Copyright and the World's Most Popular Song

Total Page:16

File Type:pdf, Size:1020Kb

Copyright and the World's Most Popular Song GW Law Faculty Publications & Other Works Faculty Scholarship 2010 Copyright and the World's Most Popular Song Robert Brauneis The George Washington University Law School, [email protected] Follow this and additional works at: https://scholarship.law.gwu.edu/faculty_publications Part of the Law Commons Recommended Citation Brauneis, Robert, "Copyright and the World's Most Popular Song" (2010). GW Law Faculty Publications & Other Works. 260. https://scholarship.law.gwu.edu/faculty_publications/260 This Article is brought to you for free and open access by the Faculty Scholarship at Scholarly Commons. It has been accepted for inclusion in GW Law Faculty Publications & Other Works by an authorized administrator of Scholarly Commons. For more information, please contact [email protected]. Copyright and the World’s Most Popular Song Table of Contents Introduction……………………….. ....................................................................................1 I. “Good Morning to All”: An Appreciative History ..............................................4 II. The Emergence and Triumph of “Happy Birthday to You” .............................15 III. The Copyright Status of “Happy Birthday to You” ..........................................22 A. Some Necessary Analytical Framework .................................................23 1. Derivative Works .................................................................23 2. Copyright Under the 1909 Act ..............................................24 B. The Original Term: The 1935 Publications ............................................25 1. Authorization and Authorship ...............................................26 a. The Myth of a Court Ruling .............................................28 b. Evidence of Authorship ....................................................29 i. The Patty Smith and Jessica Hill Depositions ............29 ii. Earlier Published Versions .........................................31 iii. The 1934-35 Registrations and Publications ..............33 iv. Later Published Versions ............................................36 v. Statements in the Hill Foundation Complaints ...........37 vi. Popular Accounts of Authorship ................................38 vii. A Summary .................................................................40 2. Publication with Notice.........................................................40 C. The Renewal Term ..................................................................................44 1. Summy-Birchard’s Eligibility to Apply for Renewal .................45 2. The Sufficiency of the Renewal Applications ............................48 D. Epilogue: Copyright and Ownership During the Renewal Term ............55 IV. Lessons From The History Of “Happy Birthday to You” .................................57 A. The Risks of Anecdotes ..........................................................................58 B. Barriers to Challenging Copyright Validity ............................................59 C. The Effects of Copyright Owners’ Failure to Enforce ............................62 D. Recordkeeping and Tracking in the Copyright Office ............................65 V. Conclusion……………. ....................................................................................68 Electronic copy available at: http://ssrn.com/abstract=1111624 Copyright and the World’s Most Popular Song Robert Brauneis∗ When Justice Breyer protested Congress’s 20-year extension of the term of copyright in his dissent in Eldred v. Ashcroft,1 he chose one song to emphasize what was to his mind the already overly generous protection of copyright law: “Happy Birthday to You (melody first published in 1893, song copyrighted after litigation in 1935), [the copyright of which is] still in effect and currently owned by a subsidiary of AOL Time Warner.”2 The example, even in that brief form, is a powerful one. “Happy Birthday to You” is a simple song that most people have learned by hearing it performed by family and friends, and many probably assume that it is not under copyright at all. 1893 is a long time ago – 106 years before Eldred was decided. And, for those who are unsympathetic to and suspicious of large corporations, AOL Time Warner – now just Time Warner – is one of the largest media and entertainment companies in the world.3 The newspaper article to which Justice Breyer cited, and others like it, recite a standard “Happy Birthday to