DOCSLIB.ORG

Henry David Thoreau: the Making of a Naturalist Walden Pond State Reservation Parks As Classrooms Module

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Henry David Thoreau: the Making of a Naturalist Walden Pond State Reservation Parks As Classrooms Module Henry David Thoreau: the Making of a Naturalist Walden Pond State Reservation Parks as Classrooms Module Spring 2007 Introduction Observing like Thoreau ......19 Historical Timeline ..........33 About Parks As Classrooms . 1 A Walk with Henry ............23 About this Module .............. 3 Writing like Thoreau ..........27 About Walden Pond State The Timelines that Shape Us Reservation ...................... 7 ....................................29 Thoreau’s Place and Time . 15 Appendices department of Conservation and Recreation The Making of a Naturalist Spring 2007 Print Version 1 Walden Pond State Reservation About Parks As Classrooms and DCR Welcome! You and your students have chosen to participate in one of the many quality curriculum-based educational pro- grams hosted in Massachusetts by the Department of Conservation and 10% of its land area, for its resi- Recreation (DCR). Parks As dents and visitors. Massachusetts’ Classrooms is one of the ways we parks system offers hundreds of invite young people to engage in facilities from the common- our natural and cultural resources. wealth’s highest peak at Mount Greylock to the shores of Cape Stewardship Responsibility Cod and the Islands. More than For more than one hundred years 35,000,000 people a year take the Commonwealth of Massachu- advantage of the resources of the setts has proudly served as stew- park system! ard to one of the oldest and largest state park systems in the Stewardship Legacy country. As one of Massachu- Massachusetts’ role as an en- setts’ principal conservation vironmental steward began in agencies, the DCR serves to pro- 1891 with the creation of the tect, promote and enhance our Trustees of Public Reservations, common wealth of natural, cul- followed by the Metropolitan tural and recreational resources District Commission in 1892. The for the well being of all. DCR first State Reservation, 400 acres manages these resources for the on Mt. Greylock, was established safe enjoyment of the public and in 1898. Today DCR continues to preserves them as part of the heri- lead the nation in exemplary natu- tage we will pass to future gen- ral resource and recreation pro- erations. grams. The state’s Universal Access Program is a national While it is one of the smallest model of inclusiveness for visi- states in the country, Massachu- tors of all abilities. DCR ’s Heri- setts stands as the sixth largest tage State Park Program creates parks system, having set aside destinations for visitors and out- close to a half-million acres, or door opportunities for urban Walden Pond State Reservation 1 Parks As Classrooms and DCR Introduction communities by integrating the that span disciplines, learning rich cultural history of New Eng- styles, and teaching techniques. land’s urban areas with reclaimed natural features. DCR ’s vast net- Dedication to programming is the work of land boasts some of the cornerstone of the Department of most beautiful scenery in New Conservation and Recreation’s England and endless recreational policy of fostering stewardship in opportunities. Other notable the State’s natural and cultural treasures comprise DCR ’s system resources. including Olmstead’s Emerald Your Stewardship Role Necklace, Thoreau’s Walden Enjoy your program! By intro- Pond and the Bay Colony’s Ply- ducing your students to their mouth Rock. Our lands and wa- natural or cultural heritage, you ters offer unique and valuable A student recording his are helping to build a mindful archeological, geological and observations at one of the citizenry with critical thinking Department of Conservation biological resources that are im- and Recreation’s facilities skills and community awareness. portant parts of our cultural heri- Building and maintaining a tage. world-class park system takes Stewardship through participation on many levels. We Education all have an important part to play An important component of our in sustaining a park system of this stewardship of these lands is edu- size and diversity. cation. Through interpretation If you or your participants would and environmental education the like to explore more of the state, Department strives to offer from seashores to mountaintops enlightening programs that lead to areas steeped in the history of to an understanding and apprecia- our nation, please contact us at: tion of our natural resources. DCR Bureau of Ranger Services Parks As Classrooms is an initia- 251 Causeway St., Suite 600 tive that uses a facility’s unique Boston, MA 02114 (617) 626-1463 character to provoke critical or thinking skills about our envi- ronment. Modules include activi- www.massparks.org ties for the field and classroom 2 department of Conservation and Recreation Henry David Thoreau: the Ma k- ing of a Naturalist: an environ- mental educat ion module This module provides education about design and use of landscapes through hands-on activities and direct experience with natural and cultural resources. The intent