DOCSLIB.ORG

Biographical Dictionary

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Biographical Dictionary Biographical Dictionary A Astor, John Jacob (1763–1848) American fur trader and financier, he founded the fur-trading post of Astoria and the American Fur Company. (p. 308) Adams, John (1735–1826) American statesman, Austin, Stephen F. (1793–1836) American colonizer he was a delegate to the Continental Congress, in Texas, he was imprisoned for urging Texas a member of the committee that drafted the statehood after Santa Anna suspended Mexico’s Declaration of Independence, vice president to constitution. After helping Texas win indepen- George Washington, and the second president dence from Mexico, he became secretary of state ICTIONARY of the United States. (p. 228) D for the Texas Republic. (p. 313) Adams, John Quincy (1767–1848) Son of President John Adams and the secretary of state to James Monroe, he largely formulated the Monroe B Doctrine. He was the sixth president of the United States and later became a representative Bagley, Sarah G. (d. 1847?) American mill worker in Congress. (p. 267) and union activist, she advocated the 10-hour Adams, Samuel (1722–1803) American revolution- workday for private industry. She was elected ary who led the agitation that led to the Boston IOGRAPHICAL vice president of the New England Working Tea Party; he signed the Declaration of Indepen- B Men’s Association, becoming the first woman dence. (p. 65) to hold such high rank in the American labor Addams, Jane (1860–1935) American social movement. (p. 357) worker and activist, she was Banneker, Benjamin (1731–1806) African American the co-founder of Hull House, mathematician and astronomer, he was hired an organization that focused by Thomas Jefferson to help survey land for the on the needs of immigrants. new capital in Washington, D.C. (p. 202) She helped found the American Barton, Clara (1821–1912) Founder of the American Civil Liberties Union and won Red Cross, she obtained and administered sup- the Nobel Peace Prize in 1931. plies and care to the Union soldiers during the (p. 597) American Civil War. (p. 496) Beecher, Catharine (1800–1878) American educator Aguinaldo NAHL Emilio (ahg-ee- -doh), (1869–1964) and the daughter of Lyman Beecher, she pro- Filipino leader and commander of forces in moted education for women in such writings as rebellion against Spain, he led an insurrection An Essay on the Education of Female Teachers. She against the authority of the United States. founded the first all-female academy. (p. 413) (p. 648) Beecher, Lyman (1775–1863) American clergyman, Alcott, Louisa May (1832–1888) American novelist, he disapproved of the style of preaching of the her revised letters written as a Civil War nurse were Great Awakening ministers. He served as presi- published as Hospital Sketches. She is famed for the dent of the Lane Theological Seminary and sup- novel Little Women and its sequels. (p. 409) ported female higher education. (p. 410) Anthony, Susan B. (1820–1906) American social Bell, Alexander Graham (1847–1922) reformer, she was active in the temperance, abo- American inventor and educator, his interest litionist, and women’s suffrage movements and in electrical and mechanical devices to aid the was co-organizer and president of the National hearing-impaired led to the development and Woman Suffrage Association. (p. 427) patent of the telephone. (p. 577) Arkwright, Richard (1732–1792) English inventor, Bidwell, Annie (1839–1918) American pioneer activ- he patented the water-powered spinning frame, ist, she worked for social and moral causes and improving the production of cotton thread. for women’s suffrage. (p. 562) (p. 347) Black Hawk (1767–1838) Native American leader of Arthur, Chester A. (1829–1886) Vice-president Fox and Sauk Indians, he resisted the U.S.-ordered of the United States in 1880, he became the removal of Indian nations from Illinois and raided twenty-first president of the United States upon settlements and fought the U.S. Army. (p. 297) the death of James Garfield. (p. 607) R52 BIOGRAPHICAL DICTIONARY Bolívar Cooper Bolívar, Simon (1783–1830) South American revolu- on steelmaking and made a fortune through his tionary leader who was nicknamed the Liberator, vertical integration method. (pp. 580, 583) he fought many battles for independence, win- Carranza, Venustiano (1859–1920) Mexican revolu- ning the support of many U.S. leaders. (p. 262) tionist, he led revolts against Huerta and became Brandeis, Louis (1856–1941) Progressive lawyer and president of Mexico. He adopted programs of B jurist, he was the first Jewish