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The Apparel Industry, the Retail Trade, Fashion, and Prostitution in Late 19Th Century St Louis Jennifer Marie Schulle Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2005 Fashion and fallen women: the apparel industry, the retail trade, fashion, and prostitution in late 19th century St Louis Jennifer Marie Schulle Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the United States History Commons, Women's History Commons, and the Women's Studies Commons Recommended Citation Schulle, Jennifer Marie, "Fashion and fallen women: the apparel industry, the retail trade, fashion, and prostitution in late 19th century St Louis " (2005). Retrospective Theses and Dissertations. 1590. https://lib.dr.iastate.edu/rtd/1590 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Fashion and fallen women: The apparel industry, the retail trade, fashion, and prostitution in late 19th century St. Louis by Jennifer Marie Schulle A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Textiles and Clothing Program of Study Committee: Jane Farrell-Beck, Major Professor Mary Lynn Damhorst Kathy Hickok Barbara Mack Jean Parsons Iowa State University Ames, Iowa 2005 Copyright © Jennifer Marie Schulle, 2005. All rights reserved. UMI Number: 3184648 Copyright 2005 by Schulle, Jennifer Marie All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. -
B.Joseph White Becomes Dean
B.Joseph White Becomes Dean The Magazine of the School of Business Administration • University of Michigan • Spring 1991 Dea r Alumni and Friends, Many of you have written to congratulate me on my appointment as the Dean of the Michigan Business School. I am honored by this appointment and your generous thoughts mean a great deal to me. Three words best describe my feelings in taking on this job: responsibility, challenge, and excitement. Responsibility comes from the fact that we are all beneficiaries of over 60 years of investment in the Business School made by present and past members of the community. Now we are the stewards, responsible to ensure continued excellence. We must commit ourselves to continued development of this institution, so that we can pass along to future generations a School not just as good as todays, but better. This is what our predecessors did for us; now we owe no less to our successors. Our challenge is to achieve excellence in our mission of educating students, developing and disseminating knowledge, and helping the institutions of business become more effective. It is a mission that we pursue at a time of tremendous opportunity, but also at a time of unprecedented expectations on the part of our stakeholders as well as intense competition among leading business schools. The escalating performance standards and heightened competitive dynamics which have challenged industry after industry in the last ten years are now on our doorstep. The excitement I feel is a result of my high level of confidence in our current strategic position and of the commitment and support given by the entire Business School family: our alumni, our friends, and the corporations we serve. -
Allen C. Guelzo
SPECIAL REPORT NO. 100 | FEBRUARY 8, 2012 FIRST PRINCIPLES Abraham Lincoln or the Progressives: Who was the real father of big government? Allen C. Guelzo B. KENNETH SIMON CENTER for PRINCIPLES AND POLITICS The Heritage Foundation is a research and educational institution—a think tank—whose mission is to formulate and promote conservative public policies based on the principles of free enterprise, limited government, individual freedom, traditional American values, and a strong national defense. Our vision is to build an America where freedom, opportunity, prosperity, and civil society flourish. As conservatives, we believe the values and ideas that motivated our Founding Fathers are worth conserving. As policy entrepreneurs, we believe the most effective solutions are consistent with those ideas and values. This paper is part of the First Principles Initiative, one of 10 Transformational Initiatives making up The Heritage Foundation’s Leadership for America campaign. For more products and informa- tion related to these Initiatives or to learn more about the Leadership for American campaign, please visit heritage.org. Abraham Lincoln or the Progressives: Who was the real father of big government? Allen C. Guelzo SR-100 About the Author Allen C. Guelzo is the Henry R. Luce Professor of the Civil War Era at Gettysburg College and the author of several books and articles, including First Principles Essay No. 14, “Prudence, Politics, and the Proclamation.” Photos on the Cover— Lincoln: Library of Congress Prints and Photographs Division, reproduction number LC-USZ62-7725 Wilson: Library of Congress Prints and Photographs Division, reproduction number LC-USZ62-13028 This paper, in its entirety, can be found at http://report.heritage.org/sr0100 Produced by the B. -
