Introductory lecture delivered in the Adelaide Hospital, Dublin, at the commencement of the clinical course, October 31, 1864 / by James F. Duncan.

Date:
1864
Catalogue details

Licence: Public Domain Mark

Credit: Introductory lecture delivered in the Adelaide Hospital, Dublin, at the commencement of the clinical course, October 31, 1864 / by James F. Duncan. Source: Wellcome Collection.

Provider: This material has been provided by the Royal College of Physicians of Edinburgh. The original may be consulted at the Royal College of Physicians of Edinburgh.

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    regular order, so as to exhibit it in its natural connexion to kindred affections, and in its proper position in systematic nosology. This may be thought a matter of little moment, but it really is not so. Studying any subject in its analogies and contrasts tends materially to enlarge the mind of the student. It prevents misapprehensions, suggests useful hints, and prepares the way for enlightened and skilful practice. The last method of instruction—grinding—is, as you are all aware, a system of catechetical instruction earned on in classes by private tutors, principally with a view of enabling the pupil to pass his examination for his licence to practice. It exercises the attention and memory of the student, and supplies him with much useful information; but as it is con- ducted at a distance from the sick, it can do nothing directly to exercise his senses and improve his powers of observation. Against this system there exists among many persons a very decided objection. This is because it has to a great extent degenerated into a mere process of cramming. Pupils are taught a certain number of answers to appropriate questions, which they afterwards repeat with little more intelligence than a parrot. The cruxes of crusty examiners are care- fully registered, to meet their peculiar views; while compara- tively little care is taken to give the student a true insight into the real nature of disease. But all these objections spring from the abuses which have crept into the system. In its proper place, where rightly used, it is a most valuable auxi- liary to other modes of study. In this hospital much of the bedside teaching is made to assume this character; and when practised with the living illustration before the eyes of the observer, it appears to me to be one of the very best as well as one of the most popular forms of clinical instruction we possess. Gentlemen, you are all aware, I presume, that this hospital was originally founded for a special purpose, unconnected with the science of medicine. At the time of its foundation it was a moot question among the promoters whether the existence of a medical class in conjunction with it was compatible with the great object aimed at in its institution.