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As One Who from a Volume Reads: a Study of the Long Narrative Poem in Nineteenth-Century America Sean Leahy University of Vermont
University of Vermont ScholarWorks @ UVM Graduate College Dissertations and Theses Dissertations and Theses 2019 As One Who From a Volume Reads: A Study of the Long Narrative Poem in Nineteenth-Century America Sean Leahy University of Vermont Follow this and additional works at: https://scholarworks.uvm.edu/graddis Recommended Citation Leahy, Sean, "As One Who From a Volume Reads: A Study of the Long Narrative Poem in Nineteenth-Century America" (2019). Graduate College Dissertations and Theses. 1065. https://scholarworks.uvm.edu/graddis/1065 This Thesis is brought to you for free and open access by the Dissertations and Theses at ScholarWorks @ UVM. It has been accepted for inclusion in Graduate College Dissertations and Theses by an authorized administrator of ScholarWorks @ UVM. For more information, please contact [email protected]. AS ONE WHO FROM A VOLUME READS: A STUDY OF THE LONG NARRATIVE POEM IN NINETEENTH-CENTURY AMERICA A Thesis Presented by Sean Leahy to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirements for the Degree of Master of Arts Specializing in English May, 2019 Defense Date: March 20, 2019 Thesis Examination Committee: Mary Lou Kete, Ph.D., Advisor Dona Brown, Ph.D., Chairperson Eric Lindstrom, Ph.D. Cynthia J. Forehand, Ph.D., Dean of the Graduate College ABSTRACT Though overlooked and largely unread today, the long narrative poem was a distinct genre available to nineteenth-century American poets. Thematically and formally diverse, the long narrative poem represents a form that poets experimented with and modified, and it accounted for some of the most successful poetry publications in the nineteenth-century United States. -
Women Railroad Telegraphers and Station
"A LOOK INTO THE FUTURE": WOMEN RAILRDAD TELEGRAPHERS AND STATION AGENTS IN PENNSYLVANIA, 1B55-196D Thomas C. Jepsen National Coalition of IndependentScholars n the April 1913 issue of The Pilot, the employees' magazine of the Reading Railroad, a cartoon appeared over the caption, "A Look into the Future," depicting an anxious-looking male railroad employee looking though a magical telescope into a future in which a "Miss R. U. Married" is the station agent at a railroad depot, while other women railroad employees vigor ously flag trains and drive spikes.1 His anxiety at being replaced by one of these assertive women probably reflected the feelings of many male railroaders at a time when the number of female telegraphers and station agents working for the railroads was approaching a peak.2 Though little remembered today, the presence of women in as railroad depots working station agents, ticket agents, and telegraphers was taken for granted in the late nineteenth and early twentieth centuries. Frances Willard, writing in 1897, noted that the sight of "a young woman presiding over the telegraph in offices and railway stations" was so ordinary "that one has ceased to have even a feeling of surprise at seeing them there."3 B. B. Adams, editor of the Railroad Gazette, observed PENNSYLVANIA HISTORY: A JOURNALOF MID-ATLANTIC STUDIES, VOL. 76, NO. 2, 2009. Copyright ? 2009 The Pennsylvania Historical Association This content downloaded from 128.118.152.206 on Fri, 6 Feb 2015 10:42:44 AM All use subject to JSTOR Terms and Conditions PENNSYLVANIA HISTORY i: FIGURE "A Look into the Future." Reading Railroad Employees Magazine, The Pilot, April 1913, p. -
Massachusetts AFL-CIO
1 Massachusetts AFL-CIO Annual Scholarship Awards Program Labor History Study Guide 2018-19 Authored By: Mitchell Manning & Eve Weinbaum, UMass Amherst Labor Center with editing assistance from MA AFL-CIO Scholarship Committee, American Federation of Teachers, Massachusetts For more information, contact Carla Connolly, Massachusetts AFL-CIO Scholarship Coordinator (781) 324-8230 or [email protected] 2 Dear Student: We are excited to announce a new study guide for the Massachusetts AFL-CIO Labor History exam for the 2018-19 school year. The following guide has been prepared by scholars at the UMass Amherst Labor Center in conjunction with our Scholarship Committee, consisting of members of the American Federation of Teachers Massachusetts, among others. We hope that you will find this guide engaging and eye opening. Unions have a proud and exciting history of improving the quality of life for all working people and being on the frontlines of social change and we see the exam as an invitation to learn more about the union movement in the Commonwealth and the country. The test itself will consist of one essay question and a 30 question multiple choice section whose answers will be clear through careful reading of the study guide. As you read the guide, many terms are bolded so you can read the corresponding definition in the attached glossary. On behalf of the Massachusetts AFL-CIO, we would like to wish you good luck on the test and best wishes for your academic future. Sincerely, Steven A. Tolman President, Massachusetts AFL-CIO 3 Union FAQs! What is a union? A union is a group of workers who come together to improve their working conditions through collective action and negotiating contracts around wages, hours, and working conditions. -
