DOCSLIB.ORG

Abigail Adams.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Abigail Adams.Pdf TCM 8786 Table of Contents Witness to History Abigail Adams lived in an exciting time. She saw the Witness to History ............................... .3 events that led to the American Revolution. Her husband John was an important leader. She helped him make That’s Not Fair! ................................ .4–5 decisions. Abigail wrote about her life in many letters. Wedding Bells . .6–7 Today, people use those letters to learn about the past. Abigail Adams as a young woman Calling for Liberty.............................. .8–9 Exciting Days in Boston ....................... .10–11 No Time for Tea ............................. .12–13 Back to the Farm ............................. .14–15 Being Brave in War Time...................... .16–17 Remember the Ladies......................... .18–19 Crossing the Ocean........................... .20–21 From Capital to Capital ....................... .22–23 Glossary ....................................... .24 Index .......................................... .25 2 3 That’s Not Fair! On October 11, 1744, Abigail Smith was born near Boston, Massachusetts. She grew up on her family’s farm. Abigail was curious and very smart. Whenever she could, she would sit by the fire and read books. Her brother went to school. Abigail was not allowed to go to school because she was a girl. She thought, “That’s not fair!” So, she made her own special school at home. Her father taught her many things. Abigail also listened and asked questions whenever visitors came. This was how she learned about the world. Colonial family eating dinner Map of the region around Boston Always Working Colonial girls had to do a lot of chores. They had to cook, sew, and clean. They took care of small vegetable gardens. They also made their own candles and soap. Abigail loved to read. 4 5 John Wedding Bells Adams Abigail grew to be a clever young woman. She was not afraid to tell people what she thought. She met a lawyer named John Adams. Abigail liked John because he would talk to her about important things. Sometimes they did not agree about the way things should be. But, John always listened to her. Abigail knew that John would make a good husband. She married him on October 25, 1764. They had a very loving marriage. Thomas Jefferson Writing Letters Abigail loved writing letters. She wrote thousands of them during her life. She wrote to famous people like Benjamin Franklin and Thomas Jefferson. Most of all, she wrote to her husband. Abigail around the time of her Benjamin Franklin marriage to John 6 7 John Adams when he was a lawyer Calling for Liberty in Boston In 1765, the British government passed the Stamp Act. It created a tax on most printed items. Many people thought that this new tax was unfair. British tax stamp People protesting the Stamp Act Sons of Liberty Around this time, some men in Boston started a secret new group. They met and talked about their unhappiness with the British. Abigail was not allowed at the meetings because she was a woman. Essay written to protest the British taxes John and Abigail agreed that the tax was wrong. John began to speak out against the British. He gave speeches and wrote essays (ES-ays). He said that it was not fair to have “taxation without representation” (rep-ri-zen-TAY-shuhn). Abigail helped her husband share his ideas. Many people began to listen to John. 8 9 Exciting Days in Boston The Adams family moved to Boston in 1768. Abigail loved being in the city. She read four newspapers every day. She wanted to know what was going on. Boston was the center of much excitement. Traitor? At the Boston Massacre trial, some people thought that John was helping the wrong side. But John and Abigail thought that every person should have a fair trial. They decided John should do the right thing even if it made people angry. Boston Gazette reporting on the Boston Massacre One day, some British soldiers shot into a loud and angry crowd. Five people died. Everyone was very upset about this. They called it the Boston Massacre (MAS-uh-kuhr). The soldiers were put on trial for murder. John and Boston Harbor in the 1760s full of Abigail agreed that John should be their lawyer. John won ships from around the world the case. The soldiers were found not guilty. 