922 TRANSACTIONS OF SECTION L. 



that existed In the remote days wlien I was myself a first-year's medical student. The 

 labours of the last thirty or forty years have not, in my opinion, been thrown away. 



Nevertheless the preliminary scientific studies of the medical man are far from 

 "being as eifective as they ought to be. Much of his time and effort are spent in 

 laying xip heaps of knowledge for which he is expected to find a use at some 

 distant day. The items of scientific knowledge still require to be firmly bound 

 together, and indissolubly associated with professional ideas and with professional 

 exigencies. It is only close association with the work of the practitioner that 

 can keep his knowledge alive. 



The preliminary scientific course should give practice in the methods of 

 chemistry, physics, and biology. It should prove by definite evidence characteristic 

 scientific truths. Lastly, it should be closely related to medical practice. Looking 

 round for an inquiry which will satisfy these conditions, one inevitably thinks of 

 the teaching of Pasteur, which is now recognised as fundamental in medicine, 

 surgery, and hygiene. Is it possible to give the future medical practitioner a firm 

 grip of that teaching? I think it is. The first part of the preliminary scientific 

 year I should treat as preparatory. It ought to acquaint the student with the 

 methods which chemistry, physics, and biology employ for the establishment or 

 the criticism of scientific statements. Methods of detecting and estimating; of 

 observing small indications; of drawing; of recording results; of putting ques- 

 tions and bending the mind to their solution, should receive particular attention. 

 The multifarious learning of the text-books should be put aside in order that 

 undivided attention may be give to investigation and proof. I would leave it to 

 the teachers concerned to supply the appropriate training, and to certify that it 

 had been got. The latter part of the same year might be concentrated upon the 

 close study of a very few of those agents which set up fermentation and putrefac- 

 tion and contagion. A simple practical examination would test the reality of the 

 knowledge of ferments actually gained ; I can only hope that the examiners would 

 not expect encyclopsedic knowledge. This is not the place for the discussion of 

 details. 



Technical Education. 



Of technical learning I must say but little, and that little must be said with 

 reserve. For my only acquaintance with the subject is indirect, and arises 

 from long connection with a city and university where technical education is 

 prominent. I hope not to express ])re3umptuous opinions on a kind of useful 

 knowledge which I know so superficially. 



Technical education may be pursued in at least three ways: (1) We may seek 

 to qualify the pupil for his calling by a thorough training in some science or art, 

 and then, by the application, under the guidance of an expert, of that science or 

 art to a particular industry. The experience of at least two generations seems to 

 show that this method is really effective ; it does what it professes to do. (2) The 

 second method aims at no more than 8U])plying information directly applicable to 

 the industry in question. Surely this is the least profitable of the three. The 

 information is not accurately lodged, either in the memory or in the note-books of 

 the students; it soon becomes obsolete in consequence of the advance of know- 

 ledge ; and it does little to cultivate intelligence or the power of doing. "Where 

 intelligence and the power of doing already exist, mere information may be 

 valuable, but the best storehouse of information is the printed book. (3) Lastly, 

 we may aim at nothing more than facility by repetition. Such practical arts as read- 

 ing, writing, drawing, needlework, and cookery are largely acquired by imitation 

 and constant practice. Skill in these arts is a tool, whose profitable application 

 depends much upon the intelligence and enterprise of the possessor. Independent 

 attempts to meet difficulties, friendly criticism of these attempts, questioning 

 about the causes of failure, are the expedients which a wise and experienced 

 teacher, ever at hand, would employ. Such a teacher is of course rarely to be 

 had, but is now and then found in a sensible mother. Perhaps the best substitute 

 for the sensible mother would be pliiin, practical lessons on elementary science, 

 such as the Edgeworths, Dawes, and Henslow used to give. 



