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Before 1850, the field of medicine was almost completely closed to women. In 1850, a group of radical reformist male Quaker physicians and associates founded the Female Medical College of Pennsylvania to offer formal medical training to women. By the 1890s, under the guidance of a series of pioneering women deans, the school grew into a progressive medical collegem re-named the Woman's Medical College of Pennsylvania (WMC). This development occurred despite the stubborn and at times near violent opposition of most of the male medical community of Philadelphia.
Josephine McCarty had many identities. But in Albany, New York, she was known as "Dr. Emma Burleigh," the abortionist of Howard Street. On January 17, 1872, McCarty boarded a streetcar in Utica, New York, shot her ex-lover in the face, and disembarked, unaware that her bullet had passed through her target's head and into the heart of the innocent man sitting beside him. The unlucky passenger died within minutes. Josephine McCarty was arrested for attempted murder and quickly became the most notorious woman in central New York. The Abortionist of Howard Street was, however, far more than a murderer. In Maryland she was "Johnny McCarty," a blockade runner and spy for Confederate forces. New Yorkers whispered of her as a mistress to corrupt Albany politicians. So who was she? The prosecution in her murder trial claimed she was a calculating and heartless operative both in the bedroom and in her public life. Or was she the victim of ill fortune and the systemic weight of misogyny and male violence? The answer, of course, was not as simple as either narrative. In this absorbing and rich history, R.E. Fulton considers the nuances of Josephine McCarty's life from marriage to divorce, from financial abuse to quarrels with intimate partners and more, trying to decipher the truth behind the stories and myths surrounding McCarty and what ultimately led her to that Utica streetcar with a pistol in her dress pocket. In The Abortionist of Howard Street, Fulton revisites a rich history of women's experience in mid-nineteenth century America, revealing McCarty as a multifaceted, fascinating personification of issues as broad as reproductive health, education, domestic abuse, mental illness, and criminal justice.
In the late nineteenth century, medical educators intent on transforming American physicians into scientifically trained, elite professionals recognized the value of medical school design for their reform efforts. Between 1893 and 1940, nearly every medical college in the country rebuilt or substantially renovated its facility. In Building Schools, Making Doctors, Katherine Carroll reveals how the schools constructed during this fifty-year period did more than passively house a remodeled system of medical training; they actively participated in defining and promoting an innovative pedagogy, modern science, and the new physician. Interdisciplinary and wide ranging, her study moves architecture from the periphery of medical education to the center, uncovering a network of medical educators, architects, and philanthropists who believed that the educational environment itself shaped how students learned and the type of physicians they became. Carroll offers the first comprehensive study of the science and pedagogy formulated by the buildings, the influence of the schools’ donors and architects, the impact of the structures on the urban landscape and the local community, and the facilities’ privileging of white men within the medical profession during this formative period for physicians and medical schools.
This book brings together the work of eleven leading international scholars to map the contribution of teaching Sisters, who provided schooling to hundreds of thousands of children, globally, from 1800 to 1950. The volume represents research that draws on several theoretical approaches and methodologies. It engages with feminist discourses, social history, oral history, visual culture, post-colonial studies and the concept of transnationalism, to provide new insights into the work of Sisters in education. Making a unique contribution to the field, chapters offer an interrogation of historical sources as well as fresh interpretations of findings, challenging assumptions. Compelling narratives from the USA, Canada, New Zealand, Africa, Australia, South East Asia, France, the UK, Italy and Ireland contribute to what is a most important exploration of the contribution of the women religious by mapping and contextualizing their work. Education, Identity and Women Religious, 1800–1950: Convents, classrooms and colleges will appeal to academics, researchers and postgraduate students in the fields of social history, women’s history, the history of education, Catholic education, gender studies and international education.

Hearings

United States. Congress. House. Committee on Agriculture

Published: 1971

Total Pages: 1932


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