Medical schools are confronted by problems which increase in number, dimension, and complexity. There is no unanimity about what a good doctor is. Therefore, the objectives of medical education are oriented toward an insecurely visualized, if not uncertain, target. The number of new medical schools which may be required to keep up with the American obsession with health and illness, the unsolved problem of financing medical education, the degree to which research has displaced teaching from the forefront of activities in schools of medicine, and the curriculum committees with their efforts to tinker with sound structures, patch up rattle-trap ones, or throw the whole business out and start over again, illustrate just some of the problems. In November of 1958 Dr. James A. Shannon, Director of The National Institutes of Health, appointed a committee to look into the support for medical schools in their programs of training and research. They