c1250–c1500: Medicine in medieval England

40 Pages·2016·5.68 MB·English

by  Illaria Parodi

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Edexcel GCSE (9-1) History E o
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Medicine through time, c1250–present x 0
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Series Editor: Angela Leonard
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Pearson’s resources are designed to be simple, inclusive and S
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The front cover shows two astronauts taking photos of each other outside the
International Space Station. The mirror-like visor of a space suit is made of
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waves while the gold refl ects infrared and a lot of the visible light waves, www.pearsonschools.co.uk/KS3ES
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Combined Science you will learn about light waves, infrared waves, radiation and
why they can be damaging to humans, as well as why polymers and gold have Medicine through time, c1250–present
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Introduction 2
Contents 3
Features to look out for... 4–5
Timeline 6–7
Medicine through time, c1250-present
Student Book sample chapter 8–33
Writing Historically 34–35
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Features to look out for…
Throughout this sample chapter, you’ll get a glimpse of all the features
we have created to help all your students succeed in history.
Key Term Exam-style questions
Unfamiliar and historically Realistic exam-style questions appear in every chapter
important words are defined for with short tips to help students get started with their
students. answers – ideal for homework and assessments.
1.1 Anglo-Saxon society 1.1 Anglo-Saxon society
Extend your knowledge Key term The power of the English monarchy
Thegns Earls* In 1060, the king (monarch) was Edward the Confessor. He was the most
Thegns were divided into king’s thegns, who held Highest Anglo-Saxon aristocracy. The word came from powerful person in Anglo-Saxon England. He governed the country.
their land direct from the king and served him the Danish ‘jarl’ and meant a chieftain wTho ruled a Powers of the king Duties of the pTeople
directly, and those who held their land from earls and region on behalf of the king. The area controlled by Law-making: the king created new To obey the law as it was passed
other thegns. an earl is called an earldom. laws and made sure they were down through the king’s local
enforced throughout the country. representatives.
When a man became a thegn, he paid a tax called a Money: the king controlled the To use the king’s coins. Forging
heriot. Heriot meant ‘war gear’ and the tax required Changing social status production of the silver pennies coins was a very serious crime.
am tahile, gan h toor seeq aunipd hhiamrnseelsfs w, aitnhd a a h sewlmoredt aanndd scpoeaat ro.f In other parts of EuropeF, such as in Normandy, people’s uLasendd oaws nmeornsheiyp.: the king owned FLthaen dk icnagr.r Tiehde wmitahin i tt wobol iogbaltiigoantsio tnos
status in society depended on ancestry: the importance large estates and could grant land were payment of tax and military
Earls of their family and ancestors. Anglo-Saxon society was out to his followers. He could also service.
much less rigid than this. take land away from those who had Landholders had to provide and
Earls* were the most important aristocrats: the most acted against him. equip fighters for the army or
important men in the country after the king. The • A peasant who prospered and obtained five hides of land Military power: the king had the fleet; otherwise they were fined or
relationship between the king and his earls was based thaAt he paid tax on could gain the status of a thegn. ability to raise a national army and A lost their land.
