continues to exist, the science of medicine can make no rapid progress, or, at all events, its progress will be greatly retarded. Surely the study of medicine is sufficiently difficult without adding any useless impediment to its acquisition. To suppose that rendering a man a "walking dictionary" can assist the acquirement of any science, is an opinion that no one who has impartially investigated the subject can possibly hold. The days are, doubtless, fast approaching when what is now called a "sound classical education”—rotten, I should be inclined to saywill no longer be supposed to be indispensable for the Physician; and, in fact, we have already many signs of this. In the first place, medical books are much less frequently written in Latin than formerly, and neither lectures nor inaugural theses are any longer delivered or written in that language. It is, also, now extremely rare to see a work on Natural History in Latin, although, I am sorry to say, that, in Transactions of Natural History Societies, and in periodicals devoted to this delightful study, the scientific descriptions of animals and plants are generally in the Latin tongueLatin it certainly is, but I would not vouch for the purity of the language. Much complaint has been made, by classical scholars, of the barbarous Latin used by Physicians and Naturalists; and students of these sciences have equal right to complain of the contents of so many useful and interesting books being sealed to them. I have lately seen, in the Derby Mercury, that Apothecaries' boys are now to have a "sound classical education" beaten into them.Leave, then, to the Apothecary's boy the ungainly task of poring over the dusty records of by-gone ages, and let the Physician cultivate the far nobler and more useful studies of Science, Literature, and the Fine Arts, and the modern Languages; which last are valuable only as media for obtaining knowledge, and must not be confounded with knowledge itself. The Musician is, I believe, more free from the supposed necessity of learning Greek and Latin, than any other cultivator of art or science. It may, however, perhaps be urged that it is impossible to have "good taste," even in Music, without learning-or rather studying, for they are seldom learntthe dead languages! Perhaps, also, some very useful remarks for modern composers might be found in the ancient authors. Pity but some precious relic of "Airs and Canzonets, by Orpheus," could be dug up; the stones might then once more be set a leaping, and we might hear such music as the ancients heard. The compositions of Gibbons, Bach, Handel, and Mozart, would then sink into insignificance; nay, it is much to be doubted whether they would ever be thought of more! I must now, however, hasten to the conclusion of this article. In perusing these remarks, the reader must not look to the signature, and exclaim "Oh! it is written by nobody," but must weigh every argument for himself, rejecting those which he considers, on mature consideration, to be erroneous. To suppose that only what is written by a well-known character is worth attending to, argues but a small development of the organ of causality in him who holds such an opinion: it is not the name of the writer, but the truth or falsity of his arguments, that should be considered. Seeing that I am a Phrenologist,-from one of my former papers in this Journal --and that I am against making Latin and Greek the most important part of education, it may be supposed I advocate that science because it is new (comparatively speaking), and object to the acquisition of the dead languages because it is old; I would ask those who are of this opinion to investigate impartially the merits of my arguments, and should any of them be found defective, I shall be most happy to answer such objections as may be brought against them, through the medium of The Analyst, whose pages would readily be opened, by its philosophie Editor, to all discussions on Science, Literature and the Fine Arts, provided they were perfectly free from acrimony and personal abuse,-which can only be resorted to when every other resource fails. In conclusion, I merely refer my readers, for further observations on this subject, to the Phrenological Journal, -an invaluable quarterly periodical-in many parts of which they will find this subject ably discussed, and to the works of Mr. Combe,* who, being himself a classical scholar, and engaged in one of the "System of Phrenology," ," "Elements of Phrenology," "The Constitution of Man," "Outlines of Phrenology," &c., &c. learned professions, is well fitted to judge of the utility of the clas sics. See, also, Simpson on National Education, the "Bubbles from the Brunnens of Nassau," and Bulwer's " England and the English." Foston Hall, Derbyshire, NEVILLE WOOD. [The following passages from the "Popular Illustrations of Medicine," by Dr. Shirley Palmer, accord so closely with the valuable observations of our