Complete Works of Abraham Lincoln R-S^,'
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Abraham Lincoln (1809–1865)
Abraham Lincoln (1809–1865) Abraham Lincoln, 16th president of the rustratingly little is known about the life and career of Sarah United States, guided the nation through Fisher Ames. Born Sarah Clampitt in Lewes, Delaware, she its devastating Civil War and remains much beloved and honored as one of the moved at some point to Boston, where she studied art. She world’s great leaders. Lincoln was born in spent time in Rome, but whether she studied formally there Hardin (now Larue) County, Kentucky. He is not known. Wife of the portrait painter Joseph Alexander moved with his family to frontier Indiana in Ames, she produced at least five busts of President Lincoln, but the cir- 1816, and then to Illinois in 1830. After F serving four terms in the Illinois legislature, cumstances of their production are not well documented. While Ames Lincoln was elected as a Whig to the U.S. was able to patent a bust of the 16th president in 1866, the drawings were House of Representatives in 1846. He did not seek reelection and returned to Spring- later destroyed in a U.S. Patent and Trademark building fire. field, Illinois, where he established a As a nurse during the Civil War, Ames was responsible for the statewide reputation as an attorney. temporary hospital established in the U.S. Capitol in Washington, D.C. Although unsuccessful as a Whig candi date for the U.S. Senate in 1855, Lincoln One source reports that through this position she knew Lincoln “in an was the newly formed Republican Party’s intimate and friendly way,” but she also might have met the president standard-bearer for the same seat three through her activity as an antislavery advocate.1 Regardless of the origin years later. -
GERMAN IMMIGRANTS, AFRICAN AMERICANS, and the RECONSTRUCTION of CITIZENSHIP, 1865-1877 DISSERTATION Presented In
NEW CITIZENS: GERMAN IMMIGRANTS, AFRICAN AMERICANS, AND THE RECONSTRUCTION OF CITIZENSHIP, 1865-1877 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Alison Clark Efford, M.A. * * * * * The Ohio State University 2008 Doctoral Examination Committee: Professor John L. Brooke, Adviser Approved by Professor Mitchell Snay ____________________________ Adviser Professor Michael L. Benedict Department of History Graduate Program Professor Kevin Boyle ABSTRACT This work explores how German immigrants influenced the reshaping of American citizenship following the Civil War and emancipation. It takes a new approach to old questions: How did African American men achieve citizenship rights under the Fourteenth and Fifteenth Amendments? Why were those rights only inconsistently protected for over a century? German Americans had a distinctive effect on the outcome of Reconstruction because they contributed a significant number of votes to the ruling Republican Party, they remained sensitive to European events, and most of all, they were acutely conscious of their own status as new American citizens. Drawing on the rich yet largely untapped supply of German-language periodicals and correspondence in Missouri, Ohio, and Washington, D.C., I recover the debate over citizenship within the German-American public sphere and evaluate its national ramifications. Partisan, religious, and class differences colored how immigrants approached African American rights. Yet for all the divisions among German Americans, their collective response to the Revolutions of 1848 and the Franco-Prussian War and German unification in 1870 and 1871 left its mark on the opportunities and disappointments of Reconstruction. -
Lincoln and Emancipation: a Man's Dialogue with His Times
DOCUMRNT flitSUP48 ED 032 336 24 TE 499 934 By -Minear, Lawrence Lincoln and Emancipation: A Man's Dialogue with His Times. Teacher and Student Manuals. Amherst Coll., Mass. Spons Agency-Office of Education (DREW). Washington. D.C. Bureau of Research. Report No -CRP -H 1 68 Bureau No-BR-S-1071 Pub Date 66 Contract -OEC 5-10-158 Note-137p. EDRS Price MF-$0.75 HC Not Available from EDRS. Descriptors -*Civil War (United States),*Curriculum Guides, Democracy, Government Role, *Leadership Qualities, Leadership Styles, Political Influences, Political Issues, Political Power, Role Conflict, Secondary Education, Self Concept. *Slavery. *Social Studies. United States History Identifiers -*Abraham Lincoln. Emancipation Proclamation Focusing on Abraham Lincoln and the emancipation of the Negro, this social studies unit explores the relationships among men and events, the qualities of leadership. and the nature of historical change. Lincoln's evolving views of the Negro are examined through (1) the historical context in which Lincoln's beliefs about Negroes took shape, (2) the developments in Lincoln's political life, from 1832 through 1861, which affected his beliefs about Negroes, (3) the various military, political.. and diplomatic pressures exerted on Lincoln as President which made him either the captive or master of events, (4) the two Emancipation Proclamations and the relationship between principle and expediency, (5) the impact of the emancipation on Lincoln's understanding of the conduct and purposes of the war and the conditions of peace, and (6) Lincoln's views on reconstruction in relation to emancipation, Inlcuded are suggestions for further reading, maps. charts. and writings from the period which elucidate Lincoln's political milieu. -
