will, these things should be wholly controlled and "voluntary" and these are the things by which we, as individuals, are ultimately judged, by ourselves and by others.

While you are with us as students you have a certain curriculum laid out for you sufficient to occupy your time and energy and thoughts for the greater part of the eight months, or the four years, ahead of you. A certain attendance upon your duties, a certain industry, a certain rank will be required of you, but there is absolutely no doubt in my mind about your making good and creditable records if you will simply perform your various outlined duties perseveringly, faithfully and intelligently. The standards are not unattainable: they are adapted to the ordinary demands of life, and with systematic and reasonable application to mastering each day's tasks, the result at the end of the year is sure to be satisfactory, from the pedagogical standpoint. You unquestionably have other objects in view than simply making records as medical students. Your student life here is simply preparatory. It is here you are to fashion the weapons and secure the equipment needed in the warfare with disease. Our function as teachers is primarily, and usually is understood to be only, to instruct you in the mysteries of organic life, normal and abnormal; to acquaint you with the structure and functions of the body in health and disease; to train you in the detection and quick recognition of causes of ill-health; to develop your technical skill so that difficult and delicate manipulation of laboratory and clinical apparatus and instruments may be deftly, safely and successfully accomplished: in a word to make anatomists, bacteriologists, pathologists, diagnosticians, "internists," surgeons, and specialists of you. But you are not to be contented with being converted simply into doctoring machines. Such an ideal, such hope, such an object is utterly unworthy of a medical student, and if the work. of the Faculty results in nothing more than that, we shall have miserably failed in our task, fallen far short of any worthy standard.

To put the matter another way, you are here to be prepared for life's work, for your special part in the great life of the world. But one's life But one's life cannot be restricted certainly should not be, to the technical and mechanical routine of the medical life. Of course, Of course, a useful, well-trained and capable physician is better than an inefficient one, but again, one's influences in life extend beyond the limits of his vocation or industrial pursuit, and it is to some of these duties and influences and to the spirit that should animate us; to the standards and objects and motives, the purposes, aspirations and hopes that guide us in our actions, that I would ask your present consideration.

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Among your own personal ambitions may be that of making what the world calls a success in life." The medical profession is sometimes looked upon as a portal to social recognition and prestige, and occasionally as the roadway to financial eminence, although such ideas, fortunately I think, rarely form the real incentive to entering its ranks. The standards of what is called the "world" frequently need revision and it is a comfort and encouragement to hear a voice raised in protest against some of the world's standards. I should like, on account of the appropriateness and excellence of the sentiments expressed, to quote in this connection a few sentences from an oration recently delivered by Hon. Charles J. Bonaparte before a graduating class of dental surgeons. He said, "Professional men, at least if they are worthy to be so-called, render an immense service to American Society in teaching by their example and by the avowed purpose of their lives and labors, that the mere accumulation of wealth is not the true end of human endeavor, that it is, or, at all events, it ought to be, in some sort, a byproduct of the fulfilment of duty.

"One of the gravest dangers which I foresee for the America of the future is that it may become a land where honor and dishonor, justice and injustice, right and wrong shall be all measured in dollars and cents. Against this peril, the vital principle that looks on money-making as mere incident to faithful, strenuous and effective service, is, to my mind, our best safeguard; a society with honorable and conscientious professional men as its exemplars and guides may not be a society. of saints, but it will never bow down in adoration before the Golden Calf.

While a profession, no less than a trade, is a means of ' gaining one's livelihood, a profession is not practised, as a trade is pursued, with moneymaking as its conscious, avowed and legitimate end. I wish each one of you most heartily a large and lucrative practice, but I wish you this only because I feel confident you will not get it unless you deserve it; in your case, as in all cases of honorable and worthy professional labor, if you shall succeed in making money, it will prove that you have also succeeded in gaining the respect and confidence of those you serve, and these things are beyond purchase by money. Moreover, although I hope you may be prosperous, I cannot say I expect to see you multimillionaires; if the great end in life of any among you is to become such, I fear those of you have started on the wrong road. The man who is guided by principle acts and lives under orders; he does his best, and leaves responsibility for the outcome where it rightfully belongs."

The standards of success in professional life, therefore, by

some are considered to be more than possession of material things, such as number and power of automobiles, the size of a bank account or of "investments," the kind of house one lives in or the social entertainments one offers, the works of art one possesses or the variety and richness of one's apparel. These things all have their place, but they should be incidentals and not incentives.

