Margaret Gamper: A Pioneer in Childbirth Education

MARYBETH YOUNG

Forty years ago Margaret Gamper held her first childbirth preparation class for eight hand-picked, "emo- tionally stable" young women. At 79, she continues her active involve- ment in teaching prenatal classes and her commitment to the prepara- tion of childbirth teachers. This di- minutive, silver-haired dynamo com- municates intense dedication to her craft; she engages an audience im- mediately with her expressive eyes and gentle voice; her touch promotes relaxation as she demonstrates with a pregnant woman. Margaret's val- ues are clearly evident as she ex- plains: "Care is given with love as we touch others with eyes, hands, and v o i c e . "

An inquiring professional, she con- tinues to scan research findings on prenatal health promotion, evaluate trends in childbirth techniques, and search for new ways to share her ex- pertise. But perhaps what is more important, she conveys to those around her an appreciation for the miracle of birth and a commitment to prepared birth based on knowl- edge of the whole person.

Margaret Gamper grew up in ru- ral Wisconsin. After holding several jobs, including hand sewing and fac- tory work, she finally saved enough money to leave home and study nurs- ing at the Illinois Masonic School of Nursing in Chicago in 1927. By the time she was graduated, the Depres- sion had cast a shadow over the job market, but she managed to find work as a private-duty nurse and lat- er at Cook County Hospital. She en- rolled in post-graduate courses in

Marybeth Young, RN, BSN, MSN, is an as- sistant professor of maternal child nursing at Loyola University, Chicago, IL.

~lfl O f i i a ~ i t , Jul.uii~lmRust 1986

Margaret Gamper was honored in July of this year by the International Childbirth Education Association for her outstanding pioneer work in this field.

surgical techniques and supervision, as well as beauty culture and Swe- dish massage. Her early clinical work often included care of climac- teric women and those whose self- esteem had suffered after gynecolog- ical surgery. Margaret worked with such patients to help them feel better about themselves.

Early career goals led her to work in the operating room and a physi- cian's office, with occasional follow- up care in the home. Her interest in maternity nursing evolved slowly. She recalls waiting for a free operat- ing room with a woman scheduled for cesarean section. "Every few minutes, the patient would concen- trate, appear to do something, then smile! When I asked what she was doing, she told me she was using Grantley Dick-Read's suggestions to relax." Soon after that another pa- tient spoke of her enthusiasm for Read's book. Margaret recalls, "We read the book together throughout

her pregnancy. I was amazed at her easy four-hour labor!"

Mrs. Gamper was determined to work with other pregnant patients. Her physician-employer, Harold W. Miller, was skeptical about the value of such preparation for childbirth, but let her teach several of his hand- picked patients. The teaching proved successful, and led, in 1946, to Mar- garet's first formal childbirth prepa- ration classes. She reminisces that these pregnant women were eager students and were much more re- laxed during labor than the unpre- pared mothers she worked with.

At first, Margaret's students were limited to Dr. Miller's clients, but soon other physicians were referring pregnant patients to her classes. From the start, fathers were involved in the classes although, in those days, they were excluded from the exercise sessions that "compromised modesty," Margaret explains.

The theoretical basis for the Gamper Method was drawn from the writings of several 19th century midwives and physicians, including Mary Ries Melendy, John Dye, and Grantley Dick-Read. Margaret de- scribes Read as a major influence on her work. Margaret refined Read's method for interrupting the fear- tension-pressure-pain cycle with ad- aptations for exercise and breathing techniques taught by Helen Heard- man, a British physical therapist and consultant to the New York Mater- nity Center. Margaret credits not only Read and Heardman, but also Dr. Miller, colleagues, and expec- tant couples for other changes in the methods she uses.

