NEW TITLES in SOCIAL STUDIES
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A Regional Study of Secular and Sectarian Orphanages and Their Response to Progressive Era Child-Saving Reforms, 1880-1930
Closer Connections: A Regional Study of Secular and Sectarian Orphanages and Their Response to Progressive Era Child-Saving Reforms, 1880-1930 A dissertation submitted to the Graduate School of the University of Cincinnati in partial fulfillment of the requirements for the degree of Doctor of Philosophy In the Department of History of the College of Arts and Sciences by Debra K. Burgess B.A. University of Cincinnati June 2012 M.A. University of Cincinnati April 2014 Committee Chair: Mark A. Raider, Ph.D. 24:11 Abstract Closer Connections: A Regional Study of Secular and Sectarian Orphanages and Their Response to Progressive Era Child-Saving Reforms, 1880-1930 by Debra K. Burgess Child welfare programs in the United States have their foundation in the religious traditions brought to the country up through the late nineteenth century by immigrants from many European nations. These programs were sometimes managed within the auspices of organized religious institutions but were also found among the ad hoc efforts of religiously- motivated individuals. This study analyzes how the religious traditions of Catholicism, Judaism, and Protestantism established and maintained institutions of all sizes along the lines of faith- based dogma and their relationship to American cultural influences in the Midwest cities of Cincinnati, Cleveland, and Pittsburgh during the period of 1880-1930. These influences included: the close ties between (or constructive indifference exhibited by) the secular and sectarian stakeholders involved in child-welfare efforts, the daily needs of children of immigrants orphaned by parental disease, death, or desertion, and the rising influence of social welfare professionals and proponents of the foster care system. -
Frederick Law Olmsted, Landscape Architect, 1822-1903
OS I o L I B R A PLY O F THE U N I V ERS !TY or 1 LLl N015 CPU t The person charging' this material is re- sponsible for its return to the library from which it was withdrawn on or before the Latest Date stamped below. Theft, mutilation, and underlining of books are reasons for disciplinary action and may result in dismissal from the University. To renew call Telephone Center, 333-8400 UNIVERSITY OF ILLINOIS LIBRARY AT URBANA-CHAMPAIGN jum9»9» APR 9''^^ NOV 2 6 1 i) mi i-i'R: •M- OCT 12 01991 OCT 3 99t JAN 1 i L161—O-1096 FORTY YEARS OF LANDSCAPE ARCHITECTURE BEING THE PROFESSIONAL PAPERS OF FREDERICK LAW OLMSTED, SENIOR LIBRARY m^lVERSITY OF ILUNOiS URBANA Frederick Law Olmsted in 1850 FREDERICK LAW OLMSTED LANDSCAPE ARCHITECT 1822-1903 EDITED BY FREDERICK LAW OLMSTED, JR. AND THEODORA KIMBALL EARLY YEARS AND EXPERIENCES TOGETHER WITH BIOGRAPHICAL NOTES ILLUSTRATED G. P. PUTNAM'S SONS NEW YORK AND LONDON Ubc Ikntcherbocfter press 1922 Copyright, 1922 by Frederick Law Olmsted Made in the United States of America ON THE CENTENNIAL YEAR OF HIS BIRTH IS PUBLISHED THIS FIRST VOLUME OF THE PROFESSIONAL PAPERS OF FREDERICK LAW OLMSTED PREFACE The richness and variety of the professional papers left by- Frederick Law Olmsted, Senior, is astonishing, especially in view of the enormous amount of work on the ground which he accomplished in the almost forty years of his active career as a Landscape Architect. Orderly and thorough by habit of thought, he wrote down with minute care the various steps of his professional dealings, in many cases retaining unused drafts which show valuable processes of mind. -
The Orphan Train Movement: Examining 19Th Century Childhood Experiences
Trinity College Trinity College Digital Repository Senior Theses and Projects Student Scholarship Spring 2013 The Orphan Train Movement: Examining 19th Century Childhood Experiences Sophie Goldsmith Trinity College, [email protected] Follow this and additional works at: https://digitalrepository.trincoll.edu/theses Part of the American Studies Commons, and the United States History Commons Recommended Citation Goldsmith, Sophie, "The Orphan Train Movement: Examining 19th Century Childhood Experiences". Senior Theses, Trinity College, Hartford, CT 2013. Trinity College Digital Repository, https://digitalrepository.trincoll.edu/theses/335 [Goldsmith 1] The Orphan Train Movement: Examining 19th Century Childhood Experiences Sophie Goldsmith American Studies Program Senior Project Advisor: Karen Li Miller Spring 2013 [Goldsmith 2] Table of Contents Acknowledgements………………………………………………………………………..…..3 Chapter One…………………………………………………..……….………………………..4 Migration, Overpopulation, & Poverty Chapter Two……………………………………………………………………...…………….9 Reverend Charles Loring Brace & the Orphan Train Movement Chapter Three…………………………………………………………………………...…….12 This Importance of Religion Chapter Four…………………………………………………………………………………..15 Change Through Urban Inspiration Chapter Five…………………………………………………………………………...……...21 Agrarianism & the ‘American Dream’ Chapter Six…………………………………………………………………………...…….…24 Purifying the ‘Bad Blood’ Chapter Seven………………………………………………………………………...………27 The Children’s Aid Society & the Inception of the Orphan Trains Chapter Eight………………………………………………………………………...……….33 -
