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Puritan Pedagogy in Uncle Tom's Cabin
Molly Dying Instruction: Puritan Pedagogy in Farrell Uncle Tom’s Cabin To day I have taken my pen from the last chapter of “Uncle Tom’s Cabin.” . It has been the most cheering thing about the whole endeavor to me, that men like you, would feel it. —Letter from Harriet Beecher Stowe to Horace Mann, 2 March 1852 n 1847, three years before Harriet Beecher Stowe I began Uncle Tom’s Cabin, Horace Mann and his wife Mary offered Miss Chloe Lee, a young black student who had been admitted to the Normal School in West Newton, the spare room in their Massachusetts home.1 Mann had recently been corresponding with Stowe’s sister Catherine Beecher about their shared goals for instituting a new kind of edu- cation that would focus more on morals than on classical knowledge and would target the entire society. Beecher enthusiastically asserted that with this inclusive approach, she had “no hesitation in saying, I do not believe that one, no, not a single one, would fail of proving a respectable and prosperous member of society.”2 There were no limits to who could be incorporated into their educational vision—a mission that would encompass even black students like Lee. Arising from the evangelical tradition of religious teaching, these educators wanted to change the goal of the school from the preparation of leaders to the cultivation of citizens. This work of acculturation—making pedagogy both intimate and all-encompassing—required educators to replace the role of parents and turn the school into a multiracial family. Stowe and her friends accordingly had to imagine Christian instruction and cross-racial connection as intimately intertwined. -
The End of Uncle Tom
1 THE END OF UNCLE TOM A woman, her body ripped vertically in half, introduces The End of Uncle Tom and the Grand Allegorical Tableau of Eva in Heaven from 1995 (figs.3 and 4), while a visual narra- tive with both life and death at stake undulates beyond the accusatory gesture of her pointed finger. An adult man raises his hands to the sky, begging for deliverance, and delivers a baby. A second man, obese and legless, stabs one child with his sword while joined at the pelvis with another. A trio of children play a dangerous game that involves a hatchet, a chopping block, a sharp stick, and a bucket. One child has left the group and is making her way, with rhythmic defecation, toward three adult women who are naked to the waist and nursing each other. A baby girl falls from the lap of one woman while reaching for her breast. With its references to scatology, infanticide, sodomy, pedophilia, and child neglect, this tableau is a troubling tribute to Harriet Beecher Stowe’s Uncle Tom’s Cabin—the sentimental, antislavery novel written in 1852. It is clearly not a straightfor- ward illustration, yet the title and explicit references to racialized and sexualized violence on an antebellum plantation leave little doubt that there is a significant relationship between the two works. Cut from black paper and adhered to white gallery walls, this scene is composed of figures set within a landscape and depicted in silhouette. The medium is particularly apt for this work, and for Walker’s project more broadly, for a number of reasons. -
Consolidated Version of the Sanpin 2.3.2.1078-01 on Food, Raw Material, and Foodstuff
Registered with the Ministry of Justice of the RF, March 22, 2002 No. 3326 MINISTRY OF HEALTH OF THE RUSSIAN FEDERATION CHIEF STATE SANITARY INSPECTOR OF THE RUSSIAN FEDERATION RESOLUTION No. 36 November 14, 2001 ON ENACTMENT OF SANITARY RULES (as amended by Amendments No.1, approved by Resolution No. 27 of Chief State Sanitary Inspector of the RF dated 20.08.2002, Amendments and Additions No. 2, approved by Resolution No. 41 of Chief State Sanitary Inspector of the RF dated15.04.2003, No. 5, approved by Resolution No. 42 of Chief State Sanitary Inspector of the RF dated 25.06.2007, No. 6, approved by Resolution No. 13 of Chief State Sanitary Inspector of the RF dated 18.02.2008, No. 7, approved by Resolution No. 17 of Chief State Sanitary Inspector of the RF dated 05.03.2008, No. 8, approved by Resolution No. 26 of Chief State Sanitary Inspector of the RF dated 21.04.2008, No. 9, approved by Resolution No. 30 of Chief State Sanitary Inspector of the RF dated 23.05.2008, No. 10, approved by Resolution No. 43 of Chief State Sanitary Inspector of the RF dated 16.07.2008, Amendments No.11, approved by Resolution No. 56 of Chief State Sanitary Inspector of the RF dated 01.10.2008, No. 12, approved by Resolution No. 58 of Chief State Sanitary Inspector of the RF dated 10.10.2008, Amendment No. 13, approved by Resolution No. 69 of Chief State Sanitary Inspector of the RF dated 11.12.2008, Amendments No.14, approved by Resolution No. -
The PAS and American Abolitionism: a Century of Activism from the American Revolutionary Era to the Civil War
