medical faculty and the interests of the men on the Baltimore dental faculty at once led to a breach between medical and dental professions that was inherited by all their students and was carried into practice and into the new dental schools that were established, these in turn to hand it on to new generations of dentists.

Dentistry Became More Mechanical

This breach soon brought the thesis that previous medical study was not necessary to training in dentistry and resulted in a diminishing number of dentists who were also graduates in medicine. Thus dentistry lost the benefits it had earlier enjoyed and became more and more mechanical. The artisan trained type of dental education of earlier decades was supplanting the medically trained dentist.. Advance in dentistry came to be almost entirely along mechanical lines. The profession and the schools each supported the other in this program, and since schools were nearly all proprietary this program gathered headway with each year.

The response to the establishment of the Baltimore College of Dental Surgery in 1840 seems to have been gradual since the establishment of dental schools was discouraged both by physicians and by

that considerable group of practicing

dentists who chose not to lose their prestige as preceptors. Five years later, in 1845, in Cincinnati was established the Ohio College of Dental Surgery, now the oldest existing dental school in the world. In 1852 a school was established in Phila

delphia. In the sixties, six more schools arose: Another in Philadelphia in 1863; one in New York in 1866; one in St Louis in 1866; one in Boston in 1867; one in New Orleans in 1868; and another in Boston in 1868.

Of the nine schools established before

1870 all but one were independent and. proprietary. Not until the establishment in 1867 of the Dental School of Harvard University was there any affilia

in a small field without having any conception of the broad basis upon which this specialty rested. Their experience was that of the present-day specialist in medicine or dentistry that too early specialization leads to immediate success but as surely to ultimate failure. Thus the dental profession which in part was initially broadly trained, and added to this special training in dentistry, deteriorated to the special training alone with scarcely any educational basis either general or professional other than manual dexterity. What had started as a specialized profession became a craftsmanship. And the gap between medicine and dentistry became wider with each decade. Under such circumstances, of necessity, any advance must be along mechanical lines and the importance of the mechanical phase became paramount in the minds of the members of the profession and was of course reflected in the schools which were out of contact with any general educational influence.

Physician-Dentists Became Steadily Fewer

These men who graduated in the first 30 years of institutional dental education were the fathers of the profession, and the impress of their ideas and prejudices upon the ideals of the dental profession is indelible. True, some of these men

graduated in medicine either before or after graduation in dentistry, but such individuals become fewer and fewer with each year.

Shortly before the Civil War there began to appear in some States statutory regulations of the practice of both medicine and dentistry. This was first established for dentistry in Alabama in 1841. Under this procedure practitioners were required to qualify by examination before State boards, but this examination was waived if the individual was a graduate of a professional school. This statutory control in the course of two decades after the Civil War came to be operative in nearly all the States east of the Missis

sippi in regard to medicine, but in regard to dentistry there was some delay and not until nearly the end of the century was there statutory control of dental practice in all States.

This waiver of qualifying examinations to professional school graduates furnished the incentive for an orgy of establishment of proprietary medical and dental schools in the last two decades of the nineteenth century.

Nineteen Schools in Operation in 1884

To the 9 dental schools of 1870 had been added 7 more by 1880, and in the first half of the next decade 8 more schools arose, making 24 dental schools established by 1885, but happily some were short lived, so that in 1884 there was a total of 19 dental schools in operation. Between 1884 and 1902, 35 more schools were established, nearly all proprietary and some fraudulent. The resulting flood of poorly trained graduates of the many schools with meager equipment and low ideals aroused the older and better men in both the medical and dental professions to an effort at regulation within the professions of their own professional preparation. Since most of these schools were proprietary the universities could do little, and anyway professional education 40 years ago was not of major interest in the universities.

There was coincident although not cooperative effort in both medical and dental national professional associations for improvement in professional educational conditions and for regulation and control of the respective professional schools. In the decades following the Civil War committees were appointed in both the American Medical Association and the National Dental Association to devise some remedy in the educational relations in their respective professions. These efforts resulted in the establishment in 1884 of the National Association of Dental Faculties followed in 1891 by the creation of the Association of American Medical Colleges.

school in an established institution of general education.

First Graduates Not Medical Men Thus all the graduates of dentistry in the first 29 years of institutional dental education in the United States were the

products of of independent proprietary proprietary schools, and in these schools the curriculum was based very largely upon the precept of acquisition of facility in the mechanical phase of dentistry. Dentistry was no longer practiced largely by men educated in medicine and with especial taste in one field of medicine, but chiefly by men trained not first in medicine as a basis, but trained only in one small corner of medicine. These men specialized

School Supervisors

A conference of rural-school supervisors of the Southeastern States, called by the Commissioner of Education, will be held in the administration building of Peabody College for Teachers at Nashville, Tenn., December 14 and 15. Participants in the conference will come from 10 States of the southeastern group and include both State and county supervisors of rural schools. Among the speakers of note who have accepted invitations to address the conference or lead the discussions are Dr. Fannie W. Dunn, professor of rural education, Teachers' College, Columbia University; Dr. Orville G. Brim, professor of education, Ohio State University; and

University of Cincinnati.