on loyalty. The earls competed against each other to • Merchants who made a number of trips abroad in fleet. Landholders had to pay their taxes,
bthea tth teh eo nkein tgh ew okiunlgd tgriuvset ethde amn dth ree lgierdea otnes tth ree wmaorsdts, saon d • tShlaevire so wconu sldh ibpes cfroeueldd balys oth beeirc ommaset tehrse g–n asn.d free Tssyhasoxtauetlmdio bnde:e tlphivaeei drke iandng td hd iaes c ntiadaxtei doto nw ahhli metan.x taatxioens oththeierr lwainsde. they were fined or lost
hgeotn mouor.r eS opmoweteirm.es, earls even challenged the king to pdeeaspsaenratste c omueldas suerlel tthoe fmeesde ltvheesi rin ftaom sillaievse. ry as a FEidgwuarred 1’s. r3o yTahl es epaolw. Tehriss owf aEsd awtatardch tehde tCoo hnifse srosoyar la onrdd ethrse tdou sthieosw o tf hheisy pcaemopel efr. oTmhe t ihmea kgine gin. the middle is a representation of
R • At the top of the social system, thegns could be raised R
Dboaunneldaawr y ttoh etghnes s)t. aEtaursls o cfo eualdrl ss o(amnedt eimarelss ecovuenld b beec odmeme oktinegds t.o Tmhaei nktianign’s s raofelet yw aansd t os epcruortietyct a ht ihs opmeoep. Ilne frreotmur na,t tthacek p aenodp lgei voef tEhnegmla nladw os wtoe d Key terms
him service. Every boy swore an oath* when they reached 12 years of age to Oath*
NORTHUMBRIA Scarborough Exam-style question, Section B be faithful to the king. The oath was administered by the shire reeve* at a A solemn promise to do
Rhuddlan DDAN R iYvoer rHkumber DSaexsocrni bEen tgwlaon dfe. atures of the social system of A4n mglaor-ks spSeocuiarlc cee rAemony heDld each year (see Source A). sotwhoaaemtshm eos tft eohsenipnn heg aco. iAlbaynol lrgdyel ylboi cp-inSsa datrxoitn o omgnf. s aaA ks derwee olaircde
E Exam tip The oath sworn by Anglo-Saxon boys once they reached 12 years of age. saint, kept in a special casket.
HerefordWESSMEOWEXxifRnoCcrdhIAesLterAWLOCNaKnDEteONArNTbENuAGrSyLSTaIAndwich ETYdwwohexaeuivsltsl e e nncqlnoeooupeudte d lfis edy txat ioobeoc dehunidc . r pioTes okmhn ainitnsbeifot omya. wu F ttetowhl aerieodn deg etrx ngneaa.lte ’mefifrvyepaielnne pgt: ‘ epTkaohesiyena nftsesot a cawtinuahdlro e s tsydh.s iedtne vm e ry HKAhoainoa ollgbtlw yhsrs,o h ostptahhfhl oaelAa rltwnsl wogtberehle oare f-ryafrS e muiawnnxlidi loltewylnh r bere aEdee slnn, a f agtnaEmilioaodt nenhow ,dnfo ue afahl n tsertyhhdlo dea m t lttlLh ohhoecrer oeedkin r, tic Cnphebagaooe…lnwf no te irhfFnreee r u owsablm tshrsiemoo tamtrrhaac? hentee gvdoleeyfarr .ybiy t eo hconoan luw yts hhteihe ct ihhpn aegtr yhti i slseo fd SASehcoshhinmtue iaorrr ettaffiieffs nrs.csed,i eam cwovl aeeollnre*fe act gthineeed d ck h ritenahvgrege: nkehi uinosegf s f’lshoo ecr railff .
PevHeanssteinygs Anglo-Saxon England armies. Anglo-Saxon kings had clawed England back from Viking control.
The areas of Britain controlled by Anglo-Saxons had Edward the Confessor was not a warrior king, but his earls and their thegns
changed over the centuries. Viking invasions had taken were a powerful military force and he relied on his earls, especially Earl
control of vast areas, which had then been recaptured. Godwin, to protect England from attack.
Anglo-Saxon England also had hostile neighbours: Kings who were war leaders gained legitimacy for their rule because they
NORMANDY WNoarlemsa, nScdoyt. lTahned laoncadt iIorenl aonfd N aonrmd, atnod tyh eis s ionucltuhd, ed on cfooluloldw ehrasn. Wd ohuent tkhineg ws edaildt hn oatn hda lvaen dsu ocfc ethsse iirn d beaftetalet etdh eenn ethmeiier sp otow tehr ecior uld be
Figure 1.2 The main earldoms of England in 1060. this map, but it was never under Anglo-Saxon control. reduced. However, Edward had other reasons that made him a legitimate king.