The PAS and American Abolitionism: A Century of Activism from the American Revolutionary Era to the Civil War By Richard S. Newman, Associate Professor of History Rochester Institute of Technology The Pennsylvania Abolition Society was the world's most famous antislavery group during the late eighteenth and early nineteenth centuries. Indeed, although not as memorable as many later abolitionists (from William Lloyd Garrison and Lydia Maria Child to Frederick Douglass and Sojourner Truth), Pennsylvania reformers defined the antislavery movement for an entire generation of activists in the United States, Europe, and even the Caribbean. If you were an enlightened citizen of the Atlantic world following the American Revolution, then you probably knew about the PAS. Benjamin Franklin, a former slaveholder himself, briefly served as the organization's president. French philosophes corresponded with the organization, as did members of John Adams’ presidential Cabinet. British reformers like Granville Sharp reveled in their association with the PAS. It was, Sharp told told the group, an "honor" to be a corresponding member of so distinguished an organization.1 Though no supporter of the formal abolitionist movement, America’s “first man” George Washington certainly knew of the PAS's prowess, having lived for several years in the nation's temporary capital of Philadelphia during the 1790s. So concerned was the inaugural President with abolitionist agitation that Washington even shuttled a group of nine slaves back and forth between the Quaker State and his Mount Vernon home (still, two of his slaves escaped). The PAS was indeed a powerful abolitionist organization. PAS Origins The roots of the Pennsylvania Abolition Society date to 1775, when a group of mostly Quaker men met at a Philadelphia tavern to discuss antislavery measures. -
Trauma of Slavery: a Critical Study of the Roots by Alex Haley
Journal of Literature, Languages and Linguistics www.iiste.org ISSN 2422-8435 An International Peer-reviewed Journal DOI: 10.7176/JLLL Vol.57, 2019 Trauma of Slavery: A Critical Study of the Roots by Alex Haley Faiza Javed Dar M.Phil. (English Literature), Department of English Government College Woman University, Faisalabad. Pakistan Abstract Roots by Alex Haley is a critical analysis of the traumas of slavery experienced by the Africans. As an Afro- American writer, he gives voice to the issues like racism, subjugation, identity crises of the Blacks, but most of all the institution of slavery. Slavery has been an important phenomenon throughout history. Africa has been intimately connected with this history through Americans. Slavery in America began when the African slaves were brought to the North American colony of Jamestown, Virginia, in 1619, to aid in the production of such lucrative crops like tobacco and cotton. After the research of twelve years, Haley describes the experiences of Kunta Kinte before and after his enslavement, who is the great-great-grandfather of the writer. Roots is not just a saga of one Afro-American family, it is the symbolic saga of a people. The dehumanization process of slavery assaults the mind, body, and soul of African slaves. The purpose of this paper is to highlight and investigate the slow momentum of social reform for Blacks in the U.S.A. This will be qualitative research and critical race analysis will be applied as a tool to analyze the text under discussion. By using the theory of Derrick Bell the researcher will try to explore racism and black identity in this work. -
Following in His Footsteps: Maryland's Frederick Douglass Driving Tour
Photo: Frederick Douglass painting by Hughie Lee-Smith, courtesy of Banneker Douglass Museum’s Fine Art Collection. Following in His Footsteps: Maryland’s Frederick Douglass Driving Tour Self-Determination, Autonomy, Empowerment Frederick Douglass held a strong connection to Maryland, woven into the fabric of his identity. His homeland – the banks of the Tuckahoe River near Hillsboro – hold the bittersweet memories of his beginnings in slavery. An extraordinary visionary, Douglass believed in his own self-worth and was determined to be free, despite harsh experiences in slavery. He longed for autonomy, and put into action a plan to attain it. In Baltimore, learning to read opened a world of knowledge and sparked an intense desire for freedom. He didn’t let failure, fear, or severe punishment stand in his way. After he took flight from Baltimore in 1838, Douglass worked relentlessly to gain freedom for others through his eloquent speeches and writings that demanded abolition. Douglass changed the world as he traveled, but for him, Maryland was home. Frederick Douglass’s Beginnings on Maryland’s Eastern Shore Begin your journey to discover Frederick Douglass’s deep roots in Maryland on the Eastern Shore, at The Frederick Douglass Park on the Tuckahoe near Holme Hill Farm, his birthplace. The park offers outdoor exhibits describing Douglass's humble beginnings and formative years, and his legacy as a fighter for civil rights. An overlook with tranquil views of the Tuckahoe River is a sacred touchstone to his deep roots in this area. In 1877, Douglass proclaimed, “I am an Eastern Shoreman, with all that name implies. -
