HPS 318 H1HISTORY OF MEDICINE I

FALL 2013

INSTRUCTOR: JAIPREET VIRDI

TEACHING ASSISTANT: JENNIFER L. FRASERIHPST, University of TorontoVictoria College, Room 308

Email: jai.virdi@utoronto.caOffice Hours: Tuesdays 10-12 or by appointment

Instructor Twitter: @jaivirdi TA Contact: Jenniferlindsey.fraser@mail.utoronto.ca, @JennFraser2

Course Twitter: @Hist_Medicine, #HPS318

LECTURES: Tuesdays 12-2, EM119

TUTORIALS:101: Tuesdays 2-3, CR103 201: Tuesdays 3-4, NF007301: Wednesdays 1-2, NF007 401: Wednesdays 2-3, TF103

The dread of disease, physical pain, and mental suffering has always loomed large in human experience. How did people in the past react to sickness? What kinds of diseases affected people’s lives and what approaches were taken to heal the body? This course covers diseases and medical practice from antiquity to AD 1500. Set in the context of Ancient Greek and Roman society, the Islamic world, and Medieval Europe, this course explores how medicine was practiced, taught, and theorized. It focuses on the historical development of Western medicine in relation to societies, politics and culture, the transmission of medical knowledge, and the pluralistic world of healers, different institutions for healing, and the role of religion, magic and natural philosophy.

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COURSE DESCRIPTION Throughout the course, we will analyze and evaluate the social, intellectual, and cultural processes of the medical heritage, covering a variety of themes, including:

-The epistemology of diseases: what theoretical models were constructed to explain the onset of disease and illness and how widespread were these models?

-Learned knowledge and intellectual exchange: how did texts, expertise, institutions, and authority define and construct the practice of medicine?

-The cultural history of the body: in what ways did depictions of (gendered, defective, disabled) bodies shape an understanding of sex, childbirth, and the role of the physician?

-The social history of illness: how was disease experienced and how did illness define the relationship between patient and practitioner?

COURSE OBJECTIVES & LEARNING OUTCOMES

This course is designed for you to gain knowledge of major developments in medical theory and practice. You will learn how to advance your skills in critical thinking and reading, becoming familiar with scholarship on the history of medicine. You will also learn how to read and analyze various primary source materials within their cultural contexts and think critically about their basic assumptions and conceptual frameworks. By the end of the course, you should be able to:

-understand and outline the features of humoral medicine and why it was such a dominant theory

-understand how different types of institutions contributed to the formation of medical knowledge

-explain how religious, social, political, gender, and intellectual factors shaped and governed the practice of medicine in determining medical identity and authority, particularly within the structure of the ‘medical marketplace’

-learn to read and interpret primary sources critically for analyzing broader themes discussed in the course

ORGANIZATION

This course is divided into 2-hour lectures and 1-hr tutorials. Attendance is absolutely essential. The course material is not entirely covered in the readings and will often go beyond them. In addition, I use a lot of slides and examples in lectures to illustrate the material in order to provide you with a deeper understanding of the week’s topic. If you have any obligations that prevent you from regular class attendance, then this course is not for you.

In preparation for each class, you are expected to complete the assigned readings and take notes. If you miss any class(es), it is YOUR responsibility to get an update or notes from a fellow classmate, as well as any class announcements. Please do not email me asking for lecture notes for a class you missed. To enhance your learning experience, I will post handouts of the lecture slides on Blackboard every Sunday; these handouts will help you stay organized with your notes and the lecture material. I will NOT be posting all lecture slides, as some of them are quite image-heavy. The tutorial questions

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listed in the schedule are a useful frame for discussion as well as to ensure you grasp the fundamental themes and issues of the week.

UOT STUDENT EMAIL

All students in full and part-time graduate and undergraduate degree programs are required to activate and maintain their UoT email—Email sent by any other provider will NOT BE OPENED. The instructor and the TA are happy to answer short queries by email. If your question requires a longer answer you may be asked to set up an appointment. Please allow 48 hours for a reply before resending any email. READ THE SYLLABUS! Many questions addressed via email are often already addressed in the syllabus.

APPOINTMENT POLICY

This policy is not meant to be punitive, but to be fair and equitable to all students. If you are more than 5 minutes late to an appointment, the appointment may be canceled to ensure that other students may be seen at their chosen time. If you cannot attend your appointment, you should notify the TA or the instructor as soon as possible. If you schedule an appointment and do not show up, this may affect your ability to schedule another appointment. Late cancellations may be considered as a ‘no-show’.

TWITTER

This course has a twitter account (@Hist_Medicine, #HPS318) which is used to continue conversations about the week’s topic beyond the classroom. I strongly encourage students to open up a twitter account. This will be a platform for me to share images and narratives that might not have been covered in class, or to illuminate and clarify complicated theories, or even answer quick questions regarding the readings or materials for the exam. If you do not have a twitter account, or wish to open one, that’s okay—you are still able to follow the discussion, though not participate. Please note that twitter participation is NOT mandatory, but I will add it as part of your participation grade if you are avidly contributing to the discussion.