You” anecdote that just seems to make the example more powerful. “Happy Birthday to You” started out life as “Good Morning to All,” a song with the same melody but different words, “written as a classroom greeting by two . teachers . who were sisters,”4 namely, Mildred and Patty Hill. This adds some element of authorship – the song is not just a folk song – but it suggests that the authors were not professionals, and more or less stumbled across the song while teaching, as it turns out, ∗ Associate Professor of Law and Co-Director of the Intellectual Property Law Program, The George Washington University Law School; Member, Managing Board, Munich Intellectual Property Law Center. I am indebted to a very large number of people who have selflessly aided me in researching and writing this article. For assistance with historical research, I would like to thank Ms. Kat Caverly of Kat Caverly Enterprises, Inc.; Ms. Emily G. Blaising of the Southwestern Baptist Theological Seminary; Mr. Gregory J. Plunges and Ms. Trina Yeckley of the New York City office of the National Archives and Records Administration, Northeast Region; the staff of the Chicago office of the National Archives and Records Administration, Great Lakes Region; William and Geraldine Brauneis (my parents, who aided me greatly with research in Chicago, where they live, and Louisville, and who undoubtedly first introduced me to “Happy Birthday to You” on my first birthday); Mr. Allen Foresta and Ms. Jennifer Govan of the Gottesman Libraries, Teachers College, Columbia University; Ms. Arlene Massimino and Ms. Susan Tell of the New York County Surrogate’s Court; Mr. James Holmberg of the Filson Historical Society, Louisville, Kentucky; Mr. Bruce Tabb and Ms. Linda J. Long of the Special Collections and University Archives Division of the University of Oregon Libraries; Prof. Michael Raley of Northeastern Illinois University; and Prof. Bruce Smith of the University of Illinois. For comments on drafts of the article, I would like to thank Roger Schechter, Robert Tuttle, Naomi Cahn, Alan Kress, Zvi Rosen, Robert Kasunic, Fred Lawrence, and Ralph Oman. For comments on the section of the article concerning Copyright Office recordkeeping procedures, I would like to thank David O. Carson. 1 537 U.S. 186 (2003). 2 Id. at 262 (Breyer, J., dissenting) (emphasis in original). 3 Time Warner has in the meantime spun off its music publishing and recording business to the Warner Music Group, see infra p, xxx, but this would not likely comfort those who don’t like large companies, since the Warner Music Group is still a very large company. 4 “Profitable ‘Happy Birthday,’” Times of London, Aug. 5, 2000, p. 6 1 Electronic copy available at: http://ssrn.com/abstract=1111624 kindergarten.5 Moreover, many have suggested that, notwithstanding the attribution of the song to the Hill sisters, it is so much like other previous songs that it should be treated as having arisen from a folk tradition rather than the creative talents of a particular author.6 “Happy Birthday to You” is not only currently under copyright, but will supposedly be under copyright until the year 2030 – 137 years after 1893, an incredibly long time even by the standards of the Copyright Term Extension Act that Justice Breyer concluded was unconstitutional.7 Thus fortified, the “Happy Birthday to You” anecdote has become a standard arrow in the quiver of those who feel copyright protection as gone too far, from Kembrew McLeod8 to Lawrence Lessig9 Is it possible to check the accuracy of this standard anecdote? It turns out that there are a number of rich sources of material on the history of the song that have remained largely untapped. These include filings in four federal court cases in the 1930s and 1940s involving “Good Morning to All”; filings in litigation over the management of a trust that owned the right to receive royalties from the song from 1942 to 1992; unpublished papers of and about Patty Hill at the Filson Historical Society in Louisville, Kentucky and at the Gottesmann Libraries at Teachers College, Columbia University; probate court records in Louisville and in Chicago, Illinois, where a brother of the Hill sisters died; transcription notebooks of Mildred Hill at the University of Oregon Libraries; and registration records and recorded transfers in the United States Copyright Office. Because many of these documents are not otherwise easily accessed, over a hundred of them have been published on the website of the Jacob Burns Law Library at The George Washington University Law School in conjunction with this article.10 Those documents, along with many other historical sources, reveal a history that is much more rich and complicated than the standard anecdote suggests. The true story of the song does not provide simple anecdotal fodder for either opponents or proponents of strong, long copyright. On the one hand, “Good Morning to All” was not a lark of amateurs. Rather, it was the product of a highly focused, laborious effort to write a song that was extremely simple to sing, yet musically interesting and
