singleperson，combininginmanycases，asinthatofMr。GilesFirmin，theofficesofphysicianandpreacher，taughtwhatheknewtoafewdiscipleswhomhegatheredabouthim。Ofthemakingofthat“Anatomy“onwhichmyfirstpredecessorinthebranchIteach“didreadverywell“wecanknownothing。Thebodyofsomepoorwretchwhohadswunguponthegallows，wasprobablyconveyedbynighttosomelonelydwellingattheoutskirtsofthevillage，andtherebythelightofflaringtorcheshastilydissectedbyhandsthattrembledovertheunwontedtask。Andeverandanonthemasterturnedtohisbook，ashelaidbarethemysteriesofthehiddenorgans；tohispreciousVesalius，itmightbe，orhisfiguresrepeatedinthemultifariousvolumeofAmbroisePare；totheAldineoctavoinwhichFallopiusrecordedhisfreshobservations；orthatgiantfolioofSpigeliusjustissuedfromthepressofAmsterdam，inwhichlovelyladiesdisplaytheirviscerawithacoquettishgraceimplyingthatitisratherapleasurethanotherwisetoshowthelace-likeomentum，andholduptheirappendicesepiploicaeasiftheyweresaying“theseareourjewels。“
　　Histeachingofmedicinewasnodoubtchieflyclinical，andreceivedwiththesamekindoffaithasthatwhichacceptedhiswordsfromthepulpit。Hisnotionsofdiseasewerebasedonwhathehadobserved，seenalwaysinthelightofthetraditionaldoctrinesinwhichhewasbred。HisdiscoursesavoredoftheweightydoctrinesofHippocrates，dilutedbythesubtlespeculationsofGalen，reinforcedbythecuriouscommentsoftheArabianschoolmenastheywereconveyedinthemellifluouslanguageofFernelius，blended，itmaybe，withsomethingoftheloftymysticismofVanHelmont，andperhapsstealingaflavorofthatearlierformofHomoeopathywhichhadlatelycometolightinSirKenelmDigby’s“DiscourseconcerningtheCureofWoundsbytheSympatheticPowder。“
　　HisPathologywasmythology。Amalformedfoetus，asthereadersofWinthrop’sJournalmayremember，wasenoughtoscarethecolonistsfromtheirpropriety，andsuggestthegravestfearsofportendeddisaster。ThestudentoftheseventeenthcenturyopenedhisLicetusandsawfiguresofalionwiththeheadofawoman，andamanwiththeheadofanelephant。Hehadofferedtohisgaze，asbornofahumanmother，theeffigyofawingedcherub，apterocephalousspecimen，whichourProfessorofPathologicalAnatomywouldhardlyknowwhethertotreatwiththereverenceduetoitscelestialaspect，ortoimprisoninoneofhisimmortalizingjarsofalcohol。
　　Hispharmacopoeiaconsistedmainlyofsimples，suchasthevenerable“Herball“ofGerarddescribesandfiguresinaboundingaffluence。
　　St。John’swortandClown’sAll-heal，withSpurgeandFennel，SaffronandParsley，ElderandSnake-root，withopiuminsomeform，androastedrhubarbandtheFourGreatColdSeeds，andthetwoResins，ofwhichitusedtobesaidthatwhatevertheTacamahacahasnotcured，theCarannawill，withthemorefamiliarScammonyandJalapandBlackHellebore，madeupagoodpartofhisprobablelistofremedies。HewouldhaveorderedIronnowandthen，andpossiblyanoccasionaldoseofAntimony。Hewouldperhapshavehadarheumaticpatientwrappedintheskinofawolforawildcat，andincaseofamalignantfeverwith“purples“orpetechiae，orofanobstinateking’sevil，hemighthaveprescribedacertainblackpowder，whichhadbeenmadebycalciningtoadsinanearthenpot；achoiceremedy，takeninternally，orappliedtoanyoutwardgrief。
　　Exceptforthetoad-powderandtheperemptorydrastics，onemighthaveborneupagainstthisherbdoctoringaswellasagainstsomemoremodernstylesofmedication。BarbeyracandhisscholarSydenhamhadnotyetcleansedthePharmacopoeiaofitsperilousstuff，butthereisnodoubtthatthemoresensiblephysiciansofthatdayknewwellenoughthatagoodhonestherb-teawhichamusedthepatientandhisnurseswasallthatwasrequiredtocarryhimthroughallcommondisorders。
　　Thestudentsoonlearnedthephysiognomyofdiseasebygoingaboutwithhismaster；fevers，pleurisies，asthmas，dropsies，fluxes，small-pox，sore-throats，measles，consumptions。Hesawwhatwasdoneforthem。Heputupthemedicines，gatheredtheherbs，andsolearnedsomethingofmateriamedicoandbotany。Helearnedthesefewthingseasilyandwell，forhecouldgivehiswholeattentiontothem。Chirurgerywasaseparatespecialty。Womeninchild-birthwerecaredforbymidwives。Therewasnochemistrydeservingthenametorequirehisstudy。Hedidnotlearnagreatdeal，perhaps，butwhathedidlearnwashisbusiness，namely，howtotakecareofsickpeople。
