Open for Interpretation: Squeezing more use out of our collections

We've been preparing for three exhibits, one opened last week and two others are fast approaching:

September 24: Parallel exhibits on the early history of American Medical Women’s Association and American Women’s Hospital Service, developed through the hard work of excellent intern Alex Miller -- that's Alex setting up the case in the photo. Exhibit in our lobby.

October 6: Changing the Face of Medicine, a traveling exhibit put together several years ago by the National Library of Medicine (online exhibition at NLM) that uses a lot of our collection material. We'll be supplementing the traveling component with a couple exhibit cases of original items.

October 21: Kickoff event and exhibit associated with the conference for the far-reaching Vision 2020 gender equality initiative. At the National Constitution Center in Philly.

"Interpretation," if you aren't familiar with it, is a term most often used by museum folks. That's an understatement: Interpretation is the word that drives museum folks. It refers to selection of artifacts and archives to illustrate a certain theme or story.

Interpretation is the process that uses a story to connect the stuff to the audience.

Two different groups of archival materials could be used to illustrate the same story. Or one group of materials could illustrate multiple stories.

As an archivist, I love interpretation:

1. Interpretation creates use: We're not waiting for the researchers to come to us, we're getting out into the physical and online communities to bring the stories to them. The wonderful thing is that interpretative cycles back onto itself -- the increased awareness leads to more researchers becoming interested and can even result in new donations of archival materials.
2. Interpretation creates a story: People love stories about people and events. And our collections are full of stories of people who have the grit and gumption (dagnabbit) to actually inspire people. Exhibits and other outreach efforts make these stories relevant to people's lives.
3. Interpretation is creative: It is challenging and fun to create something that tells a story, uses historical documents and artifacts, and appeals to a wide audience. Interpretation allows us to be partial and to tell a story from a certain point of view. Haha! Take that, objectivity!

As I understand it -- I'm new here by the way -- this sort of exhibit development is not something we've been intensively involved in until recently. But as of late, we're all about interpretation. In addition to these three exhibits, we have our upcoming planning grant to use online archives in Grades 6-12 (more about this is a previous post).

I love researchers, they're probably my favorite part of the job, but I think interpretation, outreach and education are the direction archival repositories need to go to really be valuable to society. For every 10 researchers who use our collections in-depth, we might have hundreds or thousands of users of our exhibits or teacher materials. The wonderful thing is that this isn't an either-this-or-that calculation, we can do both. We should do both. And both feed into each other: Use begets use.

Want to see these exhibits? Well you've got me there...you'll have to visit the places they're installed. Or you can wait until we get our online exhibit space up and running (using Omeka, for those of you who are interested).

Job Opening at the Legacy Center

We have begun our search for a new archivist to replace the recently vacated Assistant Archivist position. This position is being re-titled "Archivist."

The position scope covers reference and outreach and the Archivist provides both public and technical support in the overall management of the archives. This is a full-time, year-round position reporting to the Center's Director, working closely with other senior staff and providing some supervision to student workers. The Legacy Center is located on the Queen Lane campus in East Falls.

The Legacy Center contains the records of the Woman’s Medical College of Pennsylvania, Hahnemann Medical College, and their predecessor and successor institutions, including Drexel University College of Medicine. The Special Collections comprise materials documenting the history of women in medicine, women’s health and homeopathy. The Center is a core program of the College of Medicine’s Institute for Women’s Health and Leadership.

RESPONSIBILITIES

The Archivist is the key responder to reference requests and is charged
with establishing positive relationships with users and providing
productive research experiences:

• works on-site and remotely with researchers to provide professional reference service;
  
• oversees scanning and photocopying requests;
• manage rights and reproductions for requested collection materials;
• improves and maintains work flows.

The Archivist develops and maintains projects designed to broaden and
increase usership:

• maintains the Archives blog;
• utilizes electronic information and networking tools;
• develops and maintains physical and electronic exhibits or oversees such projects;
• supports history outreach efforts related to the Institute for Women's Health and Leadership;
• represents the Center at local, regional and national meetings.

The Archivist contributes to physical and electronic collections
management:

• accessions incoming materials;
• retrieves new collection material;
• works with team in decision-making regarding processing collections;
• works with team in establishing electronic records protocols;
• assists in supervision of student workers.

