THE REFORM OF THE MEDICAL CURRICULUM 645 



far more than counterbalanced by the gain in time and in 

 thoroughness ensured in the clinical period. The University 

 man, moreover, has formed a habit of reading and inquiry which 

 enables him to keep in touch with the advance of his profession 

 for the rest of his career, even if he has not time to share in 

 it ; but the average licentiate remains bound to what has been 

 taught him during his pupilage. 



The picture which Prof. Armstrong would draw of care- 

 worn students harassed by the imposition of an impossible 

 task has in fact no counterpart in reality. University students 

 are expected to work hard, and do work hard ; their degrees 

 would not otherwise be worth the paper on which they are 

 written. But they work with a will, and, what is more, they 

 work with trained intelligence and keen interest if their course 

 is properly arranged ; yet they manage withal to find abundant 

 time for physical and mental recreation. Not only can chemistry 

 be studied along with anatomy and physiology, but it reacts to 

 their mutual advantage. Mr. F. J. Steward, M.S., the writer's 

 colleague in Anatomy, is "convinced that the work in chemistry 

 can be done without in any way interfering with the study of 

 anatomy " ; " indeed, it is an agreeable change," he continues, 

 "and so helps to prevent staleness." Dr. M. S. Pembrey, his 

 colleague in Physiology, is "convinced from experience, both 

 as a student and teacher, that a knowledge of organic chemistry 

 is of the utmost importance for the chemical aspects of physio- 

 logy"; he thinks "that it is actually an advantage that men 

 should study organic chemistry at the same time that they work 

 at chemical physiology," and " does not find them delayed 

 thereby." When teachers are willing to co-operate, no difficulty 

 arises, and there is no complaint of congestion. 



We come finally to the question of personnel — to what class 

 of teachers the chemical course .is to be entrusted. Apart from 

 the few who object to the teaching of chemistry in medical 

 schools in any form whatsoever, there is a large section who 

 think that the chemistry which they agree is indispensable 

 should be taught by those who are engaged in applying it rather 

 than by those who spend their leisure in endeavouring to extend 

 its boundaries — by the physiologist and pathologist rather than 

 by the chemist. This argument, although plausible, is unsound, 

 for by the same reasoning physiology ought to be taught by the 

 physician who is engaged in applying it rather than by the 



