287 Given the Rich History of Patriotic Music Even As
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Key Facts About Kenmore, Ferry Farm, and the Washington and Lewis Families
Key Facts about Kenmore, Ferry Farm, and the Washington and Lewis families. The George Washington Foundation The Foundation owns and operates Ferry Farm and Historic Kenmore. The Foundation is a 501(c)(3) non-profit organization. The Foundation (then known as the Kenmore Association) was formed in 1922 in order to purchase Kenmore. The Foundation purchased Ferry Farm in 1996. Historic Kenmore Kenmore was built by Fielding Lewis and his wife, Betty Washington Lewis (George Washington’s sister). Fielding Lewis was a wealthy merchant, planter, and prominent member of the gentry in Fredericksburg. Construction of Kenmore started in 1769 and the family moved into their new home in the fall of 1775. Fielding Lewis' Fredericksburg plantation was once 1,270 acres in size. Today, the house sits on just one city block (approximately 3 acres). Kenmore is noted for its eighteenth-century, decorative plasterwork ceilings, created by a craftsman identified only as "The Stucco Man." In Fielding Lewis' time, the major crops on the plantation were corn and wheat. Fielding was not a major tobacco producer. When Fielding died in 1781, the property was willed to Fielding's first-born son, John. Betty remained on the plantation for another 14 years. The name "Kenmore" was first used by Samuel Gordon, who purchased the house and 200 acres in 1819. Kenmore was directly in the line of fire between opposing forces in the Battle of Fredericksburg in 1862 during the Civil War and took at least seven cannonball hits. Kenmore was used as a field hospital for approximately three weeks during the Civil War Battle of the Wilderness in 1864. -
Fort Mchenry - "Our Country" Bicentennial Festivities, Baltimore, MD, 7/4/75 (2)” of the John Marsh Files at the Gerald R
The original documents are located in Box 67, folder “Fort McHenry - "Our Country" Bicentennial Festivities, Baltimore, MD, 7/4/75 (2)” of the John Marsh Files at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Gerald R. Ford donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. THE WHITE HOUSE WASHINGTON '!0: Jack Marsh FROM: PAUL THEIS a>f Although belatedly, attached is some material on Ft. McHenry which our research office just sent in ••• and which may be helpful re the July 4th speech. Digitized from Box 67 of The John Marsh Files at the Gerald R. Ford Presidential Library :\iE\10 R.-\~ D l. \I THE \\'HITE HOI.SE \L\Sllli"GTO:'\ June 23, 1975 TO: PAUL 'IHEIS FROM: LYNDA DURFEE RE: FT. McHENRY FOURTH OF JULY CEREMONY Attached is my pre-advance report for the day's activities. f l I I / I FORT 1:vlc HENRY - July 4, 1975 Progran1 The program of events at Fort McHenry consists of two parts, with the President participating in the second: 11 Part I: "By the Dawn's Early Light • This is put on by the Baltimore Bicentennial Committee, under the direction of Walter S. -
Music and the American Civil War
“LIBERTY’S GREAT AUXILIARY”: MUSIC AND THE AMERICAN CIVIL WAR by CHRISTIAN MCWHIRTER A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2009 Copyright Christian McWhirter 2009 ALL RIGHTS RESERVED ABSTRACT Music was almost omnipresent during the American Civil War. Soldiers, civilians, and slaves listened to and performed popular songs almost constantly. The heightened political and emotional climate of the war created a need for Americans to express themselves in a variety of ways, and music was one of the best. It did not require a high level of literacy and it could be performed in groups to ensure that the ideas embedded in each song immediately reached a large audience. Previous studies of Civil War music have focused on the music itself. Historians and musicologists have examined the types of songs published during the war and considered how they reflected the popular mood of northerners and southerners. This study utilizes the letters, diaries, memoirs, and newspapers of the 1860s to delve deeper and determine what roles music played in Civil War America. This study begins by examining the explosion of professional and amateur music that accompanied the onset of the Civil War. Of the songs produced by this explosion, the most popular and resonant were those that addressed the political causes of the war and were adopted as the rallying cries of northerners and southerners. All classes of Americans used songs in a variety of ways, and this study specifically examines the role of music on the home-front, in the armies, and among African Americans. -
Toward a Lexicon for the Style Hongrois Jonathan D