The Gamper Method, she ex- plains, prepares a woman for the birth experience by instilling self- confidence and self-determination through working with the body be-

70+ AND GOING STRONG

Margaret Galllper:A Pioneer in Childbirth Education

MARYBETH YOUNG

Forty years ago Margaret Gamperheld her first childbirth preparationclass for eight hand-picked, "emo­tionally stable" young women. At79, she continues her active involve­ment in teaching prenatal classesand her commitment to the prepara­tion of childbirth teachers. This di­minutive, silver-haired dynamo com­municates intense dedication to hercraft; she engages an audience im­mediately with her expressive eyesand gentle voice; her touch promotesrelaxation as she demonstrates witha pregnant woman. Margaret's val­ues are clearly evident as she ex~

plains: "Care is given with love as wetouch others with eyes, hands, andvoice."

An inquiring professional, she con­tinues to scan research findings onprenatal health promotion, evaluatetrends in childbirth techniques, andsearch for new ways to share her ex­pertise. But perhaps what is moreimportant, she conveys to thosearound her an appreciation for themiracle of birth and a commitmentto prepared birth based on knowl­edge of the whole person.

Margaret Gamper grew up in ru­ral Wisconsin. After holding severaljobs, including hand sewing and fac­tory work, she finally saved enoughmoney to leave home and study nurs­ing at the Illinois Masonic School ofNursing in Chicago in 1927. By thetime she was graduated, the Depres­sion had cast a shadow over the jobmarket, but she managed to findwork as a private-duty nUrse and lat­er at Cook County Hospital. She en­rolled in post-graduate courses in

~arybeth Young, RN, BSN, MSN, is an as­sIstant professor of maternal child nursing atLoyola University, Chicago, ll.

IUD am.trio. !lIuoma. .lI!1D6J!ttust 1986

Margaret Gamper was honored in July ofthis year by the International ChildbirthEducation Association for her outstandingpioneer work in this field.

surgical techniques and supervision,as well as beauty culture and Swe­dish massage. Her early clinicalwork often included care of climac­teric women and those whose self­esteem had suffered after gynecolog­ical surgery. Margaret worked withsuch patients to help them feel betterabout themselves.

Early career goals led her to workin the operating room and a physi­cian's office, with occasional follow­up care in the home. Her interest inmaternity nursing evolved slowly.She recalls waiting for a free operat­ing room with a woman scheduledfor cesarean section. "Every fewminutes, the patient would concen­trate, appear to do something, thensmile! When I asked what she wasdoing, she told me she was usingGrantley Dick-Read's suggestions torelax." Soon after that another pa­tient spoke of her enthusiasm forRead's book. Margaret recalls, "Weread the book together throughout

her pregnancy. I was amazed at hereasy four-hour labor!"

Mrs. Gamper was determined towork with other pregnant patients.Her physician-employer, Harold W.Miller, was skeptical about the valueof such preparation for childbirth,but let her teach several of his hand­picked patients. The teaching provedsuccessful, and led, in 1946, to Mar­garet's first formal childbirth prepa­ration classes. She reminisces thatthese pregnant women were eagerstudents and were much more re­laxed during labor than the unpre­pared mothers she worked with.

At first, Margaret's students werelimited to Dr. Miller's clients, butsoon other physicians were referringpregnant patients to her classes.From the start, fathers were involvedin the classes although, in thosedays, they were excluded from theexercise sessions that "compromisedmodesty," Margaret explains.

The theoretical basis for theGamper Method was drawn fromthe writings of several 19th centurymidwives and physicians, includingMary Ries Melendy, John Dye, andGrantley Dick-Read. Margaret de­scribes Read as a major influence onher work. Margaret refined Read'smethod for interrupting the fear­tension-pressure-pain cycle with ad­aptations for exercise and breathingtechniques taught by Helen Heard­man, a British physical therapist andconsultant to the New York Mater­nity Center. Margaret credits notonly Read and Heardman, but alsoDr. Miller, colleagues, and expec­tant couples for other changes in themethods she uses.

The Gamper Method, she ex­plains, prepares a woman for thebirth experience by instilling self­confidence and self-determinationthrough working with the body be-

xt, rd al~ ~ ~ o r . E"lasses are scheduled by the fifth month to pro- mote nutrition and comfort as the uterus expands. The focal point in the Gamper Method lies within the body. The woman is taught to visual- ize the changing uterus supported by abdominal and perineal muscles. "There will be pain, but having a baby is more than labor and de- livery; it is love."

