Filling in a portion of Lincoln’s political career that few are aware of, this engaging travelogue details Lincoln’s twelve-day trip through Massachusetts as a young, aspiring Illinois politician campaigning for Zachary Taylor, a slaveowner and the Whig candidate for president in 1848. Moving swiftly, William F. Hanna follows Lincoln from town to town, explaining why Lincoln supported a slaveholder and describing one of Lincoln’s earliest attempts to appeal to an audience beyond his home territory.
Hanna provides excellent context on the politics of the era, particularly the question of slavery, both in Massachusetts and nationwide, and he features the people Lincoln met and the cities or towns in which he spoke. Lincoln stumped for Taylor in Worcester, New Bedford, Boston, Lowell, Dorchester, Chelsea, Dedham, Cambridge, and Taunton. He gave twelve speeches in eleven days to audiences who responded with everything from catcalls to laughter to applause. Whatever they thought of Lincoln’s arguments, those who saw him were impressed by his unusual western style and remembered his style more than the substance of his talks.
Meticulously researched, Abraham among the Yankees invites readers to take an East Coast journey with a thirty-nine-year-old Lincoln during election season in 1848 to see how Massachusetts audiences responded to the humorous, informal approach that served Lincoln well during the rest of his political career.
Achieving Against The Odds
edited by Esther Kingston-Mann and Tim Sieber Temple University Press, 2001 Library of Congress LC3727.A34 2001 | Dewey Decimal 378.19829
"High school was like a penance imposed for some unknown sin. Everything I ever learned that was important was learned outside of school. So I never thought to associate schools with learning." (Amy, UMass Boston student)
Today's diverse and financially burdened students enter higher education eager to succeed at institutions originally designed for culturally homogenous and predominantly white middle-class populations. They are expected to learn from faculty trained primarily as researchers. Unsurprisingly, student dropout and faculty burnout rates are high, leading some conservatives to demand that higher education purge itself of "unqualified" students and teachers. But, as Achieving Against the Odds demonstrates, new and better solutions emerge once we assume that both faculty and students still possess a mutual potential for learning when they meet in the college classroom.
This collection -- drawing on the experiences of faculty at the University of Massachusetts-Boston -- documents a complex and challenging process of pedagogical transformation. The contributors come from a wide range of disciplines -- American studies, anthropology, Asian American studies, English, ESL, history, language, political science, psychology, sociology, and theology. Like their students, they bring a variety of backgrounds into the classroom -- as people of color, women, gays, working class people, and "foreigners" of one sort or another. Together they have engaged in an exciting struggle to devise pedagogies which respond to the needs and life experiences of their students and to draw each of them into a dialogue with the content and methodology of their disciplines. Courageously airing their own mistakes and weaknesses alongside their breakthroughs, they illuminate for the reader a process of teaching transformation by which discipline-trained scholars discover how to promote the learning of diverse students.
As one reads their essays, one is struck by how much these faculty have benefited from the insights they have gleaned from colleagues as well as students. Through argument and examples, personal revelation and references as well as students. Through argument and examples, personal revelation and references to authority, they draw the reader into their community. This is a book to inspire and enlighten everyone interested in making higher education more truly democratic, inclusive and intellectually challenging for today's students.
To lend weight to his charge that the public school teacher has been betrayed and gravity to his indictment of the educational establishment for that betrayal, Jurgen Herbst goes back to the beginnings of teacher education in America in the 1830s and traces its evolution up to the 1920s, by which time the essential damage had been done.
Initially, attempts were made to upgrade public school teaching to a genuine profession, but that ideal was gradually abandoned. In its stead, with the advent of newly emerging graduate schools of education in the early decades of the twentieth century, came the so-called professionalization of public education. At the expense of the training of elementary school teachers (mostly women), teacher educators shifted their attention to the turning out of educational "specialists" (mostly men)—administrators, faculty members at normal schools and teachers colleges, adult education teachers, and educational researchers.
Ultimately a history of the neglect of the American public school teacher, And Sadly Teach ends with a plea and a message that ring loud and clear. The plea: that the current reform proposals for American teacher education—the Carnegie and the Holmes reports—be heeded. The message: that the key to successful school reform lies in educating teacher’s true professionals and in acknowledging them as such in their classrooms.
This gripping memoir is both a personal story and a portrait of a distinctive New England place -- Fall River, Massachusetts, once the cotton cloth capital of America. Growing up, Joseph Conforti's world was defined by rolling hills, granite mills, and forests of triple-deckers. Conforti, whose mother was Portuguese and whose father was Italian, recounts how he negotiated those identities in a city where ethnic heritage mattered. Paralleling his own account, Conforti shares the story of his family, three generations of Portuguese and Italians who made their way in this once-mighty textile city.
