Junior Classology, undated

Handwritten copy of Junior Classology on two leaves of unlined paper, with two bars of music titled "Heathen Mythology" at the end. Student names and the phrase "High Go" are written in darker ink.

Junior Classology, undated

Typed copy of Junior Classology on two leaves, copied verbatim from the manuscript copy in Folder 1 of the collection.

Junior Classology, undated,

Typed copy of Junior Classology on one leaf.

Junior Classology, undated

Handwritten copy of Junior Classology bound as a small three-leaved pamphlet. Unlike the manuscript copy in Folder 1, this version properly spells "afraid," uses a simpler punctuation style, and does not include music.

Junior Classology, undated,

Handwritten copy of Junior Classology on two leaves of unlined paper.

Junior Classology, [1820]

Handwritten copy of "Junior Classology on two leaves of unlined legal-sized paper. The verses begin, "Songs of Scholars, in reveling roundelays, / Belch'd out with hiccoughs at Bacchanal Go..." and ending "We'll ne'er be afraid, boys, tho' Tutors parade, boys; / Here's a health to the blade, boys, who loves a high go."

Junior Classology, 1793 June 29

Newspaper clipping of "The Fount" section of the Columbian Centinel of June 29, 1793 with the text of Junior Classology.

Queries &c about Colleges, ca. 1798

One leaf containing handwritten research questions regarding the holding of real estate and related taxation.

Medical Curriculum Change at Queen's-affiliated Medical Colleges: 1881 – 1910

This study explores the curriculum at Queen’s-affiliated medical colleges, specifically The Royal College of Physicians and Surgeons, Kingston, the Kingston Women’s Medical College, and Queen’s Medical College, from 1881 to 1910, using the textbooks prescribed by these institutions as primary sources. The central question encompasses what factors primarily motivated the curriculum at Queen’s-affiliated medical colleges to change. Within the historiographical scholarship on Queen’s College, this question has not yet been addressed and, to my knowledge, this is the first medical education history to specifically address textbooks as part of a medical school curriculum. During this period, these institutions experienced reorganizational shifts, such as the reunification of Queen’s Medical College with The Royal College of Physicians and Surgeons, Kingston, as well as the introduction and subsequent exclusion of female students. Within this context, this study examines how the forces of scientific innovation and co-education impacted the curriculum during the period under study, as measured by textbook change, specifically in the courses of obstetrics and gynaecology, the theory and practice of medicine, and surgery. To what degree was curriculum in these courses responsive to scientific inventions and discoveries, changing therapeutic practices, and possible gender biases? From 1881 to 1910, innovations such as x-ray and anaesthesia became commonplace within medical practice. Some technologies gained acceptance in the curriculum, while others fell out of favour. This study tracks these scientific discoveries through the textbooks used at Queen’s-affiliated medical colleges in order to demonstrate how the evolving nature of medicine was represented in the curriculum. To address how gender influenced the curriculum, textbooks from the Kingston Women’s Medical College and The Royal College of Physicians and Surgeons, Kingston, were compared. For two out of the three examined courses, it was found that sections of textbooks discussing various topics at the Kingston Women’s Medical College contained significantly more detail than their corresponding sections within The Royal College’s textbooks. It was speculated that the instructors preferred to teach their female students through textbooks, rather than lectures.