nominee to the social and economic reform, but he faced revolts IOGRAPHICAL Supreme Court and was appointed Associate from other revolutionists. (p. 661) Justice. (p. 630) Catt, Carrie Chapman (1859–1947) American educa- Brooks, Preston (1819–1857) American congress- tor and reformer, she led a successful fight to man, he assaulted and beat Senator Charles obtain suffrage for women and to secure the pas- Sumner for his antislavery speeches and for sage of the Nineteenth Amendment. (p. 623) insulting a pro-slavery relative. He was nick- Chief Joseph (c.1840–1904) Chief of Nez named Bully Brooks by northerners. (p. 449) Percé tribe, he led a resistance Brown, John (1800–1859) American abolitionist, he against white settlement in D started the Pottawatomie Massacre in Kansas to the Northwest. He even- ICTIONARY revenge killings of abolitionists; he later seized tually surrendered, but his the federal arsenal at Harpers Ferry, Virginia, to eloquent surrender speech encourage a slave revolt. He was later tried and earned him a place in executed. (p. 455) American history. Bryan, William Jennings (1860–1925) American (p. 559) lawyer and Populist politician, he favored free silver coinage, Clark, George Rogers (1752–1818) American Revo- an economic policy expected lutionary soldier and frontier leader, he captured to help farmers. He was a the British trading village of Kaskaskia during Democratic nominee for the Revolution and encouraged Indian leaders to president in 1896 and was remain neutral. (p. 97) defeated by William McKinley. Clark, William (1770–1838) American soldier and (p. 564) friend of Meriwether Lewis, he was invited to explore the Louisiana Purchase and joined what Buchanan, James (1791–1868) American politician became known as the Lewis and Clark expedi- and fifteenth president of the United States, he tion. (p. 237) was chosen as the Democratic nominee for presi- Clay, Henry (1777–1852) American politician from dent in 1854 for being politically experienced Kentucky, he was known as the Great Pacificator and not offensive to slave states. (p. 450) because of his support of the Missouri Compro- Bunau–Varilla, Philippe (1859–1940) French engi- mise. He developed the Compromise of 1850 to neer, he served as minister from Panama to the try to avoid civil war. (pp. 264, 266) United States and negotiated a treaty for U.S. Cleveland, Grover (1837–1908) Twenty-second and control of the Panama Canal Zone. (p. 653) twenty-fourth president of the United States, he Burns, Anthony (1834–1862) American enslaved promoted civil service reform and a merit system African, he ran away and was arrested in Bos- of advancement for government jobs. (p. 608) ton. His arrest became the center of violent Cole, Thomas (1801–1848) American painter, he protests by northern opponents of the Fugitive was the founder of the Hudson River school, a Slave Act. (p. 442) group of artists who emphasized the beauty of the American landscape, especially the Hudson River valley. (p. 272) C Columbus, Christopher (1451–1506) Italian explor- er, he was convinced that he could reach Asia Calhoun, John C. (1782–1850) American politician by sailing westward across the Atlantic Ocean. and supporter of slavery and states’ rights, he He gained the support of Spain’s monarchs and served as vice president to Andrew Jackson and commanded a small fleet that reached the so- was instrumental in the South Carolina nullifi- called New World, setting off a tide of European cation crisis. (p. 285) exploration of the area. (pp. 15, 17) Carnegie, Andrew (1835–1919) American industri- Cooper, James Fenimore (1789–1851) Well-known alist and humanitarian, he focused his attention Early American novelist, he wrote the Last of BIOGRAPHICAL DICTIONARY R53 Cooper the Mohicans and many stories about the West. Douglas, Stephen (1813–1861) (p. 271) American politician and Cooper, Peter (1791–1883) American ironworks pro-slavery nominee for manufacturer who designed and built Tom president, he debated Abra- Thumb, the first American locomotive. (p. 360) ham Lincoln about slavery Cortés, Hernán (1485–1547) Spanish conquistador, during the Illinois senato- he conquered Mexico and brought about the fall rial race. He proposed the of the Aztec Empire. (p. 20) unpopular Kansas-Nebraska Crazy Horse (1842?