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We differ in our likes and dislikes because we have had different experiences or because we have not experience certain things. So parents can help their children grow physically and mentally as far as their potential allows. Exercise Two - 1. Keeping young people confined, without adequate exercise for good physical growth. Not permitted to be out of doors - forcing them to remain seated for long periods of time in uncomfortable positions, 2.

Some of the required subjects in Dr.

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B 1 ac kwe 1 1 1 s day are no longer a part of the curriculum - Natural Philosophy, Physioloy, Rhetoric, Elocution, and Logic, specifically modern-day curriculum does include grammar, history, science, composition on all levels of mathematics. The "accorapl ishment s 11 mentioned were French, Latin, Italian, vocal and instrumental music piano, harp, guitar , drawing, painting and "fancy work", the term given to embroidery and the more elaborate forms of needlework.

The accomplishments in today's educational curriculum would include both vocal an instrumen al music, art, and some forms of crafts. This will differ, of course, depending on individual interests such as clubs and organizations available for the students. Girls are no longer hampered bv unwieldy clothing and a necessity to confine themselves to "ladylike" behavior narrowly defined.

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Vocabulary words could be use to write a one - or two - paragraph review of the articles. Students may be interested in finding out how many women doctors there are in their community, state, and the nation today, compared to the number of men doctors. Another area of investigation could be to find out how many men nurses are employed in local hospitals and how many female nurses. The question that should be raised, of course, is why are most doctors men and most nurses women?

Perhaps a woman in one of the s e areas could interviewed by one or several students t o discover how her expeiences differed from Dr. After they have done some investigation, the students might share their information in the form or reports or a class debate 5. There are several biographies of Dr. Elizabeth Blackwell, as well as her autobiography, that students may be able to find in their local libraries and share with the class.

James, Editor. Students should be encouraged to find other women social reformers of the period as well as individuals who preceded and followed her in the course of United States history. The diverse areas in which women were active long before they were recognizd as significant figures will be of health reform; Aigail Adams, Susan B. Much of her courage and ability to be different came from her own efforts and ability, but certainly her family background was also responsible.

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Born in England in Elizabeth grew up with eleven brothers and sisters. The family was unusual because both her mother and father believed that girls should have the same educational opportunities as boys. Because her father disagreed with the established church, the children were not permitted to attend the existing schools.

Blackwell hired privaLe tutors for his large family, and the children were also exposed to family friends who were in favor of women's rights, temperance, the abolition of slavery, and other forward-looking social reforms. When the family met with financial difficulties in , Mr. Blackwell decided to emigrate to America.

The Blackwells settled in New York. Financially, things did not improve, but again, they found good friends among the abolitionists and other social reformers. When fortune still eluded the family, they moved to Cincinnati in There Mr. Blackwell died.

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Elizabeth, her mother, and her two older sisters conducted a private school for four years to support the rest of the family. Elizabeth continued her teaching career in Kentucky. Bored with teaching and disinterested in marriage an almost unheard-of attitude in the 's , she began to think of medicine as a career. After two years of study with private doctors, she applied to and was turned down by every major medical school in the East. Finally a small college in rural New York accepted her application and she was able to continue her studies.

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She spent the next three years in Europe, where she continued her training under still more discrimination because of her sex. She suffered a crushing disappointment when her eyes were seriously damaged by an infection she picked up from a young patient. Her loss of the sight in one eye destroyed her hope of becoming a surgeon. She returned to New York and spent the next seven years trying to establish a medical practice. Lectures she delivered to groups of women eventually gained her some support, and she was able to open a hospital for women and ch ildren in 1 85 7.

The Civil War interrupted her plans to establish both a medical college and school of nursing for women, but she resumed her efforts after the war ended, and in , the Women's Medical College of the New York Infirmary was established. Based on her demanding philosophy, it provided excellent training and hospital experience for women for the next ten years under the leadership of Emily Blackwell, Elizabeth's sister who also had become a doctor, Elizabeth chaired the first department of hygience at the school and was instrumental in establishing entrance examinations and a longer course of study.

She created a board of examiners with well-trained doctors not affiliated with the school who could judge the competency of the graduates Elizabeth Blackwell returned to England in , where ten years earlier she had beco. Her adopted daughter, Katherine Barry, accompanied her, and Dr.

