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We are our bodies. | 0:00:10 | 0:00:11 | |
We see the outside all the time, | 0:00:13 | 0:00:15 | |
but that's less than half the story - | 0:00:15 | 0:00:17 | |
the surface, the exterior. | 0:00:17 | 0:00:20 | |
We know far less about what's inside. | 0:00:20 | 0:00:23 | |
Heaven forbid that we should actually see our insides. | 0:00:25 | 0:00:29 | |
Most people go through their life without getting a look | 0:00:29 | 0:00:31 | |
at their organs, and for good reason. | 0:00:31 | 0:00:34 | |
My lungs and kidneys and heart | 0:00:34 | 0:00:36 | |
and bones and muscles, arteries and veins, they do their jobs unseen. | 0:00:36 | 0:00:41 | |
But for the anatomists, the doctors and artists who have struggled | 0:00:41 | 0:00:46 | |
for centuries to understand how our bodies actually work, | 0:00:46 | 0:00:49 | |
getting inside - dissection - was vital. | 0:00:49 | 0:00:53 | |
In this five-part series, | 0:00:57 | 0:00:59 | |
I'll be investigating the beautiful synthesis between discoveries | 0:00:59 | 0:01:02 | |
in anatomy and the works of art that illustrate them. | 0:01:02 | 0:01:06 | |
As a scientist myself, | 0:01:07 | 0:01:09 | |
and someone who is fascinated by anatomical images, I want | 0:01:09 | 0:01:13 | |
to find out exactly how anatomy has inspired art and art, anatomy. | 0:01:13 | 0:01:19 | |
And it is going to be my privilege to see some of the greatest | 0:01:21 | 0:01:24 | |
works of art in the world. | 0:01:24 | 0:01:26 | |
In the 17th century, the Netherlands experienced an artistic | 0:01:30 | 0:01:33 | |
and scientific renaissance. | 0:01:33 | 0:01:35 | |
During this Dutch Golden age, | 0:01:35 | 0:01:38 | |
anatomy became not only the cutting edge of science, | 0:01:38 | 0:01:41 | |
but fashionable as well, and it inspired some of the most beautiful | 0:01:41 | 0:01:45 | |
representations of the anatomist's skill that have ever been produced. | 0:01:45 | 0:01:50 | |
Many of the great doctors and scientists and thinkers who drove | 0:01:50 | 0:01:54 | |
this revolution have been largely forgotten, except in one sense. | 0:01:54 | 0:02:00 | |
Some of their dissections, their anatomy lessons, | 0:02:00 | 0:02:02 | |
were captured in paintings, and the artists who painted them | 0:02:02 | 0:02:06 | |
were amongst the very best, including Rembrandt. | 0:02:06 | 0:02:09 | |
So what was it that drew Rembrandt to anatomy? | 0:02:09 | 0:02:13 | |
And why for that matter was carving up a dead criminal considered | 0:02:13 | 0:02:17 | |
a suitable subject for high art? | 0:02:17 | 0:02:20 | |
I'm in Rembrandt's home country, the Netherlands. | 0:02:31 | 0:02:34 | |
It was here that in the 1600s, at the height of the Dutch Golden Age, | 0:02:34 | 0:02:38 | |
something very special happened to anatomy. | 0:02:38 | 0:02:41 | |
It became the subject of world-class painting, | 0:02:42 | 0:02:46 | |
the kind of respected art people went to see in galleries. | 0:02:46 | 0:02:49 | |
When we think of Rembrandt, we tend to think of his portraits. | 0:02:54 | 0:02:59 | |
They exude a dignity and charm. | 0:02:59 | 0:03:01 | |
Portraits of people at ease with the world at a time | 0:03:01 | 0:03:04 | |
when the Dutch enjoyed great prosperity and wealth. | 0:03:04 | 0:03:07 | |
But there was also another side to his art. | 0:03:10 | 0:03:12 | |
Rembrandt is universally recognized as one of the greatest | 0:03:15 | 0:03:18 | |
painters in the history of Western art, but what is perhaps less well | 0:03:18 | 0:03:22 | |
known is that he was absolutely fascinated by anatomy. | 0:03:22 | 0:03:26 | |
The painting I've come to see is being temporarily | 0:03:30 | 0:03:33 | |
housed in the Gemeentemuseum in The Hague. | 0:03:33 | 0:03:36 | |
It was Rembrandt's first group portrait | 0:03:36 | 0:03:38 | |
and represented a huge opportunity for the young artist. | 0:03:38 | 0:03:42 | |
Now, I've got to tell you that I've been waiting for this moment | 0:03:44 | 0:03:48 | |
for quite some time. | 0:03:48 | 0:03:49 | |
The painting that we're about to see, I think it is fair to say, | 0:03:49 | 0:03:52 | |
is my favourite painting in the world. | 0:03:52 | 0:03:54 | |
And I've seen it in prints and reproductions hundreds of times, | 0:03:54 | 0:03:58 | |
