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Archive for the ‘Student Projects!’ Category

Dr. A.C. Siddall’s Life as a Medical Practitioner: Researching and Making History

Wednesday, July 17th, 2013

by Michelle Myers, Leadership Lorain County Intern

Upon leaving my summer internship at the Oberlin Heritage Center and graduating from Swarthmore College in two years, I plan on going to nursing school and becoming a midwife. I have taken an interest in Dr. A.C. Siddall, an OB/GYN who practiced in the Oberlin Heritage Center’s Monroe House for twenty years, not only because of the feats he accomplished as a medical practitioner, but also for his engaging and vigorous writings. While looking through a file of his research papers, historical writings, and autobiographical keepings at the Oberlin College Archives, I came upon a paper he had written the year of his retirement, 1973, titled “From Practicing Obstetrician to Amateur Historian.” This paper reflects on his career and looks forward to a life of continuous medical curiosity. Now, as I look toward my future journey into the medical field, I find inspiration in what he has written. It is an example of what I may have to look forward to, as I pause and we both, Dr. Siddall and I, can breathe, reflect, and consider the wonderful medical history that had been laid before us.

A Clair Siddall, M.D., was a doctor of obstetrics and gynecology who practiced in Oberlin for 40 years. He developed the first hormonally-based pregnancy test in English literature, delivered 5,000 babies, and served as a medical missionary in China for nine years. He did all he could for the medical practice of Oberlin in his lifetime, ultimately co-founding the Oberlin Clinic and supporting the expansion of the Allen Memorial Hospital, now Mercy Allen Hospital. He lived an incredibly meaningful life, both by way of his own driving force and the inspirations of the past. He wrote paper after paper dealing with the medical history of Oberlin during his practice. In “From Practicing Obstetrician to Amateur Historian,” Dr. Siddall discussed just how much history inspired him and could inspire others, saying “…it is sufficient for this presentation to show how any physician can enlarge his horizon by more or less active interest in the history of his own profession.” Rather than viewing his retirement as a time of complete rest, Dr. Siddall used this free time to continue exploring his curiosity, as well as making up for lost time:

“So it is that now I can follow a beautiful schedule of working at my desk until noon every day then being flexible in the afternoon. Several subjects claim my attention now,
1. History of Chinese Medicine
2. Profiles of all physicians who have ever worked in Oberlin-includes the college
3. Eunuchism
4. Religious beliefs of the common man
[5.] Uninterrupted meals with my wife who has suffered interruptions and delays and cancellations for forty years, without complaint.”

Researching history inspired Dr. Siddall to reach higher standards of innovation in his own practice. He studied marvelous icons of medical history, including Hippocrates, Galen, Soranus, Sydenham, and others. He created an extensive guide of Oberlin’s history of medical practices and practitioners, which is now at the Oberlin College Archives. While he attended professional meetings on vacation, he made an effort to visit sites of medical innovation in the field of obstetrics. On one trip, he visited a monument of John L. Richmond in Newton, Ohio, who, in 1827, “carried out singlehanded, using only his pocket instruments, the first professional cesarean in the country.” Richmond performed this cesarean under the light of one candle in a log cabin. Dr. Siddall said of this character, “[s]uch courage stirs my imagination.” Dr. Siddall embraced a similarly courageous and self-assured approach in his own practice with the Pap smear, a screening test used for the detection of cervical cancer. He was one of the first individual practitioners to introduce cancer detection to the medical office. This was in the 1950′s, a point in history when physicians were skeptical of the American Cancer Association’s call for frequent cancer screenings. Because he was able to identify cancer early, Dr. Siddall was able to treat and save patients’ lives.


Dr. A.C. Siddall and his wife, Estelle.

Dr. Siddall was a historian, and at the same time, he was a medical practitioner who did things worth writing about. These factors resulted from each other, in a wheel of innovation. Medical practice is a result of medical history, and medical practice creates medical history. I believe this can be most emphasized by Dr. Siddall’s words: “So we learn that to make history takes precedence over and is more satisfying than to read history. However I never cease to be inspired by those who have gone before as pioneers in our specialty.” Indeed, these pioneers helped form Dr. Siddall’s practice and may continue to inspire medical practitioners of the future. For me, Dr. Siddall has been one of these moving pioneers in imagination. Studying medical history offers a clearer understanding to how the medical practices of today have developed. It also inspires a medical practitioner to come up with innovative and life-saving ways of handling his or her practice. I take historical research seriously because it has and will save lives.

