Reputational Politics and the Symbolic Accretion of John Brown in Kansas
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John Steuart Curry and the Kansas Mural Controversy and Grant Wood: a Study in American Art and Culture
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for 1988 Review of Rethinking Regionalism: John Steuart Curry and the Kansas Mural Controversy and Grant Wood: A Study in American Art and Culture. Richard W. Etulain University of New Mexico Follow this and additional works at: https://digitalcommons.unl.edu/greatplainsquarterly Part of the Other International and Area Studies Commons Etulain, Richard W., "Review of Rethinking Regionalism: John Steuart Curry and the Kansas Mural Controversy and Grant Wood: A Study in American Art and Culture." (1988). Great Plains Quarterly. 360. https://digitalcommons.unl.edu/greatplainsquarterly/360 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 234 GREAT PLAINS QUARTERLY, FALL 1988 statehouse in Topeka. Emphasizing the details of Curry's life and how they interlocked with national, historical, and political happenings between 1937 and 1942, Kendall focuses par ticularly on the ideological and cultural atti tudes that embroiled Curry, newspaper editors, and thousands of Kansans in the mural contro versy. Most of this smoothly written and adequately illustrated study centers on the cultural back grounds of the Coronado and John Brown panels in the Kansas murals, with less analysis of other sections and details. Placing her art history at the vortex of popular culture, the author pro vides revealing insights into the varied milieus of the 1930s, Curry's intellectual backgrounds, and Kansas history and experience that caused the debate. -
Curry, John Steuart American, 1897 - 1946
National Gallery of Art NATIONAL GALLERY OF ART ONLINE EDITIONS American Paintings, 1900–1945 Curry, John Steuart American, 1897 - 1946 Peter A. Juley & Son, John Steuart Curry Seated in Front of "State Fair," Westport, Connecticut, 1928, photograph, Peter A. Juley & Son Collection, Smithsonian American Art Museum BIOGRAPHY John Steuart Curry was one of the three major practitioners of American regionalist painting, along with Thomas Hart Benton (American, 1889 - 1975) and Grant Wood (American, 1891 - 1942). Curry was born on a farm near Dunavant, Kansas, on November 14, 1897. His parents had traveled to Europe on their honeymoon, and his mother, Margaret, returned with prints of European masterworks that hung on the walls of the family home. She enrolled her son in art lessons at a young age, and his family supported his decision to drop out of high school in 1916 to study art. Curry worked for the Missouri Pacific Railroad and attended the Kansas City Art Institute for a month before moving to Chicago, where he studied at the Art Institute for two years. In 1918 he enrolled at Geneva College in Beaver Falls, Pennsylvania. Curry decided to pursue commercial illustration, and in 1919 he began to study with illustrator Harvey Dunn in Tenafly, New Jersey. From 1921 to 1926, Curry’s illustrations appeared in publications such as the Saturday Evening Post and Boy’s Life. In 1923, while living in New York City, he married Clara Derrick; shortly thereafter he bought a studio at Otter Ponds near the art colony in Westport, Connecticut. In 1926 Curry stopped producing illustrations and left for Paris, where he took classes in drawing with the Russian teacher Vasili Shukhaev and studied old master paintings at the Louvre. -
National Register of Historic Places Registration Form
NPS Form 10-900 0MB No. 10024-0018 Oct. 1990 United States Department of the Interior National Park Service National Register of Historic Places Registration Form This form is for use in nominating or requesting determinations for individual properties ah Complete the National Register of Historic Places Registration Form (National Register Bulletin 16A) Com riate box or by entering the information requested. If an item does not apply to the property being documented, enter "N/A" for "not applicable. ForTunctions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions. Place additional entries and narrative items on continuation sheets (NPS Form 10-9000a). Use a typewriter, word processor, or computer, to complete all items. 1. Name of Property Historic name Black Jack Battlefield Other name/site number 2. Location U. S. Highway 56 and County Road 2000, three miles , , ., ... .. Street & number oast of Baldwin City - D not for publ,cat,on City or town Baldwin [x] vicinity State Kansas Code KS County Douglas Code 045 Zip code 66006 3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this IE1 nomination D request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property CED meets D does not meet the National Register criteria. I recommend that this property be considered significant D nationally D statewide £<] locally. (D See continuation sheet for additional comments.) March 1,2004 Signature of certifying official/Title Date Kansas State Historical Society State or Federal agency and bureau ___ ________ In my opinion, the property D meets Q does not meet the National Register criteria. -