Lincoln Studies at the Bicentennial: a Round Table
Lincoln Studies at the Bicentennial: A Round Table Lincoln Theme 2.0 Matthew Pinsker Early during the 1989 spring semester at Harvard University, members of Professor Da- vid Herbert Donald’s graduate seminar on Abraham Lincoln received diskettes that of- fered a glimpse of their future as historians. The 3.5 inch floppy disks with neatly typed labels held about a dozen word-processing files representing the whole of Don E. Feh- renbacher’s Abraham Lincoln: A Documentary Portrait through His Speeches and Writings (1964). Donald had asked his secretary, Laura Nakatsuka, to enter this well-known col- lection of Lincoln writings into a computer and make copies for his students. He also showed off a database containing thousands of digital note cards that he and his research assistants had developed in preparation for his forthcoming biography of Lincoln.1 There were certainly bigger revolutions that year. The Berlin Wall fell. A motley coalition of Afghan tribes, international jihadists, and Central Intelligence Agency (cia) operatives drove the Soviets out of Afghanistan. Virginia voters chose the nation’s first elected black governor, and within a few more months, the Harvard Law Review selected a popular student named Barack Obama as its first African American president. Yet Donald’s ven- ture into digital history marked a notable shift. The nearly seventy-year-old Mississippi native was about to become the first major Lincoln biographer to add full-text searching and database management to his research arsenal. More than fifty years earlier, the revisionist historian James G. Randall had posed a question that helps explain why one of his favorite graduate students would later show such a surprising interest in digital technology as an aging Harvard professor. -
Abraham Lincoln Accounts of the Assassination
I! N1 ^C ^ w ^ 3> » 2 t* Digitized by the Internet Archive in 2013 http://archive.org/details/accountsofassasseszlinc Accounts of the Assassination of Abraham Lincoln Stories of eyewitnesses, first-hand or passed down Surnames beginning with s-z From the files of the Lincoln Financial Foundation Collection ll-zool , ' ozzii S^-^^Sj £«K>f^e.A)< Vol. IX.—No. 452.] NEW YOKE, SATURDAY, AUGUST 26, 1865. Entered according to Act ofX'ongress, in the Year 1865, by Harper <fc Brothers, in the Clerk's Office of the District Court for the Southern GEORGJ) N. SANDERS. George N. Sanders, the notorious rebel who across our northern border has been so long con- spiring against the Government, was born in Ken- tucky, which was also the native State of Jeep Davis. lie is between forty-five and fifty years of age, and has been for many years engaged in vis- ionary political schemes. Under Pierce and Bu- chanan he was happy enough to gain a brief offi- ei.il authority. The former appointed him Navy ^~~ ***" Agent at New York, and the latter Consul to Lon- don. In 1801 he returned to this country and em- ,/A- braced tin rebel cause. was engaged in several ^ He schemes for increasing the rebel navy, all of which failed. His supposed connection with the plot to murder President Lincoln, and with other infamous schemes against the peaceable citizens of the North, is too well known to require any comment. Within the last fortnight his name has again come promi- nently before the public. It has been reported that some dangerous fellows from the United States have been engaged in a plot for the abduction of the rebel agent. -
Abraham Lincoln – People, Places, Politics: History in a Box
Abraham Lincoln – People, Places, Politics: History in a Box Concordance to the Draft Rhode Island Grade Span Expectations for Civics & Government and Historical Perspectives Dear Educator, Thank you for taking the time to check out this great resource for your classroom. The Lincoln History Box is full of materials that can be used in a variety of ways. In order to ease your use of this resource, the RI ALBC has developed a concordance that links to the Civics GSEs and to potential lesson topics for the various sections of the box. The concordance contains several sections that each correspond to a certain resource. The suggested Civics GSEs listed next to each resource are meant as a springboard for developing lessons using that particular material, as is the list of potential lesson topics. When developing a lesson using the Civics GSEs, it is recommended to focus on or teach to one particular GSE. We hope that you enjoy using this rich resource in your classroom. Please contact us if you have any questions regarding the History Box or this concordance. Sincerely, The Rhode Island Abraham Lincoln Bicentennial Commission The Rhode Island Abraham Lincoln Bicentennial Commission – http://www.rilincoln200.org Questions? Please contact Lisa Maher at 401-222-8661 or [email protected] 1 Table of Contents Page Description 1 ………… Introduction 2 ………… Table of Contents 3 ………… Abraham Lincoln: People, Places, Politics – History in a Box … Section 1 4 ………… Abraham Lincoln: People, Places, Politics – History in a Box … Section 2 6 ………… Abraham -