TUTORIALS

There will be six tutorial sessions (see syllabus). Tutorials will start on WEEK 3. They will focus on exploring the primary readings in depth and allow you to address any confusion arising from the lectures. The syllabus includes a few questions each week—use these questions to think about the material and as an opportunity for discussion. You are responsible for having read the assigned readings each week. Attendance is mandatory. There will be an attendance sheet for you to sign and it is your responsibility to sign it. Each tutorial missed will result in a 2-point deduction from the total tutorial mark.

READINGS

Every class will require a moderate amount of reading; the readings are intended to provide you material for thought and discussion for the seminars, and to be used as a guide for the lectures. All readings will be posted on Blackboard or linked to appropriate websites. In addition, there will be links to websites for you to engage with various primary sources (text, image, object, etc). It is your responsibility to access the readings from Blackboard and online.

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EVALUATION

Active Participation (20%)Tutorials are an integral part of the course, and are thus mandatory. You are expected to demonstrate an ability to critique the information presented in class as well as in the readings by asking questions, answering questions, or commenting in an appropriate and informed way, during the discussion sessions. You mark will be assessed on the quality of your contributions: coming to class having done the readings, thought about the seminar questions listed in the schedule, and prepared with your own questions or responses to the readings. Simply signing the attendance sheet will only guarantee you partial marks. I will also give marks for avidly contributing to the Twitter discussion.

Essay Assignment I: Topic Selection (10%) Tuesday October 1This assignment is meant to help you formulate your essay and is designed to get you thinking about your essay early on and receive constructive feedback before you begin writing. Choose ONE or TWO primary sources (illustration, instrument, tool, etc) from one of the following websites below. You are free to select any source as long as it fits the course timeframe (i.e. before 17th century). Please consult me if there is some other source you are interested in. Write one paragraph explaining why you chose that source and a possible thesis statement for your essay.

Antique Medical Surgical and Dental Instruments http://phisick.com Wellcome Images Collection http://wellcomeimages.org/ MacKinney Collection of Medieval Medical Illustrations www.lib.unc.edu/dc/mackinney Ancient Roman Surgical Instruments http://exhibits.hsl.virginia.edu/romansurgical

Short Test: (10%) Tuesday October 22A short midterm to assess your progress in the course. Format: 60 minutes, short answer questions.

Essay Assignment II: Source Analysis (20%) Tuesday November 5The objective of this assignment is for you to interpret the primary source that will form the foundation of your final essay assignment. This assignment should be an analysis, not a summary of the source you selected—evaluate the significance of the source, inquire what questions are raised, and think about how the source sheds light on particular aspects of medical history. Think of this assignment as your draft essay—the more you write, the more comments we can give to improve your grade for your final essay.

Guidelines: 2 page analysis. Outline your thesis statement and your arguments. List a minimum of 3 secondary sources.

Essay Assignment III (40%) Tuesday December 10 via email to TA by 5:00pm.Your final essay should be no more than 2000 words (approx. 8 pages) double-spaced and contain a minimum of 5 sources. It should expand from your previous essay assignments. You should include a clear introduction and thesis, a main body of argument & evidence, and a conclusion. Use footnotes as citations, and when quoting directly from other works and/or paraphrasing material, you MUST reference it. See the “Academic Integrity” and “Plagiarism” sections below. You may also post your assignment on the Course Blog, if you wish—further details will be discussed in class.

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MISSED TERM WORK OR EXAMINATIONS

You are expected to complete all assignments and exams within the time frames and by the dates indicated in this outline. Extensions for the essay or make-ups for the final will only be permitted for a medical or a personal emergency or due to religious observance (request must be received within the first two weeks of the course). I must be notified by email prior to the due date or essay/exam, or as soon as possible after the date, and the appropriate documentation must be submitted. Late assignments will be penalized at 5% of the total grade per day and no assignment will be accepted more than a week after the deadline. Extensions will only be granted in case of serious illness or other significant circumstance. Extensions due to illness will only be granted if the request is accompanied by a University of Toronto medical certificate, available at: www.healthservice.utoronto.ca/Health-Service/Forms.htm. The precise dates of your illness must be specified on this form. In case of other significant circumstances, which prevent students from submitting their assignments on the due date, documentation from the College Registrar must be submitted to the instructor or the TA. Please note that even when documentations is provided, extensions need to be approved by the instructor and are not granted automatically.

ACADEMIC INTEGRITY

University of Toronto is a community of scholarship, teaching, and learning, takes academic integrity very seriously. Honesty and integrity are at the core of any educational endeavour. It is our responsibility as individuals, as faculty and students working together in this course, and as members of the University of Toronto community to commit ourselves to honest, ethical behavior in our academic work and to encourage others to do likewise.

