JUNE 21, 1912] 
and work; equally true is it that such an 
attempt to teach available knowledge im- 
poses upon the teacher the obligation to 
leave untried no means by which the knowl- 
edge of his subject may be increased. It is 
not the privilege of the teacher to leave this 
extension of knowledge to others. His pro- 
fession of ability to teach a particular sub- 
ject carries with it his obligation to the 
eroup or community he serves, of adding to 
his subject knowledge of which they may 
avail themselves. If this applies to the 
individual teacher, how much more forcibly 
does it apply to the university with its ever- 
Widening community and ever-increasing 
interests ? 
On the other side of the question, the 
university should not forget that medical 
research tends to ameliorate social condi- 
tions by diminishing the causes of physical 
and mental ills. This ideal of medicine 
the university and its community should 
foster and develop, for it is one of the 
greatest influences in our modern concep- 
tion of social service; an influence indeed 
which was back of all Pasteur’s work, and 
which he expressed in the statement of his 
desire to contribute ‘‘in some manner to 
the progress and welfare of humanity.’’ 
But aside from this altruistic ideal, I 
hold that research in the medical school 
offers important practical advantages to 
the university and that these advantages 
should not be forgotten by university au- 
thorities, who pride themselves on applying 
business-like methods to the problems of 
education. A policy which attracts a bet- 
ter-trained class of students, which im- 
proves the character of the instruction, 
which stimulates the student to a better 
type of individual effort and which en- 
hanees the standing of the university in the 
community and the nation is a policy which 
can not be ignored by university president, 
trustees or faculty. 
SCIENCE 
951 
The Relation of the Hospital to Medical 
Teaching and Research.—That the labora- 
tories of our better medical schools are fully 
equipped for the kind of instruction which 
I have outlined, and that many are already 
fostering the ‘‘do it yourself’’ principle 
and the spirit of investigation is well 
known. In the clinical years, on the other 
hand, the situation is not so satisfactory. 
Many a medical school while building and 
equipping modern laboratories has failed to 
care properly for its clinical teaching, and 
has continued to foster the amphitheater 
lecture. If the method of first-hand in- 
struction, which I have outlined, is to be 
followed, then the hospital must become the 
laboratory of the clinical years and a school 
must own or absolutely control its hospital. 
This is necessary in order (1) that the 
heads of the clinical departments may have 
a continuous service under their immediate 
charge and to the conduct of which they 
may bring their own assistants; (2) that in 
connection with such service they may de- 
velop laboratories for teaching and re- 
search in addition to the usual clinical labo- 
ratory now used only for purposes of diag- 
nosis; and (38) that resident physicians may 
be appointed for indefinite service in order 
that trained teachers and investigators in 
clinical medicine may be produced in the 
same way as trained teachers and investiga- 
tors in the laboratory branches are now 
produced, and (4) that the head of the 
department may provide adequately for 
that intimate first-hand clinical instruction 
which can be secured only by placing the 
student in actual contact with the patient. 
Some schools, as Pennsylvania, Hopkins 
and Jefferson, have already solved the 
problem by the establishment of their own 
hospitals. This is naturally the ideal 
course for all university schools and a fu- 
ture for which every school should plan. 
But in the absence of the possibility of im- 