10 11
01_GCSE_History_Anglo-Saxon_CH01-ccc.indd 10 11/01/2016 15:24 01_GCSE_History_Anglo-Saxon_CH01-ccc.indd 11 11/01/2016 15:25
Extend your knowledge Sources
Extra details to deepen students’ A wide variety of contemporary sources help bring the
knowledge and understanding. subject to life, and give important insight into each period.
4
1.2 The last years of Edward the Confessor and the succession crisis
Source B
The death of Edward the Activities
Confessor, portrayed in the
Bayeux Tapestry. T Engaging and accessible
activities tailored to
the skills focuses of
each unit to support
and stretch students’
F
learning.
Activity
A
KWL is a strategy to help you take control of your own learning. It stands for Know – Want to know – Learned. This
is how it works: Summary
a Draw a table with three columns: ‘Know’, ‘Want to know’, ‘Learned’.
b For any topic you are learning about, write down what you know about it already. Bullet-point list of
c Next, write down what else you’d like know, what questions you have about what you know. the key points from
d When you find out the answers, write them in the ‘Learned’ column. the material at the
R
Use this method to make notes on this section. Here’s an example: end of each chunk of
Know Want to know Learned learning – great for
Tostig was from Wessex; Why was Northumbria different? Part of Northumbria in Danelaw. Different embedding the core
Northumbria was different. laws, different language, tax lower.
knowledge and handy
for revision.
Summary D
• The house of Godwin had become the real ‘power behind the throne’ in Anglo-Saxon England.
• Harold’s embassy to Normandy and his decisions over Tostig had major consequences.
• Edward the Confessor died childless, causing a succession crisis.
Checkpoint
Checkpoint
Strengthen Students are asked to
S1 When did: Harold become Earl of Wessex; Tostig get exiled; King Edward die?
check and reflect on
S2 Describe two aspects of the house of Godwin that made them so powerful.
their learning regularly.
Challenge
C1 In your own words, summarise three reasons why you think Harold went against King Edward’s wishes over the ‘Strengthen’ sections
rising against Tostig. help consolidate
C2 What else would it be useful to know about the consequences of Tostig’s exile? knowledge and
How confident do you feel about your answers to these questions? If you are not sure that you have answered them understanding.
well, try the above study skills activity.
‘Challenge’ questions
25 encourage evaluation
and analysis of what’s
01_GCSE_History_Anglo-Saxon_CH01-ccc.indd 25 11/01/2016 15:25 being studied.
Thinking Historically
Our Student Books include ‘Thinking Historically’ activities that target four key
strands of understanding: evidence, interpretations, causation & consequence
and change & continuity.
These are all based on the ‘Thinking Historically’ approach we’ve developed with
Dr Arthur Chapman at the Institute of Education, University College London.