All work submitted for this class must be your own and must not have been formerly submitted for credit. Plagiarism is not an issue for many people, but everyone should know the official policy: plagiarism is a serious academic offence and the University of Toronto treats it as such. It has serious consequences for people’s grades and careers. In order to know how to avoid it, you must familiarize yourself with the following websites: http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarizehttp://writing.wisc.edu/Handbook/QPA_paraphrase.html

The IHPST Writing Centre: The IHPST Writing Centre is aimed at helping undergraduate students who take HPS and JHE courses with their writing. For more information, see: http://www.hps.utoronto.ca/undergraduate.htm and click on the ‘Writing Centre’ heading The contact address for the Writing Clinic is: ihpst.writing@utoronto.ca

Please do not, in any shape or form, commit the act of plagiarism. If you are having ANY difficulties with the course material, or with essay writing, or even with reading and understanding, please email me or make an appointment to see the instructor or the TA. We want you to succeed in the course and are available to help you do so.

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Lecture Topics

Week 1 History of Medicine: An Ancient Tradition

Week 2 Hippocrates/Galen Humoral Theory, Alexandrian Anatomy

Week 3 Christianity and the Translation of Texts; religion and medicine

Week 4 The Arab-Islamic World: transmission of texts; smallpox & measles

Week 5 Disease & Society: The Decameron; Black Plague

Week 6 Hospitals, Universities & Learned Medicine; review for midterm

Week 7 MIDTERM

Week 8 Surgeons and their tools

Week 9 Medicinal Magic

Week 10 The Household.

Week 11 Pluralistic world of medicine: a variety of healers

Week 12 The Renaissance Theatre & Vesalius

WEEK 1. HISTORY OF MEDICINE: AN ANCIENT TRADITION TUESDAY SEPTEMBER 10

· introduction · concepts of health and disease · social history of medicine · cultural history of the body · prehistory ·

Further ReadingsW.F. Bynum and R. Porter, Companion Encyclopedia of the History of Medicine (London & New York: 1993).

L. Conard et al, The Western Medical Tradition; 800 BC to AD 1800 (Cambridge: Cambridge University Press, 1995.

M. Lindemann, Medicine and Society in Early Modern Europe (Cambridge: Cambridge University Press, 1999).

R. Porter, The Greatest Benefit to Mankind: A Medical History of Humanity (New York & London: W.W. Norton & Company, 1997).

C.E. Rosenberg and J. Golden (eds.), Framing Disease: Studies in Cultural History (Brunswick: Rutgers University Press, 1992).

WEEK 2. THE ROOTS OF WESTERN MEDICAL TRADITION: GRECO-ROMAN MEDICINE TUESDAY SEPTEMBER 17

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· Hippocrates (460-c.377 BC) · Aristotle (384-322 BC) · patient-oriented medicine · Four humours & Four elements · · Hellenistic medicine · Galen (129-216?) · anatomy · medical sects · Alexandrian autopsy and dissection ·

Readings:Vivien Nutton, “Medicine in the Greek World, 800-50 BC,” in The Western Medical Tradition: 800 BC to AD 1800. Eds. L. Conard et al. (Cambridge: Cambridge University Press, 1995), pp.11-38.

Vivien Nuton, “Roman Medicine, 250 BC-200 AD,” in The Western Medical Tradition: 800 BC to AD 1800. Eds. L. Conard et al. (Cambridge: Cambridge University Press, 1995), pp.39-70.

Hippocrates, “The Oath” (400 BC) http://classics.mit.edu/Hippocrates/hippooath.html

Galen, “The Best Doctor is also a Philosopher,” in Galen, Selected Works, tr. P.N. Singer (Oxford: Oxford University Press, 1997), pp.30-34.

Tutorial Questions: Why do you think the humoral theory had such a strong explanatory power? Why is balance such

an important concept? What are some prominent features of the Oath? Why do you think this is so? According to Galen, why is the best physician also a philosopher? What similar or different features do you observe between Greek and Roman medicine?

Further Readings D.W. Amuddsen, Medicine, Society and Faith in the Ancient and Medieval World (Baltimore: John Hopkins University Press, 1996).

R. Flemming, Medicine and the Making of Roman Women: Gender, Nature, and Authority from Celsus to Galen (Oxford: Oxford University Press, 2000).

H. King, Hippocrates’ Woman: Reading the Female Body in Ancient Greece (London: Rougledge, 1998).

H.King, Greek and Roman Medicine (Bristol: Bristol Classical Press, 2001).

S. Kuriyama, The Expressiveness of the Body and the Divergence of Greek and Chinese Medicine (New York: Zone Books, 1999).

J. Longrigg, “Anatomy in Alexandria in the Third Century BC,” British Journal for the History of Science 21 (1988): 455-488.

J. Longrigg, Greek Medicine: From the Heroic to the Hellinistic Age (London: Duckworth, 1998).

J. Longrigg, Greek Rational Medicine: Philosophy and Medicine from Alcemeon to the Alexandrians (London: Routledge, 1993). V. Nutton, Ancient Medicine (London & New York: Routledge, 2004).