The Designing of the Eads Bridge John A. Kouwenhoven Technology
The Designing of the Eads Bridge John A. Kouwenhoven Technology and Culture, Vol. 23, No. 4. (Oct., 1982), pp. 535-568. Stable URL: http://links.jstor.org/sici?sici=0040-165X%28198210%2923%3A4%3C535%3ATDOTEB%3E2.0.CO%3B2-0 Technology and Culture is currently published by The Johns Hopkins University Press. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/jhup.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]. http://www.jstor.org Thu Sep 13 11:00:37 2007 The Designing of the Eads Bridge JOHN A. -
The Anti-Slavery Movement in the Presbyterian Church, 1835-1861
This dissertation has been 62-778 microfilmed exactly as received HOWARD, Victor B., 1915- THE ANTI-SLAVERY MOVEMENT IN THE PRESBYTERIAN CHURCH, 1835-1861. The Ohio State University, Ph.D., 1961 History, modem University Microfilms, Inc., Ann Arbor, Michigan THE ANTI-SLAVERY MOVEMENT IN THE PRESBYTERIAN CHURCH, 1835-1861 DISSERTATION Presented In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University 9r Victor B, Howard, A. B., A. M. ****** The Ohio State University 1961 Approved by Adviser Department of History CONTENTS Chapter Page I The Division of 1837. .................. 1 II The Church Crystallizes Its Position On Slavery............. 89 III The Impact of the Fugitive Slave Law Upon the Church ........................... 157 IV Political Controversy and Division. .... 181 V The Presbyterian Church and the American Home Missionary Society........... 222 VI Anti-Slavery Literature and the Tract S o c i e t y ................................... 252 VII Foreign Missions and Slavery Problems . 265 VIII A Northwestern Seminary ................. 290 IX Crisis of 1 8 6 1 . ................. 309 Bibliography............................... 342 Autobiography..................................... 378 il CHAPTER I THE DIVISION OF 1837 In 1824 in central western New York, Charles G. Finney began a career in ministry that was to have far- reaching implications for the religious as well as the civil life of the people of the United States. In July of that year he was ordained by the Presbytery of St. Lawrence, and assigned as a missionary to the little towns of Evans Mills and Antwerp in Jefferson County, New York. Under the vivid preaching of this ex-lawyer a wave of revivalism began to sweep through the whole region.^ Following the revival of 1824-27, Finney carried the religious awakening into Philadelphia, New York City, and Rochester, New York. -
Plistoriosll 3R,E*V-Ie"W"
PlistoriosLl 3R,e*v-ie"W" The State Historical Society of Missouri COLUMBIA, MISSOURI COVER DESCRIPTION: The front-cover illustration is a reproduc tion of George Caleb Bingham's portrait of John Woods Harris. Moving in 1817 from Madison County, Kentucky, to Thrall's Prairie in western Boone County, Missouri, Harris became a prominent merchant and agriculturalist. Harris experimented in agriculture and continually enlarged, improved and developed his farm. In 1873 the St. Louis Agricultural and Mechanical Association awarded Harris's farm the title of "Model Farm of Missouri." Harris also engaged in the mercantile business in Columbia, Rocheport and Middle Grove. He won election as Boone Coun ty's representative to the Missouri legislature in 1860 and 1864. Harris also served on the University of Missouri's board of curators. George Caleb Bingham, a friend of Harris, completed this portrait in 1837. Mrs. William Jackson Hendrick, a daughter of Harris, presented the portrait to the State Historical Society in 1923. The Harris portrait, along with fourteen other portraits, one landscape, two genre paintings, four engravings, two litho graphs and numerous sketches presently are being displayed in the Society's Art Gallery. This exhibit commemorates the 100th anniversary of Bingham's death. The State Historical Society Art Gallery is open to the public 8:00 A.M.-4:30 P.M., Monday-Friday, excepting legal holi days. MISSOURI HISTORICAL REVIEW Published Quarterly by THE STATE HISTORICAL SOCIETY OF MISSOURI COLUMBIA, MISSOURI RICHARD S. BROWNLEE EDITOR MARY K. DAINS ASSOCIATE EDITOR JAMES W. GOODRICH ASSOCIATE EDITOR Copyright © 1979 by the State Historical Society of Missouri Hitt and Lowry Streets, Columbia, Missouri 65201 The MISSOURI HISTORICAL REVIEW (ISSN 0026-6582) is owned by the State Historical Society of Missouri and is pub lished quarterly at 201 South Eighth, Columbia, Missouri 65201. -
Academic Catalog 2006-07 | Alma College