but this is the very first time I'm going to see it in the flesh, | 0:03:58 | 0:04:01 | |
and it is right in here. | 0:04:01 | 0:04:02 | |
This is The Anatomy Lesson Of Dr Nicolaes Tulp, | 0:04:12 | 0:04:15 | |
by Rembrandt. | 0:04:15 | 0:04:16 | |
And it is so much bigger than I thought it was going to be! | 0:04:17 | 0:04:21 | |
Good Lord, look at that. | 0:04:21 | 0:04:23 | |
-It just glows. -The amazing thing about Rembrandt is his light. | 0:04:33 | 0:04:37 | |
But look how it is just...it's illuminated. Oh, wow! | 0:04:37 | 0:04:41 | |
There is so much to say about this painting that it is | 0:04:50 | 0:04:52 | |
almost difficult to know where to start. | 0:04:52 | 0:04:55 | |
But one of the things that I think is really striking about it and one | 0:04:55 | 0:04:58 | |
of the reasons I absolutely adore it | 0:04:58 | 0:05:00 | |
is its composition is kind of unusual. | 0:05:00 | 0:05:02 | |
It's not entirely clear what the focus is meant to be. | 0:05:02 | 0:05:06 | |
All of the surgeons, members of the Surgeons' Guild, | 0:05:06 | 0:05:10 | |
who are learning from the great master dissector. | 0:05:10 | 0:05:13 | |
If you look at their eye lines, they're kind of...odd. | 0:05:13 | 0:05:17 | |
None of them is looking at the body itself. | 0:05:17 | 0:05:20 | |
You've got two in the middle who are overlooking | 0:05:20 | 0:05:24 | |
the body at the book in the corner. | 0:05:24 | 0:05:26 | |
Now, we think that book is De Fabrica, by Vesalius, | 0:05:26 | 0:05:29 | |
the 16th century anatomist. | 0:05:29 | 0:05:32 | |
At the back... | 0:05:32 | 0:05:33 | |
..those two chaps are breaking the fourth wall, | 0:05:34 | 0:05:36 | |
they're staring right at you. | 0:05:36 | 0:05:38 | |
Group portraits like this were generally commissioned after | 0:05:39 | 0:05:42 | |
the appointment of a new praelector to commemorate his tenure. | 0:05:42 | 0:05:46 | |
And each of the surgeons would have paid for his place in the painting. | 0:05:46 | 0:05:50 | |
Obviously, one of the main focuses of the painting is | 0:05:50 | 0:05:53 | |
the man in the hat. | 0:05:53 | 0:05:54 | |
That is Dr Nicolaes Tulp. | 0:05:54 | 0:05:56 | |
And he, at the time, was the praelector of Amsterdam. | 0:05:56 | 0:06:00 | |
This is 1632. | 0:06:00 | 0:06:01 | |
He is the chief medical officer for the city. | 0:06:01 | 0:06:04 | |
And it was he who commissioned the painting from Rembrandt. | 0:06:04 | 0:06:08 | |
The hat is important because it indicates Tulp's seniority | 0:06:08 | 0:06:13 | |
over everyone else in the portrait. | 0:06:13 | 0:06:15 | |
And interestingly, Rembrandt initially painted | 0:06:15 | 0:06:18 | |
the guy at the back, his name is Adriaan Slabberaan, with a hat. | 0:06:18 | 0:06:21 | |
And you can just make out the shadow of it. | 0:06:21 | 0:06:23 | |
It was painted out at Tulp's request in order to show | 0:06:23 | 0:06:28 | |
that his status was higher than everyone else in the portrait. | 0:06:28 | 0:06:32 | |
Tulp was a relatively young man at the time, 39, which is my age. | 0:06:35 | 0:06:40 | |
But he would go on to make significant contributions to both | 0:06:40 | 0:06:44 | |
medicine and science. | 0:06:44 | 0:06:45 | |
He was the first person to suggest that smoking | 0:06:45 | 0:06:48 | |
was related to lung disease. | 0:06:48 | 0:06:50 | |
He was the first person to suggest that women with breast cancer | 0:06:50 | 0:06:53 | |
should have the diseased tissue removed and drained, a mastectomy. | 0:06:53 | 0:06:58 | |
But he also went on to have a really significant political career. | 0:06:58 | 0:07:02 | |
In fact, he was mayor of Amsterdam four times. | 0:07:02 | 0:07:05 | |
Although group portraits of surgeons had been commissions before, | 0:07:08 | 0:07:12 | |
Rembrandt's was unusual in that it gave such prominence | 0:07:12 | 0:07:15 | |
to an entire dead body. | 0:07:15 | 0:07:17 | |
Nina Siegal is a writer in Amsterdam who recently published | 0:07:19 | 0:07:23 | |
a novel based on this painting and the dead criminal, | 0:07:23 | 0:07:25 | |
Adriaan Adriaanszoon, who is at its heart. | 0:07:25 | 0:07:28 | |
One thing that really strikes me is that | 0:07:32 | 0:07:34 | |
