rollin life in motion and stillness of life 2

Chapter 1 - the study and practice of osteopathy Chapter 1-1

A deep ocean studies Revised version of a lecture held in 1982 in a basic course of the Sutherland Cranial Teaching Foundation in Alexandria, Virginia.

To what you have done so far in your practice to connect with what you will learn during this week, now a huge transition must stattfi ends. Our main task as a teacher is to help you in this, this bridge to cross as comfortable as possible. At the same time I have to tell you, however, also point out that what we are going to do this week, especially hard work.

As a part of the bridge that we use to make this transition, I have listed on the chalkboard the four basic osteopathic principles that have been taught you in college:

1. The body is a unit.2. The body possesses self-regulating mechanisms.3. Structure and function to each other in a reciprocalrelationship. 4. A resonable treatment is based on the understanding ofthe self-regulating body mechanisms and the reciprocal relationship between structure and function in the body.

These are basic principles that you already know your entire dental profession; first you have it belongs in your first year at an osteopathic college. We all agree that the beautiful statements. But how many of you realize, while you listen to these allegations and read that we are talking about a living mechanism? In our education, in which we have only seen things in a dead, lying on the autopsy table body behavior, bring most of us feel with that we can do with it what we want.

In the coming work week but we are talking about a living body as a unit, a vibrant self-regulating mechanism, a living structure and function, which are in reciprocal relationship with each other, as well as a rating based on this understanding, lively treatment. These mechanisms have been revived, they are healthy. That's why we here today

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allow enbaren their own infallible Potency to off - to bring this health pattern to light.

To operate in this way, we need deep into another sea of Understanding plunge and allow the physiological function in the patients to train us in the truest sense of the word. We want to learn about: Where is this patient's health? How do I get them to light? The body physiology of the patient instructs us literally. The doctor who lives in my patients has trained me in the last eight years, and still I'm a student. This is a part of the transition, we have to accomplish. We want to learn, these mechanisms, both in us and in our

Patient work, to feel and to be aware of their. Lawful to you during this week, if you're the patient to feel this mechanism at work, at the same time trying to feel during the student treated as the same mechanisms working in you. So you can begin to sense function.

In order to achieve the objectives set out here, you have to go through three learning steps, the first is the most difficult. First you have to accept that the anatomic-physiologic function is alive in you and in your patients, already in motion, available for your findings and use that fact. You have to accept this fact - close your eyes, exceeds that limit and Hope that there is still a floor under your feet when you put on the other side of the border. Suddenly you are of secondary importance in relation to this matter, in which you are working. The boss is inside. He is both in you and in your patients. As a practitioner you're going to understand this fact and use.

Second, we need to study the details of the anatomic-physiological mechanism in living body. We must understand that the living anatomical and physiological details of the primary respiratory mechanism, the craniosacral mechanism, no separate functional units, which have to be studied separately. We add these details add to the anatomy and physiology that we have learned in school. In my first lesson with Dr. William Garner Sutherland I told him I had not come to his Way we work, learn, but to my knowledge of anatomy and physiology to the craniosacral expanding mechanism through which we had not learned anything in college. Dr. Sutherland was the one who gave the our profession, and now we will give it to you further. You are here in order to continue your studies of the anatomy and physiology of the living body, and that includes the Primary respiratory mechanism.

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Chapter 1-2 Students for a lifetime

Revised transcript of a lecture given in 1986 in the framework of a

Educators of the Sutherland Cranial Teaching Foundation in Philadelphia, Pennsylvania.

What is a treater? The role of the practitioner is to serve humanity. The science of osteopathy has its origins in which off enbarenden Structure and function of the individual. This is expressed as one of the Body physiology inherent mechanism of motility, mobility and a fluid Drive has. It represents itself as an experience from inside the patient and as a learned himself, trained, palpation artistry in the practitioner. The work of AT Still gave us the science of osteopathy. The work of WG Sutherland gave us the primary respiratory mechanism with its detailed anatomy and physiology, not as one of Dr. Schaff Stills en separated unit, but as an integrated in the science of osteopathy share.

Following important point we need to bear in mind: From the time of their discoveries accepted Still and Sutherland the science of Osteopathy as a basic living law of body physiology and To be need for a lifetime student of authority that the lively Body physiology inherent. They ceased to be doctors and have become students. Your search was completed, they had osteopathy found and were now for the rest of their lives students of this science. Dr. Still and Dr. Sutherland were to eternal student, as well as all clinicians who follow in their footsteps, needed fi shall find consent to seek use of the same living laws for their service to humanity.