　　Letmegiveyouapictureoftheold=fashionedwayofinstruction，bycarryingyouwithmeinimaginationinthecompanyofworthyMasterGilesFirminashemakeshisroundofvisitsamongthegoodfolkofIpswich，followedbyhisonestudent，whoshallanswertothescripturalnameofLuke。Itwillnotbeforentertainmentchiefly，buttoillustratetheonemodeofteachingwhichcanneverbesuperseded，andwhich，Iventuretosay，ismoreimportantthanalltherestputtogether。Thestudentisagreenhand，asyouwillperceive。
　　Inthefirstdwellingtheycometo，astoutfellowisbellowingwithcolic。
　　“Hewilldie，Master，ofasurety，methinks，“saysthetimidyouthinawhisper。
　　“Nay，Luke，“theMasteranswers，“’tisbutadrybelly-ache。DidstthounotmarkthathestayedhisroaringwhenIdidpresshardoverthelesserbowels？Notethathehathnotthepulseofthemwithfevers，andbywhatDorcastellethmetherehathbeennolongshuttingupofthevicenaturales。WewillsteepcertaincomfortingherbswhichIwillshewthee，andputtheminabagandlaythemonhisbelly。LikewiseheshallhavemycordialjulepwithaportionofthisconfectionwhichwedocallTheriacaAndromachi，whichhathjuiceofpoppyinit，andisagreatstayerofanguish。Thisfellowisathisprayersto-day，butIwarranttheeheshallbeswearingwiththebestofthemto-morrow。“
　　Theyjogalongthebridle-pathontheirhorsesuntiltheycometoanotherlowlydwelling。Theysitawhilewithadelicatelookinggirlinwhomtheingenuousyouthnaturallytakesaspecialinterest。
　　Thegoodphysiciantalkscheerfullywithher，asksherafewquestions。Thentohermother：“Good-wife，Margarethathsomewhatprofited，asshetelleth，bythegoat’smilkshehathtakennightandmorning。Dothoupluckamaniple——thatisanhandful——oftheplantcalledMaidenhair，andmakeasyruptherewithasIhaveshewedthee。
　　Lethertakeacupfullofthesame，fasting，beforeshesleepeth，alsobeforesherisethfromherbed。“Andsotheyleavethehouse。
　　“Whatthinkestthou，Luke，ofthemaidwehavebeenvisiting？““Sheseemethnotmuchailing，Master，accordingtomypoorjudgment。Forshedidsayshewasbetter。Andshehadaredcheekandabrighteye，andshespakeofbeingsoonabletowalkuntothemeeting，anddidseemgreatlyhopeful，butspareofflesh，methought，andhervoicesomethinghoarse，asofonethathathadefluxion，withsomesmallcoughingfromacold，asshedidsay。SpeakInottruly，Master，thatshewillbewellspeedily？“
　　“Yea，Luke，Idothinksheshallbewell，andmayhapspeedily。Butitisnotherewithussheshallbewell。Forthatrednessofthecheekisbutthesignofthefeverwhich，aftertheGrecians，wedocallthehectical；andthatshiningoftheeyesisbutasicklyglazing，andtheywhichdoeverydaygetbetterandlikewisethinnerandweakershallfindthatwayleadethtothechurch-yardgate。Thisisthemaladywhichtheancientsdidcalltubes，orthewastingdisease，andsomedonametheconsumption。Adiseasewhereofmostthatfallailingdoperish。ThisMargaretisnotlongforearth——butsheknowethitnot，andstillhopeth。“
　　“Why，then，Master，didstthougiveherofthymedicine，seeingthatherailisuntodeath？“
　　“Thoushaltlearn，boy，thattheywhicharesickmusthavesomewhatwherewithtobusytheirthoughts。Therebesomewhodogivethesetabidorconsumptivesacertainpossetmadewithlime-waterandaniseandliquoriceandraisinsofthesun，andtherebeothersomewhodogivethejuiceofcraw-fishesboiledinbarley-waterwithchicken-
　　broth，butthesebetoys，asIdothink，andyeshallfindasgoodvirtue，naybetter，inthissyrupofthesimplecalledMaidenhair。“
　　SomethingafterthismannermightMasterGilesFirminhavedeliveredhisclinicalinstructions。Somewhatinthisway，acenturyandahalflater，anotherNewEnglandphysician，Dr。EdwardAugustusHolyoke，taughtayoungmanwhocametostudywithhim，averydiligentandintelligentyouth，JamesJacksonbyname，thesamewhoseportraitinhisadvancedyearshangsuponthiswall，longthehonoredProfessorofTheoryandPracticeinthisInstitution，ofwhomIshallsaysomethinginthisLecture。OurveneratedTeacherstudiedassiduouslyafterwardsinthegreatLondonHospitals，butIthinkheusedtoquotehis“oldMaster“tentimeswherehequotedMr。ClineorDr。Woodvilleonce。
