A Thesis Submitted to the Committee on Graduate Studies in Partial

Total Page:16

File Type:pdf, Size:1020Kb

A Thesis Submitted to the Committee on Graduate Studies in Partial MYTHOPOEIA SYLVATICA: A CRITICAL TOPOGRAPHICAL EXPLORATION OF THE ONCE AND FUTURE FORESTS OF NORTH AMERICA THROUGH SIX WITNESS TREES A Thesis Submitted to the Committee on Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Faculty of Arts and Sciences TRENT UNIVERSITY Peterborough, Ontario, Canada © Copyright by Amalia C. Moir, 2016 Theory, Culture and Politics M.A. Program September 2016 Abstract MYTHOPOEIA SYLVATICA: A CRITICAL TOPOGRAPHICAL EXPLORATION OF THE ONCE AND FUTURE FORESTS OF NORTH AMERICA THROUGH SIX WITNESS TREES Amalia C. Moir Since British colonization of North America and the beginning of Anglo-speaking Euro- Canada and the United States, myth-making or representations of the forests have witnessed degradation and loss of old-growth forest ecosystems or intact sylvan landscapes. Canadian and American versions of the story of the North American Forests share the same trajectory: forests as ‘wasted-land’ or the sylvan wilderness (terra nullius) divided into properties and cleared to “improve” the land for settlement/agriculture, forests as storehouses for timber and imperial expansion, forest landscapes and specific forest trees as identity politics and sources of industrial and economic power. While forests are recognized according to various stakeholders’ values today, what is commonly accepted as a forest varies widely. The meaning given to “forest” determines related terms and concepts, such as “sustainable forestry” and “reforestation.” This thesis addresses the issue of social-bioecological degradation, loss, and dis(re)membering of old-growth forests and problematizes traditional Western relationships with old wildwoods shaped by notions of space, politics, and economy. In the forest topos, the core question becomes which forest(s) are being imagined, represented, and remembered? Whose environmental imagination is shaping the landscape? As a critical topographical exploration of the North American forests through six witness trees, this thesis demonstrates how the meanings imbued in trees and wild woods come to determine the fate of the forests. It reveals how colonial values and trends persist in our societies still, and calls for an ethical social-ecological reimagining of the forests through traditions of ethical storytelling and environmental witnessing. Keywords: witness trees, wildwoods, old-growth forests, landscape, memory, storytelling, narrative, critical topography, North America, social-ecological loss, monumentalism, counter-monument, environmental generational amnesia, environmental imagination. ii Dedicated in loving memory to, Vivian Mary Moir Beloved mother, muse, physician, and storyteller iii “Philomythus to Misomythus You look at trees and label them just so, (for trees are ‘trees’, and growing is ‘to grow’); you walk the earth and tread with solemn pace one of the many minor globes of Space: a star’s a star, some matter in a ball compelled to courses mathematical amid the regimented, cold, Inane, where destined atoms are each moment slain. […] Yet trees are not ‘trees’, until so named and seen – and never were so named, till those had been who speech’s involuted breath unfurled, faint echo and dim picture of the world, but neither record nor a photograph, being divination, judgement, and a laugh, response of those that felt astir within by deep monition movements that were kin to life and death of trees, of beasts, of stars: free captives undermining shadowy bars, digging the foreknown from experience and panning the vein of spirit out of sense… […] Yet trees are not ‘trees’, until so named and seen – and never were so named, till those had been who speech’s involuted breath unfurled, faint echo and dim picture of the world, but neither record nor a photograph, being divination, judgement, and a laugh, response of those that felt astir within by deep monition movements that were kin to life and death of trees, of beasts, of stars: free captives undermining shadowy bars, digging the foreknown from experience and panning the vein of spirit out of sense …” – J.R.R. Tolkien, “Mythopoeia,” Tree and Leaf, pp. 97, 98, 100 iv Acknowledgements No journey leaves its traveler unchanged. What began as an academic sojourn, a scholastic ‘saunter,’ outside my earlier discipline quickly led into something far more meaningful. For that, I give my sincerest gratitude to the members of my supervisory committee, peers, family, and friends for their support in helping me reach this point. I would like to express great appreciation to Dr. Jonathan Bordo for his teachings, patient guidance, and, in particular, his enthusiastic encouragement; and for introducing me to Henry David Thoreau, critical topography, and numerous lieux de mémoire. I also extend deep appreciation to Dr. Sean Kane for sharing with me invaluable insights, wise counsel, and helpful edits; as well as for suggesting the myth “Spirit Being Going Naked” for contemplation, for it was a humbling and strengthening mental exercize. To Dr. David Holdsworth, I give my thanks for helping me appreciate the bridge between the arts and sciences through many intellectually stimulating discussions during my studies in Theory, Culture, and Politics. My many thanks to Dr. Stephanie Rutherford for her time, effort, and constructive and detailed comments and insights throughout my text; and to Dr. James (Jim) Parker for sharing reflective readings and some personal insights from the west coast, as well as for his time