crease in temperature up to 105-6-7 and yet even higher in her attempt to destroy the germ of disease, and she will destroy them, even the life of the patient, if vitality is not supported and aided by refrigeration.

This "Vis" Medicatrix Naturae is true to her mission, and what nature does she does well and with an intelligent purpose.

We have gained much in medical lore within the past century. The advance in medical knowledge seems phenomenal. It takes one most of his time to keep pace with the advance. New theories are prevalent and prolific; some live, but the majority die sooner or later, and we still have use for our empirical knowledge-the knowledge that counts clinically.

The old physician saw his patient in company with his student. He entered the sick room, looked around, saw oyster shells under the bed and accused the patient of eating oysters. The student wondered what particular diagnostic sign revealed this fact and asked his preceptor for an explanation. He had now gained one empirical factor toward diagnosing diseases and when sent the next day, as was then customary (I begin my practice that way) to see a patient, accused the poor woman of eating horse, because he noticed a "saddle" under the bed. And right here is where a word on our present teaching is in order. Our schools are too technic and theoretically didactic. With our present four years course there is not enough time given to practice.

I believe in higher education, but would suggest a reverse of present methods of pedagogism. Practice first and theory afterwards, then the student will have a practical amount of knowledge with which to begin the practice of medicine, where now he has a head full of jumbled theories with very little knowledge that is practical, when given a license to practice and could not for the life of him tell typhoid from remittent fever, even though allowed to read up on it. There is a great deal of sophistry dealt out to our medical students, and they have but to get into practice to become aware of the fact.

We had an epidemic here in Scranton two years ago of remittent fever, purely of malarial origin. Most of our physicians were misled by the fact of the continuance of the fever and the association of typhoid symptoms. The etiology was laid to the water but the State and other Bacteriologists failed to find any typhosus bacillus, yet our local Bacteriologist certified to the finding of one after the city had expressed a desire for ownership of the water-sheds and plant, thinking it a good time perhaps to influence the public to aid the steal from the private corporate owners which they did with a

vengeance-nit. We also had simultaneously scarlet fever and diphtheria, with a muggy malarial weather, with great humidity, our streets thick and sticky with miasmatic filth, and our paved roads one hotbed of disease producing mud, axle deep. Our city was as foggy for days as London well could be. The officials of our city ordered the boiling of water for 30 minutes before drinking, which. of course left product which was not water (H20) as nature intended for drinking purposes. We have been informed by men of erudition that all bacteria yield to death when exposed to a temperature of 113 degrees to 165 degrees as the maximum of required heat, which is 47 degrees less than the boiling point.

That water which has been subjected to heat of a temperature of 212 degrees for 30 minutes, or even 5 minutes, is unhealthy and injurious for drinking purposes, is evident from the fact that the two gases, (hydrogen and oxygen) of which it is composed, are given off in unequal proportion when subjected to heat, the oxygen passing off in excess of the hydrogen, the result being a combination of HO. with residual toxid substances. This product may be re-oxygenized by pouring from one vessel to another in the open sufficiently before. drinking to restore to the product the oxygen from the air which has been lost in excess of the hydrogen in the boiling.

The pranks which surface miasmas play, when taken into the system, are well known by those living in infected districts.

A remittent fever is a continued fever with its exacerbations and minimum degrees of temperature and simulating typhoid in more respects often than in degrees of heat; yet every fever continued is not to be called typhoid. The etiology of one is due to a typhosus bacillus, the other to plasmodium malaria. The conduct, the therapy, the regime and regimen are so dissimilarly requisite in comparing typhoid with remittent fever in diagnosis and therapy, that it seems like malpractice to mistake the one for the other.

Fevers of malarial origin will sometimes take on typhoid symptoms,and our treatment must then be somewhat modified, but the fact remains that quinine often proves injurious to typhoid, where in remittent of malarial origin it is a specific, combined with mercury in some form, which acts as a chologogue and exerts specific action on the Plasmodia through the bacterial properties of the bile. But we would not administer blue mass and quinine in the hope to cure typhoid fever, would we? Or would we ever hope to cure a case of remittent fever of malarial origin by a strictly typhoid fever therapy? The newly graduated of to-day, is he fitted to practice medicine, to prescribe for the serious sick, with a head full of theories only?

should not be allowed to practice alone for at least two years after being given a license, but should be compelled by law to enter practice under an experienced physician.