Academic Catalog 2006-07 Table of Contents Campus Directory Academic Calendar Accreditation and Compliance Statements Alma College in Brief Campus Map Section I: General Information A College of Distinction A Message from the President Admission Information Accelerated Programs and Advanced Placement Options Scholarships and Financial Aid College Expenses Living on Campus Creative and Performing Arts Opportunities Activities and Organizations College Regulations The Judicial Process The Family Educational Rights and Privacy Act and Alma Academic Support Facilities Center for Student Development Section II: Academic Programs and Opportunities A Message from the Provost Requirements for Degrees General Education Objectives General Education Requirements Guide to Distributive Requirements Chart of Requirements, Credits and Approved Courses Academic Honors Faculty Recognition Academic Rules and Procedures Honors Program Interdisciplinary Programs Pre-Professional Programs International and Intercultural Programs Special Programs Section III: Courses of Instruction Courses of Instruction Guide to Understanding Course Listings General Studies American Studies (AMS) Art and Design (ART) Astronomy (AST) Biochemistry (BCM) Biology (BIO) Business Administration (BUS) International Business Administration (IBA) Chemistry (CHM) Cognitive Science (COG) Communication (COM) New Media Studies (NMS) Computer Science (CSC) Economics (ECN) Education (EDC) English (ENG) Environmental Studies (ENV) Exercise and Health Science (EHS) Public Health (PBH) Geography -
Guide to Manuscripts in the Michigan Historical Collections of The
L I B RAR.Y OF THE U N IVER.SITY OF 1LLI NOIS oi6.9q74- cop. 2 £ ILLINOIS HISTORY SURVEY LIBRARY Digitized by the Internet Archive in 2011 with funding from University of Illinois Urbana-Champaign http://www.archive.org/details/guidetomanuscripOOmich GUIDE TO MANUSCRIPTS in the MICHIGAN HISTORICAL COLLECTIONS of THE UNIVERSITY OF MICHIGAN By Robert M. Warner and Ida C. Brown Ann Arbor 1963 Composition and Lithoprinted by BRAUN -BRUM FIELD, Inc. Ann Arbor, Michigan Oil.. Ill* H INTRODUCTION The Michigan Historical Collections are a special library of The University of Michigan, con- taining the archives of the University and papers of individuals and organizations throughout Michi- gan. In the beginning there were two different projects. One, begun by Professor Lewis G. Vander Velde in 1934, was a program of collecting manuscript and printed materials relating to Michigan history, primarily for the use of graduate students in his seminar. The other program concerned the collecting and preservation of records of the University. To accomplish this purpose, President Alexander G. Ruthven appointed The Committee on University Archives, of which Professor Vander Velde was the secretary. Firmly convinced that a comprehen- sive collection of manuscripts dealing with the history of the University and the State would be use- ful for students and scholars, he began a vigorous campaign of letter writing and personal visits. Housed for a time in a room in the Clements Library, in 1938, needing more space, the papers were moved into the newly opened Rackham Building. In the same year the Regents established the Michigan Historical Collections and appointed Professor Vander Velde the Director. -
Fourteen Notable Experiments in American Undergraduate Education 2Nd Ed., Revised and Expanded
Maverick Colleges Fourteen Notable Experiments in American Undergraduate Education 2nd ed., revised and expanded Editors L. Jackson Newell Katherine C. Reynolds L. Scott Marsh Associate Editors Katrina Green Keith Wilson Contributing Editors E. Ann Adams Clifford Crelly Linda R. Fife Katrina Green L. Scott Marsh Kerrie Naylor L. Jackson Newell Zandile Nkabinde Michael M. Packard Katherine Reynolds Richard Sperry Ryo Takahashi Barbra Wardle Keith Wilson Published by the Utah Education Policy Center Graduate School of Education The University of Utah Salt Lake City, Utah 1996 Contents 1 Preface ii 2 Introduction, L. Jackson Newell and Katherine Reynolds iii 3 Antioch: Vision and Revision, Kerrie Naylor 1 4 Berea: The Persistent Ideal, Clifford Crelly 12 5 Reed: A Middle Course, Ryo Takahashi 18 6 Deep Springs: Loyalty to a Fault?, L. Jackson Newell 22 7 Chicago: Young Hutchins’ Dream, Richard J. Sperry 31 8 Black Mountain: Meteor Among Mavericks, Katherine Reynolds 41 9 St. John’s: Back to Classics, Keith Wilson 50 10 Monteith College: Spreading Innovation, Katrina Green 57 11 Miami-Dade Community College: An Open Door to Quality, Linda R. Fife 64 12 University of California, Santa Cruz: Small is Beautiful, L. Scott Marsh 71 13 Prescott: From Parson to Parsimony, E. Ann Adams 78 14 Fairhaven: Harbinger or Hostage?, Michael M. Packard 88 15 Evergreen: Ever Green?, Zandile Nkabinde 94 16 College of the Atlantic: Spirit of Time and Place, Barbra Wardle 103 17 Conclusion: Making Sense of Irrepressible Dreams, L. Jackson Newell 111 A A Partial List of Additional Distinctive Colleges 118 B References 120 i Chapter 1 Preface “In the specific is the universal.” —William Faulkner This book is a product of two University of Utah graduate seminars conducted in the spring of 1991 and 1994: “Notable Experiments in American Higher Education” (Educational Administration 728). -
Thirst for Knowledge: Historic Context for the 1872 Neosho Colored School