University of Northern Colorado Scholarship & Creative Works @ Digital UNC School of Music Faculty Publications School of Music Spring 1991 Toward a Lexicon for the Style hongrois Jonathan D. Bellman Follow this and additional works at: https://digscholarship.unco.edu/musicfacpub Part of the Musicology Commons Recommended Citation Bellman, Jonathan D., "Toward a Lexicon for the Style hongrois" (1991). School of Music Faculty Publications. 2. https://digscholarship.unco.edu/musicfacpub/2 This Article is brought to you for free and open access by the School of Music at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in School of Music Faculty Publications by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. Toward a Lexicon for the Style hongrois Author(s): Jonathan Bellman Source: The Journal of Musicology, Vol. 9, No. 2 (Spring, 1991), pp. 214-237 Published by: University of California Press Stable URL: http://www.jstor.org/stable/763553 . Accessed: 17/01/2015 20:21 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. University of California Press is collaborating with JSTOR to digitize, preserve and extend access to The Journal of Musicology. -
Carlyle Connection Sarah Carlyle Herbert’S Elusive Spinet - the Washington Connection by Richard Klingenmaier
The Friends of Carlyle House Newsletter Spring 2017 “It’s a fine beginning.” CarlyleCarlyle Connection Sarah Carlyle Herbert’s Elusive Spinet - The Washington Connection By Richard Klingenmaier “My Sally is just beginning her Spinnet” & Co… for Miss Patsy”, dated October 12, 1761, George John Carlyle, 1766 (1) Washington requested: “1 Very good Spinit (sic) to be made by Mr. Plinius, Harpsichord Maker in South Audley Of the furnishings known or believed to have been in John Street Grosvenor Square.” (2) Although surviving accounts Carlyle’s house in Alexandria, Virginia, none is more do not indicate when that spinet actually arrived at Mount fascinating than Sarah Carlyle Herbert’s elusive spinet. Vernon, it would have been there by 1765 when Research confirms that, indeed, Sarah owned a spinet, that Washington hired John Stadler, a German born “Musick it was present in the Carlyle House both before and after Professor” to provide Mrs. Washington and her two her marriage to William Herbert and probably, that it children singing and music lessons. Patsy was to learn to remained there throughout her long life. play the spinet, and her brother Jacky “the fiddle.” Entries in Washington’s diary show that Stadler regularly visited The story of Mount Vernon for the next six years, clear testimony of Sarah Carlyle the respect shown for his services by the Washington Herbert’s family. (3) As tutor Philip Vickers Fithian of Nomini Hall spinet actually would later write of Stadler, “…his entire good-Nature, begins at Cheerfulness, Simplicity & Skill in Music have fixed him Mount Vernon firm in my esteem.” (4) shortly after George Beginning in 1766, Sarah (“Sally”) Carlyle, eldest daughter Washington of wealthy Alexandria merchant John Carlyle and married childhood friend of Patsy Custis, joined the two Custis Martha children for singing and music lessons at the invitation of Dandridge George Washington. -
Is Now the Time to Retire the Star-Spangled Banner? by Daniel Hathaway
Is now the time to retire The Star-Spangled Banner? by Daniel Hathaway During the recent demonstrations responding to the death of George Floyd while in police custody in Minneapolis, a number of monuments were toppled that represented the racist history of the United States. Among them, in San Francisco’s Golden Gate Park and elsewhere, statues memorializing Francis Scott Key were pulled down. Key was author of the poem Defence of Fort M’Henry, inspired by the British bombardment in Baltimore Harbor in September 1814, that became the text of The Star-Spangled Banner. Joined to a tune by British composer John Stafford Smith, the song was officially adopted by the U.S. Navy in 1889 and became our National Anthem by resolution of Congress in 1931. The problem with Francis Scott Key, a Baltimore lawyer and district attorney, is that he had owned slaves since 1800. While he went on public record to oppose human trafficking, he also represented the owners of runaway slaves. The problem with his poem is that for 21st-century America, its sentiments seem less and less conducive to uniting a divided nation. The “Star-Spangled Banner” refers to the mammoth flag (originally measuring 30 by 42 feet) with fifteen stars and stripes symbolizing the states that formed the Union at the time. Raised “by dawn’s early light,” the flag, now owned by the Smithsonian Institution, offered proof of an American victory over the British during the War of 1812. Fittingly for the occasion that inspired it, Key’s poem begins with military imagery. -
Who Was George Washington?
