Describe the following reform movements and identify the reformers associated with each movement
a. mental health
b. education
c. blind/deaf community
d. orphan/child poverty
e. temperance

describe all of

A. Mental Health:

During the twentieth century, Clifford W. Beers, a graduate of Yale College suffered his first episode of bipolar disorder (manic depressive illness) following the illness and death of his brother. Struggling for his illness, he attempted to take his own life by  jumping out a third story window. He was injured but sill alive. He ended up in public and private hospitals in Connecticut.

When he was released , he exposed the maltreatment of people with mental health illnesses and to reform care. In 1908, he published his autobiography "A mind that found itself" which roused the nation to the plight of people with mental illnesses and set a reform movement into motion.

The goals of the movement were:

From that day, America built a legacy of change and progress on Mental Health.

B. Education:

Since 1980, education reform has been focusing on changing the existing system from one focused on inputs to one focused on outputs, the student's achievement. In the USA, education reform acknowledges and encourages public education as the primary source of youth. The reform includes the idea that small changes in education brings large social returns in citizen health, weatlh and well-being. In the past, until 1800, one goal was to reduce the expense of classical education. This type of education is undertaken with a highly educated full-time  and utterly expensive personal tutor. So this was available only to the wealthy.  Encyclopedias, public libraries and grammar schools were created to lower the costs of classical education.

Many educators dedicated their lives to reform society by reforming education on more scientific, humanistic, pragmatic or democratic principles, For instance, John Dewey and Anton Makarenko were principal examples of reformers. Some reformers incorporated motivations such as Maria Montessori who "educated for peace " and to "meet the needs of the child".

C. Blind/Deaf Community:

After the Industrial Revolution, disabled people were rejected from employment and other segments of society. They were viewed as "worthy poor".

The disability civil rights movement began in the early 19th century. Thomas Gallaudet was one of the reformers who worked on the behalf of the disabled. He was interested in educating the deaf and learned sign language. In 1886, he founded the American Asylum for Deaf-Mutes and for over 50 years the school trained most of the teachers of the deaf in the USA.

Another reformer for the disabled was Samuel Howe, who strongly believed in teaching the disabled life skills . He founded the Perkins School for the Blind where they taught Braille. For his work, he was able to raise money for the disabled.

D. Orphan/Child Poverty

American citizens throughout the nation's history have tried to figure out how to help the poor. Some believe that the U.S. citizens are responsible for the poor, the ill, the elderly, and the disabled. During the 1800s, organized community -wide efforts to help the underprivileged were undertaken. Since then, various reformers and political leaders have addressed the issue of mixed results. Even the most successful reforms have failed to end poverty. At the beginning of the 21st century, more than 30 million people lived in poverty in the USA.

E. Temperance

This movement is a social movement which aimed to end the consumption of alcoholic beverages. Participants in the movements criticized alcohol intoxication . They emphasized the negative effects of alcohol on health , personality and family life.

a.  Mental Health

Charles Loring Brace founded the Children’s Aid Society in New York City. He wanted to help the city’s poor children. Some lived in orphanages, on the streets, or with families unable to care for them. One of his programs was to “place out” children with families in the West who would raise them and teach them good habits. Rural families were eager for help on their farms. The children would have to help with the daily chores. Sometimes the families valued them only for their labor. These “orphan train riders” usually were between a few months and 14 years of age. Many families adopted the children, but this was not common until after 1900.

b.  Education

Horace Mann was a key person in bringing education to all young Americans. He lived in Massachusetts. Thanks to Mann’s efforts, his state was the first to pass a law requiring all people under age 15 who worked in factories to attend school at least three months of the year. In 1855, the state passed a law requiring the schools to admit students no matter their “race, color, or religious opinions.”   c.  Blind/Deaf Community

Thomas Gallaudet and Samuel Howe both helped to bring education to more of America’s youth. Gallaudet researched how to educate deaf children and helped develop American Sign Language. Howe researched blindness and helped increase the printing of materials in Braille. Their work showed Americans that people with certain disabilities were just as capable of learning complex subjects. They need the right tools and teachers.            

d.  Orphan/Child Poverty

Dorothea Dix traveled Europe and her home state of Massachusetts to study prison conditions. Her discoveries deeply upset her, and she focused on bringing the issue to government attention. Because of Dix, Americans began to learn that, with treatment, mental illness could improve. Her work included the founding of 32 mental hospitals and creating libraries in many hospitals and prisons.  

e.  Temperance

Neal Dow was a mayor in Portland, Maine. He played a crucial role in the passage of the first statewide prohibition law. Prohibition was different from temperance because it means passing laws to prevent alcohol use. From 1851 to 1856, people in Maine could be arrested for making or selling alcohol.

b) the confederacy had to pay all union war expenses.

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