of this module is to mental levels and Massachusetts’ expose young people to Walden Curriculum Frameworks. Teach- Pond State Reservation while ers may choose to adapt individ- offering educators a means to ual activities for different age incorporate these opportunities groups. into their curriculum. There are three different types of The Henry David Thoreau: The activities in this packet: pre-visit, Use pre-visit Making of a Naturalist builds on-site, and post-visit activities. activities to enhance upon the idea that environmental and social factors influence a Pre-visit activities . These activi- students’ visit to person's life path. Specifically, ties are designed to introduce Walden Pond State activities in this packet provide students to some of the concepts Reservation. exposure to world, national, local, and vocabulary related to what and personal events encouraged they will learn on their visit to the Henry David Thoreau to develop park. Students and interpreters observational skills and to be- benefit from this previous aware- come a naturalist. This packet ness, as it gives new material and includes the instructions and sup- ideas a place to “stick” and facili- plemental materials for all the tates more efficient learning dur- activities included. ing their visit. Generally, the more pre-visit experiences the How to use this module students have, the more worth- while their visit will be. There The activities and experiences are may be specific activities the visit designed for students from coordinator may request teachers middle school based on develop- to perform with their students. department of Conservation and Recreation 3 About this Module Introduction On-site activities. These activi- here. Materials and equipment Self-guided on-site ties are conducted during the may be supplied by the facility, activities provide students’ visit to the park. While but for these and other questions, structure and some of these activities are con- please ask your visit coordinator. ducted by interpreters at the facil- supporting activities ity, some of them may self- Post-visit activities. These activi- for field experiences. guided by teachers. This is par- ties are included to provide clo- ticularly useful when a large sure to the students’ visit to the group needs to be broken up into park. These activities may extend smaller units. The outlines in this concepts, reinforce ideas, or pro- packet indicate whether an activ- vide a conduit to further related ity is intended to be facilitated or study. In many cases, post-visit self-guided. activities complete the learning experience, and your visit coordi- The full text of guided activities nator will recommend one for is included here so teachers can your students. Otherwise, feel become familiar with and partici- free to use these or even unused pate in the content their students pre-visit activities to support your Use post-visit will experience on their visit. students’ visit. or unused pre-visit If you will be conducting an ac- Introductory material and Ap- activities to rein- tivity from this module on-site, pendices . Some of the back- force students’ procedure and content provided ground information and other experiences after their visit. Entering her thoughts on Red Cross Beach at Walden Pond State Reservation Walden Pond State Reservation Henry David Thoreau: the Making of a Naturalist Parks as Classrooms supporting material does not fit tivity periods, and 3) closing. neatly into an activity. Use the introduction sections and appen- Large groups need to be divided dices for more information. into class-sized groups, and each smaller group will cycle through Worksheets. Some of the activi- sessions. Large groups may con- ties have accompanying work- sider splitting the day with an- sheets, handouts, or props. These other local heritage site. Contact materials are located in the back your site coordinator for details. pocket of the packet and are ref- erenced by name in the text of the When schools arrive at the park, activity. the interpreter will meet them at Thoreau’s house replica (near the Outline of your visit to parking lot). Walden State Reservation This illustration shows how a Introduction. The interpreter school with three classes would rotate through three sessions. The day is broken into three will briefly outline the day and Smaller groups could use this parts: 1) the introduction, 2) ac- provide an overview. He or she format as well to take advantage of a full day at Walden State Reservation department of Conservation and Recreation 5 About the Module Introduction Teachers will lead the second The following chart provides Students Number Minimum recommended lengths of stay of Ses- Length of group down the trail to Goose for programming purposes: sion Stay pond, where they will conduct an 0-25 2 2 hrs observational exercise called 25-50 2 2 hrs “Observing like Thoreau.” 50-75 3 3 hrs Teachers will also lead the third 75+ Discuss arrange- ments with site coor- and other groups. These activity dinator periods can be added to the rota- tion and filled with self-guided will conduct opening discussion trail walks (maps provided), and review the pre-visit activity lunch sessions, or free periods.
