Student notes from medical lectures by Benjamin Rush, undated

The volumes contain student notes on a course of medical lectures given by Dr. Benjamin Rush (1746-1813) while he was Professor of the Institutes of Medicine and Clinical Practice at the University of Pennsylvania Medical School, likely in circa 1800-1813. The notes indicate Rush often referenced the works or teachings of contemporaries such as Scottish physicians William Cullen, John Brown, John Gregory, and Robert Whytt, and Dutch physician Herman Boerhaave. He frequently included anecdotes and case histories of his own patients, as well as those of other doctors, to illustrate his lecture topics. He also advised students to take notes on the lectures after they ended to allow them to focus on what they were hearing. Volume 1 includes notes on: physician conduct during visits to patients; human and animal physiology; voice and speech; the nervous system; the five senses; and faculties of the mind. Volume 2 includes notes on: food, the sources of appetite and thirst, and digestion; the lymphatic system; secretions; excretions; theories of nutrition; differences in the minds and bodies of women and men; reproduction; pathology; a table outlining the stages of disease production; “disease and the origin of moral and natural evil”; contagions; the role of food, drink, and clothing in producing disease; worms; hereditary diseases; predisposition to diseases; proximate causes of diseases; and pulmonary conditions. Volume 3 includes notes on: the pulse; therapeutics, such as emetics, sedatives, and digitalis, and treatment of various illnesses like pulmonary consumption, kidney disease, palsy, and rheumatism; diagnosis and prognosis of fever; treatment of intermitting fever; and epidemics including plague, smallpox, and yellow fever, with an emphasis on the yellow fever outbreaks in Philadelphia in 1793 and 1797.

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.

Medical faculty and students, 1865

Standing in front of the class (from left) are Abram Sager, Alonzo Palmer, Corydon Ford, Moses Gunn, and Silas Douglas (source: Not Just Any Medical School by Horace W. Davenport). On verso: March 1865. Dr. J. Ballard, then at 20 ... Gift of Dr. Elmer Belt, Los Angeles, Calif.

Homeopathic (School) College

Originally West Professor's house on North University. Became Homeopathic Hospital. Wing added in rear of building in 1879. School of Dentistry 1875-1877. Psychological Lab 1903-1914. Building razed in 1914. On verso: Homeopathic Dept. from 1875-1877. In another hand: School & Dental School (Dr. M. Ward's corrections 3-25-35)

Dental School

Originally West Professor's house on North University. Became Homeopathic Hospital. Wing added in rear of building in 1879. School of Dentistry 1875-1877. Psychological Lab 1903-1914. Building razed in 1914. On verso: Professor's House II. North Univ. [University]. East Resid. [Residence]. Dental School

Medical protozoology and helminthology /

Limited cataloging.

Medical protozoology and helminthology.

Bibliography: p. [219]

Medical protozoology and helminthology.

Errata slip inserted.

Laboratory guide and notes for medical malacology,

"For a graduate course in parasitology and tropical public health [Tulane Medical School]"

M.U. Med School. Surgery and anatomy classes

On verso: Alice Hamilton in front row bench, third from left

Homoeopathic [sic] Medical College

Originally West Professor's house on North University. Became Homeopathic Hospital. Wing added in rear of building in 1879. School of Dentistry 1875-1877. Psychological Lab 1903-1914. Building razed in 1914. On verso: Homeopathic Medical Building