V. Nutton, “Healers in a Medical Market Place: Towards a Social History of Greco-Roman Medicine,” in A. Wear (ed.), Medicine in Society (Cambridge: Cambridge University Press, 1992), 15-58.

V. Nutton, “Hippocrates, The Hippocratic Corpus and the Defining of Medicine,” in Ancient Medicine (New York & London: Routledge, 2004), 53-71.

WEEK 3. CHRISTIANITY AND THE TRANSLATION OF TEXTS TUTORIAL

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TUESDAY SEPTEMBER 24

· Hellenistic medicine · monastic scribes · Galenism · encyclopaedias · religious healing · practical medicine ·

Readings:Vivien Nutton, “Medicine in Late Antiquity and the Early Middle Ages,” in The Western Medical Tradition: 800 BC to AD 1800. Eds. L. Conard et al. (Cambridge: Cambridge University Press, 1995), pp.71-89.

Gary B. Ferngren, “Early Christianity as a Religion of Healing,” Bulletin of the History of Medicine 66 (1992): 1-15.

Medieval Manuscripts at Thomas Fisher Library (University of Toronto): http://link.library.utoronto.ca/vellum/

Browse through UCLA’s Index of Medieval Medical Images: http://digital.library.ucla.edu/immi/

Tutorial Questions: What exactly is the Christian practice of healing? What strengths and/or weakness can you gather from the scriptorium practices? What observations can you make from the medieval manuscripts? What do you think they signify?

Further Readings D.W. Amuddsen, Medicine, Society and Faith in the Ancient and Medieval World (Baltimore: John Hopkins University Press, 1996).

D.W. Amundsen, “Medicine and Faith in Early Christianity,” Bulletin of the History of Medicine 56 (1982): 356-50.

B. Bowers, The Medieval Hospital and Medical Practice (Aldershot: Ashgate, 2007).

M.L. Cameron, Anglo-Saxon Medicine (Cambridge: Cambridge University Press, 1993).

W. Eamon, Science and the Secrets of Nature: Books of Secrets in Medieval and Early Modern Culture (Princeton: Princeton University Press, 1996).

F. Getz, Medicine in the English Middle Ages (Princeton: Princeton University Press, 1998).

B. Harvey, Living and Dying in England, 1100-1540: The Monastic Experience (Oxford: Oxford University Press, 1995).

A. Montford, Health, Sickness, Medicine and the Friars in the Thirteenth and Fourteenth Centuries (Aldershot: Ashgate, 2004).

F.S. Paxton, “Curing Bodies, Curing Souls: Hrabanus Maurus, Medical Education, and the Clergy in Ninth-Century Francia,” Journal of the History of Medicine and Allied Sciences 50 (1995): 230-252.

C. Rawcliffe, Medicine & Society in Later Medieval England (Sutton, 1995).

N. Siraisi, Medieval and Early Renaissance Medicine (Chicago, 1990).

O. Tempkin, Hippocrates in a World of Pagans and Christians (Baltimore: The John Hopkins University Press, 1991).

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WEEK 4. THE ARAB-ISLAMIC MEDICAL WORLD TUTORIAL

TUESDAY OCTOBER 1 ESSAY ASSIGN. I DUE

· assimilation of humoural medicine · Avicenna (1126-98) · Islamic medicine · Arabic medicine · al-Razi · patrons & patronage

Readings:Lawrence Conard, “The Arab-Islamic Tradition,” in The Western Medical Tradition: 800 BC to AD 1800. Eds. L. Conard et al. (Cambridge: Cambridge University Press, 1995), pp.93-138.

E. Savage-Smith, “Attitudes Towards Dissection in Medieval Islam,” Journal of the History of Medicine and Allied Sciences 50:1 (1995): 67-110.

Avicenna, Canon. Book 1, Fen 1. In E. Grant, ed. A Source Book in Medieval Science (Cambridge MA: Harvard University Press, 1974).

Tutorial Questions: Why is al-Razi referred as the “Galen of the Arabs?” What implications can such a title have? Is religion and/or magic dominant in the Arab-Islamic tradition? How? Why? What are the attitudes toward dissection in Medieval Islam? Does differ from Greco-Roman times?

Further Readings:C. Alvarez-Millán, “Graeco-Roman Case Histories and their Influence on Medieval Islamic Clinical Accounts,” Social History of Medicine 12 (1999): 19-33.

L. Chipman, The World of Pharmacy and Pharmacists in Mamlūk Cairo (Leiden, 2009).

M.D. Dols, “The Leper in Medieval Islamic Society,” Speculum 58 (1983): 891-916.

M.D. Dols, “The Origins of the Islamic Hospital: Myth and Reality,” Bulletin of the History of Medicine 61 (1987): 367-390.