Mother-Women and the Construction of the Maternal Body in Harriet Jacobs, Kate Chopin, and Evelyn Scott
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 5-2013 “Taming the Maternal”: Mother-women and the Construction of the Maternal Body in Harriet Jacobs, Kate Chopin, and Evelyn Scott Kelly Ann Masterson [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the American Literature Commons Recommended Citation Masterson, Kelly Ann, "“Taming the Maternal”: Mother-women and the Construction of the Maternal Body in Harriet Jacobs, Kate Chopin, and Evelyn Scott. " Master's Thesis, University of Tennessee, 2013. https://trace.tennessee.edu/utk_gradthes/1647 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Kelly Ann Masterson entitled "“Taming the Maternal”: Mother-women and the Construction of the Maternal Body in Harriet Jacobs, Kate Chopin, and Evelyn Scott." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Arts, with a major in English. Mary E. Papke, Major Professor We have read this thesis and recommend its acceptance: Katherine L. Chiles, William J. Hardwig Accepted -
12.2% 118,000 130M Top 1% 154 4,500
We are IntechOpen, the world’s leading publisher of Open Access books Built by scientists, for scientists 4,500 118,000 130M Open access books available International authors and editors Downloads Our authors are among the 154 TOP 1% 12.2% Countries delivered to most cited scientists Contributors from top 500 universities Selection of our books indexed in the Book Citation Index in Web of Science™ Core Collection (BKCI) Interested in publishing with us? Contact [email protected] Numbers displayed above are based on latest data collected. For more information visit www.intechopen.com Chapter 2 Plants Secondary Metabolites: The Key Drivers of the Pharmacological Actions of Medicinal Plants Rehab A. HusseinRehab A. Hussein and AmiraAmira A. El-Anssary A. El-Anssary Additional information is available at the end of the chapter http://dx.doi.org/10.5772/intechopen.76139 Abstract The vast and versatile pharmacological effects of medicinal plants are basically depen- dent on their phytochemical constituents. Generally, the phytochemical constituents of plants fall into two categories based on their role in basic metabolic processes, namely primary and secondary metabolites. Primary plant metabolites are involved in basic life functions; therefore, they are more or less similar in all living cells. On the other hand, secondary plant metabolites are products of subsidiary pathways as the shikimic acid pathway. In the course of studying, the medicinal effect of herbals is oriented towards the secondary plant metabolites. Secondary plant metabolites played an important role in alleviating several aliments in the traditional medicine and folk uses. In modern medicine, they provided lead compounds for the production of medications for treating various diseases from migraine up to cancer. -
Roots- Teacher
RESEARCHING STUDENT RESEARCH GUIDE Roots is a historically accurate dramatization of the lives of enslaved people in the United States. It explores many themes related to American culture and society, freedom, and African heritage. Four of these big ideas, each aligned with one of the four Roots episodes, are listed in this activity guide. Use the episode summaries and resources to research one of these topics and compare different sources of information. As you gather facts, you’ll begin to develop your own perspectives about the subject. Build an argument about how you think the topic should be viewed and support it with evidence from your research. After your research, you’ll share your findings in a timeline, a paper, or a presentation. FACT-FINDING TOOLS Use the tools below to organize the information you uncover as well as your thoughts about the topic as you research. Tool 1—Glossary As you explore resources, build a glossary of terms whose definitions you are unclear about. To create your glossary, write down the term, then write your own definition using context clues before looking up the dictionary definition and incorporating it in your own sentence to confirm that you understand the word’s correct usage. Tool 2—Timeline On a separate sheet of paper, create a timeline of important facts related to your topic. This will help you create a historic record and make connections with current events. For each fact included on your timeline, identify the source and include a brief note about how the author presents the information. For example, consider each document’s titles, labels, tone, and headings. -