because of Rembrandt's ability to paint skin tones, | 0:07:34 | 0:07:38 | |
Adriaanszoon is just there, he just glows above everyone else. | 0:07:38 | 0:07:41 | |
I don't know whether that was deliberate that he should be | 0:07:41 | 0:07:44 | |
the prominent figure, but that is what it looks like to me. | 0:07:44 | 0:07:47 | |
Well, in my research, I actually found that this criminal was a thief. | 0:07:47 | 0:07:51 | |
And everywhere that he went, he would be whipped or branded | 0:07:51 | 0:07:54 | |
and his body would be scarred, basically, by his punishments. | 0:07:54 | 0:07:58 | |
And yet Rembrandt seems to have chosen to clean up the body, | 0:07:58 | 0:08:03 | |
to make the body very bright and very illuminated. | 0:08:03 | 0:08:06 | |
When you look at the picture, you just can't help but | 0:08:06 | 0:08:08 | |
your eye automatically goes to this dead man. | 0:08:08 | 0:08:11 | |
Do you think that was Tulp's idea or was it Rembrandt's idea, | 0:08:11 | 0:08:15 | |
-do we know? -I believe that it was Rembrandt's idea, | 0:08:15 | 0:08:18 | |
and it was a radical idea on his part. | 0:08:18 | 0:08:20 | |
I think we have to think of this as Rembrandt's attempt at redemption. | 0:08:20 | 0:08:24 | |
He has taken a common criminal, | 0:08:24 | 0:08:26 | |
who would have been reviled in his own society, | 0:08:26 | 0:08:29 | |
and turned him into a kind of saint or Christ-like figure, | 0:08:29 | 0:08:33 | |
a Lazarus, somebody who is redeemed through science, essentially. | 0:08:33 | 0:08:37 | |
Over the years, much has been made about how accurate it is. | 0:08:40 | 0:08:45 | |
Where does this come from? | 0:08:45 | 0:08:47 | |
Why is there such fascination with how accurate it is? | 0:08:47 | 0:08:50 | |
You have to remember that this whole picture is a fiction. | 0:08:50 | 0:08:53 | |
Doctors, of course, and medical people want to look at it | 0:08:53 | 0:08:56 | |
as a document of the existing medical knowledge of that time, | 0:08:56 | 0:08:59 | |
but what it really is is a construction | 0:08:59 | 0:09:01 | |
of Rembrandt's imagination. | 0:09:01 | 0:09:03 | |
If there was an anatomical lesson, | 0:09:03 | 0:09:06 | |
they would not have started with the arm, | 0:09:06 | 0:09:08 | |
they would've started with the torso and they would've cut out | 0:09:08 | 0:09:10 | |
the belly first, cos those are the organs that decay fastest. | 0:09:10 | 0:09:13 | |
So we would not have seen this picture at all. | 0:09:13 | 0:09:16 | |
In fact, we would not have seen these men standing around in this | 0:09:16 | 0:09:19 | |
way either. | 0:09:19 | 0:09:20 | |
They would have been in a theatre that was in the round that | 0:09:20 | 0:09:23 | |
was about 200 to 300 people. | 0:09:23 | 0:09:26 | |
They would've all been standing over the railings and shouting | 0:09:26 | 0:09:29 | |
and arguing. | 0:09:29 | 0:09:30 | |
So, in fact, the whole picture is a work of fiction created by Rembrandt | 0:09:30 | 0:09:34 | |
to create a kind of harmony and to tell a story that he wants to tell. | 0:09:34 | 0:09:38 | |
For years, there have been debates about the anatomical | 0:09:41 | 0:09:44 | |
accuracy of Adriaanszoon's arm. | 0:09:44 | 0:09:46 | |
In my view, it looks absolutely fine. | 0:09:46 | 0:09:49 | |
But the important point about choosing to focus on the arm | 0:09:49 | 0:09:52 | |
is that Rembrandt and Tulp were making a statement. | 0:09:52 | 0:09:56 | |
If I straighten the finger out here, | 0:09:57 | 0:09:59 | |
you can see the muscle, | 0:09:59 | 0:10:01 | |
the tendon of the muscle moving. | 0:10:01 | 0:10:03 | |
So, if you can imagine if you have an inflammatory... | 0:10:03 | 0:10:05 | |
The arm had been an object of fascination for both the | 0:10:05 | 0:10:08 | |
ancient physician Galen and his 16th century successor, Vesalius. | 0:10:08 | 0:10:12 | |
Well, the choice for the section of the forearm was clearly not | 0:10:14 | 0:10:17 | |
Rembrandt's, it was most probably Tulp's because Tulp followed | 0:10:17 | 0:10:21 | |
the example of the great physician | 0:10:21 | 0:10:23 | |
of the 16th century - Andreas Vesalius. | 0:10:23 | 0:10:26 | |
In his book, Vesalius had himself portrayed | 0:10:26 | 0:10:29 | |
with a dissected forearm. | 0:10:29 | 0:10:30 | |
