168 PROCEEDINGS OF THE ANATOMICAL AND ANTHROPOLOGICAL 



and inquire for themselves. There is a reason for the position and 

 form of every structure in the body, and although the search for it 

 leads the class away from their strictly human anthropotomy into the 

 realms of mechanics, physiology, embryology, comparative anatomy 

 and even anthropology and pathology, still, if these are treated in a 

 common-sense way and without too many technical terms, the time 

 is bv no means wasted. At least it acts as a useful corrective to the 



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destructive effect of learning things by heart for examinations, and 

 very soon brings the teacher into close touch with those of his class 

 who are able and willing to think for themselves. There is a third 

 method of lecturing on anatomy which is found more in London 

 Medical Schools than in the Universities ; it is to look at everything 

 from a purely surgical standpoint and only to deal with those parts 

 which are of direct surgical interest. If all the students were to 

 be operating surgeons this procedure would be good enough, but 

 anatomy is just as much a training for the physician as the surgeon, 

 and the general practitioner, who in embryo forms about nine-tenths 

 of the class, is more of the latter than the former. Then, too, the 

 future gynaecologist, ophthalmic surgeon and throat, ear and teeth 

 specialists may fairly put in a claim to have their technology con- 

 sidered in anatomy lectures. I am convinced that, if the anatomist 

 and physiologist can send their late students into the wards with 

 a working knowledge of those parts of the body which will be useful, 

 and with eyes that can see, brains that dare to think for themselves, 

 and tongues that are not afraid to ask questions, they will have well 

 played their part, and it is the duty of the examiner to fcee that this 

 ideal is aimed at and that it is not frustrated by giving many marks to 

 questions which demand a mere parrot-like memory of names. 



There is one accomplishment which undoubtedly is a very great 

 asset to a lecturer on anatomy, and that is freehand drawing. It is 

 much better than the most elaborate diagrams or lantern slides, be- 

 cause the students see the structures built up before their eyes. If 

 the lecturer is just artist enough to realise when he has made a bad 

 drawing and not too proud to criticise and try to amend it before the 