–1877) Native American chief Act, and he established the of Oglala Sioux, he took part in the Battle of the Freeport Doctrine, uphold- ICTIONARY Little Bighorn, in which General Custer was sur- ing the idea of popular D rounded and killed. He was killed after surren- sovereignty. (p. 446) dering and resisting imprisonment. (p. 555) Douglass, Frederick (1817–1895) Crittenden, John J. (1787–1863) Kentucky senator, American abolitionist and he attempted to save the Union by reconcil- writer, he escaped slavery and ing differences between northern and southern became a leading African Amer- states in the Senate proposal known as Critten- ican spokesman and writer. He den’s Compromise. (p. 459) published his biography, The Custer, George Armstrong (1839–1876) Ameri- Narrative of the Life of Frederick IOGRAPHICAL can army officer in the Civil War, he became a Douglass, and founded the B Native American fighter in the West and was abolitionist newspaper, the killed with his troops in the Battle of the Little North Star. (pp. 418, 422) Bighorn. (p. 556) Du Bois, W.
Load more

Recommended publications
  • How to Use This Guide
    How to Use this Guide The New-York Historical Society, one of America’s pre-eminent cultural institutions, is dedicated to fostering research, presenting history and art exhibitions, and public programs that reveal the dynamism of history and its influence on the world of today. Founded in 1804, New-York Historical has a mission to explore the richly layered political, cultural and social history of New York City and State and the nation, and to serve as a national forum for the discussion of issues surrounding the making and meaning of history. Student Historians are high school interns at New-York Historical who explore our museum and library collection and conduct research using the resources available to them within a museum setting. Their project this academic year was to create a guide for fellow high school students preparing for U.S. History Exams, particularly the U.S. History & Government Regents Exam. Each Student Historian chose a piece from our collection that represents a historical event or theme often tested on the exam, collected and organized their research, and wrote about their piece within its historic context. The intent is that this catalog will provide a valuable supplemental review material for high school students preparing for U.S. History Exams. The following summative essays are all researched and written by the 2015-16 Student Historians, compiled in chronological order, and organized by unit. Each essay includes an image of the object or artwork from the N-YHS collection that serves as the foundation for the U.S. History content reviewed. Additional educational supplementary materials include a glossary of frequently used terms, review activities including a crossword puzzle as well as questions and answers taken from past U.S.
    [Show full text]
  • Anglo-Indian Identity, Knowledge, and Power
    Anglo-Indian Identity, Knowledge, and Power Western Ballroom Music in Lucknow Bradley Shope Beginning in the first half of the 20th century, Western ballroom and dance music began to make its way into Lucknow in Uttar Pradesh, as well as other cities in North India. It was imported via gramophone disks, radio broadcasts, and sheet music coming from Europe and America. In the 1930s, an increasing number of dance halls, railway social institutes, auditoriums, and cafe´s were built to cater to a growing number of British and Americans in India, satisfying their nostalgia for the live performance of the foxtrot, the tango, the waltz, the rumba, big-band music, and Dixieland. Influenced by sound and broadcast technology, sheet music, instrument availability, the railway system, and con- vent schools teaching music, an appreciation for these styles of music was found in other communities. Especially involved were Portuguese Goans and Anglo-Indians, defined here as those of European and Indian descent who were born and raised in India.1 For these two groups, it served to assert their identities as distinct from other South Asians and highlighted that their taste for music reached beyond the geographical boundaries of India. Numerous types of media, institutions, and venues contributed to this vibrant Western music performance culture in Lucknow in the early 20th century. James Perry, an elderly Goan musician, and Mr. John Sebastian and Mr. Jonathan Taylor,2 two elderly Anglo-Indian ex-railway workers, were involved in its perfor- mance and appreciation.3 By drawing from multiple field interviews in North India conducted with these individuals between 1999 and 2001, and by de- scribing the character of the performance culture, I will highlight the role of music in creating socioeconomic mobility and a distinct identity among Anglo-Indians in Lucknow, and address issues of power relations and coloni- alism with reference to the consumption of the music.
