Francis F. Maury, M.D. (1840 to 1879): an often forgotten pioneer in early American surgery.

Francis F. Maury (Fig. 1) was born on August 9, 1840, in Danville, Kentucky, where he was raised on a farm by his mother and father. His father was an Episcopal clergyman of Huguenot descent, whose forefathers had fled from France to escape religious persecution. After receiving a Bachelor of Arts degree from Center College in the summer of 1860, he entered medical school at the University of Virginia. After one full term, he matriculated to Philadelphia’s Jefferson Medical College and completed his medical education as a private student under the direction of Dr. Samuel D. Gross.1, 2 He obtained his Doctorate of Medicine in March of 1862 at the age of only 21 years. Such were his talents as a medical student that he was appointed resident physician at the Philadelphia Hospital one month before his graduation. Although he spent only one year there, he developed a reputation as a tireless, devoted, and charming surgeon. In April 1863, Maury was assigned to duty at the South Street General Hospital to serve as acting assistant surgeon in the U.S. Army for two years. In October 1863, he was appointed assistant professor to Dr. Gross and six months later became chief of Dr. Gross’ surgical clinic at Jefferson Medical College. In November 1865, at the age of only 25 years, he returned to the Philadelphia Hospital, where he was appointed one of the chief surgeons on the retirement of Dr. Gross from that institution. In April of 1866, Maury founded the Summer Course on Venereal and Cutaneous Diseases in the Jefferson Medical College, where he taught until his death.1 Although Maury did not consider himself a dermatologist, his expertise in this emerging field was widely recognized

Oral History Project World War II Years, 1941-1946 - Maurice Raether

Maurice “Maury†Raether was born on 10 July 1910 on a farm near Green Bay, Wisconsin, and for a number of years attended school in a nearby town. He lived and worked on the farm until 1928, when he left for Duluth, Minnesota, where he lived throughout the war years. Maury drove a milk wagon for a local dairy from 1928-37, then worked 14 years for the Duluth Transit Authority as a bus driver. Aged 31 and with three children when the war started, he wasn’t drafted to serve during the war. Maury later went to work for a local railway, finally retiring from the Duluth-Winnipeg Railway in 1975. He married Signe (d. 2000) in 1935; they had four children, three of whom were born before the US entered the war in December 1941. At the time of this interview, Maury Raether lived in a log house outside the small town of Esko, Minnesota, and kept busy with his garden and woodworking projects. Maury passed away on 1 January 2008, aged 97. In this interview, Maury provides insights on working, rationing of different consumer goods, wages and prices, and changes in Duluth during the war years

Oral History Project World War II Years, 1941-1946 - Maurice Raether

Maurice “Maury†Raether was born on 10 July 1910 on a farm near Green Bay, Wisconsin, and for a number of years attended school in a nearby town. He lived and worked on the farm until 1928, when he left for Duluth, Minnesota, where he lived throughout the war years. Maury drove a milk wagon for a local dairy from 1928-37, then worked 14 years for the Duluth Transit Authority as a bus driver. Aged 31 and with three children when the war started, he wasn’t drafted to serve during the war. Maury later went to work for a local railway, finally retiring from the Duluth-Winnipeg Railway in 1975. He married Signe (d. 2000) in 1935; they had four children, three of whom were born before the US entered the war in December 1941. At the time of this interview, Maury Raether lived in a log house outside the small town of Esko, Minnesota, and kept busy with his garden and woodworking projects. Maury passed away on 1 January 2008, aged 97. In this interview, Maury provides insights on working, rationing of different consumer goods, wages and prices, and changes in Duluth during the war years

Matthew F. Maury School, 1934-1970: A case study in educational innovation

The investigation of Maury Elementary School in Richmond, Virginia addressed the establishment of a non-traditional model school in a conservative city not directly supportive or progressive education ideology. A case study approach was taken to investigate the interrelated questions of explaining the success and longevity of Maury School and of determining to what extent Maury School was a faithful implementation of the tenets of progressive education.;The study contributes to an understanding of the development of an innovative school, to progressive education, and to the diffusion and integration of educational theory and reform. Historical methodology was used; data were drawn from both published and unpublished primary and secondary sources and oral histories.;The progressive education movement was characterized by essential features and practices by which a school could be considered to be progressive. A description of the program developments at Maury revealed that the features of progressive education were established in the practical and philosophical functions of the school from 1934 until the school was closed in the summer of 1970.;The best explanation for the existence of Maury School was found to be an interrelated set of factors. The effective leadership of Principal Etta Rose Bailey was a key factor in the origin, development, and maintenance of the school. The long tenure of her principalship was a sustaining force in rooting and maintaining innovation. The school had an identity which separated it from the school system. The hierarchical structure of the system allowed the principal and the staff the autonomy to develop an innovative program. The innovations were not labeled as progressive education by the Maury staff, which enabled the program to outlive the movement itself. A unique culture was developed and sustained by the programs and practices.;From the case study of Maury Elementary School, where educational innovation was a local phenomenon limited to one school, inferences may be drawn regarding the effects of the progressive education reform movement in Richmond, Virginia. Additional study is recommended to determine if innovation can sustain itself without the continuity of strong leadership provided by a key figure at the location of the innovation