However, we are not here to remind us of the work of Still or Sutherland. We are here to be students of the laws of the mechanism was discovered. These laws are accessible, they are an off ener room. Still and Sutherland were to students and gave something of itself. They gave those who followed them, the work - but gave them only hints, in the knowledge that those subsequent handler itself also students of this I-21

and in each individual case showed them the body by what he tried to do it yourself, the appropriate diagnostic procedures and treatment program.

What's new in the science of osteopathy? The answer is simple: the next patient who comes to the door and previously had been everywhere and tried everything. The body physiology is the teacher, the attending is the student. The mechanism of the body physiology has many doors, to make experimental experiences in the service of better health. As a physician and a student at the same time you erschaff st on understanding this mechanism based techniques by you visualize first what should be in this area in your opinion, and then depending on how you understand the mechanism in each case and in each individual patient , those techniques develop. In other words: you will be granted a lot of room for experimentation, as long as you obey the laws of osteopathic science. Results you get is proportional to your knowledge and your sense of touch to be refined. We as students of the body physiology, as doctors can use the body physiology in treating each patient and are used by it. The future is bright for all who choose to study the works of Dr. Still and Dr. Sutherland and apply.

Many Thanks. I-23

Steps:

1. Say the living mechanism in you and in patients. Life always tried to express health. 2. Give yourself to a result of this affirmation. Understand that what the mechanism tells you is true. 3. Develop palpation skills. The body is smarter than you, so learn from him.

The first step is the hardest, but also the essential, in order to understand and take advantage of living mechanisms of health. Find and learn the mechanisms of the living function first in yourself; will you lead them to understand your patients.

The second step is to be an observer of living functions while working. Give yourself to the patient.

The third step requires of you that you are developing a vibrant Palpationskunst. Palpation is the tool that uses the handler to read what the primary doctor is doing in each of us to bring about health from the inside. Learn the function as to feel inside, not just smaller or larger movements.

Did you think you come in this course, to gather information? Palpation skills to develop? To be knowledgeable in terms of services to your patients with their problems?

No, you got to be the work that you're going to understand and use in your service to the patient.

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gene, as one would even solve this situation. Your they want to support it, herauszufi ends that their own strength is good, no matter how limited they may seem. In this way, the volunteers support the caller is to use their own resources and express their feelings in a more constructive manner. Finally, teaches the "Help" method that it is good, empathize and clarify that it's important to you, what happens to the person seeking help. The contact and the person himself are important to you.

These are the principles and skills that make this "help" method so effective. This type of verbal contact requires an education, but the basic principles are easy to learn and we can all apply in our lives.

As I now speak so here I would like that you listen to what's going on in your head, if anyone asks for help. An important point to pay attention to this, is the need, your own feelings about the person with whom you are talking to know exactly these people really as to who he is, to accept - someone who deserves respect just as itself. Listen to him and answers, without judging. People feel much freer in the presence of other people, which they accepted as silent as they are. It is your task to just stay relaxed,

in fact if anything happens. Just to be present in such an atmosphere, is salutary. Actually, it is these faces, listening response, and not an active, Shunting showcased reaction that can operate an osteopathic treatment.

The psychotherapist Carl Rogers expresses in his book Development of the personality of something similar. He writes that help does not consist of giving, but of pieces basically. He shows us that we can help others, if we know how to show our real feelings, without judging, and by strength Hilfebedrft warm encounter as people who are just as valuable as we who think we're healthy. Others respond to the esteem in which we give them, by gain confidence and begin to help themselves.

We have now built a bridge by a volunteer helper who works with the help of talks to a doctor who has worked in the osteopathic science. Remember: If a patient comes into your practice, it entails a body physiology that seeks your help. Instead of teaching the patient that help verbally, we will learn to palpate and silently to examine the body physiology. Learn silent to work with this patient, by I-27

work. You will begin to help the patient, and you do not have to think about it or talk about it. Your only need to be aware you are listening by her and she feels literally using your palpatory skill. Works very quietly

with the patient, are silent partners, active listeners.