D. Jacquart, “The Influence of Arabic Medicine in the Medieval West,” in R. Rashed, Encyclopedia of the History of Arabic Science vol. 3 (London, 1996), 963-984.

G. Leiser, “Medical Education in Islamic Lands from the Seventh to the Fourteenth Century,” Journal of the History of Medicine and Allied Sciences 38 (1983): 48-75.

M.S. Mossensohn, Ottoman Medicine: Health and Medical Institutions, 1500-1700 (New York, 2009).

P.E. Pormann, “The Physician and the Other: Images of the Charlatan in Medieval Islam,” Bulletin of the History of Medicine 79 (2005): 189-227.

P.E. Pormann and E. Savage-Smith, Medieval Islamic Medicine (Washington, D.C.: Georgetown University Press, 2006).

E. Savage-Smith, “Islamic Culture and the Medical Arts” at http://www.nlm.nih.gov/exhibition/islamic_medical/islamic_00.html

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WEEK 5. DISEASE AND SOCIETY TUTORIAL

TUESDAY OCTOBER 8

· Black Death · community · legislation · mortality · God-sent punishment · public-health measures · social responses ·

Readings:Katherine Park, “The Black Death,” in Kenneth F. Kiple (ed.), The Cambridge World History of Human Disease (Cambridge: Cambridge University Press, 1993), pp.612-616.

J. Arrizabalaga, “Facing the Black Death: Perceptions and Reactions of University Medical Practitioners,” in L. Garcia-Balleser, R. French, and J. Arrizabalga (eds.), Practical Medicine from Salerno to the Black Death (Cambridge: Cambridge University Press, 1994), pp.237-288.

“The Report of the Paris Medical Faculty, October 1348” in R. Horrox. The Black Death (Vancouver: Manchester University Press, 1994), pp.158-163.

G. Boccaccio, “Introduction to the Decameron (c. 1350),” Boccaccio, The Decameron. trans. M. Rigg, (London: David Campbell, 1921), Vol. 1, 5-11. http://www.fordham.edu/halsall/source/boccacio2.html)

“Petararch on the Death of his Friends,” in R. Horrox (ed.), The Black Death (Vancouver: Manchester University Press, 1994), pp.248-249.

Tutorial Questions: In what ways does Boccaccio capture the experiences of plague-stricken cities? What guidelines did the Paris Medical Faculty recommend for dealing with plague? What

explanations for these guidelines did they offer? How did Christians see the relationship between plague and sin? Why?

Further Readings:D.W. Amudsen, Medicine, Society, and Faith in the Ancient and Medieval Worlds (Baltimore: John Hopkins University Press, 1996).

J. Arrizabalga, J. Henderson, and R. French, The Great Pox: The French Disease in Renaissance Europe (New Haven & London: Yale University Press, 1997).

A.G. Carmichael, Plague and the Poor in Renaissance Florence (Cambridge: Cambridge University Press, 1986).

M. Dols, “The comparative Communal Responses to the Black Death in Muslim and Christian Societies,” Viator 5 (1975): 269-287.

F.M. Getz, “Black Death and the Silver Lining: Meaning, Continuity, and Revolutionary Changes in Histories of Medieval Plague,” Journal of the History of Biology 24 (1991): 265-289.

C. Jones, “Plague and its Metaphors in Early Modern France,” Representations 53 (1996): 97-127.

R. Palmer, “The Church, Leprosy and Plague in Medieval and Early Modern Europe,” Studies in Church History 19 (1982): 79-99.

K. Siena (ed.), Sins of the Flesh: Responding to Sexual Disease in Early Modern Europe (Toronto: Center of Reformation and Renaissance Studies, 2005).

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WEEK 6. HOSPITALS, UNIVERSITIES & LEARNED MEDICINE MIDTERM REVIEW

TUESDAY OCTOBER 15

· teaching methods · institutional history · print and books · Canon as textbook · medical curriculum · leper hospitals

Readings:Nancy G. Siraisi, “Medical Education,” in Medieval and Early Renaissance Medicine: An Introduction to Knowledge and Practice (Chicago: University of Chicago Press, 1990), pp.48-65.

Martha Karlin, “Medieval English Hospitals,” in Lindsay Granshaw & Roy Porter (eds.), The Hospital in History (London: Routledge, 1988), pp.21-40.

Tutorial Questions: Did the hospital emphasize the Christian duty of charity? How did it, if at all, conflict with the role

of the physician? How did the Articella mark a turning point in the revival of medicine in the West and what role did

it play in university curriculum?

Further Readings:K. Park and J. Henderson, “The First Hospital Among Christians: The Ospedale di Santa Maria Nuova in Early Sixteenth Century Florence,” Medical History 35:2 (1991): 164-188.

B. Bowers, The Medieval Hospital and Medical Practice (Aldershot: Ashgate, 2007).

S. Cavallo, Charity and Power in Early Modern Italy: Benefactors and their Motives in Turin, 1541-1789 (Cambridge: Cambridge University Press, 1995).