5
450-1066 -
Anglo-Saxon
law enforcement
Timeline: Medicine
Late Middle Ages Tudor Stuart
Ideas about causes and prevention
1543
Publication of Vesalius’
The Fabric of the
Human Body
1628
William Harvey
publishes his book
on the circulation
of the blood
1676
tttttttttttttttttttttt Thomas Sydenham
ffffffffffffffffffffff publishes
aaaaaaaaaaaaaaaaaaaaaa Observationes Medicae
rrrrrrrrrrrrrrrrrrrrrr
DDDDDDDDDDDDDDDDDDDDDD
1665
Great Plague arrives
in Britain
1250 1300 1350 1400 1450 1500 1550 1600 1650
1348 c1440 1536: Dissolution 1660
Black Death arrives Printing press of the Monasteries Royal Society
in Britain invented in England meet in London
for fi rst time
Ideas about treatments
1485
Battle of 6 10
Bosworth
A03_GCSE_History_Medicine_Timeline-cpp.indd 10 15/03/2016 15:05
450-1066 -
Anglo-Saxon
law enforcement
Timeline: Medicine
Late Middle Ages Tudor SSttuuaarrtt Georgian Victorian World Wars Modern Era
n
a
di
r
a
w
d
E
Ideas about causes and prevention
1796–98 1803 1854 1901
Edward Jenner discovers the Royal Jennerian John Snow Karl Landsteiner
1543
smallpox vaccination Society discovers the discovers blood
Publication of Vesalius’
established signifi cance of the groups
The Fabric of the
Broad Street pump
Human Body 1914
in causing cholera
Albert Hustin discovers that sodium
1628
citrate stops blood from clotting
William Harvey
1859
publishes his book
Nightingale publishes 1915
on the circulation
Notes on Hospitals First gas attacks, at Loos, prompt
of the blood
issuing of gas masks
1860
Nightingale School for 1878 1942
1676 Nurses established Pasteur begins his work National immunisation
tttttttttttttttttttttt Thomas Sydenham ttttttttttttttttttttttttt creating vaccinations campaign against
ffffffffffffffffffffff publishes 1111188888fffffffffffffffffffffffff6666611111 diphtheria launched
aaaaaaaaaaaaaaaaaaaaaa Observationes Medicae LLLLLLLooooooouuuuuuuiiiiiiisssssss PPPPPPPaaaaaaasssssssttttttteeeeeeeuuuuuuurrrrrrr aaaaaaaaaaaaaaaaaaaaaaaaadddddddiiiiiiissssssscccccccooooooovvvvvvveeeeeeerrrrrrrsssssss 1882: Robert Koch publishes
GGGGGGGGGeeeeeeeeerrrrrrrrrmmmmmmmmm TTTTTTTTThhhhhhhhheeeeeeeeeooooooooorrrrrrrrryyyyyyyyy
rrrrrrrrrrrrrrrrrrrrrr rrrrrrrrrrrrrrrrrrrrrrrrr his four hypotheses, and
DDDDDDDDDDDDDDDDDDDDDD DDDDDDDDDDDDDDDDDDDDDDDDD discovers the bacteria
causing tuberculosis 1953
1665
Franklin, Watson and
Great Plague arrives 1916 Crick discover the
in Britain Battle of the Somme structure of DNA
1250 1300 1350 1400 1450 1500 1550 1600 1650 1700 1800 1900 2000
1348 c1440 1536: Dissolution 1660 1875 1914–1918 1948 1990
Black Death arrives Printing press of the Monasteries Royal Society Second Public Health Act First World War NHS is Human
in Britain invented in England meet in London launched Genome
for fi rst time 1842 1907 mapped
William E. Clarke successfully uses First Aid Nursing
1956
ether to anaesthetise a patient Yeomanry (FANY)
Clean Air Act passed
founded
1847
1909–10
James Simpson discovers chloroform
Paul Ehrlich discovers the fi rst
magic bullet, Salvarsan 606
1854
Florence Nightingale treats 1917
wounded soldiers in Crimean War First blood depot is used, at
the Battle of Cambrai
1865
1928
Joseph Lister uses carbolic acid in
Fleming discovers penicillin
surgeries for fi rst time
1895 1932
William Roentgen Discovery of the second magic
discovers x-rays bullet, Prontosil
1941
1898
Florey and Chain develop
Royal Army Medical Corps
penicillin into a usable
Ideas about treatments (RAMC) founded
treatment 2010
1485 Army 2020
Battle of 10 11 7 reform
Bosworth
A03_GCSE_History_Medicine_Timeline-cpp.indd 10 15/03/2016 15:05 A03_GCSE_History_Medicine_Timeline-cpp.indd 11 15/03/2016 15:05
History Medicine through time, c1250-present
Student Book sample chapter
01 c1250–c1500: Medicine in
medieval England
01 c1250–c1500: Medicine in
medieval England
Medieval England was not an easy place to live in. Most of England’s
population worked in the fi elds, growing and harvesting crops for wealthy
landowners. Poor nutrition, particularly at times of famine when food was
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Most of the time, this explanation was enough. Only in times of terrible
diseases – or they said it was God’s will when somebody became ill. People
disease, such as during the Black Death in 1348, did people start to question
believed God could send disease as a punishment for sinful behaviour.
the authority of the Catholic Church on matters of medicine.