Recommended publications
  • Paul Clarke Song List
    Paul Clarke Song List Busby Marou – Biding my time Foster the People – Pumped up Kicks Boy & Bear – Blood to gold Kings of Leon – Sex on Fire, Radioactive, The Bucket The Wombats – Tokyo (vampires & werewolves) Foo Fighters – Times like these, All my life, Big Me, Learn to fly, See you Pete Murray – Class A, Better Days, So beautiful, Opportunity La Roux – Bulletproof John Butler Trio – Betterman, Better than Mark Ronson – Somebody to Love Me Empire of the Sun – We are the People Powderfinger – Sunsets, Burn your name, My Happiness Mumford and Sons – Little Lion man Hungry Kids of Hungary Scattered Diamonds SIA – Clap your hands Art Vs Science – Friend in the field Jack Johnson – Flake, Taylor, Wasting time Peter, Bjorn and John – Young Folks Faker – This Heart attack Bernard Fanning – Wish you well, Song Bird Jimmy Eat World – The Middle Outkast – Hey ya Neon Trees – Animal Snow Patrol – Chasing cars Coldplay – Yellow, The Scientist, Green Eyes, Warning Sign, The hardest part Amy Winehouse – Rehab John Mayer – Your body is a wonderland, Wheel Red Hot Chilli Peppers – Zephyr, Dani California, Universally Speaking, Soul to squeeze, Desecration song, Breaking the Girl, Under the bridge Ben Harper – Steal my kisses, Burn to shine, Another lonely Day, Burn one down The Killers – Smile like you mean it, Read my mind Dane Rumble – Always be there Eskimo Joe – Don’t let me down, From the Sea, New York, Sarah Aloe Blacc – Need a dollar Angus & Julia Stone – Mango Tree, Big Jet Plane Bob Evans – Don’t you think
    [Show full text]
  • Parks, Recreation and Open Space Plan
    CITY OF KENMORE PARKS, RECREATION AND OPEN SPACE PLAN February 24, 2020 Resolution 20-334 VIA EMAIL March 9, 2020 Lauri Anderson Principal Planner City of Kenmore Re: RCO grant program planning eligibility Dear Ms. Anderson: Thank you for submitting the City of Kenmore 2020 Parks, Recreation & Open Space Plan to the Recreation and Conservation Office (RCO). I am pleased to inform you that the Plan meets the planning requirements as specified in Manual 2, Planning Policies and Guidelines. This includes grant program planning eligibility in the following categories: • Land and Water Conservation Fund • Washington Wildlife and Recreation Program: Habitat conservation and recreation grants • Boating Facilities Program • Nonhighway and Off-Road Vehicle Activities Program: Trails Planning eligibility is granted for six years and will expire February 24, 2026. Please note that to retain grant eligibility in future years, RCO must be notified of any major amendments as they occur. An incorrect or incomplete plan may impact your project’s evaluation. Please let me know if you have any further planning questions, [email protected]. Your point of contact for grant applications is [email protected]. Sincerely, Katie Knight Pruit Planning Specialist Table of Contents CHAPTER 1 INTRODUCTION 1 Planning Context 2 Planning Process 8 CHAPTER 2 EXISTING INVENTORY 12 Park Classification & Service Area 15 Park & Recreation Programming 23 Natural Resources 25 CHAPTER 3 VISION, GOALS & POLICY SUPPORT 26 Guiding Fundamentals 27 Vision & Goals 30 Objectives
    [Show full text]
  • THOUSAND MILE SONG Also by David Rothenberg
    THOUSAND MILE SONG Also by David Rothenberg Is It Painful to Think? Hand’s End Sudden Music Blue Cliff Record Always the Mountains Why Birds Sing THOUSAND MILE SONG Whale Music In a Sea of Sound DAVID ROTHENBERG A Member of the Perseus Books Group New York Copyright © 2008 by David Rothenberg Published by Basic Books, A Member of the Perseus Books Group All rights reserved. Printed in the United States of America. No part of this book may be reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles and reviews. For information, address Basic Books, 387 Park Avenue South, New York, NY 10016–8810. Books published by Basic Books are available at special discounts for bulk purchases in the United States by corporations, institutions, and other organizations. For more information, please contact the Special Markets Department at the Perseus Books Group, 2300 Chestnut Street, Suite 200, Philadelphia, PA 19103, or call (800) 255–1514, or e-mail [email protected]. Designed by Linda Mark Set in 12 pt Granjon by The Perseus Books Group Library of Congress Cataloging-in-Publication Data Rothenberg, David, 1962- Thousand mile song: whale music in a sea of sound / David Rothenberg. p. cm. Includes bibliographical references and index. ISBN 978-0-465-07128-9 (alk. paper) 1. Whales—Behavior. 2. Whale sounds. I. Title. QL737.C4R63 2008 599.5’1594—dc22 2007048161 10 9 8 7 6 5 4 3 2 1 CONTENTS 1 WE DIDN’T KNOW, WE DIDN’T KNOW: Whale Song Hits the Charts 1 2GONNA GROW
