Reasons For Construction
Early Chicago sewage systems discharged directly into Lake Michigan or into the Chicago River, which itself flowed into the lake. The city's water supply also came from the lake, through water intake cribs located two miles offshore. There were fears that sewage could infiltrate the water supply, leading to typhoid fever, cholera and dysentery. During a tremendous storm in 1885, the rainfall washed refuse from the river far out into the lake (although reports of an 1885 cholera epidemic are untrue), spurring a panic that a future similar storm would cause a huge epidemic in Chicago. The only reason for the storm not causing such a catastrophic event was because the weather was cooler than normal. The Chicago Sanitary District (now The Metropolitan Water Reclamation District) was created by the Illinois legislature in 1889 in response to this close call.
In addition, the canal was built to supplement and ultimately replace the older and smaller Illinois and Michigan Canal (built 1848) as a conduit to the Mississippi River system. In 1871, the old canal had been deepened in an attempt to reverse the river and improve shipping but the reversal of the river only lasted one season. The I&M canal was also badly polluted as a result of unrestricted dumping from city sewers and industries, such as the stockyards.
Read more about this topic: Chicago Sanitary And Ship Canal
Famous quotes containing the words reasons for, reasons and/or construction:
“I should like to know what is the proper function of women, if it is not to make reasons for husbands to stay at home, and still stronger reasons for bachelors to go out.”
—George Eliot [Mary Ann (or Marian)
“She has problems with separation; he has trouble with unity—problems that make themselves felt in our relationships with our children just as they do in our relations with each other. She pulls for connection; he pushes for separateness. She tends to feel shut out; he tends to feel overwhelmed and intruded upon. It’s one of the reasons why she turns so eagerly to children—especially when they’re very young.”
—Lillian Breslow Rubin (20th century)
“There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.”
—John Dewey (1859–1952)