Columbia University School of Dental and Oral Surgery - Dental Columbian Yearbook (New York, NY)

Text from Pages 1 - 156 of the 1936 volume:

|Ei nJiJ[i nnD{iuTl[rugfiui3ffininin]|E] 19 3 6 zj{ TEAR BOOK ' Published by the Ql ass of Nineteen Hundred and Thirty-Six School of Dental and Oral Surgery Columbia University Located at the oJWedical (Renter eA e w York Q it y Jk.iL CDnniaL . dbytHepeo Columbian THE HISTORY OF OUR SCHOOL IS SADDENED BY A TRAGEDY WHICH OC- CURRED ON DECEMBER 12, 193 5. BY THE ACT OF A MANIAC, THE LIVES OF ASSO- CIATE DEAN ROWE AND ASSISTANT PRO- FESSOR WIBERG WERE SUDDENLY ENDED. TFIE NEEDLESS LOSS OF THESE VALUABLE LIVES BRINGS NOT ONLY GRIEF AND DE- PRIVATION TO THEIR FAMILIES, BUT A SENSE OF PERSONAL BEREAVEMENT TO EVERY MEMBER OF OUR ORGANIZATION, WHETHER OF THE FACULTY, STUDENT BODY OR STAFF. IT IS FITTING THAT THIS YEAR BOOK OF THE SENIOR CLASS SHOULD BE DEDICATED TO THEIR MEM- ORIES, AND IN HONOR OF THEIR SACRI- FICE, WHILE IN THE PERFORMANCE OF DUTY. THE EVENT OF THE UNTIMELY PASS- ING FROM THIS LIFE OF DOCTORS ROWE AND WIBERG, WITH THE POIGNANT SOR- ROW THAT DARK AFTERNOON BRINGS TO US ALL, SERVES NEVERTHERLESS AS A HIGH EXAMPLE OF THAT ULTIMATE MEASURE OF DEVOTION WHICH A MAN MAY GIVE HIS FRIEND, HIS PROFESSION OR HIS COUNTRY. % J ? ' ■ ARTHUR T. ROWE 1883 - - - - 193) PAUL B. WIBERG 1897 - - - 1935 Arthur T. Rowe A BIOGRAPHY Arthur Taylor Rowe was born on May 12, 1883, in Casselton, North Dakota, the son of Dr. H. J. and Helen (Taylor) Rowe. His father was a prominent physician in that community. His early education was obtained at Casselton, at public and High School, and later at the College of Science, Literature and Arts of the University of Minnesota. He entered the College of Dentistry, University of Minnesota, and graduated with the degree of D.D.S. in 1906. Dr. Rowe began his practice at Larimore, N. D., where he continued for several years. He then moved to Minneapolis, Minnesota, and began his career as a teacher in the College of Dentistry, University of Minnesota, and became Assistant Pro- fessor of Prosthetics. He occupied that position until 1926, when he came to New York and succeeded Dr. Dickinson as head of the Division of Prosthetic Dentistry in the School of Dental and Oral Surgery in Columbia. Upon the retirement of Dean Alfred Owre in 1932, Dr. Rowe became Associate Dean under Dean Rappleye, continuing at the same time his leadership in the Division of Prosthetics. Dean Rowe ' s interest and participation in the affairs of dental education was positive and vital. From the early days in Minnesota to the busy years in New York, he was active in the work of dental associations. He was President of the Minne- sota State Dental Association in 1925, and a member of the Munson Research and Clinical Club. He was a member of the First District Dental Society, State of New York, the New York Academy of Dentistry and the International Association for Dental Research; also a member of Delta Sigma Delta Dental Fraternity, the Delta Tau Delta Greek Fraternity, the Sigma Chi and Omicron Kappa Upsilon Honorary Fraternities. Dr. Rowe was married in 1908 to Miss Marion Degnan of Winona, Minnesota. He is survived by his widow, a daughter, a son and a brother. Dean Rowe has left his impression upon our School as an efficient teacher and executive. His shrewd insight carried him to the hinge of a problem, and his kindly humor and friendliness softened the edge of a critical faculty which was alert and con- structive. His period of duty involved numerous questions of administration which he answered with characteristic directness. The gift of resolving the complicated into the simple — otherwise known as common sense, was a strong attribute of his nature. It was a quality much needed at the particular moment of his arrival. Dean Rowe ' s personality will be held in affectionate remem- brance by many friends. The School of Dental and Oral Surgery will stand always indebted to him, for service rendered to the last moment of a fine and useful life. Paul B. Wiberg .4 BIOGRAPHY Paul Benjamin Wiberg was a native of St. Peter, Minne- sota; born November 8, 1897, the son of Ben and Mary Wiberg. His early education was received in the schools of Lake Crystal, Minnesota. He was graduated from the College of Dentistry, University of Minnesota with the degree of D.D.S., in 1920. Dr. Wiberg first practised his profession at Mankato, Minnesota, and later in Duluth. In 1927 he came to New York and became associated with the school of Dental and Oral Surgery of Columbia University. At the time of his death he was Assis- tant Professor of Dentistry, specializing in the Division of Crown and Bridgework. Dr. Wiberg had recently become associated in private practice with Dr. William D. Tracy. He was a member of the First District Dental Society, State of New York, of the New York Academy of Dentistry and of the Delta Sigma Delta Fraternity. Together with Dr. Crawford, Dr. Wiberg succeeded in producing a remarkable series of motion pictures which illus- trated, not only crown and bridge construction, but also a scien- tific method of treating cases of bite closure. In this latter field Dr. Wiberg was an outstanding authority. These pictures elicited much favorable comment from those who had the privilege of seeing them. The use of motion pictures proved so effective a teaching method, that the pioneer work of Dr. Wiberg and Dr. Crawford will be continued on a larger scale. Not only did the motion pictures serve as a siginficant means of demonstration, but gave the observer an insight into the remarkable operative skill possessed by Dr. Wiberg. His knowledge of bite-opening and his operative skill earned him a great deal of respect from the staff members as well as from the student body. Dr. Wiberg was married in June, 1934, to Miss Ruth Earl, of New York. He is survived by his widow, a baby daughter, his parents and four sisters. . An able practitioner, teacher and technician, Dr. Wiberg was one of the most promising of the younger members of our Faculty. His personal qualities endeared him to many friends within the School and in professional circles here and in his Western home. y he he 16th century charlatan renders his profes- sional service in the approved manner of the time. The keen observer Van Hornthorst vividly depicts a scene, which modern dentistry has altered considerably. •■ ■ £. ,jjjUl - VIEW OF LIBRARY, COLUMBIA UNIVERSITY NICHOLAS MURRAY BUTLER, LL.D. (Cantab), D.LICE. (Oxon), HOND. (Paris) PRESIDENT OF THE UNIVERSITY Dr. Willard Cole Rappleye, born in Marinette, Wisconsin, February 11, 1892, received his early education in the schools of Wisconsin and his A. B. from the University of Illinois in 1915. In 1918 he received the M.D. degree from Harvard Medical School and in 1922 Yale University conferred an honorary A.M. on him. The varied nature of his career is brought out by the chronicle of the positions he has held. From 1909 to 1911 he was an assistant fac tory manager; from 1911 to 1913 he was Office Secretary and on the Cabinet of the Y.M.C.A. at the University of Illinois. From 1913 to 1914 he held the position of Laboratory Instructor in Comparative Anatomy and General Zoology at this University. Of special interest to us is the fact that during his first few years at Harvard Medical School he was Laboratory Instructor in Comparative Anatomy at Harvard Dental School (1915-1917). During this same period he was student interne at the Psychopathic Hospital, Boston. The year 1919 marks the beginning of a new phase in Dr. Rappleye ' s career. From Boston he was called to the University of California to serve as Chief of Clinical Laboratories and Instructor in Biochemistry. After serving in this capacity for a year he became Director of Hospitals for the University and Acting Superintendent of the Pacific Colony for Feebleminded in 1921. This same year he was appointed Executive Secretary of the Committee on the Training of Hospital Executives. This position terminated when he was called east by the New Haven Hospital to serve as its Superintendent. He held this position in conjunction with that of Professor of Hospital Adminis- tration at Yale University until 192 5. He continued as Hospital Superin- tendent for another year during which he became Director of the Studv Com- mission on Medical Education. He held this position until 1932, the year after this Commission had published its final report. Dr. Rappleye ' s connection with Columbia began in 1931 when he was elected Dean of P. S. In 1933 the University appointed him Acting Dean of the Dental School and Director of the New York Post-Graduate Medical School. With Dr. Rappleye ' s appointment as Dean of the Dental School, another step was taken toward a better understanding between the Dental and Medical professions. WILLARD COLE RAPPLEYE, A.M., M.D. DEAX he he products of dental artistry take their place in the museum of restorable human parts. .::=■■■- ,r W ' X £ { WW, ' , ORAL HENRY SAGE DUNNING, B.S., D.D.S., M.D. Professor of Dentistry I presume that it is expected that I treat upon the problem of oral surgery as it affects the graduate of dentistry. To obtain a clearer perspective of the subject we should consider the progress made in dental education and more especially in dental practice during the past two decades. There are strong indications that dentistry with its comprising specialties is becoming more and more identified with medical health problems. Many factors are responsible for this some- what obscure but nevertheless definite trend. Of great importance, no doubt is, the medical content inherent in dentistry. You are to be congratulated upon entering your professional activities with a preparation which will make it possible for you actively to enhance this salutary trend which will insure you an ampler scope of usefulness and a richer professional life. The public you are to serve conceives the dentist as a doctor who is proficient in the diagnosis and treatment and has a thorough knowledge of the local manifestations and systemic relationships of diseases of the teeth, their investing tissues and the oral region. Surgery of the oral cavity must be based upon the same medical and surgical precepts as other phases of surgical practice. An im- portant part of the work closed under oral surgery is inherently a part of dental surgery and the interest and activity of the dental profession in this field is a natural development. Therefore the training of the undergraduate in this field is a perennial problem. Work performed is the surety of the work that will be performed in the future, state Dr. Daniel C. Gillman. In a broader consider- ation this is very true. It woud be impossible and undesirable to attempt to qualify undergraduates as specialists in oral surgery. It is essential, however, to educate the dental student in the principles of surgery as these teachings have an abundant application in every phase of dental prac- tice. They should have a comprehensive knowledge of the various pathological conditions, injuries and abnormalities about the oral cavity. A sound basic training and experience in the removal of teeth and the simpler surgical procedures incidental to this operation which members of the dental profession in general are called upon to perform, are requisites. As much of this work is being performed under local anesthesia, adequate training in its administration is essen- tial. Besides, local anesthesia has broad application in the modern practice of dentistry. A theoretical and a clinical observation course in the administration of general anethesia is desirable. The adminis- tration of general anesthetics, however, implies graver responsibilities which neither the medical nor the dental student can adequately master during the undergraduate curriculum. JOSEPH SCHROFF, DOUGLAS B. PARKER, FRANCIS S. McCAFFREY, B.S., M.D., D.D.S. M.D., D.D.S. B.S., D.D.S. Assoc. Prof, of Dentistry Assoc. Prof, of Dentistry Asst. Prof, of Dentistry SAMUEL BIRENBACH, D.D.S. Instructor in Dentistry KENNETH F. CHASE, D.M.D. Instructor in Dentistry SURGERY From an extended teaching experience I am ready to assert that courses which are not directed entirely into utilitarian channels offer many advantages. The apparently academic studies may be irksome to the undergraduate as he can but rarely appreciate their far-reaching value. As a result he grows to be overwhelmingly technically minded. He is troubled to an unwholesome degree by the desire and eagerness about technical preparation, especially in types of work to his liking. This tendency is creditable and natural. This is what college is for; to prepare him for his life ' s work. In effect, his college course and therefore his horizon would be bounded by requirements were not the curriculum planned on more liberal academic principles. Concentration, experience and repetition tend to superior dexterity and skill. On the other hand, we must recognize that a highly utilitarian tendency can be carried to a detrimental degree. I am satisfied that the average dental student will be able to meet the technical demands of his practice. In time, it will make little differ- ence whether he removed a few more or less teeth during his under- graduat e years. I am troubled with the thought, however, that after the more important ingredients of professional education are a larger fund of related knowledge and cultivated faculties. In the course on oral surgery we are more eager therefore, to introduce to the student during his preparatory stage those ideals and precepts which must be the foundation of surgical practice. A methodical application of the fundamental sciences such as anatomy, physiology, pathology, bacteriology, pharmacology, etc., in the study of disease is essential. We are eager to initiate the development of certain habits; the habit of observation and coordination; the power of dis- criminating between truth and error; the ability to extract the essen- tials from a mass of information and arrange them according to their value; of making sound deductions and inferences from actual findings; the habit of respecting human suffering, etc. These cultivated perceptions lead to sound judgment and adher- ence to the laws which are fundamental to surgical practice. Many pertinent details cannot be learned entirely from text books. Some of it must be lived until it becomes ingrained into one ' s existence and even then must be vigilantly and sedulously cultivated. Lacking in these details leads more frequently to complications, than failing in such attainments, which in the light of a limited experience, are prized more highly. Be prepared to realize that the life of a professional man is not a dance on the drooping petals of a rose. But if mindful that the greater the task, the greater the achievement, your professional obliga- tions will grow to be problems which will offer constant fascination and interest. Adolf Berger, D.D.S., F.A.C.D. William Carr, Professor of Oral Surgery ADOLPH BERGER, D.D.S. William Carr Professor of Oral Surgery ' ; . P- W JOSEPH L. McSWTENEY, D.D.S. Assistant in Dentistry ALBIN R. SEIDEL, D.M.D. Instructor in Dentistry F. A. STEWART, Jr., A.B.. D.D.S. Instructor in Dentistry ROB ' T W. NORTHROP, D.D.S. Instructor in Dentistry MORRIS A. ZIMMER, D.D.S. Instructor in Dentistry PROSTHETICS One of the great problems of a university is the training of men in the field of dentistry. When the university has discharged its duty and given its stamp of approval that a man is qualified to practise dentistry, there still remains before that person a long and arduous trail which must be traversed before he can cope efficiently with the perplexing problems which will confront him. At graduation the young dentist is provided with a foundation and a working knowl- edge of fundamentals which will enable him to grow and build. He has just learned to walk, so to speak, and if he is to climb far he must continue to study, observe, and apply himself. During the four years spent in the School of Dental and Oral Surgery at Columbia University each student devotes more than one-fourth of his time to subjects covered by the Division of Prosthesis. The first contact is as a freshman in prosthetic technique. At this time as well as in other courses which follow the staff makes every effort to impress upon the student the necessity for neatness and cleanliness in all dental operations and in personal deportment, to have the WM. H. CRAWFORD, D.D.S. Assoc. Prof, of Dentistry HARRY A. YOUNG, D.D.S. Asst. Prof, in Dentistry JOHN F. RALSTON, D.D.S. Asst. Prof, of Dentistry EARLE B. HOYT, D.D.S. Asst. Prof, of Dentistr GILBERT P. SMITH. D.D.S. Instructor in Dentistry MORELL D. McKENZIE. D.D.S. Instructor in Dentistry desire to do every operation as perfectly as it can be done, never to hesitate to remake a piece of work if improvement can be made, and to use and apply knowledge gained from rhe basic sciences. These desires and ideals are a very essen- tial part of our teaching, for upon them rest the standards of a professional man. Unless the graduate has been inspired to do only the best when he is in practise and on his way, then the most carefully outlined course of study has failed. The class of 1936 has had as instructors in the various courses of the prosthetic division seven full time and three part time teachers. This roll includes the names of Dr. Arthur Taylor Rowe, head of this division, and Dr. Paul Benjamin Wiberg. From a professional standpoint the loss of these teachers cannot be felt more keenly anywhere than in this division where they have worked and given of them- selves so freely. This class is fortunate to have known them so well and to have profited by their knowledge and pro- lessional ideals. William H. Crawford. d. j. v. Mclaughlin, D.D.S. Instructor in Dentistry OPERATIVE MAURICE BUCHBINDER. B.S.. D.D.S. Asst. Prof, of Dentistry GEORGE F. LINDIG, D.D.S. Asst. Prof, of Dentistry IRVIN L. HUNT, Jr., D.D.S. Instructor in Dentistry LEROY L. HARTMAN, D.D.S. Professor of Dentistry OPERATIVE DENTISTRY One of the greatest problems confronting dentistry since the dawn of civilization is the one of dental caries. Out- standing among the unsolved diseases of the present day, this malady peculiar to the human race remains as a stumbling block to the progress of medicine and dentistry in spite of the ever-increasing efforts to combat the disease. At present medicine and dentistry are placing ever increas- ing emphasis upon prevention, and since dental caries is primarily a question of prevention, the nearest approach to this problem is thru the medium of operative dentistry. In combating disease the etiological factor must first be determined before measures of eradication and prevention may be instituted, and in the event this underlying cause cannot be discerned, then the next best therapeutic step must be taken — treat each individual symptom. And so is it in the disease of dental caries; because of its obscure etiology the treatment of dental caries resolves itself into a symptomato- logical one, just as any systemic disease of undecided etiology results in treatment of local symptoms. The symptoms of dental caries manifest themselves locally on the surfaces and interior of the teeth, and thus thru the medium of operative dentistry this disease is treated symptomaticallv thru preven- tive and constructive methods. A tremendous amount of experimental work has been done by research workers in an effort to determine the specific cause of dental caries, but with no ultimate success. The problem has been studied from all angles — chemically, bac- teriologically, physiologically and from a dietetic standpoint, and still this prevalent condition remains rampant in our modern civilization. In the meantime this disease must be treated; with operative dentistry as a most powerful weapon, dental caries is treated symptomaticallv, in .in attempt to eradicate locally the existing infection and prevent its further spread. DENTISTRY MILTON R. MILLER, B.S., D.D.S. Assistant in Dentistry As a result of the painstaking and fruitful efforts of the men who have contributed to the progress of dentistry, cer- tain fundamentals and basic principles of operative dentistry were evolved; outstanding among them are Miller ' s chemico- bacteriological theory of caries, principles of focal infection, G. V. Black ' s principles of cavity preparation, manipulation and physical properties of filling materials. The course in Operative Dentistry attempts to inculcate into the minds of the students these basic principles which resulted from the gradual scientific evolution of Dentistry, so that they may be applied intelligently to the various prob- lems that may arise. No doubt many questions will arise which require only a standard form of treatment, yet there will be many more problems which vary from the normal to such an extent that the solution can only be obtained thru a combination of a knowledge of the basic principles and the ingenuity of the individual. During his four years at the school, the student is not expected to master all the technique of dentistry, for it is a physical impossibility to do so in so short a period. A thorough understanding of the systematic use of the various instruments and the principles upon which they are based is emphasized, rather than a mastery of their use in all dental