that they are of prime and fundamental importance. Whatever tends to
affect the teaching of them injuriously must tend to destroy and
to disorganize the whole fabric of the medical art. I think every
sensible man has seen this long ago; but the difficulties in the way
of attaining good teaching in the different branches of the theory, or
institutes, of medicine are very serious. It is a comparatively
easy matter--pray mark that I use the word "comparatively"--it is a
comparatively easy matter to learn anatomy and to teach it; it is a
very difficult matter to learn physiology and to teach it. It is a
very difficult matter to know and to teach those branches of physics
and those branches of chemistry which bear directly upon physiology;
and hence it is that, as a matter of fact, the teaching of physiology,
and the teaching of the physics and the chemistry which bear upon it,
must necessarily be in a state of relative imperfection; and there is
nothing to be grumbled at in the fact that this relative imperfection
exists. But is the relative imperfection which exists only such as
is necessary, or is it made worse by our practical arrangements? I
believe--and if I did not so believe I should not have troubled you
with these observations--I believe it is made infinitely worse by
our practical arrangements, or rather, I ought to say, our very
unpractical arrangements. Some very wise man long ago affirmed that
every question, in the long run, was a question of finance; and there
is a good deal to be said for that view. Most assuredly the question
of medical teaching is, in a very large and broad sense, a question of
finance. What I mean is this: that in London the arrangements of the
medical schools, and the number of them, are such as to render it
almost impossible that men who confine themselves to the teaching
of the theoretical branches of the profession should be able to make
their bread by that operation; and, you know, if a man cannot make his
bread, he cannot teach--at least his teaching comes to a speedy end.