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H. Houston Merritt, MD

Arch Neurol. 1967;17(5):452-453.

	Since this article does not have an abstract, we have provided the first 150 words of the full text PDF and any section headings.

THE committee responsible for the preparation of the program of this National Conference on Education in the Neurological Sciences has assigned three topics to be considered by the conference, namely, teaching in basic neurological sciences, teaching in clinical neurological sciences, and the special challenge presented by the gifted students.

Before we start the consideration of these topics, it would be desirable to consider briefly the factors which have contributed to the developments in the past 20 years.

Although the brain has been the subject of speculation from antiquity, our knowledge of the relationship of paralysis, sensory loss, or other signs of dysfunction to disease or damage to specific portions of the nervous system is less than 100 years old. It is interesting to quote from an article by James Hope in 1840:

The diseases of the brain are, at the present moment, more obscure than any great class in . . . [Full Text PDF of this Article]

Author Affiliations
New York

From Columbia University College of Physicians and Surgeons, and the New York Neurological Institute, New York.

Footnotes
Submitted for publication May 17, 1967; accepted May 31.

Read before the Proceedings of the National Conference on Education in the Neurological Sciences, White Sulphur Springs, WVa, Nov 13, 1966.

Individual reprints are not available, but a limited number of tear sheets are.

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