10 11 No Time for Tea would like an image of Tea Act document In 1773, the British Parliament (PAR-luh-muhnt) passed the or copy of tea tax stamps Tea Act. This act forced people to pay a tax on all British tea. This made the Americans angry again. The colonists fought the new law. Abigail did what she could. Like other women, she brewed her own tea from herbs. That way, she could boycott the British tea. Some of the men in Boston fought back in another way. They dressed up as Indians. Then, they dumped 342 chests of British tea into Boston Harbor! This was called the Boston Tea Party. The Boston Tea Party Notes from a congressional meeting about a boycott Tea Drinkers Early Americans drank a lot of tea. After the Tea Act, they tried hot chocolate and coffee instead. These drinks were not popular at first, but soon they caught on. 12 13 Abigail worked hard to run the farm by herself. She took Back to the Farm care of the animals and the crops. She paid all the bills. She also Great Britain’s King George III was angry with the taught and cared for her four children. colonists after the Boston Tea Party. He created new laws The Adams family farm in Quincy, Massachusetts that made life in Boston very hard. Everyone was worried. John went to Philadelphia as a delegate to the First Continental (kon-tuh-NEN-tuhl) Congress. Abigail was alone. She decided to take her children out of the dangerous city. She moved back to the family farm. Colonial Schools In colonial times there were not many public schools. Abigail taught her own children at home. When the American Revolution started, these few schools closed. The teachers marched off to fight, King George III of Great Britain Leaders of the Continental Congress singing, “War’s begun, school’s done!” 14 15 Abigail continued to write many letters to John. She told Being Brave in War Time him how terrible the war was for the people. John shared The American Revolution started in April 1775. these letters with important men. He even showed one to It was a frightening time, but Abigail was brave. She George Washington. This helped the leaders understand how wrote to John, “We fear them not!” much the people wanted freedom. Many people left Boston because it was so Revolutionary War battle in Boston dangerous. These refugees (ref-yoo-JEEZ) passed by Abigail’s farm. She gave them food and shelter. Battle in Philadelphia Harbor John Quincy Adams In 1778, John went to France to ask for help with the war. Abigail sent their oldest son, John Quincy, with him. She wanted him to have an exciting life and learn important things. John Quincy went on to become the sixth president of the United States. 16 17 Sometimes, Abigail gave John ideas for the new laws he Remember the Ladies was writing. In one famous letter she told him to “Remember Abigail continued to write many letters to John. Her the Ladies.” She believed that the new country should have letters to him were filled with love. She also asked him many fair laws for women. She wanted women to have more power questions. She wanted to know all about what he was doing. over their lives. Abigail was one of the first people to talk about such an idea. Colonial cloth makers spinning and weaving wool This is a page from the “Remember the Ladies” letter. Colonial Women In Abigail’s time, a woman could not do anything on her own. She was not even seen as a person in the eyes of the law. 18 19 time. Finally, Abigail went to France to be with John. She Crossing the Ocean The Treaty of thought Paris was very strange. Paris ended The long war finally ended in 1781. the American In 1785, John became the first United States ambassador Abigail was happy. She thought her Revolution. (am-BASS-uh-duhr) to Great Britain. Abigail went to London husband would finally come with him. The people there were not very nice. They were home. But the new country still angry about the war. Abigail did her best to show that needed John again. Americans were friendly and polite. He went to France to work on a peace treaty. It took a long Announcement of the Treaty of Paris Crossing the Atlantic It is easy to cross the Atlantic Ocean now. It was much harder when Abigail did it. Sometimes you could not find a ship to take. Ambassador John Adams When you did find one, the trip meets with King George III 20 took more than a month! 21 From Capital to Capital The Country’s Capital When John and Abigail came to Washington it was In 1789, John was elected the first vice president of the still a new city. The president’s mansion had no rooms that were completely finished. Abigail did United States. Abigail and John moved to New York City. It the best she could. She even hung up her laundry was the country’s capital city at the time. Abigail held many to dry in a fancy parlor called the East Room! parties. She also loved to go see debates. Eight years later, John became the country’s second president.
