lytic dissociation, on the other hand, plays but a subordinate part 

 in determining the toxic properties of phenylic and other compounds. 

 But whenever this theory is applicable to the problems of our science, 

 it has put them in a new light. Yet it must be remembered that when 

 we say the pharmacologic action in a given case is ionic, we are still 

 far from the last possible analysis and explanation of the observed 

 phenomena. 



A new epoch began with the belief that many diseases are but 

 instances of acute or chronic intoxication. The growth of the doctrine 

 of toxins forced upon us by modern experimentation in bacteriology 

 is seen in pharmacological literature and methods. The recent studies 

 in the action of toxins and antitoxins, on the nature of immunity, on 

 the nature and cause of diabetic coma, uremic poisoning, and other 

 pathologic conditions in which poisons generated within the body 

 play a role, are all instances of researches in which repeated use of 

 pharmacologic methods and principles is made. It is evident, then, 

 that pharmacology deals with the most fundamental conceptions of 

 medicine, that it conserves and augments a variety of facts, methods 

 and principles which are of service not alone to every branch of the 

 medical art, but also to other branches whose subject-matter confines 

 them to the laboratory, the private study, and the lecture hall. 



When and how shall this subject be taught in our medical schools? 



First, as to the time when it should be taught. I hold that this 

 should be when the student begins his clinical studies and not before. 

 I do not deny that it is often difficult to make room for this subject 

 in the first clinical year, but the argument which in reality excludes 

 it is that pharmacology, like physiology, is so capable of illustration 

 by laboratory experiments and of presentation in the form of lec- 

 turers, that it can be taught as soon as the student has the needful 

 foundation in the way of physiologic chemistry, anatomy and phys- 

 iology. 



But this argument ignores the fact that every drug has its clinical 

 uses, that the teacher of pharmacology is expected to point out what 

 these uses are, and that it is impossible to avoid reference to diseases 

 and their symptoms. In the interest of the student, by way of lighten- 

 ing his work and making it more profitable to him, it is imperative 

 to teach pharmacology hand in hand with the early clinical Avork. 

 For now he begins to see drugs used; he notes, for example, how a 

 patient behaves under ether; for what conditions the clinician pre- 

 scribes iron, quinin, mercury, salicylic acid, codein, digitalis, potas- 

 sium iodid, amyl nitrite and the like; what antiseptics and local an- 



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