The purpose of the conference is to facilitate exchange of experiences and bring expert advice to bear on special problems of supervisors while actively engaged in field work. As a result it is expected that definite principles of practice and procedure will be formulated which will be practical from the field worker's point of view, based on modern scientific study of education and adapted to the special needs of rural schools.

A municipal football coach has been engaged by the department of recreation of Kenosha, Wis., for city playground elevens. The new coach is a former University of Michigan star.

Sev

By WERNER W. MOORE Lieutenant, Quartermaster Corps, United States Army

adaptable automotive equipment for their respective services, and many unstandardized and dissimilar vehicles were acquired. This method of purchase naturally resolved itself into a highly intensified and wasteful competition between the several arms of the service. Over the vehicles thus procured the complex problem of maintenance, operation, and spare parts became dominant, and imperative necessity arose for centralization in the purchase and standardization of equipment. Alarming Conditions at Beginning of War

At the outbreak of the Mexican border troubles in 1916 the Army possessed fewer than 100 motor vehicles. An imperative demand arose for truck transportation, and emergency orders were placed. eral trains were organized, but they were operated and maintained by civilians, for the soldiers knew very little, if anyNo means thing, of handling motor cars. of training them for such work had ever take over, procure, operate, and maintain, been provided.

As a matter of fact, few schools for that purpose were in existence in the country, and even in them the instruction was sadly deficient if judged by later standards. One automotive school, for example, taught its students to mix sawdust with gear compound to eliminate noises in transmissions and differentials. Even as late as 1919 a young man of 22 applied to me for employment as an automechanic and presented a diploma of graduation from what was then and is now one of the leading schools in the country for automechanics. As I discovered later, he did not know that an Indian motor cycle has no radiator.

Mexican Border Troubles Caused
Awakening

Experience gained under active military operations in Mexico and along the border led to extensive study and research on the part of the officers of the War Department, in cooperation with the Society of Automotive Engineers and leading truck manufacturers on automotive transportation, and finally resulted in standardization of motor transportation for military purposes.

At the outbreak of the World War the demand for motor transportation increased tremendously. Very nearly all branches of the service took action to procure

In the spring of 1918 the poor condition of the motor transportation in the American Expeditionary Forces was alarming. The only apparent solution to the problem was the creation of a separate corps to

with few exceptions, all motor transportation. This corps was known as the Motor Transport Corps. After its creation the efforts of the enlisted and overseas section of the personnel branch were concentrated upon the procurement and training of personnel for the organization, commencing with the sixth phase of Gen

eral Pershing's project of overseas requirements, and motor transport schools were established at Camp Wheeler, Ga.; Camp Joseph E. Johnston, Fla.; Fort Sheridan, Ill.; Camp Meigs, D. C.; Camp Bowie, Tex.; Fort Sam Houston, Tex.; Camp Holabird, Md.; Camp Jesup, Ga.; and Camp El Paso, Tex.

Training for 17,000 men per month

Repair units and service-part units were organized at Camp Holabird and Camp Jesup, Fort Sam Houston, and Camp El Paso, where men were given intensive course of instruction in the maintenance and repair of motor vehicles. One repair unit, consisting of 47 officers, 1,194 enlisted men, and 35 service park units of 1 officer and 35 enlisted men, per month, were allotted to each of these four places for organization and training. At the cessation of active operations,. arrangements had been completed for training 17,000 officers and men every month. curriculum An adequate covering courses for all field service training was prepared, together with a tentative training manual to be used as a reference

book in the work. Courses for both officers and men were issued, together with standard lists of equipment, instructing personnel for schools of different sizes. The information contained in these publications practically covered the entire field of automotive industries, and the

the period of national emergency, and to operate and maintain the motor transportation of the Army in time of peace. The school prepares courses of instruction for use at the corps-area schools to be established during the period of war time, also correspondence courses for

application of Army procedure and practice as prevalent in the Motor Transport Corps. The work involved in the preliminary research, preparation of curriculum, lectures, and special memoranda was enormous in scope, but it was done with the highest efficiency, and the resultant publications have proved to be of great value to the service. The Motor Transport Corps, in cooperation with officials of the War College, prepared training films covering the operation and maintenance of motor vehicles for use at motor transport schools, which are still in use at our school.