operations. The amount of work accomplished in the infirmary is not of prime importance, for it is not indicative of the scientific aptitude of the student — intelligence is the fundamental quali- fication. Speed and manual dexterity may be acquired even- tually by empirical means, but a scientific attitude and logical mind can only be derived from intelligence and initiative. At the end of his four years of study at the school, the student should emerge with a well-grounded knowledge of the fundamentals of dentistry, which will act as a founda- tion upon which to bui ld a scientific and intelligent practice, and to act as a stimulus for further endeavors in the unex- plored fields of dentistry. H. G. B. EMERIC ANGELUS, D.D.S. Assistant in Dentistry WILLIAM MILLER, B.S., D.D.S. Assistant in Dentistry ¥M. M. LANCASTER, A.B., D.D.S. Assistant in Dentistry ORAL DIAGNOSIS HAROLD J. LEONARD, JOSEPH O. FOURNIER. A.B., D.D.S. D.D.S. Professor of Dentistry Asst. Prof, of Dentistry LEWIS R. STOWE, D.D.S. Asst. Prof, of Dentistry While the term technique is not ordinarily associated with the field of Oral Diagnosis, there is nevertheless a form generally used in the execution of this branch of dentistry. This form has to do mainly with an orderly marshaling of facts learned in numerous departments and applying them to the solution of the problem as it arises. The student is taught the routine of mouth examination, and the identifying signs and symptoms of disease. But that is not enough. He must learn to reach out with mental facility and produce as many logical factors for analysis as the situation may seem to warrant. Thus the chief objectives in Oral Diagnosis instruction are to train the student in methodical thinking, in the ability to make deductions, and in the none too easy art of truly seeing the thing at which he is looking. Given proficiency in all these matters, he should be able to coordinate the theoretical and practical knowledge gained in this and other courses of study in such a way as to serve him best in making intelligent decisions for treatment planning when he is ready to launch forth on his own. D. E. Ziskin. DANIEL E. ZISKIN. D.D.S. Assistant Professor of Dentistry c, i. SgSt, SOL. N. ROSENSTEIN, B.S., D.D.S. Instructor in Dentistry MORELL D. McKENZIE, D.D.S. Instructor in Dentistry d. j. . Mclaughlin, d.d.s. Instructor in Dentistry HENRY J. POWELL. B.S., D.D.S. Assistant in Dentistry ORTHODONTIA LEUMAN M. WAUGH, D.D.S. Professor of Dentistry HENRY U. BARBER. Jr. D.D.S. Instructor in Dentistry EDWARD G. MURPHY, ARTHUR C. TOTTEN. D.D.S. D.D.S. Instructor in Dentistry Instructor in Dentistry The course in orthodontia consists of lectures, laboratory instruction, and clinical demonstrations. The lectures, which are delivered by Dr. Waugh, cover the fundamentals of orthodontics. No attempt is made to fit the student for the practice of orthodontia as a specialty. The purpose is rather to make clear the many useful services which the dentist can render his patients by early recognition of the factors which will influence existing malocclusion or tend to exaggerate this condition in the future. In the laboratory, the student constructs several types of appliances. The result of these procedures is to impart to the student a knowledge of the mechanical principles by which orthodontists accomplished desired corrections. Uses as well as abuses of the appliances are pointed out by Dr. Barber and his staff. The third part of this interesting course consists of clinical demonstrations. During these weekly sessions the student is permitted to observe the progress of orthodontic treatment on clinic patients. A. S. FRANK E. RIANS, D.D.S. Instructor in Dentistry HARRY GALTON, D.D.S. Assistant in Dentistry MILTON S. TUCKER. L.D.S., D.D.S. Instructor in Dentistry GEORGE S. CALLAWAY, D.D.S. Asst. Prof, of Dentistry CHAS. F. BODECKER, D.D.S. Professor of Dentistry EDMUND APPLEBAUM, D.D.S. Asst. Prof, of Dentistry WILLIAM LEFKOWITZ, D.D.S. Assistant in Dentistry ORAL ANATOMY Oral Anatomy may be described as the first contact the dental student has with dentistry. Crowded as it is, amidst a lull freshman year of the basic medical sciences, its import as an applied science is not readily appreciated by the student and at the beginning of the course, one hears rather in- sistently the query, whether audibly or inaudibly, what is all this for? Every pure science has its reflected aspect in applied science. All knowledge is made definite use of in varying degrees, and the study of oral anatomy is applied in a very high degree to the profession of Dentistry. It is also true that the teaching of the morphology of the human tooth is not an easy problem. Variation in morphologic contour of human teeth as in all other life phases, is so vast, that copying an individual tooth cannot begm to give the student any real idea of the problem. For that reason, after a careful study of large numbers of teeth, it was found that a common denominator in mor- phological contour could be determined by stripping the variations. It must be emphasized that the common denomin- r ° ! ymme i nCal t0 ° th form does not present an IDEAL FORM but a BASIC FORM, which by slight modifications may be varied or individualized. M. Diamond. ORAL HISTOLOGY A knowledge of oral histology is useful as a practice builder. The preparation of a cavity for a filling is never an agree- able experience; young persons often suffer keenly during such operations. Dong clinical experience has shown that the treatment of a patient is more simple and less disagreeable when he has confidence in the operator than when he lacks it. A knowledge of oral histology imparts to the practitioner the ability to foretell pain, in this manner gaining the confi- dence of the patient. Some other practical applications of Oral Histology can be mentioned. The necessity of knowing the structure of the enamel in cavity preparation; the differ- ences in teeth of young and old persons resulting in their varying sensitivity; the nutritive organs of the dentin and cementum and many other facts concerning the dental tissues. The course gives the operator the necessary conception of the minute structure of the teeth and makes clinical work more interesting. Finally it aids in training dentists who, if they are careful and conscientious, will gain the confidence of their patients. Charles F. Bodecker. MOSES DIAMOND. D.D.S. Assoc. Prof, of Dentistr MICHAEL R. STEIN. D.D.S. Instructor in Dentistry JACOB ERDREICH, D.M.D. Assistant in Dentistry CHILDREN ' S DENTISTRY The Division of Dentistry for Children of the School of Dental and Oral Surgery, Columbia University, has been in operation for seven years. Senior students spend one hundred hours of the school vear in lectures and in the children ' s dental clinic, which is independent of any other in the school. The students are taught to know thoroughly their child patients with the aid of a history and physical and dental examinations relevant to the needs of their work. Their cultural medical education enables them to recognize the physical condition of the children, and guides them in out- lining methods of management. They apply the knowledge of the technical work, specially suited to the needs of children, gained from lectures and individual clinical instruction. The following idealistic interjection may be pardonable. It is both probable and possible that the rapidly growing reverence for, and fuller understanding of, dentistry for children, may eventually so change the perspective of dentis- try as to reduce the magnitude of the technical superstructure. Its general contour would be much improved by the resulting svmmetrv and intimate coordination of its many equally important phases. The trend would be toward a more satis- factory orientation of the dental profession as an important adjunct in the science and art of healing. E. C. McBeath. HOUGHTON HOLLIDAY. A.B., D.D.S. Acting Associate Dean and Assoc. Prof, of Dentistry HARRY H. MULHAUS, Technician EVALD UNDER Technician EW ' IN ' G C. McBEATH, D.D.S., B.S., M.D. Assoc. Prof, of Dentistry SOL. N. ROSENSTEIN, B.S.. D.D.S. Instructor in Dentistrv LEVTIS R. STOWE, D.D.S. Asst. Prof, of Dentistry RADIOLOGY In order to acquaint the student with the technique and mechanism of Roentgenology, thirty hours of the junior year are spent in the Xray room. Under the supervision of Dr. Holliday and the guidance of tw r o capable technicians, Mr. Mulhaus and Mr. Linder, the student radiographs all cases as they present themselves, gradually acquiring a knowledge of the various angulations and exposures which are so essential for an accurate diagnosis. In addition, a portion of the time is devoted entirely to the dark room designed to cover all phases of the subject. After thirty hours of conscientious work in this department, the student is thoroughly informed of the technical manipulations necessary in the study of Roentgenology, the theoretical consideration being emphasized to its fullest extent in the diagnosis department. Although the major portion of the work is technical in nature, the stu- dent comes in contact with a large number of cases so that his diagnostic ability is unwittingly enhanced in an empirical manner. H. G. B. ftikvL HAROLD J. LEONARD, A.B., D.D.S. Professor of Dentistry WM. B. DUNNING, D.D.S. Professor of Dentistry ISADOR HIRSCHFELD, D.D.S. Assoc. Prof, of Dentistry HOUGHTON HOLLIDAV, A.B.. D.D.S. Acting Associate Dean and Assoc. Prof, of Dentistry PERIODONTIA Twenty half days of clinical time and twenty hours of class time are devoted to Periodontia. The clinical work is based on prophylactic technic which is taught in the sopho- more year. Ten half days in the junior year introduce the subject, while ten in the senior year give practice and experi- ence in it. Each of the junior half day sessions is introduced by a half hour talk or demonstration on some practical phase of the work. A set of approximately a dozen special instru- ments is required. The technic taught is conservative with but little emphasis on the so-called surgical methods. The class room time is devoted to a study of histopathology, etiology, symptomatology, and various treatments. Systemic relationships, mechanical defects of occlusion, and Vincent ' s infection are given special emphasis. The courses are designed to give students an appreciation and understanding of perio- dontal diseases and their treatment in relation to other phases of dentistry, and to make them competent to deal successfully with the ordinary run of cases in their practice. H. J. Leonard. MRS. M. G. McKENZIE, Assistant to the Dean MRS. A L. FITZGERALD Secretary to the Dean HENRY W. GILLETT, D.M.D. Professor of Dentistry WM. B. DUNNING, D.D.S. Professor of Dentistry O i J tMm LESTER R. CAHN, D.D.S. Assoc. Prof, of Dentistry Hi XXV A. BARTELS, B.S., B.S., D.D.S. Instructor in Denlistrv MADELINr E. DIoNUS. MRS. E. RICHARDSON, Assistant to the Registrar In Charge of Social Service ORAL PATHOLOGY Sir William Osier once said, as a man ' s knowledge of pathology — so is his practice. This is eminently true. It is quite impossible to intelligently treat a disease or a lesion without first understanding its pathogenetic mechanism. Let us take an example in our own field, the dental granuloma. Examined under the microscope, we observe a defense on the part of the host, in the form of the cellular exudate which is present to combat the invasion of the bacteria and bacterial toxins. Coupled with this cellular activity there is a fibrous tissue reaction which forms a peripheral wall of further defense, and stimulates a denser ossification of the surrounding bone. This entire reaction tells us that the patient is capable of resisting the invasion of the periapical tissues and that the chances of saving a tooth so affected are very fair. Our knowledge of pathology also aids our diagnosis, and for this reason we are having more and more recourse to the pathology laboratory for help in obscure diagnostic problems. L. Cahn. ARTHUR N. CROSS Technician ROBERT WRONG Technician ANATOMY SAMUEL R. DETWTLER, PHILIP E. SMITH, A. E. SEVERINGHAUS. R. LE G. CARPENTER. Ph.B., A.M., Ph.D., M.Sc. B.S., M.S., Ph.D. B.S., A.M., Ph.D. B.S., Ph.D. Professor of Anatomy Professor of Anatomy Asst. Prof, of Anatomy Asst. Prof, of Anatomy Anatomy introduces the freshman to the rigors of a crowded curriculum. The work in anatomy required of all freshman is divided into two separate courses; gross anatomy (300 hours) and microscopic anatomy (160 hours). The scope of the latter course is the study of tissues and organs via the route of the microscopic slide, dental and medical students being required to attend the same lectures but having separate laboratory sections. After the shock of an informal introduction to the cadaver, gross anatomy begins in earnest. Hours of intensive study and dissection in the laboratory initiate the student to this fascinating study, for the major part of any course in gross anatomy is the dissection supplemented by lectures and demonstrations. A rapid dissection of the upper extremity acquaints the inexperienced student with methods of dissection, giving him practice in the recognition of gross differences of tissues at the same time supplying him with an insight into the mechanics of the upper extremity — a trusty slave upon which a dentist must depend. WILLIAM M. ROGERS, B.S.. Ph.D. Asst. Prof, of Anatomy HARRY H. SHAPIRO, D.M.D. Instructor in Anatomy ABRAHAM FIRESTONE, A.B., M.D. Instructor in Anatomy DEPARTMENT OLIVER S. STRONG, A.B., A.M.. Ph.D. Prof, of Neurology and Neurohistology ADOLPH ELLWYN, B.S., A.M. Assoc. Prof, of Neurology R. M. BRICKNER, B.S., M.D. Associate in Neurology L. VOSBURGH LYONS, M.D. Instructor in Neurology A thorough dissection of the abdomen and the thorax pre- pare the student for a histological study of the organs of microscopic anatomy. The above constitutes the first half of the course — the last half deals entirely with the head and neck, the portion of the body which is so essential to the dentist. A detailed dissection and a thorough of the skull are pre-requisites for an understanding of this region into which so many important structures are crowded. Practical applications of a knowledge of anatomy to dental problems are kept uppermost in the minds of the student in an attempt to foster knowledge laboriously gained to impor- tant and interesting future problems. The development of the face, palate, mouth, and explana- tion of such malformations as hairlip and cleft palate are discussed in the lectures. In addition an attempt is made to give the student a background for physiology — particularly in the case of eye and ear, the microscopic structure of which is not taught in other courses. Wm. M. Rogers. HENRY MILCH. A.B.. M.D. Instructor in Anatomy ELIAS L. STERN, B.S., M.D. Instructor in Anatomy JULIUS K. LITTMAN, M.D. Instructor in Anatomy H. B. WILLIAMS, A.B., M.D., ScD. Dalton Prof, of Physiology ALEITA H. SCOTT, A.B., Ph.D. Assoc. Prof, of Physiology ERNEST L. SCOTT, B.S., M.S., Ph.D. Assoc. Prof, of Physiology BARRY G. KING. A.B., A.M., Ph.D. Instructor in Physiology PHYSIOLOGY In logical sequence to the first trimester studies in Gross Anatomy of the structures and relations of the various tissues and organs of the human organism, physiology, the science of the functions of organisms and of organs, follows. Having previously acquired an understanding of the macro- scopic and microscopic structures of the body, the student then has the opportunity to apply it to the diversified experiments peculiar to physiology. The course consists of lectures, laboratory work, and conferences, supplemented by required readings and references to the liter- ature. Although the bi-weekly lectures given by Professor H. B. Williams are ex- tremely interesting as well as instructive, the experimentation in the laboratory remains uppermost in the minds of the students. LEO J. HAHN, Ph.D., M.D. Instructor in Physiology WALTER F. DUGGAN, A.B., A.M., M.D. Instructor in Physiology LOUIS B. DOTTI, B.S., A.M. Instructor in Physiology The organization of the laboratory work makes it necessary to divide each section into four divisions. A division consists of three groups of five students. Four experiments are carried out simultaneously, a different experiment being performed by each of the four divisions. The group is organized into the following: the surgeon who performs the major part of the operating work; the assistant surgeon who supplies the surgeon with instruments, ligatures, swabs, and ar- ranges things in order; the anesthetist, who is responsible for the life of the animal, and who records respiration and heart rate at regular intervals; the scribe who keeps an explicit account of the experimental pro- cedures; and the technician who makes the kymographic records, supplies warm saline, etc. In order that each member of the group may obtain experience in operating, these positions are rotated during the successive mammalian experiments. With this invalu- able experience in dissection and manipula- tion of live tissues coupled with the theoreti- cal considerations, the student is well prepared for his future associations with the tissues of the human body. H. G. B. BACTERIOLOGY The course in bacteriology occupies a key position among the basic medical courses given during the first two years of study. Lectures, discussions and assigned readings impart to the student an extensive theoreti- cal background, whereas the practical aspect is emphasized in the laboratory. Here the student is grounded in the basic principles of bacteriological technique, gradually in- troducing advanced methods in practical applications, at the same time endeavoring to link the theoretical with the practical. Without a doubt, bacteriology, a most fas- cinating and instructive study, will remain constantly in the mind of the dental student in connection with the biological aspect of dentistry. H. G. B. FREDERICK P. GAY, THEODOR ROSEBUR A.B., M.D., Sc.D. D.D.S. GENEVIEVE FOLEY, M.A. Professor of Bacteriology Assr. Prof, of Bacteriology Assistant in Bacteriology PHARMACOLOGY The pharmacology department, under the direction of Dr. Charles C. Lieb, is another of the vital medico-dental presentations of the curriculum. Realizing the importance of a thorough understanding of the funda- mental medical sciences this department gives to the student the basic principles of therapeutics, pharmacology, toxicology, and pharmacy, invaluable aids to a well rounded scientific attitude. The course is composed of a thoughtful integration of lectures, laboratory, and con- ferences. The lectures include fundamental concepts which form the basis for any work in this field, while the more specific appli- cations to dental problems are considered in the conference periods. The laboratory work is divided into three groups; pharmacy, individual experimentation, and animal ex- perimentation, in this manner comprising a thorough study of the theoretical as well as the practical aspect of pharmacology. A. W. CHARLES C. LIEB, A.B., M.D. Hosack Prof, of Pharmacology MELVILLE HUMBERT, WALTER R. BEAVEN, SOLON N. BLACKBERG, A.B., B.S., D.D.S. D.D.S. D.V.M., B.S., Ph.D. Instructor in Pharmacology Instructor in Pharmacology Instructor in Pharmacology PATHOLOGY JAMES W. JOBLING, M.D. Professor of Pathology MAURICE N. RICHTER, B.S., M.D. Asst. Prof, of Pathology D. H. ANDERSEN, A.B., M.D., Instructor in Pathology HAVEN EMERSON, A.B., A.M., M.D. Prof, of Public Health Practice MAXWELL KARSHAN, B.S., A.M., Ph.D. Assoc. Prof, of Biological Chemistry During the last 8 years the Department of Pathology has given courses of 4 different types in General Pathology to students in the dental school. At first, the course covered the same general field as that given to medical students, but was about half as long. Later, the course was increased to two trimesters, and the dental and medical students were given courses as nearly alike as possible. Recently the subject matter of the course has been re- arranged to include again systemic pathology, but the course still runs two weeks in the second trimester. These changes have been made in attempts to fit the course to the needs of the student. It is felt that the material should be wider in scope than is needed merely for an approach to specializied dental problems. No attempt has been made to emphasize dental aspects of the conditions discussed, as this phase is covered more competently in other courses. The problems in teaching with which we are now concerned have to do mainly with the utilization of students ' time. Although the number of hours allotted to pathology is prob- ably adequate, other courses requiring a considerable amount of outside reading make it difficult for the student to prepare himself properly for laboratory exercises before coming to class. The compromise so far effected is reasonably adequate, but will probably be improved. Maurice N. Richter. F. HOLLANDER, B.S., Ph.D. Research Assoc, in Dentistry CLINICAL STAFF MRS. L. G. SEELIGMAN In our hurried efforts to complete the year ' s work, we are prone to forget those whose services and cooperation are indispensable. Acting as important cogs in the smooth run- ning activities of floor G, Mrs. Amy, Mrs. Seeligman and Mrs. Van Slvke are three persons upon whom depend the destinies cf the juniors and