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

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Orthodontics Arthur C. Totten, D.D.S. Professor of Dentistry 0 9 k Harry A. Galton, DD.S. James Jay, D.D.S. Assoc. Clin. Prof, of Asst. Clin. Prof, of Dentistry Dentistry Evelyn Witol, D.M.D. Clifford L. Whitman, Asst. Clin. Prof, of D.D.S. Dentistry Asst. Clin. Prof, of Dentistry Bert Ballin, D.D.S. Walter G. Spengeman, Asst. in Den tistry D.D.S. Clinical Assistant The past decade has seen many changes in the field of dentistry and orthodontics. Recognition by the pub- lic and State that a severe dento-facial deformity is a handicap to the welfare of the individual has been a strong stimulus to orthodontic education. As a result of State legislative action, the Adminis- trative Code of the City of New York, the Domestic Relations Court Act of the City of New York, and the Education Law were amended on April 16, 1945, and the responsibility for administering the program for services for physically handicapped children in the City of New York was transferred from the Special Term of the Children ' s Court to the City Department of Health. The City Department of Health has been interested in a broad program of care for physically handicapped children consisting of the following aspects of care: medical diagnosis and treatment of the total physical needs of the child, hospital care, convalescent care in institutions or foster homes, physical therapy, nursing follow-up, social services, appliances and devices and other services which may be required for the total medical, dental (orthodontic), social, emotional, educational and vocational needs of a given child. As the program de- velops, procedures will probably change, categories of physically handicapped persons that can be included may be increased, and the services for which payment may be secured, extended. Through knowledge and research, it is hoped that prevention will assume the largest part of the ortho- dontic problem. Dr. Arthur C. Totten ' r • j Edward E. Teltsch, Axel Hanson D.D.S. Inst, in Dental Technique Clinical Assistant 17

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' m Joseph Schroff, B.S., M.D., DD.S. William Can- Prof, of Oral Surgery The aim or purpose of the Oral Surgery course is to develop in the student a proper appreciation and under- standing of the diseases that are prone to occur in the dental field. Some of these diseases may be produced entirely by local factors, whereas others may be local manifestations of systemic conditions. Before the doctor undertakes the responsibility of treating the patient he must first determine this fact. Diagnosis, however, is more than the mere determina- tion or labeling of the disease. When differentiating one disease from another a comprehensive appreciation of all the fundamental biologic factors that produce disease, together with a thorough understanding of the patho- logic phases of all diseases, is essential. In what phase is the disease of the patient at the time of examination? Patients are mainly interested in being relieved or cured of their complaint or symptom. However, the doctor ' s responsibility goes beyond that. The ultimate aim of diagnosis is proper treatment. Before one can treat, one must know not only what to treat, but how best to treat the patient at the time, after considering all pertinent facts in the light of the medical history and general physical findings. The sur- gical procedure is emphasized constantly. Knowledge of the limitations of each procedure or modification of procedures is essential. Of greatest importance, however, is the doctor ' s knowledge of his own experience and limitations. The patient ' s welfare is paramount. This is the profession ' s only reason for its existence. The sur- geon cannot escape his responsibility. Thus, in any individual case, the doctor, in order to assume his full responsibility, must have a thorough knowledge of diseases that includes not only the eti- ology, symptomatology, pathology and treatment, but also its complete life history, so to speak. Our design in the Oral Surgery Department is to provide you with a basic foundation — principles, if you will — on which you may continue to build during the remainder of your entire professional life. Dr. Joseph Schroff Oral surgery William J. Savoy, Morris Fierstein, D.D.S. B.S., D.D.S. Assoc. Clin. Prof, of Assoc. Clin. Prof, of Dentistry Dentistry Alvin S. Nathan, D.D.S., B.S.,A.M. Assoc. Clin. Prof, of Dentistry T. Mitchell Bundrant, D.D.S. Assoc. Clin. Prof, of Dentistry Fred Rothenberg, D.MD., D.D.S. Asst. Clin. Prof, of Dentistry Robin M. Rankow, D.D.S., M.D. Inst, in Oral Surgery Boaz M. Shattcn, D.D.S. Kourken A. Daglian, Inst, in Dentistry D.D.S. Inst, in Dentistry Stanley S. Heller, D.D.S. Asst. in Dentistry Henry Almquist, D.D.S. Clinical Assistant Salvatore P. Gulli, D.D.S. Stanley R. Sadies, D.D.S. Clinical Assistant Clinical Assistant 16

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-ar Solomon N. Rosenstcin, B.S., D.D.S. Professor of Dentistry Pedodontics Pedodontics, either as a specialty practice, or included in a general practice, offers the young dentist many op- portunities to provide good service on a high level of professional endeavor. Problems in pedodontics are both interesting and challenging. With each patient, opportunities are pro- vided to practice dentistry in its broadest sense — in its preventive phase and in its curative or therapeutic phase. Pedodontics practice encompasses preventive measures and techniques indicated to maintain good dental and oral health on three fronts: i) lowering incidence of, and increasing resistance to, dental decay; 2) maintain- ing healthy tone and quality of the supporting tissues; 3) maintaining normal dentitional development to prevent occurrence of malocclusion. Pedodontics also includes many reparative and restorative procedures indicated for elimination of disease and promotion of normal func- tion. Important, too, is the long range benefit resulting from the institution, during childhood, of good habits related to oral hygiene and home care, nutrition, and regular dental care. To fulfill these aims requires: good sense and knowl- edge of child evaluation; knowledge of, and desire to perform, good dentistry; ability to interpret the clinical signs of the individual ' s dental and facial developmental pattern; knowledge of sound local and systemic meas- ures for lowering incidence of dental disease. The successful fulfillment of the aims of pedodontics is accompanied by many rewards, not the least of which is genuine professional gratification. Add to these the challenge arising from the recognition of problems in growth and development and disease prevention, which require further investigation. The practice of pedodontics is thus rewarding and stimulating, and places the dentist at the forefront of basic advancement in dentistry. Dr. Solomon N. Rosenstein William A. Verlin, D.D.S. Atst. Clin. Prof, of Dentistry Edward S. Luboja, D.D.S. Inst, in Dentistry Julian Schroff, D.D.S. Inst, in Dentistry Janice Schreiber, D.D.S. Asst. in Dentistry Marc Louis Berg, D.D.S. Philip Kutner, D.D.S. Asst. in Dentistry Asst. in Dentistry 18 Bernard Nathanson, D.D.S. Clinical Assistant Ovid Slavin, D.D.S. Lawrence Marder, D.D.S. Clinical Assistant Clinical Assistant