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SCIENCE 



[N. S. Vol. XLIV. No. 1139 



best undergraduate medical teaching in 

 its institutions. So she represented the two 

 extremes. 



As a result of publicity, the best schools 

 have seized the psychological moment to 

 improve themselves. The very worst schools 

 are no longer existent. The United States 

 availed itself of short cuts impossible to the 

 older countries. It is therefore the part 

 of wisdom for Canada to learn what can be 

 gleaned from your recent wholesale changes, 

 which are nation wide. 



Our new country can save herself scores 

 of years, and the pain and mutilation of 

 those capital operations required in the 

 older countries may be avoided by the exer- 

 cise of care and foresight in this stage of 

 her development. 



A recent statement by Professor Adami, 

 of McGill University, on the occasion of 

 the inauguration of the president of Mani- 

 toba University, was startling, coming as it 

 did from one who was born and trained in 

 Great Britain and who has become the med- 

 ical Nestor of Canada and the medical 

 philosopher of this continent. In his ad- 

 dress on medical research he called atten- 

 tion in detail to the advance of medical in- 

 vestigation and research throughout the 

 world and laid emphasis upon recent devel- 

 opments in America, and perhaps on ac- 

 count of his innate modesty, particularly in 

 the United States. He said: 



The center of medical research and education is 

 moving rapidly westward and is now on this side 

 of the Atlantic Ocean. 



In view of our free hand and the twen- 

 tieth-century tools available, we shall be 

 wise to approach our task with care. That 

 task can not be undertaken from a purely 

 medical standpoint. There is no such 

 thing. It must comprise a general educa- 

 tional betterment, a national, in fact a 

 world program. "We must adjust our pub- 

 lic educational institutions so that the boys 



and girls are trained for practical affairs 

 without loss of cultural and esthetic values. 

 It is, after all, the manner of the teaching 

 and the study as also the character and 

 timber of the teacher and pupil which make 

 for culture and efficiency. Knowledge is 

 none the less scientific because of its pos- 

 sible application nor less cultural if use- 

 ful. Our primary schools must be continu- 

 ous with the high schools. Industrial 

 schools must be established and the de- 

 mands of agriculture can not be evaded. 

 All of these must articulate with each other 

 and with the university, so that at whatever 

 point the pupil may be required to go out 

 into his life's work, he may be as fit as he 

 can be made in the time spent in fitting. 



Continuation schools which cooperate 

 with the public school system on the one 

 hand and with the line of industry, com- 

 merce or professional work chosen by the 

 pupil on the other must be provided, so that 

 education becomes continuous for life and 

 not a passing phase. 



Systematic graduate work is just as nec- 

 essary in order to keep medicine, law, theol- 

 ogy, agriculture, commerce, journalism and 

 the other professions in touch with the 

 newer developments as is undergraduate 

 training. University extension work which 

 enters into all the activities of the people is 

 growing in Great Britain and has been 

 organized in many of the states of the 

 union. Dr. Pritchett's statement is perti- 

 nent. He says : 



Education in any nation is one thing, not a 

 series of separate and unrelated things. 



Suitable exits from the educational sys- 

 tem must be provided into the walks of life 

 as well as into university courses and indus- 

 trial schools. Studies in language on the 

 whole should be begun earlier and con- 

 tinued longer, so that the student may be in 

 a position to get some reward from his 

 struggles with the dictionary and grammar 



