St Louis University - Archive Yearbook (St Louis, MO)

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more clearly and appreciate more fully that life is lived from within and that its abun- dance must How from the depth of the cultured and educated mind. This is the type of man the future just ahead of us is demanding. This is the type of educational preparation which is given in the College of Arts and Sciences at St. Louis University. There is hope that in America the College may regain its place as the center of our universities' intellectual life, there is hope that concomitantly with the College's coming into its birthright a saner and sounder type of leader may be developed. V Educators and professional men the world over are beginning to realize the necessity of a thorough liberal preparation for those who aspire to become good professional men, leaders in their respective fields. Many medical schools and law schools now require a bachelor's degree for entrance. Others have increased their pre-requisite courses to three years. All encourage a foundation as complete as the student's financial position allows. And it is to the interest not only of society, but even of the individual himself, that he be liberally educated. Thereby he learns not only how to earn a living but also how to live. v FRESHNXEN . . in the College of Arts and Sciences. TH REE . . . of the most popular gathering places otArts students are the Arts College ntrance, the Church corner, the recreation room on the ground floor of the Arts building. BOTH ELATED AND DOWN- :AST . . . are the countenances of those emerging from the office ol' Rev. Thomas Nl. Knapp, SI., where the monthly grades re gn en out. . ., is U J A j W 1 f , X.. N gl A :XXX if . ...,.-.... up .,., 154,32 K -,Qas.fF3?-ggi! iswflb CD3 a 5 at Y ffl U i UXHQLQYG Q t M st

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MAZING developments in medicine and in its many subsidiary sciences dur- ing the last quarter century have complicated enormously, much more than the average layman can realize, the educational processes, the curricula and modes of teaching in the schools of medicine throughout the country. So rapid are the scientific developments occurring in the basic sciences, that it is dimcult for medical edu- -cation, indeed for medical educators and certainly for medical students, to adjust them- selves to the new discoveries and to their consequent new demands. It is especially dif- ficult for the medical student to keep himself informed of the progress which is being made while he is assimilating the knowledge of the past. V The astounding thing in all of this is that schools of medicine have been able even in this short time to absorb so much of what is happening throughout the world into their curriculum. VVhen a new discovery, a procedure, a drug, a biological product is advanced as probably effective for human welfare by any one of thousands of laboratories in any section of the world, it finds its way sooner or later into a scientific publication. The instructors and teachers in any one of the many fields of medical thought must themselves first of all read and assimilate these announcements, many of them fundamental in char- acter, revolutionary in viewpoint, new in method and often enough subversive of tra- dition. The instructors in turn must study and test, criticize and evaluate 5 often enough they must separate the half truth from the shadow of truth, from the absolute truth, the appearance of truth from its reality. They must content themselves with probabilities g they must know them as such. They must realize when they are no longer probabilities, they must know when these probabilities have become certainties or when they have been rejected as false. All this requires reading, and digesting, and assimilating, and thinking. And still the work of assimilation is not completed. The modern teaching of medicine is not the detailing of knowledge. Modern medicine is best taught through the agency of the current journal which even the elementary student of medicine is encouraged to read, not so much for the information, but rather for the mental power and often for the skill which the newer contributions are naturally more capable of developing. v THE KEY-NOTE OF SCIENCE . . . is research. Here, in a Medical School laboratory, is being developed a photo electric colorimeter, capable of determining differences in the mineral content of water within one part in twenty five million. v 25 v