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medical knowledge was centred in the works of the great writers, and every case was treated by the application of the methods recommended in those works. No name, however great and justly honored, should be allowed to be a guarantee for a single fact that the medical man can find out for himself; authority has a very back seat in the domain of medicine. The student's training is not derived from reading books, but from finding out if what his books say is true.”
Just about all of that is true, isn't it? Every student, every reader should think for himself. The time is gone by when a man or woman can be simply an echo. He or she must originate the sound.
And granting that the student is a thinking man and one disposed to that original thought which is coupled with the interrogation point, it behooves our writers and our teachers to take cognizance of this fact and to deal out their knowledge in the proper form and the proper quantity. The dose has changed not alone in medicine but in literature. Only a few of the century or half-century old books are read today because—for one thing—they are too prolix. The medical book of to-day states its facts concisely, in a terse way-covering the necessary ground with as few words as possible. If he wants to be effective the teacher must do the same, he must cut down his lectures to a statement of the facts with only such explanations as shall serve to make his statements clear. Thus he gains the confidence of the student and thus he reduces to a minimum the need for the question mark. And indeed this is really a necessity-physical as well as mental, as one might say. The field of medicine is so broad that no one man can hope to cover it in his work of gathering knowledge. The best he can do is to glean here and there enough to fit him for general work-or to put it another way, enough to teach him when he is not fitted to treat his patient. There is a vital point right there-think of it. Later in his career the student finds that he is fitted for some particular department and becomes a specialist. He gives up trying to know everything. He comes to the conclusion that it is much better for his patients if he fits himself for some one line of work and knows what there is to know along that line: Incidentally it is better for himself that he has more selfrespect and more satisfaction in living.
And along comes another thought stimulated by the reading of another section of that same editorial writing above quoted-and rather than attempt to give the gist of it, we copy it verbaim.
“Every cloud has its silver lining, and it may somewhat soften the student's inevitable aversion to examinations to know that Sir Thomas Barlow considers them invaluable training for after life. In a speech delivered at the distribution of prizes at St. Thomas's Hospital in the summer, he pointed out that the practitioner's life was made up to a great extent of examinations, principally viva voce ones. Patients, and especially patients' friends, fill up half the doctor's visit by questioning and cross-questioning, and ready replies which can be substantiated by facts and illustrated by examples constitute the practitioner's greatest asset. The art of the student under examination consists in persuading the examiner that he knows what he is talking about, even if his real information is comparatively slender. The general practitioner who can do the same to his patients is marked out for success, and generally achieves it. The viva voce examination provides excellent training in the art of smartly answering questions that come somewhat unexpectedly, and Sir Thomas Barlow thinks that they also help to banish one of the greatest hindrances to the young doctor, namely, self-consciousness. It is a comfort to think that the gentlemen on the other side of the table who smile superciliously on the stammering candidate are really his dearest friends, and that the incredulity that sometimes characterizes their glance at the victim, far from being intended to pain him, is merely a method of encouragement in disguise.”
We are glad to have come across that editorial. We are hoping to have this issue of the REPORTER read by all of our students—and the subject matter of what we have quoted and written is peculiarly fitting to this period. If it were at hand we would be tempted to include what one of our contemporaries wrote one time upon this same subject. But already our allowance of space has been exceeded. Next month we may take up a discussion of Collateral Reading for the student.
A SPLENDID CHANCE. For what? To see that College work, particularly Laboratory work in the college, is not carried on as it was when you attended the Cleveland Homeopathic College. Call on the 19th of October, attend the meetings of the Northeastern Ohio Homeopathic Medical Society and inspect the work of the College and its splendidly kept and appointed building, and lastly, get acquainted with the new members of the faculty, not forgetting to renew and cement your friendship with the older ones.
A THING THAT IS WORTH DOING IS WORTH DOING RIGHT. .
To undertake to teach a student geometry who had never studied arithmetic would be a very bungling business, and fail of success; but not more so than to undertake to teach a student to be a true homeopathic physician without the teachings and principles of Hahnemann's Organon of the Healing Art, for it is the same to Homeopathy that the arithmetic is to mathematics, and there is no better way to learn it than from the Organon.
The Organon is itself the first lessons of Homeopathy. It contains the most minute instructions in that which a physician should know, what he should do, and how to do it. The first section says it is his highest duty to cure the sick. In the second it says it must be done “according to clearly intelligible reasons.” In the third it says the physician should distinctly understand the following condition: “What is curable in diseases in general, and in each individual case in particular.” Now in order to know what is curative in diseases in general, or in each particular case, it is necessary to know what is diseaseable in the human race and what is not susceptible to suffering or pain, which is clearly explained in the tenth section which reads :
Section 10. “The material organism without vital force is incapable (sixth section) of feeling, activity or self-preservation, this immaterial being (vital force) alone animating the organism in the state of sickness and of health imparts the faculty of feeling, and controls the functions of life.”