Bleeding Kansas: Contested Liberty in the Civil War Era'
H-CivWar Berwanger on Etcheson, 'Bleeding Kansas: Contested Liberty in the Civil War Era' Review published on Wednesday, September 1, 2004 Nicole Etcheson. Bleeding Kansas: Contested Liberty in the Civil War Era. Lawrence: University Press of Kansas, 2004. xiv + 370 pp. $35.00 (cloth), ISBN 978-0-7006-1287-1. Reviewed by Eugene Berwanger (Department of History, Colorado State University) Published on H-CivWar (September, 2004) The Kansas Imbroglio Writings on Kansas Territory have been perplexing, chiefly because historians cannot agree on the motivations of the pioneer Kansans. Some have portrayed the struggle in Kansas as a battle between good and evils forces, one hoping to foist slavery on the territory and the other to keep it free. Others contended that the slavery issue has been overemphasized, insisting most individual quarrels were over land claims. More recently, some historians have accentuated the issue of race, claiming that proslavery settlers would allow blacks, but only as a servile class, while antislavery people wished to establish a free white state that excluded blacks altogether. Nicole Etcheson adds a slightly different twist to this historical controversy. In her view both pro- and antislavery groups were attempting to preserve their liberties as they perceived them. Those favoring slavery used the southern argument, insisting that the U.S. Constitution allowed them to take their "property" into frontier regions because the territories were held in common by all the states and citizens could not denied their "privileges and immunities." Emigrants from the northern states, in the first year of settlement, were not of one mind about slavery. -
John Brown Visual Thinking Strategy Activity Worksheet 1 – “John Brown: Friend Or Foe”
tragic prelude Pre and Post Visit Packet 7th & 8th grade students Tragic Prelude pre AND POST VISIT Packet Table of Contents Section 1 – Pre-Visit Materials Section 2 – Post-Visit Materials Supplemental Math and Science Programs can be found on the Mahaffie website (Mahaffie.org). – “How Does the Cannon Work” – “Trajectory” Page 2 Tragic Prelude pre VISIT Packet Section 1 – Pre-Visit Materials Page 3 Tragic Prelude Pre-Visit Lesson Plan OBJECTIVES 1. The student will analyze how the issues of slavery and popular sovereignty fostered a bloody feud between the states of Kansas and Missouri. 2. The student will analyze the specific events that occurred during “Bleeding Kansas” and put those events into context with the U.S. Civil War. 3. The student will identify key figures during the Kansas/Missouri Border Wars. ESSENTIAL QUESTIONS 1. What led to the disputes between Kansas and Missouri? 2. How was the issue of slavery decided in Kansas? STANDARDS Kansas Social Studies Benchmark 1.3 - The student will investigate examples of causes and consequences of particular choices and connect those choices with contemporary issues. Benchmark 2.2 - The student will analyze the context under which significant rights and responsibilities are defined and demonstrated, their various interpretations, and draw conclusions about those interpretations. Benchmark 4.2 - The student will analyze the context of continuity and change and the vehicles of reform, drawing conclusions about past change and potential future change. Common Core CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. -
BIOGRAPHIES John Antrobus
BIOGRAPHIES John Antrobus (1837–1907): Sculptor and painter of portraits, landscapes, and genre scenes (showing everyday life). Antrobus was born in England but came to Philadelphia in 1850. During his travels through the American West and Mexico, he worked as a portraitist before opening a studio in New Orleans. He served briefly with the Confederate Army during the Civil War before moving to Chicago. Antrobus sculpted both Abraham Lincoln and Stephen Douglas and was the first artist to paint a portrait of Ulysses S. Grant (in 1863). Edward Atkinson (1827–1905): American political leader and economist who began his political career as a Republican supporter of the Free Soil movement. Atkinson fought slavery before the Civil War by helping escaped slaves and raising money for John Brown. After the Civil War, in 1886, Atkinson campaigned for future President Grover Cleveland and worked against imperialism (the movement to expand a nation’s territorial rule by annexing territory outside of the main country) after the Spanish-American War. Baker & Co (active, 19th century): Lithography firm associated with Louis Kurz. Thomas Ball (1819–1911): American sculptor who gained recognition for his small busts before creating more monumental sculptures. Notable works include one of the first statues portraying Abraham Lincoln as the Great Emancipator (1876), paid for by donations from freed slaves and African American Union veterans, which stands in Washington D.C.’s Lincoln Park. Ball also created a heroic equestrian statue of George Washington for the Boston Public Garden (1860–1864). He joined an expatriate community in Italy, where he received many commissions for portrait busts, cemetery memorials, and heroic bronze statues. -
