SUNY Downstate Medical Center - Iatros Yearbook (Brooklyn, NY)

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Renaissance HE affairs of The Long Island College Hospital took a turn in June, 1930, which holds a peculiar interest for all of us. It holds an interest for the student because he tviH receive the beneht of the uptvard trend, and it holds an interest for the teacher because he realizes that his efforts will yield better results. The medical school exists for the students, and improvements in the school give additional advan- tages to those who study. The old medical school with a history of more than seventy years as a part of The Long Island College Hospital became, in June, a separate and independent institution -The Long Island College of Medicine. In order to carry over the educational work from the old to the new, the students and teaching staff became, without intermission, parts of the nevv organizadon. In Ins address at the fornud opening of the school year on September 30, President Egbert set forth his hopes and aspirations. He ex- pressed the conviction that the new school is destined for broader service through its contemplated affiliation with a number of hospitals. Multiple hospital afhliation, prop- erly established, will bring the student into contact with a greater variety of material and more teachers with wide clinical experience. Concomitant with the establishment of the new school a new science laboratory was erected by The Long Island College Hospital. You have all seen it rising on Paciic Street, next to the Iioagland lbaboratory. IIntH such tinne as the nevv school is able to build its own structures, it will have, through arrangements with The Long Island College Hospital, the advantages of the science laboratory in which Bacteriol- ogy, Pathology, Pharmacology and Physiology will be taught under splendid condi- tions. Too long have the students worked under serious handicaps in some of their preclinical subjects. They are surely entitled to the better facilities now available. Let us aH do honor to the rnan vvhose deep interestin both the hospiud and the school and whose generosity made this science laboratory a reality-Dr. john Osborn Polak. It has been said that medicine is a combination of art and science. The art of medicine, that which deals with human contacts, the realization that patients are beings with human attributes, members of families and of society, is too little con- sidered in our educational system. The science of medicine has advanced with great stridesg the art of medicine has not kept pace. It will be a part of the policy of the Long Island College of Medicine to emphasize in its teaching the personal contacts and influence, to bring the student to see and appreciate the social elements in his future work as a physician, and to do this without sacrificing in any measure the scientific training that constitutes the foundation of his practical experience. In aH thu the student hnnsdf can hehm Iie can approach ins work with the right attitude, he can learn to appreciate the responsibilities inherent in the practice of medicine, he can acquire methods and habits of study as an undergraduate that will carry over into his future and make him a student still of human nature, of social ills and their concomitants, as well as of disease and its manifestations. Often the best part of your work will have nothing to do with potions and powders, but with the exercise of an influence of the strong upon the weak, of the righteous upon the wicked, the wise upon the foolish. To you, as the trusted family counsellor, the father will come with his anxieties, the mother with her hidden griefs, the daughter with her trials, and the son with his follies. Fully one-third of the work you do will be entered in other books than yours. Courage and cheerfulness will not only carry you over the rough places of life, but will enable you to br-iing comfort and help to the weak-hearted, and will console you in the sad hours when, like Uncle Toby, you have 'to whistle that you may not weep'. QOSLERQ T221

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