B. Harvey, Living and Dying in England, 1100-1540: The Monastic Experience (Oxford: Oxford University Press, 1995).

J. Henderson, The Renaissance Hospital: Healing the Body and Healing the Soul (New Haven: Yale University Press, 2006).

N. Siraisi, Avicenna in Renaissance Italy: The Canon and Medical Teaching in Italian Universities after 1500 (Princeton: Princeton University Press, 1981).

K. Park, “Healing the Poor: Hospitals and Medical Assistance in Renaissance Florence,” in J. Barry and C. Jones (eds.), Medicine and Charity Before the Welfare State (London: Routledge, 1991), 26-45.

M. Rubin, “Imagining Medieval Hospitals: Considerations on the Cultural Meaning of Institutional Change,” in J. Barry and C. Jones (eds.), Medicine and Charity Before the Welfare State (London: Routledge, 1991), 14-25.

L. Granshaw and R. Porter (eds.), The Hospital in History (London: Routledge, 1988).

O’Boyle, The Art of Medicine: Medical Teaching at the University of Paris, 1250-1400 (Leiden; Brill Publications, 1998).

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WEEK 7. MIDTERMTUESDAY OCTOBER 22

WEEK 8. SURGEONS AND THEIR TOOLS TUTORIAL

TUESDAY OCTOBER 29

· barber-surgeons · instrumentation · history of objects · guilds · wounds debate · Henri Mondeville · Guy de Chauliac

Readings:Nancy G. Siraisi, “Surgeons and Surgery,” in Medieval and Early Renaissance Medicine: An Introduction to Knowledge and Practice (Chicago: University of Chicago Press, 1990), pp.153-186.

Margaret Pelling, “Appearance and Reality: Barber-Surgeons, the Body, and Disease,” in A.L. Beier and R. Finaly (eds.), London 1500-1700: The Making of the Metropolis (New York: Longman, 1986), 82-112.

Guy de Chauliac, “History of Surgery,” in E. Grant, ed. A Source Book in Medieval Science (Cambridge MA: Harvard University Press, 1974), 791-795.

Henry of Mondeville, “The Treatment of Wounds,” in E. Grant, ed. A Source Book in Medieval Science (Cambridge MA: Harvard University Press, 1974), 803-806.

Guy de Chauliac, “The Treatment of Wounds,” in E. Grant, ed. A Source Book in Medieval Science (Cambridge MA: Harvard University Press, 1974), 806-807.

Tutorial Questions: Why did Guy de Chauliac reject Henri de Mondeville’s method of wound treatment? How important were surgical instruments for asserting the surgeon’s hands-on knowledge and

authority? What assessments can you make about the patients that encountered these procedures at the

barbershop?

Further Readings: T. Hunt, The Medieval Surgery (Suffolk: The Boydell Press, 1992).

G. Lawrence, “Surgery Traditional,” in W.F. Bynum and R. Porter (eds.), Companion Encyclopedia of the History of Medicine vol.2 (London & New York: Routledge, 1993), 961-983.

G. Manjo, The Healing Hand: Man and Wound in the Ancient World (Cambridge: Harvard University Press, 1975).

M.C. Pouchelle, The Body and Surgery in the Middle Ages, trans. Rosemary Morris (Cambridge: Cambridge University Press, 1990).

M.S. Spink and G.L. Lewis, Albucasis on Surgery and Instruments (London: The Wellcome Institute of the History of Medicine, 1973).

L. Toledo-Pereyra, “Galen’s contribution to surgery” Journal of the History of Medicine and Allied Sciences 28 (1973): 357-75.

O.H. Wangensteen & S.D. Wangensteen, The Rise of Surgery: From Empiric Craft to Scientific Discipline (Minneapolis/Folkstone, 1978).

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M. McVaugh, “Surgical Education in the Middle Ages,” Dynamis 20 (2000): 283-304.

M. McVaugh, “Royal Surgeons and the Value of Medical Learning: the Crown of Aragon, 1300-1350,” in L. Gracia-Ballester, R. French, et al (eds.), Practical Medicine from Salerno to the Black Death (Cambridge: Cambridge University Press, 1994).

WEEK 9. MEDICINAL MAGIC TUTORIAL

TUESDAY NOVEMBER 5 ESSAY ASSIGN. II DUE

· occult medicine · astrology · religious healers · miracles · the sickbed · alchemy

Readings:Katherine Park, “Magic and Medicine: The Healing Arts,” in Judith C. Brown and Robert C. Davis (eds.), Gender and Society in Renaissance Italy, London: Addison Wesley Longman, 1998.

Roger French, “Astrology in Medical Practice,” in L. Garcia-Ballester, R. French, and J. Arrizabalaga (eds.), Practical Medicine from Salerno to the Black Death (Cambridge: Cambridge University Press, 1994), 30-59.