Harriet Tubman: Conductor on the Underground Railroad
BIOGRAPHY from Harriet Tubman CONDUCTOR ON THE UNDERGROUND RAILROAD by Ann Petry How much should a person sacrifi ce for freedom? QuickTalk How important is a person’s individual freedom to a healthy society? Discuss with a partner how individual freedom shapes American society. Harriet Tubman (c. 1945) by William H. Johnson. Oil on paperboard, sheet. 29 ⁄" x 23 ⁄" (73.5 cm x 59.3 cm). 496 Unit 2 • Collection 5 SKILLS FOCUS Literary Skills Understand characteristics Reader/Writer of biography; understand coherence. Reading Skills Notebook Identify the main idea; identify supporting sentences. Use your RWN to complete the activities for this selection. Vocabulary Biography and Coherence A biography is the story of fugitives (FYOO juh tihvz) n.: people fl eeing someone’s life written by another person. We “meet” the people in from danger or oppression. Traveling by a biography the same way we get to know people in our own lives. night, the fugitives escaped to the North. We observe their actions and motivations, learn their values, and incomprehensible (ihn kahm prih HEHN see how they interact with others. Soon, we feel we know them. suh buhl) adj.: impossible to understand. A good biography has coherence—all the details come The code that Harriet Tubman used was together in a way that makes the biography easy to understand. incomprehensible to slave owners. In nonfi ction a text is coherent if the important details support the incentive (ihn SEHN tihv) n.: reason to do main idea and connect to one another in a clear order. something; motivation. The incentive of a warm house and good food kept the Literary Perspectives Apply the literary perspective described fugitives going. -
The Revolutionary Black Roots of Slavery's Abolition in Massachusetts
The Revolutionary Black Roots of Slavery’s Abolition in Massachusetts chernoh m. sesay jr. Downloaded from http://direct.mit.edu/tneq/article-pdf/87/1/99/1792322/tneq_a_00346.pdf by guest on 30 September 2021 N 6 January 1773, “Felix,” possibly a slave and undoubt- O edly aided by whites, took a new approach to the effort to abolish slavery in Massachusetts: he submitted a petition to the General Court of the province.1 Felix gave his last name, Holbrook, in a second appeal delivered four months later.2 His identity is not firmly established, but given his surname, he may have worked for Mary and Abia Holbrook, former master of the Boston South Writing School who had died in 1769.3 I am extremely grateful to the anonymous readers and the editor and edito- rial staff of the New England Quarterly, the staff of the Massachusetts Historical Society, the Newberry Library Early American History and Culture Seminar, and the following for their support and their critical insights: Timothy H. Breen, Eric Slaughter, Christopher Mount, Amor Kohli, John Karam, Mark Hauser, and Kalyani Menon. 1Felix’ humble Petition of many Slaves, living in the Town of Boston, and other Towns (Boston, 1773) was printed in the pamphlet The Appendix; Or, Some Ob- servations on the Expediency of the Petition of the Africans, living in Boston, &c. lately presented to the General Assembly of this Province. To which is annexed the Petition referred to. Likewise, Thoughts on Slavery. With a Useful Extract from the Massachusetts Spy of January 28, 1773, by way of an Address to the Members of the Assembly (Boston, 1773). -
An Analysis of Incidents in the Life of a Slave Girl by Harriet Ann Jacobs
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 2001 In search of the self: An analysis of Incidents in the life of a slave girl by Harriet Ann Jacobs Rhonda Kay Roddy Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the African American Studies Commons, and the American Literature Commons Recommended Citation Roddy, Rhonda Kay, "In search of the self: An analysis of Incidents in the life of a slave girl by Harriet Ann Jacobs" (2001). Theses Digitization Project. 2262. https://scholarworks.lib.csusb.edu/etd-project/2262 This Thesis is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. IN SEARCH OF THE SELF: AN ANALYSIS OF INCIDENTS IN THE LIFE OF A SLAVE GIRL BY HARRIET ANN JACOBS A Thesis Presented to the Faculty of California State University, San-Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English Composition by Rhonda Kay Roddy September 2001 IN SEARCH OF THE SELF: AN ANALYSIS OF INCIDENTS IN THE LIFE OF A SLAVE GIRL BY HARRIET ANN JACOBS A Thesis Presented to the Faculty of California State University, San Bernardino by Rhonda Kay Roddy September 2001 Approved by: 7/2 ,tfa( Date Maureen Newlin ABSTRACT In her autobiography, Incidents in the Life of a Slave Girl, Harriet Ann Jacobs appropriates the autobiographical "I" in order to tell her own story of slavery and talk back to the dominant culture that enslaves her.