Conflict & Leadership
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CONFLICT & LEADERSHIP CONTENTS Preamble SCHOLARLY ARTICLES Drake Patrick Greek Architecture in the United States of America . 1 Brooke Owens American Mill Girls: Life in the Lowell Cotton Mills . 14 John Nadra Mr. Misery: An In-Depth Look at the Controversial Death of Elliott Smith . 21 Emily Hinton Back in My Day We Could Say Whatever We Wanted . 26 Faythe del Rosario Heroine Addiction: America’s Love Affair with Nancy Drew . 34 Patrick Gabon Depression and Suicide In Soviet Russia: A Psychological Analysis of the Effects of Massive Social and Political Terror . 45 Comentario sobre el libro: Carlos V y Felipe II a través de sus Samuel GAona Contemporáneos por L.P Gachard . 63 Commentary on the book: Charles V and Philip II through their Contemporaries by L.P. Gachard . 68 John Burkholder Drivers of English Exploration and Exploitation in the Pacific 1578- 1850 . 74 Jasmyn Lewis Explorations of Captain Cook and His Scientific Gentlemen . 91 Justin Kantoff Erroneous and Idealized Depictions of Maori by European Artists from the 17th to 19th Century . 111 Melissa Cole Australia’s Robin Hood . 142 Keaton Skaggs Trial by Fire: Origins of the Sydney Fire Department . 151 Dylan Ratto 1906 . 160 Addisen Clem Napa County During Prohibition . 184 ii Contents \ iii FIRE POEMS Brooke Wrisley Turn Blue . 193 Tarin Breuner First Responders . 194 Volunteers . 195 Community Pride . 196 Jo Moorhouse Trials by Fires . 197 Kristen McKague Urban Wildfire . 202 FIRE STORIES Sue Hayes Fire Story . 209 Eric Simenstad Fire on the Mountain: The Wine Country Fires on Medic 19 . 216 Kristen Johnson Life on Fire . 220 Joelynn Lee Fire in the Village . 223 Wm Clay Poe Right Turn Only . 231 Dr. Shannon Lee My Fire Story . 234 Emily Beireis Reflections on Disaster Response Post-Wildfire . 239 iv PREAMBLE When our editorial team devised this year’s theme of “Conflict and Leadership” back in August 2017, we had no idea that a major con- flict was about to hit our region in the October wildfires and that the leadership of rescue workers, local officials, and the daily newspaper The Press Democrat—which has since won a Pulitzer Prize—would save our community and put it on a path to rebuilding. This issue became a special issue, then; the first section is devoted to traditional scholarly essays produced by Sonoma State students in pursuit of academic ex- cellence, while the second section is made up of first-hand accounts by students, faculty, and staff who lived through the fires to tell their stories, which provides an archive of primary sources for future histori- ans. We are proud of our community’s work on all fronts and feel proud to be able to publish and preserve this collective work. Our student authors will teach you about the colonization of Aus- tralia and the New England girls who worked in America’s first facto- ries, the role of Greek architecture in building the American idea and what the character of Nancy Drew says about American culture, what exactly is offensive about some kinds of language, what happened in the earthquake of 1906, and what went wrong with Russia after the fall of communism. Our contributors who remembered the fires were people who fled their homes in the middle of the night, first respond- ers who aided the victims, and citizens of Sonoma County who love our community and feel ravaged by the devastation. As these stories become part of history, they will continue to carry their authors’ unique perspectives and experiences. We are grateful to many essential supports for our collective work. Mike and Sheila McQuillen donate to us because they care about student writing and public education. Faculty, staff, and students as both writers and editors make this content as good as it is. And you, our readers, care about our community and our work. Thank you. Professor Amy Kittelstrom Faculty Advisor to the History Journal v vi Scholarly Articles vii viii Drake Patrick GREEK ARCHITECTURE IN THE UNITED STATES OF AMERICA Permission to view this article electronically not received from its author. Please refer to the print version available from our library catalog. 1 Brooke Owens AMERICAN MILL GIRLS: LIFE IN THE LOWELL COTTON MILLS As the United States began to shift towards a more industry-based economy in the middle of the 19th century there began to be a shift in labor patterns. As the textile industry began to improve and become a more important part of the economy the textile mill owners were in search of good laborers to work in their mills. With slaves and the poor men of the United States working hard in the agriculture sector of the country they needed new laborers, specifically laborers who could work on the fragile looms and frames in the textile mills. Thus, they began to recruit women and young children to work in the textile mills in New England. In Lowell, Massachusetts, the textile