Sources:

Siddall Papers, Oberlin College Archives.

“From Practicing Obstetrician to Amateur Historian”, Oberlin College Archives.

Living Through History

Tuesday, June 11th, 2013

My name is Michelle Myers, and I am a summer intern at the Oberlin Heritage Center through the Leadership Lorain County Internship Program. This is my second summer here. I was born and raised in Elyria, and I am currently working on my bachelor’s degree in psychology at Swarthmore College. This is why I have come to the Heritage Center for my second summer: because I love learning about and talking to people.

History, as I have come to learn it, is not facts. History is stories. History is the light in someone’s eyes when they recall an event that made headlines. History is a grandfather telling his grandchildren about the war at a family event. The past is what connects us all together. It is all of our stories interwoven in a conversation where people recall the good old days, the not so good days, and feel less alone. History is not the history of individuals, but of a common humanity who has been through and seen it all. History is what makes us live forever.

This is why I love giving tours of the three buildings at the Oberlin Heritage Center. I love when a visitor recognizes an item in one of the historical houses and says, “My grandmother has one of those in her house.” Someone else says, “I used to use one of those when I was a kid.” Then a conversation starts. People talk to each other. A human connection is made. Meaning is made out of washboards and rug beaters.

When a woman and I talk about the hardships a mother with her child could have faced trying to find freedom from slavery, and the visitor is nodding her head, her eyes deeply concerned, I feel as if something beyond our words is being fulfilled. She understands what it means to work hard, to face destitution. Both women understand. It is all three of us in this conversation. We live through each other’s thoughts and words. This is what history looks like.

But history is also the amazement and hilarity that ensues when first graders realize what a chamber pot is. They get on their hands and knees on the wooden, creaky floors; look under the rope-wrung bed; see the white, shiny bowl; and cry “People would poop in that?!” Maybe they imagine a life, long before televisions and video games, without bathrooms. They have something to go home and tell their parents about. They gave me something to remember. They fill these buildings with laughter and excitement. They keep these buildings and the Oberlin Heritage Center alive. Thank you to all of you, past and present, who keep this place alive.

Winter Term 2012: Finding Community Through History

Friday, January 27th, 2012

Until my time spent at the Heritage Center, my interest in museum work and cultural heritage management was underwritten by my fascination with the objects involved—Classical archaeology was only as interesting as its statuary and American history was only as interesting as the objects which told its stories. My concept and appreciation of museum work gained another crucial dimension during my month with the Heritage Center: the importance of community. In many ways the Oberlin Heritage Center is a professional institution, but in seemingly as many other ways it is a community club of sorts, relying heavily not only on the monetary support of its members but also their expertise and experience.

Towards the end of January, Prue Richard, the Collections Assistant, invited me to attend a collections committee meeting, which would be held at—to my surprise—Kendal (a local retirement community). On the way to the meeting I remember asking Prue if these meetings were public or private, if the committee was composed of board members or paying members, and who would be attending. The answers to these questions were not at all what I had expected. The committee was composed of an incredible diversity of volunteer talents, each of which was hugely valuable to the Heritage Center. The use of community talent and expertise seems essential to the continued prosperity of the Center.

I also enjoyed and learned quite a bit in my more day-to-day tasks at the Center. Interested in both research and collections management, I was able to spread my time somewhat evenly between these two interests. In terms of research, I was given the task of updating biographies on the previous tenants of Monroe house to go with the new furnishings plan. I focused primarily on the Monroe Children—Emma, Mary, Charles, and William. As far as collections management goes, I was able to help Prue develop a new salvage plan which would be used to evacuate the most important objects in the event of a fire or other major crisis. In performing these two tasks I became very familiar with the museum database program Past Perfect as well as a number of genealogical research databases. I also spent a good deal of time in the College archives poring over old financial and legal documents.

The tasks I was given by the Heritage Center staff were undoubtedly personally valuable—and hopefully valuable to the Center as well; but, the aspect of my time here that I may have enjoyed most was being my friends’ personal Oberlin historian. Dozens of times other Oberlin students would approach me with questions about the age of their home or the previous tenants, and given my access to all the information stored at the Heritage Center, I was more than capable of answering these questions. From finding the building history of my house on East College to finding that my friend’s apartment was previously a Masonic Temple, these small bits of historical knowledge have really brought Oberlin to life for me—breaking out the four year cycles I tend to see Oberlin as being stuck in, and revealing a community with a rich, important history that needs to be told and remembered.