Examples of Prompts for Reading Constructed
DR. DEBORAH WAHLSTROM DATADEB.WORDPRESS.COM PAGE 1 MEAP Reading Test Constructed Response Items – Examples of Prompts and Scoring Guides The purpose of this document is to simply give you additional ideas about finding, creating, and using prompts and scoring guides that help you determine student achievement in the area of reading. The value in looking through this is to help us focus on one of the ways students are expected to show what they know. The good news is that the constructed response prompts ask the same types of questions you already ask in the classroom. Students just have to organize their thoughts and put their ideas into words Resources and Notes According to the staff at the Michigan Department of Education, there are four reading domain areas that are fair game for the MEAP reading test. These include Word Study, Narrative Text, Informational Text, and Comprehension. These domains are also fair game for the constructed response item in which students respond to a prompt. You may want to apply the prompt-like questions to the GLCEs in these domains. The MDE has provided three samples what the constructed response prompts look like – using The MDE has also provided the story, Cinderella. The MDE provides a sample examples of prompts that could scoring guide for the prompt – just to give you an accompany released test passages idea of what constructed response scoring guides for 2005, 2006, and 2007. Copies look like. In this document, I’ve included samples of the passages should be available for four passages: Cinderella, Follow That Horse, in each school. -
Farm to Factory LILE I
Farm to Factory LILE I Theme The Industrial Revolution brought about dramatic changes in 19th century America, and had a profound impact on the lives of the American people. This period of history has enduring relevance to our lives today. Objectives After using the activities in this guide and participating in the ranger-led LILE I program students will be able to: • explain the significance of the Merrimack River in the development of Lowell’s mills. • define the term Industrial Revolution. • list three reasons why farm girls left their homes to work in the Lowell mills. • list at least three differences between life on the farm and life on the corporation. • list, sequentially, four primary steps necessary for the production of cloth on both the farm and in the factory. • list three differences between the production of cloth on the farm and in the factory. • describe at least three ways in which the Industrial Revolution has changed the way people live today. Program Description Farm to Factory is a 90 minute program which focuses on the transition from an agrarian society to an industrial society, as experienced by a young woman who leaves her New England farm to work in a Lowell mill. Two members of the class dress in 19th century reproduction clothing, and each member of the class has the chance to pick, card and spin wool. A ranger leads the discussion on how the weaving process was done in the mills, and the changes it brought about in people's lives. The program culminates with students weaving cloth on small looms. -
Women at the Looms: an Analysis of Gender, Capital, and Textiles in 19Th Century New England
Women at the Looms: An Analysis of Gender, Capital, and Textiles in 19th Century New England William Amara May 1, 2017 A senior thesis, submitted to the History Department of Brandeis University, in partial fulfillment of the Bachelor of Arts degree. Introduction: Gender, Capital, and Textiles “I can see myself now” wrote Harriet Hanson Robinson in 1898, “racing down the alley, between the spinning-frames, carrying in front of me a bobbin-box bigger than I was”.1 Harriet Robinson was a woman who worked in the textile mills of Lowell, Massachusetts, beginning at age 10. Many years later, she wrote a detailed memoir chronicling how the world in which she lived had changed since her employment in the mills. According to Robinson, before the mills opened in Lowell, the people of New England led lives not much different from their ancestors: they travelled only as fast as a canal boat, often bartered instead of using money, and wore clothes made at home.2 Only a child, Harriet began working in the Tremont Corporation as a “doffer,” or someone who carried bobbins, the cylinders which held yarn, between the looms in 1831 after her father died. Although she worked from 5am to 7pm every day except Sunday, she moved the bobbins for 15 minutes and spent 45 minutes of each hour not working.3 While Harriet Robinson’s experience in a Lowell mill was exceptional because she recorded the details of it so vividly in her memoir Loom and Spindle, the conditions she encountered were shared by many other “mill girls.” Lucy Larcom was another young woman who worked in the textile mills of Lowell. -
Chapter 12 the North Chapter 13 the South Chapter 14 New Movements in America Chapter 15 a Divided Nation