seniors. With their cooperation students are capable of accomplishing a maximum amount of work with a minimum w r aste of time. Lest we forget, there are Schultz and O ' Leary in the Surgery dept., always willing to act as one ' s personal typist or have lunch with a lonesome dental student; Miss Boyd, willingly explaining the manipu- lation cf the two hundred valves of the nitrous-oxide ap- paratus; Miss Lynch ready at a moment ' s notice with the spirits of ammonia: Jerrv Dunn, God ' s gift to Children ' s Dentistry; Miss France, efficiency expert of the diagnosis dept.; Miss Glass, open for business at all times; Madeline Van Slyke, the person who can sterilize instruments, measure out cement, change towels and replenish root canal trays, all with one sweep of her right hand. The dental school owes much cf its smooth running success to these unobserved but highly appreciated assistants. MRS. ROSE P. AMY FLORENCE FRANCE CATHERINE SCHULTZ MARY E. FIXNERAN DOREEN O ' LEARY ANNA AARONSON JEAN BERMONT 4 A MARION BARBUSCIA M. F. LYNCH, R.N. HELEN POMODOR NINA « ' ALKE GERALDINE DUNN ELISE R. BOYD, R.N. Anesthetist (tyin n early demonstration of protrussive balance by Dr. Fattet — the legend reads: Look at my servant, with my dentures he breaks iron . . . while the onlookers (even a bull dog) marvel at the horse shoes and the legs of chairs which they see broken. Le Dentiste D ' Autrefois CELEBR1TES CHARIVARIQUES. S G Ciaia gfcjinn; fau kteU ftvej nessieurs ,.. . avec mej Rateliers Osanores il brise du fer ! A PRESENTATION From the very outset, the editor of the 1936 DENTAL COLUMBIAN had a two-fold purpose in mind: First — to present to the school a profession dignified, conservative book of high literary and artistic quality, so that it might be truly worthy of the professional school it represents. Second — to distribute equally the task of preparing the book for publication, among the entire staff and any volunteer assist- ants. With these thoughts in mind, the first step was to com- pletely ignore many of the ideas connected with the previous year books and to start an entirely new foundation. The entire faculty and staff personnel were re-photographed and new layouts made for the various departments, resulting in a new subdivision of the medical departments and an up-to- date listing of the staff positions. In an attempt to raise the literary standing of the book to greater heights, in addi- tion to a rigid check-up of student contributions, professors of the various departments were asked to contribute articles for the appropriate sections. Professional dignity and con- servatism were sought and secured by excluding any osten- tatious designs or flashy colors; simplicity in design and typographical layout was the keynote of the artistic motif. A great deal of attention was given to minute details in order to impart a technical artistic exactness to the book. The task of compilation of material was made com- paratively simple, due to the splendid cooperation of the entire staff, thus distributing the time lost in clinical work among a large number of men, and reducing the amount of time sacrificed by any individual. From a financial stand- point the book was not without success as evidenced by reduced cost and increased advertising. Thruout the entire book an attempt has been made to present the relation dentistry bears to medicine as it exists today — a trend toward cooperation between the two pro- fessions, with a common goal of health service in view. At this time it is appropriate to state frankly, that the constructive criticisms of the late Dr. Rowe were the activat- ing motives for our painstaking efforts to produce a year book of high professional level and approved literary ap- praisal. It was the late Dr. Rowe who so earnestly deplored the literary and professional calibre in past year books, as to serve as an inspirational incentive for redoubled efforts to prove that a book could be produced which was above faculty reproach. Therefore, we present the 1936 DENTAL COLUM- BIAN, an entirely new year book, symbolic of the aims an d high ideals herewith put forth, to act as a literary and professional foundation for the future annuals of the School of Dental and Oral Surgery. 1 ■ P B 1 JH ' ™ ™ 3? % I- - ' t -I w ■ ■ t « W P m 1 V ! ! - ; THE CLASS OF SENIOR CLASS OFFICERS Francis A. Kelly President Saul Cohen Vice-President Ralph J. Tasch Sec.-Treas. NINETEEN THIRTY SIX STUDENT COUNCIL REPRESENTATIVES Abner L. Sheppard John W. Mainwaring Louis A. Kritchman Sidney H. Stone Class  Pfl 1 OP e Class of 1936 stands still in reflection of the past four years. Somehow the knowledge that our time is up and we are now free to go out into the bitter cold world makes this occasion very solemn. In actuality, our four years although crowded with work were so smoothly mixed with amusing incidents that we hardly noticed the time flying. Only the call for more margin or tuition as it is so aptly termed reminded us that we were advancing rapidly. Our stock is now paid for and we hold diplomas entitling us to draw dividends from the public. Our first year — Shivering, shaking, and slightly rocking we stalk cautiously into the Anatomy lab. Scientists all. We have started on our careers. The staff looks us over and laughs to themselves. We discover what lies beneath a soiled brown muslin sheet. Then to lunch — 1 teaspoonful of Na Bicarb in % glass of water. A few of the boys learned in the Anatomy course that hearts is a game of cards played by- four dental students. Histology brings out the weazeling instinct in a few. Physiology keeps the boys stepping. But Prosthetics — the boys fail to take out cards in the plasterers ' union and are severely reprimanded. Nevertheless they are sufficiently plastered and whitewash the entire Medical Center and half the streets in New York and a couple of streets in Peekskill. Then Dental Anatomy — where B.O. means nothing more than buccal occlusal and only your dental friends will tell you. Neuro- anatomy — where they give you a piece of their mind on a glass slide. Biochemistry — where Dr. Karshan keeps the class guessing with these CaP unknowns. The year comes swiftly to completion and our ranks are depleted. Vacation. Second Year — Back we trundle in September loaded down with dough. Registration and equipment repeats the old maxim — easy come easy go, or a fool and his money are soon parted. Pathology — Dr. Richter performing a P.M. causes the boys to gasp as he closely grazes his finger with the giant knife. Bacteriology — trouble starts for the boys. Dr. Rosebury successfully produces mor- phological changes in dental students. He makes all of us feel as small as filterable viruses, still misunderstood. Then to the Clinic where we practice venesection as in the days of old. Dr. Hughes attempts to teach the boys how to make a cleanup in Dentistry, or ten easy lessons in stain removal. The fellows discover for themselves the benefits of studying law — defense in malpractice suits. Pharmacology — where one teaspoonful of Epsom Salts will make any dental student more active. More call for margin. The year is passing fast. A little psychiatry teaches us that psychopathic sexualis and homoerotism are terms applicable to those awfully sweet boys. To occupy spare time we do and undo a space retainer or something. Then a full upper and lower — which does not mean a crowded berth. Balance in Prosthetics is not a scale but something to look forward to, especially on the State Boards. In Operative — G. V. Black or White or Green reminds us that there are still five classes, not forgetting the Class 3 G. F. In Crown and Bridge — invite your sheep and cow friends from any S Ctl 1 O f butchershop to walk across your famous bridges — crown yourself with glory — never, never solder in a hole — see Mr. X. Investing is an art also . taught in dental school. Gee, it ' s getting warm. Vacation must be Vj 1 3 S S here. Glory be, the Partial State Boards. Third Year — Back again, another year. Seems as if we could use a longer vacation. We meet Bill Crawford, Bill McAveny, and Big Bill better known as tuition. Don ' t these payments ever stop? I ' m getting broke. No more studies, no more books, what ho — the easiest year — ■ we are clinicians. Dentistry — an applied science in the stuffing of rubber, plaster, old shoes, paper, old instruments, compound, and guff down patients ' throats. We become specialists in Dentistry. Countless experiences — ask any one of us. We meet Dr. Leonard and find there is a library on Floor C. Is Dental Caries just a passing fancy or is it here to stay? What do the Eskimos say about this? Orthodontia — where no questions must be asked — ■ just make it passive. This year is passing much too fast. Oh, what fun it is to solder a lower partial. Where to from here? Fourth Year — Another September — the beginning of the end. They still ask for dough. What a system! I always thought transformations were something one got in the beauty salons. But you should see the transformations in these boysi Once happy individuals they are now madmen. Working for points or something. The finish of technique courses — we become full time clinicians. Bite ' s off is the simple order of an instructor to get in some sleepless nights. Unsoldering a bridge or adding margins become second nature. Making contacts has no reference at all to one ' s social life — is related to 22K. solder. No mention of the fourth year would be complete with- out discussing Children ' s Dentistry — a sure way to be more careful — not to become a father — kids are some . . . (you finish this). Practice of Medicine — the senior class develops a diagnosis mania for cases of scarlet fever, measles and any sort of skin eruption that may turn up. Oh, oh! we meet Dr. Leonard and rediscover the library on Floor C. And let me call your attention to Public Health — the record room on floor B is suddenly descended upon by swarms of dental students, usually searching their case histories. These reminiscences have been done in a light strain with the sincere hope that perhaps in later years if you should gaze upon these pages again you will be reminded of pleasant experiences only. Robert G. Goldfarb. RALPH M. ABRAHAMS Johns Hopkins, A.B. JERRY M. ALEXANDER Jarvie 3-4. Secretary 4 Columbia University, A.B. HYMAN G. BRODOWS Year Book 2-3. Editor-in-Chief 4. Jarvie 3-4 Review 2-3 S.E.D. C.C.N.Y., B.S. SAUL COHEN Vice President 4. S.E.D. N.Y.U., B.S. ANTHONY T. DACUNTO Manhattan, B.S. MORRIS ECKHAUS Jarvie 3-4 New York University GEORGE FEINSTEIN Pres. Interfrat Council 4. Review 3-4. S.E.D. Columbia, B. S. HERBERT P. FRITZ Jarvie 4. Asst. Ed. Review 4 New York University, B.S. ROBERT GUY GOLDFARB Review 2. Year Book 4. S.E.D. C.C.N.Y.. B.S. MORRIS C. GREEN Review 4. A.O. New York University BENNE S. HERBERT Jarvie 3-4 Columbia, A.B. MAURICE S. HURWITZ Jarvie 3-4 New York University CHARLES K. JAEGER S.E.D. Alabama, A.B. HENRY JUNEMANN Columbia, A.B. SOLOMON L. KATZ Class V.P. 2-3. Jarvie 4. Review 3. Year Book Business Manager 4 Rutgers, A.O. FRANCIS A. KELLY Class V.P. 1. Class Pres. 2-3-4. Jarvie 3-4 FORDHAM, B.S. LOUIS KRITCHMAN Jarvie 4. Student Council 4 C.C.N.Y., B.S. JOSEPH J. LaRUSSO Year Book 4 St. Johns, B.S. HARRY M. LEVINE Columbia, A.B. WILLIAM J. McAVENEY, Jr. FORDHAM, A.B. JOHN WESLEY MAINWARING, JR. Year Book Asso. Editor 4. Jarvie 4. Student Council 4 Columbia, A.B. THOMAS PATRICK MANNING Manhattan College Psi Omeea A. EVART OLSSON Student Council 1 Columbia, A.B. HALSEY L. RAFFMAN Jarvie 4. A.O. New York University, B.S. JOHN B. RAMPULLA New York University, B.S. THOMAS J. RILEY, JR. Jarvie 3-4. Year Book, Adv. Manager 4 St. Stephens College, A.B. ISIDORE SAFFRO C.C.N.Y., B.S. Teachers College, M.A. (Columbia) STEWART C. SCHWENK Secy.-Treas. 1 Columbia, A.B. ABNER L. SHEPPARD Jarvie 4. Year Book 3. Asso. Editor 4. Student Council 3-4. Review 3. S.E.D. New York University, B.S. ELI H. SIEGEL Review 2-3. Ed. 4. Year Book 2-3. Jarvie 3-4. Pres. 4 New York University, Sc.B. ARTHUR S. SLATUS New York University, B.S. ROBERT W. SLUTZKY A.O. Brown University, Ph. B. ■ MAURICE V. STAVIN Review 1. Year Book 1 New York University, B.S. SIDNEY H. STONE Student Council 1-2-3. Pres. 4. Jarvie 3-4 Columbia, B.S. RALPH J. TASCH Secy.-Treas. 1-2-3-4. Review 4 C.C.N.Y., B.S. IRVING A. TENZER Jarvie 3-4. Student Council 2. Sec ' y 3 C.C.N.Y., B.S. ' f r- IRGER F. THORSEN New York University, B.S. JOE TENNYSON REECE Hendrix College, A.B. Washington University, D.D.S. THE SENIOR CLASS VISITS LETCHWORTH VILLAGE Letchworth Village is the State Home for the mental deficients — the senior class only visited the institution. It is really too early in the year for the boys to show any definite symptoms as to lead one to suspect mental aberrations — the mental symptoms accompanied by dizziness, exhaustion, fatigue, obscure abdominal pains, severe aching pains in the back and lower extremities arise during the first week in June. However, close observation was unnecessary to see that a few of the fellows were trying extremely hard in an awkward way to appear and act intelligent and professional-like to distinguish themselves from the inmates. C.K.J, better known as Jaeger, was so impressed by the grandeur of the place that he seriously contem- plated remaining — when some of the half baked diagnosticians locked him in the lavatory, but somehow he managed to climb through the window and join the others in the dining room. The Village is immense, comprising some 2300 acres of beauty dotted with many, many buildings. The buildings are all brick because I understand that previously they had been made of wood and had given the incendiaries too many opportunities to satisfy their cravings. The buddings are not very large in size but seem numberless to inclose the 3260 inhabitants. Dr. Little, the superintendent of the institution, started with one small building back in 1911 and developed Letch- worth Village to a point where it is now considered the standard of all such institutions. A mighty big enterprise for a Little. The afternoon found us inspecting the school building. Dr. Humphreys, the director of medical research, assumed the responsi- bility of entertaining us. We sojourned to the Gymnasium where our host presented a short interesting talk concerning the institution followed by a series of exemplary clinical cases. A young miss, the oral hygienist of the Village, seated herself among the fellows and subsequently proved herself to be a disturbing influence to the group. Some of the fellows must have thought they were wasting their time with the children and so forced their attentions on the above mentioned. Two of the inmates entertained us with a very clever interpre- tation of Fred Astaire and Ginger Rogers doing the Continental. They were so serious in their attempt to please us, that I dare say they were comical. We were then favored with a song by the Bing Crosby of the Village. Marvin, a cretin, wound himself up by grunt- ing like a pig for no less than two minutes and then broke out in Shine on Harvest Moon. It took gentle persuasive powers on the part of the understanding Dr. Humphreys to quiet Crooning Marvin. We were then invited to examine the mouths of the cases pre- sented. Armed with tongue depressors we approached the patients. A microcephalic noticed we were looking down in the mouth and to cheer us up played his kazoo. We had the patience, patients, and tongue depressors so we were able to make many examinations. The remainder of the afternoon rapidly skipped away as we endeavored to uncover the mystery of why so many buildings. Build- ings, varied in size and nature were constructed for ease of adminis- tration. The occupants of these edifices were as varied in size and nature, as. the- buildings themselves. The inmates, I believe had as muck. pleasure in seeing us as we had in studying them. By golly! The time certainly passed by quickly. Fond fare- wells and invitations to return again. I wonder if we were invited to return as guests or - - - -. R. G. G. THE CLASS OF NINE JUNIOR CLASS NEWS The surf of time roars on, and here we are in our junior year — thirty nine students. This year marks an abrupt tran- sition from didactic to clinical work. How simple it is to write abrupt transition , yet how many incidents it conjures in the minds of the thirty nine of us. It is difficult to put our experiences on paper. The humor and pathos of the clinics, the work in the laboratories, the intimate associations among us, the lengthy hours spent in libraries and laboratories in search of knowledge, our successes and our failures — why, we can ' t start to tell about them. Yet locked in our minds we carry these experiences and treasure and share them. To us this junior year stands out as a memorable one; as the year we leaped the gap from the printed word to the human body. Our study of dentistry now begins to assume new proportions as a health service. We shall all remember our bewilderment and struggles during the first weeks of operative dentistry. We advanced to the clinic with Dr. Hartman ' s words of counsel ringing in our ears. Never let the patient know that you are in doubt. Always act as if you know what you are doing. But how can one act composed when he can think of nothing better to do than to walk around the nuit. Furthermore it certainly is not uplifting to have an instructor calmly say to a perspiring student, Fine, you have almost got your out- line form established. As far as operative is concerned the year will be well remembered as that of Dr. Hartman ' s dentine desensitizer. As the first ones to use it we all feel more or less proud upon being questioned concerning it. Prosthetics too presented its difficulties. It seems that tear ' em down is the motto of the department. When Drs. Smith and Young go into one of their well known conferences concerning a student ' s set up it spells disaster for the quailing and unfortunate student. Here is the way it sounds. What do you think, Dr. Smith? What do you think, Dr. Young? Well, well. Set ' em up in cross bite and if that doesn ' t work well get new teeth. This goes on for weeks until either the instructor or student is worn out. Did we forget the patient? Crown and Bridge likewise contributed a good deal towards making life worth while. One favorite phrase of Dr. Hoyt ' s was seared into our memories. The cardinal principle of soldering is that you cannot solder into a hole. How true. AW. How true. Some clinical notes. Dr. Hunt who insists on an orderly bracket table as a background was asked by Hillman to check his background. Famous last words, That ' s fine, now extend your preparation into the dentine. Dr. Gillett as he plods about looking for microscopic specks on our enamel trays. And there is the famous plaintive plea of prosthetics. But, Doctor, my mouth seems full of teeth. You say I missed only fourteen cavities, Dr. Ziskin? Diagnosis meant Heads I mark this tooth, A., tails I mark it G. And so on. Asepsis Dr. Berger is the most important factor in oral surgery. OFFICERS Isidore I. Kaplan President Joseph N. Kerrigan Edward V. Zegerelli Vice-President Sec.