Load more

Recommended publications
  • The Compositional, Lecture, and Publication Histories of Henry David Thoreau’S “Walking” Read Ecocritically
    Beyond the Book: The Compositional, Lecture, and Publication Histories of Henry David Thoreau’s “Walking” Read Ecocritically By Jennie Lynn Walker B. A. May, 1997, Salisbury State University M. A. May, 2001, Salisbury State University A Dissertation submitted to The Faculty of The Columbian College of Arts and Sciences Of The George Washington University In partial fulfillment of the requirements For the degree of Doctor of Philosophy January 31, 2010 Dissertation directed by Christopher Sten Professor of English The Columbian College of Arts and Sciences of The George Washington University certifies that Jennie Lynn Walker has passed the final examination for the degree of Doctor of Philosophy as of 4 September 2009. This is the final and approved form of the dissertation. Beyond the Book: The Compositional, Lecture, and Publication Histories of Henry David Thoreau’s “Walking” Read Ecocritically Jennie Lynn Walker Dissertation Research Committee: Christopher Sten, Professor of English, Dissertation Director Ann Romines, Professor of English, Committee Member Sandra Petrulionis, Professor of English, Pennsylvania State University, Committee Member ii © Copyright 2010 by Jennie Lynn Walker All rights reserved iii Dedication The author wishes to dedicate her work to Joseph Gilbert who has taught me to follow my bliss, and who, in Thoreau’s spirit, embraces the sauntering life from his little mountain top home each day, and in memoriam of Bradley P. Dean, a true Thoreau scholar and friend. The author also wishes to dedicate her work to her
    [Show full text]
  • Man and Machine in Thoreau. Joseph Lawrence Basile Louisiana State University and Agricultural & Mechanical College
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1972 Man and Machine in Thoreau. Joseph Lawrence Basile Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Basile, Joseph Lawrence, "Man and Machine in Thoreau." (1972). LSU Historical Dissertations and Theses. 2194. https://digitalcommons.lsu.edu/gradschool_disstheses/2194 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This dissertation was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image.
    [Show full text]
  • Concord River Diadromous Fish Restoration FEASIBILITY STUDY
    Concord River Diadromous Fish Restoration FEASIBILITY STUDY Concord River, Massachusetts Talbot Mills Dam Centennial Falls Dam Middlesex Falls DRAFT REPORT FEBRUARY 2016 Prepared for: In partnership with: Prepared by: This page intentionally left blank. Executive Summary Concord River Diadromous Fish Restoration FEASIBILITY STUDY – DRAFT REPORT EXECUTIVE SUMMARY Project Purpose The purpose of this project is to evaluate the feasibility of restoring populations of diadromous fish to the Concord, Sudbury, and Assabet Rivers, collectively known as the SuAsCo Watershed. The primary impediment to fish passage in the Concord River is the Talbot Mills Dam in Billerica, Massachusetts. Prior to reaching the dam, fish must first navigate potential obstacles at the Essex Dam (an active hydro dam with a fish elevator and an eel ladder) on the Merrimack River in Lawrence, Middlesex Falls (a natural bedrock falls and remnants of a breached dam) on the Concord River in Lowell, and Centennial Falls Dam (a hydropower dam with a fish ladder), also on the Concord River in Lowell. Blueback herring Alewife American shad American eel Sea lamprey Species targeted for restoration include both species of river herring (blueback herring and alewife), American shad, American eel, and sea lamprey, all of which are diadromous fish that depend upon passage between marine and freshwater habitats to complete their life cycle. Reasons The impact of diadromous fish species extends for pursuing fish passage restoration in the far beyond the scope of a single restoration Concord River watershed include the importance and historical presence of the project, as they have a broad migratory range target species, the connectivity of and along the Atlantic coast and benefit commercial significant potential habitat within the and recreational fisheries of other species.