Most of the time, this explanation was enough. Only in times of terrible
disease, such as during the Black Death in 1348, did people start to question
the authority of the Catholic Church on matters of medicine.
Learning outcomes
By the end of chapter 1, you will:
• understand what ideas people in medieval England had about the causes
Learning outcomes
of disease and illness
By the end of chapter 1, you will:
• understand what methods medieval people tried in order to prevent and
• understand what ideas people in medieval England had about the causes
treat disease
of disease and illness
• complete a case study on the Black Death, including approaches to its
• understand what methods medieval people tried in order to prevent and
treatment and attempts to prevent it from spreading.
treat disease
• complete a case study on the Black Death, including approaches to its
treatment and attempts to prevent it from spreading.
8
M01_GCSE_History_Medicine_CH01-cpp.indd 12 15/03/2016 15:02
M01_GCSE_History_Medicine_CH01-cpp.indd 12 15/03/2016 15:02
1.1 Ideas about the cause of disease and illness
Learning outcomes
• Understand diff erent ideas about the cause of disease before 1500, including the Theory of the Four Humours.
• Know the diff erent infl uences on ideas about the cause of disease before 1500.
Supernatural and religious explanations of
the causes of disease
01 c1250–c1500: Medicine in
People in medieval England were very religious. The vast majority of
medieval England
people in England followed the teachings of the Catholic Church. They
attended services regularly and were expected to give a sum of money to
the Church each month. This was known as a t ithe . The Church also owned
Medieval England was not an easy place to live in. Most of England’s large amounts of land in England, where it built churches, monasteries and
population worked in the fi elds, growing and harvesting crops for wealthy convents. These became important centres of the community: as well as
landowners. Poor nutrition, particularly at times of famine when food was praying, monks and nuns of the Church provided basic medical care, looking
scarce, and hard physical labour meant that sickness and disease were a(cid:129) er people who were not able to care for themselves. The Church used the
nnneeevvveeerrr vvveeerrryyy fffaaarrr aaawwwaaayyy... SSSooommmeee pppeeeooopppllleee llliiivvveeeddd iiinnn tttooowwwnnnsss aaannnddd ccciiitttiiieeesss,,, bbbuuuttt ttthhhiiisss wwwaaasss nnnooottt tttiiittthhheeesss gggiiivvveeennn bbbyyy ooorrrdddiiinnnaaarrryyy pppeeeooopppllleee tttooo pppaaayyy fffooorrr ttthhheee cccaaarrreee ooofff ttthhheee cccooommmmmmuuunnniiitttyyy...