UNIT 4 1790—1860 The Nation Expands Chapter 12 The North Chapter 13 The South Chapter 14 New Movements in America Chapter 15 A Divided Nation 378 6-8_SNLAESE484693_U04O.indd 378 7/2/10 1:06:42 PM What You Will Learn… The United States continued to grow in size and wealth, experiencing revolutions in technology and business as did other parts of the world. During the earliest phases of expansion, regions of the United States developed differently from each other. Citizens differed in their ideas of progress, government, and religion. For the success of the nation, they tried to compromise on their disagreements. In the next four chap- ters, you will learn about two regions in the United States, and how they were alike and different. Explore the Art This painting shows a bustling street scene in New York City around 1797. What does the scene indicate about business in the city during this period? 379 6-8_SNLAESE484693_U04O.indd 379 7/2/10 1:07:17 PM FLORIDA . The Story Continues CHAPTER 12, The North Expands (1790–1860) EVENTS 1851: The fi rst installment of Uncle Tom’s Cabin is printed. Harriet Beecher Stowe wrote a ctional story intended to show the evils of slavery. e story, initially written and published in installments in a magazine, was so popular that Stowe decided to publish it in book form. e story had its intended e ect… rallying thousands of people in support of the anti-slavery movement. As popular as the story was in the North, it enraged slave supporters in Florida and across the South, and fueled the division between the North and the South that led to the outbreak of the Civil War. -
AMH2010 U.S. History to 1877
AMH2010 U.S. History to 1877 Instructor Matthew Blake Strickland Office Hours: Keene-Flint 213 PhD Candidate, History MW 10:30-11:30 [email protected] Lecture: MWF Period 3 Course Description This course will survey the social, political, and cultural history of the United States from its colonial foundations in the seventeenth century until the end of Reconstruction in 1877. Course Objectives Students will learn: 1. The major events that led to the creation of modern America 2. How to analyze historical contingency and change over time 3. How to critically evaluate primary and secondary sources 4. How to write thesis-driven essays based on primary sources Required Texts James A. Henretta et al., America’s History: Value Edition Volume 1: to 1877, Eighth Edition (ISBN 9781319040383) Camilla Townsend, Pocahontas and the Powhatan Dilemma (ISBN 9780809077380) David W. Blight, ed., Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself, with related documents, Third Edition (ISBN 9781319048891) Drew Gilpin Faust, This Republic of Suffering: Death and the American Civil War (ISBN 9780375703836) Other required readings are available on Canvas Grading Scale and Assignment Summary Attendance 5% Participation 5% Quizzes 10% Short Essay 10% Midterm 20% Essay 25% Final Exam 25% 1 Participation in discussion is crucial to your success as a student and to the success of this class. You should expect multiple readings each week, and it is understood that the assigned readings should be read by the date noted in the course schedule attached to this syllabus. Any material up to that point in the class is considered fair game during discussions. -
MCAS 2018 English Language Arts, Grade 7 Released Items
VI. English Language Arts, Grade 7 Grade 7 English Language Arts Test The spring 2018 grade 7 English Language Arts test was a next-generation assessment that was administered in two formats: a computer-based version and a paper-based version. The test included both operational items, which count toward a student’s score, and matrix items. The matrix portion of the test consisted of field-test and equating questions that do not count toward a student’s score. Most of the operational items on the grade 7 ELA test were the same, regardless of whether a student took the computer-based version or the paper-based version. In some instances, the wording of a paper item differed slightly from the computer-based version. In places where a technology-enhanced item was used on the computer-based test, that item was typically replaced with one or more alternative items on the paper test. These alternative items sometimes assessed the same standard as the technology-enhanced item, or other standards from the same reporting category. This document displays the paper-based versions of the 2018 operational items that have been released. The computer-based versions of the released items are available on the MCAS Resource Center website at mcas.pearsonsupport.com/released-items. Test Sessions and Content Overview The grade 7 ELA test was made up of two separate test sessions. Each session included reading passages, followed by selected- response and essay questions. On the paper-based test, the selected-response questions were multiple-choice items, in which students select the correct answer from among several answer options. -
"A Strange Medley-Book": Lucy Larcom's an Idyl of Work