Load more

Recommended publications
  • John Adams, Alexander Hamilton, and the Quasi-War with France
    John Adams, Alexander Hamilton, and the Quasi-War with France David Loudon General University Honors Professor Robert Griffith, Faculty Advisor American University, Spring 2010 1 John Adams, Alexander Hamilton, and the Quasi-War with France Abstract This paper examines the split of the Federalist Party and subsequent election defeat in 1800 through the views of John Adams and Alexander Hamilton on the Quasi-War with France. More specifically, I will be focusing on what caused their split on the French issue. I argue that the main source of conflict between the two men was ideological differences on parties in contemporary American politics. While Adams believed that there were two parties in America and his job was to remain independent of both, Hamilton saw only one party (the Republicans), and believed that it was the goal of all “real” Americans to do whatever was needed to defeat that faction. This ideological difference between the two men resulted in their personal disdain for one another and eventually their split on the French issue. Introduction National politics in the early American republic was a very uncertain venture. The founding fathers had no historical precedents to rely upon. The kind of government created in the American constitution had never been attempted in the Western World; it was a piecemeal system designed in many ways more to gain individual state approval than for practical implementation. Furthermore, while the fathers knew they wanted opposition within their political system, they rejected political parties as evil and dangerous to the public good. This tension between the belief in opposition and the rejection of party sentiment led to confusion and high tensions during the early American republic.
    [Show full text]
  • Massachusetts Historical Society, Adams Papers Editorial Project
    Narrative Section of a Successful Application The attached document contains the grant narrative of a previously funded grant application, which conforms to a past set of grant guidelines. It is not intended to serve as a model, but to give you a sense of how a successful application may be crafted. Every successful application is different, and each applicant is urged to prepare a proposal that reflects its unique project and aspirations. Prospective applicants should consult the application guidelines for instructions. Applicants are also strongly encouraged to consult with the NEH Division of Research Programs staff well before a grant deadline. Note: The attachment only contains the grant narrative, not the entire funded application. In addition, certain portions may have been redacted to protect the privacy interests of an individual and/or to protect confidential commercial and financial information and/or to protect copyrighted materials. Project Title: Adams Papers Editorial Project Institution: Massachusetts Historical Society Project Director: Sara Martin Grant Program: Scholarly Editions and Translations Program Statement of Significance and Impact The Adams Papers Editorial Project is sponsored by and located at the Massachusetts Historical Society (MHS). The Society’s 300,000-page Adams Family Papers manuscript collection, which spans more than a century of American history from the Revolutionary era to the last quarter of the nineteenth century, is consulted during the entire editing process, making the project unique among large-scale documentary editions. The Adams Papers has published 52 volumes to date and will continue to produce one volume per year. Free online access is provided by the MHS and the National Archives.
    [Show full text]
  • Founding Fathers" in American History Dissertations
    EVOLVING OUR HEROES: AN ANALYSIS OF FOUNDERS AND "FOUNDING FATHERS" IN AMERICAN HISTORY DISSERTATIONS John M. Stawicki A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS December 2019 Committee: Andrew Schocket, Advisor Ruth Herndon Scott Martin © 2019 John Stawicki All Rights Reserved iii ABSTRACT Andrew Schocket, Advisor This thesis studies scholarly memory of the American founders and “Founding Fathers” via inclusion in American dissertations. Using eighty-one semi-randomly and diversely selected founders as case subjects to examine and trace how individual, group, and collective founder interest evolved over time, this thesis uniquely analyzes 20th and 21st Century Revolutionary American scholarship on the founders by dividing it five distinct periods, with the most recent period coinciding with “founders chic.” Using data analysis and topic modeling, this thesis engages three primary historiographic questions: What founders are most prevalent in Revolutionary scholarship? Are social, cultural, and “from below” histories increasing? And if said histories are increasing, are the “New Founders,” individuals only recently considered vital to the era, posited by these histories outnumbering the Top Seven Founders (George Washington, Thomas Jefferson, John Adams, James Madison, Alexander Hamilton, Benjamin Franklin, and Thomas Paine) in founder scholarship? The thesis concludes that the Top Seven Founders have always dominated founder dissertation scholarship, that social, cultural, and “from below” histories are increasing, and that social categorical and “New Founder” histories are steadily increasing as Top Seven Founder studies are slowly decreasing, trends that may shift the Revolutionary America field away from the Top Seven Founders in future years, but is not yet significantly doing so.