UC San Diego UC San Diego Electronic Theses and Dissertations
UC San Diego UC San Diego Electronic Theses and Dissertations Title Street Children: St. Louis and the Transformation of American Reform, 1832-1904 Permalink https://escholarship.org/uc/item/4v65x2hd Author McGovern, William Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO Street Children: St. Louis and the Transformation of American Reform, 1832- 1904 A dissertation submitted in partial satisfaction of the requirements of the degree of Doctor of Philosophy in History by William McGovern Committee in charge: Professor Rachel Klein, Chair Professor Frank Biess Professor Mark Hanna Professor Rebecca Plant Professor Nicole Tonkovich 2016 Copyright William McGovern, 2016 All rights reserved The Dissertation of William McGovern is approved, and it is accepted in quality and form for publication on microfilm and electronically: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Chair University of California, San Diego 2016 iii Table of Contents Signature Page....................................................................................................iii Table of Contents................................................................................................iv -
Snyder 1 Honors Scholarship Project Prospectus the Orphan Trains In
Snyder 1 Honors Scholarship Project Prospectus The Orphan Trains in Literature Megan Snyder Honors Research Seminar December 11, 2009 Snyder 2 Abstract We learn through story. Story allows us to travel to another time or place and learn about other people, cultures, and societies. History especially is shared through a story that is then critically analyzed. Because of the power of story, historical fiction has a unique ability to teach history in a way that is memorable and makes sense to the average reader. However, historical fiction is not held to the same standards as a true historical work in terms of historical accuracy. This lack of review makes it possible for information presented in historical fiction to be inaccurate historically and to therefore misinform the reader. The orphan trains, a precursor to our contemporary foster system, represent an important time in American history, yet many Americans are completely unaware that the orphan trains ever ran, much less when or why. While scholars have written books on the subject, fiction authors have also written many books telling the stories of poor and orphan children riding the trains, hoping to find better lives out west. Because the story of the orphan trains is so little known by the general public, it becomes that much easier to accept historical fiction as truth without knowing the facts. For example, if a book of historical fiction claimed that a character rode on the maiden voyage of the Mayflower in 1776, most Americans would know that to be false. However, if a book contained a character who claimed to have ridden the orphan trains in 1820, not nearly as many people would know that that could not have happened because the orphan trains did not start running until the 1850s. -
Youth at the Crossroads
youth at the crossroads The Children’s Aid Society 2008 Annual Report 1 engaging our youth The Children’s Aid Society has been uplifting children and families from poverty for 155 years. To help them fulfill their greatest potential, we assist them with programs in education, workforce preparation, health, arts and recreation, as well as youth development, teen pregnancy prevention, child welfare services and many more. Still, there are hundreds of thousands of kids in New York City who fall through the social safety net. Some spend their whole childhoods in foster care, or are undereducated, unemployable and on the street. Others get involved with the juvenile justice system and spend time in detention or incarceration, only to return home with devastatingly few prospects. Children’s Aid has created programs designed to help disengaged young people discover their strengths, enhance their skills and reconnect with their communities. We support them with services, but most importantly, we see them as young people who have something to contribute. We ask them to take active roles in their communities and in creating the services they want and need. This report focuses on those teens returning from incarceration engaging our youth .............................................................................................. 1 in the juvenile justice system. With staggering recidivism rates, now what? youth at the crossroads .................................................................... 3 far too many of these young people cycle in and out of the justice children’s aid: birth to adulthood ....................................................................... 15 system for the rest of their lives. our network of services .................................................................................. 16 Children’s Aid has changed the paradigm of how to best serve these teenagers. -
