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sidered very valuable so far as regards the advancement of medicine as a science. One of the great evils we have to contend against is want of time. Owing to this, the present curriculum is most overwhelming to the student, who probably might be able to fulfil the conditions required in double the number of years now allotted to study; but who is forced, under existing regulations, to acquire an imperfect acquaintance with a multitude of subjects.
This is not a bad scheme for retarding the progress of medicine. Fortunately, human nature rebels against the imposition of unreasonable conditions, and the student unwittingly uses in his defence a quality of mind, the existence of which should never be forgotten by those who legislate on the important subject of education.
Why it is so I know not, but long experience as a teacher and examiner has shown me that the mind in acquiring knowledge becomes active in two very different ways. It may act in such manner that the impressions received are of permanent character, or it may learn a lesson (and very correctly too) which will be dismissed from the mind so soon as it has answered the required end. The latter mode of engaging thought enables the