and effort as a member of my committee. To my whole family I give my most heartfelt thanks for their loving and tireless support; in particular, to my mother for the many long and lighthearted hours spent helping me with revisions, to my father for encouraging me to ‘feed the right wolf,’ and to my brother, Oliver, for helping with final edits. I am also grateful to Adam D.J. Marques for his caring support. Last but not least, to the Standing People—the many old trees whose boughs I grew up beneath and spent many hours climbing, and all those from whom I continue to learn and take much inspiration—I give my thanks. v Table of Contents Abstract ............................................................................................................................... ii Acknowledgements ............................................................................................................. v INTRODUCTION ..................................................................................................................... 1 Background: The Forest of Forgetting .......................................................................... 15 Purpose .......................................................................................................................... 31 Rationale ........................................................................................................................ 32 Approach ....................................................................................................................... 38 CHAPTER ONE: Bounded Beginnings in the Eastern Forests ............................................. 50 “Beech” and Fagus Grandifolia .................................................................................... 51 The Jack Pine and Pinus Banksiana .............................................................................. 81 CHAPTER TWO: Terrestrial ‘Whaling’ from the East to the West .................................... 101 Monumental White Pines and Pinus Strobus .............................................................. 102 Big Lonely Doug and Pseudotsuga Menziesii ............................................................ 131 CHAPTER THREE: Between Ocean Floor and Mountain Top, the Western Woods ......... 181 The Gwaii Haanas Legacy Pole and Thuja Plicata ..................................................... 182 The Great Basin Bristlecone Pine, Prometheus and Pinus Longaeva ......................... 229 CONCLUSION .................................................................................................................... 252 APPENDIX: Maps .............................................................................................................. 262 BIBLIOGRAPHY ................................................................................................................. 268 vi INTRODUCTION INTRODUCTION Forests have been a mirror of sorts, reflecting back whatever humans wished to see. – David Orr1 When I'm critical of modern approaches to ecology, I'm really trying to remind my reader of the long relationship that Western civilization has had to these forests that define the fringe of its place of habitation, and that this relationship is one that has a rich history of symbolism and imagination and myth and literature. So much of the Western imagination has projected itself into this space that when you lose a forest, you’re losing more than just the natural phenomenon or biodiversity; you’re also losing the great strongholds of cultural memory. – Robert Pogue Harrison2 Germany, 1981: the term Waldsterben (“forest death”) was first used by the journal Der Spiegel to evoke an emotive response from the public and draw their attention to what was believed to be, at the time, an ecological crisis caused by industrial pollution—acid rain and toxic emissions that threatened to destroy the nation’s forests. Interestingly, the journal chose to pair Wald (“forest”) with the word sterben instead of eingehen; whereas the former
Recommended publications
  • The Story of the Stars & Stripes
    The Story of the Stars & Stripes By the US Marine Corps The story of the origin of our national flag parallels the story of the origin of our country. As our country received its birthright from the peoples of many lands who were gathered on these shores to found a new nation, so did the pattern of the Stars and Stripes rise from several origins back in the mists of antiquity to become emblazoned on the standards of our infant Republic. The star is a symbol of the heavens and the divine goal to which man has aspired from time immemorial; the stripe is symbolic of the rays of light emanating from the sun. Both themes have long been represented on the standards of nations, from the banners of the astral worshippers of ancient Egypt and Babylon to the 12-starred flag of the Spanish Conquistadors under Cortez. Continuing in favor, they spread to the striped standards of Holland and the West Indian Company in the 17th century and to the present patterns of stars and stripes on the flags of several nations of Europe, Asia, and the Americas. The first flags adopted by our Colonial forefathers were symbolic of their struggles with the wilderness of a new land. Beavers, pine trees, rattlesnakes, anchors, and various like insignia with mottoes such as “Hope”, “Liberty”, “Appeal to Heaven” or “Don’t Tread on Me” were affixed to the different banners of Colonial America. The first flag of the colonists to have any resemblance to the present Stars and Stripes was the Grand Union flag, sometimes referred to as the “Congress Colors”.