Anthropology at Harvard
David L. Browman Harvard University Press, 2013 Library of Congress GN43.2.M4B76 2012 | Dewey Decimal 301.07107444
Anthropology at Harvard recounts the rich and complex history of anthropology at America’s oldest university, beginning with the earliest precursors of the discipline within the study of natural history. The story unfolds through fascinating vignettes about the many individuals—famous and obscure alike—who helped shape the discipline at Harvard College and the Peabody Museum. Lively anecdotes provide in-depth portraits of dozens of key individuals, including Louis and Alexander Agassiz, Frederic Ward Putnam, Mary Hemenway, Alice Cunningham Fletcher, Sylvanus Morley, A. V. Kidder, and Antonio Apache. The text also throws new light on longstanding puzzles and debates, such as Franz Boas’s censure by the American Anthropological Association and the involvement of Harvard archaeologists in espionage work for the U.S. government during World War I.
The authors take a “cohort” perspective, looking beyond the big names to the larger network of colleagues that formed the dynamic backdrop to the development of ideas. The significant contributions of amateurs and private funders to the early growth of the field are highlighted, as is the active participation of women and of students and scholars of diverse ethnic backgrounds. A monumental achievement, Anthropology at Harvard makes an important contribution to the history of Americanist anthropology.
The Antinomian controversy—a seventeenth-century theological crisis concerning salvation—was the first great intellectual crisis in the settlement of New England. Transcending the theological questions from which it arose, this symbolic controversy became a conflict between power and freedom of conscience. David D. Hall’s thorough documentary history of this episode sheds important light on religion, society, and gender in early American history. This new edition of the 1968 volume, published now for the first time in paperback, includes an expanding bibliography and a new preface, treating in more detail the prime figures of Anne Hutchinson and her chief clerical supporter, John Cotton. Among the documents gathered here are transcripts of Anne Hutchinson’s trial, several of Cotton’s writings defending the Antinomian position, and John Winthrop’s account of the controversy. Hall’s increased focus on Hutchinson reveals the harshness and excesses with which the New England ministry tried to discredit her and reaffirms her place of prime importance in the history of American women.
Most histories of American architecture after H. H. Richardson have emphasized the work of Louis Sullivan and Frank Lloyd Wright in the Middle West. By examining instead the legacy of three highly successful architects who were in practice simultaneously in New England and Western Pennsylvania from 1886 into the 1920s, Margaret Henderson Floyd underscores the architectural significance of another part of the nation.
Floyd critically' assesses the careers, works, and patronage of Alexander Wadsworth Longfellow, Frank Ellis Alden, and Alfred Branch Harlow. Longfellow and Alden were senior draftsmen in H. H. Richardson's office, and Harlow worked with McKim, Mead & White in New York, Newport, and Boston. After Richardson's death, the three set up their own practice with offices in Boston and Pittsburgh, and these offices eventually became two separate practices. Over the years, their commissions included scores of city and country residences for the elite of both regions as well as major institutional and business buildings such as those at Harvard and Radcliffe, the Cambridge City Hall, and Pittsburgh's Duquesne Club and Carnegie Institute.
Placing these architects in a broader context of American architectural and landscape history, Floyd uncovers a strong cultural affinity between turn-of-the-century Boston and Pittsburgh. She also reveals an unsuspected link between the path of modernism from Richardson to Wright and the evolution of anti-modern imagery manifested in regionalism. Floyd thus combines her analysis of the work of Longfellow, Alden, and Harlow with a critique of mid-twentieth-century historiography to expose connections between New England regionalism, the arts and crafts movement, and such innovators as Frank Lloyd Wright and Buckminster Fuller.
In Archives of Labor Lori Merish establishes working-class women as significant actors within literary culture, dramatically redrawing the map of nineteenth-century US literary and cultural history. Delving into previously unexplored archives of working-class women's literature—from autobiographies, pamphlet novels, and theatrical melodrama to seduction tales and labor periodicals—Merish recovers working-class women's vital presence as writers and readers in the antebellum era. Her reading of texts by a diverse collection of factory workers, seamstresses, domestic workers, and prostitutes boldly challenges the purportedly masculine character of class dissent during this era. Whether addressing portrayals of white New England "factory girls," fictional accounts of African American domestic workers, or the first-person narratives of Mexican women working in the missions of Mexican California, Merish unsettles the traditional association of whiteness with the working class to document forms of cross-racial class identification and solidarity. In so doing, she restores the tradition of working women's class protest and dissent, shows how race and gender are central to class identity, and traces the ways working women understood themselves and were understood as workers and class subjects.