Jimmy Gentry

Total Page:16

File Type:pdf, Size:1020Kb

Jimmy Gentry THE UNIVERSITY OF TENNESSEE KNOXVILLE AN INTERVIEW WITH JIMMY GENTRY FOR THE VETERANS ORAL HISTORY PROJECT CENTER FOR THE STUDY OF WAR AND SOCIETY DEPARTMENT OF HISTORY INTERVIEW BY G. KURT PIEHLER AND KELLY HAMMOND FRANKLIN, TENNESSEE JULY 22, 2000 TRANSCRIPT BY KELLY HAMMOND REVIEWED BY PATRICK LEVERTON GREGORY KUPSKY KURT PIEHLER: This begins an interview with Jimmy Gentry in Franklin, Tennessee on July 22, 2000 with Kurt Piehler and … KELLY HAMMOND: Kelly Hammond. PIEHLER: I guess I’d like to ask you a very basic question. When were you born, and where were you born? JIMMY GENTRY: I was born right here. Not in town; just out of Franklin, in what is now called Wyatt Hall. My family rented that house. I was there, but I don’t remember. (Laughs) So I was born right here. PIEHLER: What date were your born? GENTRY: Uh, November 28, 1924 or 5. Don’t ask me those questions like that. (Laughter) ’25, I believe, ‘cause I’ll soon be seventy-five. That must be right. PIEHLER: And you are native of Franklin. GENTRY: I really am. I have lived in Franklin, outside of Franklin, which is now in Franklin, and now I am back outside of Franklin. But Franklin is my home base, yes. PIEHLER: And could you maybe talk a little bit about your parents first? I guess, beginning with your father? GENTRY: Alright. My father originally came from North Carolina. Marshall, North Carolina, as I recall, near Asheville, and then he worked first for the railroad company for a short time. Then he went with South Central Bell—at that time it was called the Bell Telephone System before they broke it up into sections—and came here and worked from down in Alabama to Nashville, putting up pole lines. [He] met my mother at Neapolis, which is between Franklin and Columbia, just south of Spring Hill…. And so, since that time, they married, and so we have lived in this area the rest of the time. I have nine brothers and sisters, and all of us are living but one. I had a brother that was killed in Italy during World War II, the one just above me, two years older than myself. So, that’s all he did, all his life, is work for the telephone company. My mother, of course, was a housewife. PIEHLER: It sounds like that was a pretty good job to have. GENTRY: Oh yeah, I think so. The benefits from—Bell Telephone Company was generous with their benefits for my mother after his death, so I think it was a good one. Then my brother also, one of my older brothers, spent the rest of his life working for the telephone company. He now has retired, and … one of his sons is with the telephone company, so it gets into a family. PIEHLER: That’s three generations. GENTRY: Uh huh. PIEHLER: I guess now with Bell South. GENTRY: That’s right. (Laughs) PIEHLER: Because in other words, your father worked during the Great Depression. GENTRY: Oh yeah, sure. I can just remember it. I can remember people—I didn’t understand it at the time—bringing food to our house. They were friends of my father, and I didn’t quite understand why they were doing that, but I sure did enjoy it. (Laughs) But we all had a hard time. The thing I remember more about that period of time, being so young, was that one time we lived near a railroad, and the hobos would come up to our house and knock on the door, and my mother would go back, and they would say they wanted to something to eat. She would say, “Well, if you split some wood for me, while you are doing that, I’ll fix you something to eat.” And I was afraid of them, because they were hobos. I didn’t know what it meant exactly, but they were hobos. The word hobo scared me, I think, and I would peep out to see what they were doing, and then finally she would feed them and thank them, and they would leave. And we had that happen frequently. We found out later that they had tied a cloth in a tree at the back of our house by the railroad tracks, so the other hobos would know this was a good place to stop. (Laughs) HAMMOND: Wow! PIEHLER: So this was a pretty regular occurrence, growing up? GENTRY: Oh yeah. On sure. Yeah. You had lots of people—of course, they didn’t have welfare back then, like we