    [Show full text]
  • Issue 17 Ausact: the Australian Actor Training Conference 2019
    www.fusion-journal.com Fusion Journal is an international, online scholarly journal for the communication, creative industries and media arts disciplines. Co-founded by the Faculty of Arts and Education, Charles Sturt University (Australia) and the College of Arts, University of Lincoln (United Kingdom), Fusion Journal publishes refereed articles, creative works and other practice-led forms of output. Issue 17 AusAct: The Australian Actor Training Conference 2019 Editors Robert Lewis (Charles Sturt University) Dominique Sweeney (Charles Sturt University) Soseh Yekanians (Charles Sturt University) Contents Editorial: AusAct 2019 – Being Relevant .......................................................................... 1 Robert Lewis, Dominique Sweeney and Soseh Yekanians Vulnerability in a crisis: Pedagogy, critical reflection and positionality in actor training ................................................................................................................ 6 Jessica Hartley Brisbane Junior Theatre’s Abridged Method Acting System ......................................... 20 Jack Bradford Haunted by irrelevance? ................................................................................................. 39 Kim Durban Encouraging actors to see themselves as agents of change: The role of dramaturgs, critics, commentators, academics and activists in actor training in Australia .............. 49 Bree Hadley and Kathryn Kelly ISSN 2201-7208 | Published under Creative Commons License (CC BY-NC-ND 3.0) From ‘methods’ to ‘approaches’:
    [Show full text]
  • Maintaining Grassmere
    “Your Local Weekly Since 1868 A Tradition Worth Keeping” THE MessengerFree Our 147th Year Issue 33 August 14, 2015 Hilliard honored Attorney Russell F. Hilliard of Upton & Hatfield, LLP, became President of the National Caucus of State Bar Associations at the recent ABA Annual Meeting in Chicago. The purpose of the caucus is to coordinate the efforts of state bar associations across the country in con- sidering and proposing matters before the American Bar. He has been ranked by Chambers USA’s America’s Leading Lawyers for Business, The Best Lawyers in America® and Super Lawyers. Tina Minard paints the face of Isabel Brotherton as brothers Corwin and Anthony wait for their turns at the New Assist Principal Annual Deering Fair. Sondra Brake has been named Assistant Principal at the Weare Middle School. She replaces John Mac- Arthur, who Maintaining Grassmere is now a principal at Goffstown Selectmen question future of Hall the Boynton Middle Vice Chairman Lemay told the Goffstown enough income to make it sustain itself. If we School Selectmen that he had seen the report on the can't, what's the next best thing to preserve in New Grasmere Town Hal and there were several the building? Selectman Adams said he'd like Ipswich. areas of concern. Chairman Georgantas asked to see how much money we have put into Mrs. Brake how much it would cost and Lemay said it this already to help decide what to do next. comes would have to go out to bid. It would have to Selectman Gross said he's not sure it's a sound to the Weare Middle School from the meet the Historic Registry requirements.
    [Show full text]
  • 1 Lesson 5.1 • Students Will Use Image Analysis and Discussion to Define the Term Revolution and Conside
    • Students will use image analysis • I can analyze primary sources and and discussion to define the term secondary sources and draw revolution and consider forms it appropriate conclusions. (Moose SS) takes. • Students will read and analyze • I can determine the central idea of a non-fiction text to understand text and explain how key details and events from New Hampshire’s text structure/ organization support past that impacted the American the focus. (ELA 3) Revolution. • Students will map historic events • I can construct and analyze maps and and reflect on the connections other geographic representations to between action and location. explain relationships between people and the environment. (Moose SS) How have New Hampshire’s people shaped its government? Why did people in New Hampshire want to become independent from Great Britain? How did the people of New Hampshire participate in the American Revolution? Two 40-minute class sessions “Stamp Master in Effigy” for printing or projection “White Pine for Sale” for printing or projection “Fort William and Mary” for printing or projection “Mason Explains: Causes of the American Revolution” video for projection, if desired Student “Learn It!” sections about the Stamp Act, the Pine Tree Riot, and the raid on Fort William and Mary Class set of “Revolution Before the War” student worksheet Class set of “Mapping Revolution in New Hampshire” student worksheet Blue, green, and red colored pencils for each student moose.nhhistory.org | 1 Lesson 5.1 The American Revolution started long before the battles at Lexington and Concord in 1775. As early as the mid-1760s, individuals and groups throughout the colonies expressed their displeasure with British rule through small and large acts of revolution.