    [Show full text]
  • Toolkit for Libraries
    TOOLKIT FOR PUBLIC LIBRARIES Table of Contents Acknowledgments ....................................................................................................................... 2 About the Toolkit, About Henry David Thoreau ............................................................. 3 Community Activities ................................................................................................................. 4 Recommended Editions of Thoreau’s Works .................................................................. 6 Thoreau-related Books for Children .................................................................................... 7 Coloring Book Page for Children ........................................................................................ 10 Publicizing the Statewide Read ........................................................................................... 11 Available Books and Grants to Fund Read Events ...................................................... 14 Discussion Guides ..................................................................................................................... 15 Excerpts from Walden for Common Reading ................................................................ 17 Frequently Asked Questions ................................................................................................ 18 1 https://www.walden.org/bicentennial/read The Walden Woods Project, Freedom’s Way National Heritage Area, University of Massachusetts Lowell Honors College, and Massachusetts
    [Show full text]
  • THE THOREAU SOCIETY 75Th Anniversary Annual Gathering, July 6-10, 2016
    THE THOREAU SOCIETY 75th Anniversary Annual Gathering, July 6-10, 2016 Finding the Extraordinary in the Ordinary: Henry D. Thoreau as Proto-ecologist, Reformer, and Visionary THOREAU SOCIETY STAFF ANNUAL GATHERING STAFF Michael J. Frederick, Executive Director Clarissa Eaton, Director of Registration Chynna Lemire, Business Manager Rachel Gulick, Registration Coordinator Magdalena Bermudez, Annual Gathering Coordinator Delia Frederick, Registration Assistant Jon Fadiman, Shop Supervisor Finley Janes, Director of Hospitality Richard Smith, Historian Rhana Tabrizi, Audio-Visual Technician Victor Curran, Shop Associate William Bermudez, Audio-Visual Technician HONORARY ADVISOR Edward O. Wilson Harrison A. Glasgow Manassas, VA BOARD OF DIRECTORS Michael Schleifer, CPA Allen Harding Brooklyn, New York Matamoras, PA President Ronald Hoag, PhD Robert Clarke Grimesland, NC Woodbury, CT Treasurer Michael Lorence Williamsburg, VA Gayle Moore Martinsville, IN Tom Potter Clerk Martinsville, IN Barry Andrews, D.Min. Rochelle Johnson, PhD Bainbridge Island, WA Caldwell, ID Michael Berger, PhD Paul Schacht, PhD Cincinnati, OH Rochester, NY Andrew Celentano Michael Stoneham, PhD Stoneham, MA Washingtonville, NY Dianne Weiss Concord, MA EVENT MAP Program Schedule Wednesday, July 6 First Night Masonic Temple 7-9 pm Panel Discussion “Is Thoreau Really ‘Pond Scum’,” Joseph L. “Joel” Andrews and Michael Lorence Performance “Skimming the Surface, A Katherine Schultz Inspired Play” Tammy Rose Thursday, July 7 8 am Registration Opens Masonic Temple 9-10 am Session I Masonic Temple Main Level “Reading Thoreau’s Journal,” Barry Andrews, D.Min. Lower Level “How Walden Works: The Hydrology of the Pond,” John M. Nevison 10:15- Session II Masonic Temple 11:45 am Main Level “Nature, Ecology and the Spiritual Vision of Henry David Thoreau,” Rev’d Dr Daniel Medina, CJ, O.S.B., D.Min.