    [Show full text]
  • 1 Analysis of Emotional Tones in Top Hit Song Lyrics in Relation To
    Analysis of Emotional Tones in Top Hit Song Lyrics in Relation to Economic Cycles from 1990-2010 Honors Undergraduate Thesis Presented in Partial Fulfillment of the Requirements for the Business Administration Degree with Honors Research Distinction in the Fisher College of Business at The Ohio State University By Sharon Yeh Undergraduate Degree in Business Administration with an Operations & Logistics Specialization The Ohio State University 2019 Thesis Committee: Dr. Roger Bailey Dr. Hyunwoo Park Dr. Elliot Bendoly 1 Copyright by Sharon Yeh 2018 2 Abstract While music preferences in society have always changed throughout the decades, we recognize that various external factors and trends—including the economic environment-- affect the type of music we listen to. To this end, we seek to explore the relationship between economic measures and musical preferences in order to better understand how our external environment can affect the emotions that we choose to express and consume. This research analyzes the ways in how economic conditions (expansionary or contractionary periods) can be related to the tone of music that we listen to (such as joy, anger, and sadness). In this analysis, I found that in times of economic contractions, song lyrics were more likely to exhibit analytical and confidence tones, while in economic expansions’ lyrics tend to show more tones of sadness and anger. In understanding how something as external as economic cycles can influence something as internal as musical preferences, we can continue to seek out how our microenvironment affects our microenvironment. While this research can have practical application (such as providing insight to the music industry for forecasting musical preferences), I believe, more importantly, that this research can help society uncover and contemplate how their external environment influences and shapes their preferences, beliefs, and identity across generations.
    [Show full text]
  • I Know. I Want. I Dream
    I KNOW. I WANT. I DREAM. GIRLS’ INSIGHTS FOR BUILDING A BETTER WORLD GIRL INSIGHTS REPORT The International Center for Research on Women (ICRW) 2CV is a research agency that gives people a voice so works to empower women, advance gender equality and they can influence the world around them. 2CV designs fight poverty in the developing world. To accomplish this, research to help change happen; using innovative, immersive ICRW works with partners in the public and private sectors methodologies, and sensitivity for people and cultures, to and civil society to conduct empirical research, build capacity uncover inspiring truths. 2CV works with NGO, public and and advocate for evidence-based practical ways to change private organizations to explore opportunities for change. policies and programs. TABLE OF CONTENTS 7 FOREWORD 9 ABOUT THE CONTRIBUTORS 11 ACKNOWLEDGEMENTS 13 EXECUTIVE SUMMARY 16 INTRODUCTION 16 BACKGROUND A The Significance of Adolescence B Now is the Moment: Building Momentum for the Adolescent Girl Development Agenda 19 AMPLIFYING GIRLS’ VOICES: THE GIRL DECLARATION A Technical Working Group B Post-2015 Adolescent Girl Consultations 23 FINDINGS FROM POST-2015 ADOLESCENT GIRL CONSULTATIONS A The Voices of Girls: Key Similarities B The Voices of Girls: Key Differences C Findings by Theme GIRLS’ IDENTITY Legal Identity Social Identity Marriage Implications Of Findings On Girls’ Identity GIRLS’ ENVIRONMENTS Social Support Safety And Security Local Environment Implications Of Findings On Girls’ Environments GIRLS’ ASSETS AND OPPORTUNITIES Health Girls’ Emotions Education Jobs And Money Implications Of Findings On Girls’ Assets And Opportunities 66 CONCLUSION 68 ENDNOTES GIRL INSIGHTS REPORT FOREWORD | 7 FOREWORD In 2009, ICRW published Girls Speak: A New Voice in Global Development as the fourth report of the Girls Count report series.