    [Show full text]
  • Copyright by Jacob Charles Maguire 2011
    Copyright by Jacob Charles Maguire 2011 The Report Committee for Jacob Charles Maguire Certifies that this is the approved version of the following report: “Though It Blasts Their Eyes”: Slavery and Citizenship in New York City, 1790-1821 APPROVED BY SUPERVISING COMMITTEE: Supervisor: Shirley Thompson Jeffrey Meikle “Though It Blasts Their Eyes”: Slavery and Citizenship in New York City, 1790-1821 by Jacob Charles Maguire, B.A. Report Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Master of Arts The University of Texas at Austin May 2011 Dedication For my dad, who always taught me about citizenship Abstract “Thought It Blasts Their Eyes”: Slavery and Citizenship in New York City, 1790-1821 Jacob Charles Maguire, M.A. The University of Texas at Austin, 2011 Supervisor: Shirley Thompson Between 1790 and 1821, New York City underwent a dramatic transformation as slavery slowly died. Throughout the 1790s, a massive influx of runaways from the hinterland and black refugees from the Caribbean led to the rapid expansion of the city’s free black population. At the same time, white agitation for abolition reached a fever pitch. The legislature’s decision in 1799 to enact a program of gradual emancipation set off a wave of arranged manumissions that filled city streets with black bodies at all stages of transition from slavery to freedom. As blacks began to organize politically and develop a distinct social, economic and cultural life, they both conformed to and defied white expectations of republican citizenship.
    [Show full text]
  • Polish Americans In
    http://lexikos.journals.ac.za; https://doi.org/10.5788/28-1-1467 Polish Americans in the History of Bilingual Lexicography: The State of the Art Mirosława Podhajecka, Institute of English, University of Opole, Poland ([email protected]) Abstract: This paper measures dictionaries made by Polish Americans against the development of the Polish–English and English–Polish lexicographic tradition. Of twenty nine monoscopal and biscopal glossaries and dictionaries published between 1788 and 1947, four may be treated as mile- stones: Erazm Rykaczewski's (1849–1851), Władysław Kierst and Oskar Callier's (1895), Władysław Kierst's (1926–1928), and Jan Stanisławski's (1929). Unsurprisingly, they came to be widely repub- lished in English-speaking countries, primarily the United States of America, for the sake of Polish- speaking immigrants. One might therefore wonder whether there was any pressing need for new dictionaries. There must have been, assuming that supply follows demand, because as many as eight Polish–English and English–Polish dictionaries were compiled by Polish Americans and pub- lished by the mid-twentieth century. The scant attention accorded this topic suggests a chronologi- cal approach to these dictionaries is in order, firstly, to blow the dust from the tomes; secondly, to establish their filial relationships; and, lastly, to evaluate their significance for the bilingual diction- ary market. Keywords: HISTORY, BILINGUAL LEXICOGRAPHY, BILINGUAL DICTIONARY, POLISH AMERICANS, SOURCE LANGUAGE (SL), TARGET LANGUAGE (TL), EQUIVALENT, LEXI- COGRAPHER, TRADITION Opsomming: Poolse Amerikaners in die geskiedenis van tweetalige leksi- kografie: Die jongste stand. In hierdie artikel word woordeboeke wat saamgestel is deur Poolse Amerikaners gemeet aan die ontwikkeling van die Pools–Engelse en Engels–Poolse leksiko- grafiese tradisie.