mills began to employ mainly women to work the looms and frames due to the fragile nature of the looms requiring the smaller, more delicate hands of women and children to operate them. The women who came to Lowell arrived for many different reasons, from providing necessary financial support for family members to education opportunities, and they experienced many benefits, such as education, religious services, and community living while living and working in the mill town. While they lived in the mill town of Lowell these women managed to make a life for them- selves, reading and writing, making their own wages and were able to have some autonomy in a society that often kept women confined to the domestic sphere. This early step towards autonomy and freedom that women experienced in the mill towns, not usual of women’s status in society during this time, later gave rise to the women’s rights move- ments of the late 19th and early 20th Centuries. Women went into the workforce in the textile mills for a several reasons, but the most prominent reason was to provide the funds to further a male family members education and status, “to make a gentleman of a brother or son.”1 There were many young men who benefitted from the toiling hands of the women in the Lowell textile 14 American Mill Girls \ 15 mills and they understood that their success came from the hard labor of their female family members. One mill girl stated that she had seen mill-girls “give every cent of her wages, month after month, to her brother, that he might get the education necessary to enter some pro- fession.”2 For the young men coming from these more lower-class fam- ilies where money was scarce, their female relatives wages opened a door into the upper echelons of society and allowed them to become educated young men instead of remaining stuck in their small villages and rural townships. The wages that the women of the Lowell mills sent to their families also provided for the household with many of these girls be- coming the traditional breadwinners, providing for widowed mothers and younger siblings still at home. One mill girl, Emeline Larcom wrote to her mother often and would make sure to enclose some or all of her wages to provide for her mother, occasionally waiting until pay day to respond to her mother’s letters. In one letter she stated that she “should have answered [your letter] immediately had I not wished to have something to send besides words, and for that reason was obliged to wait till pay-day.”3 She felt guilty that she was not able to promptly respond to her mother’s letters, but she knew that her mother needed the money from Emeline’s paycheck. In a later letter Emeline stated, “I do wish I had more to send you now, for I fear you have been pinched [for funds].”4 Money was a very motivating factor for the women enter- ing the mills either to provide for family members, fund a male family members education or to provide for themselves and get themselves out of their families’ way. Many older women, either widowed or unmarried, chose to enter the mills as a way to remove their financial burden from the family members that they were living with. These were the women who could be found in homes all over New England “sometimes welcome, more often unwelcome, and leading joyless, and in many instanc- es unsatisfactory lives.”5 This opportunity to go to work in the mills “gave new life to the lonely and dependent women in distant towns and farm-houses.”6 These women had been a financial burden to their family members and the chance to work in the textile mills provided an opportunity to ease that financial burden, while also allowing the women to experience some independence. Finally, the wages of the mill-girls allowed their families to experience a sense of wealth as the income from their previously un- employed daughters began to trickle into the small towns and villages that they left to enter the mills. With women now working, the wages 16 / BROOKE OWENS that they brought into their families, besides being used to fund ed- ucational opportunities for brothers or sons, or providing for them- selves or their families, were used to improve their households. The mill-girls wages trickled back to their old villages and “into the barren homes many of them had left it went like a quiet stream, carrying with it beauty and refreshment. The mortgage was lifted from the homestead; the farmhouse was painted; the barn rebuilt; modern im- provements were introduced into the mother’s kitchen, and books and newspapers began to ornament the sitting room table.”7 These new advances in households allowed their families overall lives to improve and allow them some measure of status in their villages and small towns; allowing the mill-girls and the work they performed in the mills to gain some popularity as the news of their work and the benefits it brought forth began to spread across the country.