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The importance of co-operation between school and social agency is freely acknowledged. However, the communications between clinic and agency staffs and school people are not good. It seems that the impediments to freer communication and co-operation stem from a compounding of unsound preconceptions, misunderstandings, institutional and personal anxieties and vested interests. These create barriers to effective communications and improved co-operation toward a common end. This article discusses some of these problems as they affect working relationships between education and clinicians or agency people. The opinions expressed derive largely from the experience of the Three Schools Project, operating in New York City since December 1949. The project was organized as part of a plan to assay the effects of full-time clinical treatment service physically located within a school building. Full-time clinics were set up in an elementary school, a junior high school and a senior high school. The basic unit in each school includes a supervisor, a social worker, three or four psychiatric social workers, one or two psychologists, and necessary clerical personnel.

The article discusses the preparation for the education in health sciences, particularly in biology, in the U.S. The health education in the country originated in private schools, often operated as businesses run as much for profit, rather than for service. Many health professionals in all fields, including human medicine, are being trained in schools offering healthcare studies. Moreover, many of the biology courses are deemed essential to professional preparation in the field of medical studies.