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Old house on museum ground
No full textThis house once stood on the corner of Lincoln Ave and W. Grove Pl. at the end of the museum parking lot.
Panoramic views
No full textPanoramic views of the construction site, proposed city phase2 prior to start 06-04-92
Letter to the Editor
No full textTOLEDO AREA NATIONAL ORGANIZATION FOR WOMEN
P.O. Box&!r78 Toledo, Ohio 4362:1
October 20, 1994
The Editor Readers' Forum The Blade 541 N. Superior St. Toledo, Ohio 43660
To the Editor:
During October, organizations around the country have focused on the issue of violence against women, particularly domestic violence. Recent news events, such as the alleged abuse of Nicole Brown Simpson by her husband, have dramatically demonstrated that this problem continues to affect women in all walks of life.
On Wednesday, October 26, the Toledo Area National Organization for Women will sponsor two events to raise awareness of this problem in our own community. The Take Back the Night March, beginning at 7 p.m. in front of University Hall at UT, will serve as a notice that Toledo women have the right to feel safe wherever their lives take them, whether it is to walk and drive freely on our city streets at night or to live without fear in their own homes. The march will culminate in Ottawa Park with the first display of the Toledo Clothesline Project. This moving display of tee shirts, decorated by women who have been the victims of violence as well as by their friends and loved ones, brings the issue of violence against women down to the most personal level. It allows individuals to publicly express their feelings and experiences, and at the same time allows the public to thoughtfully consider the personal toll of
violence.
By pairing these two events, Toledo NOW hopes to communicate two important facts about violence against women. First, we must understand the cost of violence to individuals -women who are our own neighbors, friends, and tam ily mem bers -before we can begin to understand violence against women as a national problem. And, secondly, we must take our individual understanding and tum it into collective power as we demand vigorous protection of women's most basic right -to move freely
inside and outside their own homes.
Sincerely yours,
(Ms.) Carol A. Wiliams-Young President
(841-5176)
Cover of ""Here and Now""
No full text--------
Monthly Newsletter of the Greater Toledo Area Chapter of NOW~____________~s~eLP~te~
. ____ ~mb~er~1~9~7_4~__
Sex Stereotyping in Textbooks
Stereotypes, by their very nature, are damaging to anyone who is confined wit hin them. until t he emergence of ~'omen's right as a national lssue, sex role stereotyping in textbooks and educational materials had been complacently accepted. Textbooks, as a pri me tool ~f the educational system, portray what society asks for and expects from the children readir.g them. In elementary t extbooks, boys are portrayed as active, brave, innovative, and omni-present. Girls (if present at all) are shown to be dependent, passive, incompetent, and fearful es they rehearse their role as future "mommies." This constant channeling into ste~eotyped roles is extremely detrimental to the development of both sexes.
In all textbooks t he over~helming disproportion in the amount of exposure allotted to each sex is quite obvious. A study of children's readers by a NOW task force called "women on words and Images" found the ratio of boy-centered to girl-centered stories to be 5 to 2; adult male main characters to adult female Il'.ain characters 3 to 1; and male biographies to female biographies 6 to 1. Almo~t a~y ~merican history book indicates t hat this country has grown and maintained itself with a 9910 male population. Students wi ll typically find one out of 500 pages devoted to women and their contributions in these history books. In a study by the Ne~ york Chapter of NOW, it was reported that in junior high school texts, female scientists and mathematicians are omitted, leaving the chil dren to believe that women do not make any worthwhile contributions in these fields either.
prohahly the most obvious and blatant examples of sex role stereotyping can be found in career education. Motherhood is stressed as the mest desirable career for women. Girls are usually encouraged to pursue a career that requires a minimum of education or training and one t hat can be discontinued and resumed according t o the demands of parenthood. The more typical female occupations mentioned are teaching, nursing, secretarial work or other service oriented jobs. The career options for boys are virtually unlimited. In a study of five popul ar primer social studies texts, one hundred plus occupations were listed for men with less than thirty listed for women.
Although sex role indoctrination CALENDAR begins soon after birth, it is reinforced throughout a child's school experience. The textbooks September 17: General Meeting 7:30 P.M. used in our educational system have St. Paul's Lutheran Church traditionally presented children with a very ohviotls rr.essaee---that girls september 19: State Conference Committee and women are relegated t a secKaren Chapmam 8:00 P.M. ondary and inferior status in scc547 Wint hrop Street iety. The damage perpetuated upon growing children through this sexist September 30: Newsletter Co~ittee indoctrination is insurmountable. C ral Schmidt 7:30 P.M. We must begin to look more critically 1831 West Bancroft at the information children are receiving about themselves at a time October 2: Board Meeting when they are extremely vulnerable. Pat Garver 8:00 P.M.
1606 Gilbert
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Letter dated October 31, 1891
No full textA letter from Gustavus Ohlinger to his mother, while Gustavus was attending the Pretestant Collegiate School in Chefoo, China.
Letter dated March 12, 1892
No full textA letter from Gustavus Ohlinger to his mother, while Gustavus was attending the Pretestant Collegiate School in Chefoo, China.
Correspondence, 1951-67
No full textA collection of letters written by Gustavus Ohlinger concerning various law correspondence.
