METHOD OF TEACHING
The first advance which should be mentioned is a fundamental one—namely, methods of medical teaching. At the beginning of the nineteenth century there were only three medical schools in the United States: the Medical Department of the University of Pennsylvania, established in 1765; the Medical Department of Harvard, established in 1783; and the Medical Department of Dartmouth, established in 1797. The last report of the Commissioner of Education gives a list of one hundred and fifty-five medical schools now in existence in this country, many of them still poorly equipped and struggling for existence, but a large number of them standing in the first rank, with excellent modern equipment, both in teachers, laboratories, hospitals, and other facilities. The medical curriculum then extended over only two years or less, and consisted of courses of lectures at the most by seven professors who, year after year, read the same course of lectures, without illustrations and with no practical teaching. The medical schools, even when connected with universities, were practically private corporations, the members of which took all the fees, spent what money they were compelled to spend in the maintenance of what we now should call the semblance of an education, and divided the profits. Until within about twenty years this method prevailed in all our medical schools. But the last two decades of the century have seen a remarkable awakening of the medical profession to the need of a broader and more liberal education, and that, as a prerequisite, the medical schools should be on the same basis as the department of arts in every well-regulated college. To accomplish this the boards of trustees have taken possession of the fees of students, have placed the faculties upon salaries, and have used such portion of the incomes of the institutions as was needed for a constant and yet rapid development along the most liberal lines.