The philosophy that dentistry is a branch of medicine, not just a specialty of medicine- such as dermatology or orthopedics, is unique to Harvard and shapes and defines all of our graduates. The first two years of education, in which medical and dental students learn together about the whole human being, is a unique system of education. The research requirement for all dental students is not necessarily to make our students scientists, but men and women of science. Dentistry is a learned profession, so scholarship is critical to advancing knowledge- whether it be color matching or gene identification.

During a history of innovation and experimentation in dental education, the Harvard School of Dental Medicine now is at a critically important moment. This history began with a strong alliance between the interests of Dental and Medical Schools at Harvard which created the School in 1867 and influenced dental education. In 1899, the union was further strengthened by a reform in administration which had far-reaching effects on the future evolution of dental education, especially at Harvard. In that year, the faculties of both Medical and Dental Schools were joined into a new body, designated as the Faculty of Medicine, and given control over the affairs of both these departments. The Dean of the Medical School became Dean of the Faculty of Medicine, having particular control over the Medical School. The Dean of the Dental School was given specific charge over Dental School matters.

In 1909, the Harvard Dental School achieved a goal towards which it had been working for almost two decades – a new building. The dedication of the new building occurred on December 7 and 8, 1909. The new Research and Education Building, now rising at the site of the Interim Building, is another major milestone for the Harvard School of Dental Medicine. In 1909, describing what the new building was to mean to the Dental School’s program of progress, Dr. William H. Potter said, “….Without this building little advancement could be made, but in this building all things seemed possible.”

The change in name of the School, which occurred in 1943, represents another historic moment. During the 1920s and 30s two major trends characterized the education of Harvard dentists: First, to regard the mouth holistically, as the masticatory organ of the body, rather than merely thirty-two teeth with supporting tissues; second, to consider the health of the mouth in relation to general bodily health. Both of these principles constitute the biologic approach to dentistry. In 1939, the University commissioned the Burwell report and the concept of dental medicine was introduced.

Seeking to ground dentistry in medicine through shared years of education and training, the report resulted in a curriculum that permitted Doctor of Dental Medicine (D.M.D.) recipients to go on and receive the Doctor of Medicine (M.D.) degree in an additional one and a half years of study. Introduced in 1943, this program was not successful overall, but did change the face and name of the School. The Harvard School of Dental Medicine was born with support from the Markle, Carnegie and Rockefeller Foundations and huge support or consternation by different factions of the alumni and faculty. Whatever its immediate consequences, the long term effects of that change cemented the place and program of the School up until present day. While the granting of both D.M.D., M.D. degrees failed, it led in 1970 to the very successful oral and maxillofacial surgery M.D. general surgery program that became a model. It enhanced the research base of the School, led to major partnerships with the then Forsyth Dental Infirmary, introduction of the first training grants from the National Institutes of Health, and the implementation of some of the first advanced graduate training programs that remain outstanding today.

Hapgood’s History of the Harvard Dental School published in 1930 and Dunning’s book The Harvard School of Dental Medicine: Phase Two in the Development of a University Dental School published in 1981 accurately depict the School. The first dental school ever to be associated with a classical university, it has occupied a unique position in the field of American dental education- one which its graduates may well be proud. The School has always upheld the highest ideals in professional education. Successive generations of loyal, devoted and inspired teachers, have handed down to a rich heritage of worthwhile accomplishments that stand as a perpetual challenge for coming generations of teachers and students to give their best unselfish efforts for the betterment of dentistry, and the benefit of mankind.

Dunning’s history concludes with a report of a Commission on Dental Accreditation Visit on February 24-27, 1981. Embedded in a very positive report was the Commission’s recognition that the School’s educational program “differed from most all other such programs in the country,” in that students spent more of their time at the medical school and affiliated institutions than at the dental buildings. Nevertheless, they felt that the students’ clinical performance justified the School’s aim “to provide competent clinicians who have the potential to become leaders in dentistry.” In fact, those “rotations” became a model for curricular changes supported by the Pew Foundation in the 1980s. It was no accident that at least three dental schools established in the last part of the last century, University of California, Los Angeles, the University of Connecticut, and the State University of New York at Stony Brook used the Harvard model to plan and create their new schools. Models can’t always be replicated, however, and today the Harvard School of Dental Medicine remains unique in concept and execution.

The accomplishments of our graduates substantiate our system and philosophy of dental education. They are deans, teachers, researchers, editors-in-chiefs, department heads, leaders of local, regional, national and international dental organizations, leaders in public policy, and outstanding providers of care throughout the United States and abroad. There have been two Commissions on Dental Accreditation Site Visits during my tenure as dean, one in 1997 and the most recent on October 14-16, 2003. In 1997, we were running two curriculums, the exciting last year of the five-year curriculum introduced in 1979 and the new four-year problem-based, case-based, comprehensive care curriculum introduced in 1994. In 1998 we graduated 53 students from the two classes. In 2003, our accreditation visit occurred in the midst of massive relocations of staff and faculty as the new building began to take shape. Full accreditation was achieved in both instances and remains our standard while maintaining and enhancing those attributes that distinguish the Harvard School of Dental Medicine.

The new Research and Education Building is another historic moment for us, as important as the red brick edifice dedicated in 1909. Now it might be said that the ability for us to meet our mission is ensured. The Harvard School of Dental Medicine’s mission is to produce leaders who advance knowledge and discovery, serve the community through patient care and advocacy, and contribute to improved oral health and the quality of life. Throughout the history of the School, alumni support of the aims and purposes of the School has played a prominent part in its expansion and growth to a position of leadership among the dental schools of America. In the new building all things will be possible- from optical impressions, to biologic teeth, to unimagined scientific advances which will benefit all of our patients in the future. The principles expounded in the 1920 and 30s continue to dominate our education and training: biologic solutions to mechanical problems and oral health is part of systemic health.