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Catharine Beecher, Domestic Economy, and Social Reform
Constructing the Past Volume 7 Issue 1 Article 5 2006 Architecture of the Millennium: Catharine Beecher, Domestic Economy, and Social Reform Erie M. Roberts Illinois Wesleyan University Follow this and additional works at: https://digitalcommons.iwu.edu/constructing Recommended Citation Roberts, Erie M. (2006) "Architecture of the Millennium: Catharine Beecher, Domestic Economy, and Social Reform," Constructing the Past: Vol. 7 : Iss. 1 , Article 5. Available at: https://digitalcommons.iwu.edu/constructing/vol7/iss1/5 This Article is protected by copyright and/or related rights. It has been brought to you by Digital Commons @ IWU with permission from the rights-holder(s). You are free to use this material in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This material has been accepted for inclusion by editorial board of the Undergraduate Economic Review and the Economics Department at Illinois Wesleyan University. For more information, please contact [email protected]. ©Copyright is owned by the author of this document. Architecture of the Millennium: Catharine Beecher, Domestic Economy, and Social Reform Abstract This article discusses Catherine Beecher's ideas about how women, as the Christian moral center and teachers, could reform American society. She put homemakers at a center of power, since she believed that they would be able to not only teach children to become true Christian citizens, but reform men as well. -
Harriet Beecher Stowe Papers in the HBSC Collection
Harriet Beecher Stowe Papers in the Harriet Beecher Stowe Center’s Collections Finding Aid To schedule a research appointment, please call the Collections Manager at 860.522.9258 ext. 313 or email [email protected] Harriet Beecher Stowe Papers in the Stowe Center's Collection Note: See end of document for manuscript type definitions. Manuscript type & Recipient Title Date Place length Collection Summary Other Information [Stowe's first known letter] Ten year-old Harriet Beecher writes to her older brother Edward attending Yale. She would like to see "my little sister Isabella". Foote family news. Talks of spending the Nutplains summer at Nutplains. Asks him to write back. Loose signatures of Beecher, Edward (1803-1895) 1822 March 14 [Guilford, CT] ALS, 1 pp. Acquisitions Lyman Beecher and HBS. Album which belonged to HBS; marbelized paper with red leather spine. First written page inscribed: Your Affectionate Father Lyman At end, 1 1/2-page mss of a 28 verse, seven Beecher Sufficient to the day is the evil thereof. Hartford Aug 24, stanza poem, composed by Mrs. Stowe, 1840". Pages 2 and 3 include a poem. There follow 65 mss entitled " Who shall not fear thee oh Lord". poems, original and quotes, and prose from relatives and friends, This poem seems never to have been Katharine S. including HBS's teacher at Miss Pierece's school in Litchfield, CT, published. [Pub. in The Hartford Courant Autograph Bound mss, 74 Day, Bound John Brace. Also two poems of Mrs. Hemans, copied in HBS's Sunday Magazine, Sept., 1960].Several album 1824-1844 Hartford, CT pp. -
Harriet Beecher Stowe's Multifaceted Response to the Nineteenth
Harriet Beecher Stowe’s Multifaceted Response to the Nineteenth-Century Woman Question amy easton-flake Downloaded from http://direct.mit.edu/tneq/article-pdf/86/1/29/1793865/tneq_a_00256.pdf by guest on 28 September 2021 N the decade following the American Civil War, the I renowned children of Lyman Beecher each took his or her own position along the broad spectrum of debate con- cerning woman suffrage. Henry Ward Beecher served as the first president of the American Woman Suffrage Association (estab. 1869); Isabella Beecher Hooker worked closely with Elizabeth Cady Stanton and Susan B. Anthony in the National Woman Suffrage Association (estab. 1869); Catharine Beecher helped found the first female-led antisuffrage association, the Anti-Sixteenth Amendment Society (estab. 1870); and Harriet Beecher Stowe, despite pressure from her siblings and other movement leaders and an obvious interest in the issue, re- mained aloof from all organized groups. In the absence of any definitive statement from her, each faction claimed her as an advocate. Between 1870 and 1871, for example, each organi- zation’s journal either listed Stowe as a contributor or quoted from her writings.1 In recent years, literary critics Josephine Donovan and Bar- bara A. White have investigated Stowe’s relation to suffrage 1Stanton listed both Isabella Beecher Hooker and Harriet Beecher Stowe as “prin- cipal contributors” (p. 397)inthe23 December 1869 Revolution, organ of the National Woman Suffrage Association, although Stowe never contributed a single piece of writ- ing to it. Stowe did contribute numerous pieces to the Woman’s Journal. For instance, she praised the Woman’s Journal for its “conservative religious tone” and for not fol- lowing George Sand and the French Woman’s movement (3 September 1870,p.273). -
