; chemistry and biology; represented not merely by professors and their lectures, but by laboratories, in which the students, under guidance of demonstrators, will work out facts for themselves and come into that direct contact with reality which const.i.tutes the fundamental distinction of scientific education. Mathematics will soar into its highest regions; while the high peaks of philosophy may be scaled by those whose apt.i.tude for abstract thought has been awakened by elementary logic. Finally, schools of pictorial and plastic art, of architecture, and of music, will offer a thorough discipline in the principles and practice of art to those in whom lies nascent the rare faculty of aesthetic representation, or the still rarer powers of creative genius.

The primary school and the university are the alpha and omega of education. Whether inst.i.tutions intermediate between these (so-called secondary schools) should exist, appears to me to be a question of practical convenience. If such schools are established, the important thing is that they should be true intermediaries between the primary school and the university, keeping on the wide track of general culture, and not sacrificing one branch of knowledge for another.

Such appear to me to be the broad outlines of the relations which the university, regarded as a place of education, ought to bear to the school, but a number of points of detail require some consideration, however briefly and imperfectly I can deal with them. In the first place, there is the important question of the limitations which should be fixed to the entrance into the university; or, what qualifications should be required of those who propose to take advantage of the higher training offered by the university. On the one hand, it is obviously desirable that the time and opportunities of the university should not be wasted in conferring such elementary instruction as can be obtained elsewhere; while, on the other hand, it is no less desirable that the higher instruction of the university should be made accessible to every one who can take advantage of it, although he may not have been able to go through any very extended course of education. My own feeling is distinctly against any absolute and defined preliminary examination, the pa.s.sing of which shall be an essential condition of admission to the university. I would admit to the university any one who could be reasonably expected to profit by the instruction offered to him; and I should be inclined, on the whole, to test the fitness of the student, not by examination before he enters the university, but at the end of his first term of study. If, on examination in the branches of knowledge to which he has devoted himself, he show himself deficient in industry or in capacity, it will be best for the university and best for himself, to prevent him from pursuing a vocation for which he is obviously unfit.

And I hardly know of any other method than this by which his fitness or unfitness can be safely ascertained, though no doubt a good deal may be done, not by formal cut and dried examination, but by judicious questioning, at the outset of his career.

Another very important and difficult practical question is, whether a definite course of study shall be laid down for those who enter the university; whether a curriculum shall be prescribed; or whether the student shall be allowed to range at will among the subjects which are open to him. And this question is inseparably connected with another, namely, the conferring of degrees. It is obviously impossible that any student should pa.s.s through the whole of the series of courses of instruction offered by a university. If a degree is to be conferred as a mark of proficiency in knowledge, it must be given on the ground that the candidate is proficient in a certain fraction of those studies; and then will arise the necessity of insuring an equivalency of degrees, so that the course by which a degree is obtained shall mark approximately an equal amount of labour and of acquirements, in all cases. But this equivalency can hardly be secured in any other way than by prescribing a series of definite lines of study. This is a matter which will require grave consideration. The important points to bear in mind, I think, are that there should not be too many subjects in the curriculum, and that the aim should be the attainment of thorough and sound knowledge of each.

One half of the Johns Hopkins bequest is devoted to the establishment of a hospital, and it was the desire of the testator that the university and the hospital should co-operate in the promotion of medical education. The trustees will unquestionably take the best advice that is to be had as to the construction and administration of the hospital. In respect to the former point, they will doubtless remember that a hospital may be so arranged as to kill more than it cures; and, in regard to the latter, that a hospital may spread the spirit of pauperism among the well-to-do, as well as relieve the sufferings of the dest.i.tute. It is not for me to speak on these topics--rather let me confine myself to the one matter on which my experience as a student of medicine, and an examiner of long standing, who has taken a great interest in the subject of medical education, may ent.i.tle me to a hearing. I mean the nature of medical education itself, and the co-operation of the university in its promotion.

