648 



SCIENCE 



[N. S. Vol. XXXVI. No. 933 



speetively of every medical department or 

 college and of every educational depart- 

 ment in the United States, according to 

 the enumeration in the U. S. Educational 

 Report. Homeopathic, eclectic, physio- 

 medical colleges, etc., were omitted. 



H. Sophie Newcomb Memorial College 



THE rULANE UNIVERSITY OF LOUISIANA 

 NEW ORLEANS 



March 7, 1912 

 Dear Sir: 



I am attempting to obtain definite information 

 concerning the present affiliation of the medical 

 and the pedagogical departments of typical Amer- 

 ican universities. Will you kindly cooperate to 

 this end by responding to the following questions 

 and return this sheet in the enclosed envelope? 



I. (o) What courses intended specifically for 

 teachers or prospective teachers (elementary, high, 

 normal school or college teachers and principals or 

 superintendents) are being offered by your medical 

 department? (6) Duration of courses? (c) Num- 

 ber enrolled this year? (d) Any certificate or 

 diploma awarded for completion of same by teach- 

 ers or prospective teachers? 



II. (a) What courses in pedagogy are offered 

 by your department of pedagogy or education for 

 the benefit of physicians or medical students or 

 nurses who are or intend to become inspectors of 

 schools? (6) Duration of courses? (c) Number 

 enrolled this year? (d) Any certificate or diploma 

 awarded for completion of same by physicians, 

 medical students or nurses? 



III. Please write any other relevant informa- 

 tion or practical suggestion regarding possible need 

 for cooperation between medical and pedagogical 

 departments. 



Tours very truly, 



David Spence Hill 



To the medical colleges 112 inquiries 

 were sent out, and to date 69 responses 

 have been received. To departments and 

 schools of education 102 responses are at 

 hand from 160 inquiries — many of them 

 sent in both instances to very small insti- 

 tutions. 



The responses may be generalized into 

 the following groups: 



1. Those from medical colleges which 



have no university connections and which 

 report no work whatever for the benefit of 

 prospective teachers. 



2. Responses from educational depart- 

 ments within colleges and universities 

 which have no medical departments and 

 which offer no work especially intended for 

 medical inspectors, school nurses or school 

 sanitarians. 



3. No active affiliation reported from 

 medical and from educational departments 

 of certain universities. 



4. Active or pending affiliations and co- 

 operative courses in medical and educa- 

 tional departments, where prospective 

 teachers with adequate academic and pro- 

 fessional training and prospective physi- 

 cians hold common interests. 



5. Individual opinions and suggestions 

 concerning the need of such affiliated 

 courses. 



Most of the responses are of types 1, 2 

 and 3. It is evident that so far as formal 

 action by our institutions of learning is a 

 criterion, the training of the majority of 

 physicians and teachers in colleges is not 

 parallel or merged and generally there is 

 no point of practical contact. In view of 

 the Carnegie report on medical education, 

 and in view of the struggling existence of 

 the courses of education, especially in nor- 

 mal schools, and to a less degree in college 

 departments of pedagogy, this status of 

 affiliation in some respects is satisfactory, 

 although the correlated facts are deplor- 

 able. Scarcely a half dozen universities 

 in the United States report a reasonably 

 effective scheme for cooperation of medical 

 and of educational departments. In view 

 of the needs about to be enumerated and of 

 a growing conviction that teachers need 

 more scientific knowledge of hygiene in its 

 broader sense, ' more knowledge both of 

 mental processes and of the physiology of 

 the child, as well as of the subject to be 



