ns as are implied by this term, `have
spread from the hands of the retired and sober man of matured science
into those of everyday lecturers and their pupils,' and that such
experiments `are a common mode of lecture illustration....'

"We will state our belief that there is too much of it everywhere, and
that there are daily occurring practices in the schools of France
which cry aloud in the name both of honour and humanity for their
immediate cessation. About two years ago, our Royal Society for
Prevention of Cruelty to Animals became possessed of the knowledge
that it was still the practice in the schools of Anatomy and
Physiology in France for lecturers and demonstrators to tie down cats,
dogs, rabbits, etc., before the class; to perform upon them operations
of great pain, and to pursue investigations accompanied by the most
terrible torture. THIS, TOO, FOR THE PURPOSE ONLY OF DEMONSTRATING
CERTAIN FACTS WHICH HAD BEEN FOR LONG UNHESITATINGLY ADMITTED, and
for giving a sort of meretricious air to a popular series of lectures.
It learned, moreover, that at the veterinary schools of Lyons and
Alfort, live horses were periodically given up to a group of students
for anatomical and surgical purposes, often exercised with ... extra
refinements of cruelty...."

It appeared that at Paris the whole neighborhood adjoining the medical
school--including patients in a maternity hospital--"were constantly
disturbed, when the course of physiology was proceeding at the school,
by the howling and barking of the dogs, both night and day." The dogs
were silenced. "The fact was, the poor animals were now subjected to
the painful operation of dividing the laryngeal nerves as preliminary
to the performance of other mutilations! And what were these dogs for?
Simply for the vain repetition of clap-trap experiments, by way of
illustrations of lectures for first-year students! These facts
becoming known, the general public has at length interfered, and, we
think, with very great propriety. THE ENTIRE PICTURE OF VIVISECTIONAL
ILLUSTRATION OF ORDINARY LECTURES IS TO US PERSONALLY REPULSIVE IN THE
EXTREME. Look, for example, at the animal before us, stolen (to begin
with) from his master; the poor creature hungry, tied up for days and
nights, pining for his home, is at length brought into the theatre.
As his crouching and feeble form is strapped upon the table, HE
LICKS THE VERY HAND THAT TIES HIM! He struggles, but in vain, and
uselessly