jANUAr.T 3, I'JOS] 



SCIENCE 



9 



nature and causes of disease, and this in- 

 crease of knowledge has its sources in the 

 educational system. 



In asking your attention on this occasion 

 to some of the conditions and problems of 

 medical education and research, particu- 

 larly in their relation to the university and 

 to circumstances existing in this country, I 

 am aware that the theme is trite and that 

 I can add little that is new to its discus- 

 sion, but the subject, however wearisome, 

 requires ever renewed consideration so long 

 as the conditions remain as unsatisfactory 

 as at present and so many problems await 

 final solution. Especially is it important 

 that the nature of the problems should 

 be realized by the teachers and authorities 

 of our universities. I know that in this 

 university much earnest thought has been 

 given to questions of medical education, 

 and wisely so, for I have every confidence 

 that the medical department of this iini- 

 versity, already doing such good work, is 

 destined to be a leader in the promotion of 

 higher medical education and the advance- 

 ment of medical knowledge on this con- 

 tinent. 



The historical and the proper home of 

 the medical school is the university, of 

 which it should be an integral part coordi- 

 nate with the other faculties. Before there 

 was a faculty of law at Bologna or of the- 

 ology at Paris there was a school of medi- 

 cine at Salernum, which, as is well known, 

 occupies an interesting and unique position 

 in the history of the origin and develop- 

 ment of universities. From this early 

 period to the present day no other type of 

 medical school has existed on the continent 

 of Europe than that of the university, and 

 this union has been of mutual advantage, 

 the renown of many universities being due 

 in large part to their medical faculties, and 

 these receiving the fostering care and the 

 ideals of the university. 



It was under the influence of these sound 



traditions of the proper relation of medical 

 teaching to the universities that the first 

 medical schools in this country were 

 founded, that of the College of Philadel- 

 phia, now the University of Pennsylvania, 

 in 1765 ; that of Kings College, now Colum- 

 bia University, in 1767, and after some- 

 what longer intervals those of Harvard, 

 Dartmouth and Yale. The model for these 

 early schools was the medical department 

 of the University of Edinburgh, which 

 derived itS' traditions from the University 

 of Leyden, as these in turn can be traced 

 back to the great Italian universities of the 

 sixteenth century. We can contemplate 

 with much pride and'satisfaction the early 

 history of these first American medical 

 schools, which, notwithstanding their feeble 

 resources, were imbued with a spirit of 

 high purpose and just recognition of the 

 qualifications needed for the pursuit of 

 medicine as a learned profession. 



It is deeply to be regretted that their 

 successors did not continue to build on such 

 foundations as those laid by 'John Morgan, 

 William Shippen and Samuel Bard, but 

 rather adopted and carried much further 

 the plan of the proprietary medical schools 

 which originated in England in the latter 

 part of the eighteenth century and attained 

 their highest development there during the 

 first three decades of the following cen- 

 tury, after which the hospital medical 

 schools of a type peculiar to that country 

 gained the ascendancy. W^e can transfer 

 from our shoulders, however, only a minor 

 part of the responsibility for the conception 

 and establishment of the proprietary medi- 

 cal school, for the English form of this 

 school was a harmless thing which never 

 dreamed of conferring the doctor's degree 

 and was regarded with disfavor by examin- 

 ing and licensing bodies. 



The proprietary medical school, con- 

 ducted for gain, divorced from any con- 

 nection with a university and free from 