The 20th century physician is legislative mad. The A. M. A. Association seems to have turned into an insane asylum, from which bug-house legislative ideas accrue. Medical laws, both foolish, unwise, unconstitutional and impractical have emanated from this medical trust, and still "there's more to follow." What the physician of to-day needs in order to become a learned and practical doctor, is not legislation, but practical work. A medical student spends four years under instruction of his college professors, men fully qualified to teach both theory and practice, and then must be subjected to gross indignities by having to appear before a politically appointed state board of medical examiners to be stabbed at by a set of questions, whose greater technicality gives greater pleasure to the Board. in the belief that they are men of greater erudition than the college professors. Who qualifies these members of a state examining board? Before whom did they qualify? A child if privileged to ask questions might puzzle the genius and learning of an Hypocrates or a Galen. Can you legislate brain into an individual? Does an appointment to any political position give evidence of qualification? No more so than for some organization to appoint from its clique a few of their members to constitute a council as the members of the A. M. A. have done in the birth of a pseudo council on chemistry and pharmacy. Tell me, if you will, why this council on C and P was instituted? Was it solely in the interest of philanthropy and altruism? You would sooner find a nigger in a wood-pile, than a needle of philanthropy in that hay-stack. You can not legislate or appoint qualification into human subjects, but you can vote for and appoint human subjects to fill positions requiring qualifications which the subjects do not possess and when one needs to plug a round hole, he would not appoint a plug that was square.

Why were medical colleges endowed with state authority to grant diplomas of qualification, whose word was given also, with each diploma conferred, that assured the free and unlimited power to each graduate to practice medicine anywhere under the stars and stripes. and then to trample under foot that statutory privilege and pledge and by a subsequent legislative act institute another and higher power to annul, if they see fit the power and privileges of the first grant, without repealing the first privileged power? Is this act of itself not an unconstitutional one? Lawyers and judges are but human and limited in mental qualification and this fact coupled with

political effluvia and influence, gives the lawful interpretation to this legislative act a post hoc ergo propter hoc or "Police Power" fallacy. The State Medical Boards were instituted ostensibly for the purpose of raising the standard of education, but they fail in their purpose. Why? Because the motive which prompts isn't an honest one, and because the men who constitute said boards are politicians. Do politicians stand for morals, education and honesty? You may write across the face of every politician the word Graft and you have branded him honestly and wisely. How will you compel an appointee by the governor to pass an examination of the too often foolish. technical and impractical questions as are sometimes offered to the graduates from our colleges by these politically appointed sponsors and members of state medical boards? Are these appointees better qualified to pass out erudition than the faculties of our medical colleges and universities? Our medical colleges and universities are equipped with men of erudition, gathered from the rank and file of the profession who have washed their robes and made them white in the blood of their victims, and who have a practical training which gives to their lectures a halo of empirical worth, a worth which is even felt by the student in the professor's personality.

If the State Boards of Medical Examiners were to teach the graduated physician penmanship grammar, table manners and politeness, they would fill a more serviceable sphere toward raising the standard of education than in asking impractical questions pertaining to medicine.

I have made the assertion, "that every State Medical Act so far passed, which constitutes a medical examing board, is unconstitutional," and now for the logical proof, viz.,-The constitution of the United States declares that "every State shall give full faith and credit to the actions of every other State." In every state where medical boards have been instituted, there are those practicing medicine who became legalized practitioners by virtue of an earned title, having been in practice at the time the state law went into effect and hence became licentiates on time practice without a diploma.

Your can not legislate a person out of business, nor take from his property or business of which he is legally in possession by a subsequent legislative act, for all legislative acts become immediate and prospective but not retroactive, hence provision is made for the continuance of those in business or practice who are legally in business or practice at the time the new act goes into effect. But while provision has been made as above stated in all state medical laws, they have failed to continue to give the licentiate the privilege of an

examination before the boards in other states by the demand that each applicant for examination coming from another state must be a graduate from some recognized medical college, and a "licentiate" is deficient in this requirement, hence as every state has its "licentiates," they must, of necessity, remain forever within the state which licenses them, for they canont practice within the borders of any other state without first complying with the laws of said state, which law forbids and denies to them the privilege of examination without a diploma. Such laws are "class legislation" which gives privileges to a few, to the constitutional denial of others, and hence conflicts with the bill of rights. Any legal practitioner in any state, whether he be a licentiate on time or by virtue of state board, or otherwise, should be allowed to practice in any other state in the union without an examination, for any state law which refuses to give "full faith and credit to the actions of every other state" becomes an ex post facto law, and hence unconstitutional.

We have arisen from the savage, the barbarian, the half civilized, the civilized, to the educated; but are we as a people civilized? I know there very few educated. But we are developing; there is yet hope for the coming generations. Education does not consist in "theories" alone; to be educated one must be practical. Education consists in being able to do things so well as to know how to do them. To be educated in one's profession is to know all that is necessary to be known to derive therefrom the greatest good, not alone to self. but with altruistic motives, always pre-eminent, and now at the close of this paper let me get back to my subject.

Dynamogeny represents the evolution of physical force, while Dynamophany is the expression of psychical force. These words may appear new to many in the medical profession, but they represent the high art in medicine and mean a whole lot that is sensible, rational, practical and educational, and the practicing physician who takes into consideration the psychical as well as the physical and recognizes them as concomitants in producing and continuing disease, will by the application of psycotherapy combined with physiotherapy outdistance his previous record with greater satisfaction to himself and the blessings of his clientele in the cures which he will effect; at the same time he will have stepped into a plane of higher civilization and of education, and the knowledge gained therefrom will react to himself and prove to him the Shibboleth of his desires and health, even the Vis Medicatrix Naturae.