PREFACE 



We have the honor of submitting this little book as a dissecting-room guide 

 to " Morris' Human Anatomy." 



The growing tendency to specialize in the practice of medicine has reacted 

 on the branch of medical science that continges every medical specialty anatomy ; 

 with the result that our schools are compelled to keep pace in teaching this 

 branch. 



Those areas of the body that can not, under existing conditions, be profitably 

 studied in the dissecting-room are properly presented by the lecturer on anatomy. 

 Thus the student has the benefit of the professor's dissections and investigation, 

 and the additional opportunity for minute, detailed dissection and study, which 

 he could not enjoy in the dissecting-room, where gross anatomy is the main 

 topic. The minute and descriptive anatomy are, then, to be studied in Morris. 



In this book the gross anatomy only will be considered. For instance, the 

 contents of the orbit, as the nerves, vessels, muscles, as found on the cadaver, 

 will be considered, but the anatomy of the eyeball will not be taken up. The 

 gross anatomy of the peritoneum and other abdominal contents will be con- 

 sidered, while the student will be referred to Morris for the special anatomy of 

 each individual organ. 



Several pages have been devoted to the sympathetic nerve, which every 

 student should thoroughly dissect, for the purpose only of teaching the student 

 to find on the cadaver the relation between sympathetic and their parent somatic 

 nerves. 



The method of studying structures in the normal order in which they are 

 exposed in dissection is followed, it is believed, as nearly as it is possible to 

 accomplish this very desirable end. 



To aid the memory in fixing salient points seen in dissection, frequent review 

 quizzes are given. 



In the introductory chapter are certain rules, principles, and generalizations 

 which underly, to greater or less extent, the science of anatomy. It may be 

 urged that matters of this nature are too elementary for medical students. How- 

 ever this may be, experience teaches that students, even after having studied the 

 subject for months, have a memory well stored with anatomical terms which are 

 mere abstract ideas ; they are too often ignorant of the fundamental principles 

 of our nomenclature. 



If anatomy is a nomenclaturic science [Can any department of learning be a 

 science without a nomenclature?] then certainly the place for the student to 



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