148 OPENING OF THE ROYAL VETERINARY 
when it would be most useful to him in detecting the causes 
of epidemic diseases, and averting their appearance, or arrest¬ 
ing their progress ; and there could be no doubt that the pro¬ 
prietor who had some knowledge of physiology and pathology 
would possess great advantage in breeding and multiplying his 
cattle. 
M. JDupuy proceeded to the second division of the veterinary 
art, comparative medicine , and which would be the principal object 
of study in the school at Toulouse. 
“Veterinary medicine comprehended every thing that related to 
domesticated animals, in a state of health or disease; and in¬ 
cluded—first, general and special anatomy, experimental physi- 
ology, and pathology; secondly, the knowledge of the means of 
preserving these animals in health, and removing their diseases, 
comprising dietetics, surgery, and the materia medica; thirdly, the 
application of curative means, including therapeutics and clinical 
observation. 
“ All instructions and enquiries should be directed to these three 
points, which should be considered as fundamental. What 
method was to be adopted to render these instructions and en¬ 
quiries efficacious ? The elementary mode of teaching was most 
advantageous. It was necessary to see much, and to review 
often. Too minute description or examination was not at first 
necessaiy : it would rather be injurious to the young student. 
The important object in elementary instruction was, to illustrate 
those facts and phenomena which are most evident to the senses. 
The student possessing no preliminary medical knowledge could 
not compare together numerous and apparently analogous opera¬ 
tions or functions, for he knew nothing about them. All abstract 
theory must, therefore, be avoided. Reference must not be made 
to facts wdiich it was impossibe for the student to understand, 
otherwise he would be led into false combinations of ideas, and 
conclusions widely different from the truth. The student should, 
to a considerable degree, be left to arrange his own ideas, and 
form his own conclusions. His progress should be observed, di¬ 
rected, assisted, but not controlled. The principal fault in the 
usual mode of education was, to suppose that knowledge to have 
been acquired which it had been impossiblerto acquire, and there- 
