Oftentimes in finding how sadly ignorant of
really essential and vital facts and rules were some of those whom we had
been larding with the choicest scraps of science, I have doubted whether
the old one-man system of teaching, when the one man was of the right
sort, did not turn out better working physicians than our more elaborate
method. The best practitioner I ever knew was mainly shaped to
excellence in that way. I can understand perfectly the regrets of my
friend Dr. John Brown of Edinburgh, for the good that was lost with the
old apprenticeship system. I understand as well Dr. Latham's fear "that
many men of the best abilities and good education will be deterred from
prosecuting physic as a profession, in consequence of the necessity
indiscriminately laid upon all for impossible attainments."
I feel therefore impelled to say a very few words in defence of that
system of teaching adopted in our Colleges, by which we wish to
supplement and complete the instruction given by private individuals or
by what are often called Summer Schools.
The reason why we teach so much that is not practical and in itself
useful, is because we find that the easiest way of teaching what is
practical and useful. If we could in any way eliminate all that would
help a man to deal successfully with disease, and teach it by itself so
that it should be as tenaciously rooted in the memory, as easily summoned
when wanted, as fertile in suggestion of related facts, as satisfactory
to the peremptory demands of the intelligence as if taught in its
scientific connections, I think it would be our duty so to teach the
momentous truths of medicine, and to regard all useless additions as an
intrusion on the time which should be otherwise occupied.
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