correspondent, Mr. Wood, that we have been induced to transcribe them : "It may even be questioned whether the literary acquirements of early age are worth the sacrifice and the risk incurred in their pursuit. Many a weakly stripling has spent the brightest and most joyous years of a precarious existence in irksome drudgery upon the works of Homer and of Virgil, long ere his mind could comprehend the majesty of the Greek, or be smitten with the splendour and elegance of the Roman Poet. And what, after all, has he acquired that can compensate for the lost opportunity of more fully evolving his physical powers, and fortifying his constitution against the inroads of future disease? A knowledge of which, in riper age, a few months' application, under an enlightened system of instruction, would have given him a far more perfect possession; and in the attainment of which a matured intelligence would then have afforded the most exquisite gratification. Still the young mind should not be suffered to run wild without culture or restriction. It must be employed; or, like the stagnant pond, it will generate weeds and impurity upon the surface. But the occupation should be such as will combine amusement and active exercise of the limbs with the acquisition of knowledge; and expand the germ of intellect without cramping, in their development, the animal organs. Such are the principles upon which the education of youth, and especially of the more highly intellectual and delicate, should be conducted. For this purpose, Natural History offers a field, as constantly accessible as boundless and delightful. Trained to examine, and to discriminate with accuracy, the various productions of the world around, the mind possesses a source of occupation and of light, of which no ordinary vicissitude can afterwards bereave it. The study of nature, indeed, is not less salutary in its influence, than unchanging and inexhaustible in the recreation which it affords. It purifies the mind from the dross of sensuality, and raises it above the degradation of low and selfish pleasures.It calls forth a spirit of observation, and exercises a discipline, which may become powerful instruments in facilitating the acquisitions of future years. It gives zest to the enjoyments of prosperity and meridian life, and solace and ornament to the season of adverse fortune and of decay: and, more than all, will, when profoundly contemplated, inspire far deeper convictions of the Omnipotence of the Deity, and the wonders of the glorious creation, than ever resulted from efforts of human eloquence the most fervid or sublime. And the mind, having attained its full maturity of development and power, will seize, with equal energy and success, all the various branches of literature and science which may be requisite to satiate the intellectual voracity, or essential to a vigorous prosecution of the destined path in future life."] SONNET. Is thy brain giddy with the jarring noise Of life's rude intercourse? Have crowded halls Or waking dreams, the soul's serenest calm:- Or steep thy sense in Poetry's rich balm, E. S. 54 A COMPARISON BETWEEN THE CLIMATES OF GREAT MALVERN AND LONDON. In the second volume of " The Analyst,” p. 215, is the commencement of a paper on "A COMPARISON BETWEEN THE CLIMATES OF GREAT MALVERN AND LONDON;" this paper includes the several details of the temperature, atmospheric pressure, dew point, wind, rain, &c., for each month during the summer and autumnal quarters of the year 1834. The present communication embraces the winter and spring of 1834 and 35, with a comparative summary of the important meteorological phenomena for the year,—and is concluded with such general remarks, as the comparison has suggested. It will be seen, by referring to the former paper in " The Analyst,” that every attention has been paid to the excellence of the instruments by which it has been carried on, and every care has been taken to insure accuracy in the result. TEMPERATURE. In the month of December, 1834, the first month of the winter quarter, the mean temperature of Malvern was 1° higher than the mean temperature of London. The mean maximum at Malvern was 45.8°, the mean minimum 39.6° ; in London the mean maximum 45.6°, the mean minimum 38.1°. The maximum height of the thermometer during the month was, in London, 54°, in Malvern, 55°; the minimun in London, 29.2°; in Malvern, 32. The greatest range during the month in London, 24.8°, at Malvern, 23. In January, (1835), the second month of the winter quarter, the mean temperature at Malvern was half a degree lower than the mean temperature in London. The mean maximum at Malvern was 42.1°, the mean minimum, 35.1°; the mean maximum in London, 43.1°, the mean minimum, 35.3°. In London the greatest height of the thermometer was 49.7°, in Malvern, 52.5°; the minimum in London, 24.9°; in Malvern, 23.° The range of the thermometer in London, during the month, 24.8°, in Malvern, 29.5°. |