    [Show full text]
  • The Notion of Song, Identities, Discourses, and Power
    The Notion of Song, Identities, Discourses, and Power: Bridging Songs with Literary Texts to Enhance Students’ Interpretative Skills Elroy Alister Esdaille Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2020 © 2020 Elroy Alister Esdaille All Rights Reserved Abstract Sometimes students struggle to interpret literary texts because some of these texts do not lend themselves to the deduction of the interpretative processes with which they are familiar, but the same is not true when students pull interpretations from songs. Is it possible that students’ familiarity with songs might enable them to connect a song with a book and aid interpretation that way? This study attempted to explore the possibility of bridging songs to literary texts in my Community College English classroom, to ascertain if or how the use of song can support or extend students’ interpretive strategies across different types of texts. I investigated how songs might work as a bridge to other texts, like novels, and, if the students use songs as texts, to what extent do the students develop and hone their interpretative skills? Because of this, how might including songs as texts in English writing or English Literature curriculum contribute to the enhancement of students’ writing? The students’ responses disclosed that the songs appealed to their cognition and memories and helped them to interpret and write about the novels they read. Moreover, the students’ responses revealed that pairing or matching songs with novels strengthened interpretation of the book in a plethora of ways, such as meta-message deduction, applying contexts, applying comparisons, and examining thematic correlations.
    [Show full text]
  • Aaamc Issue 9 Chrono
    of renowned rhythm and blues artists from this same time period lip-synch- ing to their hit recordings. These three aaamc mission: collections provide primary source The AAAMC is devoted to the collection, materials for researchers and students preservation, and dissemination of materi- and, thus, are invaluable additions to als for the purpose of research and study of our growing body of materials on African American music and culture. African American music and popular www.indiana.edu/~aaamc culture. The Archives has begun analyzing data from the project Black Music in Dutch Culture by annotating video No. 9, Fall 2004 recordings made during field research conducted in the Netherlands from 1998–2003. This research documents IN THIS ISSUE: the performance of African American music by Dutch musicians and the Letter ways this music has been integrated into the fabric of Dutch culture. The • From the Desk of the Director ...........................1 “The legacy of Ray In the Vault Charles is a reminder • Donations .............................1 of the importance of documenting and • Featured Collections: preserving the Nelson George .................2 achievements of Phyl Garland ....................2 creative artists and making this Arizona Dranes.................5 information available to students, Events researchers, Tribute.................................3 performers, and the • Ray Charles general public.” 1930-2004 photo by Beverly Parker (Nelson George Collection) photo by Beverly Parker (Nelson George Visiting Scholars reminder of the importance of docu- annotation component of this project is • Scot Brown ......................4 From the Desk menting and preserving the achieve- part of a joint initiative of Indiana of the Director ments of creative artists and making University and the University of this information available to students, Michigan that is funded by the On June 10, 2004, the world lost a researchers, performers, and the gener- Andrew W.