American Heritage Day
American Heritage Day DEAR PARENTS, Each year the elementary school students at Valley Christian Academy prepare a speech depicting the life of a great American man or woman. The speech is written in the first person and should include the character’s birth, death, and major accomplishments. Parents should feel free to help their children write these speeches. A good way to write the speech is to find a child’s biography and follow the story line as you construct the speech. This will make for a more interesting speech rather than a mere recitation of facts from the encyclopedia. Students will be awarded extra points for including spiritual application in their speeches. Please adhere to the following time limits. K-1 Speeches must be 1-3 minutes in length with a minimum of 175 words. 2-3 Speeches must be 2-5 minutes in length with a minimum of 350 words. 4-6 Speeches must be 3-10 minutes in length with a minimum of 525 words. Students will give their speeches in class. They should be sure to have their speeches memorized well enough so they do not need any prompts. Please be aware that students who need frequent prompting will receive a low grade. Also, any student with a speech that doesn’t meet the minimum requirement will receive a “D” or “F.” Students must portray a different character each year. One of the goals of this assignment is to help our children learn about different men and women who have made America great. Help your child choose characters from whom they can learn much. -
Selected Highlights of Women's History
Selected Highlights of Women’s History United States & Connecticut 1773 to 2015 The Permanent Commission on the Status of Women omen have made many contributions, large and Wsmall, to the history of our state and our nation. Although their accomplishments are too often left un- recorded, women deserve to take their rightful place in the annals of achievement in politics, science and inven- Our tion, medicine, the armed forces, the arts, athletics, and h philanthropy. 40t While this is by no means a complete history, this book attempts to remedy the obscurity to which too many Year women have been relegated. It presents highlights of Connecticut women’s achievements since 1773, and in- cludes entries from notable moments in women’s history nationally. With this edition, as the PCSW celebrates the 40th anniversary of its founding in 1973, we invite you to explore the many ways women have shaped, and continue to shape, our state. Edited and designed by Christine Palm, Communications Director This project was originally created under the direction of Barbara Potopowitz with assistance from Christa Allard. It was updated on the following dates by PCSW’s interns: January, 2003 by Melissa Griswold, Salem College February, 2004 by Nicole Graf, University of Connecticut February, 2005 by Sarah Hoyle, Trinity College November, 2005 by Elizabeth Silverio, St. Joseph’s College July, 2006 by Allison Bloom, Vassar College August, 2007 by Michelle Hodge, Smith College January, 2013 by Andrea Sanders, University of Connecticut Information contained in this book was culled from many sources, including (but not limited to): The Connecticut Women’s Hall of Fame, the U.S. -
Reframing National Women's History Month: Practicalities and Consequences
Western Michigan University ScholarWorks at WMU Dissertations Graduate College 5-2021 Reframing National Women's History Month: Practicalities and Consequences Skylar Bre’z Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Women's History Commons, and the Women's Studies Commons Recommended Citation Bre’z, Skylar, "Reframing National Women's History Month: Practicalities and Consequences" (2021). Dissertations. 3715. https://scholarworks.wmich.edu/dissertations/3715 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. Reframing National Women's History Month: Practicalities and Consequences by Skylar Bre’z A dissertation submitted to the Graduate College in partial fulfillment of the requirements for the degree of Doctor of Philosophy History Western Michigan University May 2021 Doctoral Committee: Edwin A. Martini, Ph.D., Chair Mitch Kachun, Ph.D. Susan Freeman, Ph.D. Reframing Women's History Month: Practicalities and Consequences Skylar Bre’z, Ph.D. Western Michigan University, 2021 This study evaluates the practicalities and consequences of designating one month (March) out of the calendar year for the commemoration of women’s history. In the 1970s and 1980s, national women’s organizations such as the Women’s Action Alliance (WAA) collaborated with the Smithsonian Institute and the Women’s History Program at Sarah Lawrence College to build programs to increase awareness of women’s history. -
