209it is at present developed upon which the scientific study of psychiatry rests. This must cover the phenomenological, psychological, biological, and sociological aspects of the subject, and the student's involvement would seem best insured by seminar teaching rather than by formal lectures. The student becomes familiar with the methods of inquiry in these several subjects, has a considerable amount of established knowledge to acquire, but even in a three-year period with so much to cover such courses cannot be expected to be both comprehensive and developed in depth. It will always be the student's own responsibility to select from the great range of available subjects a topic which he can pursue in depth if he wishes to do so. To help him in this a tutor selected from among his senior clinical teachers may prove invaluable.Three types of achievement involving different skills, promoted by different motivations and dependent upon different human qualities, are now demanded of the psychiatrist elite. He is at once expected to be a scholar, a scientist, and a clinician. In the end he will be found to be predominantly excellent in one of these, not in all three. The scholar tends to be inhibited by the burden of his own knowledge and rarely has the freedom of mind the creative scientist requires. As clinician the scholar all too often lacks those human qualities without which the arduous life of dedication to patients is unattractive. The clinical scientist, however, pursues scholarship only within the field of his own interest and narrows the range of his clinical vision to the problems which as a scientist he is driven to explore. Too often he becomes a prisoner to his own techniques. The clinician, however, in daily and continuous contact with the whole range of illness, deviation, and disability, is primarily motivated not towards scholarship or to scientific inquiry for its own sake but to treatment and the alleviation of suffering. There is the ever-present danger that disregarding the insights and understanding which scholarship can provide, and the sense of criticism and scepticism which a scientific frame of mind can give, the clinician will degenerate into a technician, and in our present era a mere empiricist, purveying the products which our advanced pharmaceutical industries continue to develop and provide. The best hope for the avoidance of these dangers lies, in my opinion, in the intelligent and inspired partnership of university departments of psychiatry with those whose business it is to treat patients as they actually present in our society.