greet them with the greatest respect, and to treat them as specimens of some other and higher race. The majority of the members of our so-called higher professions--district attorneys, judges, doctors, professors, Government officials, artists, etc.,--_are mere journeymen at their trades, who feel no need of further culture, but are happy to stand by the crib_. Only the industrious man discovers later, but only then, how much trash he has learned, often was not taught the very thing that he needed most, and has to begin to learn in good earnest. During the best time of his life he has been pestered with useless or even harmful stuff. He needs a second part of his life to rub all this off, and to work himself up to the height of his age. Only then can he become a useful member of society. Many do not arrive beyond the first stage; others are stranded in the second; only a few have the energy to reach the third. But "decorum" requires that the mediaeval trumpery and useless curriculum be retained; and, seeing, moreover, that women, as a consequence of their sex, are from the start excluded from the preparatory schools, the circumstance furnishes a convenient pretext to shut the doors of the University lecture rooms in their faces. In Leipsic, during the seventies, one of the most celebrated professors of medicine made the undisguised confession to a lady: _"The gymnasium (college) training is not necessary to the understanding of medicine. This is true. Nevertheless, it must be made a condition precedent for admission, in order that the dignity of science may not suffer."_ Gradually is the opposition to the necessity of a "classical" education for the study of medicine being felt in Germany also. The immense progress made in the natural sciences, together with their importance to life, require an early initiation. Collegiate education, with its preference for the classic languages, Greek and Latin, looks upon the natural sciences as subordinate and neglects them. Hence, the students are frequently devoid of the necessary and preparatory knowledge in natural science that are of decided importance in certain studies, medicine, for instance. Against such a one-sided system of education opposition begins to spring up even in the circles of teachers, as proven by a declaration published in the autumn of 1894 by about 400 teachers of the German High Schools. Abroad, in Switzerland, for instance, the leading place has long since been given to the studies in natural science, and any one, even without a so-called classic education, is admissible to the study of medicine, provided otherwise sufficiently equipped in natural science and mathematics. Similarly in Russia and the United States.