do now, and usually people would take care of the other people around them, and their neighbors, and that sort of thing, so it worked out nicely, I thought. PIEHLER: Could you maybe … talk a little bit about your mother? GENTRY: Oh boy! My mama was just like all the rest, I guess. She was the greatest thing in the world. (Laughs) PIEHLER: She was also from North Carolina? GENTRY: No. No. She was from Neapolis, down here in Middle Tennessee. PIEHLER: Oh, okay. GENTRY: That’s where he met her, at Neapolis. Just south, between Franklin and Columbia. PIEHLER: Okay. GENTRY: And so she was not from North Carolina. She had a large family also. Back in those days, it was not unusual to have eight, nine, ten, eleven, dozen kids sometimes. So she came from a large family. She had very little education, my mother or father. Neither one of them had very much an education. The priorities back then was to make a living. It was not to get an education. So she didn’t have an education, and he didn’t have much of an education. But they were all hardworking and great people, and I just loved my mother, and daddy, for that matter. He died when I was eleven years old, so that left my mother with—at that time, I think there were still seven children at home. You hear of single moms now. Well, here was a single mom with eleven children to raise, and we somehow scrapped around and helped her, and she would tell us that we need something for supper—not dinner, supper—and we would go out and catch a rabbit, or a squirrel, or a fish, and that is what we would have. We raised our own chickens, and pigs, and that sort of thing. She was a great cook. I can remember all those things that she used to make in the way of fudge candy, and let us clean the bowl out. You know how that goes. Snow ice cream. And … what I called a teacake. Sugar cookies. Sometimes she would set the table for us to eat breakfast, say, and there would be thirteen of us at the table. We’d have a pile of biscuits, and you couldn’t even see the other end of the table for the biscuits. But we always ate good, and had a close knit family, and she was sort of the center of it, after my daddy died. PIEHLER: How did your father die? GENTRY: He had a heart attack. He was a smoker. I’ve always blamed that on it, but he was a smoker. And back then, you know, they didn’t know anything about that. I remember he rolled his own and all that sort of thing, and he was good to us too. I always loved to go with him. Sometimes he—we didn’t have an automobile, but he had a telephone truck that he worked out of, and he would come by and maybe pick one of us up. He tried to be fair to all of his boys and take us with him on his route. He and one other gentleman were the only two telephone men in this whole county, and so he would take us out all day with him. I just loved that, to be with my daddy. Or he would take us fishing, or take us swimming. So I had a good, happy childhood growing up. Had plenty of playmates, too. (Laughs) PIEHLER: It must have been hard to lose your daddy at such an early age. GENTRY: Yeah. I think he was just in his early or late fifties, maybe, when he had his heart attack. PIEHLER: How—I mean, losing your father, also financially, you said the benefits were good for … GENTRY: The benefits were good, but my mother—I don’t know how she made it. I really don’t know. As I said, we usually raised most of our food, or we caught most of our food. We learned to do things that youngsters nowadays have a hard time believing, but we learned to catch fish with our hands, out from under rocks. We learned to catch rabbits with our hands. No weapon, no guns, or anything. There is a way of catching rabbits … and squirrels with your hands. So we learned to do all of those things growing up, and loved to do it. That was exciting and adventurous. Every day was an adventure for us to go out and catch some kind of animal, and bring it home to eat. Of course, we picked berries, and we robbed honey trees, and all sorts of things. So, I guess that’s how we made it…. Most of our food was—the cost of our food was probably nil, with compared to what it is nowadays. We had to wear hand-me-down clothes.
