Introduction
individual system of medical praotiee. The comparative method is the one alonpf which we particularly wish to direct our thoughts for the present. The outlook is far wider and embraces the whole range of medical education. In the study of Hindu medicine, it adopts the point of view that the Indian system is not a solitary system by’' itself, but shares w’ith the other systems the basic prin¬ ciples of all knowledge common to all methods of treat¬ ment in the world. The recent discovery at Boghas K.oyi in Cappadocia of the names of Nasatyas and other Vedic gods in cuneiform character, and the occurrence of the name Naunghaitya in the Zend A vesta clearly direct us to search for the medical knowledge as taught by the celestial Asvins, not solely in India, but also in Persia and Mesopotamia.
We must, however, be careful not to indulge in too hasty comparisons. Caution comes with knowledge, and we must proceed cautiously' when dealing with our facts. But we must refrain from making too narrow distinctions in our comparison of the facts, and we should avoid un¬ critical observation of evidence. It is a work of much interest to take stock of the relative extent and value of our investigations.
Now it may be asked “ What is the use of such a study ? ” Our answer to such enquirers would be what Professor Faraday answered when he was questioned by a lady, the use of a very simple experiment in magneto- electricity, “Aladam, will you tell me the use of T new- born child ?
We acquire knowledge for its own sake. Diffusion of truth for the benefit of mankind should be our motto. We must cultivate the habit of accuracy and exactness in matters of facts. We must be ready to reject a theory which might have been rightly entertained with the