    [Show full text]
  • Sino American Relations
    Fort Hays State University FHSU Scholars Repository Master's Theses Graduate School Summer 1942 Sino American Relations Philip Lin Fort Hays Kansas State College Follow this and additional works at: https://scholars.fhsu.edu/theses Part of the Political Science Commons Recommended Citation Lin, Philip, "Sino American Relations" (1942). Master's Theses. 363. https://scholars.fhsu.edu/theses/363 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. SINO-AMERICAN RELATIONS being A thesis presented to the Graduate Faculty of the Fort Hays Kansas State College in partial fulfillment of the requirements for the Degree of Master of Science by Philip Lin., B. A. Fukien Christian Unive rsity Foochow., China Date ~'/, / 'f 'I ;L Approved: R17601 28 Acknowledgment The writer wishes to e x press his sincere acknowledg- ment and indebtedness to Dr. w. D. Moreland of the Political Science and Sociology Department of the Fort Hays Kansas State Colle ge for his guidance in writing this thesis. Due acknowledgment also is extended to Dr. Streeter, Librarian and Miss Dorothy Wells, Documents Librarian, for their helpful suggestions. TABLE OF CONTENTS CHAPTER PAGE r. INTRODUCTION l II. EARLY RELATIONS AND TREATIES A. The beginning of formal intercourse B. Development l. Treaties 7 2. Diplomatic Service 27 3. Commercial Agreements 31 III. AMERIC ANS IN CHI NA A. The Clause of "The most f avored nation." 1. Extraterritoriality 36 2. The protection of citizens and property 38 B.
    [Show full text]
  • American Investments in China
    lRINirf COl!, UBRA~Y M.OORE COLLECTION RELATING TO THE . FA~ EAST ....,.L<M, ..... CLASS NO.-­ BOOK NO.. -­ VOLU ME---,---,=­ ACCESSION NO. AMERICAN INVESTMENTS IN CHINA BY c. F. REMER Published by the Institute of Pacific Relations Honolulu, 1929 ADVANCE PROOF AMERICAN INVESTMENTS IN CHINA BY c. F. REMER Professor of Economics at the University of Michigan This report has been written in connection with a study of the International Financial and Economic Relations of China now being carried on. Study headquarters are at 209 Economics Build ing, University of Michig11n, Ann Arbor, Michigan, U.S.A. THE INSTITUTE OF P AOIFIC RELATIONS HONOLULU, 1929 AMERICAN INVESTMENTS IN CHINA I. A NOTE OF EXPLANATION The title of this paper promises more than I have it in my power to fulfil. It has seemed best, therefore, to begin with a brief explanatory statement. An investigation of the international financial and economic relations of China is now being carried on. It will extend over a number of years, in­ cludes a visit to China on my part, and is planned to cover the whole of a wide and difficult subject. In the work of this investigation it has fallen to me to deal with American investments in China. After a brief survey of the situation the conclusion was forced upon me that I would be obliged to undertake a new and inde­ pendent study. A considerable amount of work has been done on this new study, but it is impossible to say whether it will be successfully completed, since its success depends, in large measure, upon its inclusiveness.
    [Show full text]
  • A Bridge Across the Pacific: a Study of the Shifting Relationship Between Portland and the Far East
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Fall 1-7-2016 A Bridge Across the Pacific: A Study of the Shifting Relationship Between Portland and the Far East Michael Todd Gagle Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Chinese Studies Commons, Japanese Studies Commons, and the United States History Commons Let us know how access to this document benefits ou.y Recommended Citation Gagle, Michael Todd, "A Bridge Across the Pacific: A Study of the Shifting Relationship Between Portland and the Far East" (2016). Dissertations and Theses. Paper 2655. https://doi.org/10.15760/etd.2651 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. A Bridge Across the Pacific A Study of the Shifting Relationship Between Portland and the Far East in the 1930s by Michael Todd Gagle A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History Thesis Committee: Kenneth Ruoff, Chair Desmond Cheung David Johnson Jon Holt Portland State University 2015 © 2015 Michael Todd Gagle Abstract After Japan invaded Manchuria in 1931, both Japan and China sought the support of America. There has been a historical assumption that, starting with the hostilities in 1931, the Japanese were maligned in American public opinion. Consequently, the assumption has been made that Americans supported the Chinese without reserve during their conflict with Japan in the 1930s.