Recommended publications
  • Washington, Bowdoin, and Franklin
    WASH ING T 0 N, BOWDQIN, AND FRANKLIN, AS PORTRAYED IS 0CCASI0NAL AD L) RESSES. WashnQ ton JVitz.o nal Jtioimm ent Proposed heLght in clotted lines, 48.5 fi Completed, shown by dnrk lznes, 174 fi Stone Terrace, 25f* hzgh dLarneter 2OOfS WAS HIN G T 0 N, BOWDOIN, AND FRANKLIN, AS PORTRAYED IN OCCASIONAL ADDRESSES: BY vxi ROBERT C. WINTHROP. I WITH A FEW BRIE-F PIECES ON KINDRED TOPICS, ASD WITH NOTES AKD ILLUSTRATIONS. LITTLE, BROWN, AND COMPANY. 1876. 7 /' Entered according to Act of Congress, in the pear 1876, by LITTLE, BROW6, AND CONIPANY, In the Office of the Librarian of Congress, at Vashington. Cambridge : Press oj 70hWilson and Soti. PREFATORY NOTE. I ‘&VE so often, of late, been called on for copies of some of these productions, -no longer to be found in a separate or convenient form,-that I have ventured to think that they might prove an acceptable contribution to our Centennial Literature. They deal with two, certainly, of the greatest figures of the period we are engaged in commemorating; and BOWDOIN,I am persuaded, will be’ considered no un­ worthy associate of WASHINGTONand FRANKLINin such a publication. The Monument to Washington, to which the first pro­ duction relates, is still unfinished. It may be interesting to recall the fact that the Oration, on the laying of its corner-stone, was to have been delivered by JOHNQUINCY ADAMS. He died a few months before the occasion, and it was as Speaker of the House of Representatives of the United States, of which he had long been the most illus­ trious member, that I was called on to supply his place.
    [Show full text]
  • Second Serfdom and Wage Earners in European and Russian Thought from the Enlightenment to the Mid-Nineteenth Century
    CHAPTER 1 SECOND SERFDOM AND WAGE EARNERS IN EUROPEAN AND RUSSIAN THOUGHT FROM THE ENLIGHTENMENT TO THE MID-NINETEENTH CENTURY The Eighteenth Century: Forced Labor between Reform and Revolution The invention of backwardness in Western economic and philosophical thought owes much to the attention given to Russia and Poland in the beginning of the eighteenth century.1 The definitions of backwardness and of labor—which is the main element of backwardness—lies at the nexus of three interrelated debates: over serfdom in Eastern European, slavery in the colonies, and guild reform in France. The connection between these three debates is what makes the definition of labor—and the distinction between free and forced labor—take on certain character- istics and not others. In the course of the eighteenth century, the work of slaves, serfs, and apprentices came to be viewed not just by ethical stan- dards, but increasingly by its efficiency. On that basis, hierarchies were justified, such as the “backwardness” of the colonies relative to the West, of Eastern relative to Western Europe, and of France relative to England. The chronology is striking. Criticisms of guilds, serfdom, and slavery all hardened during the 1750s; Montesquieu published The Spirit of the Laws in 1748, which was soon followed by the first volumes of the Ency- clopédie.2 In these works the serfdom of absolutist and medieval Europe was contrasted with the free labor of Enlightenment Europe. Abbé de Morelli took up these themes in 1755, condemning both ancient serf- dom and modern forms of slavery, in both the colonies and Russia.
    [Show full text]
  • The Franklin's Tale
    The Canterbury Tales by Geoffrey Chaucer 1/44 Contents Part One: The Prologue................................................................................3 Part Two: The Knight's Tale........................................................................ 8 Part Three: The Nun's Priest's Tale............................................................14 Part Four: The Pardoner's Tale...................................................................20 Part Five: The Wife of Bath's Tale.............................................................26 Part Six: The Franklin's Tale......................................................................32 Track 1: Part One Listening Exercise 4.................................................. 38 Track 2: Part Two Listening Exercise 5..................................................39 Track 3: Part Three Listening Exercise 4................................................40 Track 4: Part Four Listening Exercise 4................................................. 41 Track 5: Part Five Listening Exercise 5&6.............................................43 Track 6: Part Six Listening Exercise 4....................................................44 2/44 Part One: The Prologue In April, when the sweet showers① fallandfeedtherootsintheearth,the flowers begin to bloom②. The soft wind blows from the west and the young sun rises in the sky. The small birds sing in the green forests. Then people want to go on pilgrimages. from every part of England, they go to Canterbury to visit the tomb of Thomas Becket, the martyr③, who helped the sick. My name is Geoffrey Chaucer .People say that I am a poet but I am not really very important. I am just a story-teller. One day in spring, I was stayinginLondonattheTabardInn④. At night, a great crowd of people arrived at the inn, ready to go on a pilgrimage to Canterbury. I soon made friends with them and promised to join them. 'You must get up early,' they told me. 'We are leaving when the sun rises.' Before I begin my story, I will describe the pilgrims to you.
