MEDICAL RESEARCH. 525 



selves concerning the true inwardness of research. It does not con- 

 sist in trained senses alone. It is a quality, an attitude of the in- 

 tellect working through the senses. Claude Bernard clearly recog- 

 nized this when he said : ' He who does not know what he is look- 

 ing for will not lay hold of what he has found when he gets it.' 



Though research may be carried on and is going on in all depart- 

 ments of medicine to-day, yet the true home of the investigator is the 

 modern laboratory. Here we have a kind of reproduction in minia- 

 ture of the actual field of work, where, by means of physical, chemical 

 and biological methods of analysis, the problem in hand may be re- 

 duced to as simple terms as possible or at least confined within more 

 or less governable conditions. When it has reached a certain stage 

 of maturity, then facilities should be at hand which enable the in- 

 vestigator to approach cautiously the very complex conditions of actual 

 disease in the hospital and its special laboratories. 



The university medical school has thus two duties to perform, to 

 train practical men, physicians and health officers, and to encourage 

 the few who incline to research. The methods of training for both 

 coincide for a large part of the course, but they must eventually diverge, 

 the practical man to enter the actual field of conflict with disease and 

 forge his weapons as well as he can from the storehouse of the world's 

 accumulated experience and science, the investigator to continue his 

 struggle with the stubborn and evasive facts of nature. 



To carry out this program the university school must have teachers 

 who are investigators, well-equipped laboratories both for large classes 

 and for individual advanced workers. It must have satisfactory 

 stables and operating rooms for small and large animals, for the ex- 

 perimental and observational study of animal diseases is the logical 

 outcome of laboratory research. It is another intermediate station on 

 the way to human pathology. It frequently presents such strikingly 

 clear solutions of difficult problems and permits us to introduce the 

 comparative method which has been so fruitful in the biological 

 sciences. Closely associated with the school should be hospitals and 

 clinical laboratories. Let us look at a few of these requisites very 

 briefly. 



The training and encouragement of research as well as thorough 

 teaching in our medical schools lead by implication to the doctrine that 

 professors should be investigators themselves. For the purpose of 

 elementary class work it may be maintained that it is enough for 

 teachers to instruct with the aid of all the paraphernalia of the day. 

 But what shall they teach? Shall they go no faster than the suc- 

 cessive editions of text-books allow, or shall they express an opinion 

 about or actually teach the newest doctrines ? As I stated before, the 

 knowledge of the world is covered with the froth of research fermenta- 



