On medical education. 3 



To those who are completely ignorant of this language, these sounds 

 convey no meaning; they are merely names tobe learned parrot-like, 

 and are often confused with one another when somewhat similar in 

 sound , a mistake which would be impossible were the real meaning 

 understood. For, in that case, the name would recall not only the 

 thing itself, but its situation or composition, or the use to which it 

 is applied. On this account alone, I should be of opinion that the 

 omission of Greek from the preliminary education of a medical stu- 

 dent is greatly to be deplored. 



I do not wish to be understood to be in favour of excluding the 

 teaching of science from schools. Some there no doubt are in which 

 the elements of natural science are efficiently taught. But, even in 

 these rare instances, I do not think science should be touched until 

 a sufficient knowledge is acquired of the ordinary subjects of a gen- 

 eral education. It is only during the final period of school-life that 

 they should be allowed to be taken up, and then they should not be 

 subordinated to any other branches of study, but made the principal 

 objects of attention. 



If this course be followed, I see no objection to the commencement 

 of the study of physics and chemistry, and even also of biology, whilst 

 still at school. But there are very few schools which can afford to 

 possess the necessary laboratories and appliances for the effectual 

 teaching of these subjects ; nor are there likely always to be found in 

 schools teachers whose familiarity with all these sciences is sufficient 

 to enable them to impart a clear idea of essential principles without 

 burdening their teaching with unessential details. 



A friend of mine who has had some experience in examining in 

 biological science in the local examinations of one of the universities, 

 has furnished me with some amusing illustrations of the kind of science 

 which is often picked up at school, the answers, be it understood, being 

 all given by candidates — boys and girls — over the age of 16. Being- 

 asked, what is meant by reflex action? one candidate, who probably 

 had not altogether neglected his classics, answers that it is „the action 

 of bending and bending back into the former position of different par- 

 ticles; the particles that act thus are generally fine and hair-like." 

 Another candidate describes it as „the action of the muscles when they 



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