The method stresses complete, one-step relaxation. Emphasis is on abdominal breathing, instinctive during times of stress. Margaret urges couples to watch a sleeping child or a pet to learn how to breathe "as God made us to breathe." Flexi- bility is stressed. Comfort tools are suggested and tried in class so that couples can use those most helpful during the actual labor. The help of a supportive, trained person, usually the husband, is seen as essential for a good birth experience.

In the early days of her practice, Margaret combined marital and ca- reer commitments. She and her late husband, Hugo, hoped to have a large family, but the dream was de- layed by infertility, for which she

Help from a supportive, trained person is seen as essential for a good birth experience.

i n

was treated. The loss of a son in the sixth month of pregnancy was a great disappointment. Finally, at the age of 38, she gave birth to a daugh- ter, Mary Jane. From that time on, h e r little girl accompanied her to prenatal classes and to patients" homes.

Margaret's professional accom- plishments mounted. She produced a silent film on her relaxation method in 1949, the first of five Gamper films, began classes for childbirth teachers in 1950, and published her first book, Relax, Here's Your Baby in 1951. A phonograph record set (reinforcing relaxation techniques taught in her childbirth classes) was marketed in the 1960s as Margaret took an unprecedented step into in- dependent nursing practice and organized the Midwest Parentcraft Center which she still heads today.

Margaret says that Mona Lisa, whose image she wears on a gold chain, knew the secret ot a relaxed pregnancy--evident in her serene smile, half-closed eyes, and nasal breathing.

In the 1970s she wrote Preparation for the Heir Minded for expectant parents and produced the film, Chil- dren Make Love Visible. About that time she also created an innovative teaching segment--a special lecture and discussion--for expectant grandparents.

Margaret's commitment to life- long learning is evident in her regu- lar attendance and presentations at continuing education programs. She remains a consultant to the Interna- tional Childbirth Education Associa- tion, of which she was a pioneer member. She belongs to many other organizations, including the Ameri- can Nurses' Association and Nurses' Association of the College of Obste- tricians and Gynecologists. She is adviser to the Illinois Association for Maternal and Child Health, and is often invited to speak to consumer, professional, and academic groups.

Today Margaret edits the Center's newsletter, Heir Raising News (with her daughter, Mary Jane), still con- ducts classes for couples and nursing students, is revising her book, Prepa- ration for the Heir Minded, and writing an instructors' guide, and is completing a slide program on the history of childbirth and a library on the history of maternal nursing. This home library of books, journals, and art is open to students and profes-

sionals. In their 1984 book, Reclaim- ing Birth (Trumansburgh, NY: The Crossing Press), Margot Edwards and Mary Waldorf cite Margaret Gamper's " . . . i m p r e s s i v e contribu- tion to the chi ldbirth education movement . . . . . Before the childbrith reform movement gained mo- mentum in the sixties, she stood alone in the unique position of a nurse turned childbirth educa- tor."The young families served and professionals influenced by Margar- et Gamper continue to give testimo- ny to this remarkable senior nurse, teacher, author, mother, grandmoth- er, and role model. In July, Margar- et received a special award at the an- nual meeting" of the International Childbirth Education Association for her outstanding pioneering work in childbirth education.

Which values does Margaret hope to instill in nurses? She hopes that nursing students will "take time to observe care fu l ly . . , look for feel- ings of o t h e r s . . , fear in the eyes of the patient. Use touch! Keep the car- ing aspect in nursing!" To colleagues who serve future parents, her mes- sage is: "Take from any expert only what you are comfortable with and what you believe in. Then work hard to accomplish the best for your cou- ples, and to fulfill the dreams of your own life!"