    [Show full text]
  • Abigail Adams and the Doomed Rhetoric of Revolutionary Era Women
    Abigail Adams and the Doomed Rhetoric of Revolutionary Era Women By Rachael Pifer 2 Abigail Adams and the Doomed Rhetoric of Revolutionary Era Women Abigail Adams wrote an extraordinary request in a letter to her husband on March 31, 1776, saying “…in the new Code of Laws which I suppose it will be necessary for you to make I desire you would Remember the Ladies, and be more generous and favorable to them than your ancestors…”1 Because women were routinely excluded from the political process, an admonition, by a woman, declaring that ladies should be remembered in the new government was remarkable. This is significant for the study of historical public address because the record of the discourse of women from the American Revolution is scant; certainly, a robust public record of women’s interest in obtaining new liberties does not exist. Abigail Adams’ unique circumstances allowed her not only to write, but also to be remembered for her writing during a time when gender roles and societal norms rigidly constrained the rhetoric of women. Several key factors differentiated Adams from other women. Although she did not receive a formal education as a child, Adams learned to read and write. Her father encouraged her to read from his extensive library, and Adams educated herself by studying the works of Shakespeare, John Milton, and Alexander Pope.2 This alone sets her apart from other women since many women during the Revolutionary period could not read. Additionally, even of the women who could read, only a minority of women could write.3 1 Abigail Adams.
    [Show full text]
  • Tennessee Repertory Theatre's by Peter Stone and Sherman Edwards
    2005-2006 Season for Young People Teacher Guidebook Tennessee Repertory Theatre’s by Peter Stone and Sherman Edwards 2005- Thank You Tennessee Performing Arts Center gratefully acknowledges the generous support of corporations, foundations, government agencies, and other groups and individuals who have contributed to TPAC Education in 2005-2006. American Express Philanthropic Program The Hermitage Hotel Anderson Merchandisers Ingram Charitable Fund Aspect Community Commitment Fund Jack Daniel Distillery at Community Foundation Silicon Valley Juliette C. Dobbs 1985 Trust Baulch Family Foundation LifeWorks Foundation Bank of America Lyric Street BMI-Broadcast Music Inc. The Memorial Foundation Capitol Grille Gibson Guitar Corp. The Coca-Cola Bottling Company The HCA Foundation The Community Foundation of Middle Ingram Arts Support Fund Tennessee Lifeworks Foundation Creative Artists Agency Metro Action Commission Crosslin Vaden & Associates Martha & Bronson Ingram Foundation Curb Records Nashville Gas Company HCA/TriStar Neal & Harwell, PLC General Motors Corporation Mary C. Ragland Foundation Adventure 3 Properties, G.P. Pinnacle Financial Partners American Airlines RCA Label Group BellSouth Richards Family Advised Fund Bridgestone Firestone Trust Fund Rogan Allen Builders Davis-Kidd Booksellers Inc. Southern Arts Federation DEX Imaging, Inc. Starstruck Entertainment Dollar General Corporation SunTrust Bank, Nashville The Frist Foundation Fidelity Investments Earl Swensson Associates, Inc. Charitable Gift Fund Target Stores Patricia C. & Thomas F. Frist Designated Fund The Tennessean Gaylord Entertainment Company Ticketmaster Corporation General Motors Corporation Trauger, Ney, and Tuke The Joel C. Gordon & Bernice W. Gordon United Way of Metropolitan Nashville Family Foundation Universal South Glover Group Vanderbilt University Hecht's Vanderbilt University and Medical Center This project is funded under an agreement with the Tennessee Arts Commission, and the National Endowment for the Arts.
