The moral distinction between heroism shown when suffering is witnessed for the purpose of aiding the sufferer and that evinced for the selfish desire of individual gain or excitement, was strikingly exhibited by a German nurse whom we sent on to the army during the Civil War in America. This frail-looking woman drifted on to the front, and, after the Battle of Gettysburg, donning a pair of man’s boots, wading in pools of blood and mud, spent two days and nights on the field of slaughter, drawing out still breathing bodies from the heaps of slain, binding up wounds, giving a draught of water, placing a rough pillow under the head, in an unselfish enthusiasm that knew neither hunger nor fatigue. The ghastly wounds, the blood, the shrieks and groans of that horrid scene served but as fuel to the fire of humanity that consumed her. _The Effect on Teachers or Practitioners of Medicine._--In considering the subject of experimentation, reason requires that we realize the necessary distinction between the methods employed in training students for a practical profession and the exceptional position of the few geniuses who possess the rare combination of qualities essential to scientific investigation. In calling attention to this distinction we do not condone torture, for this can be proved to be unscientific. But it emphasizes a growing and mischievous evil of the present day when numbers of ordinary teachers of physiology, whose gifts are limited and whose especial business is to instruct students in the knowledge which has been attained, consider themselves capable of original scientific research, or attempt to repeat before either students or popular audiences so-called demonstrations on living creatures. The showy plan of experimenting on animals is undoubtedly a great temptation to teachers. Such practice readily gains the gratifying applause of inexperienced learners, who are misled by an appearance of conclusiveness in the lectures, which they are quite incompetent to gauge. But the influence thus exercised is a harmful one, diverting the mind from right methods of study. The temptation to make a display before imperfectly informed persons is too great. If the profession is to advance in popular esteem, it will recognise that the unfeeling destruction of living creatures, even the pithing of a frog or the dissection of the salivary glands of a living mouse, is a false method of forming the minds of students, which should be entirely abandoned.