Blackwell practiced and taught in England until her health forced her retirement in She continued to write and travel, always a figure of controversy, not only because of her sex, but also because of her willingness to deal with socially-forbidden topics such an prostitution. Blackwell died in England in Her major contributions to her field were in the areas of preventive medicine, hygiene and sanitation, and public health. Personal data about Elizabeth Blackwell, M. Edward T. Harvard University Pre.

FOLLY - a foolish or dangerous act 5. The words may have other definitions when used in a different context. We leave it to our butchers and bakers and grocers, and their desire to sell and make money, no matter whether the blood is poisoned and the stomach disordered by their diseased and adulterated goods. They do not even dream of the delicate and wonderfully organized communities bodies they may injure when they distribute unwholesome articles to their c u s t ome r s. Let us consider Each organ has its own special work to do, and understands better than we the best method of doing it.

Therefore, in the organic life of the body we are not called upon to either furnish an object, or to educate any part to attain a certain object. Our part lies solely in placing the body in a position to work; in other words, in our duty to the organic life of the body we are not called upon to either furnish an object, or to educate any part to attain a certain object.

Our part lies solely in placing the body in a position to work; in other words, our duty to the organic life consists in furnishing the following conditions. In these two rules lie enfolded our most important duties to the body. Look at the first gleam of life, the life of the embryo, the commencement of human existence. We see a tiny cell, so small that it may easily be overlooked We must, through the maternal organization, present the essential conditions, freedom to work and materials to work with.

No mother can determine the sex or appearance of the child; she cannot amputate a limb or disfigure the body by any direct violent action of her will; but the state of her health, the disposition of her mind, her habits of life, will materially affect the growth and influence the future constitution of the child. The direct object of this vast preparation is movement.

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Each muscle, in order to enjoy its proper life, in order to use the blood and We see, then, the necessity of exercise - the prominent place which it must occupy amongst our faculties during the growth of the body. The tone of the whole body is lost by inaction. By the expression, tone of any part, we mean that natural healthy vigor, which is shown in the muscles by their perfect contraction; in the organs, by their steady normal performance of their functions.

Thus from the neglect of exercise during youth, we have this formidable result to the body, a weakness of the whole muscular and organic system. We find the same capacity for improvement which marks so strongly the muscular system, shown most wonderfully in the senses. Illustration r, of this power of education in the sense are familiar to everyone's experience, and it is this power which gives to the muscles, in relation to our present inquiry, their special interest for it shows us that they are placed directly under our control; that it rests with us to give them their due exercise, and to develop the true life of which they are capable.

It is then most important in educating children toward the senses from evil influences, to furnish them with pure and beautiful objects. As the child grows, the necessity arises for uniting mental with bodily training; we must provide for the growth of the mind through the body, by asking the exercises of the physical nature of the expression of ideas and emotions.

Quoted from: Elizabeth Blackwell, M. New York: George P. Putnam, , pp.

Dr , Blackwell talks about diet in the first paragraph. Is there anything familiar about her words - anything someone might say to you today - years later? Is there any way in which the father of a child affects the baby before birth? Do you think the same conditions affect our senses today? Why do we differ in our likes and dislikes? Why or why not? The large majority of children enter school about the age of 7 years - they leave at the age of Now this period emb r ac e s.

The growth of the mind and the wants of social life, necessitate greater freedom of action - long walks, grea ;er exposure to change of weather, to the roughness and accidents of the external world; therefore, all the texture of the body must increase in size and strength. What do we do, at this period of special physical growth? The best part of every day, generally from 9 to 3, is spent in the school- room, where the mind is forced to long and unnatural exercise The seats are hard The young mind has to apply itself The teacher is not to blame for this wretched system of cramming.

He is compelled to present as formidable an array of knowledge to be required at his school, as his neighbors do. The evil is in the system itself, which substitutes names for things; which fails to recognize the necessity of adapting the kind of instruction to the quality of the inind. This formidable array of names, and supe r ficia 1 amount of instruction, is required by the community and he or she is compelled to meet the demand; the system is radically wrong - no effort of the teacher can make it right.