    [Show full text]
  • Expert Pack: Remember the Ladies: Women of the American Revolution
    Expert Pack: Remember the Ladies: Women of the American Revolution Submitted by: Jenny Gapp, Laurie Dougherty, Jeri Whitson, and Rebekah Hardy, Portland, OR Grade: 5-7 Date: September 2015 Topic/Subject Remember the Ladies: Women of the American Revolution Texts/Resources Books 1. Mumbet's Declaration of Independence 2. Founding Mothers: Remembering the Ladies Articles 3. “Just Say No!--the Daughters of Liberty” 4. “Remembering the Ladies” 5. “Abigail Adams letter to John Adams ‘Remember the Ladies’" “Revolutionary Women: In More Ways Than One” Other Media 6. “History.com’s American Revolution” Each expert pack contains a variety of selections grouped to create as coherent and gradual a learning process for students as possible, generally beginning with lower levels as measured by quantitative and qualitative measures, and moving to more complex levels in the latter selections. This gradated approach helps support students’ ability to read the next selection and to become ‘experts’ on the topic they are reading about. Refer to annotated bibliography on the following pages for the suggested sequence of readings. Rationale and suggested sequence for reading: In the first resource, Mumbet's Declaration of Independence, students are introduced to the concept of basic freedom as it relates both to an individual woman and an entire country. The next resource, History.com’s brief film clip, draws in students with scenes of historical reenactors fighting in the American Revolution. If a teacher feels this clip isn’t appropriate, alternative film clips are provided by School House Rock listed in ‘Additional Resources.’ The next two articles, “Just Say No—The Daughters of Liberty” and “Remembering the Ladies,” expose students to a myriad of roles women played during the war.
    [Show full text]
  • Tentative Schedule John and Abigail Adams July 22–28, 2012 Amherst College Instructor Joseph J. Ellis, Mount Holyoke College S
    Tentative Schedule John and Abigail Adams July 22–28, 2012 Amherst College Instructor Joseph J. Ellis, Mount Holyoke College Staff Linda Chesky Fernandes, Mount Holyoke College Gilder Lehrman Institute of American History Rosanne Lichatin, Master Teacher Guest Lecturers C. James Taylor, Editor, The Adams Papers Paul Staiti, Professor of Fine Arts, Mount Holyoke College Required Readings Joseph J. Ellis, First Family: Abigail and John Adams (Knopf, 2010), pbk. Margaret Hogan and C. James Taylor, eds., My Dearest Friend: Letters of John and Abigail Adams (Harvard, 2007), pbk. Optional Readings and Materials HBO miniseries John Adams, available for screening each evening in the living room of the dorm. Description We will focus on the lives and letters of John and Abigail Adams in an effort to understand their role in shaping the American Revolution and its role in shaping them. Our goal will be to recover their world in all its messy grandeur. On the one hand, that means accompanying them as they live through the run-up to the break with Great Britain, the turbulent war years, their diplomatic adventures in Paris and London, then the political struggles of the 1790s that culminated in John’s star-crossed presidency. On the other hand, it means watching them fall in love, raise four children, age together, and cope with the inevitable vicissitudes of life. Schedule All meals will be served in Valentine Dining Hall unless otherwise noted. Dining hall hours are as follows: Breakfast: 6:00 a.m. – 8:30 a.m. Lunch: 11:00 a.m. – 1:00 p.m.
    [Show full text]
  • Families in the Revolution: Patriots in the Countryside
    National Historical Park Adams National Park Service U.S. Department of Interior FAMILIES IN THE REVOLUTION: PATRIOTS IN THE COUNTRYSIDE Index 555555555555555555555555555555555555555555555555555555555555 a Letter to Teacher a Themes, Goals, Objectives, and Program Description a Resources & Worksheets a Pre-Visit Materials a Student Bibliography a Logistics a Directions a Other Places to Visit a Program Evaluation Dear Teacher, The Birthplaces at the Adams National Historical Park commemorate the only father-son presidents, John Adams and John Quincy Adams, and provide us with a unique setting where history seems to come to life. Our student-driven curriculum actively engages students in their own exciting and enriching learning process. This program will instill in students the realization that sacrifice, coopera- tion, and determination are necessary attributes for seeking justice and liberty, as evidenced by the Adams family. The American Revolution was one of the most daring popular movements in modern history. The colonists were challenging one of the most powerful nations in the world. Americans were facing what appeared to be insurmountable odds. While the story of the Revolution's battles, political debates, and confrontations are much studied, the impact of the war on individual families is sometimes overlooked. This program will examine the effects of war and military occupation on American patriot families. Two families, the Adamses and the Reveres, were committed to the revolutionary cause and their con- tributions took hardy tolls upon their family lives. John Adams and Paul Revere had such profound influence on the movement for American independence because they had families who shared their beliefs and who would, despite great personal risk, unselfishly give them advice, moral support, and love throughout the struggle.