Replace Or Modernize? the Future of the District of Columbia's Endangered Old and Historic Public Schools
DOCUMENT RESUME ED 454 694 EF 005 961 TITLE Replace or Modernize? The Future of the District of Columbia's Endangered Old and Historic Public Schools. INSTITUTION Twenty-First Century School Fund, Washington, DC. PUB DATE 2001-05-00 NOTE 144p.; Written and compiled by Mary Filardo and the staff of the 21st Century School Fund. AVAILABLE FROM Twenty-First Century School Fund, 2814 Adams Mill Road, NW, Washington, DC 20009. Tel: 202-745-3745; Fax: 202-745-1713; e-mail: [email protected]; Web site: http://www.21csf.org. PUB TYPE Reference Materials Directories/Catalogs (132) Reports Descriptive (141) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Decision Making; *Educational Environment; *Educational Facilities Design; *Educational Facilities Planning; Elementary Secondary Education; *Modernization; *Public Schools; School Surveys IDENTIFIERS Building Evaluation; *District of Columbia Public Schools ABSTRACT This report addresses the decision-making process for replacing or modernizing the District of Columbia Public Schools (DCPS) as proposed in the DCPS facility master plan. The three-section document discusses old and historic schools and their future; the schools' historical and architectural value; cost of replacement and modernization; design; materials; and the environmental impact of school replacement. The first section explores issues related to the modernization or replacement of old and historic schools and factors that should be considered in the District. The second section presents a history of the DCPS since its founding under the administration of School Board President Thomas Jefferson through the start of World War II. The third section provides detailed school-by-school surveys of the historical and architectural details of public schools built in the District before 1945, including address, school size, site size, the architect involved, architectural style, design date, dates of construction, past alterations, and additions. -
New Morning for the World: a Landmark Commission by the Eastman School of Music
New Morning for the World: A Landmark Commission by the Eastman School of Music Introductory reflections by Paul J. Burgett University of Rochester Vice President Robert Freeman, Director of the Eastman School of Music from 1972 to 1996, is an avid baseball fan. He is fond of recounting that he became especially impressed by the Pittsburgh Pirates while watching the 1979 World Series at home, with his wife Carol, in which the Pirates, trailing the Baltimore Orioles three games to one, rebounded and won the Series in game seven. Bob marveled especially at the grit, inspiring spirit, elegant demeanor, and warm mellifluous voice of the Pirates’ iconic captain and that year’s MVP, Willie Stargell. The wheels of invention began to turn in Freeman’s mind. If Stargell and his teammates could fill a baseball stadium with 59,000 fans for a game, he mused, might Stargell, whose very gracious manner and resonant baritone voice, together with a Pulitzer Prize-winning composer from the Eastman School’s faculty, collaborate in a musical masterpiece to fill American concert halls that would draw thousands of baseball and music enthusiasts? And could they parlay their collective expertise and visibility to draw attention to one of the most critical social movements of the time, the Civil Rights movement? At Freeman’s initiative, AT&T commissioned Joseph Schwantner, professor of composition at Eastman, to create a major work for orchestra and narrator, the texts of which were taken from speeches of Dr. Martin Luther King Jr. Thus was New Morning for the World born. The piece received its world premiere in 1983 to a full house at the Kennedy Center in Washington D.C. -
Replace Or Modernize?
Payne ES 1896 Draper ES 1953 Miner ES 1900 Shadd ES 1955 Ketcham ES Replace1909 Moten or ES Modernize1955 ? Bell SHS 1910 Hart MS 1956 Garfield ETheS Future191 0of theSharpe District Health of SE Columbia' 1958 s Thomson ES 191Endangered0 Drew ES Old and 195Historic9 Smothers ES 1923 Plummer ES 1959 Hardy MS (Rosario)1928 Hendley ESPublic 195School9 s Bowen ES 1931 Aiton ES 1960 Kenilworth ES 1933 J.0. Wilson ES May196 12001 Anacostia SHS 1935 Watkins ES 1962 Bunker Hill ES 1940 Houston ES 1962 Beers ES 1942 Backus MS 1963 Kimball ES 1942 C.W. Harris ES 1964 Kramer MS 1943 Green ES 1965 Davis ES 1943 Gibbs ES 1966 Stanton ES 1944 McGogney ES 1966 Patterson ES 1945 Lincoln MS 1967 Thomas ES 1946 Brown MS 1967 Turner ES 1946 Savoy ES 1968 Tyler ES 1949 Leckie ES 1970 Kelly Miller MS 1949 Shaed ES 1971 Birney ES 1950 H.D. Woodson SHS 1973 Walker-Jones ES 1950 Brookland ES 1974 Nalle ES 1950 Ferebee-Hope ES 1974 Sousa MS 1950 Wilkinson ES 1976 Simon ES 1950 Shaw JHS 1977 R. H. Terrell JHS 1952 Mamie D. Lee SE 1977 River Terrace ES 1952 Fletche-Johnson EC 1977 This report is dedicated to the memory of Richard L. Hurlbut, 1931 - 2001. Richard Hurlbut was a native Washingtonian who worked to preserve Washington, DC's historic public schools for over twenty-five years. He was the driving force behind the restoration of the Charles Sumner School, which was built after the Civil War in 1872 as the first school in Washington, DC for African- American children. -