    [Show full text]
  • Franklin's Tale
    FRANKLIN’S TALE The Portrait, Prologue and Tale of the Franklin FRANKLIN’S TALE 1 The portrait of the Franklin from the General Prologue where he is shown as a generous man who enjoys the good things of life. He travels in the company of a rich attorney, the Man of Law A FRANKLIN was in his company. rich landowner White was his beard as is the daisy. Of his complexïon he was sanguine.1 ruddy & cheerful Well loved he by the morrow a sop in wine. in the a.m. 335 To liv•n in delight was ever his won, custom For he was Epicurus's own son That held opinïon that plain delight total pleasure Was very felicity perfite. 2 truly perfect happiness A householder and that a great was he; 340 Saint Julian he was in his country.3 His bread, his ale, was always after one. of one kind i.e. good A better envin•d man was never none. with better wine cellar Withouten bak•d meat was never his house food Of fish and flesh, and that so plenteous 345 It snow•d in his house of meat and drink food Of all• dainties that men could bethink. After the sundry seasons of the year according to So chang•d he his meat and his supper. Full many a fat partridge had he in mew pen 350 And many a bream and many a luce in stew. fish / in pond Woe was his cook but if his sauc• were Poignant and sharp, and ready all his gear.4 tangy His table dormant in his hall alway set / always Stood ready covered all the long• day.
    [Show full text]
  • Franklin Attends
    Franklin Attends <iA "Booi Auction OWARD six o'clock on Monday evening, April 5, 1762, Benjamin Franklin walked along York Street, Covent TGarden, to the shop of Samuel Baker, bookseller and auc- tioneer. On this evening and the next, the books of his friend James Ralph, who had died on January 24, 1762, were to be auctioned off.1 Ralph had accompanied Franklin to England in 1724. His poetic ambitions led him to a literary career during which he produced poetry, plays, political and historical pieces, as well as other "miscel- laneous" writings. Ralph had remained in England, but the two friends met again when Franklin returned to London in 1757. Franklin had visited Ralph during his last illness in 1761-1762.2 In addition to the usual gathering of book dealers, some friends of the two men were also present at the sale: William Rose, the school- master in Chiswick; Sir Henry Cheere, the sculptor, also living in Chiswick; and the Reverend Thomas Birch, a friend of Ralph's before political differences had separated them, and of Franklin's. Rose and Sir Henry bought one book apiece; Birch bought none, although he was an interested spectator. Franklin, however, pur- chased many volumes during the two nights of the auction. The copy of the sales catalogue in the British Museum gives in longhand not only the purchase price, but also the name of the buyer of each item. It is therefore a simple matter to list the books that Franklin bought and the price he paid for them.3 1 "A CATALOGUE of the LIBRARY of JAMES RALPH, Esq; {Author of the History of England) Lately Deceased: Containing a good Collection of English and French BOOKS.
