This is the vivisection which does not "pay,"--even if we dismiss altogether from our calculation the interests of the animals sacrificed to the demand for mnemonic aid. For the great and perilous outcome of such methods will be--finally--an atrophy of the sense of sympathy for human suffering. It is seen to-day in certain hospitals in Europe. Can other result be expected to follow the deliberate infliction of prolonged pain without other object than to see or demonstrate what will happen therefrom? Will any assistance to memory, counterweigh the annihilation or benumbing of the instinct of pity? Upon this subject of utility of painful experiments in class demonstrations or private study, I would like to appeal for judgment to the physician of the future, who then shall review the experience of the medical student of to-day. In his course of physiological training, he or she may be invited to see living animals cut and mutilated in various ways, eviscerated, poisoned, frozen, starved, and by ingenious devices of science subjected to the exhibition of pain. On the first occasion such a scene generally induces in the young man or young woman a significant subjective phenomenon of physiological interest; an involuntary, creeping, tremulous sense of horror emerges into consciousness,--and is speedily repressed. "This feeling," he whispers to himself, "is altogether unworthy the scientific spirit in which I am now to be educated; it needs to be subdued. The sight of this inarticulate agony, this prolonged anguish is not presented to me for amusement. I must steel myself to witness it, to assist in it, for the sake of the good I shall be helped thereby to accomplish, some day, for suffering humanity." Praiseworthy sentiments, these are, indeed. Are they founded in reality? No. The student who thus conquers "squeamishness" will not see one fact thus demonstrated at the cost of pain which was unknown to science before; not one fact which he might not have been made to remember without this demonstrative illustration; _not one fact_--saddest truth of all--that is likely to be of the slightest practical service to him or to her in the multiplied and various duties of future professional life. Why, then, are they shown? To help him to remember his lesson! Admit the value to the student, but what of the cost?