Only one school continued

Shortly after the cessation of hostilities, all motor transport schools as such were closed and the instruction in a lesser degree taken up by the vocational schools of the Army, with the exception of the school at Camp Holabird. This school was reestablished by virtue of general orders of the War Department to be known as a Motor Transport Training School of the Quartermaster Corps, and in compliance therewith was opened on September 5, 1919, as a special service school.

The purpose of the school is to instruct officers and enlisted men to become specialists in motor transportation. After graduation they are to become key men for the expansion of war-time units and to form training cadres in the several corps-area schools to be established during

officers and enlisted men of the Regular Army, National Guard, and Organized Reserves. It prepares training manuals on the several automotive trades for use of military specialists. The school is open to all branches of the service, including the Marine Corps.

The instructing staff of the school is obtained by detail of suitable officers

and enlisted specialists of the Army and by the employment through the Civil Service Commission of civilian experts of the various automobile trades.

A psychological examination is given to all students of the first class undergoing instruction. From these examinations ratings were determined which have been of material advantage to the school faculty in determining the capabilities of the individual student. Much data from this examination have been obtained, but not enough yet to form any definite rules.

Comprehensive Instruction for Officers

The school is divided into four parts: Department of operation and tactics; of autoelectricity; of mechanical repair; and of allied trades. Each department is subdivided into subjects related to the automobile. The course for officers covers nine months and is comprehensive, because the officer's duties are supervisory and he should have a general knowledge of all subjects pertaining to motor transportation. The enlisted man is not given a general course but is detailed to specialize in certain branches. No time limit is set for the completion of his course in view of the fact that some men have reached higher grades in schools in civil life than others and are capable of receiving instruction faster than others. As a general rule the average enlisted man has not sufficient basic education to grasp many of the technical subjects connected with the automotive trades, consequently most of the technical training required of him is obtained by explanatory lectures which he absorbs in the gradual process of repetition.

Two methods of procedure are open to the Army in teaching enlisted specialists, one being the apprentice system, and the other the applicatory system. They are in general similar; the latter has the advantage over the former in that it is more rapid and sure of results. The

Ignition and carburetion course.-Drawing (wiring diagrams); mathematics; magneto system of ignition; battery system of ignition; starting and lighting

applicatory system is operated in as near a productive process as is possible. For instance, the various assemblies of an automobile are divided into a unit operation, each representing a single task, and as a student enters upon his course of study he encounters the simplest task first, and as the course progresses the jobs are arranged so as to become increasingly difficult. When the student completes a detail of the assembly he is given an opportunity to disassemble and repair a similar assembly which is to be utilized in the repair of the vehicle. By giving the student a repair job which is to be placed in service when completed, he takes more interest in it than if it were only a piece of salvage from the scrap heap for the purpose of giving instruction. During the complete course of instruction by this procedure, the student devotes approximately one-half of his time to actual production, which materially helps to defray the expense incident to his training.

Graduates Successful in Civil Life Many letters have been received from the students who have graduated from the school, entered civilian life, and have made good as a result of their vocational training.

The scope of the subjects taught in the school is as follows:

Machinists course.- -Shop mathematics; drawing and blue-print reading; bench

systems; fuel and carburetion systems; complete overhaul and rebuild of ignition and carburetion systems; diagnosing of troubles; adjustments; instructions.

Chauffeur mechanics course.-Engine, complete study with simple adjustments; chassis, complete study with simple ad

driving of trucks, heavy cars, and light cars; convoy driving and troubles; actual trouble shooting on convoy; records.

Automechanics course.-Drawing and blue-print reading; use of hand tools and measuring instruments; complete assembly and adjustments of motor and accessories systems; complete assembly and adjustments of complete chassis (transmission, axles, steering gear, brakes, etc.); test of completed vehicles.

Battery repair and rebuilding course.Drawing (wiring diagrams); elementary chemistry; lead burning; battery repair and rebuild; charging and testing; generators; instruments; diagnosing of troubles.

Welding Involves Practical Knowledge of Physics

Welding course.-Elementary chemistry; properties of metals; preheating of specimens to be welded; generating of grease used; different types of welding apparatus; welding of various metals by means of oxyacetylene flame; field work with portable welding outfits.

Sheet metal and radiator repair course.Drawing; mathematics; geometry; sheet metal work (mud guard, body, lamps, etc.); radiator repair and rebuild; radiator testing; use of torch for soldering, brazing, etc.; repair of tanks.

Warehouse and issue of spare parts course.-Nomenclature and use of vehicle parts; listing of parts; spare parts; storage and issue; warehousing forms and methods; typewriting; accounting.

Tire repair course.-Rubber and its treatment; tube repair; fabric tire re