    [Show full text]
  • Social Studies Book 1
    6th Grade Social Studies Book 1 For families who need academic support, please call 504-349-8999 Monday-Thursday • 8:00 am–8:00 pm Friday • 8:00 am–4:00 pm Available for families who have questions about either the online learning resources or printed learning packets. ow us you Sh r #JPSchoolsLove 6th-8th GRADE DAILY ROUTINE Examples Time Activity 6-8 8:00a Wake-Up and • Get dressed, brush teeth, eat breakfast Prepare for the Day 9:00a Morning Exercise • Exercises o Walking o Jumping Jacks o Push-Ups o Sit-Ups o Running in place High Knees o o Kick Backs o Sports NOTE: Always stretch before and after physical activity 10:00a Academic Time: • Online: Reading Skills o Plato (ELA) • Packet o Reading (one lesson a day) 11:00a Play Time Outside (if weather permits) 12:00p Lunch and Break • Eat lunch and take a break • Video game or TV time • Rest 2:00p Academic Time: • Online: Math Skills o Plato (Math) • Packet o Math (one lesson a day) 3:00p Academic • Puzzles Learning/Creative • Flash Cards Time • Board Games • Crafts • Bake or Cook (with adult) 4:00p Academic Time: • Independent reading Reading for Fun o Talk with others about the book 5:00p Academic Time: • Online Science and Social o Plato (Science and Social Studies) Studies Para familias que necesitan apoyo académico, por favor llamar al 504-349-8999 De lunes a jueves • 8:00 am – 8: 00 pm Viernes • 8:00 am – 4: 00 pm Disponible para familias que tienen preguntas ya sea sobre los recursos de aprendizaje en línea o los paquetes de aprendizaje impresos.
    [Show full text]
  • Decline of Feudalism
    Grade 6: Unit 6 What changes led to the decline of feudalism in Medieval Europe? This instructional task engages students in content related to the following grade-level expectations: • 6.1.11 Produce clear and coherent writing for a range of tasks, purposes, and audiences by: o conducting historical research o evaluating a broad variety of primary and secondary sources o comparing and contrasting varied points of view determining the meaning of words and phrases from historical texts Content o o using technology to research, produce, or publish a written product • 6.1.3 Analyze information in primary and secondary sources to address document-based questions • 6.2.9 Describe the characteristics, significance, and influences of feudalism, the Crusades, and the growth of towns and cities through trade and commerce during the Middle Ages • 6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using maps and globes In this instructional task, students develop and express claims through discussions and writing which describe the changes that led to the decline of feudalism in Medieval Europe. To accomplish this, they Claims recognize recurring themes and patterns in history. Students will evaluate the changes that occurred in Medieval Europe and how those changes led to a decline in feudalism. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How and why did cultures transform during the Middle Ages? (6.2.9) Formative Formative
    [Show full text]
  • Chaucer's Franklin
    Fort Hays State University FHSU Scholars Repository Master's Theses Graduate School Spring 1961 Chaucer's Franklin Dale M. Anderson Fort Hays Kansas State College Follow this and additional works at: https://scholars.fhsu.edu/theses Part of the English Language and Literature Commons Recommended Citation Anderson, Dale M., "Chaucer's Franklin" (1961). Master's Theses. 692. https://scholars.fhsu.edu/theses/692 This Thesis is brought to you for free and open access by the Graduate School at FHSU Scholars Repository. It has been accepted for inclusion in Master's Theses by an authorized administrator of FHSU Scholars Repository. to 't .#;. l ' (_ i (! J. • ((_; 1 -'-., C l..} LC i U} t ,O~ B 0 <g,t · i. l · r S r .; •, l ) J I i h Lo t ilr f I" .-•i JT~J 1ml L erer:t n t e I' . 1 to lv t l t n l J ,lph .. Cl or tt,ellin , ;1;. r- lt n t - .o . :.cl (;O l.v oult C bt i C , l d Ehe r.i ,ht \f\;:}~ t ,J(; 1 n:lo 11. i T .J.. l 1 1. • 11 H I. ·~ 3 3t n a.: L i,l ----'r · \-:_ln } · · n h to s Y, itCCG•,tul t' .e ,oi, 1,:,1, 11 n t "' tro· lo to e t t t i.r,c u nt ,l i 1 H to 3lr~,I y 1' l1U • l l :i '\ [ l n l :,.c <le co 1, v) om re 0 t ,;...t ; t, ·c e>ted for cla f' ran; t in r.:uik f ,, ,, fr· klir!, i '0 uf ll u J ·m t,e l >H e OJ.
