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practical application should be taught in the sophomore year. This part of the program should require at least 20 hours (the procedure of using a head mirror, which many consider simple, is not accomplished rapidly but requires time). If the program is well carried out, the student is ready to begin the next part of his schedule in his junior year. 3. In the junior year he should have his didactic training, one hour a week, for one semester. The didactic teaching should be well correlated with clinical teaching. 4. During his senior year, in his clerkships, all patients assigned to him should have an otolaryngological ex¬ amination, under supervision when possible. If this plan is carried out, it should make the student conscious of otolaryngological problems in a majority of the cases that come under his observation. Finally, during his intern¬ ship, he will continue to do this as a part of his physical examination of patients.My plea is, therefore, that more attention be given to otolaryngology for students desiring to go into general practice, especially since at least 25% of their practice will have to do with upper respiratory tract infections or their sequelae. In conclusion, I would like to quote two statements made by Dr. Gordon D. Hoople 4 before the teachers' section of the American Academy of Ophthal¬ mology and Otolaryngology in a discussion on under¬ graduate training: "We lay great stress on the ability of the student to see what he is looking at and to have some understanding of it. We do not, of course, try to make a specialist of him. . . . An occasional self-made diagnosis is worth one hundred lectures!"

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