    [Show full text]
  • The African Free School Page 1 of 7
    The African Free School Page 1 of 7 Relevant Unit Objectives Module 1: African American Community and Culture This lesson addresses the following Essential Questions: . How did the existence of slavery shape African American communal life and cultural expression? . How is community defined? . How was the African American community defined? Objectives of the Lesson Aim How did the establishment of free schools for African Americans in 18th- and 19th-century New York help transform the lives and identities of its students? At the conclusion of this lesson, students will be able to: . Evaluate the significance of education and literacy to the larger African American community in New York City . Situate the development of schools for African American students within the larger development of public education in New York City . Assess how the education received at the African Free School helped create a class of important African American leaders . Evaluate the importance of education and literacy to democratic participation . Identify some of the literary contributions of James Weldon Johnson and Frances E.W. Harper Introduction Distribute Handout 1, the poem “Learning to Read” by Frances E. W. Harper, an abolitionist and poet born in Maryland in 1825. The poem describes the experience of a freedwoman who was taught to read during Reconstruction. Ask students to consider the following in terms of the poem: 1. Why did southern slaveholders try to prevent slaves from learning to read? 2. What were some of the strategies slaves used to try to learn to read? 3. Why was it so important to the slaves and freedmen to learn to read? What did literacy represent to them? 4.
    [Show full text]
  • An Analysis Towards the Development of Electronic Bilingual Dictionary (Manipuri-English) -A Report
    Sagolsem Poireiton Meitei et al, / (IJCSIT) International Journal of Computer Science and Information Technologies, Vol. 3 (2) , 2012,3423-3426 An Analysis towards the Development of Electronic Bilingual Dictionary (Manipuri-English) -A Report Sagolsem Poireiton Meitei, Shantikumar Ningombam, Prof. Bipul Syam Purkayastha Department of Computer Science Assam University, Silchar-788011 ABSTRACT-Meaningful sentences are composed of travel dictionaries, dictionaries of idioms and meaningful words; any system that hopes to process natural colloquialisms, a guide to pronunciation, a grammar languages as people do must have information about words, reference, common phrases and collocations, and a their meaning and relative words in another language. This dictionary of foreign loan words information is traditionally provided through electronic dictionaries. But these dictionary entries evolved for the convenience of human readers, not for machines. So, machine MANIPURI LANGUAGE readable electronic dictionary becomes the central resources Manipuri, locally known as Meiteilon (the Meitei+lon for Natural Language applications. Dictionaries and other ‘language’), is spoken basically in the state of Manipur lexical resources are not yet widely available in electronic form which is in the north eastern india. It is also spoken in for Manipuri language. And there is no machine readable Assam, Tripura, Mizoram, Burma and Bangladesh. dictionary that can provide both of lexical resources and Manipuri is the only medium of communication among 29 conceptual information. This paper describes the ongoing different mother tongues. Hence it is regarded as lingua development of an Electronic Manipuri Bilingual dictionary. franca of Manipur state. Since 20 August 1992 Manipuri This implementation will provide a more effective combination become the first TB (Tibeto Burman) language to receive of traditional English-Manipuri bi-lingual lexicographic information and their conceptual information recognition as a schedule VIII language of India.
    [Show full text]
  • Teacher Guide.Qxd
    Classroom Materials developed by the New-YYork Historical Society as a companion to the exhibit Generous support provided by THE NEW-YYORK HISTORICAL SOCIETY Since its founding in 1804, the New-York Historical Society (N-YHS) has been a mainstay of cultural life in New York City and a center of historical scholarship and education. For generations, students and teachers have been able to benefit directly from the N-YHS’s mission to collect, preserve and interpret materials relevant to the history of our city, state and nation. N-YHS consistently creates opportunities to experience the nation’s history through the prism of New York. Our uniquely integrated collection of documents and objects are par- ticularly well-suited for educational purposes, not only for scholars but also for school children, teachers and the larger public. The story of New York’s rootedness in the enslavement of Africans is largely unknown to the general public. Over the next two years, the New-York Historical Society, together with the Schomburg Center for Research in Black Culture, will stage two major exhibitions, with walking tours, educational materials and programs for learners of all ages. The first of these exhibits, entitled “Slavery in New York,” explores the vital roles enslaved labor and the slave trade played in making New York one of the wealthiest cities in the world. In bringing this compelling and dramatic story to the forefront of historical inquiry, “Slavery in New York” will transform col- lective understanding of this great city’s past, present and future. The enclosed resources have been devel- oped to facilitate pre- and post-visit lessons in the classroom and provide learning experiences beyond the duration of the exhibit.