From the Gilded Age to the Jazz Age: the Formation of Modern American Culture, 1877-1929"
Syllabus HIS 373H "From the Gilded Age to the Jazz Age: The Formation of Modern American Culture, 1877-1929" University of Toronto at Mississauga, Fall 2002 Mondays, 3 - 5 p.m., NB room 144 Prof. Elspeth Brown Office Hours: office: North Building, rm. 249 office hours: M, 12:00 - 3:00 and by appt. phone: 905-828-3749 email: mailto:[email protected] This course examines the major social, political, and cultural developments of American society from the end of Reconstruction to the stock market crash of 1929. Specific topics to be covered include: the rise of mass culture; the growth of the corporation; labor politics; the rise of Jim Crow; Progressive Era reforms; WWI; woman suffrage; the Harlem Renaissance; and the "roaring" 1920s. We will explore the relationship between society and culture, with a view towards understanding how language and representation both mediate and construct social and political transformations. Along the way, we will see how specific groups of Americans, such as black middle class reformers, the white middle class, African- American workers, Mexican and Lithuanian immigrants, and feminists worked with available social and political tools to transform American society and culture. Course Format: The course is a combination of lecture and discussion. In the first hour, I will lecture on a topic related to the reading. In the second hour, we will have a discussion of the assigned readings, which may sometimes result in me delivering small mini-lectures. On the whole, though, during this second hour I will be asking you for your analysis and interpretation of the material; your intellect and hard work will carry the class. -
Parades, Pickets, and Prison: Alice Paul and the Virtues of Unruly Constitutional Citizenship
PARADES, PICKETS, AND PRISON: ALICE PAUL AND THE VIRTUES OF UNRULY CONSTITUTIONAL CITIZENSHIP Lynda G. Dodd* INTRODUCTION: MODELS OF CONSTITUTIONAL CITIZENSHIP For all the recent interest in “popular constitutionalism,” constitutional theorists have devoted surprisingly little attention to the habits and virtues of citizenship that constitutional democracies must cultivate, if they are to flourish.1 In my previous work, I have urged scholars of constitutional politics to look beyond judicial review and other more traditional checks and balances intended to prevent governmental misconduct, in order to examine the role of “citizen plaintiffs”2 – individuals who, typically at great personal cost in a legal culture where the odds are stacked against them, attempt to enforce their rights in * 1 For some exceptions, see Walter F. Murphy, CONSTITUTIONAL DEMOCRACY: CREATING AND MAINTAINING A JUST POLITICAL ORDER (2007); JAMES E. FLEMING, SECURING CONSTITUTIONAL DEMOCRACY: THE CASE FOR AUTONOMY (2006); Wayne D. Moore, Constitutional Citizenship in CONSTITUTIONAL POLITICS: ESSAYS ON CONSTITUTIONAL MAKING, MAINTENANCE, AND CHANGE (Sotirios A. Barber and Robert P. George, eds. 2001); Paul Brest, Constitutional Citizenship, 34 CLEV. ST. L. REV. 175 (1986). 2 Under this model of citizenship, the citizen plaintiff is participating in the process of constitutional checks and balances. That participation can be described in terms of “enforcing” constitutional norms or “protesting” the government’s departure from them. The phrase “private attorneys general” is the traditional term used to describe citizen plaintiffs. See, e.g., David Luban, Taking Out the Adversary: The Assault on Progressive Public Interest Lawyers, 91 CAL. L. REV. 209 (2003); Pamela Karlan, Disarming the Private Attorney General, 2003 U. -
Women-American Theatre
Women in American Theatre – Schedule Spring 2012 Dr. Beth Osborne *As always, this schedule is subject to change as needed during the semester.* Readings, Assignments and Facilitation Topics should be prepared For class on the day they are listed. Key to Abbreviations: BB = Blackboard (see the site for link, article, or more information) NAWD = North American Women’s Drama database (through the Strozier database portal) WAT = Women in American Theatre, edited by Helen Krich Chinoy & Linda Walsh Jenkins Plays…[years] = one of the Plays by American Women anthologies – specified by the year Note: When reading from the various Plays anthologies, please read the play introductions too. Recommended Readings: Everyone is always welcome to read more. To do so, move on to start the “Recommended Readings” as available (and hang on to the list of recommendations for the future – I certainly don’t expect anyone to get through all of these this semester!). I’ve put the * next to those recommended readings that would be particularly interesting to read. 1/4: Introductions to the Course Readings: Poof (1993), Lynn Nottage (emailed pdf, NAWD); Feminism is for Everybody, bell hooks (emailed pdf, p1-18); "Art vs. Business," Helen Krich Chinoy (in Women in American Theatre or emailed pdf) Recommended: A Room of One's Own, Virginia Woolf (etext- http://ebooks.adelaide.edu.au/w/woolf/virginia/w91r/); "Report on the Status of Women: A Limited Engagement" (http://www.womenarts.org/advocacy/WomenCountNYSCAReport.htm); "Discrimination and the Female Playwright," -