    [Show full text]
  • Barton Unit 2
    Unit 2 “Tis a pestilence that walketh in Darkness...” The Smallpox epidemic during the American Revolution Introduction: This lesson examines the small pox epidemic in Boston during the American Revolution. It looks at how John and Abigail Adams viewed and interpreted the epidemic that was raging around them. It is designed to be taught during two class periods. Skill Objectives: Students will be able to: 1) read and interpret primary source documents in historical context; 2) identify the characteristics of 18th century letter writing; 3) write a coherent essay comparing the 18th century and 21st century attitudes toward smallpox; 4) work cooperatively to read, analyze and discuss John and Abigail Adams’s letters. Content Objectives: Students will be able to: 1) identify and explain why smallpox was such a major health issue in 18th century America; 2) identify and explain why some people in the 18th century were fearful of inoculation and others were not; 3) compare contemporary news and concerns about smallpox with 18th century concerns; 4) understand why small pox was such a concern for 18th century individuals. Documents: Letter from John Adams to Abigail Adams, 10 August 1776 Letter from Abigail Adams to John Adams, 12 August 1776 Letter from John Adams to Abigail Adams, 26 June 1776 Letter from Abigail Adams to John Adams, 13-14 July 1776 Letter from Abigail Adams to John Adams, 29 July 1776 Letter from Abigail Adams to John Adams, 30-31 July 1776 Letter from John Adams to Abigail Adams, 13 April 1777 Letter from Abigail Adams to John Adams, 16-18 March 1776 Learning Activities: Day One: 1) Write out the words: “A pestilence that walketh in Darkness” on the black board or overhead and have students “free” write for 3 to 5 minutes.
    [Show full text]
  • The Education of John Adams R. B. Bernstein
    Part II The Education of John Adams R. B. Bernstein "Drawn & Engraved by H. Houston / His Excellency John Adams President of the United States / Respectfully Dedicated to the Lovers of their Country and Firm Supporters of its Constitution / Published by D. Kennedy 228 Market St. Philad". (ca. 1797) Please do not cite or quote without permission of author. Book scheduled to be published on 4 July 2020 by Oxford University Press Chapter Six “every phenomenon that occurs in the history of government”: American Minster and Constitutional Commentator (1784-1788) John Adams was ambivalent about what to do after the peace treaty had established American independence. He wanted to return to America; he had even submitted his resignation as a diplomat to the Confederation Congress on 4 December 1782.1 He could not leave Europe, however, without Congress’s authorization, and while he stayed, he let himself speculate about whether Congress would show that it valued his past services by entrusting him with another mission. Against that background, he and Abigail engaged in a loving war of wills and desires, conducted across the Atlantic. She begged him to return home, and with equal ardor he pleaded with her to join him in London. Though she yielded at last to his entreaties, Abigail at first insisted that it was unwise for her to attempt the journey and far better for John to return to America.2 Beyond her concerns about the voyage, she cited a new set of worries: What figure would she cut in London by John’s side? Theory and practise are two very different things; and the object magnifies, as I approach Formatted: Font: (Default) Times New Roman Formatted: Indent: Left: 0.5", First line: 0", Space After: 0 nearer to it.