    [Show full text]
  • Henry David Thoreau Ii
    ANALYSIS Henry David Thoreau i November 1945 value of it—and then put in an evening' or two with the revealing extracts from his journals, or diaries as we call them. Maybe you too will decide that Thoreau was "maladjusted." But you might with- hold judgment until you define this path- ological mouthful. Before the war the boy who ran away from home and joined the army was "maladjusted"; during the war the boy - who refused to join the army on principle was similarly labelled. The word, therèfóre, as 'used", simply means that the person so described is either-in- capable or unwilling to submit to the herd-cult. It connotes some emotional mental weakness, and carries a bit of con- HE secretary of the Thoreau Society descension and of pity with it; that the reports increasing interest in the ability and willingness to stand the crowd Tlong forgotten "ne'er-do-well." It off may indicate exceptional self-reliance takes a long time for word-of-mouth ad-.: is overlooked. Sometimes one cannot help vertising to get around, but because that suspecting that the "adjusted," those who kind of publicity attaches itself only to are quick to fit themselves into any first-class merchandise its effectiveness is thought-pattern prepared by the neigh- irresistible. Recognition of Thoreau's bors, find the term "maladjusted" a con- contribution to the philosophy of individ- venient covering up of some weakness of ualism could not be put off forever. Sev- their own. Maybe the word is plain name- erel books and articles have, of course, calling, pulled up out of the gutter by cropped up to meet the market created "science." The suppressed rebel in us re- by this new interest in Thoreau, but un- sents the courage of those who rebel fortunately these "lives" and commenta- openly.
    [Show full text]
  • How to Choose a Political Party
    FastFACTS How to Choose a Political Party When you sign up to vote, you can join a political party. A political party is a group of people who share the same ideas about how the government should be run and what it should do. They work together to win elections. You can also choose not to join any of the political parties and still be a voter. There is no cost to join a party. How to choose a political party: • Choose a political party that has the same general views you do. For example, some political parties think that government should No Party Preference do more for people. Others feel that government should make it If you do not want to register easier for people to do things for themselves. with a political party (you • If you do not want to join a political party, mark that box on your want to be “independent” voter registration form. This is called “no party preference.” Know of any political party), mark that if you do, you may have limited choices for party candidates in “I do not want to register Presidential primary elections. with a political party” on the registration form. In • You can change your political party registration at any time. Just fill California, you can still out a new voter registration form and check a different party box. vote for any candidate in The deadline to change your party is 15 days before the election. a primary election, except If you are not registered with a political party and for Presidential candidates.
    [Show full text]
  • Peace, Propaganda, and the Promised Land
    1 MEDIA EDUCATION F O U N D A T I O N 60 Masonic St. Northampton, MA 01060 | TEL 800.897.0089 | [email protected] | www.mediaed.org Peace, Propaganda & the Promised Land U.S. Media & the Israeli-Palestinian Conflict Transcript (News clips) Narrator: The Israeli-Palestinian conflict dominates American news coverage of International issues. Given the news coverage is America's main source of information on the conflict, it becomes important to examine the stories the news media are telling us, and to ask the question, Does the news reflect the reality on the ground? (News clips) Prof. Noam Chomsky: The West Bank and the Gaza strip are under a military occupation. It's the longest military occupation in modern history. It's entering its 35th year. It's a harsh and brutal military occupation. It's extremely violent. All the time. Life is being made unlivable by the population. Gila Svirsky: We have what is now quite an oppressive regime in the occupied territories. Israeli's are lording it over Palestinians, usurping their territory, demolishing their homes, exerting a very severe form of military rule in order to remain there. And on the other hand, Palestinians are lashing back trying to throw off the yoke of oppression from the Israelis. Alisa Solomon: I spent a day traveling around Gaza with a man named Jabra Washa, who's from the Palestinian Center for Human Rights and he described the situation as complete economic and social suffocation. There's no economy, the unemployment is over 60% now. Crops can't move.