QUALIFICATIONS
Master's degree in Library and Information Science, History or Public
History or other appropriate degree, with an archives concentration
preferred. A minimum of two years archival experience is required.
Experience is necessary in conducting reference work in an archives or
library setting and in implementing archival description standards,
procedures and best practices.

Deft command of desktop computing skills and strong technical
orientation are necessary; demonstrated experience or familiarity with
various information systems and services including the application of
social networking tools in an archival setting is highly desirable. Experience blogging is also a welcomed asset.

The successful candidate will demonstrate initiative, excellent organizational skills, strong interpersonal and communication skills and be able to lift 40 lb. boxes.

SALARY: $40,000 - $44,000

TO APPLY
Please send letter of interest, resume and 3 references to Margaret Graham, mgraham@drexelmed.edu

This announcement can also be viewed at www.drexelmedjobs.com – click search postings – and choose 'Archivist' from Job Title drop down box.

So Long, Farewell, Auf Wiedersehen, Good-bye

It's true - we made it through each part of the move, including leaving the old building, getting into the new building, moving collections from two off-site facilities and remediating the worst of the Iron Mountain failures - but the economy is driving our team apart.

I'm off to new adventures of a non-archival nature; finances compel me to resume my previous IT career.  The archival profession as a whole should have an open discussion about why a career that requires at least one (and often more) advanced degrees and a high degree of technical skill typically pays so poorly; hopefully, at some point in the future, that will change.

While that will not happen soon enough for me, I can say unreservedly that I've had a blast in this profession, and especially here at Drexel - how many jobs combine detective work, fun with history, techie buzz and all-around camaraderie with an amazing team? 

And my work will stay with me - when last in Seattle, I noted places where Amy Kaukonen (WMC 1915) had lived and worked in that city, and I can answer just about any question you might pose about the evolution of women in medicine (or at least point you to someone who might know where else to look for details - why not start with The Chaff?).  When looking for pet names, my first impulse is now to honor an early woman doctor - it's no doubt a modern manifestaiton of Jeremy Bentham naming his cat The Reverend Sir John Langbourne, DD (perhaps this happens to other UCL alums as well?) - although I would maintain that Anna M. Longshore-Potts, MD, is much easier to remember.

It's also been interesting to see how many search results we get from middle schools, especially those looking for information on women doctors during the civil war, such as Mary Edwards Walker, and those looking for Rebecca Cole and Eliza Grier.  It's especially encouraging in light of the planning grant we recently received to develop more content (and context) for this age group - something I'll be keeping tabs on from afar.

I look forward to a future blog post when the Correspondenzblatt der Homoeopathischen Aerzte goes online - while I may be moving on, this blog will be in the extremely capable (if very busy) hands of other members of the department, so do continue to follow along.  Hopefully, there will be a new hire announcement in the near future (and I'll try not to leave anything too strange for that person in my soon-to-be-former office - we've got enough of that sort of thing in the stacks).

And here are a few other takeaways –

• Someone should research and write a real biography of Emeline Horton Cleveland (pictured).
• Planning to move your archives is nearly as hard as actually moving your archives.
• Nineteenth-century medical theses are fascinating – especially this one.

With that, I must say farewell - it's been a wonderful opportunity to share some of our work here with you, and I'll continue to keep an eye on future developments.  Watch for more to come!

A Bit of Good News

We're getting a Pew grant! The hard work of our crack grant-writing team^* paid off and the Pew Center for Arts & Heritage awarded us a $75,000 Interpretation Planning grant to support the development of interactive online programs for young audiences based on our collections.

This will not be the first time we've looked beyond our usual academic researcher demographic and aimed for younger audiences; in 2006, we received a History Channel grant that led to a relationship with the Philadelphia High School for Girls. Using primary sources from the collection, the students learned about women in medicine by looking at the long history of Girls' High graduates attending the Woman's Medical College of Pennsylvania.

This time around, the focus is on 'serious play' (which, pictured at right, was rather different in the 1880s) - reaching students in grades 6-12 through online games and interactive features that incorporate original documents and photos. The spotlight remains on the history of women in medicine (as well as Philadelphia's place in medical history), but the project should lead further into digital humanities directions. You can keep up to date on our progress via our new Twitter account - feel free to follow along!