    [Show full text]
  • Lesson Five Partisan Politics Destroys the Friendship of John Adams And
    Lesson Five Partisan politics destroys the friendship of John Adams and Thomas Jefferson. Objectives Students will be able to explain how: 1) John Adams’s and Thomas Jefferson’s different political beliefs caused them to join separate parties. 2) Adams and Jefferson began to distrust each other. Materials 1) 5.1: Letters of John Adams and Abigail Adams that demonstrate distrust of Jefferson. 2) 5.2: Letters of John Adams and Thomas Jefferson that show the disintegration of their friendship. Lesson Outline • Cover John Adams’s vice presidency, his victory over Jefferson in the election of 1796 and his defeat by Jefferson in 1800. • Divide the class into four groups. Give each group two letters. Have groups read letters, discuss what the letters are saying and record this information in their notebooks. When groups have completed this task have them report their findings to the class. • Use group findings to piece together the falling out of the Adamses and Jefferson and the birth of party politics in America. 5.1 John and Abigail Adams’s letters during the elections of 1796 and 1800. Introduction Jefferson and Adams became political rivals in 1796 when the two ran for president on their respective party tickets. Adams beat Jefferson in 1796 and Jefferson became his vice president. In 1800, Jefferson ran again and defeated Adams. What was a very close political bond and friendship slowly fell apart. Abigail Adams to John Adams, 27 November 1796 Excerpted from Letter from Abigail Adams to John Adams, 27 November 1796 [electronic edition]. Adams Family Papers: An Electronic Archive.
    [Show full text]
  • Program for '1776' at Auditorium Theatre; April 26
    AUDITORIUM THEATRE ROCHESTER APRIL 26, 1971 TO THEATRE CLUB MAY 1, 1971 SENECA DYERS INC. Specialists In SUEDE and LEATHER CLEANING • REFINISHI NG P.S. Gloves too! SINCE 1940 RETAIL DYERS OF WEARING APPAREL • HOUSEHOLD ITEMS CASH & CARRY OUR PLANT ONLY Open 7 AM-S PM • Sot 8 AM-1 PM 1227 MAPLE ST . (COR . MT . READ BLVD) 1328-17361 ROCHESTER ; NEW YORK "The Career Girl's Specialty Shop" 39 WEST MAIN STREET WEBSTER, NEW YORK 872-3322 Open daily from 9 A.M . to 5:45P.M. Thurs. & Fri . Nites to 8:45P.M. ORIGINAL BROADWAY CAST ON ~~~ COLUMBIA RECORDS t776 A New Musical ON SALE AT ALL MUSIC LOVERS STORES STUART OSTROW presents t7VO Music and Lyrics by SHERMAN EDWARDS Book by PETER STONE Based on a conception of SHERMAN EDWARDS Scenery and Lighting by JO MIELZINER costumes by PATRICIA ZIPPRODT Musical Direction by JONATHAN ANDERSON Orchestrations by EDDIE SAUTER Hair styles by ERNEST ADLER Associates Dance Director MAR TIN ALLEN Musical Numbers Staged by ONNA WHITE Directed by PETER HUNT PATRICK BEDFORD REX EVERHART GEORGE HEARN MICHAEL DAVIS- TRUMAN GAIGE- JACK MURDOCK- GEORGE BACKMAN BARBARA LANG- VIRGIL CURRY- GORDON DILWORTH KRISTEN BANFIELD- RICHARD MATHEWS- JOHN EAMES- DOUGLAS GORDON ED PREBLE- EDWIN COOPER- JAMES FERRIER ROBERT A. CALVERT- RAY LONERGAN- LARRY DEVON JAMES BOVAIRD- GRAHAM POLLOCK- LEE WINSTON CHRISTOPHER WYNKOOP- PATRICK COOK- MERVIN CROOK Original Cast Album on Columbia Records Intermission late comers will not be seated for I 5 minute 8 CIRCLE STREET • 473-3120 p c A R c A K T I I N N G GEORGE M.
    [Show full text]