Greg Brown
OC Class of 2012

Young Scholars Defend Research

Wednesday, April 6th, 2011

By Donna Marie Shurr, Teacher Oberlin High School

For the eleventh year, Langston Middle School and Oberlin High School students have represented Oberlin at District 3 National History Day.  On Saturday, March 19, students traveled to Case Western Reserve University to present their work before panels of judges. The 2011 contest included 400 students.  This record number of entries made for a very exciting day.  Students prepared original exhibits, historical papers, creative performances, media documentaries and imaginative web sites.

Representing Oberlin High School for her fifth and final year, senior Katherine Cavanaugh presented her original, individual performance entitled “ Roe vs. Wade: The Life Saving Debate .”  One of Cavanaugh’s judges commented, “Your final scene was very powerful.” Freshman Julia Robinson defended her paper, “Passion: John Brown’s Raid on Harper’s Ferry” before a panel of three judges who asked scholarly questions. Sophomores Madeline Geitz and Hannah Kim dramatized a group performance entitled, “Emma Goldman.”  Geitz and Kim were recognized for their research into local history by the Early Settlers of the Case Western Reserve.  They received certificates and a check for their work.

In the Junior Group Division, four Langston Middle School students also submitted their projects on the theme of “Debate and Diplomacy in History.” All 8th graders wrote a research paper for English class on a National History Day topic of their choice that fit into the theme. Those who wanted to do the projects for the competition worked on them during NHD club time on Wednesdays during the 21st Century Program.

Max Annable and Schuyler Coleman presented their group documentary, American Isolationism before WWII.  Ian Sweet defended his individual documentary, The Hetch Hetchy Dam Debate and Tong Li explained an individual exhibit, Nanking Massacre, the Forgotten Holocaust.

Alison Smith, eighth grade language arts teacher explains, “I am very pleased with the quality of work that all of the 8th graders produced for their research projects and I am very exited about these NHD projects. It’s exciting to see students excited about research and history and to see them take on these projects as their own. THEY chose and researched their topics so they are highly invested in the content matter. This is IB at its best- student directed and student initiated projects.”

LMS teacher Alison Smith and OHS teacher Donna Shurr are the History Day advisors for Oberlin district students.  Bravo to all of the student participants for their hard work and for representing Oberlin and the Oberlin school district!

Preserving Oberlin’s History: Norman G. Long

Friday, October 22nd, 2010

By Alan Cuthbertson

I am a history major at the University of Akron, and I am hoping to someday obtain a career in historical research.  In preparation for that, I recently started a term of volunteer/internship work here at the Oberlin Heritage Center.  My first few weeks have been memorable ones.  Following introductions to the staff and to the various resources available at the center by Liz Schultz, I was introduced to the collections specialist Prue Richards.  Prue helped me to familiarize myself with document preservation, and I was soon after given my first assignment.

As my first project here at the Oberlin Heritage Center, I was assigned the task of preserving and documenting historical artifacts from a fascinating member of the Oberlin community, the late Mr. Norman G. Long.  I was presented with a rich assortment of letters, photographs, and various other personal documents with which to preserve and to paint a picture of this man who, it can be said, led a full, rich, significant life.

Mr. Long was a very religious man.  He served in the United States Army in 9th Cavalry.  His service included that as an officer and a chaplain.  He later received a Doctorate of Ministry from Vanderbilt University in 1974.  Additionally Mr. Long dabbled in real estate planning.

Among other things, I was able to preserve letters to his wife, college, and many photographs.  I also got to work with Mr. Long’s military decorations from the second World War.  This was probably the most interesting thing that I did for this project.  I say that because I have a keen interest in military history, and to work with some firsthand was was a real treat for me.  Mr. Long received many decorations for his World War II service.  However as I was researching what exactly what the decorations were for, I came across one that I have yet to identify.  It has a band of blue on the edges, followed by an equally thick band of white, followed by a slightly thicker band of red, with a relatively thin band of yellow centered in the middle.  All you military experts out there:  please weigh in on this!

I have already learned a lot from this experience.  I have obtained skills in preservation, documentation, cataloguing, and research.  Prue in particular has been an invaluable resource for me throughout this process.  I hope that the  work that I am doing now will someday be useful to others in trying to accomplish historical research and/or interpretation.  Through my work here at the Oberlin Heritage Center, I feel that I am gaining skills and knowledge that will help me tremendously in my forthcoming career.  I cannot say enough about the wonderful staff here at the center as well, they are all very friendly and helpful.

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