^*All three of them

Could Catharine Macfarlane's work have lengthened Ada Lovelace's life?

One more post in honor of Ada Lovelace Day, who connects to many women in many different ways. I’m connecting Ada with Dr. Catherine Macfarlane. Had Ada been born a bit later, or Catherine Macfarlane earlier, Ada’s life may have lasted longer than her short 36 years.

Ada Lovelace died fairly young of cancer, in 1852. Some sources say uterine cancer specifically and some say she was bled to death in treating her illness.

The same year of Ada’s death, when women had few options for medical training, the Female Medical College of Pennsylvania (later Woman’s Med) graduated its first class of eight women physicians. Its 46th class of women physicians graduated in 1898 and included Catherine Macfarlane.

Class of 1898, Woman's Medical College of Pennsylvania (unfortunately Macfarlane is missing from the photograph).

Macfarlane practiced and taught obstetrics and gynecology in Philadelphia and in time turned to research. Her work led to a theory that regular examination of women in apparent good health would be the best method to detect cancer in its early stages when it was most treatable. Initially, her theories were not popular and she had little support for her research.

In 1938 she co-founded the Cancer Control Research Project at Woman’s Med where women patients came in for regular pelvic examinations. The clinic was planned to run for five years but ultimately covered a fifteen-year period, providing data from over one thousand women. The project’s 1953 findings supported Macfarlane’s theory and indicated that regular exams could help detect cancer of the uterus early on. Macfarlane then helped establish the first uterine cancer screening in Philadelphia, one of the earliest programs in the country.

Drs. Catharine Macfarlane and Margaret Sturgis in the Cancer Prevention Clinic, 1953.

Had Catherine Macfarlane been born earlier, would her work have changed the outcome of Ada Lovelace’s illness? In Lovelace’s era, women had almost no support for studying medicine; even in Macfarlane’s time, she was discouraged in pursuing her research. However, perhaps Lovelace’s passion and interest fanned the development of schools educating women, attitudes about women’s health, and ultimately, Macfarlane’s groundbreaking work in early cancer detection.

Catharine Macfarlane and Frank Hartman in front of cancer poster.

Ada Lovelace Day: A Visit from Marie Curie

In honor of Ada Lovelace Day, we look back at May 23, 1921, when the Woman's Medical College of Pennsylvania hosted a distinguished visitor – Marie Curie.

Dean Martha Tracy (herself a WMC alumna, class of 1904) spoke at the occasion:

"…it is singularly appropriate that the Woman’s Medical College of Pennsylvania, firm in its hard-won position in the first rank of American medical schools, should greet with profound sympathy and due reverence this woman citizen of a fellow-republic who has likewise won through years of self-sacrificing devotion to research her deserved position as the foremost of living scientists."

Curie was granted an honorary degree – but she herself was absent on that day due to illness (only the year before, she had begun to experience symptoms caused by exposure to radioactivity). In her place, her daughter Irène Curie accepted the honor; Mme. Curie recovered the next day, and a student took a photograph of her with Dr. Tracy to document her visit to the College.

Of course, the visit was not simply a social call – Mme. Curie was on a fundraising tour. Through a campaign organized by Marie 'Missy' Mattingly Meloney, editor of The Delineator, a popular women's magazine, more than $100,000 was 'raised by women' and Mme. Curie was presented with a gram of radium by President Harding 'on behalf of the women of America.'

The Medical Woman's Journal also documented the endeavor it described the lack of radium in post-war France and Mme. Curie's financial position:

"Madame Curie is a teacher of science and she has a teacher's salary. She is one of the richest women in the world in scientific lore, but she has given the fruits of her labor to her laboratory. So she could not afford to travel westward."

In a later issue, Madame Curie's trip and the overall fundraising effort were described in an editorial as 'Women's Gift to a Woman for the Benefit of Mankind' - it went on to note that:

"Every progressive step taken by women has been secured by fighting against custom and prejudice; it has been a continual revolt against the established order. That is the reason women make such good revolutionists."

For thousands of other blog posts on women in science and technology, check out Finding Ada - and for more on the Woman's Medical College of Pennsylvania, follow us on Twitter. Thanks for visiting!