-Trcas. EEN THIRTY. SEVEN STUDENT COUNCIL REPRESENTATIVES Wilbur J. Prezzano George Hjllman James Spelman You say to make it lie passive, Dr. Galton. And don ' t forget, gentlemen, that orthodontics is a postgraduate specialty. The annual dinner dance of the class was held on January 3 0th, at the Hotel McAlpin. White ties and tails were in order a la Dolce, Kaplan, Prezzano and Koch. It is the accustomed thing to say that the affair was a huge success — but this time we heartily mean it. The affair was one that the thirty nine of us will cherish and reminisce about when we have wives and paunches. If we already have not got a goodly quota of both. Drs. Young, McLaughlin, McKenzic and their wives were present. We think they like us. As for us we think they are great guys and hold them in the highest esteem — but can we tell stories about them. Remem- ber the Psi Omega house party afterwards, Doc, and you Bernie, and ycu Dolce. Urn! Hm! A smoker and a spring dance are in the offing. This class certainly believes in social dentistry. So much for gossip and history. The curtain draws on the junior year. With the senior year come added responsi- bilities. The turning point between student and practitioner draws near. The cliff of dentistry rears before us. Let ' s climb. JUNIOR BOUQUETS Bernie — Remember the junior prom. Nuff said. Davidoff — Formerly of the Bronx. Now a full fledged Brooklynite; but he still can ' t cross that bridge. Dolce — He still sings duets with Fink, only now he sings in Jewish. Fink — He still sings duets with Dolce, only now he sings in Italian. Spellman — Two rows to the left, third chair, please. It ' s the usher in him. Ei ' EN — He fills the teeth with good reason. The rest of us use gold. Zegarelli — Why sure. Me and Dr. Smith. Like this. Finch — The man who is plugging foil by the time we get our kits out. Kerrigan — What? Still Vice-President. Kaplan — The busiest man in the class. He does everything. Sloane — If you give a guy too much rope he hangs him- self. Watch those foils. Busfi — Oh. Is that a dowel. I thought you wanted to wipe yourself. Eisenberg — Hog caller DOLCHAY. Kramer — Refuses to take notices of experimental evidence given by German investigators. Handler — Just mention herring tails to him — and off he goes. Solomon — He ' s had one pulp exposure and is worried to death that he will be thrown out of school if he gets another. G. H. CLASS OFFICERS N. Sheckman president S. Kirschner L. D. Stone Vice-President Secretary-Treasurer THE CLASS OF SOPHOMORE CLASS HISTORY SEPTEMBER — Forty-nine vacation weary students get back to their lockers and instrument cases. Five of the class missing and one new member. Introduction to Doctor Richter and Pathology and one large imposing box of slides. Bacteriology finds a place in our hearts along with Doctor Rosebury. And a nine pound book with a half ounce index replaces some of the dust on our bookshelves. OCTOBER — Sliding along in Pathology and still showing a certain amount of immunity to the Bacteriology innoculation. Doctor Hughes tells us we are doing fine in Prophylaxis and keeps a straight face doing it. Doctors Young, McKenzie, Ralston and McLaughlin are causing us to make headway in Prosthetics and also showing us a swell time. NOVEMBER — Certain students (forty-nine) wondering if . they can ' t take back their introduction to Pathology (thinking of the coming exam, no doubt). Bacteriology — we find it to be a wonderful world with even the bacteria having their own culture. Prophylaxis — Young Man , the universal scaler is used to remove deposits (not the tooth). Prosthetics with repairs being done on the repair. DECEMBER — Bacteriology unknown remains as such, and the final exam reminds us that a streptococcus under any other name could be any number of things. Pathology — the class as a whole begins to show a queer pathological reaction to a tap on the shoulder. STUDENT COUNCIL S. Miller E. Malloy NINETEEN THIRTY. EIGHT The unfortunate accident involving the loss of Doctor Rowe and Doctor Wiberg is a shock which sobers the entire school and leaves a sense of irreparable loss to everyone knowing the two fine men. JANUARY — We are introduced to Doctor Crawford and he in turn is attempting (quite successfully) to introduce us to the study of the materials used in dentistry. Operative technique seems strangely like heaven with ropes of gold and what not (inci- dently, they have us all plugging to stay there). Pharmacology and Oral Hygiene open new fields of study to us under the direction of Doctor Lieb and Doctor Leonard. Radiology is being presented to us bv Doctor Holliday in a unique and interesting fashion. FEBRUARY— We suddenly realize that Radiology and Psychiatry are merely things of the past (but not of the uncon- scious, we hope). The Dental School basketball team mainly consisting of sophomores is leading its division in the league. Hollie Adams still sells chocolate bars in his dreams. March, April, May and June are as yet but names to us. Seriously speaking, we believe that our dental education is well on its way and we wish to thank all of our helpers of the past and future for their efforts to make dentists of us. Edward J. Bilderback. THE CLASS OF NINI FRESHMAN CLASS It seems but like a few short months ago that we entered Columbia Dental, unfamiliar with the school and unversed in its ways, and became the Class of 1939. A heterogeneous group of fifty three were we, coming from almost all sections of the country, but all imbued with a willingness and enthu- siasm to work and learn that bespoke future achievement. Gross Anatomy with all its intricacies was the first glimpse of our profession to be. Will any of us ever forget that first day when we were all herded into anatomy lab., seated at various tables and told in a matter of fact way to uncover our specimens and get to work. And how we all furtively watched the other fellow start in before attempting anything ourselves. But our timidity soon gave way to a feeling of confidence and in no time at all things became matter of fact. Aided and abetted by Drs. Rogers, Firestone, Shapiro, Milch, Littman and Stern, who diverted our desul- tory cutting and slashing into the right directions, we managed to obtain more than a sketchy knowledge of what Gray refers to as Anatomy of the Human Body. In Histology we found much to do and much to think about. Many tired hours were spent peering through micro- scopes attempting to determine whether we did or did not have Ligamentum Nuchae; only to discover later that what we had been looking at was not a slide, but lense paper slyly substituted by our neighbor. We went through Oral Anatomy undaunted by Dr. Stein ' s opinion that the teeth we carved were in need of dental treatment. Came the second trimester with Physiology, Oral Histology and Bio- chemistry — mornings spent with cats, slides and test tubes and evenings spent burning the midnight oil. ROBERT McGANNON ROBERT SCHNEIDER President Vice-President TEEN THIRTY. NINE JL-t OFFICERS Nor did our first year lack its social side. Early in Decem- ber we gathered around the festive board with the genial members of the faculty and ate, drank and made merry . It was a social affair marked by a spirit of genuine good fellowship and spontaneous hilarity; and credit is due President McGannon and his committee. Year in and year out each incoming Freshman class is heralded as bigger and better than ever before. And the way we feel about it is that the class of 1939 is decidedly not an exception to the rule. Henry Ellison. EDWARD McCROSSEN Secretary- Treasurer IRVING BONIME Student Council And then there ' s: Garretson — Who talks a good upper first molar. Marcus — Let ' s have a little dissertation. Bonime — Affectionately known as jug-arm . Wechsler — Who only takes notes so as not to fall asleep. Wilson — Let ' s have a party. Lefkowitz — The O. H. ' s heart-tug. McGannon and Dickenson — The big boys who have that way about them. Feitelson — Who barely makes use of his camera — at burlecues. Axelrod — Who everybody ' thinks is great. McCrossen — The funny man. Ellison — The philosophical Casanova. Eisenberg — Who knows how to stall during oral quizzes. Schneider — Who likes gals who live in Jersey. Peiser — The man behind the cigar. Kameros — Pro-ball Archie, the basketballer. he ' s every body he he American Dental Scene of the early 19th century. The melodramatic title suggests a thrilling climax which will soon be reached with the instru- ment in the hand of the dentist ' s assistant playing the role of the villain. w i i .v 1 rRWipvr : Tm T€:9TM ACHE, m TORMENT 8 ' : - i . ' ' . ' -, f l,V . HOUGHTON HOLLIDAY, D.D.S. Vacuity Advisor HYMAN G. BRODOWS Editor-in-Chief SOL. I KATZ Business Manager THE DENTAL COLUMBIAN Little do people realize the amount of time and energy spent in the construction of a year book, somehow they are not cognizant of the fact that it requires the combined energy and ingenuity of many individuals to produce a book that is cosmo- politan in idea as well as design. It is therefore fitting to devote this column to the senior members of the staff, who so unselfishly gave up so much of their valuable time, so that the 1936 Dental Columbian might be outstanding in the history of the annual publications of the school. Under the supervision of the editor-in-chief, Hyman G. Brodows and the faculty advisor, Houghton Holliday, the financial problems and editorial material were thoughtfully co- ordinated throughout the construction and publication of the book. Working along with the editor in all matters pertaining to the finances of the book, was our business manager, Sol Katz, upon whose shoulders fell the burdens of business transactions and auditing of accounts. Another business associate was our industrious advertising manager, Thomas Riley, upon whom to a great measure, depended the financial success of the book. Contributing to the vast amount of routine and creative editorial work necessary in a publication of this type, were the two associate editors, John Mainwairing and Abner Sheppard. The problem of photography was solved by our erstwhile photography editor Joseph LaRusso, ably assisted by two Juniors, Arthur Wald and Sam Traunstein. At this point we come to those men who although not officially connected with the staff nevertheless gave their invalu- able assistance in the construction and production of the book. Acting in the capacity of assistant editor, Bob Goldfarb deserves much praise for his generous sacrifice of time and convenience in order to make possible the early publication of the book. We shall always be grateful to Mrs. Marguerite McKenzie for her excellent proof-reading in addition to her inumerable other assists. We present Mr. Arvid Kantor and Dr. Dave Salzberg, to whom goes the credit for the unique layout and artistic sugges- tions throughout the 1936 Dental Columbian. For the fine portrait reproductions of Dr. Rowe and Dr. Wiberg, we are deeply indebted to G. Melino at Alman Co. Finally, we proclaim the fine courtesy and cooperation ex- tended to the editor by Dr. Theodore Blum of New York City, for the use of his collection of rare prints and etchings for repro- duction on the divisional pages. The Editor. LA RUSSO Art Editor MAINWARING Assoc. Editor BILDERBACK SHEPPARD KLEIN Assistant Assoc. Editor Assistant RILEY HOLLIDAY BRODOWS Adv. Mgr. Faculty Adcisor Editor in Chief KATZ Bus. Mgr. HILLMAN Assistant The Student Council The Student Council of the School of Dental and Oral Surgery was founded in December, 1928. The purpose of this organization is to foster a more intimate relationship and understanding between the faculty and the student body, and to serve as a means for student ex- pression upon past and future policies of the institution. The Council is composed of sixteen members, fourteen of whom are students and two faculty members. The faculty membership consists of the Dean of the School of Dental and Oral Surgery and another mem- ber of the staff chosen by him. The student representation chosen by direct vote, is distributed in the following manner: The president of each class is automatically a delegate of that class. The additional delegates are allotted in direct proportion to the year of the class. Starting with one delegate for the first year class, each succeeding class is allowed one additional candidate. Some of the outstanding achievements by the Student Council since its formation were the appointment of a member of the Council to the Instrument Committee thus making it possible for student suggestions in the matter; compulsory dental examination and subsequent care and check-up during the first two years of Dental School; dental service at cost of material to dental students; compulsory medical examination of all dental students at the beginning of each school year; and the establish- ment of an employment office for the dental students in the Dean ' s office under the supervision of Mrs. McKenzie, secretary to the Dean. I. K. With the passing of the years the William Jarvie Society for Dental Research has come to have a unique place in the thoughts and activities of the student body. Professor William J. Gies, when founding the society fifteen years ago, envisioned a group devoted to the promotion of dental research among the extremely small student body of the recently organ- ized Columbia Dental School. To-day with changed conditions and times the Society has come to have the following objectives: — (1) To promote the spirit of research among the student body. (2) To create closer bonds of professional camaraderie in the School. To further its work the Society this year has held, in spite of adverse circumstances, several open meetings of general and special interest with the view of enlarging the outlook of all who have attended. These meet- ings have proven extremely successful in more than one manner. Besides presenting the opportunity of broadening intellectual horizons, these gatherings have promoted not only the spirit of research but the spirit of professional camaraderie among the students, faculty, and guests who have attended. The William Jarvie Society has only recently awakened and begun to respond to this dormant desire of the whole student body for more generalized gatherings and meetings at which every one may meet upon the common ground of professional kinship and idealism. With the greater realization of its objective, the Society looks forward to a future in which each and every member of the student body will be spiritually in tune with its ideals and therefore worthy of membership. E. H. S. William Jarvie Society Dental Review Berne Kle Bilderback Fritz Lefkowitz Siegel Hilln Slutzky This year for the second time since its initial issue in 1929 the Columbia Dental Review came into the control of a student editor chosen by the student body. While the alumni and faculty had not lost iheir interest in the Review the student body- expressed the desire to have an editor of their own choosing take charge of the publication. The Editor with the aid of his student, alumni, and faculty associates has endeavored to produce a journal that reflects and expresses the general spirit of the School, its students, graduates, and faculty. The student editors idealized a journal which would not only contain material of purely intramural interest but one that would also present discussions of academic and professional problems and scientific reports. They believe the journal to be a practice ground for student effort in scientific, professional, and personal expression. With these principles in view the Review ' s editorial pages attempted to present constructive ideas concerning problems of local as well as general interest. It is to be stated to the credit of the student body that it heartily supported the Editor ' s efforts in producing for it a truly representative School journal. The great interest shown by the faculty and alumni in supporting the journal with contributions cf an informatory nature upon activities in the scholastic and professional world at large has served as a model and incentive for future student contributors. The faculty has wholeheartedlv supported the idea of having the journal act as a recorder of new departmental activities and developments. Noteworthy contr ibutions from different members of the different divisions have been published and will surely serve as an ideal precedent for future material of this nature. E. H. S. Alpha Omega OFFICERS I. Kaplan Oscar Rubin Chancellor Quaestor Henry W. Fink Joseph A. Klein V ice-Chancellor Scribe Morris C. Green Solomon L. Katz Halsev L. Raffman Robert V. Slutzky Milton Eisenberg Irving Feinberg Henry W. Fink George Hillman Isadore I. Kaplan Harry W. Katz Rubin Kramer Joseph G. Ornstein Oscar Rubin Arthur H. Vald Herbert Birenbach Louis Kunin Raymond M. Brandstein Bernard F. Linn Aaron H. Jacobs Milton Rossenwasser Meyer I. Kalman Milton H. Turkoff Joseph A. Klein Irving Weinberg Sidney Leroy Miller Louis Ralph Aronowitz Henrv Ellison Israel Greenberg Louis Hyman Elias Kogan Leo Kordan Victor Marcus Murray Peiser Lester Saroff Harry Quain Rubin Rankow Milton Wechsler Matthew Wartel Jack Wilson 1936 1937 193S 1939 SIGMA EPSILON DELTA OFFICERS John Bergman Chancellor Lawrence Greene Treasurer Robert G. Goldfarb Chaplain Sidney Sulzberg Scribe MEMBERS 193 6 Hyman G. Brodows Saul Cohen George Feinstein 1937 J cnn Bergman Lawrence Greene 193 8 Bernard Handel Leon Singer Robert G. Goldfarb Charles K. Jaeger Abner L. Sheppard Milton Sandler Sidney Sulzberg OFFICERS Edward H. Koch, Jr. Gram! Master Thomas P. Manning Junior Grain! Master Alexander F. Gorski Secretary George B. Finch Treasurer Ralph B. Bush Michael B. DiLeo Virgil Marinelli Wilbur J. Prezzano Thomas P. Manning 193 6 James P. Spelman 1937 Edward V. Zegarelli Alexander Gorski George B. Finch Victor E. Perrone 193 8 PSI OMEGA o, ral Surgery with a new twist, as prac- ticed in England in 1810. The methods seem especially well adapted for extraction of anterior teeth. DR. LEROY L. HARTMAN A TRIBUTE The 1936 DENTAL COLUMBIAN considers it both an honor and a privilege to have this opportunity to honor so distinguished a personage as Dr. Leroy Hartman for his contribution of a dentinal desensitizer to science and the world at large. At the time of this writing it would be needless to go into a lengthy discourse of the theory and experimenta- tion behind this brilliant discovery for it is well-known the world over, as evidenced by newspaper reports and letters from countries as distant as India, China, Australia and Brazil. A recent communication from a Russian dental journal reports the successful use of the desensitizer upon a group of three hundred patients and intentions of its use thruout the Soviet Union in the practice of mass dentistry. Similar reports from countless countries have been received and it would require volumes to quote these messages. As a compromisory means of tribute to Dr. Hartman, representa- tive reports from the literature, press and radio have been selected. As a fitting tribute the following is an excerpt from A. D. Black ' s revised edition of G. V. Black ' s Operative Dentistry chapter on Pain- less Cavity Preparation: It will require considerable experience to determine the real value and limitations of the use of this solution. At the present time one seems to be fully justified in recording it as a splendid contribution which will be greatly appreciated by the public and especially children. Its effective use should largely remove the fear of and tremendously increase the demand for dental service. The following is an excerpt from Boake Carter ' s Philco Broadcast, Thursday, Jaunary 23rd, 1936: With the focusing of so much international attention in the last three days on the good deeds of a king now returned to his Maker, the deed of another man, virtually unknown beyond his immediate circle until a few days ago, should not be forgotten. For what he has done is as noble of purpose and of just as great benefit to as many millions of people in the civilized world. And that is the presenting to all dentists, without any strings attached at all, the formula of an anesthetic which is acclaimed as making in future a visit to the dentist an utterly painless affair. Dr. Leroy Hartman, pro- fessor of dentistry at Columbia University in New York, is the good man. He it was, who after years of ceaseless research, hit upon the formula. Experts hail it as a great step forward in the march of science, and that it is of inestimable benefit to humankind. And just how the dentists themselves feel about the matter is conveyed by the reports describing how the copies of the formula were given out — that men fought for copies, struggled in doorways, almost mobbed the distributors, until the latter despairingly flung their remaining copies into the air and there was a mad free for all on the floor to grab them. Here then is a discovery by one humble man which may revolutionize dentistry and make it a pleasure not a terror to sit in the dentist ' s chair. This professor could, had he so wished, withheld the formula and made millions of dollars from it in exploitation. Professor Hartman, himself, observed that had it been protected by the usual patent rigamarole and red tape, the anesthetic would have cost double what it will. Nearly twenty years of labor went into this discovery — long, tedious years filled alternately with high hopes and despairs. At last success — and a shower of wealth could have replaced this professor ' s meagre salary. But no — This , said he, is my humble contribution to humanity. And added the hope it would relieve many people of much unnecessary suffering. Here, it seems to us, is a great man. He thought and acted in terms of thought for others; he thought and acted in terms of human rights, when he could have just as easily acted in terms of property rights, said this is mine and made a million; he contributed to the march of progress; and his contribution may be the means of relieving millions of human beings. This professor of dentistry is due national acclaim because, we repeat, only very great men can make such self-sacrifices for the betterment of mankind at large. The following editorial appeared in the New York World-Telegram, January 23rd, 1936: A man of small means has given the world the free use of one of the most valuable inventions of history — one of the three greatest pain eliminators ever created in medicine. This is an astounding revelation to a money-mad world in which many of the great contemporary fortunes have been built directly or indirectly out of inventions. Dr. Leroy L. Hartman, professor at the Columbia University School of Dental and Oral Surgery, has mainly his professor ' s salary to live on. It would h ave been an irresistible temptation to most men to hold on to that apparently phenomenal formula and collect royalties on its commercial exploitation not only in the United States but throughout the world. Certainly it would have netted him tens of millions of dollars and his heirs tens of millions of dollars more, for he himself says that, manufactured and sold with the usual patent restrictions, it would have cost double its present price. No wonder the 3,000 dentists Dr. Hartman addressed on Tuesday night made a rush for the copies of the simple formula when he handed them out to all comers for the free, unrestricted use of all to whom is given the privilege of stopping pain in dental operations. Rub a little of the simple solution, fruit of eighteen years of self-abne- gating professor ' s toilsome research, upon the dentine of the tooth and pain is