    [Show full text]
  • UTILITY and SERVICE COMBINED with BEAUTY a Contextual and Architectural History of USDA Forest Service Region 6: 1905-1960
    UTILITY AND SERVICE COMBINED WITH BEAUTY A Contextual and Architectural History of USDA Forest Service Region 6: 1905-1960 Prepared for: US Department of Agriculture Forest Service Pacific Northwest Region (Region 6, Oregon and Washington) April 2005 UTILITY AND SERVICE COMBINED WITH BEAUTY A Contextual and Architectural History of USDA Forest Service Region 6: 1905-1960 Prepared by Team Members: Kay Atwood, Local Historian Sally Donovan, Architectural Historian Dennis Gray, Archeologist Ward Tonsfeldt, Industrial Historian for: US Department of Agriculture Forest Service Pacific Northwest Region (Oregon and Washington) Contract #56-046W-4-0550 Ward Tonsfeldt Consulting Bend, Oregon April 2005 Table of Contents USDA Forest Service Region 6 Table of Contents List of Figures V List of Tables Viii Acknowledgements ix CHAPTER 1: INTRODUCTION: THE PROJECT 1 Purpose and Scope 1 Research Methodology 2 Administrative Boundaries 2 Temporal Boundaries 3 Organization 3 CHAPTER 2: HISTORIC CONTEXT 4 THE DEVELOPMENT OF REGION 6 NINETEENTH CENTURY CONTEXT: 178 1-1891 4 Forest in the Euro-American Tradition 4 Public Land Policy 5 Forestry and Conservation in the 1 870s 5 Region 6 and the Pacific Northwest 6 FOREST RESERVE PERIOD: 1891-1904 7 Victory for the Conservation Movement 7 Forest Reserves in the Pacific Northwest 8 Management Philosophy 9 Grazing on the Reserves 9 Timber Management 10 Rangers on the Reserves 11 The Oregon Land Frauds 11 EARLY FOREST SERVICE: 1905-1911 12 Impact of the Transfer Act 12 Personnel Policy 13 Organization 14 Meeting
    [Show full text]
  • A Bibliography and Analysis of Robert Frost Monographs in the Rare Book Collection at the University of North Carolina at Chapel Hill
    April S. Brewer. The First Editions of Robert Frost: A Bibliography and Analysis of Robert Frost Monographs in the Rare Book Collection at the University of North Carolina at Chapel Hill. A Master’s Paper for the M.S. in L.S degree. April, 2007. 41 pages. Advisor: Charles B. McNamara This paper is a detailed analysis of the first edition monographs by four-time Pulitzer Prize winning poet Robert Frost in the Rare Book Collection (RBC) at the University of North Carolina at Chapel Hill. It includes a biographical sketch and information about the collection, including the donation of a large amount of materials by Clifford P. Lyons, a former UNC professor. This paper also compares the RBC's collection to other notable Frost collections. The bulk of this paper is a detailed bibliography with a condition analysis of the first editions held by the RBC. There is also a detailed desiderata list and recommendations for the future development for the RBC's Frost collection. Headings: Frost, Robert, 1874-1963 – Bibliography Special collections – Collection development University of North Carolina at Chapel Hill. Rare Book Collection. THE FIRST EDITIONS OF ROBERT FROST: A BIBLIOGRAPHY AND ANALYSIS OF ROBERT FROST MONOGRAPHS IN THE RARE BOOK COLLECTION AT THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL by April S. Brewer A Master’s paper submitted to the faculty of the School of Information and Library Science of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Science in Library Science. Chapel Hill, North Carolina April 2007 Approved by _______________________________________ Charles B.