And he named it the most important instrument for a doctor. | 0:10:30 | 0:10:35 | |
So in adopting this iconography in The Anatomy Lesson Of Dr Tulp, | 0:10:35 | 0:10:41 | |
Mr Tulp shows himself as the new or reborn as Vesalius, in a way. | 0:10:41 | 0:10:46 | |
If we move slightly more distally, we come across this | 0:10:48 | 0:10:52 | |
square-shaped structure here, where these tendons are popping out. | 0:10:52 | 0:10:56 | |
The hand was the instrument of instruments. | 0:10:56 | 0:10:59 | |
It was regarded as the most divine thing. | 0:10:59 | 0:11:02 | |
And Galen said, | 0:11:02 | 0:11:04 | |
"This is a wonderful piece of natural engineering." | 0:11:04 | 0:11:07 | |
Choosing the hand has got all that riding on it. | 0:11:08 | 0:11:11 | |
It relates to Galen, | 0:11:11 | 0:11:13 | |
it relates to Vesalius | 0:11:13 | 0:11:15 | |
and it relates to Tulp's own interest in what makes the human being divine. | 0:11:15 | 0:11:21 | |
So, Rembrandt's an amazing artist. | 0:11:21 | 0:11:23 | |
He is one of the people who can create these layers of meaning. | 0:11:23 | 0:11:27 | |
Rembrandt Harmenszoon van Rijn was born in Leiden in 1606. | 0:11:30 | 0:11:35 | |
He came here, to Amsterdam, | 0:11:35 | 0:11:37 | |
when he was in his early 20s and set up a studio. | 0:11:37 | 0:11:40 | |
With 100,000 inhabitants, Amsterdam was the largest | 0:11:45 | 0:11:48 | |
city in the Dutch Republic, and it was the richest. | 0:11:48 | 0:11:52 | |
There was money here, money to invest in universities | 0:11:52 | 0:11:55 | |
and medicine and money to commission up-and-coming artists, | 0:11:55 | 0:11:58 | |
like Rembrandt himself. | 0:11:58 | 0:12:00 | |
The Dutch Republic was really the centre of the world. | 0:12:04 | 0:12:08 | |
It was the most radical, the most dynamic economic | 0:12:08 | 0:12:11 | |
and political structure that the world had ever seen, | 0:12:11 | 0:12:13 | |
and that had consequences both for art and for science. | 0:12:13 | 0:12:17 | |
The new rich traders | 0:12:19 | 0:12:21 | |
and merchants wanted art that would reflect their view of the world, | 0:12:21 | 0:12:26 | |
and that's why you get these fantastic paintings of very ordinary | 0:12:26 | 0:12:30 | |
people, of wealthy people but not of rich people, not of aristocrats. | 0:12:30 | 0:12:35 | |
So, in a sense, Rembrandt is actually reflecting the fashion, | 0:12:35 | 0:12:39 | |
the zeitgeist of what is going on in Amsterdam at this time. | 0:12:39 | 0:12:41 | |
Very much so. | 0:12:41 | 0:12:43 | |
He is both representing the economic and social power that exists | 0:12:43 | 0:12:47 | |
and also describing this beginning of this wave of discovery, | 0:12:47 | 0:12:52 | |
of scientific discovery, that was going to take place throughout | 0:12:52 | 0:12:55 | |
the Dutch Republic through the 17th century. | 0:12:55 | 0:12:57 | |
This wave of discovery saw people striving after new knowledge | 0:12:57 | 0:13:02 | |
instead of relying on the wisdom of the ancients. | 0:13:02 | 0:13:05 | |
And Rembrandt himself was no different, particularly | 0:13:05 | 0:13:08 | |
when it came to understanding anatomy. | 0:13:08 | 0:13:10 | |
Rembrandt lived and worked right there for 20 years | 0:13:12 | 0:13:15 | |
He moved in just after he finished painting the Tulp Anatomy Lesson. | 0:13:15 | 0:13:19 | |
Now unfortunately, he wasn't very good with money, | 0:13:19 | 0:13:22 | |
and he frittered away his cash. He went bankrupt in 1656. | 0:13:22 | 0:13:26 | |
He had to sell this place to repay all of his debts. | 0:13:26 | 0:13:30 | |
Now as part of that process, | 0:13:30 | 0:13:32 | |
an inventory was drawn up of all of his possessions. | 0:13:32 | 0:13:35 | |
And amongst the bric-a-brac of a painter's life, | 0:13:35 | 0:13:39 | |
there were body parts - four flayed arms and legs. | 0:13:39 | 0:13:43 | |
Everything that you can see here is reconstructed from that inventory. | 0:13:51 | 0:13:56 | |
Rembrandt owned a range of curiosities, | 0:13:59 | 0:14:01 | |
including exotic weapons and lion skins. | 0:14:01 | 0:14:04 | |
And he collected paintings, drawings, prints and casts. | 0:14:05 | 0:14:09 | |
The inventory is proof of Rembrandt's curiosity | 0:14:13 | 0:14:16 | |
