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by this remedy are considered by many, as on the Christian Science order, more in their mind than real.

This man came to me December 15th, 1900, having been the rounds of the doctors. He was 35 years old. History of "fever and ague" eight years ago, and "malarial fever" three years ago.

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Was given quinine in large doses and for a long time. The symptoms were as follows: For six months headache over left eye; left eyeball feels sore; cannot sleep because of the pain; (just notice now that he does not complain of the pain being worse after sleeping, which may be due to the modifying influence of the quinine;) bowels constipated; if the head aches real hard, has to vomit and gets relief after for while; cannot bear anything tight around the when he stoops and rises up again, sees sparks and has vertigo; appetite fair; feels tired; sometimes headache begins in the back of the neck, then on top, then over the eyes. Lachesis 12th. was prescribed for three reasons, viz.: It is indicated in diseases following malarial fevers, which have been treated with quinine; because the left side is prominently affected; because he could not bear anything tight about the neck.

neck;

December 29th, two weeks later, he reported as follows: "Very much better, has had no headache since he took the medicine. Today he was out of medicine and had a little headache." Continued the same remedy.

March 9th, 1901. Three months later reported that he had had no headache over the left eye, nor has he had any of the neck symptoms. He now complains of a headache on top of the head, worse after sleeping, seems to sleep into the headaches. Prescribed Lachesis 12th. and have not heard from him since.

Opium.-Concerning the other remedy, opium. I feel like saying a few words as to its use in practice. No one who has studied its effects, when used to excess, can ever prescribe it without some fear and trembling. The man who will prescribe it without some thought as to its harmful effects, when given in large doses, is not the man to have under his care a human life. When given in the attenuation and higher potencies there can be, of course, no such danger. The case I have to report has reference to its use in the crude form.

A young lady aged about 25 years was in her second week of typhoid fever. She was afflicted with a severe abdominal pain, just such a pain as you find under colocynth or belladonna. It was griping, spasmodic, somewhat relieved by hot applications. I first prescribed colocynth and ordered hot fomentations. The next morning I found that the patient had had a bad night, no sleep and a great deal of pain. I gave belladonna during the day with slight relief, I thought, so continued it through the night; but the next morning there was the same report of a bad night. The soreness was quite marked, with beginning tympanites.

The patient said she could not endure the pain and want of sleep another night. For the coming night I prepared a suppository, containing one grain of opium and one-eighth grain of belladon

na.

I am not clear just now what the remedy was, but rather think it was colocynth. Hot fomentations were continued the same as before. The next morning I was quite anxious to visit my patient, and to my surprise, I found that soon after the use of the suppository she went to sleep, and slept all night, with

out a bit of pain. The tympanites went down, the soreness disappeared and all through her fever she did not again suffer abdominal pain. The promptness and efficiency of the cure excited my curiosity as to the symptomatology of opium. In referring to the provings of the drug I found the following symp

toms:

"Violent griping and cutting in the abdomen; (41) pressive pain in the abdomen, as if the intestines were cut to pieces." As a rule when opium is indicated there is quite a little tympanites. It has been a question with me whether the opium in the attenuation would have answered just as well. If the relief of the pain had been only temporary or only during the physiological effect of the drug, then another drug would have been indicated, and should have been sought for. So that if it is determined that the relief is only temporary then it should not be repeated.

Opening Address

Cleveland Homeopathic Medical College

Delivered September 10, 1901

BY PROFESSOR J. RICHEY HORNER

Ladies and Gentlemen:-If you were to ask me for a title to my address of greeting to you, I should probably answer: "Education-Its Recent Growth and Present Day Status."

The great essentials of civilization have been said to be Law, Trade and Education. This third great factor has been defined by Mr. Huxley as "the instruction of the intellect in the laws of Nature-under which name is included not merely things and their forces but men and their ways; and the fashioning of the affections, and of the will into an earnest and loving desire to move in

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harmony with these laws." the key to the successful consummation. of the desire of every thoughtful man and woman who en

ters this hall today to begin or to continue the preparation for the great work of his or her life. It is that there must be an earnest desire to so act that all things may be at all times tending towards an harmonious whole.