completely obliterated. Dr. Hartman ' s simple statement on the great occasion seems to us a thing for the ages. He said: — This is my humble contribution to humanity. I hope it will be the means of relieving much unnecessary suffering. His example helps chart the future for mankind ' s attitude toward prop- erty and its proper uses. With these editorials echoing the sentiments of the entire school, the class of 1936 feels proud to have had the privilege to study under Dr. Leroy Hartman, instructor and scientist. MEDICINE IN DENTISTRY E. C. McBeath, M.D., D.D.S. Associate Professor of Dentistry Medicine and dentistry are basically integral, fundamentally they are one with one mission — health service. The period of their early mutual education is compara- tively brief. Medicine proceeds with the development and application of the knowledge derived from basic study while dentistry engages in the acquisition of new knowledge, technical in nature. These interests become so increasingly divergent, and dentistry becomes so engrossed in its peculiar special training that it assumes the appearance of a seemingly autonomous profession; however, this is erroneous and is precluded bv its birthright and real objectives. From the beginning dentistry was and always will be one of the essential adjuncts of the science and art of healing. Its devotion to technical effort is but the expression of an inherent sense of obligation to restore adequate function in that part of the human body in which it is primarily interested — the oral cavity; it is the tacit expression of a desire to reestablish indirectly other bodily functions and to protect or bring back health. The true dental genius possesses an extensive and accurate acquaintance with the oral cavity and his intuitive insight into its relation to the body in general guides him in determining the indications for his superior manipu- lation of materials and contruction of appliances. We do not marvel so much at the beauty and precision of his work as we do at his timely and far-reaching corrections. Genius is as rare in dentistry as in other fields of endeavor, and its high standards can be approached only upon realization of the wide scope and potentialities of the profession. The essentiality of science to dentistry is becoming well established and adjust- ments are being made continually in the dental college curricula to provide for its wider application to the study and observation of disease processes. The trend of dental education is toward a progressively uniform development and intimate coordin- ation of the many phases of dentistry for the universal recognition of its proper per- spective. Stress is being laid upon the medical education of the dentist in order to emphasize the relationship between oral and systemic conditions in health and disease; as a consequence he becomes more com petent in the maintenance of oral health and in the treatment of oral diseases as he finds them, and cooperates with those in allied fields of service. The prospective dental student is now being chosen with discrimination, the result being that most of the applicants accepted have bachelor degrees; many have even higher academic awards. It is a well supported conclusion that these graduate entrants are equipped to grasp and solve capably the problems encountered in the professional schools, and later acquire a professional bearing readily and comfortablv. This gradual transition is in many ways broadening the fields of contact with medicine; an eventually greater overlapping is inevitable. The intelligence, training and alertness of the dentist determine his real worth to the community. He relegates to dentistry those conditions which are purely dental; he seeks consultation with medicine or surgery when indicated and aids in the proper routing of cases for good therapeutic management. Increasing interest in preventive dentistry and preventive medicine is also responsible for this growing mutual cooperation. The laity is awakening to the importance of maintaining health and seeks the advice of dentist and physician. The professions are likewise made aware of their added mutual responsibilities, and the necessity for frequent and thorough consultations and sound counsel in solicitous prophylaxis of disease and protection of health. Many systemic diseases can be first detected by the dentist. He probably is more often in contact with the public of all ages than is the physician. Definite, easily recognizable dental ills demanding immediate relief and periodic dental examinations bring about frequent association of layman and dentist. Obscure and elusive symptoms of systemic disorders are often elicited in the careful diagnosis of abnormal oral manifestations. A general inspection of the patient by the dentist should include such observations as size, carriage, posture, probable state of nutrition, color of skin and exposed membranes, any gross impairment of function, an estimate of the intelligence level, a generalized or localized edema, exophthalmos, or characteristic breath odors. Oral examination may suggest the presence of diabetes mellitus, tuber- culosis, syphilis and other infectious diseases, deficiency diseases, blood dyscrasias, chemical or drug poisoning. Conscientious regard for the welfare of the patient enhances the professional standing of the dentist in the minds of his medical and surgical colleagues and of the laity. The older dental practitioner who has not had the advantage of modern training may welcome and be benefited by the adoption in this country of a plan which is now being promoted in some European countries; it requires periodic registration in accredited colleges for the study of new methods. This new dentistry does not curtail or limit the time for technical courses; it supplements them with education necessary for more intelligent diagnosis. Thus it fosters greater technical perfection in the mechanical restoration of bodilv function. Apropos of the broadening scope of dentistry, the degree of Doctor of Dentistrv may eventually replace the misleading awards of Doctor of Dental Surgery and Doctor of Dental Medicine. CURRENT TRENDS IN DENTAL EDUCATION Willard C. Rappleye, M.D., Dean Columbia University School of Dent.il and Oral Surgery Professional education in any field is governed by the same general principles. One of those is the insistence upon adequate preliminary education. Many of the pro- fessional schools have endeavored to prescribe that preliminarv education in considerable detail. What is far more important however, is evidence of the individual ' s capacity, character, personality, industry, and other qualifications which indicate his aptitude for a professional career. The second important principle is the thorough training in the underlying sciences and the philosophy on which professional training must rest. The point of view and the methods of the basic sciences are necessary for the proper training for the profes- sion of dentistry. The third principle is the application of the principles of these sciences to the problems of practice. Still another phase of professional education is the differentiation within the profession arising out of modern developments in the various sciences upon which these several professions are dependent. The body of knowledge in every field is now so great and the skills required for proper practice so thoroughly developed that a sub- division of labor is inevitable. Specialization with proper limits is an essential feature of every profession. The modern concept of professional training must embrace graduate instruction in the several special fields of practice supplementary to a thorough basic training. From the standpoint of educational principles there are several important points of view which are now coming to be widely recognized. One of these is the shift in emphasis from teaching on the part of the instructor to learning on the part of the student. The student, not the curriculum, is the unit of education. The current trend is undoubtedly toward placing greater responsibility upon the student for his own education under the guidance of experienced and mature instructors whose chief function is to acquaint the student with the accumulated experience of the past and to guide and stimulate him. It is all part of the modern philosophy that true education is self education 3nd that a professional training should have as its purpose the develop- ment in the student of sound methods and habits of study in order that he may carry on his self education throughout his professional life. It is well recognized that the degree of scientific interest and the habits of thought attained by a student determine to a considerable extent the level of his future practice and his capacity for intellectual growth. As far as the course of dentistry itself is concerned perhaps the two outstanding trends at the moment are an emphasis upon the unity of the course and the close relation which dentistry occupies to medicine. The training in dentistry is a unit, not merely a succession of independent sciences and clinical fields. More and more it is necessary for the student to correlate his knowledge in a number of different fields as they apply to the problem of an individual patient. His judgment in dealing with patients depends largely on his ability to correlate and apply knowledge in a number of different subjects. Dentistry is an independent profession in the health care of the people, but it has its responsibility as an essential segment of the health program. What is needed is a closer cooperation between the dentists, physicians, public health officials, nurses, and hospitals. It is highly important, therefore, that the dentist should have a training and preparation which fits him to discharge his own obligation to patients. It is only by developing the highest grade of dental service that we shall command the respect and confidence of other workers in the health fields. It is important that we give frank recognition to the differences in the obligations of the physician and the dentist and that the training be closely related although not necessarily identical. The trend in dental education is to widen and deepen the base of dental education and to prepare students more adequately for the sound practice of dentistry with full appreciation of the relative position and mutual responsibility of medicine and dentistry in community health. ■ I . fo SURGEONS SURGEONS . ' . ' ER.SiTY A D 192$ 5 The Study of Dental History Bernhard Wolf Weinberger New York While history should be scientific in its method, it should pursue a practical object. That is, it should not only gratify the reader ' s curiosity about the past, but modify his view of the present, and his forecast of the future. J. R. Seeley. Some two centuries ago, Hippocrates stated: An important phase of medicine is the ability to appraise the literature correctly and yet today most of our educational institutions entirely ignore and neglect to include in their curricula some form of study that will enable the student to understand what has already appeared in print. Thus the practitioner seldom thinks of appraising the literature and does not endeavor to learn from the past. To appraise the literature correctly re- quires a knowledge of the past; to understand the past requires some form of background, and that background is our heritage, its history. According to our dictionaries, history is a systematic record of past events, especially the life, in our case, of a profession, and in which man has taken a part. This may mean either the record of events or the events themselves. As someone once wrote: We do not want history explained after the manner of science, as we want it portrayed and in- terpreted after the manner of literature. Thomas Carlyle once stated: What is all knowledge too but recorded experiences, and a product of History, of which, therefore Reasoning and Belief, no less than Action and Passion are essential material. To be historically minded is to see things in relation and in perspective, to judge tolerantly, remembering how differently men have thought and acted in different times, and always to keep an open mind, ready to receive and weigh new evidence. When one grasps this idea, he will never think that being a historian means the ability to remember dates and facts; instead, how did the former problems of the profession fit into the life of the period? How were they determined, and how was the individual affected by them? These are all. vital questions that should be discussed and considered. In every generation, the professional man should pause for a while, look back into the past of his science, try to determine where he stands and what tasks history has assigned to him. Every generation would thus look at history with different eyes, but with every generation the picture would become more colorful and always stimulating. What are the shortcomings of dental education in connection with dental history? The valuable and fruitful lessons which history tells of what not to do, have been completely disregarded and lost, conse- quently the same gross errors are continually being repeated. A profession which is ignorant of or misinterprets its past experiences, has lost perhaps its most valuable asset, has missed its best guide to the future and will certainly continue to repeat the same mistakes indefinitely. Neglect of science by one generation bars the doors of progress, and the succeeding generations suffer accordingly. In the solution of the many perplexing problems which today confront the dental profession, the experiences of the past must be our best, if not our only guide, and only through the study of history can these mistakes be prevented. By citing a few exam- ples, the importance of this statement might be more fully understood. Had the dental profession followed the suggestion made by Benjamin Rush in 1818, and in 1845, when John Harris again called attention to the possibility of infected teeth being the source of focal infection and what it might mean to the general physical health, it would not have been necessary for a physician, William Hunter, in 1910, to again discuss the subject of oral sepsis and its importance in the practice of medicine, and placed the burden upon the dental profession. If the dental profession had had the knowledge of casting as used by the Etruscans, 1000 B. C, in the cast gold crowns, and by the Pre-Columbian Indians, 600 A.D., in the cast gold inlays and overlays, it would not have been necessary to wait for B. G. Philbrook, in 1887, to suggest a method, and finally for William H. Taggart to reintroduce it. This important method in modern dental practice could thus have been utilized many years prior to 190 . More attention should therefore be paid to the study of dental history; likewise it will bring with it dignity to the profession, giving it the cultural background it requires, and will familiarize the professional man with the methods which enable him to practice today. One of the most important reasons why dental history has not received proper attention is probably the lack of authoritative ma- terial. Such of our historians as Carabelli, Linderer, Dexter, Cigrand, McManus, Geist-Jacobi, Lemerle, Gordon, Guerini, Thorpe, Ambler, Koch, Kirk, Trueman and many others have contributed a great deal to our historical knowledge; the works and writings of these men are monu- mental and all the more remarkable when one stops to consider the difficulties they encountered in their preparation, particularly in view of the limited material at their disposal and our incomplete libraries. Today we are not thus handicapped. A comprehensive history of dentistry is badlv needed. To write such a book, to trace the development from its origin to its scientific aspect, is a gigantic but worthy undertaking. It will require a lifetime of study, material must first be brought together and assimilated, and that will require much labor on the part of the men now entering the profession. The last dental history to appear, dates back to 1910. Since then many important articles have been written that are now essential and that alter our previous historical approach. Why the lack of interest of dental students and practitioners in dental history? Set lectures on history have inevitably been so dry and disappointing that students avoid them; again in their presentation, ap- parently little attempt has been made to make them practical, so that they have some bearing on their every-day work. Thus few consider the subject worth while. Few who are familiar with the literature of dentistry of the present day expect that they will be able to discover in the ancient records anything that will prove practical in their daily work and wjiich will be new to them; nevertheless, if they desire to compare their experiences in a particular case or class of cases with that of their predecessors, to obtain a parallel, as it were, they will often be unable to do so from the current textbooks. It will be necessary for them then to go back tp the old masters, to read, compare and reflect and whenever they do this, it is safe to say that their conclusions will be broader, wiser and established on a firmer foundation, and what is more important, will prove more interesting to those to whom they impart it than if they were derived solely from their own experiences. In studying the history of dentistry, one does not aim merely to give to the dentist the possibility of refreshing and enlarging his general culture. What is desired is to bring him, in this way, into live contact with the present time, to give him the intellectual instrument that may help him to know the roots of the problems of today and to point to him the ways by which history leads us out of the labyrinth of the present crisis. We believe that the teaching of the history of dentistry and medicine is not only an opportunity for intellectual recreation but a little spring of ethical and especially doctrinary orientation, a beacon of the past to light for us the way of the future. It is a mistake to overburden the student with extra courses of lectures given, say, in his graduating year. Such a course will defeat its own object and interfere with his work at the most important period of his student life, for his personal interest in dental history will naturallv depend upon what he does with himself upon graduation. There are several ways in which the study of history can be made interesting and of practical value as well. The seminary plan, in which the printed volume takes the place of systematic lectures and where the libraries are really the laboratories in which the professor and his students must work. By the symposium plan with inweaving of the subject in the clinics, laboratories and lecture rooms of the different dental subjects and specialties, and finally the studying of history by means of the dental history clubs which differ from the formal dental historical lectures, in that papers read should serve as an introduction to a congenial conver- sation. Mrs. Marguerite C. McKenzie After a man has spent four years of intensive study- in a professional school, the immediate retrospective tendency is to think in terms o£ academic acquisition and professional ardor, but sooner or later other addi- tional significant incidents come to the fore which greatly enhance the pleasantness of thought. Such a significant after-thought is the association of the class of 1936 with Mrs. Marguerite G. McKenzie, a most charming personality with remarkable exec- utive ability, . always resourcefully prepared to aid the undergraduates, whether freshman or senior. In addition to her innumerable duties as secretary to the dean, Mrs. McKenzie takes charge of the F.E.R.A. positions, part-time employment and summer em- ployment, and any ether situations which may be of any aid to the student. Partiality or discrimination has no place in her code of ethics. The class of 193 6 takes this opportunity to express their gratitude and respect to Mrs. Marguerite G. McKenzie for her kind and thoughtful cooperation during the four years spent at the school. The grad- uating class shall always remember her willingness to be of assistance to the students at all times and her sincere sense of sympathy and understanding. H. G. B. ETHICAL CONCEPTS IN MEDICINE AND IN DENTISTRY William Dunning, D.D.S. Professor or Dentistry The idealism of Hippocrates has come down to us through the centuries as the noblest standard of professional conduct. Born on the Island of Cos in the yEgean Sea, about the year 460 B.C., he is a man of whom our real knowledge is exceedingly meager — his personality is almost mythical — even his numerous writings are contra- dictory, and obviously not always the work of one hand. Why is Hippocrates today called the Father of Medicine , and why is his famous oath held to be the religion of the modern physician? Neither his knowledge nor his skill would account . for the vast reputation of this man. The vision of the ideal doctor who lived his life and practised his art serenely and sacredly has come to us as the soul of Hippocrates the guiding spirit of the healing art. It is with the spirit rather than letter of that ancient pronouncement that the dentist of today, with the physician, is concerned: I swear by Apollo, the