One of the standards of the day is the "Educational," and in medicine it has been brought into the foreground in recent years by the action of various state legislative bodies, examining and licensing boards, medical associations, and the Carnegie Foundation for the Advancement of Teaching. Unfortunately for true progress in things medical, these standards have been and even are too arbitrary and material in their nature. It is chiefly the length of time spent in study, the number of courses preparatory and advanced, the size and valuation of the School buildings, the laboratories and equipment; the size of Faculties and number of full-salaried instructors and the amounts of their salaries; the possession of libraries, number of volumes contained and the salary of the librarian; the hospital connections and size and variety of clinics available; and things of such nature that have been adopted as the standards by which medical schools and students are valued and classified. That such standards are unworthy and inadequate when applied to educational matters should be self-evident and it is with distinct approval that I am able to quote the president of the Carnegie Foundation, who in his latest Report points out the incongruities of such standards, especially as applied by the Council on Medical Education of the American Medical Association. He says in brief, classification of medical schools upon such a basis “has now become almost meaningless" (page 67); also, on page 69 . . . the problem of classifying schools into four or five groups upon such criteria as the Council has assumed seems to me practically insoluble. It has served its day, and some looser form of grouping seems now desirable." Furthermore he says, "The first test of any school . . . is the quality of material that it accepts as students;" and ... the quality of the teaching, the ability and devotion of the faculty, must be taken into account." And again". . . the principal function of the medical school is the training of medical practitioners. To sacrifice their interests to the preparation of a few men for research is not to be thought of." The really significant thing in these quotations is the use of the word "quality" as applied to students and teaching, and that is the one idea I am anxious. to impress upon your minds to-day. It is the purpose, the motive, the ideal possessed by the student or teacher that will

decide in great measure, if not entirely, the real "quality." Education should be considered as much more than the acquisition and possession of some knowledge of geography, literature, languages, mathematics, history, chemistry, physics, biology, logic, medicine, etc. These things are chiefly things of memory and of the so-called senses" and are desirable and useful, but the education that is worth while and that makes for "quality" of life must include in addition to all these and allied things:

1. The ability to interpret Nature, Nature's purposes and natural phenomena, in so far as finite mind can interpret these manifestations of Creative and Infinite Power;

2. The ability to perceive the truth that is within or behind phenomena or appearances in whatever form presented; in so far again as absolute truth can be apprehended by mortal mind;

3. The education that is worth while results in the development of judgment, powers of perception, analysis and discrimination.

4. The education that is worth while enables one to deal justly with one's neighbor, and to enact laws or make guiding rules that will result in the social, industrial, economic, political, medical and spiritual uplift of humanity.

5. The education that is worth while empowers one to differentiate between the essential and non-essential in all the phases of life.

6. The education that is worth while leads to humility; to a wide and generous sympathy with others; to practical altruism which appreciates and approves of "will to serve and shuns and abhors "will to power "; and which prompts one to hold out a helping hand to those in need of physical, financial, mental or moral aid.

power";

In connection with this question of education it may serve a purpose to ask if the mind of the man of to-day is any stronger, or more capable than the mind of his predecessor. There are those who claim that as far as real ability is concerned man's mind has not changed much, if any, during historical ages. The ancient Egyptians excelled all the peoples of their day in their possession of scientific or natural knowledge, and in this respect it is doubtful if they have been surpassed by the peoples of to-day. Their constructive ability along architectural lines is indicative of their knowledge of physics and mathematics, and of the imagination and artistic sense they possessed. The social, economic, political, artistic and other conceptions as well as the ethical and moral ideas of the Incas of America and many of the ancient Orientals seem to

have been on a par with those current to-day throughout the world. According to a most instructive article by S. M. Mitra on "War Philosophy, Hindu and Christian" printed in "The Hibbert Journal" for July '15, the ancient Hindu's War Philosophy, Ethics, Diplomacy and Strategy anticipated even down to minute details the war philosophy, ethics, diplomacy, and strategy of the modern civilized nations. The "Mahabharata " of 1500 years B.C. is quoted on the morality and expediency of war, and to show that many of the "conventions" or agreements of the Hague Conferences were not only discussed, but settled in that far-off day, in accordance with what are to-day called "humane principles." True there is to-day a greater utilization of Nature's forces than ever before in historic times, in the navigation of the sea and air, in the application of electricity in industrial arts and manufacture; there have been marvelous developments in wireless telegraphy and telephony; and there are greater national and international co-operations than the world has before known; and there never was a time when Nature's forces were more perverted or put to more destructive uses than at the present time, but has there been any essential development of mental power, any real growth in mental capacity? An answer in the negative would probably be correct. As to possessing vast revenues and accumulating huge financial capital the rajahs of India were not, or possibly are not, a slow second to our modern great captains of finance. The wonderful harmonies, symphonies, beauties and majesty of Nature in color, form and sound are to-day not as fully appreciated as by the Psalmist who wrote "The heavens declare the glory of God; and the firmament showeth his handiwork. Day unto day uttereth speech, and night unto night sheweth knowledge." (Ps. xix)

Doubtless with all the educational machinery of modern civilization there is greater diffusion of natural knowledge than ever before, but that does not mean that the mental power of Man has increased, any more than that his muscular, respiratory or digestive powers have increased.

On the other hand there is much all about us to show that this wide diffusion of "knowledge," lacking as it does the proper development of Man's best possibilities, is a particularly unfortunate and undesirable circumstance. A glance at the havoc, destruction and devastation being wrought in the world. to-day, a thought of the suffering, unhappiness and misery prevalent, would seem to be enough to convince one that there is something wrong and wholly wrong with humanity, in spite of, or possibly because of, the wide-spread diffusion of what is called science, or scientific knowledge, without a suitable