    [Show full text]
  • Yesterday (Beatles Song)
    Yesterday (Beatles song) "Yesterday" is a song by English rock band the Bea- whether they had ever heard it before. Eventually it be- tles written by Paul McCartney (credited to Lennon– came like handing something in to the police. I thought McCartney) first released on the album Help! in the if no one claimed it after a few weeks then I could have United Kingdom in August 1965. it.”[5] “Yesterday”, with the B-side "Act Naturally", was re- Upon being convinced that he had not robbed anyone leased as a single in the United States in September 1965. of their melody, McCartney began writing lyrics to suit While it topped the American chart in October the song it. As Lennon and McCartney were known to do at the also hit the British top 10 in a cover version by Matt time, a substitute working lyric, titled “Scrambled Eggs” Monro. The song also appeared on the UK EP “Yester- (the working opening verse was “Scrambled eggs/Oh my day” in March 1966 and the Beatles’ US album Yesterday baby how I love your legs/Not as much as I love scram- and Today released in June 1966. bled eggs”), was used for the song until something more McCartney’s vocal and acoustic guitar, together with a suitable was written. In his biography, Paul McCartney: string quartet, essentially made for the first solo perfor- Many Years from Now, McCartney recalled: “So first of mance of the band. It remains popular today with more all I checked this melody out, and people said to me, 'No, than 2,200 cover versions[2] and is one of the most cov- it’s lovely, and I'm sure it’s all yours.' It took me a little ered songs in the history of recorded music.[note 1] “Yes- while to allow myself to claim it, but then like a prospec- terday” was voted the best song of the 20th century in a tor I finally staked my claim; stuck a little sign on it and said, 'Okay, it’s mine!' It had no words.
    [Show full text]
  • What Is Early Childhood Education?
    preface I became a teacher of young children many years ago, when the field of early childhood education was quite different from what it is today. After graduating from college with an English degree, I got a job as a preschool teacher in a child care center. I will never forget my first day of teaching. One reason I remember it so well is that it was so long! Feeling completely incompetent, I seriously thought about not going back the next day. Then I realized that although I had a choice not to return, the children did not. They deserved a better teacher than I was at that time. As a result, I continued teaching, went back to school, and set out to learn as much as possible about child development and how best to teach young children. And I have been learning ever since. Why I Wrote This Book When I first began teaching, I realized that were too many things I didn’t know about child development, how and what to teach, how to communicate with families, how to positively guide children’s behavior—the list goes on and on. I wrote this book because I wanted to help ensure that every child has a qualified teacher from day one. In this book I share what I have learned about the competence of young children, their desire to learn engaging, challenging curriculum content, and effective ways of teaching. To achieve their potential, children need and deserve highly competent, well-educated teach- ers. My hope is that teachers, whether beginning their professional journey or continuing their professional development, will embrace new knowledge as well as the enduring val- ues of early childhood education, and encounter the sheer joy of teaching young children.
    [Show full text]
  • Music Preferences: a Gateway to Where? by Delia Regan
    Music Preferences: A Gateway to Where? Delia Regan Anna Maria College Author’s Note Delia Regan (‘21), Music Therapy Honor Student, Anna Maria College This thesis was prepared for HON 490-01 Seniors Honors Seminar under the instruction of Professor Travis Maruska, Associate Professor of Humanities, Anna Maria College. Correspondence concerning this article should be addressed by electronic mail. Contact: [email protected], [email protected] ​ ​ ​ 1 Abstract This paper discusses the impact of peer pressure on shared music preferences which was conducted through a survey and group interviews. The information on the development of music preferences provides the reader with background on how the music preference process begins. Peer pressure is also discussed from early childhood into adulthood. The solidification of music preferences happens around the same age as college-aged individuals, which overlaps with a decrease in the impact of peer pressure. The research focuses on college-aged individuals who completed a survey on their music preferences in individual and group settings, and then were put into groups to determine if a social setting would influence their responses to the same questions. Overall, a distinct relationship between peer pressure and music preference could not be made. Keywords: College-Aged, Group Cohesion, Music, Music Preference, Peer Pressure, ​ Social Consequence 2 Music Preferences What does music taste say about a person? Music is usually a part of daily life, whether people are aware of it or not. It can help people express themselves, regulate their emotions, and, when used clinically, can help a person regain the ability to walk. Music is powerful, but what draws people to it? Studies have been done to try and determine why people are attracted to music, and they have created multiple theories trying to answer this question.