physician, by jEscuIapius, by Hygcia, Panacea, and all the gods and goddesses, that according to my ability and judgment, I will keep this oath and stipulation: to reckon him who teaches me this art equally dear with my parents: to share my substance with him and to relieve his necessities if required; to look upon his offspring upon the same footing as my own brothers; and to teach them this art if they shall wish to learn it, without fee or stipulation; and that, by precept, lecture, and by every other mode of instruction I will impart a knowledge of that art to my own sons, to those of my teachers, and to disciples bound by a stipulation and oath according to the law of medicine, but to no others. I will follow that system of regimen which according to my best judgment I consider best for in- patients, and abstain from whatever is injurious. I will give no deadly medicine to any one, if asked, nor suggest any such counsel. Furthermore I will not give to a woman an instrument to procure abortion. With purity and holiness will I pass my life and practice my art. I will not cut a person who is suffering with stone, but will leave this to be done by those who are practitioners of such work. Into whatever houses I enter I will go for the advantage of the sick and will abstain from every voluntary act of mischief and corruption, and, further, from the seduction of females or males, bond or free; whatever, in connection with my professional practice, or not in connection with it, I may see or hear, I will not divulge, holding that all such things should be kept secret. While I continue to keep this oath inviolate, may it be granted to me to enjoy life and practice my art, respected by all men; but, should I break through and violate this oath, may the reverse be my lot . It is our aspiration, more than our recorded deeds, which make us great or small; not so much what is done as what we are. The man to whom is entrusted the care of the human body and all that is implied thereby, undertakes the greatest of responsi- bilities, and his character should be above reproach. His life is dedicated to disinterested service; that is the primary motive, gain or livelihood being secondary. Herein lie the essential differences between the truly professional man and the man in the business world, to whom gain is a primary object. Of course the physician and the dentist must make comfortable livings and care for their families and the period of old age; but if they hope to acquire riches, a mistake has been made in their choice of careers. The emphasis upon unselfish service should be evident and sincere. Ethical concepts as applied to medicine and dentistry differ only in degree and irt special applications. Any reference to separate professions in this relation indicates an unfortunate and traditional habit of mind, which we hope will disappear with advancing knowledge and better co-operation. It is a fact, of course, that dentistry of today requires training in elaborate technical procedures not needed in treatments elsewhere in the body, and that consequently much of dental education and practice is removed from the standard medical curriculum; nevertheless, the dentist ' s field is an important and inseparable part of the human body, and the dental and medical practitioners are spiritually one. Their common interest is the cure of disease and the maintenance of health. Printed codes of professional conduct serve the well-disposed practitioner as clarifying statements of prinicples which have been worked out from given problems. They are convenient, as a desk calendar is convenient, but thev should allow for flexibility of interpretation in debatable cases. Any code which is over-rigid and specific rapidly becomes a nuisance for the conscientious man and a means of escape for the skillful evader. We must remember the ethical rather than the legal import of such documents. Gentlemen and good citizens may make laws, but it is important to remember that the printed rules and regulations will not make good citizens and gentlemen. The dentist properly inherits all the obligations laid down by the fathers of medicine. He is trained for and entrusted with the work of his special department, but further than that, he must ever be mindful of the whole medical picture in any given case. He must be ready to meet any implications of responsibility which follow his treatments or care. Much of his work is known only to himself. His sense of duty must be that of the soldier who obeys the commands of a single superior officer, his conscience; and through the discipline of the years that conscience will become a sure guide on the pathway of the truly professional man. ORAL DIAGNOSIS PRACTICE AND ITS RELATION TO MEDICINE. Daniel E. Ziskin, D.D.S. Associate Professor of Dentistry It is no longer possible to regard the oral cavity as a unit separate and apart from the rest of the body. Developments of the last twenty- five years have altered the purely artisan concepts of dentistry. Such vital advances as the general use of the X-Ray to disclose hidden disease, the replacement of arsenic by novocain to aleviate pain under operation, thus checking mass devitalization of teeth (often the cause of hidden pathoses), and the theory of focal infection linking some mouth path- ology to general systemic health, have all shattered the old, narrow boundaries. Inquiry and experimentation have established the conviction that certain affections of the mouth may be accounted for systemically, and vice versa. This profession is confronted now with the more complicated task of recommending not only remedial measures as regards the mouth, but of joining forces with medicine to aid in the prevention or arrest of some bodily ills. Consequently, we are associated with hospital staffs, dental clinics are flourishing, and we are represented in public health movements. Enthusiasm for service runs high. However, we have yet to impress on the individual practitioner a more vivid consciousness of ways in which conjunctive efforts may best lead to genuine service. At present, carelessness and indifference on the part of some men in both fields often create regrettable obstacles and stand in the way of smooth functioning. Many times the physician is reluctant to admit the dentist as a colleague, still regarding him as equipped only to extract and repair the teeth. The dentist, on the other hand, eager to cope with the respon- sibilities put upon him by new knowledge, has in some cases swerved dangerously toward an infringement on the field of medicine. He has undertaken to disregard the physician ' s aloofness or haphazard interest by dealing with certain conditions himself. Especially has this been true where dental studies have disclosed a possible connection between diseases of the mouth and factors which control the entire body. For instance, recent researches have shown that malfunction of the pituitary gland may have a bearing on the delayed eruption of teeth and some cases have been reported in which a pituitary extract has been injected to stimulate the teeth to erupt. But this extract also acts on the rest of the body. Hence, it is obviously not within the province of the dentist to resort to therapy of this nature, as he has become seriously involved, and there may be great injury to the patient. Then again, there is the matter of diet. It is, of course, well for the dentist to have certain information along these lines so that he may be better able to determine when consultation with a medical man is advis- able. Lately, due to researches dealing with the influnce of nutrition in the production of dental caries and gingival disease, prescription of diets by dentists has become popular. The irregularity and harmfulness of such procedure is well illustrated in the following instance. In a case of periodontoclasia, the attending dentist saw signs in the mouth which he thought resembled scurvy, and ordered large quantities of orange juice. Upon proper physical examination, the patient was found to be diabetic. While shortcomings of the character described cannot be too soon eradicated, neither can we condone the practice of some physicians who presume to direct dental diagnosis. They are not qualified to interpret the symptoms and order the cure in conditions of the mouth. None of these and similar misapplications of effort can contribute to the alliance of skills toward which we are striving. Happily, more encouraging aspects of the potentialities for con- structive relationship between the dental and medical professions are at hand. The student in dentistry today is specially trained in methods of cooperation with the physician. Because the dentist sees patients at periodic intervals he may sight in the mouth symptoms of systemic disease before even the patient is aware of the necessity for consulting a physician. Modern educational methods attempt to give the student the basic knowledge necessary to associate possible affections of the mouth with ailments in other parts of the body. Likewise, the preventive measures at our command, altho far from adequate, help to promote general bodily welfare. Another important step in the right direction concerns itself with research. Problems in dentistry, with systemic bearing, are being studied in conjunction with medical research. The tendency now in medical science is to welcome the dentist into the research group when study in his field is indicated. Finally, oral diagnosis practice reaches the height of its proficiency when the dentist knows what influence his treatment may have systemically and how prevailing systemic conditions may affect his treat- ment; when he is able to recognize systemic ailments having mouth manifestations; when he advises elimination of diseased teeth not only for the local effect but also to prevent or allay systemic affections; when he refers the patient for physicial diagnosis in event of symptoms sug- gesting a medical angle. It is clear that the oral diagnostician has at hand ample means for increasing his public usefulness. ORAL SURGERY IN THE WORLD WAR Henry Sage Dunning, B.S., M.D., D.D.S. Professor of Dentistry To The Members of the Graduating Class: I have been asked to write a few lines for your year book, and someone suggested that it might be of interest if I wrote something about military surgery as I saw it over there during the World War. As the war clouds have been gathering again in Europe and as some members of your class have shown quite an interest in the work of the military dental surgeon, I thought a few words on the subject might be appropriate at this time. I have an article before me that I wrote- early in 1919, shortly after my return from two years overseas ' service where I had been connected with the French, British and American forces. This old manuscript of mine brings back very vividly some phases of our war activities, and I can again picture the shell torn fields, the rotten, muddy roads, and dirty, filthy tent hospitals, endless dressings, many futile operations, the walking wounded, and the day in and day out of ceaseless druggery and suffering. It seems incredible to me that the world can again be thinking in terms of machine guns, high explosives, hand grenades, gas and all that makes a modern war terrible. I believe it would be very difficult for us over here to become interested in another war unless our country was invaded, and I sincerely hope that this will never happen. However, I do think that it is a sensible thing for the younger generation to know something about service in the army and I think it is a very fine thing for all young men to have had a turn or two in uniform . The dental corps in the army and navy is very well organized and the training a man receives is excellent and I feel that every man that has served in some capacity in either branch of the service has gained much valuable experience. It is really difficult in a short paper to bring out all the most interesting features in modern warfare, but in consulting my notes again, I find that in the battle of Chateau Thierry we had 46,000 wounded to take care of and at that time we had available 1,000 beds in the entire A. E. F. In the Argonne Forest, we had 65,000 casualties and at that time there were only 1,600 beds. It is almost impossible for one to realize what it means to take care of as many emergency cases at one t ime, and of course it means a tremendous organization. It is interesting to note in this connection that it took about eleven men all together, back of the lines, to keep one fighting man in the front line. That is, back here in America we would have to suuply food, clothing, transportation, medical care, arms equipment and ammunition, and everything else to maintain that man in good health and in fighting shape in the advance area 3,000 miles away. Another interesting point to realize is that ammunition had the right of way over everything else on the roads up to the front. If a soldier did not have ammunition in the front lines, he wasn ' t worth very much. So ammuni- tion was the most important item, food was the next in importance, a man can fight better on a full stomach, but many times is forced to fight on an empty stomach, not having tasted much food for a day or so; and medical supplies and medical care ranked third in importance. If a man were injured, of course it was a fine thing to get him down to a first aid station or advance hospital, but many times the road was so choked with ammunition and food going up that it was impossible to get a patient down for several days. It was thought that if we could get the wounded back within a few hours that plastic operations could be instituted immediately before suppuration had set in, but on account of the delay in getting patients back to the hospitals where delicate operations could be performed it was not feasible. Many times it was impossible to operate on a man ' s face or jaw who had been exposed to cold and wet for five days and who had had little food and had grown a beard that wa« oroi-t-v- wpII mixed up with the soil of France. It was really impossible to do anything in the advance area but splint arms and legs, temporarily stop hemorrhage, shoot morphine and anti-tetanus serum and get cases back as soon as possible. This brings us up to the interesting discussion that took place after the war about dentistry at the front. I might say that there wasn ' t such a thing except that occas- sionally an aching tooth was removed or some emergency was possibly taken care of in a hurry back of the lines, but that the dental surgeons at the front were doing about the same work as the medical men in rendering first aid. They did, of course, good work back in the rest sections and at the base hospitals where we had highly organized and well equipped dental departments where real dental treatment was carried out. I think the dental corps of the army did splendid work and that they were a great credit to us all. The nursing profession also did a wonderful job under the most trying and dis- tressing conditions at times. Their devotion to duty, their sympathy and courage was one of the finer aspects of a terrible mess. As the world in which we live has net changed much in regard to fighting, I believe that it is a fine idea for every medical and dental graduate to have some idea of taking care of the sick and wounded in time of stress. PERIDONTIA Harold J. Leonard, D.D.S., B.A, Professor of Dentistry (Perhlontia) To Doctor John M. Riggs goes the credit for the introduction of the method of treating periodontal lesions on which present day periodontia stands. With specially designed instruments and self taught skill he worked out a method of curetting the root surfaces in periodontal pockets to the point of smoothness and of teaching patients to keep the teeth clean. His first clinic was given on June 11, 1867. A number of dentists studied with him, carrying on the method and refining the instrumentarium, until 1914 when the American Academy of Periodontology was formed. This organi- zation has for its function the pooling and dissemination of knowledge concerning periodontology and periodontia. Through its work periodontia has been changed from a more or less secret cult to a branch of dentistry regularly recognized and taught. Although a great deal has been learned since 1867 about the histopathology, symptomatology, etiology and treatment of periodontal diseases, the method of treat- ment is in most respects essentially the same as taught by Riggs. The essential basis of treatment is the curetting of the root to smoothness followed by adequate oral hgviene. Both of these processes have been greatly refined. The treatment of Riggs was a bloody, ver y painful, surgical process, as his instruments were crude and large for the purpose. The spoon curet type of instrument invented by Grafrath now makes possible a treatment which is much more positive in results and at the same time is comparatively painless to the patient. The root surface can be freed of subgingival calculus and ren- dered as smooth as polished ivory without distention or laceration of the overlying gingiva. One of the most useful additions to our knowledge of treatment has been a realization of the value of massage and the method of applying it. Not only must treated teeth be kept scrupulously clean and free of deposits, as taught by Riggs, but we now know that the congested tissues about periodontal pockets need positive treat- ment in the home care to restore them quickly to health. This is given by massage, a series of pressures and releases on the congested tissues so di rected that the deepest zones of inflammation are reached. The pressure forces the stagnant fluids and bacteria out of the congested tissues into the veins and lymph streams, and the release brings in a new supply of fresh blood. The result is a tightening of the soft tissues about the tooth, a new growth of bone on the rarefied alveolar margin, and a diminution in depth of the pockets. The massage is accomplished by means of the hard tooth brush used by the Charters ' s method. The sides of the bristles bring pressure and release against the gingival margins and papillae, while the ends of the bristles scour the slime and deposits from the tooth surfaces. Dental floss properly used cleanses the proximal surfaces of the teeth and acts as an agent for massage at the bases of the crevices of the interproximal gingiva. Another new concept is the influence of occlusal disharmonies in causing perio- dontal lesions. It is now recognized that occlusal stresses which move the tooth markedly in its socket cause damage to the periodontal tissues which renders them liable to infections by the ordinary mouth bacteria, so that deep periclasial pockets occur. Food impacted between the teeth or into the gingival crevices has a similar destruc- tive effect. For years a controversy has raged as to whether periodontoclasia is a local disease or a manifestation of a systemic one. We now recognize that it is chiefly local but that systemic conditions may predispose to it in two ways. The first is by lowering the vitality of the gingival tissues in their resistance to infection. Many systemic ailments, of which diabetes, nephritis, scurvy and mercury poisoning are conspicuous, leave the way open for active bacterial growth in the gingivae with consequent destruc- tive lesions. The second systemic condition which predisposes to periodontoclasia is osteomalacia or other disturbance in bone metabolism that causes an abstraction of inorganic elements from the alveolar bone. In these cases the teeth become loose prior to pocket formation and without definite occlusal trauma. By understanding the various factors in the etiology of periodontoclasia, an intelli- gent prognosis can be made in practically all cases and appropriate successful treatment instituted. ciy n n ingenious 19th century forerunner of modern pain- less dentistry. With so formidable a group of eligible bachelors to gaze upon, the dental chair loses much of its terror for the dainty miss of the 90 ' s. m m ft m r; -f y 1 ' J- - ODE TO DR. DUNNING (with gesticulations) I It was in the middle of February, Parlez vous, When the ferry pulled into the ferry slip, Parlez vous, In the middle o ' the night She froze up tight, Inkey-dinkey, parlez vous. II It was a dirty, filthy, dirty mouth, Parlez vous, The ging-I-va were quite uncouth, Parlez vous. We looked up at the transom there The bugs were coming in by the pair, Inkey-dinkey, parlez vous. Ill Oh the bung came out o ' the bunghole, Parlez vous. The bung came out o ' the bunghole Parlez vous We wired him up, did a contra-koo, ' Periosteal abscess was there too, Inkey-dinkey, parlez vous. H. JUNEMANN. THE SENIOR ' S LAMENT 1. Smitty, dear smitty, come check on this bite. The bell in the pantry strikes three. Smitty, hey Smitty, is this shade quite all right? It ' s getting so dark I can ' t see. 2. Harry, ah Harry, they don ' t stay on the ridge. (The boiler room gong just struck two.) Harry, oh Harry, they float all around Just what in the world can I do? 3. Donny, my Donny, on this Carn-sarned ole bridge Is this pattern here ready to sprue. The facings ' been ground in; the tip has been glazed. There still is the soldering to do. 4. Willie, gee Willie, is there no one around To check out my bridges and plates? Willie, oh Willie, I can ' t cover ground When the instructors are out on blind dates. 