tttttttttttt ttttttttt Key term
mmmuuuccchhh bbbeeetttttteeerrr ttthhhaaannn ttthhheee cccooouuunnntttrrryyy::: ttthhheee cccrrrooowwwdddeeeddd ssstttrrreeeeeetttsss aaannnddd lllaaaccckkk ooofff dddrrraaaiiinnnsss mmmeeeaaannnttt
ffffffffffff fffffffff
I I Illllllnnneeessssss wwwaaasss nnnooottt uuunnncccooommmmmmooonnn... MMMaaalllnnnuuutttrrriiitttiiiooonnn***,,, pppaaarrrtttiiicccuuulllaaarrrlllyyy iiinnn tttiiimmmeeesss ooofff fffaaammmiiinnneee***,,, Malnutrition*
dddiiissseeeaaassseeesss sssppprrreeeaaaddd eeeaaasssiiilllyyy... HHHooommmeeesss wwweeerrreee hhheeeaaattteeeddd bbbyyy ooopppeeennn fififi rrreeesssaaaaaaaaaaaa,,, aaannnddd bbbeeeiiinnnggg eeexxxpppooossseeeddd aaaaaaaaa
tttooo sssmmmoookkkeee eeevvveeerrryyy dddaaayyy mmmeeeaaannnttt llluuunnnggg dddiiissseeeaaassseeesss wwweeerrreee cccooommmmmmooonnn... NNNeeeaaarrrlllyyy hhhaaalllfff ooofff ttthhheee mmmaaadddeee pppeeeooopppllleee mmmooorrreee llliiikkkeeelllyyy tttooo fffaaallllll iiillllll... AAA lllaaaccckkk ooofff sssccciiieeennntttiiifififi ccc kkknnnooowwwllleeedddgggeee aaattt ttthhhiiisss tttiiimmmeee Undernourishment due to a lack
rrrrrrrrrrrr rrrrrrrrr
pppooopppuuulllaaatttiiiooonnn dddiiieeeddd bbbeeefffooorrreee rrreeeaaaccchhhiiinnnggg aaaddduuulllttthhhooooooddd... DDDDDDDDDDDD mmmeeeaaannnttt ttthhhaaattt ttthhheee cccaaauuussseeesss ooofff dddiiissseeeaaassseee aaannnddd iiillllllnnnDDDDDDDDDeeessssss wwweeerrreee aaa mmmyyysssttteeerrryyy... TTThhheee CCChhhuuurrrccchhh of food.
tttrrriiieeeddd tttooo uuussseee rrreeellliiigggiiiooonnn tttooo aaannnssswwweeerrr ttthhheee qqquuueeessstttiiiooonnnsss pppeeeooopppllleee hhhaaaddd aaabbbooouuuttt iiillllllnnneeessssss aaannnddd
T T Thhheeerrreee wwwaaasssnnn’’’ttt mmmuuuccchhh sssccciiieeennntttiiifififi ccc kkknnnooowwwllleeedddgggeee iiinnn mmmeeedddiiieeevvvaaalll EEEnnnggglllaaannnddd... IIInnn fffaaacccttt,,, ttthhheeerrreee Famine*
disease.
wwweeerrreeennn’’’ttt mmmaaannnyyy pppeeeooopppllleee lllooooookkkiiinnnggg tttooo sssccciiieeennnccceee tttooo cccuuurrreee dddiiissseeeaaassseeesss aaannnddd aaaiiilllmmmeeennntttsss aaattt aaallllll...
Food shortage, usually due to bad
IIInnnsssttteeeaaaddd,,, ttthhheee CCCaaattthhhooollliiiccc CCChhhuuurrrccchhh uuussseeeddd aaannnccciiieeennnttt ttteeexxxtttsss,,, wwwrrriiitttttteeennn bbbyyy llleeeaaadddiiinnnggg dddoooccctttooorrrsss
O O Orrrdddiiinnnaaarrryyy pppeeeooopppllleee rrreeeccceeeiiivvveeeddd mmmooosssttt ooofff ttthhheeeiiirrr ttteeeaaaccchhhiiinnnggg fffrrrooommm ttthhheee CCChhhuuurrrccchhh,,, aaasss ttthhheeeyyy harvests.
aaannnddd ppphhhyyysssiiiccciiiaaannnsss sssuuuccchhh aaasss HHHiiippppppooocccrrraaattteeesss aaannnddd GGGaaallleeennn,,, tttooo eeexxxppplllaaaiiinnn wwwhhhyyy pppeeeooopppllleee cccaaauuuggghhhttt
didn’t receive any formal education. The majority of people at this time
diseases – or they said it was God’s will when somebody became ill. People
could not read or write. Instead, they learned from the stories they heard,
believed God could send disease as a punishment for sinful behaviour.
or the paintings they saw on the wall of their church. One thing they
Most of the time, this explanation was enough. Only in times of terrible learned was that sin was very dangerous. The Church taught that those who
disease, such as during the Black Death in 1348, did people start to question committed a sin could be punished by God. They also taught that the devil
the authority of the Catholic Church on matters of medicine. could send disease to test someone’s faith, as seen in Source A.