..............,. .. .. .. .. .. .. .. .. .. .. .. .. "A Strange Medley-Book": Lucy Larcom's An Idyl of Work MARY LOEFFELHOLZ N 1875, the Boston-based publisher Osgood & Company I issued Lucy Larcom's first and only book-length narrative poem, An Idyl of Work. Based loosely on Larcom's years (from 1836 to 1846) as a factory worker in the textile mills of Lowell, Massachusetts, An Idyl of Work features a group protagonist: three young female millworkers, who share a room, are fol lowed as they extend their friendships to other women and, eventually, leave the mills for their various fates-marriage, independence, death. The publication of An Idyl of Work capped a significant investment of time and hope for Larcom, who had been strug gling to make her living as a full-time woman of letters, with mixed success, for more than a decade. In the 187os, Larcom worked alongside her friend and mentor John Greenleaf Whit tier on a series of literary anthologies. As she composed An Idyl throughout 1873, 1874, and the first half of 1875, Whit tier offered her encouragement. "Don't forget that Poem," he wrote her in March 1873; "Work on it whenever thee can get a chance. " In August 1874 he asked her again, "How about the Poem? I hope thee will imitate the 'perfection of the saints'-& keep always at it until it is finished.It is a grand ...theme, & thee can make it a poem which will have a right to live."1 1 John Greenleaf Whittier to Lucy Larcom, 29 March 1873 and 11 August 1874, box 2, Dudley Dulany Addison Collection, Massachusetts Historical Society, Boston, Mass. -
Methods of Reform – the Lowell Mill Girls
Methods of Reform – The Lowell Mill Girls Author: Wendy Schanberger, Hereford Middle School, Baltimore County Public Schools Grade Level: Middle Duration of lesson: 2 periods Overview: The Lowell Mills in Lowell, Massachusetts was often held up as a model industrial workplace in early nineteenth-century America. The textile factory was staffed by young, female carders, spinners, and weavers, who earned a reputation for “Christian modesty” and diligence. Their wages helped to send their brothers to college and pay off family debts. No workplace is without conflict, however, and in this lesson students will learn about the Mill girls’ complaints, and their methods of combating poor working conditions. By exploring the girls’ own journal of the period, the Lowell Offering, and other documents, students will see how group organization and advocacy would eventually lead to important social change. Unable to vote or even own property, the Lowell girls nevertheless helped to set the country on a path toward protecting child labor and improving working conditions for industrial workers. The Lowell girls’ activities also provide an example of the importance of women in American History. Related National History Standards: Content Standards: Era 4: Expansion and Reform (1801-1861) Standard 2: The sources and character of cultural, religious, and social reform movements in the antebellum period. Historical Thinking Standards: Standard 2: Historical Comprehension B. Identify the central question(s) the historical narrative addresses. Standard 3: Historical Analysis and Interpretation B. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions. D. Consider multiple perspectives. E. Analyze cause-and-effect relationships and multiple causation, including the importance of the individual, the influence of ideas, and the role of chance. -
Converse 2020
Converse 2020 EXPLORING THE INDUSTRIAL HISTORY OF MALDEN PROGRAM SERIES Go Local: Converse 2020 is a lecture and event series celebrating the life and philanthropic contributions of Malden’s first mayor Elisha Slade Converse and the industrial history of Malden. Born in 1820, Elisha Slade and Mary Diana Edmands Converse were the largest benefactors of many of Malden’s most important institutions, including the Malden Public Library (Converse Memorial Building), Pine Banks Park, Fellsmere Pond and Park, the Malden YMCA, the First Baptist Church, the Malden Hospital, the Malden Home for the Aged Persons, the Malden Auditorium, Malden Associated Charities, Malden Industrial Aid Society and the Malden Day Nursery, and many other community organizations. In 1853, Elisha founded the Boston Rubber Shoe Company, which was Malden’s largest employer and the world's largest producer of fine rubber boots, shoes, and overshoes. Malden residents were also employed at the Converse Rubber Shoe Company, founded in 1908 by Marquis Mills Converse (Elisha’s cousin), and home of the famous Chuck Taylor brand. The program series will continue through Elisha Converse’s 200th Birthday on July 28, 2020. This Go Local Grant Series is brought to you with federal funds provided by the Institute of Museum and Library Services and administered by the Massachusetts Board of Library Commissioners, with additional funds from Malden Public Library Roswell Robinson Lecture Fund. JUNE 1 SATURDAY – 2:00 PM Hometown Hero: Elisha Slade Converse Birukti Tsige and Felix Li What do Malden’s library, hospital, parks, and industry all have in common? The Converse family! Birukti Tsige and Felix Li, Malden High School seniors, will present their award winning Hometown Hero documentary on Malden’s own Elisha S.