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I recognize that the patient has the same mechanism as me. Only then, I ask the patient in the treatment room. Then I do what has to be always done. I work here, without thinking of what I hope to achieve for that patient e. I just start to work.

This small, coming out of my heart greeting, which I acknowledge myown silence in patients is a silent acknowledgment that she is alive. An invisible acknowledging or realizing that. Even if you treat 45 patients in one day, you can take you time for this very moment, in order to connect to a point of stillness within yourself, and then with the same point in the patient. Because then - no matter how you work with the individual patient - it happens 45 times a day that you have recognized in you and in the patient something that will silence ttzen the treatment program Unters. What is this something, I do not know, and that's not even important. It's simply, stand out for identifi with a mechanism that exists in each of us, and to use one's. This silence is Will guide you in terms of what specific at this Day to do. And I am convinced that the patient it does not have to consciously participate. I treat many patients who do not have the slightest idea what I'm doing, and it still like it because they feel that something is happening in them. It feels to them as if finally a treater has recognized some of them and try to help them. Sometimes they suspect that I'm doing anything at all, but in the end they know that I'm doing something, because their clinical picture changes.

So this contact is a silent confirmation, and it also gives me a moment of rest between patients. If you have a case that really takes along to you - and some do - you do not want all this garbage to take to the next patient. If it is possible to take you then a little more time for this process. Take a three-quarter minute to you sit down somewhere and let it just herausfl ow from you, it flushes out. Ye have forgotten then when they leave the treatment room, you know not even the name. Then you let be quite calm and asks the next patient to come into the room. Even if it is not a difficult case, you can watch if the patient is to make aware quietly, that something has happened, while he was in the treatment room. You must not say a word about it. This is simply a silent exchange between my silence and the silence of the patient - the name does not matter, techniques do not matter, not I-31

Chapter 1-6 Relax, there's no hurry

The mechanism has no problems

Revised version of a lecture held in 1986 as part of a basic course of the Sutherland Cranial Teaching Foundation in Philadelphia, Pennsylvania.

I you would like an interesting story about one of my Experiences with Dr. Will Sutherland. During a course for doctors in Denver, C olorado, one of the participants brought a patient with the advice, who had developed epilepsy as a result of a tractor accident and in whose treatment he progressed his feeling after not really. He therefore asked Dr. Sutherland to investigate these patients and see what you could do to help him.

Dr. Sutherland, a very silent guy who never used words than necessary, examined the patient, eventually turned to the doctor and said, "I think you are on the right track, you make just the good work continues . "When Sutherland got up to return to his chair, the practitioner said," Dr. Sutherland, a quick question, please. What would You do, if the patient had a seizure while you are trying to help him, "Dr. Sutherland simply said," Do not block him, "and moved on. Well, I was coincidentally at a place from where I could see the whole audience, and looked in thirty uncomprehending faces. "You block it," was all he said. He expected that we go back to the mechanisms of our patients and herausfi ends what he meant. He was just a great man who taught you something about the mechanism by leaving it to the mechanism to inform you.

So we can be relaxed and cheerful and aufh ren to worry about it. We must accept the fact that life is already at work both in the practitioner as the patients and so we can relax as well. We're not going anywhere, and your patients also to be there. The patient must take responsibility and appear with you. And patients will not run, unless you treat them really bad. They are I-33

his work. If there is a dysfunction pattern -. For example, a problem of okzipitomastoidalen area in the skull base - Man, that's actually a problem. But this dysfunction between the occipital and mastoid Pars does not realize that it is a problem. You must be beschft IGT with being a okzipitomastoidale dysfunction. So we have to go to this dysfunction and ask quietly: "Look, it may be that you enjoy life like that, but the body in which you live, it does not enjoy so much. Well, will not you consider to allow me to touch you with my hands so that you change your state and aufh Oerst to be a so-called complex dysfunction? "

We have the right, the privilege, and to understand ourselves in the mechanism, this okzipitomastoidale dysfunction in patients. We have a okzipitomastoidalen mechanism in our own mind, perhaps having no dysfunction; but we can use this mechanism, we study, we understand out. And we will certainly understand him even better once we get our hands on the person who comes to us, lay.