    [Show full text]
  • Reader 19 05 19 V75 Timeline Pagination
    Plant Trivia TimeLine A Chronology of Plants and People The TimeLine presents world history from a botanical viewpoint. It includes brief stories of plant discovery and use that describe the roles of plants and plant science in human civilization. The Time- Line also provides you as an individual the opportunity to reflect on how the history of human interaction with the plant world has shaped and impacted your own life and heritage. Information included comes from secondary sources and compila- tions, which are cited. The author continues to chart events for the TimeLine and appreciates your critique of the many entries as well as suggestions for additions and improvements to the topics cov- ered. Send comments to planted[at]huntington.org 345 Million. This time marks the beginning of the Mississippian period. Together with the Pennsylvanian which followed (through to 225 million years BP), the two periods consti- BP tute the age of coal - often called the Carboniferous. 136 Million. With deposits from the Cretaceous period we see the first evidence of flower- 5-15 Billion+ 6 December. Carbon (the basis of organic life), oxygen, and other elements ing plants. (Bold, Alexopoulos, & Delevoryas, 1980) were created from hydrogen and helium in the fury of burning supernovae. Having arisen when the stars were formed, the elements of which life is built, and thus we ourselves, 49 Million. The Azolla Event (AE). Hypothetically, Earth experienced a melting of Arctic might be thought of as stardust. (Dauber & Muller, 1996) ice and consequent formation of a layered freshwater ocean which supported massive prolif- eration of the fern Azolla.
    [Show full text]
  • Historic Flag Presentation
    National Sojourners, Incorporated Historic Flag Presentation 16 July 2017 1 Table of Contents Table of Contents 2 Type of Program 4 Program Description and Background Information 4 Origin of a Historic Flag Presentation 4 What is a Historic Flag Presentation? 4 Intended Audience of a Historic Flag Presentation 4 Number required to present a Historic Flag Presentation 5 Presentation Attire 5 List of Props Needed and Where Can Props Be Obtained 5 List of Support Equipment (computer, projector, screen, etc.) 5 Special Information 5 Script for an Historic Flag Presentation 6-20 Purpose 6 General Flag Overview 6 Bedford Flag—April 1775 6 Rhode Island Regiment Flag—May 1775 8 Bunker Hill Flag—June 1775 8 Washington’s Cruisers Flag—October 1775 8 Gadsden Flag—December 1775 8 Grand Union Flag—January 1776 9 First Navy Jack—January 1776 9 First Continental Regiment Flag—March 1776 9 Betsy Ross Flag—May 1776 9 Moultrie Flag—June 1776 9 Independence Day History 9 13-Star Flag—June 1777 10 Bennington Flag—August 1777 10 Battle of Yorktown 10 Articles of Confederation 10 15-Star Flag (Star-Spangled Banner)—May 18951 11 20-Star Flag—April 1818 11 Third Republic of Texas Flag—1839-1845 11 Confederate Flag—1861-1865 12 The Pledge to the Flag 11 1909 12 48-Star Flag—September 1912-1959 13 2 World War I 12 Between the Wars 13 World War II 13 Battle of Iwo Jima 13 End of World War II 13 Flag Day 14 Korean War 14 50-Star Flag—July 1960-Present 14 Toast to the Flag 15 Old Glory Speaks 16 That Ragged Old Flag 17 3 Type of Program The Historic Flag Presentation is both a patriotic and an educational program depending on the audience.
    [Show full text]
  • Major Life Events of Robert Frost
    Major Life Events of Robert Frost: 1874 – Robert Frost is born in San Francisco on March 26 to William Prescott Frost Jr., a journalist from New Hampshire, and Isabelle Moodie, a schoolteacher from Scotland. “I know San Francisco like my own face…It’s where I came from, the first place I really knew…[It is] the first place in my memory, a place I still go back to in my dreams.”1 Named after General Robert E. Lee, whom his father admired. 1876 – Robert’s sister Jeanie is born. 1881 – Enters public school in the second grade, “excelling in geography and writing2. Later left elementary school after the third grade. “A pattern was put in place early in his life that would play out in distinct ways later on. Organized education, as he later said, was ‘never [his] taste.’”3 1885 – William Frost dies of tuberculosis. The Frost family is called back to the East Coast by William’s family for his funeral. “Frost absorbed from his father a great deal, including a feral drive to make something of himself, to exercise influence, to feel the world bending to his will…Frost’s lifelong…passion to excel and win in whatever he did [was] also a legacy from his father.”4 1885 – Frost family moves to New England. They first live with William Frost’s family in Lawrence, Massachusetts. Frost recalled, “At first I disliked the Yankees. They were cold. They seemed narrow to me. I could not get used to them.”5 1886 – Isabelle begins teaching at a school in Salem, a school which her two children also attend.