    [Show full text]
  • 'Where We Would Extend the Moral
    ‘WHERE WE WOULD EXTEND THE MORAL POWER OF OUR CIVILIZATION’: AMERICAN CULTURAL AND POLITICAL FOREIGN RELATIONS WITH CHINA, 1843-1856 A dissertation submitted to Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Mathew T. Brundage December 2015 © Copyright All rights reserved Except for previously published materials Dissertation written by Mathew T. Brundage B.A., Capital University, 2005 M.A., Kent State University, 2007 Ph.D., Kent State University, 2015 Approved by ________________________________ Chair, Doctoral Dissertation Committee Mary Ann Heiss, Ph.D. ________________________________ Kevin Adams, Ph.D. ________________________________ Gang Zhao, Ph.D. ________________________________ James Tyner, Ph.D. Accepted by ________________________________ Chair, Department of History Kenneth Bindas, Ph.D. ________________________________ Dean, College of Arts and Sciences James L. Blank, Ph.D. TABLE OF CONTENTS………………………………………………….. iii LIST OF FIGURES………………………………………………………... iv PREFACE ………………………………………………………………... vi ACKNOWLEDGEMENTS……………………………………………….. vii INTRODUCTION………………………………………………………… 1 CHAPTERS I. Chapter 1: China as Mystery ……………………………… 30 II. Chapter 2: China as Opportunity ..………………………… 84 III. Chapter 3: China as a Flawed Empire………………………146 IV. Chapter 4: China as a Threat ………………………………. 217 V. Chapter 5: Redefining “Success” in the Sino-American Relationship ……………………………………………….. 274 CONCLUSION…………………………………………………………….. 317 APPENDIX………………………………………………………………… 323 BIBLIOGRAPHY………………………………………………………….
    [Show full text]
  • Annie E. Amos
    University of North Dakota UND Scholarly Commons The Digital Press at the University of North Digital Press Books Dakota 2020 One Hundred Voices: Harrisburg’s Historic African American Community, 1850-1920 Calobe Jackson Jr. Katie Wingert McArdle David Pettegrew Follow this and additional works at: https://commons.und.edu/press-books Recommended Citation Jackson, Calobe Jr.; McArdle, Katie Wingert; and Pettegrew, David, "One Hundred Voices: Harrisburg’s Historic African American Community, 1850-1920" (2020). Digital Press Books. 17. https://commons.und.edu/press-books/17 This Book is brought to you for free and open access by the The Digital Press at the University of North Dakota at UND Scholarly Commons. It has been accepted for inclusion in Digital Press Books by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. ONE HUNDRED VOICES The bronze pedestal of the Commonwealth Memorial. The relief image on top depicts aerial view of the Eighth Ward before its demolition. One Hundred Voices, No. 26-50 ONE HUNDRED VOICES Harrisburg’s Historic African American Community, 1850-1920 Edited by Calobe Jackson, Jr. Katie Wingert McArdle David Pettegrew With a foreword by Lenwood Sloan The Digital Press at the University of North Dakota Grand Forks, ND Unless otherwise indicated, all other content of this book is licensed under a Creative Commons By Attribution 4.0 International License. http://creativecommons.org/licenses/by/4.0/ 2020 The Digital Press @ The University of North Dakota Library of Congress Control Number: 2020941984 The Digital Press at the University of North Dakota, Grand Forks, North Dakota ISBN-13: 978-1-7345068-5-3 (paperback) ISBN-13: 978-1-7345068-6-0 (Ebook/PDF) 100 Voices is an initiative of the International Institute for Peace through Tourism - Harrisburg Peace Promenade.
    [Show full text]