about anatomy and death, but it is not the only evidence that we have. | 0:14:16 | 0:14:20 | |
We also know that he visited local butcher shops | 0:14:20 | 0:14:23 | |
and picked up animal parts, joints that he could study and sketch. | 0:14:23 | 0:14:28 | |
In 1656, the year of his bankruptcy, | 0:14:32 | 0:14:35 | |
Rembrandt was commissioned to paint a second anatomy lesson, | 0:14:35 | 0:14:38 | |
this time conducted by a Doctor Deijman, who had succeeded | 0:14:38 | 0:14:42 | |
Nicolaes Tulp as praelector of the Surgeons' Guild three years earlier. | 0:14:42 | 0:14:46 | |
Although Tulp was a skilled and modern anatomist, | 0:14:49 | 0:14:52 | |
as a doctor, he remained loyal to classical medicine, | 0:14:52 | 0:14:56 | |
whereas Rembrandt's portrayal of Dr Deijman seems to reflect | 0:14:56 | 0:15:00 | |
a growing interest in new ideas. | 0:15:00 | 0:15:03 | |
Well, that is very different, isn't it? | 0:15:03 | 0:15:05 | |
It is much darker, almost sinister. | 0:15:05 | 0:15:08 | |
And it certainly gives the impression of being | 0:15:08 | 0:15:10 | |
a lot less staged. | 0:15:10 | 0:15:12 | |
Once again, the body being sliced up is that of a criminal. | 0:15:13 | 0:15:16 | |
This chap was called Joris Fonteijn, also known as Black John. | 0:15:16 | 0:15:21 | |
He was executed on the 27th of January, 1656, | 0:15:21 | 0:15:24 | |
for multiple counts of burglary. | 0:15:24 | 0:15:27 | |
This painting has been hugely overshadowed by the Tulp Anatomy | 0:15:31 | 0:15:34 | |
Lesson, and that is mostly because this is less than | 0:15:34 | 0:15:37 | |
a sixth the original. | 0:15:37 | 0:15:39 | |
In 1723, almost the whole thing was destroyed in a fire. | 0:15:39 | 0:15:43 | |
This fragment is all that remains. | 0:15:43 | 0:15:46 | |
Fortunately, a preliminary drawing by Rembrandt does survive, | 0:15:47 | 0:15:51 | |
showing that the corpse would have been surrounded by surgeons. | 0:15:51 | 0:15:54 | |
Based on this and by borrowing from other Rembrandt paintings | 0:15:54 | 0:15:57 | |
for the missing head shots, | 0:15:57 | 0:15:59 | |
experts at the Amsterdam Museum have created a digital reconstruction | 0:15:59 | 0:16:03 | |
to show what the original painting might have looked like. | 0:16:03 | 0:16:07 | |
Ironically, | 0:16:08 | 0:16:09 | |
the corpse on the table survived the fire more or less intact. | 0:16:09 | 0:16:13 | |
And that is because it contains much lead white, | 0:16:13 | 0:16:15 | |
the element with which the white paint is made. | 0:16:15 | 0:16:19 | |
And the white of lead white is less sensitive to fire. | 0:16:19 | 0:16:23 | |
What is interesting about The Anatomy Lesson Of Dr Deijman | 0:16:26 | 0:16:29 | |
is the element of time that Rembrandt incorporated here. | 0:16:29 | 0:16:32 | |
He gives us the impression as if we are at the second | 0:16:32 | 0:16:34 | |
day of the anatomy lesson, because the thorax has been emptied, | 0:16:34 | 0:16:38 | |
the perishable organs have gone | 0:16:38 | 0:16:42 | |
and we're looking up to the head, | 0:16:42 | 0:16:45 | |
with Dr Deijman performing the brain dissection, | 0:16:45 | 0:16:48 | |
which is a great moment and a moment supreme | 0:16:48 | 0:16:52 | |
of any anatomy lesson. | 0:16:52 | 0:16:53 | |
So, Deijman had to surpass his predecessor, | 0:16:53 | 0:16:56 | |
Tulp, in choosing the right dissection. | 0:16:56 | 0:16:59 | |
And Rembrandt had to surpass his own anatomy lesson of 24 years earlier. | 0:16:59 | 0:17:04 | |
Now, this is very different from the Tulp Anatomy Lesson, | 0:17:05 | 0:17:09 | |
and I think it is fair to say not quite of the same calibre. | 0:17:09 | 0:17:12 | |
But there are lots of very interesting things about it. | 0:17:12 | 0:17:15 | |
And the first is the position of the body. | 0:17:15 | 0:17:17 | |
Most anatomy lesson paintings have the body lying long ways, | 0:17:17 | 0:17:20 | |
whereas Joris here is coming out of the picture. | 0:17:20 | 0:17:24 | |
This forced shortening of his limbs to give very large feet | 0:17:24 | 0:17:27 | |
and perspective, almost like the cover of a comic book. | 0:17:27 | 0:17:30 | |
And the second is the position of his head. | 0:17:30 | 0:17:32 | |
You can't really get your head into that position | 0:17:32 | 0:17:34 | |
unless you've been hanged. | 0:17:34 | 0:17:36 | |