From the Collections: Constant Diversity?

The Woman's Medical College of Pennsylvania had a long tradition of diversity; in addition to opening the doors to a formal medical education to American women of many backgrounds, including a former slave like Dr. Eliza Grier, it also helped to educate women from around the world - and that's back when it was such an usual move that international students made headlines, just for coming. In 1885, there were three such 'exotic' women attending WMC at the same time - Dr. Anandibai Joshee, class of 1886, who was the first Indian woman to earn an MD; Japan's Dr. Kei Okami, class of 1889, and Dr. Sabat Islambooly (yes, it's a typo on the caption - and a very old one), class of 1890, from Syria - so naturally, a photograph was taken to honor the occasion:


By 1904, the College could boast alumnae hailing from '...Canada...Jamaica, Brazil, England, Sweden, Denmark, Switzerland, Russia, Syria, India, China, Japan, Burmah, Australia, and the Congo Free State. Its living alumnae number about a thousand, and are found in nearly every part of the American republic and in many foreign countries, among them Egypt, India, China, Japan, Persia and Korea.'


Indeed, in the early twentieth century, the press loved nothing more than featuring women medical students from around the world in their native costumes - this example is from 1928 (although perhaps what is more interesting is that as late as 1928, a newspaper with a general readership could make a pop culture allusion to Gilbert & Sullivan and have it understood):


While a commitment to diversity waxed and waned throughout the years, it is interesting to note that it was strong in a very public way, at a time when it was not necessarily a popular stance. At the height of the Second World War, WMC admitted students from Japanese internment camps, although it is clear from a few not-so-subtle hints in the Faculty Minutes that not everyone was happy about their presence - one of them was nearly forced out on several occasions, and made to repeat work - all while being closely monitored.

But even within the wartime Japanese-American community at WMC (admittedly, a very small one), there was no single path that defined their experiences. Dr. Toshiko Toyota began her studies with the class of 1943, but the resulting chaos surrounding some Japanese-American students (and not a little suspicion from someone in the faculty - it seems from existing records that her time as a student was made as difficult at possible) delayed her schoolwork and pushed her into the class of 1944.

By contrast, Dr. Emma Hatayama, class of 1945, started at WMC in 1941; she had been advised as an undergrad to apply to east coast medical schools because of the increasing suspicion with which Japanese-Americans were viewed in the west, even prior to 1941 - but according to her oral history, she managed to avoid many of the tribulations other Japanese-American students suffered, largely by being in the right place at the right time - as she started her medical education on the east coast prior to the US entering the war, she was not subject to the restrictions placed on others.

Dr. Mary Sakaguchi Oda, class of 1946, was the sole Japanese-American student in her class; she was in medical school at UC Berkeley when war broke out; a California native, she was sent with her family to Manazar War Relocation Center in 1942, where Ansel Adams them (and where they suffered a number of family tragedies in 1944). After graduation, she returned to California to practice medicine.

Dr. Ruby Inouye, from Seattle, had been a pre-med student at the University of Washington in 1941; after the attack on Pearl Harbor, she found herself in the Minidoka War Relocation Center in Idaho with her family. In 1943, she was able to transfer to the University of Texas to complete her undergraduate education - while her family stayed behind in the camp. Organizations such as the National Japanese American Student Relocation Council worked to find places for Japanese-American college students at universities outside the 'restricted area' - and families who would house and 'monitor' them as required by the terms of their release from the camps. She arrived at WMC in 1944.

But Dr. Inouye was not the only Japanese-American student accepted in 1944 - Dr. Kazuko Ono (later Bill, whose family was in an internment camp in their home state of California, and whose education had been similarly interrupted) started at the College the same year. They are pictured together here in a College event from 1947:


In a class of fewer than 35 students, two who required considerable 'extra' administrative work certainly stood out - and it is interesting that there is no record of any Japanese-American student coming across discrimination from the faculty after Dr. Toyota's experience.

It's not clear whether she was simply the victim of bad timing or a particular individual with a grudge - but she and her fellow Japanese-American students went on to successful careers after graduation, although some continued to face discrimination in the years immediately following the war; but whether that was down to racism or sexism (or both) is another question entirely.