    [Show full text]
  • THE RISE of COMPETITIVE AUTHORITARIANISM Steven Levitsky and Lucan A
    Elections Without Democracy THE RISE OF COMPETITIVE AUTHORITARIANISM Steven Levitsky and Lucan A. Way Steven Levitsky is assistant professor of government and social studies at Harvard University. His Transforming Labor-Based Parties in Latin America is forthcoming from Cambridge University Press. Lucan A. Way is assistant professor of political science at Temple University and an academy scholar at the Academy for International and Area Studies at Harvard University. He is currently writing a book on the obstacles to authoritarian consolidation in the former Soviet Union. The post–Cold War world has been marked by the proliferation of hy- brid political regimes. In different ways, and to varying degrees, polities across much of Africa (Ghana, Kenya, Mozambique, Zambia, Zimbab- we), postcommunist Eurasia (Albania, Croatia, Russia, Serbia, Ukraine), Asia (Malaysia, Taiwan), and Latin America (Haiti, Mexico, Paraguay, Peru) combined democratic rules with authoritarian governance during the 1990s. Scholars often treated these regimes as incomplete or transi- tional forms of democracy. Yet in many cases these expectations (or hopes) proved overly optimistic. Particularly in Africa and the former Soviet Union, many regimes have either remained hybrid or moved in an authoritarian direction. It may therefore be time to stop thinking of these cases in terms of transitions to democracy and to begin thinking about the specific types of regimes they actually are. In recent years, many scholars have pointed to the importance of hybrid regimes. Indeed, recent academic writings have produced a vari- ety of labels for mixed cases, including not only “hybrid regime” but also “semidemocracy,” “virtual democracy,” “electoral democracy,” “pseudodemocracy,” “illiberal democracy,” “semi-authoritarianism,” “soft authoritarianism,” “electoral authoritarianism,” and Freedom House’s “Partly Free.”1 Yet much of this literature suffers from two important weaknesses.
    [Show full text]
  • The Role of Experts and Scholars in Community Conflict Resolution: A
    Negotiation and Conflict Management Research The Role of Experts and Scholars in Community Conflict Resolution: A Comparative Analysis of Two Cases in China Lihua Yang School of Government, Peking University, Beijing, China Keywords Abstract case study, cross-culture, community conflict resolution, In this article, I draw from two case studies to explore the role of experts experts, scholars, trust chain. and scholars (ES), as a special third party, in community conflict resolu- tion in contemporary China. Findings include that local ES are more Correspondence likely to play the roles as leaders, organizers of farmers, and as agents of Lihua Yang, School of government. Nonlocal ES are more likely to play the roles as information Government, The Leo KoGuan providers and as pure self-interest pursuers. This study also reveals that, Building, Peking University, No. 5 Yiheyuan Road, Beijing although their knowledge and information are important, knowledge and 100871, China; e-mails: information are only preconditions for ES’s participation. Their social [email protected]; capital–rather than the knowledge and information they possess–differen- [email protected]. tiates the effectiveness of their participation in governance and the facili- tation of community conflict resolution. Local ES with high social capital doi: 10.1111/ncmr.12134 are more effective in governance and facilitating community conflict res- olution than nonlocal ES without high social capital. Introduction Conflicts are one of the key issues challenging social governance. Among the studies on conflict, the research on community conflict resolution in social governance is definitely an important subject (e.g., Amy, 1987; Avruch, Black, & Scimecca, 1991; Cairns, 1992; Dukes, 2004; Emerson, Orr, Keyes, & McKinght, 2009; Jeong, 2008; Kriesberg, 1998; Magid, 1967; Pruitt & Kim, 2004; Rabbie, 1994; Stephen- son & Pops, 1989; Zubek, Pruitt, McGillicuddy, Peirce, & Syna, 1992).
