fornia grants a degree of graduate in public health (G. P. H.). These colleges are here shown in Table 7: TABLE 7.-Medical colleges giving courses in public health. 1 The University of Colorado offers a course of one year leading to the degree of master of science in sanitary engineering to those holding the degree of B. S. in engineering. The University of California offers three courses leading to the degree of graduate in public health: A four-year course beginning with the junior collegiate year; a two-year course for graduates in sanitary engineering; and a course of one or one and a half years for graduates in medicine. HOSPITAL INTERNESHIPS FOR RECENT MEDICAL GRADUATES. The report of last year pointed out the importance of at least a year's experience in a hospital as an interne for every medical graduate before he enters practice. An investigation of hospitals has been started in order to prepare a list of those which are properly equipped and in position to furnish a satisfactory training. It is quite apparent that there is an ample number of hospitals which are so equipped, and of those which can easily become so, to provide acceptable interneships for every medical graduate. Already about 75 or 80 per cent of graduates voluntarily secure these positions, and now five medical colleges have adopted a requirement that the student must have taken such interneships before they are granted the degree of doctor of medicine. These colleges, and the session when the requirement became or will become effective, are as follows: University of Minnesota Medical School... Leland Stanford Junior University School of Medicine.. Northwestern University Medical School..... Session. 1910-11 1914-15 1914-15 1915-16 1915-16 One State licensing board, that of Pennsylvania, now requires that every candidate, to be eligible for a license to practice medicine in that State, must have served at least one year as an interne in an approved hospital. The requirement became effective in 1914. GRADUATE MEDICAL INSTRUCTION. During the year a beginning has been made toward an investigation of graduate medical instruction in this country by a special committee appointed by the Council on Medical Education. The preliminary report of this committee 1 outlines the chief essentials to be considered. Says the report: Rather than postgraduate education, it would better be described as graduate education, which is the term customarily used by universities. The objects of graduate medical instruction are: 1. To offer advanced instruction and opportunities for research. 2. To prepare physicians for special fields of work. 3. To offer opportunities for review, and for keeping in touch with the advances in medical science since the physician graduated. 4. To make up the deficiencies in previous medical education. ADMISSION REQUIREMENTS. It is evident from the discussion of the scope of graduate medical instruction that there can be no uniform admission requirements of an educational nature, such as may be reasonably imposed on undergraduate medical schools. Adequate preparation of an individual to take any given course should, however, be insisted on. As a matter of benefit to the public, any earnest, reputable practitioner, licensed by the proper authorities to practice medicine on the public, should be allowed to take such courses as he is qualified for by previous training and experience. The recent and rapid improvement in undergraduate medical schools will result in turning into the profession hereafter better trained physicians. Something, however, needs to be done for the multitudes of doctors who are already in practice, many of whom graduated from medical schools which could not give them the desired training. In the interests of the communities where these doctors practice, nothing is more important than that graduate courses in medicine should be developed in this country, so that these doctors can take additional work, to the benefit both of themselves and of their patients. Some of these doctors have realized their needs sufficiently to sacrifice the time and money required to take graduate work abroad. How much more important it is that those who do not at present realize their needs, or those who can not afford these foreign trips, be given the opportunity nearer home to secure additional training. CERTIFICATES. It is generally recognized that the loose regulations about granting certificates for postgraduate work often result in a definite evil. Such a certificate usually has a form similar to a diploma. It is suitable for display and is calculated to impress the public. Ordinary people are apt to regard such a certificate, displayed in a doctor's office, in much the same light as a degree, and they look on its possessor as a full fledged specialist in any subject mentioned on the certificate. Advantage is taken of this fact by unscrupulous physicians who pose as specialists without any real justification in the knowledge or experience they have gained. Such practice is little short of quackery. The graduate school should under no circumstances be conducted or considered as a "credential mill." PROPRIETARY SCHOOLS. While graduate medical instruction has been taken up by many of the regular medical schools, there have arisen a number of proprietary postgraduate schools. 