    [Show full text]
  • Guns N' Roses
    Guns N’ Roses ‘Live And Let Die’ Guns N’ Roses SONG TITLE: LIVE AND LET DIE ALBUM: USE YOUR ILLUSION I RELEASED: 1991 LABEL: GEFFEN GENRE: HARD ROCK PERSONNEL: W. AXL ROSE (VOX) SLASH (GTR) IZZY STRADLIN (GTR) DUFF MCKAGAN (BASS) MATT SORUM (DRUMS) DIZZY REED (KEYS) UK CHART PEAK: N/A US CHART PEAK: 33 BACKGROUND INFO seven years before Axl Rose decided to fire all the members who remained in the mid 1990s. Sorum McCartney and James Bond get the Guns N’ Roses remained faithful to guitarist Slash and played in the treatment. This popular cover was released in 1991 latter’s Velvet Revolver band. Prior to that, Sorum at a time when G N’ R was probably the most famous was a regular guest drummer for The Cult and played band on the planet. This is naturally a heavier version drums for a very young Tori Amos on her first tour. than the 1972 original but they still captured a lot of More recently Sorum has contributed to a Buddy Rich the song’s underlying humour and playfulness. The tribute album which showcased his technical abilities song features a mix of regular and half-time grooves in jazz drumming. along with a reggae-inspired middle section requiring the drummer to be alert and keep it tight. The player featured here is Matt Sorum. RECOMMENDED LISTENING The G N’ R legacy is based on six studio albums THE BIGGER PICTURE of which the most important by far is their debut, Appetite for Destruction (1987). This record single Matt Sorum’s big rock sound in Guns N’ Roses handedly propelled the band to superstardom and tends to obscure other aspects of his playing.
    [Show full text]
  • Dauntless Women in Childhood Education, 1856-1931. INSTITUTION Association for Childhood Education International, Washington,/ D.C
    DOCUMENT RESUME ED 094 892 PS 007 449 AUTHOR Snyder, Agnes TITLE Dauntless Women in Childhood Education, 1856-1931. INSTITUTION Association for Childhood Education International, Washington,/ D.C. PUB DATE [72] NOTE 421p. AVAILABLE FROM Association for Childhood Education International, 3615 Wisconsin Avenue, N.W., Washington, D.C. 20016 ($9.50, paper) EDRS PRICE NF -$0.75 HC Not Available from EDRS. PLUS POSTAGE DESCRIPTORS *Biographical Inventories; *Early Childhood Education; *Educational Change; Educational Development; *Educational History; *Educational Philosophy; *Females; Leadership; Preschool Curriculum; Women Teachers IDENTIFIERS Association for Childhood Education International; *Froebel (Friendrich) ABSTRACT The lives and contributions of nine women educators, all early founders or leaders of the International Kindergarten Union (IKU) or the National Council of Primary Education (NCPE), are profiled in this book. Their biographical sketches are presented in two sections. The Froebelian influences are discussed in Part 1 which includes the chapters on Margarethe Schurz, Elizabeth Palmer Peabody, Susan E. Blow, Kate Douglas Wiggins and Elizabeth Harrison. Alice Temple, Patty Smith Hill, Ella Victoria Dobbs, and Lucy Gage are- found in the second part which emphasizes "Changes and Challenges." A concise background of education history describing the movements and influences preceding and involving these leaders is presented in a single chapter before each section. A final chapter summarizes the main contribution of each of the women and also elaborates more fully on such topics as IKU cooperation with other organizations, international aspects of IKU, the writings of its leaders, the standardization of curriculuis through testing, training teachers for a progressive program, and the merger of IKU and NCPE into the Association for Childhood Education.(SDH) r\J CS` 4-CO CI.
    [Show full text]