Geriatric Nursing July/August 1986 211

Margaret says that Mona Lisa, whose image she wears on a gold chain, knew the secret 01 arelaxed pregnancy-evident in her serene smile, half-closed eyes, and nasal breathing.

fore and during lahor. Classes arescheduled by the fifth month to pro­mote nutrition and comfort as theuterus expands. The focal point inthe Gamper Method lies within thebody. The woman is taught to visual­ize the changing uterus supported byabdominal and perineal muscles."There will be pain, but having ababy is more than labor and de­livery; it is love."

The method stresses complete,one-step relaxation. Emphasis is onabdominal breathing, instinctiveduring times of stress. Margareturges couples to watch a sleepingchild or a pet to learn how to breathe"as God made us to breathe." Flexi­bility is stressed. Comfort tools aresuggested and tried in class so thatcouples can use those most helpfulduring the actual labor. The help ofa supportive, trained person, usuallythe husband, is seen as essential for agood birth experience.

In the early days of her practice,Margaret combined marital and ca­reer commitments. She and her latehusband, Hugo, hoped to have alarge family, but the dream was de­layed by infertility, for which she

Help from a supportive,trained person isseen as essential fora good birth experience.

was treated. The loss of a son in thesixth month of pregnancy was agreat disappointment. Finally, at theage of 38, she gave birth to a daugh­ter, Mary Jane. From that time on,her· little girl accompanied her toprenatal classes and to patients.'homes.

Margaret's professional accom­plishments mounted. She produced asilent film on her relaxation methodin 1949, the first of five Gamperfilms, began classes for childbirthteachers in 1950, and published herfirst book, Relax, Here's Your Babyin 1951. A phonograph record set(reinforcing relaxation techniquestaught in her childbirth classes) wasmarketed in the 1960s as Margarettook an unprecedented step into in­dependent nursing practice andorganized the Midwest ParentcraftCenter which she still heads today.

In the 1970s she wrote Preparationfor the Heir Minded for expectantparents and produced the film, Chil­dren Make Love Visible. About thattime she also created an innovativeteaching segment-a special lectureand discussion-for expectantgrandparents.

Margaret's commitment to life­long learning is evident in her regu­lar attendance and presentations atcontinuing education programs. Sheremains a consultant to the Interna­tional Childbirth Education Associa­tion, of which she was a pioneermember. She belongs to many otherorganizations, including the Ameri­can Nurses' Association and Nurses'Association of the College of Obste­tricians and Gynecologists. She isadviser to the Illinois Association forMaternal and Child Health, and isoften invited to speak to consumer,professional, and academic groups.

Today Margaret edits the Center'snewsletter, Heir Raising News (withher daughter, Mary Jane), still con­ducts classes for couples and nursingstudents, is revising her book, Prepa­ration for the Heir Minded, andwriting an instructors' guide, and iscompleting a slide program on thehistory of childbirth and a library onthe history of maternal nursing. Thishome library of books, journals, andart is open to students and profes-

sionals. In their 1984 book, Reclaim­ing Birth (Trumansburgh, NY: TheCrossing Press), Margot Edwardsand Mary Waldorf cite MargaretGamper's " ... impressive contribu­tion to the childbirth. educationmovement... '. Before the childbrithreform movement gained mo­mentum in the sixties, she stoodalone in the unique position of anurse turned childbirth educa­tor."The young families served andprofessionals influenced by Margar­et Gamper continue to give testimo­ny to this remarkable senior nurse,teacher, author, mother, grandmoth­er, and role model. In July, Margar­et received a special award at the an­nual meeting· of the InternationalChildbirth Education Associationfor her outstanding pioneering workin childbirth education.

Which values does Margaret hopeto instill in nurses'? She hopes thatnursing students will "take time toobserve carefully ... look for feel­ings of others ... fear in the eyes ofthe patient. Use touch! Keep the car­ing aspect in nursing!" To colleagueswho serve future parents, her mes­sage is: "Take from any expert onlywhat you are comfortable with andwhat you believe in. Then work hardto accomplish the best for your cou­ples, and to fulfill the dreams of yourown life!"

Geriatric Nursing July/August 1986211