    [Show full text]
  • Download Program [PDF]
    Henry David Thoreau’s Environmental Ethos Then and Now . in Wildness is the preservation of the world. — H.D.T. The Thoreau Society founded in 1941 70th Annual Gathering July 7-10, 2011 Concord, Massachusetts The Thoreau Society www.thoreausociety.org 341 Virginia Road www.shopatwaldenpond.org Concord, Massachusetts 01742 The Thoreau Founded Society 1941 Staff Jonathan Fadiman, Shop Supervisor Don Bogart, Shop at Walden Pond Associate Michael J. Frederick, Executive Director Rodger Mattlage, Membership Marlene Mandel, Accountant Dianne Weiss, Public Relations Richard Smith, Shop at Walden Pond Associate, Historic Interpreter Editors of the Thoreau Society Publications Kurt Moellering, Ph.D., Editor - The Thoreau Society Bulletin Laura Dassow Walls, Ph.D., Editor - The Concord Saunterer: A Journal of Thoreau Studies Thoreau Society Collections at the Thoreau Institute at Walden Woods Jeffery Cramer, Curator of Collections at the Thoreau Institute at Walden Woods Honorary Advisor Susan Gallagher, PhD Edward O. Wilson, PhD Medford, MA Board of Directors Margaret Gram Table of Contents Tom Potter Acton, MA Martinsville, IN President Elise Lemire, PhD Annual Gathering Schedule.................4-13 Port Chester, NY Event Map.................................................5 Michael Schleifer, CPA Brooklyn, NY Paul J. Medeiros, PhD Remembering John Chateauneuf Treasurer Providence, RI & Malcolm Ferguson....................9 Gayle Moore Daniel Malachuk, PhD Book Signing..........................................11 Martinsville, IN Bettendorf, IA Secretary Titles, Abstracts, & Bios....................14-37 Charles T. Phillips Rev. Barry Andrews, PhD Concord, MA Lodging & Program Notes................38-39 Roslyn Heights, NY Special Offer...........................................40 Dale Schwie Michael Berger, PhD Minneapolis, MN About the Thoreau Society................41-45 Cincinnati, OH Kevin Van Anglen, PhD Sponsors............................................46-50 J.
    [Show full text]
  • Towpaths to Oblivion. the Middlesex Canal and the Federal Reserve Bank of Boston, Hass
    DOCUMENT RESUME ID 175 745 SO 011 887 AUTHOR Holmes, Cary W. TITLE Towpaths to Oblivion. The Middlesex Canal and the Coming of the Railroad 1792-1853. INSTITUTION Federal Reserve Bank of Boston, Hass.: Northeastern Univ., Boston, Mass. Bureau of Business End Economic Research. PUB DATE 75 VOTE 23p.; For rel., i documents, see SO 011 886 and ED 100 764 AVAILABLE FROM Publication Information Center, Federal Reserve Bank of Boston, Boston, Massachusetts 02106 (free) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Case Studies; Construction (Process); Decision Making; *Economic Factors; *Political Issues; Problem Solving: Rail Transportation: Secondary Education; *Social Factors: *Transportation; *United States History IDENTIFIERS *New England ABSTRACT This narrative history of the MiddleseL Canal frcm 1792-,-3 is designed to be used with "Canal," a role-playing, decis.o -aaking game found in SO 011 886. Economic, social, and politz.al factors related to planning, building, and implementing the canal are considered. The document is presented in three parts. Part I states reasons for studying the Middlesex Canal. It was the first lengthy canal in the United States and served as a model for other canals. In addition, the problems that arose are typical of those that lust be dealt with in relation to aay type of transportation system. Part II describes events leading up to the canal opening in 1903, including legislative giants, court regulations, surveys, the introduction of the magnetic compass, and actual construction with its concomitant employment and technical problems. Part III outlines events and factors affecting the rise and fall of revenues, and concludes with the canal's demise in 1853 following the growth of railroad systems.
    [Show full text]