Download Medicine in the Making of Modern Britain: 1700-1920 by Christopher Lawrence PDF
By Christopher Lawrence
Christopher Lawrence's serious evaluation of medicine's position within the improvement of contemporary Britain examines the importance of the medical come across in modern society.
* first brief synoptic research of its type
* breaks new floor by way of bringing jointly specialized scholarship right into a extensive argument
* indicates how the clinical career created a truly particular position for itself
* relates drugs to normal social coverage
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Extra info for Medicine in the Making of Modern Britain: 1700-1920 (Historical Connections)
Example text
In the 1830s healers presented their credentials as herbalists, electricians, phreno-mesmerists, and increasingly, as in the case of the Coffinites (followers of the medical botanist Albert Isaiah Coffin), as importers of American fashions (Cooter 1988). Likewise, in both periods, domestic medical texts and advice manuals flooded the market. Yet there were important differences between the Victorian and the earlier Georgian world. In the Enlightenment, the medical market place was the hunting ground of the individual entrepreneur.
Of course not all general practitioners endorsed phrenology, still less its most radical versions. Many general practitioners embraced conservative philosophies hostile to phrenology, Tory paternalism or evangelicalism for example (Hilton 1988). Here they were at one with medical élite. Phrenology did not flourish in the University of Edinburgh or at the Colleges of Surgeons or Physicians, far from it, but in the extramural classes of the northern capital and in the private London medical schools (although not those attached to the great hospitals).
From this position we can see that the most humble country surgeon and the most exalted hospital physician shared a number of assumptions, notably that attendance at medical classes, hospital experience and a qualification were the prerequisites of proper practice. Although there was division over what particular elements a medical education should contain, the broad outlines were rarely contested. All agreed that scientific knowledge was fundamental to sound practice, even though what should constitute that knowledge was subject to great dispute.