Education begins in infancy, and as the intellect unfolds, its field becomes broader and broader-never ceasing to grow as long as life shall last.

Great are its possibilities and vast is its power for good or for evil. Develop intellect in the proper way and you have a life full of usefulness and satisfaction. Develop intellect in an improper way and you have a life of which the good is but a small part-of which that which is bitter and harmful makes up its most prominent features.

"Life is a cordial rich and rare,
Distilled within a sky-blue cup,
With just enough of bitter there
To season it; but quaff with care,
Nor stir the dregs of passion up!"

That your efforts may finally be crowned with success lies entirely within yourselves. Daniel Webster said: "Costly apparatus and splendid cabinets have no magical power to make scholars. In all circumstances, as a man is, under God, the master of his own fortune, so is he the maker of his own mind. The Creator has so constituted the human intellect that it can only grow by its own action; and by its own action and free will it will certainly and necessarily grow. Every man must therefore educate himself. His book and teacher are but helps, the work is his. A man is not educated until he has the ability to summon, in an emergency, all his mental powers in vigorous exercise

to effect its proposed object. It is not the man who has seen most, or read most, who can do this; such a man is in danger of being borne down, like beast of burden, by an overwhelming mass of other men's thoughts. Nor is it the man who can boast of native vigor and capacity. The greatest of all warriors in the siege of Troy had not the pre-eminence because nature had given strength and he carried the largest bow, but because self-discipline had taught him how to bend it."

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The opening of this 20th century brings with it much of encouragement to one who is desirous of making the most of the faculties with which nature has endowed him. Men of wealth are founding endowments which shall make it possible for us to develop ourselves intellectually to the highest degree. you realize what it means when I tell you that $70,000,000 have been given during the past year for educational purposes? Can you measure the influence for advancement of our nation which must necessarily be exerted by the 19,000,000 pupils who are today gaining an education in the schools of this country? Do you know that it is a fact that the average time of attendance of each student has increased during the past three decades more than fifty per cent? In our own city we find an encouraging point in the fact that more than twentyfive per cent of the yearly taxes are devoted to schools and libraries.

The attention given to educational matters by the press is a most significant sign of the times; it shows how widespread is the interest in American schools and colleges and how intimate is the relation between the higher institutions of learning and the popular life of the country.

In the international exhibition lately held at Paris the department of Educa

en

tion and Instruction was given the place of honor in the official classification, because, as the Commissioner-General said, "Through them man ters life. They are also the source of all progress." We, as a nation, should feel proud of the record we made in that same exposition. That our exhibit was more than creditable is shown by the fact that after preliminary examinations by experts, England, Sweden, Russia and Austria have sent delegations of teachers at government expense to study at length our system and its results.

This can have but one meaning and that is that our nation is being recognized today as one which is making great advances along the line of education, and that it has in many respects become the peer of the nations of the old world. When we consider that as a government we are but a century and a quarter old it gives great promise for a most brilliant future. While it has always been that our students in general literature have considered it necessary to go abroad for the finer finishing touches to their instruction, we are now drawing to our own schools students from every enlightened nation in the world.

And our schools of medicine have kept pace with those of other departments of learning. The facilities in the great medical colleges of the country have become so broad and so complete and their courses of instruction so thorough that those of the old world cannot successfully compete with them. Even in the great field of original research we have workers whose investigations have made them marked men among scientists.

Perhaps the greatest advance which we can note has been the establishment of a great system for investigation made possible by the generosity of one of our

own citizens. When Mr. Rockefeller set aside the sum of two hundred thousand dollars for the purpose of providing for this work, he showed himself in the light of a true benefactor of the human race, and that that money is to be used in the furtherance of that which is at once practical and necessary is shown by the fact that the first of its work is to be the investigation of one of the most common and needful of our necessities of life, namely, milk. From this as a starting point the promise for the future is great and the possibilities for good are incalculable.