1 Amer. Med. Assoc. Bulletin, May 15, 1914, p. 313. Some of these are doing excellent work and have satisfactory ideals, but many are little better than commercial enterprises for the direct or indirect financial benefit of those in control. The situation in regard to proprietary graduate schools is the same as existed formerly among regular medical schools. Possibly conditions are worse. There are the same objections to proprietary graduate medical schools as to proprietary undergraduate schools. It is to be hoped that those which are really doing good work will see the advantage of association with a medical school or university of good standing. The standards of instruction and the ideals of the graduate school should be fully as high as those of the undergraduate medical school. Public opinion will frown on commercialism in graduate medical instruction just as much as it does on commercialism in undergraduate teaching. In the light of the above statements it is encouraging to know that within the last few years five universities have established graduate schools of medicine. These graduate schools and their location are as follows: Location. .Boston. University of Alabama Graduate School of Medicine..... IN CONCLUSION. The remarkable progress of the last several years is an assurance of a continued progress in future. As the reading public becomes more generally informed regarding the conditions and needs of medical education and the practice of the healing art, the laws governing these matters will inevitably improve and the public interests be better safeguarded. It is surely a matter of vital interest to every citizen of this great country that those who are to assume the most responsible of tasks-the care of the sick-shall have obtained a thorough training in modern medicine. Furthermore, the citizens of this country have a right to expect that such laws will be passed as will prevent the uneducated and unqualified from imposing on the public. CHAPTER IX. MEDICAL EDUCATION IN THE HOMEOPATHIC SCHOOL OF MEDICINE. By W. A. DEWEY, M. D., Secretary of the Council on Medical Education of the American Institute of Homeopathy. CONTENTS.-Establishment and organization of homeopathic institutions-Hospital inspection and grading-Homeopathic medical research-List of schools. ESTABLISHMENT AND ORGANIZATION OF HOMEOPATHIC INSTITUTIONS. Homeopathy, the system of medicine founded by Samuel Hahnemann, a German physician, has had special influence in the United States, where the system was introduced nearly 100 years ago. The early disciples of homeopathy were practitioners educated in general medicine; scholars who recognized the importance of education and research in the upbuilding of any system of medicine, especially one which sought to invade the existing medical field and disturb ancient traditions. Accordingly, early attention was given to the training of practitioners. The first homeopathic teaching institution in the United States, the North American Academy of the Healing Art, was established at Allentown, Pa., in 1835. The American Institute of Homeopathy, the oldest national medical society in the United States, was established in 1844 for the purpose of encouraging and preserving the contributions made to the materia medica of the homeopathic school of medicine, and one of the requisites for membership was that the candidate be qualified in medicine, especially in homeopathy. Thus, there was established early in the history of the school two departments, medical education and research investigation. As the system of homeopathy grew, the number of institutions increased with considerable rapidity, and at one time there were between 20 and 25 in existence throughout the country. The distribution of these was not always along the line of wisdom; for instance, there were at one time in the city of Chicago six medical colleges teaching the homeopathic system of medicine. All the teaching institutions of the school were under the direct supervision of the national organization through what was termed the intercollegiate committee, which provided and controlled entrance, curriculum, and graduation requirements. The entrance of State legislation into the field of medicine, especially medical education, required the solving of new problems, and there was established in the place of the intercollegiate committee a permanent medical committee entitled "the council on medical education of the American Institute of Homeopathy." The council on medical education is at present composed of Dr. George Royal, Des Moines, Iowa, professor of materia medica and therapeutics of the Homeopathic Medical College of Iowa State University, chairman; Dr. Willis A. Dewey, Ann Arbor, Mich., professor of materia medica and therapeutics of the Homeopathic Medical College of the University of Michigan, secretary; Dr. John P. Sutherland, Boston, Mass., professor of theory and practice of medicine, Boston University School of Medicine; Dr. John B. Garrison, New York, laryngologist to the Laura Franklin Free Hospital for Children; Dr. H. H. Baxter, Cleveland, Ohio, former member of the Ohio State Board of Medical Examiners; and Dr. C. E. Sawyer, of Marion, Ohio, special ex officio member. The council on medical education last year issued a report on the colleges of the homeopathic school, which was heartily welcomed and accepted by State board members as being the authoritative expression of the fitness of the institutions of the homeopathic medical school. Since the issuance of this report there has been much improvement in the teaching efficiency of all the colleges. The Ohio college, formerly located at Cleveland, has been removed to Columbus, where it becomes a department of the Ohio State University, under the control of the trustees of that institution. It has entered upon the year's work with a new faculty, new buildings, hospital facilities, and an encouraging class of students. The Kansas City institution is being placed upon a permanent basis. Other homeopathic colleges have been improved by new buildings, facilities, teaching staffs, equipment, or endowment. At a conservative estimate, during the year 1913-14 not less than $1,000,000 has been expended in the improvement of the several homeopathic teaching institutions. There are at the present time 10 medical colleges devoted to the teaching of homeopathic medicine, distributed from Boston to San Francisco. The entrance requirements, curricula, and general management are supervised by the council on medical education, subject to the laws of the various States wherein the colleges are located. A homeopathic college claims the honor of having been the first to establish a compulsory three years' course, and the first to require four years as the minimum college term.1 In several a premedical year has been established, in which students are required 1 Boston University School of Medicine in 1873 offered a graded course of three years, and in 1877 it made this three years' course compulsory. In 1878 it offered a four years' medical course, and in 1890 it made this course compulsory. In 1907 it instituted an optional five years' course, |