I.— PHYSIOLOGY. 165 



to lack of funds as an excuse for continuing in the same path as those 

 who preceded us. The fact remains that so far as elementary practical 

 physiology, as distinct from bio-chemistry, is concerned, reliance is still 

 largely placed upon an experimental treatment of some of the rudimentary 

 phenomena exhibited by amphibian muscle and nerve. I do not deny 

 that some of these experiments do afford information which is of value 

 to the student, but I am also prepared to maintain that others are merely 

 artificial, and but relics of the past that would be better omitted, and that 

 they in no way represent the standpoint of the present day in this branch 

 of physiology. But though experiments on muscle and nerve still figure 

 largely in the physiological curriculum, it is noticeable that simple experi- 

 ments illustrating the progress of more recent years are gradually being 

 introduced, and that in some laboratories a far more serious attempt has 

 been made to remodel the curriculum than in others, and to afford an 

 opportunity for gaining acquaintance with some of the facts of human 

 physiology. 



Such a change in outlook is very welcome. When dealing with a 

 subject which is so rapidly progressive as physiology I feel that we are 

 bound to reconsider our methods of teaching at intervals, if we are to 

 render those whom we instruct reasonably conversant with the actual 

 state of knowledge at the time ; mere addition to the curriculum is of 

 no use, what is needed is reconstruction. Do not think that I say this in 

 any carping spirit. After all, some facts have become so firmly established 

 in the past as to have become axiomatic, and we must be content to accept 

 many of these without constant repetition of their proof if time is to be 

 found to give the student some indication of the experimental develop- 

 ments which have led to alteration and extension of our earlier conceptions. 

 If practical courses of instruction are to play their full part and not to 

 degenerate into simple exercises in skilful manipulation they must be 

 brought into line with current physiological thought ; they must, even 

 though the experiments be simple, help to convince the student of the 

 meaning and truth of what he reads. I am certain myself that a serious 

 attempt to incorporate even in elementary courses experiments on human 

 physiology will be amply justified. 



I confess frankly that in my own case if I want to understand the 

 facts of physiology I have to think of what they might mean to me in 

 my own person ; I cannot think easily in terms of lower animals. I 

 have got to translate the information before I can use it. I do not believe 

 that I am peculiar in this respect. Many a student would, I am sure, 

 acquire a deeper and more real interest in physiology if his attention were 

 directed to some of the essential facts of human physiology at an early 

 stage in his instruction. Show him something of what really happens 

 in himself in the natural course of his daily life, awaken his curiosity 

 about the way in which these events are actually accomplished, and he 

 will then more readily understand the significance of what he learns 

 from other sources. As it is, he runs the risk of being overwhelmed by 

 the literature of the subject that he is studying and of losing himself in 

 details which he cannot place in the right perspective : he too often fails 

 to see the wood for. the trees. The quantitative interdependence of 

 function in the body can be well illustrated by simple experiments in 



