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614 MODERN TIMES.<br />

education. The condition of general culture, the historical<br />

traditions and the geographical position of the country,<br />

together with the state of its finances and the character of<br />

its population are here matters of great importance.<br />

, It may be permitted, however, to take this opportunity of'<br />

discussing certain general questions, which, even if the<br />

solution of them is unattainable, are fit to engage our atten­<br />

tive and serious consideration.<br />

A principle which is of the utmost consequence in the<br />

preliminary education in general knowledge given to those<br />

intended for the medical profession, and one which must<br />

under all circumstances be firmly maintained, is that such<br />

education shall be in no way inferior to that required for the<br />

other learned professions, for theology, for law, for philo­<br />

logy, etc. The doctor must possess that measure of general<br />

knowledge which satisfies the highest demands in the country<br />

he lives in. The nature and extent of these demands<br />

depend upon the conception formed of general education,<br />

and this differs and has differed according to place and<br />

time.<br />

Inasmuch as in most civilized countries of the present<br />

day this conception has been developed under the influence<br />

of the humane letters, it follows that the study of antiquity<br />

with the help of the Greek and Latin languages has come<br />

to form the real foundation of general education. It is true<br />

that this system, which was in high favour during the 16th<br />

century, in the 17th and 18th centuries wjs_subjected_to N<br />

considerable limitations. TJie--^dd-en_stimulus jyv^n^J^<br />

the study^^he_n^atm^^sc^ences and the development of<br />

national literatures forced men to give consideration to<br />

otiie<strong>T'</strong>subJects as elements of education. Wherever these<br />

Tiew subjects were not merged into the educational system<br />

till then in vogue there appeared, separating the schools<br />

devoted to ancient and modern learning respectively, a<br />

cleft, which the course of time has enlarged into a chasm. '<br />

The advocates of the former declared that the educational<br />

value of ancient literature depends chiefly upon the forms

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