Equipment for hydrotherapeutic and electrical treatment complete and modern Static, Gal Ivanic and Faradic Apparatus, Electric Bath, Turkish and Russian Baths and Massage. Noyes' Amusement Hall in connection with the Hospital, containing gymnasium, billiard room, bowling alley, hall for assemblies, sitting room, lounging room and library, furnishes ideal facilities for indoor sports and diversion. Carriages for the daily use of patients, free. For terms, address DR. G. B. BURR, Medical Director, FLINT, MIGH. RICH RED BLOOD OR BLOOD RICHNESS Is the main desideratum in many cases. Richness of the circulating fluid in those important basic eiements of vitality-hæmoglobin and oxygen. "Pepto-Mangan ("Gude") INFUSES THIS DESIRABLE RICHNESS IN CASES OF ANÆMIA, CHLOROSIS, AMENORRHOEA, DYSMENORRHŒA, RICKETS, BRIGHT'S DISEASE, Etc., By furnishing these necessary hæmoglobin-making and oxygen-carrying elements - Iron and Manganese-in a form for almost immediate absorption. Both repeated "blood counts' and clinical experience go to prove this statement. PEPTO-MANGAN "GUDE" is put up only in bottles holding 3 xi. Prescribe original packages, Doctor, and thus avoid substitution. NEVER SOLD IN BULK. Samples and literature upon application. M. J. BREITENBACH COMPANY, Sole Agents for U. S. and Canada, LABORATORY, LEIPZIG, GERMANY. NEW YORK. 100 Warren St., Tarrant Bldg., NEW YORK. THOMAS H. HAWKINS, M.D., LL.D., EDITOR. THOS. H. GIBBS, Business Manager, 1740 Welton St., Denver, Colo. COLLABORATORS: Henry O. Marcy, M.D., Boston. S. H. Pinkerton, M.D., Salt Lake City. Graeme M. Hammond, M.D., New York. J. T. Eskridge, M.D., Denver. Bradford Galloway, M.D., Leadville, Colo. Subscriptions, $2.00 per Year in Advance; Single Copies, 20 Cents. Address all Communications to Denver Medical Times, 1740 Welton Street, Denver Colo. We will at all times be glad to give space to well written articles or items of interest to the profession. [Entered at the Postoffice of Denver, Colorado, as mail matter of the Second Class.] EDITORIAL DEPARTMENT. The Past, Present and Future of Medical Education. Time was when the medical student was virtually an apprentice. He dug roots, made decoctions, rolled pills and did all other sorts of lowly work for his master and preceptor, the doctor. By slow stages he finally came to know as much of the then science of medicine as did his guide, and when the latter had made his last call and breathed his last breath the erstwhile apprentice stepped into his shoes, figuratively speaking, perhaps even literally sometimes. This method of learning the healing art was well adaped to primitive conditions. It was at least a practical curriculum. Many great clinicians were well founded by the single instruction of a good preceptor, to whose rules of practice they were able to add others and better from the storehouse of their own experience. Of course much depended upon the knowledge and capacity of the preceptor, yet then as now an inquiring mind and earnest efforts on the part of the student were after all the chief requisities to success. Following the period of master and disciple comes the era of medical colleges. The early medical school consisted of an amphitheatre, a dissecting room, a kind of laboratory and an aggregation of a half dozen to a dozen "professors," some of whom were good lecturers and others excellent story-tellers. It was the rule to repeat the same lectures to the same students the second year, providing the course lasted so long as two years. The work was largely perfunctory, and many persons were granted license to cure or kill who should not have been entrusted with such responsibilities. The profession was flooded with all grades of practitioners and suffered accordingly. The modern medical college is a development out of a great need. With the advent of the test-tube and the microscope into practical medicine, and the great wealth of technical information associated with the growth of the specialties, it became increasingly obvious that the course of instruction must be lengthened and entrance requirements made more rigid. The three years' course was soon succeeded by that of four years, which is probably the practical limit. The first half of the course is devoted mainly to the exposition of the fundamental medical sciences, with the aid of all that the modern laboratory affords. Every lecture is an object lesson. Questions are put to nature and answered definitely and specifically. After such preliminary rational training the student is usually well prepared to comprehend and utilize the didactic and clinical instruction of the last two years. The marked growth of the free clinic in connection with city medical colleges, while to be deprecated in some respects, is of untold benefit to the students. Here is where they get that cognizance of diseases face to face, which is so essential in actual practice. They see, feel, hear and smell morbid conditions and come to know them as distinct entities. They become familiar likewise with the actual technique of surgery and clinical diagnosis. What of the future of the American Medical College? The present drift seems rather to over-emphasize the importance of laboratory methods to the consequent detraction from direct clinical study. Nevertheless we are confident that in this regard, the pendulum will swing back to the happy and proper medium. Is the didactic lecture doomed? Shall only laboratory exercises and clinical convocations occupy the time and engage the attention of medical students? Such a state of affairs is possible, but not probable. There are too many advantages in instruction by word of mouth for this method ever to be entirely abandoned. The average student will learn the essentials of a subject more easily and more lastingly by the average lecture (spoken, not read) than from the |