Times have changed since the day when two hundred students perched in an amphitheater to listen to a series of lectures on the uses of calomel or on the intricacies of incompatibles, both therapeutic and chemical, demanded by a complex polypharmacy. Pharmacology and physiology have demonstrated the absurdity of many of the products of ancient pharmacy, and have substituted reason and experiment for empiricism. Undoubtedly the teaching of today is better than that of two decades ago; but when we take stock of just how the system of today operates, and what its results are, the possibility of improvement is evident.
Elsewhere in this issue, Bastedo1 points out some of the aims of the ideal course in therapeutics, and rightly lays stress on the selection of teachers from among the practicing physicians of the faculty who can think pharmacologically and physiologically; in other words, those detailed to teach should