It is as if Rembrandt has chosen this precise moment to | 0:17:37 | 0:17:40 | |
capture a freeze frame of the anatomy lesson in action. | 0:17:40 | 0:17:45 | |
Deijman's hands are poised for the next step, | 0:17:47 | 0:17:50 | |
which would have been to separate the two hemispheres in order | 0:17:50 | 0:17:53 | |
to reach down into the core of the brain. | 0:17:53 | 0:17:56 | |
Once again, this harks back to the 16th century and Vesalius, | 0:17:57 | 0:18:01 | |
whose instructions Deijman could well have been following | 0:18:01 | 0:18:04 | |
and whose illustrations would have shown him what to expect next. | 0:18:04 | 0:18:08 | |
But Deijman may have been looking for something more. | 0:18:10 | 0:18:14 | |
One interpretation is that he was searching for Fonteijn's soul. | 0:18:14 | 0:18:18 | |
At this point in history, | 0:18:22 | 0:18:23 | |
people had started to realise that the brain was an extremely | 0:18:23 | 0:18:27 | |
important organ, and probably the centre of consciousness. | 0:18:27 | 0:18:32 | |
So the ideas about the soul | 0:18:32 | 0:18:34 | |
and consciousness have moved from the heart into the brain. | 0:18:34 | 0:18:37 | |
And there were various models for how this might work. | 0:18:37 | 0:18:41 | |
And one of the most important have been written by Descartes, | 0:18:41 | 0:18:44 | |
who was a French philosopher who'd isolated | 0:18:44 | 0:18:47 | |
the site of the human soul in the pineal gland, which is | 0:18:47 | 0:18:50 | |
situated just beneath the structures we can see in the Deijman dissection. | 0:18:50 | 0:18:57 | |
And it could be argued that this painting actually represents | 0:18:57 | 0:19:00 | |
a fusion of the scientific and religious interests of the age. | 0:19:00 | 0:19:05 | |
Descartes' book containing this theory, Les Passions De L'ame, | 0:19:06 | 0:19:10 | |
or The Passions Of The Soul, had been published in Amsterdam | 0:19:10 | 0:19:13 | |
shortly before this painting was made. | 0:19:13 | 0:19:15 | |
It was the talk of the town. | 0:19:15 | 0:19:17 | |
This may explain the enormous popularity of the anatomy | 0:19:17 | 0:19:20 | |
lectures given by Jan Deijman. | 0:19:20 | 0:19:23 | |
Records indicate that the dissection attracted several hundred | 0:19:23 | 0:19:26 | |
spectators each day. | 0:19:26 | 0:19:28 | |
Rembrandt clearly excelled in this genre. | 0:19:33 | 0:19:36 | |
But he was not the only Dutch painter to tackle anatomical | 0:19:36 | 0:19:39 | |
portraits. | 0:19:39 | 0:19:41 | |
Two of his contemporaries painted portraits of Dr Deijman's | 0:19:41 | 0:19:45 | |
successor, a man who became praelector in 1666. | 0:19:45 | 0:19:50 | |
What is fascinating about these paintings is not | 0:19:50 | 0:19:52 | |
so much the artistry itself, but the anatomists portrayed within them. | 0:19:52 | 0:19:56 | |
This guy was a character. He was larger-than-life. | 0:19:56 | 0:19:59 | |
I have to admit, I'm a bit of a fan. His name was Frederik Ruysch. | 0:19:59 | 0:20:04 | |
Now, throughout history, anatomy had been studied | 0:20:04 | 0:20:08 | |
largely for intellectual reasons - knowledge for its own sake. | 0:20:08 | 0:20:12 | |
And it appears that Ruysch's motivation was slightly different. | 0:20:12 | 0:20:16 | |
He was primarily interested in studying anatomy in order to | 0:20:16 | 0:20:19 | |
help treat patients. | 0:20:19 | 0:20:21 | |
This very practical use of anatomy is what shines | 0:20:25 | 0:20:27 | |
through in the paintings | 0:20:27 | 0:20:29 | |
made of Ruysch by the artist Adrian Backer and Jan van Neck, | 0:20:29 | 0:20:33 | |
which are temporarily in storage at the Amsterdam Museum. | 0:20:33 | 0:20:36 | |
This is The Anatomy Lesson Of Frederik Ruysch. | 0:20:39 | 0:20:42 | |
He is standing there. | 0:20:42 | 0:20:44 | |
It was painted in 1670. | 0:20:44 | 0:20:48 | |
It is a painting that belongs | 0:20:48 | 0:20:50 | |
to the famous series of paintings from the Amsterdam Guild of Surgeons. | 0:20:50 | 0:20:56 | |
And so this is Ruysch here. | 0:20:56 | 0:20:58 | |
The only one wearing a hat, of course. | 0:20:58 | 0:21:00 | |
In all of the paintings, the same. | 0:21:00 | 0:21:02 | |
-And at this point in his career, how old is he? -He is 32 years old. | 0:21:02 | 0:21:06 | |