5. Poppa, dear Poppa, I ' ve turned out the light, I ' ve shut off the water and gas, Poppa, now Poppa, don ' t start any fight! I ' ll clean up the mess and the trash. But doctors, oh doctors, your days ' work it done. The bell here has long since tolled one. But doctors, oh doctors, my work ' s just begun Being a student ' s no fun. Anonymous. UNIT NUMBER! JOHN WILL TRY ANYTHING ONCE THE MAESTRO SEEKS ADVICE DENTISTRY REACHES A NEW HY DR. RALSTON ' S STEREOSCOPIC TECHNIQUE CLASS III BUGABOO OBSERVING THE BUGS AT WORK AND AT PLAY CAUGHT NAPPING RUBBER DAM ' S A CINCH NOW SETTING TIME 10 MINUTES? REPOSING IN THE REST ROOM THE END OF A JUNEMANN SPECIAL THE WORM HA$ TURNED HAVE YOU HEARD THIS ONE FELLOWS? . NOW WHERE IS THAT DERN CYST? SHADE OFF? CONSULTATION OPEN FOR BUSINESS LANTERN SLIDES. HO-HUM The Problem of the Rubber Dam Of the many tortures that have been devised expressly for the purpose of bedeviling the harassed dental student there is one that stands high above the others. This fiendish instrument is a rubber guard that is ostensibly used to exclude moisture from about a tooth during a dental operation, and is termed a rubber dam. No, I am not given to vituper- atives. That is its name. This square bit of rubber seems at first glance a passive and innocuous thing; but the initiated know only too well that under provocation it is a living creature, a writhing sheet of serpentine elasticity that leeps from neck to neck — of teeth I mean. A necessary adjunct of the rubber dam is the rubber dam clamp. These intricate bits of metal are so contrived that they grip teeth beneath their widest contour. Unfortunately, nature has designed a goodly number of teeth so that they have their widest contour underneath the gums, if at all. Altho most students finally learn to pursue such a course, it is at first most difficult and disheartening to work three or four millimeters below the gum line, especially since the gums have an irritating propensity for bleeding profusely under such treatment. There is, moreover, quite a knack to the proper placing of a clamp around a tooth, especially when the clamp is lost in the folds of the dam. To do this properly dental students should practice pitching rings at a stake in a dark room. The next problem that arises is that of getting the dam down inter - proximally between the teeth to be isolated. For this purpose a student must learn to employ every one of his ten digits in a different direction at the same time. It takes two hands to draw a ligature thru a contact point, and in the first place one of these hands must reach for the ligature. It also takes at least one hand to hold the dam in place. Inasmuch as our maker has blessed dental students with only two prehensile organs the problem is indeed a difficult one. Again let me reiterate that the rubber dam is not a passive object. It is alive. Thousands of dental students will fervently swear that they have seen the rubber dam jump up and catch their bur. Science may say that there is no attraction between rubber and steel, — but what do scientists know of rubber dams and dental burs. There is a definite magnetic attraction between the two. Experience proves that. And there is nothing better calculated to make a student look sheepish than to have one ' s contra-angle handpiece dangling in a rubber dam. Men have quailed before lesser things. Science also claims that rubber is impenetrable to most liquids. Any dental student knows this to be untrue. How then could saliva get into a field of operation despite a snug fit of the dam? Or wasn ' t it a snug fit? Furthermore, the rubber dam reacts to amalgam in a peculiar way. The presence of amalgam causes a stress to be set up in the rubber with a consequent elastic reaction. This is evidenced by the numerous times the dam will leap off the tooth just as amalgam is being inserted. The evidence is indisputable. In view of the rubber dam problem the American Society of Frustrated Dental Students has established a Committee For A Scientific Inquiry into the Rubber Dam Problem. The report of the committee follows in brief: Whereas, the rubber dam is capable of unsuspected life and elasticity and will leap from any position in which it is set about the teeth; Whereas, the rubber dam is porous to saliva, enabling that fluid tc penetrate it at the most inappropriate moments; Whereas, in order to place the rubber dam clamp properly one must be capable of vision in the dark and also be blessed by divine intuition; Whereas, the rubber dam has a magnetic attraction for the steel dental bur; Whereas, the rubber dam has a peculiar antagonistic reaction to amalgam resulting in a negative tropism; We, the Committee for a Scientific Inquiry into the Rubber Dam Problem of the American Society of Frustrated Dental Students, con- demn the use of the rubber dam by the dental student unless the aforesaid student has taken a special course in rubber dam technic in his preclinical years and has demonstrated his ability to master the peculiar idiosyncrasies of the dam before a Board to be appointed from the deans of the various dental schools. George Hiixman, ' 37. Heard at the Midnight Lectures As long as he is Healthy. Dr. D.: (To patient with swollen face). In this case history you claim that you were never hurt or injured. Didn ' t you ever receive any traumatic injuries of any sort? Patient: Never doctor, except that I had my face broken in a fight and fell down a flight of stairs. A Startling Discovery Dr. M.: Cryptorchidism occurs more frequently in males than in females. Meeting of Sonambulists Dr. D: (To ten dosing seniors) : I once knew an aviator who only had four hours of sleep in ten days — can ' t you fellows do without sleep for a few minutes???!!! Still Trying Dr. D. (Next evening, to same ten hypnotic seniors). In my 30 years of practice I ' ve only seen three cases of a tooth in the nasal sinus. If this picture doesn ' t keep you awake, you might as well bring your beds. Don ' t Tell Me, Let Me Guess Dr. B.: Go ahead doctor, the patient is yours, make your own diagnosis. Kelly: (To patient) What seems to be the trouble? Patient: I have an impacted upper left third molar. Dr. B.: Excellent diagnosis doctor! Have You Had Your Wasserman Today? Dr. X.: Are you under any medical treatment or receiving any injections of any sort? Patient: Absolutely not, my health is perfect — my doctor took a sample of my bleed and said it was four plus. That ' s some good blood, isn ' t it? Snap Diagnosis Dr. B. : Lady, what you need is a good apoxesis . Patient: My apoxesis is alright doctor, my tooth is what hurts me. H. G. B. Senior Class Roster Ralph M. Abrahams — 509 Beach 125th St., Belle Harbor, L. I. Jerry M. Alexander — 621 West 171st St., New York City Hyman G. Brodows — 482 Fort Washington Ave., New York City Saul Cohen — Ellington, Connecticut Anthony T. Dacunto — 199 West 10th St., New York City Morris Eckhaus — 209 Decatur Ave., Peekskill, N. Y. George Feinsten — 1459 Wyeth Place, New York City Herbert P. Fritz — 644 So. 6th Ave., Mt. Vernon, N. Y. Robert Guy Goldfarb — 330 Wadsworth Ave., New York City Morris Green — 120 West 17th St., West New York, N. J. Benne S. Herbert — 293 Grand Ave., Englewood, N. J. Maurice S. Hurwitz — 1217 Academy St., Peekskill, N. Y. Charles K. Jaeger — 285 5 Grand Concourse, New York City Henry Junemann — 43-22 159th St., Flushing, L. I. Solomon L. Katz— 600 West 169th St., New York City Francis A. Kelly — 342 Ovington Ave., Brooklyn, N. Y. Louis Kritchman — 2138a 74th St., Brooklyn, N. Y. Joseph J. LaRusso — 2230 East 15th St., Brooklyn, N. Y. Harry M. Levine — 150 Taylor St., Brooklyn, N. Y. William J. McAveney - — 134 2nd Place, Brooklyn, N. Y. John Wesley Mainwarjng, Jr. — 170 St. James PL, Brooklyn, N. Y. Thomas P. Manning — 23 57 Davidson Ave., New York City Arthur E. Olsson — 666 76th St., Brooklyn, N. Y. Halsey L. Raffman — 433 Putnam Ave., Brooklyn, N. Y. John B. Rampulla — 1530 79th St., Brooklyn, N. Y. Thomas J. Riley, Jr. — 447 Rugby Road, Brooklyn, N. Y. Isidore Saffro — 315 West 97th St., New York City Stewart C. Schwenk — 9517 116th St., Richmond Hill, N. Y. Abner L. Sheppard — 2917 Grand Concourse, New York City Eli A. Siegel — 1190 Shakespeare Ave., New York City Arthur S. Slatus — 111 Penn St., Brooklyn, N. Y. Robert W. Slutsky — 671 West 162nd St., New York City Maurice V. Stavin — 239 Central Park West, New York City Sidney H. Stone — 2258 Ocean Ave., Brooklyn, N. Y. Ralph J. Tasch — 845 Riverside Drive, New York City Irving A. Tenzer — 2075 Grand Concourse, New York City Irger F. Thorsen — 172 69th St., Brooklyn N. Y. Dr. Joseph T Reece — 1090 St. Nicholas Ave., New York City RIGHT IS WRONG ONLY SOPHOMORES 20 CENTS PLEASE! GOLDFARB SERVES LUNCH MAN AT WORK A CASE OF OPEN BITE CHART Hi 203 9 HOW ABOUT THAT LINGUAL CUSP? WHAT DID YOU SAY? •SMITTY GOT ME WAS THAT FOIL SUPPOSED TO COME OUT, DOCTOR? WHAT LATERAL BALANCE! CL Zii 11 is vanity — Pink tooth brush upsets the peace of mind of a French Gentleman of the 40 ' s. ORAL HYGIENIST CLASS HISTORY With an air of sophistication externally and with something akin to consternation internally we students of oral hygiene officially opened the class of 1936 on a strikingly clear September morning. The Medical Center awed us and the view of the Hudson River and the Washington Bridge brought forth ohs and ahs from the out-of-towners. Most of the New Yorkers saw a cliff-banked placid river and a fine example of engineering. Inside our own building faces greeted us, faces of fellow eager young hopefuls and faces of benevolent and expectant instructors. In this swarm Dr. Hughes stood out like the proverbial guiding light. Each of us considered her an old friend as a result of the interview which each had before entrance. Before many minutes had passed Dr. Luhan, Miss Hollis and Miss Walls met with our approval. They were so pleasant and helpful that we were most anxious to get working under them. After an orgy of buying — instruments, uniforms, books, we did our best to create out of wax blocks teeth that would vie with nature ' s but somehow in the majority of cases nature was the better craftsman. Familiarity with individual teeth gave us a more thorough understanding of the mouth which was essential to our mannikin training in prophylaxis. The mannikins, Zeke, Butch, Mandy and the rest, were ideal patients. For the first few days our left hands rested unknowingly in our patient ' s eye but nary a sound was heard. In December our ministrations were transferred from these long- suffering mannikins to live patients. Since then each morning has brought new and exciting cases for our skill-gaining hands. Every patient was shown just how to get the bristles of the tooth brush between the teeth and woe to the hygienist who forgot about the sodium bicarbonate mouthwash! Granulomas, impacted third molars, general anaesthesia cases, all made our stay in oral surgery so satisfying — to those who could stand it. Fixing solution, developer, full mouth, intra-oral are familiar terms, all heard in the room marked TEETH X-RAY— WALK IN. The year, all too short, was one of the happiest and most profitable. Working in the clinics was lots of fun — we even enjoyed struggling with the chairs in Miss Hollis ' and Miss Walls ' clinics. The lectures, held in nearly every amphitheatre in the building at one time or another, were informative and thought-provoking, supplying us with many facts and theories with which we try to impress the State Board Examiners. No list of this year ' s profits would be complete without mentioning the friends each of us has made. In June with the advent of graduation the Class of 1936 passes on to become a part of the Columbia Alumni. May we remember often the facts we have learned, the friends we have made, and the fun we have had. Helen H. Marschall. ORAL HYGIENE CLASS— 1936 OFFICERS President — Elinor M. Browning Vice-President — Philippa Bennett Secretary-Treasurer — Helen H. Marschall YEAR BOOK COMMITTEE Helen H. Marschall, Chairman Juditta L. Sullivan Roslyn M. Sterman ANNA V. HUGHES D.M.D. Professor of Dentistry JOSEPHINE E. LUHAN, D.D.S. Asst. Prof of Dentistry KATHERINE F. HOLLIS. R.D.H. Instructor in Dentistry GENEVA H. WALLS, R.D.H Instructor in Dentistry ELEANOR E. OVERBECH. A.B. Secretary ORAL HYGIENE Anna V. Hughes, D.M.D., Professor of Dentistry It is now twenty years since oral hygiene became a profession, and those responsible for the recognition of this branch of health service may look back with justifiable pride on what has been accomplished during that time. That the progress has been steady and consistent is largely due to the fact that the fundamental prin- ciples, ideals, and aspirations of the founders have been spontaneously adopted and conscientiously adhered to by their followers. This is essential to the true growth of any profession. There is a tendency at the present time for many people to question, to treat lightly, and even to discard certain loyalties which have long been accepted as an inherent part of our better civilization, and which have played a definite and important role in the develop- ment of our nation. The loyalties of your profession are, however, above question, and to treat them lightly or to consider discarding any of them is equivalent to destroying the professional standing of your calling. The first duties and obligations of the hygienist are those to her patient and the dentist with whom she is associated. To carry these out intelligently and well should be her constant aim and. ambition so that she may prove herself worthy of the work she has chosen. The profession of oral hygiene was brought into existence be- cause of the conviction that it would add to the health of the com- munity. The results amply testify to the soundness of the original idea. Although the statement that a clean tooth never decays is now considered too broad for scientific acceptance, the importance of mouth hygiene to general health as well as the very definite part it plays in reducing to a minimum the harmful effects of food fer- mentation and resultant bacteria is not disputed. The prophylactic treatment is still a fundamental part of all mouth hygiene, is one of the most effective measures known for the prevention of dental caries, and is essential to the proper preparation of the field of opera- tion for the dentist. It is, moreover, aesthetically desirable. This service can be rendered with full confidence in the benefits that will result to the patient. The broader aspects of your work should not be overlooked. Recent research work in the field of dental caries aims to prove that the tooth structure must be protected from within as well as from without. In other words, a tooth must be inherently strong as well as clean if it is to be healthy. Diet is the key to this situation, and hygienists should keep in constant touch with the progressive reports of the research workers on this subject in order that they may act as a link between the findings of the dentist and their practical adaptation to individual cases. The past belongs to your predecessors. Take from it all that it offers of wisdom, experience, and tradition. The future belongs to you. Give to it all that you have of initiative, fresh vision, and the forward impulse that is characteristic of youth. Clara B. Barlow Great Kills, S. I., New York Philippa Bennett East Williston, New York Elizabeth D. K. Brede Woodside, New York Jamaica Teacher ' s Training School E. Jane Breighner Bronx, New York Harriet K. Brey Stamford, Connecticut Elinor M. Browning Port Jervis, New York Phyllis C. Cahill Pert Jervis, New York Mary E. Collyer Judsonia, Arkansas Jeannette L. Conley Hensonville, New York Ruth Covin Bridgeport, Connecticut Mary J. DeLacy Brooklyn, New York Vivian N. DeMartini Brooklyn, New York Celia Elkind Bayonne, New Jersey Elizabeth Goetz Jamaica, New York Olga E. Hamilla Bridgeport, Connecticut May Hermann Brooklyn, New York Claire A. Hyland Harrison, New Jersey Mathilde Kaplan Brooklyn, New York Ruth L. Levine South Fallsburg, New York Betty Loewith Bridgeport, Connecticut Margaret J. Lynn Torrington, Wyoming University of Wyoming Helen H. Marschall Hcboken, New Jersey N. J. State Teacher ' s College, AB. Lura E. Meader Mendham, New Jersey Mary A. Molloy New York, New York Marguerite A. Mulrenan Stratford, Connecticut Sarah Namian Eridgeport, Connecticut Catherine Nutter Springdale, Connecticut A. Josephine O ' Neill New Rochelle, New York Anna C. Pacera Richmond Hill, New York Sylvia Platsky Wilkes-Barre, Pennsylvania P V Blanche Polsky Lake Placid, New York Catherine P. Rinehart Highland Falls, New York Ruth Ripin Lawrence, L. I., New York Helen A. Schneider Maspeth, L. I., New York Sylvia Schwartz Danbury, Connecticut Barbara L. Sharpe Bridgewater, Vermont Edith Shorr Bronx, New York Roslyn M. Sterman New Haven, Connecticut Pembroke College Dorothy L. Sullivan White Plains, New York Juditta L. Sullivan Bridgeport, Connecticut St. Paul ' s College Rita M. Sullivan Floral Park, L. I., New York Clyde I. Walsh Rye, New York Oral Hygiene Roster 1935-36 Clara B. Barlow 195 Cleveland Avenue Great Kills, S. I., New York Philippa Bennett Summit Avenue East Williston, New York Elizabeth Brede 43-21 53rd Street W ' oodside, New York Jamaica Teacher ' s Training School E. Jane Breighner 243 3 Tiebout Avenue Bronx, N. Y. Harriet K. Brev 9 Woodland Avenue Stamford, Connecticut Elinor M. Browning 7 Elizabeth Street Port Jervis, New York Phyllis C. Cahill 24 Prospect Street Port Jervis, New York Mary E. Collyer Judsonia, Arkansas Jeannette L. Conley Hensonville, New York Ruth Covin 144 Alpine Avenue Bridgeport, Connecticut Mary J. DeLacy 982 Decatur Street Brooklyn, New York Vivian N. DeM rtini 1981 West 7th Street Brooklyn, New York Celia Elkind 893 Broadway Bayonne, New Jersey Elizabeth Goetz 166-20 Highland Avenue Jamaica, New York Olga E. Hamilla 194 Fourth Street Bridgeport, Connecticut May Hermann S309 20th Avenue Brooklyn, New York Claire A. Hyland 416 Jersey Street Harrison, New Jersey Mathilde Kaplan 2 63 Miller Avenue Brooklyn, New York Ruth L. Levine South Fallsburg, New York Betty Loewith S 1 5 Laurel Avenue Bridgeport, Connecticut Margaret J. Lynn Torrington, Wyoming University of Wyoming Helen H. Marschall 929 Garden Street Hoboken, New Jersey New Jersey State Teachers College, A.. Lura E. Meader Wayside Farm Mendham, New Jersey Mary A. Molloy 42 5 Riverside Drive New York, New York Marguerite A. Mulrenan 115 Holmes Street Stratford, Connecticut Sarah Namian 208 Wilson Street Bridgeport, Connecticut Catherine Nutter 164 Knickerbocker Avenue Springdale, Connecticut A. Josephine O ' Neill 1063 North Avenue New Rochelle, New York Anna C. Pacera 104-2 8 Jamaica Avenue Richmond Hill, New York Sylvia Platsky 41 South Hancock Street Wilkes-Barre, Pennsylvania Blanche Polsky 16 Parkside Drive Lake Placid, New York Catherine P. Rhinehart 1 8 Hickory Avenue Highland Falls, New York Ruth Ripin 4 5 Washington Avenue Lawrence, L. I., New York Helen A. Schneider 64-28 Metropol itan Avenue Maspeth, L. I., New York Sylvia Schwartz 24 Westville Avenue Danbury, Connecticut Barbara L. Sharpe Bridgewater, Vermont Edith Shorr 132 5 Boscobel Avenue Bronx, New York Roslyn M. Sterman 268 Sherman Avenue New Haven, Connecticut Pembroke College Dorothy L. Sullivan 84 Chatterton Parkway White Plains, New York Juditta L. Sullivan 328 Benham Avenue Bridgeport, Connecticut St. Paul ' s College Rita M. Sullivan 308 Bryant Avenue Floral Park, L. I., New York Clyde I. Walsh 5 Horton Street Rye, New York CAN YOU IMAGINE Roslyn Sterman not Smiling Lura Meader without her giggle Rita Sullivan with Olive Skin Philippa Bennett being unkind to her dog Ruth Covin filled with excitement Olga Hamilla being six feet tall Betty Loewith silent and glum Marguerite Mulrenan not knowing her lessons word for word Sylvia Platsky leaving science as it is Anna Pacera wanting all the windows open Clara Barlow keeping a sober face Sylvia Schwartz wearing low heels Catherine Rhinehart being cold and aloof Helen Marschall without her dignity Ruth Levine with short hair Sarah Namian without a messenger cap Celia Elkind carefree and irresponsible Dorothy Sullivan without a sense of humcr Elizabeth Brede with a French accent Phyllis Cahill with dark hair Jeannette Conley with fluffy clothes Josephine O ' Neill without her nonchalance and flamboyance Barbara Sharpe whispering Margaret Lynn believing statements without proof Elinor Browning being as sophisticated as she is in class Blanche Polsky with blue eyes Clyde Walsh being inattentive in class Harriet Brey not appreciating a joke Edith Shorr getting fussed Jane Breighner without earrings Mary Collyer talking too much Juditta Sullivan without a twinkle in her eve Helen Schneider being boisterous Mary DeLacy without her curls May Hermann minus a guilty conscience Catherine Nutter being sure of her lessons Vivian De Martini dressed in rags Ruth Ripin talking in a deep bass voice Elizabeth Goetz arriving late and breathless Mary Molloy arrayed in scarlet Mathilde Kaplan positive and self-assertive Claire Hyland readv for action ORAL SURGERY With fearful feet and hammering heart I, into the Oral Surgery room did depart Scarcely knowing just what to expect Trying so hard my nerves to collect. Forceps, curettes, and elevators, too, Retractors, scissors, oh, they ' re just a few Of the instruments bold That were lying about in the trays hard and cold. The seasoned nurses noted our despair And soon we lost that bewildered air. Perhaps they gave a smile or two When we erred like a regular rooky crew. Burned fingers from using the sterilizer Also retracting the lower jaw for an upper incisor, Another barrel just didn ' t mean a thing And a swab dipped in iodine had no familiar ring. After trying our darndest to keep out of the way We ' d be sure to collide with the chief of the day. Oh, we were expert, that you cannot deny At asking questions like where, and why. But now,, a veteran, you can ' t even tell When I ' m hearing the patients shriek and yell. The sight of blood no longer makes me ill And an impacted root gives me a thrill. Guess I ' m hardened and cold-blooded now like the rest Ar.d can give it and take it with plenty of zest. Roslyx Stermax PSALM OF THE ORAL HYGIENIST 1. There cometh on a humid summer day a certain body, timid at heart but hopeful for the future. 