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Do medical schools at present supply, as well, at least, as they might supply, that psychophysical equipment, fitness of brain and hand, to women practitioners which they require to prepare them for their professional lives?
Without going far into the psychophysical nature of women as such, it will perhaps be generally granted that women are, on the average, more emotional, more formally unreasoning, more unmechanical, physically weaker, yet stronger in svmpathy, than are men. Should not these basal characteristics have far more consideration in fitting women to practice medicine than they now have? One of the strongest trends of modern pedagogy is towards the adaptation of study to the student. Boys and girls and men and women in the most successful schools no longer are treated as automata to be mechanically crammed with routine facts and systems of knowledge, but they receive the consideration really due to individuals, each of
MEDICAL EDUCATION FOR WOMEN. JAMA. 1902;XXXVIII(20):1306–1307. doi:10.1001/jama.1902.02480200020004
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