Vast changes have been wrought in the practice of medicine in the past quarter century and its teaching has undergone radical metamorphosis. Time forbids, and necessity does not demand, a review of this evolution.
Teaching, even to-day, is of secondary importance to the average medical teacher, practice demanding the most of his time and study, and as a consequence the whole scheme of teaching in most medical schools lacks system, and the different branches, and even different portions of a branch, are taught entirely independent of each other, no co-relation being observed. The chaos resulting from this medley is like a vaudeville. Each star and satellite performs his act, and when the final curtain rings down there is left with the spectator a sense of incompleteness, because the entire performance is devoid of plot. It is time, therefore, for us to pause in our scientific work and give some attention