    [Show full text]
  • The Seventeenth-Century Revolution in the English Land Law
    Cleveland State Law Review Volume 43 Issue 2 Article 4 1995 The Seventeenth-Century Revolution in the English Land Law Charles J. Reid Jr. Follow this and additional works at: https://engagedscholarship.csuohio.edu/clevstlrev Part of the Land Use Law Commons, and the Legal History Commons How does access to this work benefit ou?y Let us know! Recommended Citation Charles J. Reid Jr., The Seventeenth-Century Revolution in the English Land Law, 43 Clev. St. L. Rev. 221 (1995) available at https://engagedscholarship.csuohio.edu/clevstlrev/vol43/iss2/4 This Article is brought to you for free and open access by the Journals at EngagedScholarship@CSU. It has been accepted for inclusion in Cleveland State Law Review by an authorized editor of EngagedScholarship@CSU. For more information, please contact [email protected]. THE SEVENTEENTH-CENTURY REVOLUTION IN THE ENGLISH LAND LAW CHARLES J. REID, JR.1 INTRODUCTION ..................................... 223 I. THE ENGLISH REVOLUTION ........................... 225 A. A Schematic Chronology of the Revolution .......... 225 B. The Gentry and Revolution ...................... 230 II. THE ABOLITION OF THE FEUDAL INCIDENTS AND THE TRIUMPH OF SOCAGE TENURE ......................... 232 A. Origins of Knight Service and Wardship ........... 234 B. The Sixteenth-Century Revival of the Feudal Incidents .................................... 237 C. PopularResistance to the Feudal Incidents and the Eradicationof the Practice .................... 240 Ill. THE ENCLOSURE MOVEMENT, THE DOMESTICATION OF COPYHOLD, AND THE DESTRUCTION OF RIGHTS IN COMMON .... 243 A. Background to the EnclosureMovement of the Seventeenth Century .......................... 243 B. The Attack on Copyhold ........................ 246 1. Fifteenth-Century Conditions ............... 246 2. The Creation and Judicial Protection of Copyhold ................................. 247 3.
    [Show full text]
  • English Feudalism and the Origins of Capitalism
    English Feudalism and the Origins of Capitalism GEORGE C. COMNINEL The specific historical basis for the development of capitalism in England — and not in France — is traced to the unique structure of English manorial lordship. It is the absence from English lordship of seigneurie banale - the specific political form of parcellised sovereignty that figured centrally in the development of Continental feudalism - that accounts for the peculiarly 'economic' turn taken in the development of English class relations of surplus extraction. In France, by contrast, the distinctly 'political' tenor of subsequent social development can equally specifically be traced to the central role of seigneurie banale in the fundamental class relations of feudalism. That the development of Western European societies generally, and England and France in particular, has been at least roughly parallel over the course of the past six centuries or longer has undoubtedly been among the most pervasive ideas of historically oriented social science. Even behind the emphasis specialists may give to particular differences, the presumption exists of a common European pattern of development. George C. Comninel, Department of Political Science, York University, 4700 Keele Street, Toronto, Canada, M3J 1P3; e-mail [email protected]. An early version of this article was presented as a working paper to the History and Society Program of the University of Minnesota more than a decade ago. The author is grateful to the members of that program for their lively discussion and extensive comments. He is enormously indebted to his former colleague Sam Clark, of the University of Western Ontario, and to Ellen Meiksins Wood, for comments on and encouragement of this work over too many years.