Exactly the mechanisms that are to be healthy, they also which are able to express one's health. They work and are in constant motion; Always working towards the same goal, which is also in us. We are fighting - we live - to express ourselves in health. That whatever you ask us, everything that the next patient who enters our practice, will say to us is, "I would like to be healthy, doctor, and it has been said to me that you and the

mechanisms in themselves understand me that will allow me to health zurckzufi ends. "We must not hurry this. We can answer: "For the present treatment, we have X minutes. What is possible, we will do. We'll give a little suggestion here and there a small suggestion; and then take the home and make it work. Do you live alone your daily life, follow a few suggestions, come back next week, and we will continue in our efforts to help each of us. "In silence, the patient connects speak with the mechanism in me and in silence Treff e I with the mechanism in patients. We are trying quietly to work in an atmosphere in which we exchange ideas and capabilities, and then we'll go quietly from there. When you go from this course back home, all these mechanisms will work in you to the mechanisms in the patient; and the two of you it will be fun. All Good.

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aufnehmt her contact with this patient, contact your own SutherlandFulkrum and the silence.

Let us come back to earth. When you return to your home practice, this knowledge should be a part of what is available to you to meet the patient's needs. Not projected it outward - the patient himself will show to try out what you have learned you need. It's like when you learn for a final exam. Man studying like crazy, stuffed all sorts of information to himself and is not sure how it goes. You just studying, reading and lets it penetrate its essence. Then you throw all textbooks out the window goes to the exams and somehow fl ows forth the information that you need for the exam.

So let this course a few days penetrate your being before you try to use everything - and used it in a relaxed manner. Let the knowledge of the movement of the temporal bones, the pattern of the cranial base, individual, specifi c, membranous joint dysfunctions, the condyles of the occiput, the fluid dynamics of living fluctuation, the rocking motion of a reciprocal tension membrane, the articulated movement of the skull and the Os sacrum between the ilia Ossa - let these things easy for a few days penetrate your being. Adds these new diagnostic tools gradually added. When you are back home, the patients who come into your consulting room, the same ones that have already been dealt with her in the x years of your practice; and if they have not yet benefited from this treatment approach will not make much difference a few more days.

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Dr. Still was in developing the science of osteopathy his Creator closer than reinstoff royal breathing; he was guided by a spiritual or mental fulcrum, as Dr. Sutherland.

If we, as students of the science of osteopathy, really want to understand osteopathy, we will need to fi nd, our knowledge of the Godhead, which orients us to the center, to reawaken, to turn them into our spiritual fulcrum, which leads us and learn to have in our daily work the Creator in mind to feel and use. Thanks to its knowledge and its application of the science of osteopathy gave us Dr. Sutherland

Signposts, which we can follow. However, let us for a moment this resolute way of thinking in 1900 with today's science compare. I recently the recently published article by a famous science moth read, in which he tried and spiritual science Liche truths together. His conclusion is that science and spirituality are not incompatible, but that the great truths of these two areas are, so to speak, more or less parallel. In other words, both are moving towards that unknown understanding that is necessary for the well-known understanding. I'm not really agree with this idea. How can you conclude that this is a science Liche truth and the other a spiritual truth? Because I trust more a science ler which his science comprehensive understanding comes through a Spiritual Guidance and not by attempting to build a separate super-structure.

I like the idea of a biologist and science Jewellers, who made this remark in a discussion about the phenomena of life: "It is a fact that the life science s are not only much more complicated than the science s, but also a much larger symbol space have; and they go further in the exploration of the universe of science as the

Science s. While you are using all natural science data and your explanation basics, then go far beyond that and include an even greater amount of data and additional explanation foundations that offer no less, but in a sense, even more scientific probability. The point here is that all known material processes and explanatory principles on living Organisms en zutreff, only a limited number but not living systems. "When osteopathic concept, and this includes the cranial area, is about a living system. Dr. Sutherland said, "The cranial work is not a special, separate from the science of osteopathy area. The truth is a lot of I-39

per takes in response to its internal and external environment to its voluntary and involuntary actions. And with these factors we can learn to feel through the use of our thinking, feeling, seeing, knowing fingers.

