Yes, from time to time, for then he will listen with pleasing diversion to entertaining discourses on different subjects of general interest, serving to brush off those tangled cerebral cobwebs whose accumulation hinders the intellectual expansion of hard students devoted too exclusively to medicine. Such relaxation lifts their thoughts from narrow mental ruts, and is otherwise of much profit to them during college life. But even afterward when launched in the practice of medicine, they will feel the good effect of the early habit of extending the boundaries of their fields of investigation, and admit that every man of understanding should acquire some knowledge of many things that do not strictly pertain to his profession. However, at first, it will be wise, on the part of students as well as of young physicians, to attend chiefly lectures on subjects, in science, art and letters, that may be subservient to their professional purposes, and only occasionally those which afford them other kinds of entertainment. The more general information the medical man possesses, the more complete he is and the better fitted for the exercise of his calling. But he should not dive too deeply into extraneous waters in search of those pearls of truth which have too distant relations to his profession. It is almost as bad for a physician to know nothing but medicine as to know everything but medicine. In either case he would be in danger of losing his clients or of forfeiting their confidence and respect. So he should exercise some judgment in the selection of proper kinds of extraneous knowledge which, used with

due discretion, cannot fail to be helpful to him not only in his professional offices but in his worldly relations.

This is remindful of what Dr. Baillie's biographer said of some witticism between him and Dr. Gregory. “A few years before his death, during a visit which the late Professor Gregory of Edinburgh made to London, these two eminent countrymen, equally distinguished in their respective departments, conversed on several occasions; and the judgment they jocosely passed upon each other was expressed in the following manner: 'Baillie,' said the accomplished and classical professor, 'knows nothing but physic.' 'Gregory,' exclaimed the skilful and experienced London physician, 'seems to me to know everything but physic."" However, the truth is that both men were clever physicians and Dr. Baillie was by no means deficient in letters and general knowledge.

When should the newcomer join the Class Society?

The student should apply for membership of the society. as soon as practicable after matriculation; and then associate himself with some of his fellows to form a section of the class society for mutual aid in study and for other laudable purposes; each section forming its own quiz and perhaps employing a quiz-master. Such societies must exert a very great and good influence on their members throughout life. Periodic reunions of the whole class for conference on subjects of professional interest cannot fail to be advantageous to all the members. The discussions likely to occur on these occasions would constitute a wholesome exercise in the art of speaking while "standing

on the hind legs," as felicitously expressed by an eminent teacher. Many persons who speak well enough, logically and naturally in the sitting posture, lose ideas, words, and even voice the moment they rise to take part in debate. Therefore, it is essential that the student early learn to be confident in his power to make himself heard and understood, and so to be a successful debater; otherwise, he will not be a ready and lucid extemporaneous speaker howsoever well he may know his subject. "Conference maketh a ready man." To be a ready man on his hinder legs requires persevering practice. One example will suffice:

During his pupilage, the great Doctor Gooch attended the Edinburgh Royal Infirmary; and though in the first year he rarely missed a lecture, he found time to be a regular attendant at society meetings where he took an active part in the discussions and expressed himself with only "tolerable facility." He spoke much better in the second year, but toward the close of the third year became one of the foremost debaters. He never affected to declaim but was a close reasoner, and an unsparing opponent. On one occasion, says his biographer, when “a medical coxcomb had written a paper as full of pretension as it was void of merit, Gooch so severely handled him in the debate that he burst into tears and left the meeting." This last part of the example is one which, however, the student or the young physician of these times should not think of following. Never should he transgress the amenities of legitimate debate by wound

ing the sensibilities of his opponent. He should be satisfied to refute, in the most considerate tone, the erroneous views stated, and endeavor to find points in the antagonist's argument that are praiseworthy, in order to commend them, which he should do without ostentation and without the least semblance of patronage.

To the question what should the student read besides medical works during and after college life?

The answer is that in addition to the text-books and philosophical essays prescribed by his teachers, he should. peruse, for relaxation, those works of fiction only which are known to possess a high order of literary merit and which at the same time picture well the many phases of human nature. Such reading will not only afford him diversion and entertainment, but will be restful and expansive to his mind and fit him all the better to appreciate the facts and comments contained in his text books or stated in medical lectures. "Reading maketh a full man."

Sir Richard Blackmore, wishing to begin the study of medicine, asked Sydenham what books he should read to qualify him for practice. "Read Don Quixote," replied Sydenham, "it is a very good book, I read it still." Doctor Johnson suggested that Sydenham might have meant, seriously or in jest, to insinuate that Blackmore "was not adapted by nature to the study of physic, and that whether he should read Cervantes or Hippocrates, he would be equally unqualified for, and unsuccessful in, practice." Doubtless Sydenham had read Don Quixote for diversion and as an aid to the study of the follies of

men, so it is not unlikely that he should have recommended the book to the neophyte with the idea that its perusal might dissuade him from attempting to tilt against the gigantic problems of medicine. Assuredly there are two works of fiction that all students and young physicians should not fail to read, at least twice, for diversion and instruction. One of these is this very Don Quixote of Cervantes, and the other is the Gil Blas of Le Sage. The first gives a true picture of the visionary man and his vagaries, suggests means to check or subvert conceit and youthful Quixotism, and teaches much through the almost countless proverbs that so incessantly flow from the Don and his faithful Sancho. The second, a highly artistic portrayal of human life of the past and present, is a valuable guide against moral pitfalls. The pure diction, the charming simplicity of style in the narration of Santillana's adventures, the sparkling wit displayed throughout the work, the wholesome lessons it teaches, the elegant French of the original, and the excellent Spanish used in the translation, delight both the moralist and the scholar; each reading of this masterpiece revealing some brilliant witticism unperceived before or something. more to add to the stock of worldly and literary lore of the reader. Unfortunately many of the beauties of the work are lost in the English translation by Smollett. Still another work of fiction, entertaining alike to the young and the old, is the "History of Zadig" which should be read on account of its wonderful depiction of human nature as it ever was and is likely to be always. But there is a par