Anniina Jokien, “Zodiac Man; Man as Microcosm,” Luminarium 1 Oct 2011 [Accessed August 2012]http://www.luminarium.org/encyclopedia/zodiacman.htm

Tutorial Questions: Why was an understanding of astrology fundamentally important to a physician’s practice? Can you derive any connections from the Zodiac Man and the humoural theory? Discuss why herbal-based remedies were popular as (self-) treatments.

Further Readings:D.W. Amuddsen, Medicine, Society and Faith in the Ancient and Medieval World (Baltimore: John Hopkins University Press, 1996).

A.G. Debus, The French Paracelsians: The Chemical Challenge to Medical and Scientific Tradition in Early Modern France (Cambridge: Cambridge University Press, 1991).

A. Grafton and N. Siraisi, “Between the Election and my Hopes: Girolamo Cardano and Medical Astrology,” in W. Newman and A. Grafton (eds.), Secrets of Nature: Astrology and Alchemy in Early Modern Europe (Cambridge, Mass: The MIT Press, 2001), 69-131.

J. Harley, “Historians as Demonologists: The Myth of the Midwife-Witch,” Social History of Medicine 3 (1990): 1-26.

L. Kassell, Medicine and Magic in Elizabethan. Simon Forman: Astrologer, Alchemist, and Physician (Oxford: Claredon Press, 2005).

S. Page, Astrology in Medieval Manuscripts (Toronto: Toronto University Press, 2002).

R. Palmer, “Medical Botany in Northern Italy in the Renaissance,” Journal of the Royal Society of Medicine 78 (1985): 149-157.

N. Siraisi, “The Medicine of Dreams,” in The Clock and the Mirror: Girolamo Cardano and Renaissance Medicine (Princeton: Princeton University Press, 1997), 174-191.

N.G. Siraisi, “The Hidden and the Marvelous,” in The Clock and the Mirror: Girolamo Cardano and Renaissance Medicine (Princeton: Princeton University Press, 1997), 149-173.

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WEEK 10. THE HOUSEHOLD: WOMEN AS HEALER TUTORIAL

TUESDAY NOVEMBER 19

· gender · sex · childbirth · anatomy illustrations · midwifery · physician’s role· religious doctrine · household practice ·

ReadingsM. Cabré, “Women or Healers? Household Practices and the Categories of Health Care in Late Medieval Iberia,” Bulletin of the History of Medicine 82.1 (2008), pp.18-51.

Elaine Leong, “Making Medicines in the Early Modern Household,” Bulletin of the History of Medicine 82.1 (2008), pp.145-86.

M. H. Green (ed.), The Trotula: a Medieval Compendium of Women’s Medicine (Philadelphia, University of Pennsylvania Press, 2001), pp. 92-115 and selected pages from the Introduction.

Discussion Questions Who is Trotula? What do the texts attributed to Trotula reveal about women’s health and women‘s

bodies? What do you notice about the presentation of female bodies in the woodcuts of Jacobo Berengario? Why is the household important for maintaining health?

Further ReadingsJ. Cadden, The Meanings of Sex Differences in the Middle Ages: Medicine, Natural Philosophy, and Culture (Cambridge: Cambridge University Press, 1995).

M. Fissell, “Gender and Generation: Representing Reproduction in Early Modern England,” Gender and History 7:3 (1995): 433-456.

R. Flemming, Medicine and the Making of Roman Women: Gender, Nature, and Authority from Celsus to Galen (Oxford: Oxford University Press, 2000).

M.H. Green, “Women’s Medical Practice and Health Care in Medieval Europe,” Signs: Journal of Women in Culture 14 (1989): 434-473.

M.H. Green, Making Women’s Medicine Masculine: The Rise of Male Authority in Pre-Modern Gynecology (Oxford: Oxford University Press, 2008).

Elaine Leong, “Collecting Knowledge for the Family: Recipes, Gender and Practical Knowledge in the Early Modern English Household,” Centarus 55.2 (2013): 81-103.

H. King, Hippocrates’ Woman: Reading the Female Body in Ancient Greece (London: Rougledge, 1998).

D. Jacquart and C. Thomasset, Sexuality and Medicine in the Middle Ages (Princeton: Princeton University Press, 1985).

H. Marland (ed.), The Art of Midwifery: Early Modern Midwives in Europe (London; Routledge, 1993).

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Katherine Park, Secrets of Women: Gender, Generation, and the Origins of Human Dissection (New York: Zone Books, 2006).

WEEK 11. PROMISING A CURE: THE NATURE OF PLURALISTIC MEDICINE

TUESDAY NOVEMBER 26

· medical pluralism · quackery · medical marketplace · patient’s choices · contracts for cures · surgeons & apothecaries ·

ReadingsDavid Gentlicore, “Medical Pluralism in the Kingdom of Naples,” in Healers and Healing in Early Modern Italy (Oxford: Manchester University Press, 1998), pp.1-28.

David Gentilcore, “Charlatans, Mountebanks, and other Similar People: The Regulation and Role of itinerant Practitioners in Early Modern Italy,” Social History 20 (1995): 291-231.

