Editing History of anatomy (section)

===Anatomical theatres===
<gallery>
File:Woodcut of anatomical dissection. Wellcome M0011499.jpg|A woodcut of an anatomical dissection, from 1493
File:An anatomical dissection being carried out by Andreas Vesali Wellcome V0010413.jpg|An anatomical dissection being carried out by Andreas Vesalius, 1543
Image:Rembrandt - The Anatomy Lesson of Dr Nicolaes Tulp.jpg|''[[The Anatomy Lesson of Dr. Nicolaes Tulp]]'', by [[Rembrandt]], 1632
File:Dr_Deijman’s_Anatomy_Lesson_(fragment),_by_Rembrandt.jpg| ''[[The Anatomy Lesson of Dr. Deijman]]'' by [[Rembrandt]], 1656
File:Rembrandt van Rijn 193.jpg|Sketch of the Preceding painting ''The Anatomy Lesson of Dr. Deijman''
File:A depiction of an anatomical theatre.jpeg|An Anatomical Theatre In Leiden, 1616
Image:cruelty4.JPG|''The reward of cruelty'' (Plate IV) by William Hogarth 1751 
</gallery>
In the late 16th century, anatomists began exploring and pushing for contention that the study of anatomy could contribute to advancing the boundaries of natural philosophy. However, the majority of students were more interested in the practicality of anatomy, and less so in the advancement of knowledge of the subject. Students were interested in the technique of dissection rather than the philosophy of anatomy, and this was reflected in their criticism of Professors such as Girolamo Fabrici.<ref name=":02"/>

[[Anatomical theatre]]s became a popular form for anatomical teaching in the early 16th century. The [[University of Padua]] was the first and most widely known theatre, founded in 1594. As a result, Italy became the centre for human dissection. People came from all over to watch as professors taught lectures on the [[human physiology]] and anatomy, as anyone was welcome to witness the spectacle. Participants "were fascinated by corporeal display, by the body undergoing dissection".<ref name="Klestinec">{{cite journal|last=Klestinec |first=Cynthia |title=A History of Anatomy Theaters in Sixteenth-Century Padua|journal=Journal of the History of Medicine and Allied Sciences |year=2004 |volume=59 | issue = 3 |pages=375–412 |doi=10.1093/jhmas/59.3.375|pmid=15270335 }}</ref> Most professors did not do the dissections themselves. Instead, they sat in seats above the bodies while hired hands did the cutting. Students and observers would be placed around the table in a circular, stadium-like arena and listen as professors explained the various anatomical parts. As anatomy theatres gained popularity throughout the 16th century, protocols were adjusted to account for the disruptions of students. Students moved beyond simply being eager to participate, and began stealing and vandalizing cadavers. Students were thus instructed to sit quietly and were to be penalized for disrupting the dissection. Moreover, preparatory lectures were mandatory in order to introduce the "subsequent observation of anatomy". The demonstrations were structured into dissections and lectures. The dissections focused on the skill of autopsy/vivisection while the lectures would center on the philosophical questions of anatomy. This is exemplary of how anatomy was viewed not only as the study of structures but also the study of the "body as an extension of the soul".<ref>{{Cite journal|last=Klestinec|first=Cynthia|year=2004|title=A History of Anatomy Theaters in Sixteenth-Century Padua |journal=Journal of the History of Medicine|volume=59|issue=3|pages=391–392|doi=10.1093/jhmas/59.3.375|pmid=15270335}}</ref> The 19th century eventually saw a move from anatomical theatres to classrooms, reducing "the number of people who could benefit from each cadaver".<ref name="Siddiquey 2009" />