If we put our hands on a patient who is in good health, we feel a general sense of well exploitation ends. We feel the respiratory cycle of his breathing. We feel the flexion and extension of his running in the midline structures in their function. We feel the alternating external and internal rotation of its bilateral structures in their function. We feel any voluntary movements this person and many involuntary movements of various organ systems within the body. If our hands are on his head, we can feel the movements of the cranial mechanism tion joint mechanism, the vast movements of the reciprocal tension membrane and the fluctuation of the cerebrospinal fluid as an integrated radio. Throughout the body is something tangible that today in the Anatomy and physiology texts is normally not mentioned: a general Uten Tidenbewegung the entire body, a Hereinfl and out Ebben. It is as if the whole, acting as a unit body reacts to a force similar to that which moves the tides of the ocean. It is a rhythmic movement within all Krperfl uids. She's on her quiet way Krft strength than any other physiological function within the physical mechanism, important and powerful than the breathing

cycle, the voluntary or involuntary movements or any of the other movements that we normally take into consideration. Our expert touch learns to recognize all of these factors that work together as an integrated feature in each we examined body part. This is a rhythmic Tide in the physiological interaction with their highest known element and their inherent potency.

If we go deeper in our understanding of the physical mechanisms, we learn that any normal functioning of the individual body units - there were bones, ligaments, membranes, fascia, organs or fluids - apparently carried out by means of free-floating, automatically changing Fulkren. The Sutherland fulcrum which is located where the falx meets the tentorium, is a free-floating, automatically to changing fulcrum for the reciprocal tension membrane. The sternal end of the clavicle is a osseous fulcrum for the functioning of the entire upper extremity. The Atlas is used in childbirth than osseous fulcrum for Partes condylares of the occipital bone. It I-41

To clarify this thought further, he adds: "D he is the breath of life in the tide of the cerebrospinal fluid, the principle of the primary

respiratory mechanism underlying." Next he gave us as we develop thinking, feeling, seeing, knowing fingers

detailed instructions to the Tide bring down to its point Still, their break-rest period to check their function in the body physiology. It is important to know that we are in our efforts to learn how to control the tide, are not limited to the craniosacral mechanism. If we are looking at a body portion balance in tissue and fluid element, while we detect a disease or a pathological state s, we learn how to bring the tide in their balance point or Fulkrumbereich. When we do this, a transmutation process stattfi ends, which resolves the mechanics of dysfunction, pathology corrects and restores health for that person. This is the designed by the master mechanic healing principle that works in our patients; and we can develop and see how it works in the tissues of patients our perception as a handler inside and workstations.

So far I have referred to the functioning of the Tide in the body and to the many Fulkren who work in the body physiology. Now it's time to talk about something else that Dr. Sutherland gave us on the way to deepen our understanding. This is the silence of the tide - not the up-and-down fluctuation of its waves, but the silence that nds the fulcrum point within the Tide fi. There is a potency within this silence. The term silence confused when trying to understand this kind of work, perhaps our thinking. How can there be a potency or power or energy in the silence? Dr. Sutherland described the pictorially: If you transfer a vibration on a glass of water, you can watch how to form a still point in the center of Wasseroberfl che. He pointed out that this is a fulcrum point within the water glass, and compared him to the fulcrum point, which we achieve when we the fluctuation of the cerebrospinal fluid during the compression of the fourth ventricle (or any other technique for controlling the Tide) bring down their still point." It is the silence of the Tide, which we are seeking , "he pfl EGTE to say, because in that silence is the Potency of the Tide.

Those of us who had to be there when he about this happiness Th ema said, were able to experience how the entire classroom was noticeably quiet. Dr. Sutherland made us aware and mentioned that this huI-43

following action. We need to understand the mechanism of this silence and use in treating our patients. It is not necessary that we fully understand what it is or where it comes from or where it goes after it had us in this moment of benefits - the silence of the tide in the body physiology.

So far I have talked about feature, the free-floating, automatically changing fulcrum and the Tide, the silence and the potency that operate within all these facets in the body physiology. It seems as if I'm trying to develop a theological hypothesis to explain this kind of work. However, this is not the case. I'm just trying to show you that the Creator of the human body and its mechanisms is more than a passive concept, of which only we speak, without believing in it and to use it.The science of osteopathy heard daily, active benefits of the Creator. Osteopathy is an acquired art, not just a science; and I like the quote that I read somewhere: " Be at peace with God, who and what ever he is in your opinion. And whatever they may be your wishes and desires in this noisy confusion of life: " Be in harmony with your soul. " Therefore, we need in our daily practice working tools for understanding and using a Spiritual Fulkrums.