Source A
Learning outcomes The devil, or Satan, was o(cid:129) en held
responsible for sending diseases
By the end of chapter 1, you will:
to people. This picture is taken
• understand what ideas people in medieval England had about the causes from a 12th century manuscript.
of disease and illness In the image, Satan is infecting
• understand what methods medieval people tried in order to prevent and Job. According to the Bible, Job
treat disease was very obedient and faithful to
God. Satan argued that he was
• complete a case study on the Black Death, including approaches to its
only faithful because his life was
treatment and attempts to prevent it from spreading.
so good. Infecting him with a
disease was used to test his faith.
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1.1 Ideas about the cause of disease and illness
The Church o„ en explained famine by saying that God
Source B
had sent it as punishment for sin. Therefore, it was
logical to also blame people’s sins for their illnesses. This A painting of a leper from around 1400. Lepers were made
meant that when people recovered, the Church was able to wear a cloak to cover their diseased bodies and ring a
to declare that a miracle had happened, thanks to the bell to warn people when they were nearby. The bell would
also have acted as a way to ask for alms, or charitable
patient’s prayers. Therefore, blaming sickness on God
donations. The words say, ‘Some good, my gentle master,
acted as ‘proof of the divine’: it provided evidence of
for God’s sake.’
God’s existence. This explains why the Church supported
the idea that God sent disease as a punishment.
Although disease was mainly seen as a result of sin,
the Church also taught that disease was sent by God to
cleanse one’s soul of sin. If you became ill, God could be
sending the illness to purify your soul, or to test your
faith, as shown in Source A. Since they had learned that
God controlled every aspect of the world, this was very
believable to people at this time.
Leprosy ttttttt
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The Bible tells many stories of how God sent disease as
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rrrrrrr
BBBiiibbbllleee aaasss aaannn iiilllllluuussstttrrraaatttiiiooonnn ooofff aaa pppuuunnniiissshhhmmmeeennnttt fffooorrr sssiiinnn... LLLeeeppprrrooosssyyy
DDDDDDD
uuusssuuuaaallllllyyy bbbeeegggaaannn aaasss aaa pppaaaiiinnnfffuuulll ssskkkiiinnn dddiiissseeeaaassseee,,, fffooollllllooowwweeeddd bbbyyy
pppaaarrraaalllyyysssiiisss*** aaannnddd eeevvveeennntttuuuaaallllllyyy dddeeeaaattthhh... FFFiiinnngggeeerrrsss aaannnddd tttoooeeesss wwwooouuulllddd
fffaaallllll oooffffff ,,, bbbooodddyyy hhhaaaiiirrr wwwooouuulllddd dddrrroooppp ooouuuttt aaannnddd uuulllccceeerrrsss wwwooouuulllddd
develop both inside and outside the body.
Key term
Paralysis*
Being unable to move either all or part of your body
as a result of illness, poison or injury.
This was because it was believed their breath was
contagious. Although this was not true (leprosy was
There was no cure for leprosy, so lepers were banished
spread by very close contact with the infected), it does
from their communities. They usually had to move
show that medieval people had some correct ideas
to leper houses or to isolated island communities. If
about how some diseases were transmitted.
they were allowed to stay in their home towns, they
had to wear a cloak and ring a bell to announce their Although there was no formal care for lepers, a few lazar
presence, and they were banned from going down houses did help people suff ering from leprosy. Lazar
narrow alleys, where it was impossible to avoid them. houses were more commonly known as leper colonies.
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