With the tremendous broadening of the field of medicine comes the necessity for a more careful and thorough training of those who are to become its disciples. Consequently the requirements for admission to its study have been raised. It is no longer proper that the study of medicine should be assumed by those who have had but little training; the mind which today can can grasp the work of the man of medicine must be one which has undergone a long and systematic preparation. Already some of our colleges are demanding that matriculates shall have the degree of A. B. or B. S. or their equivalent before they can enter the freshman class, and while we think that for the generality of medical colleges to adopt this rule is not yet required we can see nothing in the future but that sooner or later such a demand must be made. At first thought this would seem to be a great hardship to those who are limited in their financial sources, but in these later years an education has been placed within the reach of almost any man or woman who possesses the proper mental qualifications regardless of their profession of the requisite means. Year by year endow

ment funds are growing larger and free scholarships becoming more numerous.

I may, perhaps, be pardoned for a belief that in my own special department of work, the development of knowledge of the mind and the wonderful mechanism of mental action, there is a field for an investigation which is at the same. time of the most intense interest, and of the deepest value. It goes without saying that in order to correct the abnormal we must know the normal. The very foundation of all courses of instruction which culminate in a knowledge of how to cure disease is laid when our students begin in their freshman year the study of anatomy and physiology. There can be nothing more important than the restoration to its normal activity of the mind which has lost the noble power with which God has endowed it. Without a healthy mind the body is but a feeble instrument, of no value to its fellows. Without a healthy body the mind has in many instances been a power in the world-seeming to have concentrated within itself forces-manifoldly greater than are commensurate with its physical conditions.

There has always been, and there is today, a lack of exact knowledge in regard to mental operations. As yet psychology is mostly a theory. We know but little about it. Who can accurately define mind? What is a thought? Where is an idea stored? Why is it and how is it that we can perceive something, can learn the name of an object, can understand the solution of a problem, then store away that knowledge only at some future time to reach in with the hands of memory and pluck it from its resting place? What is the modus operandi of thought making? Many hours of investigation have failed to solve the problem. The psychiater is apparently

far, far from its positive, practical solution.

There has been, however, a marked advance in the methods to be utilized in psychological research. Particularly in Guy's Hospital, in London, there has recently been taken up the study of the mind under new methods. It has been termed the new psychology. It is experimental. The difference between the old psychology and the new has been defined to be, briefly, as follows: The old was subjective and metaphysical, the new objective and empirical; the old analytic, separating the mind into compartments of faculty, separately acting. The new is synthetic, regarding the mind as wholly present in every mental act, but functioning differently according to the case before it; the old studied the mind detached from its nervous mechanism; the new, as physiological psychology studies the mind in its mechanism. and the mechanism of the mind.

Our knowledge of the nervous system and its mechanism is much more exact and complete. But little more than a decade ago Ferrier made the experiments which determined the location of the motor tract-that portion of the brain substance from which comes all power to the muscular system. From this as a starting point investigations have been carefully and systematically conducted so that we now know much concerning the brain and its influence over the actions of the body.

A department for clinical and pathological research has for several years been in operation in New York City, under the management of the State Commission in Lunacy, and from the work. done under its directors much has been learned. In the physiological laboratories of the great universities of the country similar investigations have been inaugurated and are being carried on.

In our own school, the motto has been "onward and upward." Our colleges have increased their facilities for teaching and our learned men have been writing books which in addition to being treatises concerning the particular subjects in which their authors are most learned, are exponents of the beneficent action of homeopathic remedies. Is it not a significant indication of the advance made by our friends of the other school that they are constantly recognizing the worth of homeopathic treatment? Sometimes this recognition takes the form of a silent, but no less thorough, appropriation of the method of treatment advocated by Hahnemann. In place after place in their literature may be found paragraphs which might be excerpts from Homeopathic Materia Medica-so exact are they in confirmation to the law of cure which for so short a century of time has been our watchword. Everywhere in their treatment may be found evidences of the fact that a vast difference exists between the prescription of today and that of fifty years ago.

Just on this point there is so much of interest in an address delivered by Benj. F. Bailey, M. D., former president of the American Institute of Homeopathy, that I am tempted to quote extensively-but time forbids. To one who wavers in his adherence to our school I would say, "Read the pamphlet in which this address is published along with two others of like import."

Back in the '70's our colleges were the first to advocate the three years' graded course of instruction and only a little later came their request that a four years' course be substituted-and still they were in advance of the American Medical Association. It is certainly an advance that we have a fixed, unchangeable law of cure-a definite principle to

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