    [Show full text]
  • Franklin County Auditor Real Property Delinquent Land Tax Notice This Notice Is Required by Law (Ohio Revised Code Section 5721.03)
    October 5 & 6, 2017 Page 1 FRANKLIN COUNTY AUDITOR REAL PROPERTY DELINQUENT LAND TAX NOTICE THIS NOTICE IS REQUIRED BY LAW (OHIO REVISED CODE SECTION 5721.03) OWNER NAME LOCATION TOTAL DELINQUENT OWNER NAME LOCATION TOTAL DELINQUENT Clarence E. Mingo, II ABDON ROSE M ERICKSON AVE GLENCOE 346 $178.84 ALLS MYRLAND LYNN ARGYLE DR AMVET HOMESTD SUB 1 LOT 28 BLK D $806.66 ABDON ROSE M 667 ERICKSON AVE GLENCOE 347 $651.64 ALLUVIAL ACQUISITIONS LLC 34 MEEK AVE S1/2 COTTAGE PLC LOT 56 $1.09 Franklin County Auditor ABDOU FADI THE VILLAS ON THE BOULEVARD CONDO 1AMD BLDG 8 UNIT 6802 $2,845.36 ALLUVIAL ACQUISITIONS LLC 36-38 MEEK AVE COTTAGE PLACE PT LOTS 55-56 $2.04 ABDOU RANA ULSTER DRIVE KILDAIRE PART 2 LOT 27 $5,006.84 ALLUVIAL ACQUISITIONS LLC 30-32 MEEK AVE COTTAGE PLACE LOT 57 $2.04 ABDOU RANA TR 465 HILLTONIA AVE HILLTONIA ANNEX LOT 10 BLK 1 $1,384.59 ALLUVIAL ACQUISITIONS LLC 24-26 MEEK AVE COTTAGE PLACE LOT 58 $2.04 The lands, lots and parts of lots returned delinquent by the County Treasurer of ABDUL AHMED M& DIRIYE FARHIYO A DOLOMITE CT VIL TANAGER WOODS 2 LOT 42 $45.21 ALLWEIN DONALD E ET AL 2 FIAR AVE BROADLEIGH EXT LOT 18 $72.70 Franklin County, with the taxes, assessments, interest, and penalties charged there- ABEBE AFEWERKI G 179 WOODCLIFF DR BLDG 105 UNIT 1-B WOODCLIFF CONDO $233.56 ALMOMANI SULEIMAN 3826 CLEVELAND AVE COURT SUB 1 0.933 ACRE $4,750.28 upon agreeable to law, are contained and described in the following list.
    [Show full text]
  • Changing Understandings of Gentility
    CHANGING UNDERSTANDINGS OF GENTILITY: STATUS, GENDER, AND SOCIAL OPPORTUNITY IN ENGLAND, C. 1400-1530 By KRISTIN CANZANO PINYAN A dissertation submitted to the School of Graduate Studies Rutgers, The State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in History Written under the direction of James Masschaele And approved by _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ New Brunswick, New Jersey October 2017 ©2017 Kristin Canzano Pinyan ALL RIGHTS RESERVED ABSTRACT OF THE DISSERTATION Changing Understandings of Gentility: Status, Gender, and Social Opportunity in England, c. 1400-1530 By KRISTIN CANZANO PINYAN Dissertation Director: James Masschaele This dissertation addresses the problem of the gentry in late medieval England and how this problem led to a unique moment of social opportunity during the fifteenth century. Modern scholars have struggled to develop a comprehensive definition of the gentry as a social group because members of the gentry themselves had difficulty articulating their social position. The fourteenth-century English nobility’s method of social closure through the hereditary summons to Parliament effectively divided the kingdom’s aristocracy. Forced out of this elite group, the knights, esquires, and gentleman were left to develop their own separate group identity. In this they failed. Any sense of kinship among them, that together they formed a gentle community with its own culture, was disrupted by that culture’s overlap into other groups. The continued use of the term “gentle” to refer to characteristics that were associated with all elite ranks of society made it impossible for the gentry to achieve any positive distinctions as a social group.
    [Show full text]