But he had a really long career, didn't he? | 0:21:09 | 0:21:11 | |
Yeah, he had a second painting done in 1683. | 0:21:11 | 0:21:16 | |
It was painted by Jan van Neck, | 0:21:18 | 0:21:20 | |
and he is dissecting the corpse of a newborn. | 0:21:20 | 0:21:25 | |
Quite a disturbing image, this, at least for 20th-century eyes. | 0:21:25 | 0:21:30 | |
Why did he choose a newborn baby to take apart? | 0:21:30 | 0:21:34 | |
It was very unusual to show a newborn | 0:21:34 | 0:21:37 | |
instead of an executed criminal. | 0:21:37 | 0:21:39 | |
I think he chose to be depicted with a newborn | 0:21:41 | 0:21:45 | |
because he was also the chief obstetrician of Amsterdam. | 0:21:45 | 0:21:50 | |
And in terms of what we can see in the picture, there is the baby, | 0:21:50 | 0:21:54 | |
but then there is very significantly the placenta next to him. | 0:21:54 | 0:21:57 | |
And one of the surgeons is pointing to it. | 0:21:57 | 0:22:00 | |
What is the significance of the placenta in this picture? | 0:22:00 | 0:22:02 | |
Ruysch carefully examined the placenta | 0:22:02 | 0:22:06 | |
and he believed it was a special muscle in the wall of the uterus. | 0:22:06 | 0:22:10 | |
And he thought that this muscle was responsible for expelling | 0:22:10 | 0:22:16 | |
the placenta after delivery. | 0:22:16 | 0:22:19 | |
That muscle doesn't exist, the womb does that naturally, | 0:22:21 | 0:22:24 | |
the uterus does expel the placenta as part of birth. | 0:22:24 | 0:22:28 | |
Is that not what they were doing before this? | 0:22:28 | 0:22:30 | |
No, sometimes midwives tried to pull out the placenta with a little | 0:22:30 | 0:22:35 | |
bit of force, and this can cause severe haemorrhages. | 0:22:35 | 0:22:40 | |
And Ruysch taught them that you could patiently wait for the placenta | 0:22:40 | 0:22:45 | |
to be delivered, and don't take the risk of those severe bleedings. | 0:22:45 | 0:22:50 | |
And did he have a positive affect on childbirth, on pregnancy | 0:22:50 | 0:22:55 | |
-and obstetrics in and around Amsterdam? -I think so, | 0:22:55 | 0:22:58 | |
because he was concerned with the education of the midwives | 0:22:58 | 0:23:03 | |
and he got permission from the City Council to teach midwives | 0:23:03 | 0:23:08 | |
and to perform exams for the midwives. | 0:23:08 | 0:23:11 | |
So he really transformed the level of obstetrical care in Amsterdam. | 0:23:11 | 0:23:16 | |
But as well as celebrating Ruysch's medical improvements, | 0:23:18 | 0:23:21 | |
these paintings testify to his other great skill - | 0:23:21 | 0:23:25 | |
his groundbreaking preservation techniques, which allowed him | 0:23:25 | 0:23:28 | |
to conduct dissections beyond the traditional winter season | 0:23:28 | 0:23:32 | |
and into the early spring. | 0:23:32 | 0:23:34 | |
When we look at the first Anatomy Lesson Of Dr Ruysch, what is more | 0:23:35 | 0:23:38 | |
striking is that we are looking at an intact body, almost intact body. | 0:23:38 | 0:23:42 | |
Because he had a reputation as a wonderful preparer of dead bodies. | 0:23:42 | 0:23:47 | |
Ruysch wanted to have these bodies painted as intact as possible. | 0:23:47 | 0:23:51 | |
He used rapidly setting liquids | 0:23:51 | 0:23:55 | |
with added pigments to create | 0:23:55 | 0:23:58 | |
the effect as if they were not dead, but just asleep. | 0:23:58 | 0:24:03 | |
And again, this newborn baby is depicted as if it were asleep, | 0:24:03 | 0:24:09 | |
with his little hand clutched around the umbilical cord. | 0:24:09 | 0:24:13 | |
Which is strange, of course, but wonderful, and moving even. | 0:24:13 | 0:24:17 | |
Ruysch wants to stress his reputation as an excellent preparer of bodies. | 0:24:20 | 0:24:26 | |
His reputation internationally was that he could raise the dead | 0:24:26 | 0:24:30 | |
to life again. | 0:24:30 | 0:24:32 | |
I think the most important legacy left by Ruysch was he was able | 0:24:36 | 0:24:40 | |
to both pickle various body parts | 0:24:40 | 0:24:43 | |
and leave them in a state where they can still be studied today. | 0:24:43 | 0:24:47 | |
It is quite astonishing that nearly 350 years later, you can | 0:24:47 | 0:24:50 | |
still look at samples which he created. | 0:24:50 | 0:24:53 | |