Book Notes: Reading in the Time of Coronavirus By Jefferson Scholar-in-Residence Dr. Andrew Roth Who was George Washington? ** What could be controversial about George Washington? Well, you might be surprised. The recently issued 1776 Project Report [1] describes him as a peerless hero of American freedom while the San Francisco Board of Education just erased his name from school buildings because he was a slave owner and had, shall we say, a troubled relationship with native Americans. [2] Which view is true? The 1776 Project’s view, which The Heritage Foundation called “a celebration of America,” [3] or the San Francisco Board of Education’s? [4] This is only the most recent skirmish in “the history wars,” which, whether from the political right’s attempt to whitewash American history as an ever more glorious ascent or the “woke” left’s attempt to reveal every blemish, every wrong ever done in America’s name, are a political struggle for control of America’s past in order to control its future. Both competing politically correct “isms” fail to see the American story’s rich weave of human aspiration as imperfect people seek to create a more perfect union. To say they never stumble, to say they never fall short of their ideals is one sort of lie; to say they are mere hypocrites who frequently betray the very ideals they preach is another sort of lie. In reality, Americans are both – they are idealists who seek to bring forth upon this continent, in Lincoln’s phrase, “government of the people, by the people, for the people” while on many occasions tripping over themselves and falling short. -
Disciplinary Culture
Disciplinary Culture: Artillery, Sound, and Science in Woolwich, 1800–1850 Simon Werrett This article explores connections between science, music, and the military in London in the first decades of the nineteenth century.1 Rather than look for applications of music or sound in war, it considers some techniques common to these fields, exemplified in practices involving the pendulum as an instrument of regulation. The article begins by exploring the rise of military music in the late eighteenth and early nineteenth centuries, and then compares elements of this musical culture to scientific transformations during 1 For broad relations between music and science in this period, see: Myles Jackson, Harmonious Triads: Physicians, Musicians, and Instrument Makers in Nineteenth-Century Germany (Cambridge, MA: MIT Press, 2006); Alexandra Hui, The Psychophysical Ear: Musical Experiments, Experimental Sounds, 1840–1910 (Cambridge, MA: MIT Press, 2012); Emily I. Dolan and John Tresch, “‘A Sublime Invasion’: Meyerbeer, Balzac, and the Opera Machine,” Opera Quarterly 27 (2011), 4–31; Emily Thompson, The Soundscape of Modernity: Architectural Acoustics and the Culture of Listening in America, 1900–1933 (Cambridge, MA: MIT Press, 2004). On science and war in the Napoleonic period, see for example: Simon Werrett, “William Congreve’s Rational Rockets,” Notes & Records of the Royal Society 63 (2009), 35–56; on sound as a weapon, Roland Wittje, “The Electrical Imagination: Sound Analogies, Equivalent Circuits, and the Rise of Electroacoustics, 1863–1939,” Osiris 28 (2013), 40–63, here 55; Cyrus C. M. Mody, “Conversions: Sound and Sight, Military and Civilian,” in The Oxford Handbook of Sound Studies, eds. Trevor Pinch and Karin Bijsterveld (Oxford: Oxford University Press, 2012), pp. -
School of Music Faculty of Fine Arts University of Victoria C
School of Music Faculty of Fine Arts University of Victoria C University of Victoria School of Music MUS SCHOOL OF MUSIC • UNIVERSITY OF VICTORIA Faculty Concert SERIES DR. LAUREL PARSONS presents “Red Cross Nell and Khaki Jim”: The WWI Songs of Gordon V. Thompson With Anna Shill (M.Mus ‘13), soprano and members of Dr. Parsons’s first-year musicianship class: Matthew Connelly Alexander Felton Zachary Power Nicholas Renaud Austin Warren Laurel Parsons, piano Tuesday, February 3, 2015 • 8:00 p.m. Phillip T. Young Recital Hall MacLaurin Building, University of Victoria Admission by donation P R O G R A M Music and lyrics by Gordon V. Thompson (1888–1965) unless otherwise noted. Marching Off to War That Old Tipperary Tune Fly the Flag* lyrics by M. Gillmor Davis music by Gordon V. Thompson Imagining the Battlefield Red Cross Nell and Khaki Jim (with Nicholas Renaud as Khaki Jim) Dreaming of Home lyrics by Gordon V. Thompson music by Jules Brazil (?-1955) Remember Nurse Cavell lyrics by Gordon V. Thompson music by Jules Brazil Women and Children Waiting at Home When Your Boy Comes Back to You I Want to Kiss Daddy Good-Night Return of the Veterans You Are Welcome Back at Home Sweet Home* *Please feel free to join in the chorus! LYRICS THAT OLD TIPPERARY TUNE I’ve a dear Irish boy, He’s my pride and my joy; And I love him as I never loved before, But he left me one day And he marched to the fray While the bands were bravely playing songs of war. -
A History of the War of 1812 and the Star-Spangled Banner