Now don't let anybody take alarm and go into a fit of hysterics and jump at the idea that I am going to teach Christian Science. That is just what I am not going to do; neither will I allow Mrs. Eddy or anyone else to crowd me off of our solid basis of facts, that every thinking person knows to be true before being told, but they have been so allured by the many fine-spun theories of materialists that they have not had any chance to think of the plain facts constantly present. Yes, I am going to relate what you all know to be true when you take a moment to think.
Man, like all other organic bodies, is a dual being, a material organism, which is inert, incapable of feeling, activity or self preservation; who does not know that when life leaves the body, the material, all that is left behind, is silent, inert? Cut it, prick it ever so much and there is no resistance, but when this immaterial being (vital force)
animates the organism, as in a strong, healthy man, then stick, prick or punch him and you will soon be reminded of the invisible dynamus in the arm that makes a sensible impression on your head that will never be forgotten. This is a fitting similar to a drug proving which makes impressions of symptoms, not to be forgotten. It is this vitoelectric force that controls the organic body and it is this being that is affected by the spirit-like vito-electric force from without which is inimical to life, spoken of in section eleven, that interferes with the functions of life, thereby causes changes in the organism of feelings and expressions by which its presence is known to the patient and observing physicians, which constitute sickness. In section sixteen we read: “That spirit-like dynamus cannot be reached or affected except by a spirit-like (dynamic) process.” Neither can the physician free the vital force from any of these morbid distrubances, that is, diseases, except likewise by spirit-like (dynamic virtual) alternative powers of the appropriate remedies acting upon our spirit-like vital force (section sixteen), hence we have a trinity of similars: Natural life, the life of the disease, and the life of the drug (the remedy). When the life is performing its function, and from the debilitating process, it is unable to resist the invasion by disease which enters and interferes with life's work. A morbid condition soon becomes manifest, by altered functions, feelings and external expressions. The internal secretions become morbidly changed, that of the mucous surfaces being of morbid nature makes soil for vegetations of various kinds when the patient is sick. Then appear the microbes, but when the vital force of the substance (drug) that has been proved to cause a healthy person to have all the symptoms found in the patient, after it has been freed from its imprisonment in the molecules of material matter by the process of potentiation (section 269) is then the similar in its power to produce the same effect as the disease and is in the same state of spirit-like vital force; when taken it pervades the entire system as a magnetic or electric current (269) and comes in contact with its similar, the disease, and like other cases of electric or chemical affinity they mutually neutralize each other, perhaps combine like material salts in solutions by affinity and form another force differing from either which does not interfere with the functions of life, but it is not our concern how it is done so it cures the patient according to expectation with such certainty that when we follow the law faithfully we can afford to publish the failures.
Those who know these facts, and the vital dynamic principles of disease as taught in the Organon as one of the distinctive principles of Homeopathy, must feel a sense of shame for the colleges that turn out. graduates called homæpathic physicians that never heard of the vital principles of disease, except by way of derision. Who always talk of, “and damned by dread,” of germs, microbes, and bacillus, always talks and thinks germicides, antiseptics, blood poisons, and blood purifiers, and how to kill microbes. Who are to be pitied for paying for instruction in the distinctive principles of Homeopathy and were never taught how the remedy, which is the similimum, is the most effective germicide, disinfectant, antiseptic and blood purifier ever known, and will do the work without assistance if properly used.
Such little learning is a dangerous thing to the patient.
Teaching that is worth doing at all, is worth doing right.-Morgan, in Hom. Recorder.
HINTS. Chronic Rhus poisoning finds its best antidote in Graphites, says Farrington
Delayed menses with constipation finds a remedy in Graphites.
Graphites is one of the best remedies for wens, says Dr. J. T. Kent.
Dry psoriasis or herpetic eruptions on the palm of the hand or on the thumb can be cured with Graphites 6th or 30th twice a week.
Every man past fifty, they say, will be better for an occasional dose of Lycopodium 30.
Arnica oil is excellent for bruises, blows, etc., and also for rubbing the limbs of athletes after severe exertion, as, for instance, the arms of base-ball pitchers.
The best remedy for distress in the stomach from food is Bryonia 6.
Pains made easier by pressure and worse from motion call for Bryonia.
For cramps, Cuprum 6.
Five GRAND CHARACTERISTICS OF KREOSOTE. 1. Hot, excoriating discharges: Tears, menses, saliva, urine, leucorrhæa.
2. Burning, smarting sensations anywhere.
3. Easy and profuse bleedings; hæmorrhages from wounds, mucous membranes, gums, etc.
4. Excessive fetor: mouth, menses, leucorrhoea.
5. Tumefaction. Puffiness. Gangrene of affected parts, lungs, ulcers, etc.— Boger in Hom. Rec.