This is extremely important because in making these new discoveries | 0:24:53 | 0:24:57 | |
about anatomy, people needed to be able to show what they had found. | 0:24:57 | 0:25:01 | |
And this is still used today, the same approach is still used | 0:25:01 | 0:25:04 | |
today in teaching medical students human anatomy. | 0:25:04 | 0:25:07 | |
But there is another fascinating aspect to Ruysch's work, | 0:25:13 | 0:25:16 | |
which I am returning to England to investigate. | 0:25:16 | 0:25:20 | |
It turns out that as well as being the subject of great art, | 0:25:20 | 0:25:23 | |
Ruysch was himself an incredibly gifted artist. | 0:25:23 | 0:25:26 | |
If a little bonkers. | 0:25:28 | 0:25:29 | |
The Wellcome Library has a beautiful edition of engravings made from | 0:25:31 | 0:25:35 | |
Ruysch's drawings of the anatomical specimens in his collection. | 0:25:35 | 0:25:39 | |
And this is it - | 0:25:41 | 0:25:43 | |
The First Anatomical Thesaurus Of Frederik Ruysch, published | 0:25:43 | 0:25:46 | |
in 1739, eight years after he had died, at the ripe old age of 92. | 0:25:46 | 0:25:53 | |
I'm just going to have a look at this fold-out illustration. | 0:25:53 | 0:25:57 | |
Wow, this is the most extraordinary, bizarre image. | 0:26:09 | 0:26:13 | |
I almost don't know what to make of it. | 0:26:13 | 0:26:15 | |
It has five skeletons of babies, | 0:26:15 | 0:26:18 | |
which reflects Ruysch's interest in obstetrics. | 0:26:18 | 0:26:21 | |
And they're all doing different things. | 0:26:21 | 0:26:24 | |
The one at the top is actually playing a sort of violin | 0:26:24 | 0:26:27 | |
made of, well, these branching structures. | 0:26:27 | 0:26:29 | |
He has got a friend down here who is playing some sort of | 0:26:29 | 0:26:32 | |
wind instrument. And you can tell they're babies because this one, | 0:26:32 | 0:26:36 | |
you can see the fontanel, which is the gap in the skull before | 0:26:36 | 0:26:38 | |
the skull has closed in newborns. | 0:26:38 | 0:26:41 | |
And they're all standing on this giant pile of what | 0:26:41 | 0:26:44 | |
looks like rocks or eggs. In fact, they are gallbladder stones. | 0:26:44 | 0:26:49 | |
All surrounded by these branching trees that look like foliage, but in | 0:26:49 | 0:26:53 | |
fact, I guess, are representations of nerves and arteries. | 0:26:53 | 0:26:57 | |
It is almost like a Salvador Dali - totally surreal. | 0:26:59 | 0:27:02 | |
Or maybe a prog rock album cover from the 1970s. | 0:27:02 | 0:27:06 | |
But whatever, it is totally bonkers and absolutely wonderful. | 0:27:06 | 0:27:11 | |
Ruysch created dozens of these drawings featuring foetal | 0:27:11 | 0:27:14 | |
skeletons and body parts. | 0:27:14 | 0:27:16 | |
But while they may seem bizarre, they do carry a solemn message. | 0:27:16 | 0:27:20 | |
The key message here is actually about trying to show not | 0:27:21 | 0:27:25 | |
only his art, but also, | 0:27:25 | 0:27:27 | |
these were kind of moral messages for the people of the time. | 0:27:27 | 0:27:31 | |
They were showing how short people's lives were | 0:27:31 | 0:27:34 | |
and indicating that death could come at any moment. | 0:27:34 | 0:27:38 | |
And we can see at the bottom of this particular illustration that | 0:27:38 | 0:27:42 | |
one of the skeletons is holding a mayfly, the symbol of a brief | 0:27:42 | 0:27:46 | |
and ephemeral life. | 0:27:46 | 0:27:47 | |
Frederik Ruysch was a radical pioneer of anatomy. | 0:27:51 | 0:27:54 | |
And like his predecessors, Nicolaes Tulp and Jan Deijman, | 0:27:54 | 0:27:58 | |
he challenged the medical status quo. | 0:27:58 | 0:28:01 | |
In Amsterdam, as the debate raged between ancient wisdom | 0:28:04 | 0:28:08 | |
and modern medicine, anatomy emerged as the leading medical science. | 0:28:08 | 0:28:12 | |
During this Dutch Golden Age, our knowledge and understanding of | 0:28:12 | 0:28:16 | |
childbirth, of cancers, of a whole host of diseases just leapt forward. | 0:28:16 | 0:28:21 | |
And because the people involved were so celebrated, they were painted. | 0:28:21 | 0:28:25 | |
Thanks to their research, their science, | 0:28:25 | 0:28:28 | |
we have some of the finest works of art of all time. | 0:28:28 | 0:28:31 | |
And at the very top of the pile is Rembrandt. | 0:28:31 | 0:28:34 |