Excerpt from Comparative Anatomy and Embryology of Vertebrates as Aids in the Teaching of Human Anatomy in the Medical Course

So much, briefly, for the connection of comparative anatomy with the practical laboratory course in embryology. If I may trespass further on your time, I should like to point out what in our experience has proved the proper place for the introduction of comparative anatomy into the general course on adult human anatomy.

I may state again, that in constructing the anatomical course at Columbia the guiding principle has been found in the conviction that the student will gain his lasting and valuable knowledge only by direct tudy of the cadaver. We have broken - l hope for good and all - with the didactic lecture in anatomy as commonly understood, and I may take a moment to outline our procedure, because it directly involves the question in hand. The first-year student attends no lectures in anatomy. During this year the instruction consists of practical demonstrations to small sections of the class, dealing with the anatomy of the extremities, the osteology, myology, and angiology of the head and neck, including the cervical plexus, and in direct connection with the demonstrations abundant practical work in the dissecting-room. The first-year student also attends a series of demonstrations forming what we term the Pre liminary Visceral Course, designed to afford that general information regarding the body cavities and contents which is required for the cor rect appreciation of the instruction offered by the Departments of Physi ology and Histology.

In the second year, the laboratory work continuing, the student attends demonstrations to sections of the class in the anatomy of the central nervous system, organs of special sense, and cranial nerves.

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