On the Ufes of Claffical Education. 113 
fhort, ought not a fcience which concerns the firft of 
temporal poffeffions, to be laid as open as poffible to 
the reafon of mankind ?—Ought it not to be induf- 
trioufly weeded of all technical jargon?—Ought not 
every thinking perfon to be invited, 2s it were, to 
pay fome attention to the progrefs of thofe difeafes, 
which he may have an opportunity of obferving, and 
to bring in with confidence, be they right or wrong, 
his quota of difcoveries to the common ftock? Ido 
" not believe fuch a circumftance would be injurious to 
_ the health of the community, or difcouraging to the 
regular practitioner.—It is only by knowing a little 
of the outlines of medicine, that any perfon can- ; 
eftimate truly the value of a phyfician, or fee the 
neceffity of long inftruétion and much practice, to 
accomplifh a man in this important art. Is it not 
the ignorance of the public on thefe points, that gives 
countenance to quackery, and is it not, becaufe 
the fcience is treated as a kind of myftery, that every 
antiquated female is poffeffed of fome infallible 
nofirum? In other arts or profeffions, the know- 
ledge of Latin is not infifted on as a neceflary 
qualification, and yet no perfon, not regularly 
brought up to them, prefumes to intrude himfelf 
into thefe profeflions. In a word, let’ no man 
practice phyfic, who fhall not be regularly educated or 
inftructed in it ; but in the name of reafon, what has 
the writing or fpeaking of Latin to do with the cure 
of difeafes? 
2 I grant 
