44 
Eeview. 
Quid sit pulchrum, quid turpe, quid utile, quid non.—H or. 
Strangeway’s Veterinary Anatomy. Second edition. Revised 
and edited by J, Vaughan, E.L.S., E.Z.S., Member of the 
Royal College of Veterinary Surgeons. Lecturer on Anatomy 
and Zoology at the New Veterinary College, Edinburgh. 
The editor, in his preface, ranks this work, which he has re¬ 
vised, as a current text-book.*” As such we must examine it, 
and we must clearly estimate the requirements of ordinary 
students of veterinary anatomy if we desire to form an opinion 
as to whether this revision is a success or the reverse. 
Practical teachers of veterinary anatomy will not hesitate to 
admit that with the present arrangement of the examinations 
before the Royal College of Veterinary Surgeons the students 
have not the time requisite for properly preparing anatomy in 
its various forms—equine, comparative, veterinary and general, 
and surgical. It is therefore not the least onerous part of the 
teacher's duty to select that matter which is of the greatest value 
practically as bearing most directly upon the future duties of 
those studying under him; his course of work cannot be 
exhaustive, it must be a guide to the student’s private efforts. 
This is felt in our medical schools, though the time of study at 
them exceeds that necessary for the veterinary diploma; how 
much more then must we feel it ? We have never heard it stated 
that veterinary students are less skilled as practical anatomists 
than students of the sister profession, and we fully believe it is 
not possible to do so with truth. Yet the veterinary anatomist 
has to deal with mammals of several different orders, has to note 
special peculiarities of certain domesticated ones, and as subsi¬ 
diary subjects must treat, more or less fully, anatomy of the 
exterior and zoology. With this great bulk of work occupying 
the attention of the student for fourteen months instruction 
cannot be exhaustive, but when we consider that the first eight 
of these precious months are spent by the student mainly in 
preparing for examination in chemistry, botany, &c., while during 
the last six he is occupied with physiology and histology, as well 
as descriptive (comparative and special) anatomy, it becomes 
very evident that even a general preparation of the anatomy 
required at his examination involves much labour on the part of 
the student; it also necessitates energy on the part of the teacher. 
Not only must the teacher select material for the student, but 
