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August 15, 1903


JAMA. 1903;XLI(7):426-427. doi:10.1001/jama.1903.04480040022009

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A true pedagogic method of medical instruction is still a desideratum. The curriculum is so crowded and the time so limited that the acquisition of facts is the first and almost the only consideration. The system generally adopted may make plodding workers, but it lacks the element of mental training that should enter into any system of education, professional or otherwise. The need of this isthe greater when the professional student has not had the advantage of a preliminary liberal education that has cultivated the faculties here neglected.

A great teacher of medicine has said: "As the stream of knowledge grows more rapid, we teachers live too much—we have to, I suppose—in the swift current, and few of us have time, too few the inclination, to go up-stream to the sources of our art and science, and yet there is not a question which comes before us that can not

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