1890-1891 Obituary Record of Graduates of Yale University
OBITUARY RECORD OF GRADUATES OF YALE UNIVERSITY Deceased during the Academical Tear ending in June, 1891. [PRESENTED AT THE MEETING OF THE ALUMNI, JUNE 23d, 1891.] [2STo. 1 of the Fourth Printed Series, and No 50 of the whole Record ] OBITUARY RECORD OF GBADUATES OF TALE UNIVERSITY Deceased during the Academical year ending in JUNE, 1891 [PRESENTED AT THE MEETING OF THE ALUMNI, JUNE 23d, 1891 ] [No. 1 jof Fourth Printed Series, and No 50 of the whole Record] YALE COLLEGE. ACADEMICAL DEPARTMENT. 1815. JOSEPH DRESSER WICKHAM, who had been for five years the last survivor of his class, and for three years the oldest graduate of the College, and the last surviving graduate under the elder President Dwight, died of old age m Manchester, Vt, on May 12, 1891, in his 95th year. He was born in Thompson, Conn., on April 4, 1797, the eldest son of Daniel H. and Mary (Dresser) Wickham, who in 1799 re- moved to New York City For the first year after leaving College he served as amanuensis to President Dwight, and during the following year was Rector of the Hopkins Grammar School in New Haven. From 1818 to 1820 he held a tutorship in Yale College, at the same time pursuing theological studies under Professors Fitch and Goodrich He began his ministerial labors in 1821 as a missionary on Long Island, and then spent some time in central New York in the service of the Presbyte- rian Education Society. Having been mvited to the charge of a Congregational Church in Oxford, Chenango County, he began his labors there in January, 1823, and on July 31, at the dedica- tion of a new house of worship, he was ordained to the ministry. -
Community Schools Opening Doors of Opportunity
community schools Opening Doors of Opportunity the children’s aid society 2007 Annual Report table of contents The mission of From the President & CEO ................................. 3 The Children’s Aid Society About The Children’s Aid Society ........................ 5 is to ensure the physical and emotional well-being of Our Network of Services ................................. 6 disadvantaged children New York City Locations Map ........................ 7 and families. Event Highlights ............................................. 8 Volunteer Action ............................................. 9 We provide each child Community Partners ..................................... 10 we serve with the support and opportunities needed Community Schools .......................................... 13 to become a happy, healthy Core Components of Our Model .................. 14 and successful adult. 15 Years of Community School Partnerships in New York City ........................................... 17 The National Technical Assistance Center ..... 29 What’s Next? .................................................. 32 Donor & Financial Reports ............................... 35 Life Members ................................................ 36 Mentors Circle ............................................... 37 Guardian Members ........................................ 41 Tributes .......................................................... 43 Charles Loring Brace Society ........................ 44 Bequests ........................................................ -
Professor C. Loring Brace: Bringing Physical Anthropology (“Kicking and Screaming”) Into the 21St Century!
Professor C. Loring Brace: Bringing Physical Anthropology (“Kicking and Screaming”) Into the 21st Century! Dean Falk Department of Anthropology, Florida State University Noriko Seguchi Department of Anthropology, University of Montana, Missoula On Christmas day, 1945, a fifteen-year-old boy was given a book written by Roy Chapman Andrews that was entitled Meet Your Ancestors. Thus began the career of C. Loring Brace IV who would one day become an internationally respected biological anthropologist. Born on December 19, 1930 in Hanover, New Hampshire to Gerald Warner Brace, a professor of English at Boston University, and Huldah Laird Brace, a trained biologist, Brace was descended from a long line that had deep roots in 17th–century New England. Foreshadowing the intellectual and humanitarian interests of a great-grandson he would never meet, his great-grandfather (the first Charles Loring Brace) read and was fascinated by an early copy of Darwin’s Origin of Species, founded the Children’s Aid Society, and was prominent in fighting against slavery (Ferrie 1997). Eventually Brace earned a B.A. degree in geology from Williams College (1952). In the summer of 1953, Brace met wife-to-be Mary Louise Crozier (Mimi) at the last nickel Coke machine in Cambridge, near the 175 Michigan Discussions in Anthropology entrance to the basement of the Peabody Museum. The daughter of biology professor William J. Crozier, Mimi was spending the summer washing and sorting potsherds, while Brace was spending his measuring chimpanzee teeth. Eventually they married and produced three sons, Charles Loring Brace V, Roger Crozier Brace, and Hudson Hoagland Brace.