“No, it is as a discipline, and not for its practical utility, that anatomy has been so useful; and this, indeed, may frequently be recognised in the questions set at examinations. When the candidate is expected to describe, within the error of a few _millimètres_, the structures traversed by a bayonet thrust obliquely through the neck, or is invited to reproduce written photographs no less exact of the parts which, from skin to skin, underlie a triangle or quadrangle drawn in ink on the front or back of the thigh, it is clear that the examiner has in view, not the needs of practical life, but an easy means of testing the proficiency of the student in mnemonic gymnastics. Of the value of anatomy as a discipline, there can be no doubt. In past years, it has served as the chief culture of the medical student—as the chief means by which the rough material coming up to our great medical schools were trained to habits of accuracy, of exactness, of patient careful observation; and their memories strengthened by exercise for the subsequent strain which would have to be put upon them by more strictly professional learning. In this aspect, the very sterility of the subject was a virtue. The mere fact that the separate details seemed to hang loosely, isolated in mental space, held together by no theory, by no ideas, inasmuch as it made the learning a harder task, increased its disciplinary value. Most wisely did the leaders of our profession insist that no trouble or expense should be spared to afford the neophyte this preparatory scientific training; and that, as far as examinations and the like can go, no pains should be spared to compel him to avail himself of the opportunities offered. Indeed, viewed as a branch of education, the machinery of anatomical instruction has for many years past not been equalled by any.” Professor Burdon-Sanderson in his introductory lecture, says,— “The precious years which immediately precede a man’s entry on professional duty, are far too valuable to be wasted in learning anything he does not intend to retain.”—_British Medical Journal_, October 9th, 1880. The observations of these most distinguishing physiologists and teachers, support the view which has been taken respecting the education of the Dental Surgeon, from the time the College of Surgeons was in 1857 asked to establish a Dental department, up to the determination of the Dental curriculum by the Medical Council in 1879. An education equal in degree, but different in kind to that of the General Surgeon—an education which embraces a knowledge of the general principles of Medicine and Surgery, and a special, precise, and practical knowledge of Dental Surgery, was asked and given, the degree of education progressing as the attendant circumstances allowed, up to its present advanced condition.