Discussion Questions What is meant by a patient being “medically promiscuous?” Do you think Gentlicore’s model of medical pluralism is effective in capturing the diversity of

practitioners and practices? Why or why not?

Further Readings:W. Eamon, Science and the Secrets of Nature: Books of Secrets in Medieval and Early Modern Culture (Princeton: Princeton University Press, 1996).

D. Gentilcore, Healers and Healing in Early Modern Italy (Manchester: Manchester University Press, 1998).

D. Gentilcore, From Bishop to Witch: The System of the Sacred in Early Modern Terra d’Otarnto (Manchester: Manchester University Press, 1992).

D. Gentilcore, Medical Charlatanism in Early Modern Italy (Oxford: Oxford University Press, 2006).L. Roper, Oedipus and the Devil: Witchcraft, Sexuality and Religion in Early Modern Europe (London: Routledge, 1994).

K. Park, Doctors and Mediine in Early Renaissance Florence (Princeton: Princeton University Press, 1985).

M. Pelling and C. Webster, “Medical Practitioners,” in C. Webster (ed.), Health, Medicine, and Mortality in the Sixteenth Century (Cambridge: Cambridge University Press 1985), 165-236.

G. Pomata, Contracting a Cure: Patients and Healers, and the Law in Early Modern Bologna (Baltimore: John Hopkins University Press, 1998).

P.E. Pormann, “The Physician and the Other: Images of the Charlatan in Medieval Islam,” Bulletin of the History of Medicine 79 (2005): 189-227.

Robert Ralley, “Medical Economies in Fifteenth Century England,” in Mark Jenner and Patrick Wallis (eds.), Medicine and the Market in England and its Colonies, c.1450-1850 (New York: Palgrave Macmillian, 2007), pp.24-46.

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V. Nutton, “Healers in a Medical Market Place: Towards a Social History of Greco-Roman Medicine,” in A. Wear (ed.), Medicine in Society (Cambridge: Cambridge University Press, 1992), 15-58.

WEEK 12. THE RENAISSANCE ANATOMICAL THEATRE TUESDAY DECEMBER 3

· dissection· Renaissance humanism · practical medicine · Vesalius · folios · illustrations and woodcuts ·

Readings:Andrea Carlino, “Representing the Body: The Visual Culture of Renaissance Anatomy” in Paper Bodies: A Catalogue of Anatomical Fugitive Sheets (London: Wellcome Institute for the History of Medicine, 1999), pp.1-45.

Nancy G. Siraisi, “Vesalius and the reading of Galen's teleology,” Renaissance Quarterly 50 (1997): pp. 1-37.

Andreas Vesalius, “To the Divine Charles V,” “Preface,” and “Instructions to the Printer,” and various woodcuts in de Humani corporis fabrica (1543). http://www.nlm.nih.gov/exhibition/historicalanatomies/vesalius_home.html

Tutorial Questions: Do you consider Vesalius to be a “true Galenist?” Why or why not? What features do you notice in Vesalius’ instructions to his printer? Why do you think these

instructions were important? How have representations of the body transformed in Renaissance medicine? How do the

representations differ from medieval accounts of the body?

Further Readings:A. Carlino, Books of the Body: Anatomical Ritual and Renaissance Learning (Chicago: University of Chicago Press, 1999).

A. Cunningham, The Anatomical Renaissance: The Resurrection of the Anatomical Projects of the Ancients (Aldershot: Scholar Press, 1997).

G. Ferrari, “Public Anatomy Lessons and the Carnival: The Anatomy Theatre of Bologna,” Past and Present 117 (1987): 50-106.

R. French, Dissection and Vivisection in the European Renaissance (Aldershot: Ashgate, 1999).

M. Kemp, “The Mark of Truth; Looking and Learning in Some Anatomical Illustrations from the Renaissance and the Eighteenth Century,’ in W. Bynum and R. Porter (eds.), Medicine and the Five Senses (Cambridge: Cambridge University Press, 1993), 85-121.

K. Park, “The Life of the Corpse: Division and Dissection in Late Medieval Europe,” Journal of the History of Medicine 50 (1995): 111-132.

K. Park, “The Criminal and the Saintly Body: Autopsy and Dissection in Renaissance Italy,” Renaissance Quarterly 47 (1994): 1-33.

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K.M. Reeds, “Renaissance Humanism and Botany,” Annals of Science 33:6 (1976): 519-542.

N. Siraisi, Avicenna in Renaissance Italy: The Canon and Medical Teaching in Italian Universities after 1500 (Princeton: Princeton University Press, 1981).

N. G. Siraisi, “The Uses of Anatomy,” in The Clock and the Mirror: Girolamo Cardano and Renaissance Medicine (Princeton: Princeton University Press, 1997), 93-118.

FINAL ESSAY ASSIGNMENT DUE VIA EMAIL DECEMBER 10 BY 5:00PM

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