Thirst for Knowledge Historic Context for the 1872 Neosho Colored School Prepared for the Carver Birthplace Association and the National Park Service August 22, 2018 by Debbie Sheals Building Preservation, LLC Columbia, Missouri Members of the Gage and Alexander Families of Neosho, date unknown. From the collections of the George Washington Carver National Monument. Thirst for Knowledge: Historic Context for the 1872 Neosho Colored School The first national superintendent of schools for the Freedmen’s Bureau, northerner John W. Alvord, began his tenure with the Bureau in late 1865 with a personal tour of the former confederate states. His first report for the Bureau, written in January of 1866, commenced with the following notes. “The desire of the freedmen for knowledge cannot be overstated.” He included a list of reasons for that enthusiasm, the first of which was “the natural thirst for knowledge common to man.”1 1 John W. Alvord, Semi-Annual Report on Schools for Freedmen, (Washington, D. C.: U. S. Government Printing Office), January, 1866, 1. Thirst for Knowledge: Historic Context for the 1872 Neosho Colored School Table of Contents List of Illustrations ....................................................................................................................................ii Executive Summary .................................................................................................................................1 Introduction ................................................................................................................................................3 -
Family Histories 1 I. Genealogical Records
THE OBERLIN FILE: GENEALOGICAL RECORDS/ FAMILY HISTORIES I. GENEALOGICAL RECORDS/ FAMILY HISTORIES (Materials are arranged alphabetically by family name.) Box 1 Acton Family, 2003 "Descendents of Edward Harker Acton and Yeoli Stimson Acton" (enr. 1903-05, con; 1905-06, Academy). Consists of a twelve-page typescript copy of a genealogy list, with index, of the Acton Family. Prepared by Emily Acton Phillips, 2003. [Acc. 2003/062] Adams Family, n.d. Genealogy of the Adams family, who settled in Wellington, Ohio in 1823. Includes three individuals who attended the Oberlin Collegiate Institute and Oberlin College: Helen Jennette Adams (Mrs. Simeon W. Windecker), 1859 lit.; Celestia Blinn Adams (Mrs. Arthur C. Ires), enrolled 1855-62; and Mary Ann Adams (Mrs. Charles Conkling), 1839 lit. Compiled by Arthur Stanley Ives. [Acc. 2002/146] Ainsworth Family, 1997 “Ainsworth Family: Stories of Ainsworth Families of Rock Island County, Illinois, 1848-1996.” Compiled by Robert Edwin Ainsworth. (Typescript 150 pages, indexed) Allen, Otis, 2001 Draft of "The Descendants of Otis Allen" an excerpt from "Descendants of Josiah Allen and Mary Reade," by Dan H. Allen. Also filed here is correspondence with the Archives. Baker, Mary Ellen Hull, [ca. 1918?] "For MHB: A Remembrance" by Lois Baker Muehl [typescript; 64 pp; n.d., c. 1981?], received from Phil Tear, February 1, 1983. Story of Mary Ellen Hull Baker (AB 1910), wife of Arthur F. Baker (AB 1911) and mother of Robert A. Baker (AB 1939) and of Mrs. Muehl (AB 1941). Oberlin matters are dealt with on pp. 25-28 and 30-31. For Robert's death, see pp. -
Introduction 1
N o t e s Introduction 1. Seville Heritage Plantation, St. Ann’s Bay, Jamaica. Recreated models of slave houses on the site of this former sugar plantation show that dirt was frequently banked around the cabins as a sort of foundation and barrier to keep out rain, rodents, and snakes. Visited in July 2004. 2. These dates cover the first documented West Indian slave narrative in 1709 and concludes with the abolition of slavery and apprentice- ship in the British West Indies. Second, throughout this project I use the term “British West Indies” rather than Anglophone Caribbean to acknowledge the specific colonial context of these narratives. Finally, when I’m discussing elements common to the wider Caribbean, I use the term “Caribbean,” and British West Indies to refer specifically to the Anglophone, British- held Caribbean colonies. 3. See Dwight McBride (2001). 4. See Costanzo (1993); Ferguson, especially “Introduction.” In The History of Mary Prince, A West Indian Slave (1998); Handler (1998); Paquet (1992); and Warner- Lewis (2007). 5. In “Capturing the Captivity Narrative,” Rafia Zafar (1991) discusses the ways in which many early black narrators, slave and free, manipulated the conventions of the captivity narrative to reflect their differently racial- ized experiences of captivity. 6. See Zafar (1991) and Armstrong and Tennenhouse (1993). 7. See Aravamudan (1999). 8. Like any genre, its texts not only share many similarities but also exhibit compelling and explicit distinctions. 9. Other elements include beginning with some version of “I was born,” including descriptions of violence and the separation of families, a slave sale, descriptions of masters and mistresses and other whites, and so forth.