　　WhenIcomparethisdirecttransferofthepracticalexperienceofawisemanintothemindofastudent，——everyfactonethathecanuseinthebattleoflifeanddeath，——withthefaroff，unserviceable“scientific“truthsthatIandsomeothersareinthehabitofteaching，Icannothelpaskingmyselfwhether，ifweconcedethatourforefatherstaughttoolittle，thereisnot——apossibilitythatwemaysometimesattempttoteachtoomuch。IalmostblushwhenIthinkofmyselfasdescribingtheeightseveralfacetsontwoslenderprocessesofthepalatebone，orthesevenlittletwigsthatbranchofffromtheminutetympanicnerve，andIwonderwhethermyexcellentcolleaguefeelsinthesamewaywhenhepictureshimselfasgivingtheconstitutionofneurin，whichasheandIknowverywellisthatofthehydrateoftrimethyle-oxethyle-ammonium，ortheformulafortheproductionofalloxan，which，thoughnonebuttheProfessorsandolderstudentscanbeexpectedtorememberit，isC10H4N4O62HO，NO5}=C8H4N2O102CO2N2NH4O，NO5。
　　IcanbearthevoiceofsomeroughiconoclastaddressingtheAnatomistandtheChemistintonesofcontemptuousindignation：“Whatisthisstuffwithwhichyouarecrammingthebrainsofyoungmenwhoaretoholdthelivesofthecommunityintheirhands？Hereisamanfalleninafit；youcantellmeallabouttheeightsurfacesofthetwoprocessesofthepalatebone，butyouhavenothadthesensetoloosenthatman’sneck-cloth，andtheoldwomenareallcallingyouafool？Hereisafellowthathasjustswallowedpoison。Iwantsomethingtoturnhisstomachinsideoutattheshortestnotice。Oh，youhaveforgottenthedoseofthesulphateofzinc，butyouremembertheformulafortheproductionofalloxan！“
　　“Lookyou，MasterDoctor，——ifIgotoacarpentertocomeandstopaleakinmyroofthatisfloodingthehouse，doyousupposeIcarewhetherheisabotanistornot？Cannotamanworkinwoodwithoutknowingallaboutendogensandexogens，ormustheattendProfessorGray’sLecturesbeforehecanbetrustedtomakeabox-trap？Ifmyhorsecastsashoe，doyouthinkIwillnottrustablacksmithtoshoehimuntilIhavemadesurethatheissoundonthedistinctionbetweenthesesquioxideandtheprotosesquioxideofiron？“——
　　Butmyscientificlaboristoleadtousefulresultsbyandby，inthenextgeneration，orinsomepossibleremotefuture——
　　“Diavolo！“asyourDr。Rabelaishasit，——answerstheiconoclast，——
　　“whatisthattomeandmycolic，tomeandmystrangury？IpaytheCaptainoftheCunardsteamshiptocarrymequicklyandsafelytoLiverpool，nottomakeachartoftheAtlanticforaftervoyagers！
　　IfProfessorPeirceundertakestopilotmeintoBostonHarborandrunsmeonCohassetrocks，whatanswerisittotellmethatheisSuperintendentoftheCoastSurvey？No，Sir！Iwantaplainmaninapea-jacketandasou’wester，whoknowsthechannelofBostonHarbor，andtherocksofBostonHarbor，andthedistinguishedProfessorisquiteofmymindastothematter，forItookthepainstoaskhimbeforeIventuredtousehisnameinthewayofillustration。“
　　Idonotknowhowtheremarksoftheimage-breakermaystrikeothers，butIfeelthattheyputmeonmydefencewithregardtomuchofmyteaching。SomeyearsagoIventuredtoshowinanintroductoryLecturehowverysmallaproportionoftheanatomicalfactstaughtinaregularcourse，asdeliveredbymyselfandothers，hadanypracticalbearingwhateveronthetreatmentofdisease。HowcanI，howcananymedicalteacherjustifyhimselfinteachinganythingthatisnotliketobeofpracticalusetoaclassofyoungmenwhoaretoholdintheirhandsthebalanceinwhichlifeanddeath，easeandanguish，happinessandwretchednessaretobedailyweighed？
　　Ihopewearenotallwrong。Oftentimesinfindinghowsadlyignorantofreallyessentialandvitalfactsandrulesweresomeofthosewhomwehadbeenlardingwiththechoicestscrapsofscience，I
　　havedoubtedwhethertheoldone-mansystemofteaching，whentheonemanwasoftherightsort，didnotturnoutbetterworkingphysiciansthanourmoreelaboratemethod。ThebestpractitionerIeverknewwasmainlyshapedtoexcellenceinthatway。IcanunderstandperfectlytheregretsofmyfriendDr。JohnBrownofEdinburgh，forthegoodthatwaslostwiththeoldapprenticeshipsystem。I
　　understandaswellDr。Latham’sfear“thatmanymenofthebestabilitiesandgoodeducationwillbedeterredfromprosecutingphysicasaprofession，inconsequenceofthenecessityindiscriminatelylaiduponallforimpossibleattainments。“
　　IfeelthereforeimpelledtosayaveryfewwordsindefenceofthatsystemofteachingadoptedinourColleges，bywhichwewishtosupplementandcompletetheinstructiongivenbyprivateindividualsorbywhatareoftencalledSummerSchools。