2. She desireth to join the ranks of the Oral Hygienists, hence they delved into her past, present and future with intense interest. 3. And verily, this self -same child was the daughter of Mary, many times removed — Earnest Mary by name. 4. They handeth her a pen, and Earnest Mary forthwith entered into training. 5. They taketh her into a laboratory, where they layeth before her bright, shiny instruments, — guardians of health. 6. Forthwith she receiveth strange garments, bagging and bulging. She is sorely afflicted as she gazeth into her reflecting glass. 7. Thence handeth her they some wax, and they began to bellow in bass and sonorous tones, carve, carve. 8. And they introduceth her to her mannikin, and her efforts are well rewarded. 9. Thence they assigneth her into a clinic, white-robed and endowed with aseptic sense, forthwith to treat the patients, come forth to seek enlightenment on the road to health. 10. But her days of trial are not done with; the test of her endurance descendeth upon her with the mid-years, and throweth shrouds of uncertainty upon her and her mates. 11. And, as was her destiny, she saileth through nine day of stormy sea, once again to setteth eyes upon the calm shores of the second term. 12. Yea, though she hath worked and struggled with sincerity through- out the year, she shall leave Columbia ' s portals of learning, ready to spread the knowledge of health, from which cometh happiness, to all the world. Elinor M. Browning and Betty Loewith A NOTE ON ETHICS Ethics is that which deals with the moral obligations of one person to another and to his community at large. The word defined is quite forbidding and overwhelming, but when you stop to think, it is just natural common sense, tact, and politeness. Ethics is not written as a code of laws; they are more intangible. To a great extent these obligations are dependent upon the individual, upon the amount of sincere regard he may have for the welfare of the other person. There is perhaps nothing higher or more to be respected than those who devote their lives to aiding humanity. Oral Hygiene is very close to the finest professions — medicine and dentistry. Our profession to keep its place and to advance must have the high standards of these other professions. We have heard many times and in various places of our manner, actions and thoughts while in uniform, but to be aware of ideals is not sufficient — we must strive to realize these ideals in everyday affairs and to live according to them. We as hygienists are entering a field that is new. Everyone knows that anything new is watched closely, and is criticized. So, let us remember as we go out into the profession that there is more than that which appears on the surface there is this thing inside each one of us — a sincere regard for the welfare of the other person. Sine qua non. Harriet K. Brey. ORAL HYGIENE To every man and woman, at some time or other, has come the desire to be of service to his fellow men. And so, naturally, to our group came the ambition to promote a better understanding of Oral Hygiene — comparatively in its infancy, but increasing with each year in importance to the profession of Dentistry, and to the people around us interested in health and happiness. Our aim is high, unattainable in so short a span as one mortal ' s lifetime, but s incere interest is firmly imbedded in our minds and we hope to be able to do our share in instilling that interest in the minds of others. Do not remember us as so many individuals seeking personal glory; better to remember the purposes of Oral Hygiene and the benefits derived from its practices. As exponents of our profound faith in our work, we shall earnestly endeavor to give others the knowledge it has been our privilege to acquire; and to stress the importance of PREVENTION of oral diseases and to ease the pain and suffering of those who come to us in search of the curative measures we are able to offer to them. Our one wish is that some day soon Oral Hygiene will be universally understood and eagerly accepted, so that no one person will be left in ignorance of its meaning and objectives. Blanche Polsky. THE ORAL HYGIENIST The oral hygienist is one who is trained to apply to the mouth the science of health, its preservation and the laws of hygiene. Let us see her as she is gradually brought into intimate association with her profession. Daily contact with instructors who are patient, charitable, and ethical gives the oral hygienist some conception of the ideal which she strives to become. This ideal is not cold and remote but is close to humanity, who deals with the problems of her fellow-humans, feels for them, and aids them, regardless of their status in life. Such a person is the successful oral hygienist. Proficiency in giving a prophylaxis is only half of her job. In addition she must spread the gospel of oral hygiene and do her best to help people to understand the logic behind the ideas of the dental profession concerning the care of the mouth. The next step is to lead the people on to the habitual practice of these ideas. All of us are human and consequently we fail to see some of our weaknesses. The hygienist, with her fine theoretical training and a will to help her patients should be able to unearth the failings of people in their practice of mouth cleanliness and to set them on the right path. The field for the oral hygienist is vast but can we not say that she receives the most gratifying returns from her work with children? Their teeth as well as their minds are in a stage of development. With such plastic material her work is unlimited and needless to say, it is most challenging. With the able assistance of our instructors we student hygienists have established a sound foundation in the study of Oral Hygiene. Our success as Oral Hygienists depends not only on a thorough understanding of the principles of Oral Hygiene but also on determination and con- sistent efforts in attaining its ideals. Helen H. Marschall ' saved ♦ ♦ ♦ IN APPRECIATION OF THE COOPERATION SHOWN BY THE CLASS OF 1936 ♦ ♦ ♦ THE PURCHASING DEPT. SCHOOL OF DENTAL AND ORAL SURGERY JOHN T. HOPKINS, Purchasing Agent B OF SUCCESS ?,, x W y-, ■: ' r :W!h n N ENCE AND THE J. M. NEY COMPANY HARTFORD, CONN. Est. 1812 CHICAGO, ILL. SSWHITE EQUIPMENT UNIT Yo. _ou can commence prac- tice with a new, impressive, efficient, trouble-free unit and chair suited to your par- ticular practice and purse. Our engineers expressed a wise forethought for the dentist when they so designed the S. S. White Equipment Unit that any of the junior models can be readily built into a more complete or senior unit by the dentist. Consider for a moment, what this feature means to you; it permits you to commence your practice with a sparkling new, inviting, efficient, fully guar- anteed, trouble-free unit and chair without over-taxing your financial resources, and with- out creating a burdensome overhead expense UNIT N0.6ID and DIAMOND CHAIR at the period in practice when thrift in purchasing is most important. New equipment makes a more fitting impression upon the patient, too, and as the practice warrants, a junior unit can be built up to the summit of efficiency expressed in the S. S. White Equip- ment Unit 61 D. Ou4_ OFFICE PLANNING SERVICE C±TK££- If you plan to equip a new office or renovate an established office, you arc cordially invited to take advantage of the services of our Office Planning Department. The service is free and does not entail any obligation on your part. Dental dealers who dis- tribute S. S. White Equipment will explain the details of this service and those of the S. S. White deferred payment plan. Ask your dealer or write di- rect for the S. S. White booklet, Plan for Tomorrow as you Build for Today. It is free for the asking. S«S«NIH T-r- 7 r%fci THE S. S. WHITE DENTAL MFG. CO., 211 SOUTH 12th STREET. PHILADELPHIA, PA. AFTER GRADUATION RITTER ' S PRACTICE BUILDING SERVICE WILL GUIDE YOU TO SUCCESS Ritter ' s new Practice Building Service acts as a definite guide to the establishment of a successful, profitable practice. Available with- out charge to all graduates who invest in major items of new Ritter Equipment, this service places at your disposal the practice building methods used by many successful dentists in the country. The Ritter Practice Building Service liter- ally gives you a head start in practical ex- perience which could ordinarily be acquired only after several years of actual practice. For your own success and security decide now that you will take advantage of Ritter ' s Practice Building Service — and that you will start your career with modern, new Ritter Equipment which creates patient confidence in your ability. Visit your nearest Ritter Dealer. He will be glad to explain the details of the Ritter Deferred Payment Plan which permits you to extend payments for Ritter Equipment over a period of three years if desired — to give you complete information on the new Ritter Practice Building Service. RITTER DENTAL MANUFACTURING COMPANY, INC. RITTER PARK, ROCHESTER, N. Y. AFTER YOU GRADUATE Ritter WILL SEE YOU THROUGH The Weber and Harvard lines of dental equipment offer to the con- servative, thoughtful buyer the best opportunity for sound investment. Outfits range in price from $765.00 to $2,000.00, and are supplied in all dental colors. Products of both lines are fully guaranteed. Direct representation, office planning and office location analysis service yours for the asking. As an important part of your dental education, seek out the truth about the equipment you must live and work with for man) ' years to come. Both Weber and Harvard equipment will stand the test of scientific investigation in their competitive field. Sold by selected, first line dental dealers everywhere on liberal and most suitable terms. SUCCESS TO YOU IN YOUR PROFESSIONAL UNDERTAKING! THE WEBER DENTAL MFG. CO. THE HARVARD COMPANY CANTON, OHIO Export Department, 149 Broadway, New York City IF YOU ESTABLISH YOUR PRACTICE ANYWHERE in the NEW YORK ZONE One of the several completely equipped denra! cfiices on display in Dentsply Depot. Before ordering your equipment, Consult Dentsply. JUST at the other end of your ' phone will be Dentsply Depot, the largest and most completely stocked dental supply depot in the East, with 10 trunk lines to get your message through, and a corps of bonded messengers whose regular daily trips bring Dentsply ' s vast resources within an hour or so of the most far-flung suburb. Get acquainted with Dentsply now! Let our ex- perienced office-planning staff assist you in selecting a good location, in planning and equipping your office. This initial experience with Dentsply Service will be the beginning of a long and lasting friendship. DENTSPLY Headquarters for Fine Equipment Standard Merchandise, Dependable Golds and The Best in Teeth NEW TRUBYTE — TRUBYTE — TRUBRIDGE SOLILA — T. C. — DENTSPLY That ' s why Dentists Depend on Dentsply s Ask us to send you our Time-Table of Fast Messenger Deliveries DENTSPLY DEPOT THE DENTISTS ' SUPPLY COMPANY OF NEW YORK Entire 15th Floor — 220 West 42nd Street, New York Phone: Wisconsin 7-9080-1-2-3-4-5-6-7-8-9 TO THE CLASS OF 1936 QREETINGS TO THOSE who will require Expert Technical Services in the Practice of their Profession, be it known that . . . Sam ' l S. Supplee Co., Dental laboratories having Successfully Served the DENTAL PROFESSION for XXXVIII YEARS, having been enriched with the Experience of the Past, and being equipped with the Most Modern Appliances and Skilled in All Modern Technics, Does, from this June MCMXXXVI and Henceforth Solicit your Earnest Consideration, Assuring you the Finest Craftsmanship, Every Economy consistent with Safety and Quality, Prompt Service and an Extensive Motion Picture Library of Prosthetic Subjects: Signed and Sealed at 17-19 Union Square in the City of New York. Sam ' l G. Supplee S Co. 17-19 UNION SQUARE, NEW YORK CITY 6 Trunk Lines — Algonquin 4-7470 This beautiful equipment plus the General Dental Supply Company, Inc., service will give you one hundred per cent satisfaction c ° General Dental Supply Co., inc. HEADQUARTERS 19 Union Square, W., New York BRONX BRANCH 391 East 149th Street MElrose 5-7889 JERSEY CITY BRANCH 900 Bergen Avenue JOornal Square 2-2360 A Nu-dent Porcelain jacket Crown, typical of our distinctive carving and staining. 7 or Porcelain Restorations PORCELAIN STUDIO An Institution Devoted Exclusively to the Dental Ceramic Art THE true beauty and naturalness of porcelain as a restorative medium find fullest expression in the creations of Nu-dent ceramists. As specialists in the contruction of porcelain bridge- work, Nu-dent offers a particularly valuable consulting service in the planning of these exquisite restorations. Literature on th? Nu-dent Unit-Bilt PorceIa : n Jacket Bridge and o her Nu-dent Porcelain Restora- tions, with cur price list, will be sent you on request. NU-DENT, Inc.— UNIT-BILT BRIDGES SWANN BRIDGES THIMBLE BRIDGES GUM BLOCKS A 2-tooth Nu-dent Torque- Resisting Porcelain Bridge, re- inforced bar extended to form a lug to res: in an inlay in adjacent tooth to prevent rota- tion. Porcelain Restorations Exclusively PARAMOUNT BUILDING, NEW YORK, N. Y. Piione LAckawanna 4-3591,3592 PORCELAIN JACKETS SWANN JACKETS PORCELAIN INLAYS TOOTH STAINING Pycope ' Tooth Powder and Tooth Brushes will capably assist you in teaching your patients to maintain a high degree of mouth health and oral cleanliness. The brush is perfectly designed for interdental brushings and stimulation and the powder is stimu- lating, harmbss and refreshing. Your druggist will supply your patients and brushes for use in your office can be purchased direct from us at cost. PYCOPE ' Inc. 130 West 42nd Street Wisconsin 7-6576 New York City BUY EQUIPMENT In Terms of Tomorrow When you invest in new equipment, don ' t forget to figure the dividends that come from years of trouble-free operation. A location carefully selected — an office properly planned, and an equip- ment efficiently installed, make the first cost the ultimate cost. Choose a Aielrose Installation — we are agents for all standard makes of equipment and supplies of quality. Liggett Bldg. MELROSE DENTAL DEPOT, Inc. Grand Central Zone 41 EAST 42nd ST. Dial VAnderbilt 3-4043 cor. Madison Ave. ANGELICA Side -Opening Smock Comfortable — Durable — Professional Angelica Side-Opening Smocks are professional, neat and dignified. They are cut full across the shoulders for freedom of arm move- ment. No collar, tie or shirt needed. They are made of specially woven, long-wearing white twill. All strain points reinforced. Sizes 34 to 4S. Mention size and style 41TD8. Price so reasonable you can keep a good supply on hand. $1.95 When you remit full amount with order, we pay ths carrying charges in the U. S. Our Professional Catalog picturing other styles sent free on request. ANGELICA JACKET CO. NEW YORK, 104 WEST 48th STREET Telephone BRyant 9-9590 St. Louis, 1419 Olive St. Chicago, 175 N. Michigan Blvd. Los Angeles, 1101 South Main Street Angelic STANDARD OF THE WORLD SINCE 1878 I l! HERE IS YOUR FUTURE! Cross the bridge to Brooklyn — the City of Homes! Call on F. F. the friendly depot. Let us help you find your location or a salaried position. We know every block in Brooklyn and Queens — every spot on Long Island where dentistry can be practiced at a profit. Millions in fluid cash will flow into Brooklyn during the World ' s Fair now in preparation. Dental Materials 6 Equipment 435 FtiltoivSt.,Bklyrs.,N.Y. Junction Fulton, Jay Smith Streets. Entrance on Jay Street. W E offer a complete and efficient dental laboratory service the outstanding feature of which (Dentists tell us) is — DEPENDABILITY! We look forward to the pleasure of seri ng you. BORGSTROM ANDERSON Dental Technicians 1514 PARAMOUNT BLDG. 1501 BROADWAY PEnnsylvania 6-8676, 6856 NEW YORK CITY E. E. SMITH 123 2 RACE STREET Philadelphia, Pa. Specialists in the Manufacture of HANDPIECES and ANGLES REPAIRING Established 1889 T A K A M I N E SCIENTIFIC TOOTH BRUSHES with BAMBOO HANDLES Prescribed By Dentists STANDARD MODEL for normal healthy mouths 2 DELUXE MODELS, 2 Row and 3 Row A Good Massage — Healthy Teeth SALLIE MODEL for the pre-school child TAKAMINE CORPORATION 132 Front Street New York City In the First Office COST Comes First Material though it may sound, it is nevertheless true that for the graduate doctor, planning his first office, the element of cost is all- important. To such men RUBINSTEIN offers a plan backed by the experience of 18 years of service to graduates — Begin with Rebuilt Equipment. Begin with Rebuilt and you will save a substantial amount of money . . . you will be able to outfit your office completely, down to the last accessory . . . you will secure Equipment that has been proven the equal of new in performance, up-to-date style, durability. A warm welcome awaits you at our new show-room. Come up soon. RUBINSTEIN DENTAL EQUIPMENT CO. 141 FIFTH AVENUE AT 21st STREET New York City RITTER S. S. WHITE WEBER WHEN YOU CONTEMPLATE OPENING YOUR OFFICE- Do Not Fail To See GUTERMAN DENTAL SUPPLY CO. 203 EAST 2 3rd STREET NEW YORK CITY VALE CLASS OF 1936 The Book Stove appreciates, your cooperation during your stay at the Medical Center. MEDICAL CENTER BOOK STORE COLLEGE OF PHYSICIANS SURGEONS 630 WEST 168th STREET NEW YORK CITY WAdsworth 3-2500 - - Extension 7265 A REAL A) CDX PRACTICE BUILDER r |Pi- Model E 111 ' The Oil-Immersed HI Dental X-Ray Unit HI 100% Electrically 1 1 - - — - Safe II V 1 £ • Your patients cannot fail to ap- preciate more fully your modern 1 methods of dental surgery when jkV supplemented by routine  s of jj4 the x-ray. This wall-mounted G- E unit is 1 your means of obtaining for each V patient the far-reaching benefits 1 of x-ray diagnosis. It is an indi- W cation of progress and an assur- ■- j ance to your patients of a better professional service. GENERAL @ ELECTRIC X-RAY CORPORATION )011 HdlOK IIYi CHICAGO. IUIHOH APPROVAL Over 75% of all dentists have placed their SEAL OF APPROVAL on American Dental Cabinets. Start your career RIGHT, with an American Cab- inet. They serve every requirement of modern dentistry. THE AMERICAN CABINET CO., Two Rivers, Wis. DENTAL CABINETS BLUE ISLAND SPECIALTY COMPANY Manufacturers of BISCO PRODUCTS BURS BANDS SHELLS IMPRESSION TRAYS INSTRUMENTS MOUNTED POINTS STONES ORTHODONTIA APPLIANCES SUPPLIES Write for Price Lists BLUE ISLAND SPECIALTY COMPANY BLUE ISLAND ILLINOIS One Hour After Starting The Mix the compressive strength of FLECK ' S CEMENT is 13,000 lbs. per square inch Seven Days Later the compressive strength of FLECK ' S CEMENT is more than 10 tons per square inch These facts from laboratory tests show that Fleck ' s Cement possesses 65% of its ultimate strength in one hour, which explains why a cementation of Fleck ' s Cement remains steadfast for many years and often outlasts the patient. MIZZY, Inc. New York Distributors THE HOUSE OF A THOUSAND MODELS p.rr EW - [ A Model for Almost Every Purpose coinuMienA (MNTOIF®IRtM§ Ivorine — Aluminal — Rubber Stone — Plaster Columbia Dental X-Ray Corp. 131 East 23 rd Street New York, N. Y. Mitchel Square Laundry, Inc. Now Located at 518 West 168th St., N. Y. C. Large Quarters, Better Service Latest Modern Equipment Telephone WAshington Heights 7-1112 Eat at CROSBY RESTAURANT Opposite Medical Center Special Breakfasts, Luncheons, and Dinners Seniors and Members of the faculty whose photographs appear in this Book are urged to order additional Apeda Portraits immediately, since we find it necessary to dis- card these negatives periodically. While the negatives remain in our files, these portraits will be available, beautifully finished in five mounts, at our Special School Rates. APEDA STUDIO, Inc. 212 WEST 48 th STREET New York City Tel CHickering 4-3960 Walker 5-0450 WARREN PRESS 225 VARICK STREET NEW YORK To the splendid co-operative spirit extended to us by the editors and others we added our knowledge and experience in school book building in the production of this book. % s is a KANDID YEAR BOOK One of a small, but select, group of yearbooks that wanted something really different . . . and got it planned by Mr. Arvid Kantor in the yearbook studios of The BECK ENGRAVING CO. NEW YORK CITY, NEW YORK PHILADELPHIA, PENNA. SPRINGFIELD, MASS. Three Eastern Plants Ready to Serve Eastern Schools. COLUMBIA UNIVERSITY LIBRARIES 0064260747