Kansas City and the Great Western Migration, 1840-1865
SEIZING THE ELEPHANT: KANSAS CITY AND THE GREAT WESTERN MIGRATION, 1840-1865 ___________________________________ A Dissertation presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _______________________________________________________________ By DARIN TUCK John H. Wigger JULY 2018 © Copyright by Darin Tuck 2018 All Rights Reserved The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled SEIZING THE ELEPHANT: KANSAS CITY AND THE GREAT WESTERN MIGRATION, 1840-1865 Presented by Darin Tuck, a candidate for the degree of doctor of philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. __________________________________________________ Professor John Wigger __________________________________________________ Assoc. Professor Catherine Rymph __________________________________________________ Assoc. Professor Robert Smale __________________________________________________ Assoc. Professor Rebecca Meisenbach __________________________________________________ Assoc. Professor Carli Conklin To my mother and father, Ronald and Lynn Tuck My inspiration ACKNOWLEDGMENTS This dissertation was only possible because of the financial and scholarly support of the National Park Service’s National Trails Intermountain Region office. Frank Norris in particular served as encourager, editor, and sage throughout -
Luke F. Parsons White
GO TO LIST OF PEOPLE INVOLVED IN HARPERS FERRY VARIOUS PERSONAGES INVOLVED IN THE FOMENTING OF RACE WAR (RATHER THAN CIVIL WAR) IN THE UNITED STATES OF AMERICA HDT WHAT? INDEX RACE WAR, NOT CIVIL WAR HDT WHAT? INDEX RACE WAR, NOT CIVIL WAR Luke Fisher Parsons was a free-state fighter seasoned in “Bleeding Kansas.” He took part in the battle of Black Jack near Baldwin City on June 2d, 1856, the battle of Osawatomie on August 30th, 1856, and the raid on Iowa during Winter 1857/1858. His name “L.F. Parsons” was among the signatories to “Provisional Constitution and Ordinances for the People of the United States,” per a document in John Brown’s handwriting that would be captured when the raiders were subdued at Harpers Ferry. He had gone off toward a supposed Colorado gold rush and, summoned by letters from Brown and Kagi, did not manage to make it back to take part in the raid on the federal arsenal, or to attempt to rescue the prisoners once they were waiting to be hanged, at the jail in Charlestown, Virginia. He started a family and lived out a long life as a farmer in Salina, Kansas. HDT WHAT? INDEX RACE WAR, NOT CIVIL WAR THOSE INVOLVED, ARRANGED ALPHABETICALLY SECRET “SIX” Person’s Name On Raid? Shot Dead? Hanged? His Function Age Race Charles Francis Adams, Sr. No No No Finance white Charles Francis Adams, Sr. subscribed to the racist agenda of Eli Thayer’s and Amos Lawrence’s New England Emigrant Aid Company, for the creation of an Aryan Nation in the territory then well known as “Bleeding Kansas,” to the tune of $25,000. -
The American Militia Phenomenon: a Psychological
THE AMERICAN MILITIA PHENOMENON: A PSYCHOLOGICAL PROFILE OF MILITANT THEOCRACIES ____________ A Thesis Presented to the Faculty of California State University, Chico ____________ In Partial Fulfillment of the Requirements for the Degree Master of Arts in Political Science ____________ by © Theodore C. Allen 2009 Summer 2009 PUBLICATION RIGHTS No portion of this thesis may be reprinted or reproduced in any manner unacceptable to the usual copyright restrictions without the written permission of the author. iii TABLE OF CONTENTS PAGE Publication Rights ...................................................................................................... iii Abstract....................................................................................................................... vi CHAPTER I. Introduction.............................................................................................. 1 II. Literature Review of the Modern Militia Phenomenon ........................... 11 Government Sources .................................................................... 11 Historical and Scholarly Works.................................................... 13 Popular Media .............................................................................. 18 III. The History of the Militia in America...................................................... 23 The Nexus Between Religion and Race ....................................... 28 Jefferson’s Wall of Separation ..................................................... 31 Revolution and the Church.......................................................... -