Chapter 11), Making the Events That Occur Within the Time and Space Of
CHAPTER I INTRODUCTION: IN PRAISE OF BABBITTRY. SORT OF. SPATIAL PRACTICES IN SUBURBIA Kenneth Jackson’s Crabgrass Frontiers, one of the key histories of American suburbia, marshals a fascinating array of evidence from sociology, geography, real estate literature, union membership profiles, the popular press and census information to represent the American suburbs in terms of population density, home-ownership, and residential status. But even as it notes that “nothing over the years has succeeded in gluing this automobile-oriented civilization into any kind of cohesion – save that of individual routine,” Jackson’s comprehensive history under-analyzes one of its four key suburban traits – the journey-to-work.1 It is difficult to account for the paucity of engagements with suburban transportation and everyday experiences like commuting, even in excellent histories like Jackson’s. In 2005, the average American spent slightly more than twenty-five minutes per day commuting, a time investment that, over the course of a year, translates to more time commuting than he or she will likely spend on vacation.2 Highway-dependent suburban sprawl perpetually moves farther across the map in search of cheap available land, often moving away from both traditional central 1 In the introduction, Jackson describes journey-to-work’s place in suburbia with average travel time and distance in opposition to South America (home of siestas) and Europe, asserting that “an easier connection between work and residence is more valued and achieved in other cultures” (10). 2 One 2003 news report calculates the commuting-to-vacation ratio at 5-to-4: “Americans spend more than 100 hours commuting to work each year, according to American Community Survey (ACS) data released today by the U.S. -
ENG 254 Syllabus
English 254: Survey of American Literature Winter 2015 T/Th 2:00-3:50, FAB 171 Prof. Sarah Ensor Neuberger Hall M420 [email protected] / 503-725-3568 (email is best) Office Hours: Tuesdays, 11:00-12:30 and by appointment Winslow Homer, “Waiting for an Answer” (1872), Jean-Michel Basquiat, “untitled” (1984), Margaret Bourke-White, “At the Time of the Louisville Flood” (1937) Course Description: In this course, we will read American Literature from the Civil War to the present with an emphasis on matters of temporality. As we study a young nation trying to make sense of what it means to have a (violent, fraught, and complex) history, we will confront the complicated dialectic between tradition and custom, on the one hand, and ferment and innovation, on the other. The texts we read will engage these dialectics – and their related questions of race, gender, class, and nationalism – both thematically and formally; one of our main concerns will involve how these works play structurally with time in the way they unfold. Some of the questions that will concern us along the way include: How do forms of collective memory (and collective amnesia) help to constitute America – and Americanness – in these years? How do technological developments, the rise of industrialization, and shifting patterns of population affect how Americans experience and understand the passage of time? What does it mean when American writers look backward? And what emotions do they (and we) feel when – at various moments, from various junctures, and in various voices – they look ahead? How is community defined – and performed – by writers of this period? Relatedly, how are questions of national and literary tradition embroiled in questions of identity, (in)equality, and power? Who determines, in other words, which stories matter, and which stories are told? As we discuss such questions, we will also develop and practice the skills necessary for effective literary analysis. -
Christine Frederick, Efficiency, Consumerism, and Women's Sphere. Janice Williams Rutherford Louisiana State University and Agricultural & Mechanical College
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1996 "Only a Girl": Christine Frederick, Efficiency, Consumerism, and Women's Sphere. Janice Williams Rutherford Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Rutherford, Janice Williams, ""Only a Girl": Christine Frederick, Efficiency, Consumerism, and Women's Sphere." (1996). LSU Historical Dissertations and Theses. 6279. https://digitalcommons.lsu.edu/gradschool_disstheses/6279 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 manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, prim bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.