t t c c A History of the War of 1812 and The Star-Spangled e e j j Banner o o r r Objectives: Students will be able to cite the origins and outcome of the War of 1812 P P and be able to place the creation of the Star-Spangled Banner in a chronological framework. r r e e Time: 3 to 5 class periods, depending on extension activities n n Skills: Reading, chronological thinking, map-making. n Content Areas: Language Arts- Vocabulary, Language Arts- Reading, Social Studies- n a a Geography, Social Studies- United States history Materials: B B ♦ Poster board or oak tag d d ♦ Colored markers e e l l ♦ Pencils g g ♦ Copies of reading material n n a a Standards: p p NCHS History Standards S S K-4 Historical Thinking Standards - - 1A: Identify the temporal structure of a historical narrative or story. r r 1F: Create timelines. a a t t 5A: Identify problems and dilemmas confronting people in historical S S stories, myths, legends, and fables, and in the history of their school, community, state, nation, and the world. e e 5B: Analyze the interests, values, and points of view of those h h involved in the dilemma or problem situation. T T K-4 Historical Content Standards 4D: The student understands events that celebrate and exemplify fundamental values and principles of American democracy. 4E: The student understands national symbols through which American values and principles are expressed. 5-12 Historical Thinking Standards 1A: Identify the temporal structure of a historical narrative or story. -
The Gotham Center at the Graduate Center, CUNY, Awarded $250,000 for Writing Fellowships
FOR IMMEDIATE RELEASE Media Contact: Tanya Domi, [email protected], 212-817-7283 The Gotham Center at The Graduate Center, CUNY, Awarded $250,000 for Writing Fellowships NEW YORK, Dec. X, 2018 – The Robert David Lion Gardiner Foundation has awarded $250,000 to The Gotham Center for New York City History at The Graduate Center of The City University of New York, to establish a writing fellowship program. It is the center's first such grant. Four one-year grants of $40,000 will be conferred in 2020 and 2021 to scholars with promising book manuscripts near completion. "As the only university center devoted to New York City history, The Gotham Center has long been a vibrant nexus for promoting this critical field of study,” said Peter-Christian Aigner, the deputy director of The Gotham Center. “With this fellowship, we are going beyond that founding mission, directly underwriting the production of knowledge, with the goal of making the center a headquarters for not just education but research on the history of the metropolitan area." Recognizing a logical but excessive fixation on Manhattan in chronicling the history of New York, the fellowship hopes to encourage new topics of research, by supporting works that investigate the history of the region at large, with favor given to projects that explore the under-researched boroughs of the city, investigate the historical relationship between the urban core and Long Island, and examine the latter's history in the development of the metropolitan region. The fellowship program hopes to not only expand the history of New York City, but integrate it with the history of Long Island, building on more than a generation of scholarship challenging the popular distinction between city and suburb, and taking up the call by leading practitioners of urban and suburban history to integrate the fields with a metropolitan approach that recognizes the deep, co-dependent relations between such areas. -
(July-November 1863) Lincoln's Popularit
Chapter Thirty-one “The Signs Look Better”: Victory at the Polls and in the Field (July-November 1863) Lincoln’s popularity soared after the victories at Gettysburg, Vicksburg, and Port Hudson. His old friend from Illinois, Jesse W. Fell, reflected the changed public mood. In August, Fell told Lyman Trumbull that during the early stages of the war, “I did not like some things that were done, and many things that were not done, by the present Administration.” Along with most “earnest, loyal men, I too was a grumbler, because, as we thought, the Gov't. moved too slow.” But looking back, Fell acknowledged that “we are not now disposed to be sensorious [sic] to the ‘powers that be,’ even among ourselves.” To the contrary, “it is now pretty generally conceded, that, all things considered, Mr. Lincoln's Administration has done well.” Such “is the general sentiment out of Copperhead Circles.” Lincoln had been tried, and it was clear “that he is both honest and patriotic; that if he don't go forward as fast as some of us like, he never goes backwards.”1 To a friend in Europe, George D. Morgan explained that the president “is very popular and good men of all sides seem to regard him as the man for the place, for they see what one cannot see abroad, how difficult the position he has to fill, to keep 1 Fell to Lyman Trumbull, Cincinnati, 11 August 1863, Trumbull Papers, Library of Congress. 3378 Michael Burlingame – Abraham Lincoln: A Life – Vol. 2, Chapter 31 the border States quiet, to keep peace with the different generals, and give any satisfaction to the radicals.”2 One of those Radicals, Franklin B.