–  G.Royal, American Institute of Homoeopathy, 65th Session, 1910,

homeopathicteaching Teaching Homeopathy

How will this knowledge and classification help the teacher of drug therapeutics? Can a medical student be made to grasp the “elective affinity” of drugs? Can he be taught the cause of a sensation? Can he understand modalities? Can he comprehend the significance of a symptom in all its bearing? In the great majority of cases I answer: Yes, most decidedly, yes.
 Our best students have been coming to us, materia medica teachers, well grounded in histology, anatomy, physiology and chemistry. They have been taught in these sciences that certain cells have the power to attract or repel certain other cells; that the different functions of the different tissues of the body depend upon this power of the individual cell; that perfect functioning of these tissues (health) depends upon this power of cells, and, further, that any deviation from this perfect functioning (disease) is also due to this power. More than that, these students know that the action of these different cells when located in different organs or in different parts of the same organ have different functions, each performing a special work. They have been taught that these different cells located in different parts of the human body, when in their normal condition, all work together with one common purpose ever before them, viz., to secure perfect health. Let the teacher refresh the memory of these students by an illustration with which they are perfectly familiar – e. g., the fact that the lining of the blood vessels of the kidney is made up of cells; that some of these cells are picking out the particles of urea from the blood and sending them out of the system in the urine; that these same cells will not touch serum-albumin, because they know that it is needed elsewhere to build up and repair the body, but will treat egg-albumin as they do the particles of urea. Impress upon the student the fact that what is true of the kidney is true of any and every organ. This will teach them that every cell has its own location as well as its own power of attraction. Then teach them that if, owing to this power of attraction and repulsion, the ions or atoms of the cell are disturbed, the cells of the kidney cannot pick out the particles of urea. Again, show them that in the blood which goes to every part of the body may be carried cells, atoms, ions which may come in contact with any disabled cells, and by adding to them may supply their deficiency or by taking from them remove the excess which caused the disturbance. Having done this, your student is prepared to be informed that in the properly prepared remedy is found the cell, atom or ion which, being carried in the blood to the diseased cell, will restore its normal condition. The student will by this time be prepared to believe that the cell of a remedy being introduced into the system may come in contact with a properly functionating cell of the body and interfere with the function of that cell. Tell them that the cells, atoms or ions found in glonoine will interfere with the function of the cells which preside over the blood supply of the brain. After your statement, pass out a few discs saturated with glonoine to each member of the class and have him take them. I am sure that this will convince your students that there is something in the elective affinity of drugs. After a few minutes, when the action of the glonoine is at its height, let your student take a position with the head lower than the body and I am equally sure that he will understand what the modality “worse from having the head low” means. Having thus introduced your student to the study of materia medica, take up the polychrests one by one and have him learn the tissues and organs upon which they act and what the action upon those tissues or organs is – i. e., whether an irritation, an inflammation, a functional change or a structural change. This, together with the characteristics and modalities, should be taught during the first two of the four years. This presupposes a fair knowledge of biology and physiology. In the college in which the first-year students do not possess this knowledge, have them taught the characteristics and modalities, leaving the elective affinity for the second year. This will lead you to a classification of your remedies. The third and fourth years should be spent in a study of the groupings and comparisons of the symptoms of these different classes. 

Dr.Devendra Kumar MD(Homeo)
International Homeopathic Consultant at Ushahomeopathy
I am a Homeopathic Physician. I am practicing Homeopathy since 20 years. I treat all kinds of Chronic and Acute complaints with Homeopathic Medicines. Even Emergency conditions can be treated with Homeopathy if case is properly managed. know more about me and my research on my blog https://www.homeoresearch.com/about-me/
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