This past weekend I had the pleasure of
attending the sixteenth annual meeting of the Southern Association
for the History of Medicine and Science (SAHMS).
First: a word on pronunciation: is it
SAHMS, with a long “a”, or SAHMS with a short “a”, pronounced
like the name, Sam? There seemed to be some difference of opinion on
this.
At any rate, this conference was a lot
of fun for me: I presented a paper on my dissertation research on
acupuncture, which was well-received despite a technology snafu and
the fact that at the time, I was recovering from a really nasty chest
cold. I met some delightful people who are all working on really
engaging topics. I got to hang out with an old friend from my days at
the Indiana Medical History Museum (IMHM). AND I got to look at some
really cool stuff, such as these things, in the library of the St. Louis College of Pharmacy. (Top: a 19th century illuminated pharmacy sign; below: a pharmaceutical lozenge maker)
Here’s what I love about history of
medicine folks: even those of us who engage with esoteric theories or
talk about abstract concepts concerning the definitions of medicine,
the body, and disease – we all love material culture. We’re all
aware of medical technology and how individuals experience objects
through their encounters with medicine and therapeutics.
And that’s one theme I want to
explore in this blog: the relationship between material objects and
the way we do history. How do we integrate the wealth of materia
medica that exists into our teaching and research? There are entire
museums dedicated to the history of medicine, displaying antiquated
medical equipment, patent medicines, and bizarre therapeutic devices.
How can we engage with these materials without reducing them to the
status of Medical Oddity of the Week.
Here’s an example: I used to teach
Survey of American History 1 (the colonial era through
Reconstruction) at a community college in Indianapolis, and when we
came to the Civil War, I would borrow a field amputation kit from the
IMHM to bring to class. During my lecture on battlefield medicine, I
would take the kit out and show the various implements - the bone
saw, the trephine, the various scalpels for slicing through skin
and muscle and tendons. Some of the students were wowed by this, some
of them turned a little green around the gills.
But it was amateur hour. An exercise in
the macabre: “look at this gruesome instrument! Think about where
it has been!” What did my students learn from this? That life in
the past was harsh, brutish, and short? That their history teacher
had gone mad and was waving around dangerous sharp objects that might
still carry the germs of tetanus or worse?
How could I have done better with these
objects? We could have discussed how this was the best care available
and the ways in which the instruments would be used. Or how the
amputation kit was designed to be compact and easy to carry while
still containing all the necessary implements a surgeon would need to
carry out any form of amputation quickly and efficiently. Or I could
have brought in primary sources that discussed the experience of
battlefield surgery, as a way of more fully understanding the
experience of medicine in the Civil War.
Using objects is more than just Show and Tell. It's an opportunity to bring physical stuff from the past into the present and to think about how the context of the everyday frames individuals' experiences of that stuff.