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SCIENCE 



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



physician cooperating to benefit the race. 

 If it be agreed that both educator and 

 physician should understand and prac- 

 tise school hygiene as only one of the in- 

 creasingly numerous departments of a 

 modern pedagogy, how can this knowledge 

 and practise be affected without specific, 

 organized training in hygiene, both for 

 prospective teachers and prospective med- 

 ical men, for the schools? Educational 

 hygiene is but one division of the field of 

 hygiene and demography. Consideration 

 of its bare outlines as offered for discussion 

 at the next international congress on hy- 

 giene and demography should yield the 

 conviction that if this field is to be mas- 

 tered, the medical and educational depart- 

 ments of modern universities are laggards 

 in progress where effective cooperation is 

 not accomplished. 



In conclusion we may venture to enu- 

 merate four ways for effecting an immedi- 

 ate and practical cooperation between the 

 educational and pedagogical departments 

 of well-equipped universities. 



1. With reference to the need of the 

 schools, provisions should be made for 

 senior medical students, and especially for 

 graduates in the educational department, 

 by instruction and training in the essen- 

 tials of pedagogy to be chosen from courses 

 and with books such as : " History of Edu- 

 cation" (Monroe) ; "Principles of Edu- 

 cation" (Bolton) ; "Educational Psychol- 

 ogy" (Thomdike, Starch, Pyle, Bagley) ; 

 "Educational Statistics" (Ayres, Thorn- 

 dike) ; "Experimental Pedagogy" (Whip- 

 ple, Meumann, Claparede). These presup- 

 pose a basal knowledge of psychology — 

 some of which must be got in the labora- 

 tory. In this basal study of psychology of 

 common interest to teacher and physician, 

 the majority of medical students obtain no 

 systematic training whatever, a fact not 

 surprising since, according to Plexner's re- 



port, half or more of the medical schools 

 require less than a good high school course 

 for admission; half have meager labora- 

 tory facilities even for physiology, pharma- 

 cology or bacteriology; teaching of anat- 

 omy and pathology is often didactic; clin- 

 ical facilities are usually inadequate and 

 many colleges are "reeking with commer- 

 cialism." In medical departments where 

 such deplorable conditions do not exist it 

 seems most reasonable to supply instruc- 

 tion in general or introductory psychology, 

 both to medical and pedagogical students, 

 by utilization of the psychological labora- 

 tory of the academic department. 



Medical students who undertake the 

 work in pedagogy as prospective school in- 

 spectors or school physicians should under- 

 take the extra training either in a gradu- 

 ate year or elect a minimum during the 

 senior year of the medical course. This 

 election would necessitate the elimination 

 of certain fractions of pharmacology, ob- 

 stetrics or studies not of essential use to 

 the professional school physician. This 

 questionable elimination, however, would 

 be avoided by placing all of the pedagog- 

 ical work, save the elements of psychology 

 and of hygiene, in the post-graduate year 

 or years. Since the writing of this paper, 

 some interesting detailed suggestions re- 

 garding such adjustments of curricula have 

 been offered under the title : ' ' Professional 

 Training for Child Hygiene" by Pro- 

 fessor Lewis M. Terman, Ph.D. {Popular 

 Science Monthly, March, 1912). 



2. Appropriate courses in education 

 should be offered prospective school nurses. 



3. In recognition of the fact that 

 throughout the country the majority of 

 high-school teachers lack professional 

 training in both the subject they teach and 

 also in pedagogy, there should be a more 

 general effort in our universities to supply 

 the present need for professionally trained 