    [Show full text]
  • Abbreviations
    Abbreviations ABW: A Boy’s Will, Robert Frost (London: David Nutt, 1913). ACL: Amherst College Library, Amherst, Mas sa chu setts. AFR: A Further Range, Robert Frost (New York: Henry Holt, 1936). Agnes Scott: Special Collections and Archives, McCain Library, Agnes Scott College, Decatur, Georgia. Alger: Private collection of Pat Alger, Nashville, Tennessee. AL: Autograph letter, unsigned. ALS: Autograph letter, signed. ALS- photostat: Autograph letter, signed, photostat. AAP: Acad emy of American Poets, New York, New York. AWT: A Witness Tree, Robert Frost (New York: Henry Holt, 1942). Bauman: Bauman Rare Books, New York. Berkeley: Bancroft Library, University of California, Berkeley. Bodleian: Special Collections, Bodleian Libraries, University of Oxford. Bowdoin: Bowdoin College, George. J. Mitchell Department of Special Collections and Archives. BPL: Boston Public Library, Boston, Mas sa chu setts. BU: Boston University, Howard Gotlieb Archival Research Center. Chicago: University of Chicago, Special Collections Research Center, Chicago, Illinois. Columbia: Columbia University Library, New York. Cornell: Cornell University, Rare and Manuscript Collection, Cornell University Library, Ithaca, New York. xvi Abbreviations CP 1930: Collected Poems of Robert Frost (New York: Henry Holt, 1930). CP 1939: Collected Poems of Robert Frost (New York: Henry Holt, 1939). CP 1949: Complete Poems of Robert Frost (New York: Henry Holt, 1949). CPPP: Robert Frost: Collected Poems, Prose and Plays, ed. Richard Poirier and Mark Richardson (New York: Library of Amer i ca, 1995). CPRF: The Collected Prose of Robert Frost, ed. Mark Richardson (Cambridge: Harvard University Press, 2007). Crane: Robert Frost: A Descriptive Cata logue of Books and Manuscripts in the Clifton Waller Barrett Library, Joan St.
    [Show full text]
  • THE COLLECTED POEMS of HENRIK IBSEN Translated by John Northam
    1 THE COLLECTED POEMS OF HENRIK IBSEN Translated by John Northam 2 PREFACE With the exception of a relatively small number of pieces, Ibsen’s copious output as a poet has been little regarded, even in Norway. The English-reading public has been denied access to the whole corpus. That is regrettable, because in it can be traced interesting developments, in style, material and ideas related to the later prose works, and there are several poems, witty, moving, thought provoking, that are attractive in their own right. The earliest poems, written in Grimstad, where Ibsen worked as an assistant to the local apothecary, are what one would expect of a novice. Resignation, Doubt and Hope, Moonlight Voyage on the Sea are, as their titles suggest, exercises in the conventional, introverted melancholy of the unrecognised young poet. Moonlight Mood, To the Star express a yearning for the typically ethereal, unattainable beloved. In The Giant Oak and To Hungary Ibsen exhorts Norway and Hungary to resist the actual and immediate threat of Prussian aggression, but does so in the entirely conventional imagery of the heroic Viking past. From early on, however, signs begin to appear of a more personal and immediate engagement with real life. There is, for instance, a telling juxtaposition of two poems, each of them inspired by a female visitation. It is Over is undeviatingly an exercise in romantic glamour: the poet, wandering by moonlight mid the ruins of a great palace, is visited by the wraith of the noble lady once its occupant; whereupon the ruins are restored to their old splendour.
    [Show full text]
  • Civic Center Plaza Flagpoles Historical Background
    Civic Center Plaza Flagpoles Historical Background Preceeding Events The flagpoles were installed during a period of great nationalism, especially in San Francisco. The Charter of the United Nations was signed in 1945 in the War Memorial Hall Building (Herbst Theatre); while the War Memorial Opera House, and other local venues were host to the two-month-long gathering of global unity. There were some 3500 delegation attendees from 50 nations, and more than 2500 press, radio and newsreel representatives also in attendance. (United Nations Plaza was dedicated later, in 1975, on the east side of the plaza as the symbolic leagcy of that event.) World War II was still in the minds of many, but a more recent event was the statehood of both Alaska and Hawaii during 1959, which brought thoughts of the newly designed flag to the fore, especially to school children who saluted the flag each morning. With two new stars, it looked different. And finally, John F. Kennedy was elected preident in November 1960; he was the youngest president ever elected bringing a new optimism and energy to the country. The Pavilion of American Flags Although all of the flagpoles seen today were in the original design, there does not seem to have been a specific theme for what the many staffs would display. The central two parallel rows containing a total of 18 flagpoles, known as The Pavilion of American Flags, flank the east-facing view of the Civic Center Plaza from the mayor’s office. An idea was presented that would feature flags which played an important role in the nation’s history.
    [Show full text]