his time, and then only can he become a useful member of society. Many do not surpass the first stage, others come to a standstill in the second, and only few have the energy to struggle on to the third. But decorum demands that the mediæval trash and superfluous learning should be maintained, and as women have been until now, and in many cases still are, excluded from the preparatory institutions, this fact furnishes a convenient excuse for excluding them from the lecture halls of the universities. In Leipsic, during the seventies, one of the most noted professors of medicine made the following frank confession to a lady: “~A classical education is not essential to an understanding of medicine, but it must be made a condition of entrance to maintain the dignity of science.~” Opposition against an obligatory, classical education as being essential to the study of medicine, is gradually manifesting itself in Germany also. The tremendous advance of the sciences and their great importance to life in general, necessitates a scientific training. But the classical education, with its special preference of Greek and Latin, considers science unimportant and neglects it. It therefore frequently happens that young students are wanting in the most elementary scientific knowledge, that is of decisive importance for a study like medicine. Even teachers themselves are beginning to oppose this one-sided method of education. In other countries, for instance, in Switzerland, the study of science has long since been held as being of prime importance, and all who possess sufficient preliminary knowledge in the natural sciences and mathematics are admitted to the study of medicine, even without having had a so-called classical education. The same is true of Russia, the United States, and other countries.