CONSUMING LINCOLN: ABRAHAM LINCOLN's WESTERN MANHOOD in the URBAN NORTHEAST, 1848-1861 a Dissertation Submitted to the Kent S
CONSUMING LINCOLN: ABRAHAM LINCOLN’S WESTERN MANHOOD IN THE URBAN NORTHEAST, 1848-1861 A dissertation submitted to the Kent State University College of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy By David Demaree August 2018 © Copyright All right reserved Except for previously published materials A dissertation written by David Demaree B.A., Geneva College, 2008 M.A., Indiana University of Pennsylvania, 2012 Ph.D., Kent State University, 2018 Approved by ____________________________, Chair, Doctoral Dissertation Committee Kevin Adams, Ph.D. ____________________________, Members, Doctoral Dissertation Committee Elaine Frantz, Ph.D. ____________________________, Lesley J. Gordon, Ph.D. ____________________________, Sara Hume, Ph.D. ____________________________ Robert W. Trogdon, Ph.D. Accepted by ____________________________, Chair, Department of History Brian M. Hayashi, Ph.D. ____________________________, Dean, College of Arts and Sciences James L. Blank, Ph.D. TABLE OF CONTENTS TABLE OF CONTENTS ..............................................................................................................iii LIST OF FIGURES ...................................................................................................................... iv ACKNOWLEDGMENTS...............................................................................................................v INTRODUCTION ..........................................................................................................................1 -
The Church Club of New York Library by Jacqueline Rider
ESSAY ESSAY The Church Club of New York Library by Jacqueline Rider Abstract: Organized in 1887 by religious, financial, and social leaders in Manhattan, the Church Club of New York holds a library of some 1,500 volumes. It documents the religious roots and theological framework of New York’s financial elite, the birth of the Episcopal Church, and mainline American Protestantism’s reaction to the Social Gospel movement in the early 20th century. This essay discusses how titles illustrate the challenges these gentlemen confronted to their roles and their church’s identity in a rapidly changing society. Industrialization, modernization, and immigration were all affecting their personal, professional, and spiritual lives. It also reflects on how the collection as a whole mirrors the evolution of one sector of 20th century American culture. INTRODUCTION iewers of the PBS series “Downton Abbey” might recall when Lady Cora’s mother, Martha Levinson, visits from America. With homes in New York and Newport, she could very well have been married to someone resembling a member of the Church Club of New York. V 1 In 1905, New York Episcopal layman John Cole described the Church Club of New York as “a club for suggestion.” That genteel understatement might also apply to the club’s library. Organized in 1887 by many of the city’s religious, financial, and social leaders, the Church Club of New York holds a library of some 1,500 volumes. It documents the religious roots and theological framework of New York’s financial elite, the birth of the Episcopal Church, and mainline American Protestantism’s reaction to the Social Gospel movement in the early 20th century. -
02 003-020 OGURA(責)山.Indd
The Japanese Journal of American Studies, No. 31 (2020) Copyright © 2020 Izumi Ogura. All rights reserved. This work may be used, with this notice included, for noncommercial purposes. No copies of this work may be distributed, electronically or otherwise, in whole or in part, without permission from the author. The Concord Community: Ralph Waldo Emerson and the Antislavery Movement Izumi OGURA* INTRODUCTION Traditional scholarship on Ralph Waldo Emerson (1803–82) tends to focus on his representative works from the 1830s, such as Nature (1836), “The American Scholar” (1837), and “The Divinity School Address” (1838).1 Many scholars contend that as Emerson emphasized the “self- supplied powers of the individual,”2 he did not make explicit statements opposing slavery.3 George M. Fredrickson writes in The Inner Civil War (1965) that Emerson’s “detachment” and seclusion led him to remain aloof from society and politics and that it was not until the outbreak of the Civil War that he became “an infl uential and active citizen.”4 He says that Emerson’s egoistic self-reliance transformed him into a “useful citizen” as he got involved in the slavery argument and the Civil War.5 For Emerson, the question of slavery was the turning point in his acceptance of “collective feeling as the equivalent of individual intuition.”6 In Virtue’s Hero (1990), Len Gougeon leads the way in revising past negative interpretations of Emerson’s attitude toward society. Still, in his 2012 article “Militant Abolitionism,” he states that even in the twenty-fi rst century,