444 



SCIENCE 



[Vol. LV, No. 1426 



The spiiit of cooperation between faculty 

 and students in medical training is one of 

 greatest value to the student, not only for the 

 school period, but throughout his entire life. 

 In order to develop this spirit, we should de- 

 termine as far as possible the special assets of 

 each student at the time he enters the medical 

 school, and ever keep in mind his adaptability 

 for certain kinds of work. Much can be 

 learned through contact afforded by laboratory 

 work and through the seminar. This should 

 be supplemented by a knowledge of his home 

 life, his living conditions and his social habits. 

 Thi-ough careful observation and inquiry, we 

 must obtain as clear a picture of the student's 

 individuality as is possible. With this as a 

 guide we should help him to place his assets 

 where they will yield the greatest returns. Ex- 

 perience teaches that most students, at the end 

 of the second or third year of the medical 

 course, have decided whether they wish to lay 

 equal emphasis on medicine, surgery and ob- 

 stetrics, fitting themselves for general practice, 

 or to give some emphasis to one, fitting them- 

 selves for a special field. If, in the judgment 

 of the faculty, the student's selection is wise, 

 he should be permitted to accentuate his choice. 

 In the fourth year the student should be 

 allowed a further latitude which will permit 

 him again to accentuate the all-round training 

 in medicine, surgery and obstetrics, or to lay 

 further emphasis on one of these. In the fifth 

 year, he should be given the liberty to round 

 himself out for general practice as an interne, 

 or to add to liis special training, or to do inde- 

 pendent work in research. Collective teaching 

 and cooperative study are both necessary but 

 they both are drawn into a common vortex 

 unless supplemented and invigorated by indi- 

 vidual study. 



Individual study alone starts the waves 

 which roll on and on toward the unseen and 

 unknown shore. Working in harness is most 

 excellent for the development of the team, but 

 the freedom of the fields is necessary for the 

 growth of the individual. What an inspiration 

 comes through the exploration of the limitless 

 fields ! What a thrUl comes when the indi- 

 ^'idual receives a new interpretation or new 

 revelation of nature's laws! How hopeless to 



read a description of the country one is about 

 to explore. It is known only by exploring it. 

 Individuality derives strength from the history 

 of science, its workers and their work; but no 

 record or experience coincides with it. They 

 are as guide posts which disappear at the fron- 

 tiers of science and individuality must wander 

 on alone. The light from the north star may 

 direct its footsteps but the light which comes 

 from the soul spurs it on. The traditional 

 home of individuality is in the university, and 

 here is the one place where it should be fostered 

 and encouraged. It is fair to presume that in 

 each of our medical schools there are to-day 

 students of great potentiality who need but 

 the stimulus and opportunity to become leaders 

 in science. How shall they be given the oppor- 

 tunity. One of the simplest of the initial 

 steps to be taken would be to grant them the 

 privilege of electing a certain portion of their 

 work both quantitatively and qualitatively. The 

 privilege of adjusting study to capacity should 

 be restored. It was distinctive of the earlier 

 ages and each successive generation has lessened 

 the privilege. The students of oui- day are ex- 

 pected to know more and must consequently 

 attempt to learn more than the most brilliant 

 intellectual leaders of the past, who would be 

 content to-day with the schooling of Horace, 

 of Shakespeare or Darwin. Where they 

 learned one thing we are attempting to learn 

 a half dozen. They acquired knowledge; we 

 attempt to. We can not keep the medical 

 students marching in the trodden paths of their 

 predecessors until weary and heartsick they 

 complete the march, only to find that they have 

 also acquired mental debility on the way. We 

 must encourage them to forsake the trodden 

 paths, to break tradition when tradition is out- 

 grown, and to explore the unknown fields. 

 Individuality can never be limited to the mech- 

 anism of public order, either within or without 

 the school. Life is bigger, it asks for more. 

 There is only one way to develop strong men, 

 and that is by helping them to become inde- 

 pendent thinkers. Electives are the stepping 

 stones to independent thought, and independent 

 thought is the threshold of knowledge. 



Throughout nature there are many beautiful 

 pictures of collective and individual effort. 



