EDUCATION AND THE PREVENTION OF DISEASE
The past few years have witnessed an advance in the evolution of medicine which has been radical and comprehensive.
It was only a decade ago that the efforts of centuries devoted to empirical treatment of the individual found room for research into the causes of disease; and it has only been within recent years that such knowledge has been sufficiently comprehensive to justify its extensive application in the practical field of disease suppression.
The attempt which Columbia University is making to establish a School of Sanitary Science and Public Health is prompted by the realization of the fact that most diseases are preventable with our present knowledge of their causes; that the knowledge which we now possess in regard to their causes is not properly and extensively enough applied for their prevention; and that this knowledge is best transmitted to the people by means of educational methods.
Probably the most recent advance in the doctrine of preventive medicine is due to the fact that many diseases are recognized to have not only medical, but social and moral causes as well; and that their prevention is best accomplished by the enlistment of judicious co-operation of effort in these various fields. For example, a large part of the disease of the human race is directly traceable to the damaging effects of alcohol and syphilis, yet these diseases cannot be eradicated until the underlying social and moral factors are recognized and remedied.
It is not difficult to appreciate the wonderful results which are capable of accomplishment, with our present scientific knowledge, by the conjoined application of scientific and social with educational methods, when we realize that smallpox could be wiped out by education of the masses on the efficacy of vaccination. The fields of preventable accidents, dangerous trades, child labor and improvement of working conditions offer opportunities for the reduction of suffering which are great almost beyond conception. Blindness could be diminished one-half by the spread of a simple, well known doctrine; typhoid, cholera, malaria and yellow fever depart as enlightenment on principles of sanitary administration creep in, and tuberculosis has resolved itself largely into a "social" disease.
The problem resolves itself distinctly and emphatically into one of education; and it is to instruct the teachers of the people in methods of health preservation,—be they officers of health, with the care of thousands, or mothers with the care of one, in their keeping,—that Columbia University is striving to put its school into operation.
Pending such a beginning, a series of university lectures on Sanitary Science and Public Health by the most eminent authorities of the country is being given to prepare the way for the next much desired move,—a permanent, fully-endowed institution of instruction in the principles of public health preservation and the prevention of disease. Courses of a similar nature have been organized at Cornell, Wisconsin and Illinois universities.
The subjects, to be discussed by experts, include water supply and sewage disposal, health and death rates in cities, public health problems of municipalities, state and nation, milk supply and infant mortality, school hygiene, street cleaning, tenement house sanitation, personal and industrial hygiene and diseases of animals transmissible to man. The course, which was started on February 1 with a lecture by Professor Sedgwick of the Massachusetts Institute of Technology on The Rise and Significance of the Public Health Movement, will be continued until April 28. The lectures will be open to the public up to the capacity of the hall.