What is one of these tools? First, a practitioner needs to develop in my opinion, an objective perception. He was the anatomy, physiology and pathology and know all the integrated, related to each other and with themselves functional sequences that ends stattfi between all these elements of the body physiology. He must be capable of diagnostic and prognostic To evaluate knowledge and to determine, from the first examining the patient until its release from treatment. He should be able to bring in every patient the changes that causes the use of potency in the tissue, with the objective progress towards normalcy and recovered compensation in connection. And he should be guided in each case, treatment of the objective findings in determining the procedure.

Second, the clinician should have a subjective perception of the potential that lies in the application of healing principles described herein. And he should be able to feel, what is the chance to turn the pathology of the patient, and the extent to which a recovery within the tissue units is possible. It has to do with the subjective phenomenon of life itself and takes on the changes taking place in the patient's subjective changes in part, I-45

ments that I hear in my practice on hufi gsten, are: " He has not done anything, but ... " or " All he did was to put his hands on me and sit there, and when he had finished, it went better for me. " It's always important to establish and allow a good relationship with the patient, that the internal physiological function of their own, never erring Potency brings as motive power for the correction, rather than a force applied from the outside blind.

If you have reached good results in someone who already had various other treatments behind her, including sometimes osteopathy using manipulation, then you will of this patient and this patient like to send his or her friends. It is interesting to see how these potential patients are prepared for their services. The new patient is said: " If you go to my osteopath, was not surprised about his type of treatment. You'll think he does nothing, but it will you be better off if he's done with the treatment; and when he says he wants to see you again, stick with it, and it will ensure that you're well again. " I have a very fine gentleman as a patient who has already sent me a lot of other patients, and which says he, " go to my osteopath with the magic hands. I do not know how he does it, but he can help you. "

Your patients come back and send their friends because they achieve good results in case of problems that could be solved either by medicine, physiotherapy or some other form of examination or testing. Then, when further develop your skills, you will get more and more complex cases; People who have been everywhere and still need help for your problems.And just when you think that this is now the most difficult case at all, comes a new patient who can appear just before lying all cases. If you, as the main force for diagnosis and treatment uses the infallible Potency, the complex cases attracts as flowers attract bees. That is the reason, why this kind of work is always interesting.There is always something new to learn from the physiological body of the patient. Growing understanding - that is what the clinician needs to be able to help the patient.

" You come back to: cause , "said Dr. Sutherland. " If you understand the mechanism, the technique is simple. " Think for a moment about what these two statements mean for osteopaths. In this world of consequences pile up in the problem cases that come to us in the practice, consequences to follow until these consequences totally drown out the causal factor, ie the original injury or illness that caused the syndrome. Now I-47

Skepticism be observed in one patient and creates in this type of work an interesting challenge.

In addition, the practitioner should have an objective and a subjective consciousness as well as a thinking, seeing sentient, knowing sense of touch feature. The following concise set of Dr. Sutherland summarizes all these qualifiers cations together: " If you understand the mechanism, the technique is simple. " And it's easy. This was and is the science of osteopathy as Dr. Still, Dr. Sutherland, and many other leading capacities have formulated and practiced in our profession. Today we are concerned with the traditional by Dr. Sutherland truths and their demonstration.

Now we must consider what all this means for us and for our practical work now and in the future. We need every service out there today within our highly qualifi ed profession. We need our hospitals, our surgeons, internists, pediatricians, gynecologists, psychiatrists and all other departments. Each area of modern medicine is important for the routine care of our patients. There are, however, not only for all these areas space, but also for somewhat beyond Going. We need at least 2,000 women and

men who take the time to learn the necessary material in order to use the truths of Still and Sutherland in their daily practice. They told me that not every practitioner is able to acquire these specific skills that you have to pay to be particularly gifted. This opinion I am not. I think the practitioner needs perseverance, time, and has to spend a lot of work to learn this skill and science. Who is willing, time and effort into the basic requirement " be still and know "investing, which can bring a closer to the Creator as a pure substance royal breathing, is on this path inevitably an advocate and practical user of the principles given to us by Dr. AT Still and Dr. WG Sutherland were mediated. Off en said I would like to see how 2,000 men and women to exercise this kind of osteopathy because those osteopaths will be many thousands of patients to services, which you have said elsewhere: " We have done for you everything is possible. You will have to learn to live with this problem. " A high percentage of these numerous people can be led to a much higher level of health but, as is available in their present condition are available. Such patients, which can help me at heart. So you get stuck, you need the help of osteopaths with Skills in the said areas. At present there are in America but only I-49

sent me many years ago in response to a letter in which I referred to certain aspects of osteopathy in the cranial region. However, his response includes the entire body physiology in the science of osteopathy. I quote him verbatim:

" I am closer than my breath the creator of the cranial mechanism ... The patient closer is the creator of his or her cranial mechanism ... 7 My thinking, sentient, seeing, knowing fingers out on smart way of Magisterial mechanic who created this mechanism , It does not matter how you interpret, as long as you mentally contact with the overhead line has like a streetcar. "

Let me repeat that: ' It does not matter how you interpret, as long as you mentally contact with the overhead line has like a streetcar . "

Chapter 1 - the study and practice of osteopathy Chapter 1-1

A deep ocean studies Revised version of a lecture held in 1982 in a basic course of the Sutherland Cranial Teaching Foundation in Alexandria, Virginia.

To what you have done so far in your practice to connect with what you will learn during this week, now a huge transition must stattfi ends. Our main task as a teacher is to help you in this, this bridge to cross as comfortable as possible. At the same time I have to tell you, however, also point out that what we are going to do this week, especially hard work.

As a part of the bridge that we use to make this transition, I have listed on the chalkboard the four basic osteopathic principles that have been taught you in college:

1. The body is a unit. 2. The body possesses self-regulating mechanisms. 3. Structure and function to each other in a reciprocal relationship. 4. A vernnft owned treatment is based on the understanding of the self-regulating body mechanisms and the reciprocal relationship between structure and function in the body.

These are basic principles that you already know your entire dental profession; first you have it belongs in your first year at an osteopathic college. We all agree that the beautiful statements. But how many of you realize, while you listen to these allegations and read that we are talking about a living mechanism? In our education, in which we have only seen things in a dead, lying on the autopsy table body behavior, bring most of us feel with that we can do with it what we want.

In the coming work week but we are talking about a living body as a unit, a vibrant self-regulating mechanism, a living structure and function, which are in reciprocal relationship with each other, as well as a rating based on this understanding, lively treatment. These mechanisms have been revived, they are healthy. That's why we here today

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allow enbaren their own infallible Potency to off - to bring this health pattern to light.

To operate in this way, we need deep into another sea of Understanding plunge and allow the physiological function in the patients to train us in the truest sense of the word. We want to learn about: Where is this patient's health? How do I get them to light? The body physiology of the patient instructs us literally. The doctor who lives in my patients has trained me in the last eight years, and still I'm a student. This is a part of the transition, we have to accomplish. We want to learn, these mechanisms, both in us and in our

Patient work, to feel and to be aware of their. Lawful to you during this week, if you're the patient to feel this mechanism at work, at the same time trying to feel during the student treated as the same mechanisms working in you. So you can begin to sense function.

In order to achieve the objectives set out here, you have to go through three learning steps, the first is the most difficult. First you have to accept that the anatomic-physiologic function is alive in you and in your patients, already in motion, available for your findings and use that fact. You have to accept this fact - close your eyes, exceeds that limit and Hoff e that there is still a floor under your feet when you put on the other side of the border. Suddenly you are of secondary importance in relation to this matter, in which you are working. The boss is inside. He is both in you and in your patients. As a practitioner you're going to understand this fact and use.

Second, we need to study the details of the anatomic-physiological mechanism in living body. We must understand that the living anatomical and physiological details of the primary respiratory mechanism, the craniosacral mechanism, no separate functional units, which have to be studied separately. We add these details add to the anatomy and physiology that we have learned in school. In my first lesson with Dr. William Garner Sutherland I told him I had not come to his Way we work, learn, but to my knowledge of anatomy and physiology to the craniosacral expanding mechanism through which we had not learned anything in college. Dr. Sutherland was the one who gave the our profession, and now we will give it to you further. You are here in order to continue your studies of the anatomy and physiology of the living body, and that includes the Primary respiratory mechanism.

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Chapter 1-2 Students for a lifetime

Revised transcript of a lecture given in 1986 in the framework of a

Educators of the Sutherland Cranial Teaching Foundation in Philadelphia, Pennsylvania.