96 American Manuscripts
CATALOGUE TWO HUNDRED NINETY-TWO 96 American Manuscripts WILLIAM REESE COMPANY 409 Temple Street New Haven, CT 06511 (203) 789-8081 A Note This catalogue is made up or manuscripts relating to the history of the Americas from the conquistadors, with the narrative of Domingo de Irala in South America in 1555, to a manuscript of “America the Beautiful” at the end of the 19th century. Included are letters, sketchbooks, ledgers, plat maps, requisition forms, drafts of government documents, memoirs, diaries, depositions, inventories, muster rolls, lec- ture notes, completed forms, family archives, and speeches. There is a magnificent Stephen Austin letter about the Texas Revolution, a certified copy of Amendment XII to the Constitution, and a host of other interesting material. Available on request or via our website are our recent catalogues 282, Recent Acquisitions in Americana; 283, American Presidents; 285, The English Colonies in North America 1590- 1763; 287, Western Americana; 288, The Ordeal of the Union; 290, The American Revolution 1765-1783; and 291, The United States Navy, as well as Bulletin 21, American Cartog- raphy; Bulletin 22, Evidence; Bulletin 24, Provenance; Bulletin 25, American Broadsides, and many more topical lists. Some of our catalogues, as well as some recent topical lists, are now posted on the Internet at www.reeseco.com. A portion of our stock may be viewed via links at www. reeseco.com. If you would like to receive e-mail notification when catalogues and lists are uploaded, please e-mail us at [email protected] or send us a fax, specifying whether you would like to receive the notifications in lieu of or in addition to paper catalogues. -
KANSAS HISTORY an “Idea of Things in Kansas”
76 KANSAS HISTORY An “Idea of Things in Kansas” John Brown’s 1857 New England Speech edited by Karl Gridley n early January 1857, following his well-publicized year of guerrilla warfare waged on behalf of the free- state cause in eastern Kansas, John Brown embarked on a whirlwind speaking and fund-raising tour throughout New England. Brown, through the constant field reporting of James Redpath and William Phillips in Horace Greeley’s New York Tribune and Richard Hinton in the Boston Traveller, had become something of a celebrity in Boston and New York, even to the point of having a Broadway play produced Iabout his exploits.1 Born May 9, 1800, in Torrington, Connecticut, John Brown grew up in Hudson, Ohio, and the Western Re- serve. As a young man he worked in Ohio and Pennsylvania as a tanner and wool broker. He married twice and fathered twenty children. By the 1830s Brown, a devout Calvinist, became increasingly involved in the aboli- tionist movement, becoming friends with men such as Gerrit Smith and Frederick Douglass. In the late 1840s he moved to North Elba in upstate New York to farm and assist former slave families living in the area. By 1855 five of Brown’s sons had moved from drouth-stricken Ohio to Kansas to settle near Osawatomie. They wrote their father often of the troubles in the area resulting from the struggle over whether Kansas would enter the Union as a free or slave state. John Brown Jr. wrote his father that they needed arms “more than we do bread.” Soon John Brown joined his sons at Brown’s Station, Kansas. -
MISSOURI ART,ARTISTS, and ARTIFACTS
MISSOURI ART,ARTISTS, And ARTIFACTS A Fourth Grade Social Studies Curricular Tour A Docent Guide to Selected Works from The Museum of Art and Archaeology University of Missouri-Columbia *Not all images are on display in the Museum* 2 Museum of Art and Archaeology University of Missouri-Columbia 1 Pickard Hall Columbia, MO 65211 Phone: 573-882-3591 Fax: 573-884-4039 Website http:/maa.missouri.edu/ Museum Hours Tuesday – Friday: 9 a.m. – 4 p.m. Saturday – Sunday: Noon – 4 p.m. Closed Mondays, University of Missouri-Columbia Holidays, and Christmas Day through New Year’s Day Admission is FREE and open to the public. The Museum is ADA accessible. The Museum is a member of AAM – American Association of Museums. 3 MISSOURI ART, ARTISTS, & ARTIFACTS A Fourth Grade Social Studies Curricular Tour Works from the Museum’s permanent collection along with items and works from relevant exhibitions have been organized into a resource book for a Docent tour focusing on Missouri Grade-Level Expectations for Fourth Grade Social Studies. What’s included in this guide? This guide includes images of the relevant art works for this tour. Teaching information includes detailed descriptions of the objects, background about their historical context, and discussions of their iconography (symbolic importance), as well as questions designed to encourage students to look more closely at the work of art and to share their responses. Tour Overview Students step back in time when they walk through the doors of the Museum of Art and Archaeology to take part in the Fourth Grade Curricular Tour.