What is the object of medical education? It is to enable the pract.i.tioner, on the one hand, to prevent disease by his knowledge of hygiene; on the other hand, to divine its nature, and to alleviate or cure it, by his knowledge of pathology, therapeutics, and practical medicine. That is his business in life, and if he has not a thorough and practical knowledge of the conditions of health, of the causes which tend to the establishment of disease, of the meaning of symptoms, and of the uses of medicines and operative appliances, he is incompetent, even if he were the best anatomist, or physiologist, or chemist, that ever took a gold medal or won a prize certificate. This is one great truth respecting medical education. Another is, that all practice in medicine is based upon theory of some sort or other; and therefore, that it is desirable to have such theory in the closest possible accordance with fact. The veriest empiric who gives a drug in one case because he has seen it do good in another of apparently the same sort, acts upon the theory that similarity of superficial symptoms means similarity of lesions; which, by the way, is perhaps as wild an hypothesis as could be invented. To understand the nature of disease we must understand health, and the understanding of the healthy body means the having a knowledge of its structure and of the way in which its manifold actions are performed, which is what is technically termed human anatomy and human physiology. The physiologist again must needs possess an acquaintance with physics and chemistry, inasmuch as physiology is, to a great extent, applied physics and chemistry. For ordinary purposes a limited amount of such knowledge is all that is needful; but for the pursuit of the higher branches of physiology no knowledge of these branches of science can be too extensive, or too profound. Again, what we call therapeutics, which has to do with the action of drugs and medicines on the living organism, is, strictly speaking, a branch of experimental physiology, and is daily receiving a greater and greater experimental development.

The third great fact which is to be taken into consideration in dealing with medical education, is that the practical necessities of life do not, as a rule, allow aspirants to medical practice to give more than three, or it may be four years to their studies. Let us put it at four years, and then reflect that, in the course of this time, a young man fresh from school has to acquaint himself with medicine, surgery, obstetrics, therapeutics, pathology, hygiene, as well as with the anatomy and the physiology of the human body; and that his knowledge should be of such a character that it can be relied upon in any emergency, and always ready for practical application. Consider, in addition, that the medical pract.i.tioner may be called upon, at any moment, to give evidence in a court of justice in a criminal case; and that it is therefore well that he should know something of the laws of evidence, and of what we call medical jurisprudence. On a medical certificate, a man may be taken from his home and from his business and confined in a lunatic asylum; surely, therefore, it is desirable that the medical pract.i.tioner should have some rational and clear conceptions as to the nature and symptoms of mental disease. Bearing in mind all these requirements of medical education, you will admit that the burden on the young aspirant for the medical profession is somewhat of the heaviest, and that it needs some care to prevent his intellectual back from being broken.

Those who are acquainted with the existing systems of medical education will observe that, long as is the catalogue of studies which I have enumerated, I have omitted to mention several that enter into the usual medical curriculum of the present day. I have said not a word about zoology, comparative anatomy, botany, or materia medica. a.s.suredly this is from no light estimate of the value or importance of such studies in themselves. It may be taken for granted that I should be the last person in the world to object to the teaching of zoology, or comparative anatomy, in themselves; but I have the strongest feeling that, considering the number and the gravity of those studies through which a medical man must pa.s.s, if he is to be competent to discharge the serious duties which devolve upon him, subjects which lie so remote as these do from his practical pursuits should be rigorously excluded. The young man, who has enough to do in order to acquire such familiarity with the structure of the human body as will enable him to perform the operations of surgery, ought not, in my judgment, to be occupied with investigations into the anatomy of crabs and starfishes. Undoubtedly the doctor should know the common poisonous plants of his own country when he sees them; but that knowledge may be obtained by a few hours devoted to the examination of specimens of such plants, and the desirableness of such knowledge is no justification, to my mind, for spending three months over the study of systematic botany. Again, materia medica, so far as it is a knowledge of drugs, is the business of the druggist. In all other callings the necessity of the division of labour is fully recognised, and it is absurd to require of the medical man that he should not avail himself of the special knowledge of those whose business it is to deal in the drugs which he uses. It is all very well that the physician should know that castor oil comes from a plant, and castoreum from an animal, and how they are to be prepared; but for all the practical purposes of his profession that knowledge is not of one whit more value, has no more relevancy, than the knowledge of how the steel of his scalpel is made.