Showing papers on "Emancipation published in 1968"

An Appeal in Favor of that Class of Americans Called Africans

Abstract: Published in Boston in 1833, Lydia Maria Child's Appeal provided the abolitionist movement with its first full-scale analysis of race and slavery. Indeed, so comprehensive was its scope, surveying the institution from historical, political, economic, legal, racial, and moral perspectives, that no other antislavery writer ever attempted to duplicate Child's achievement. The Appeal not only denounced slavery in the South but condemned racial prejudice in the free North and refuted racist ideology as a whole.Child's treatise anticipated twentieth-century inquiries into the African origins of European and American culture as well as current arguments against school and job discrimination based on race.This new edition--the first oriented toward the classroom--is enhanced by Carolyn L. Karcher's illuminating introduction. Included is a chronology of Child's life and a list of books for further reading.

The Russian landed gentry and the peasant emancipation of 1861

Abstract: Part I. The Landed Gentry, Serfdom and First Steps Towards Emancipation: 1. Introduction: some social and institutional characteristics of the landed gentry before 1861 2. The gentry as serf-owners and first steps toward emancipation 3. The government's first steps and the gentry Part II. The Provincial Gentry Committees, 1858-9: 4. The Tver landed gentry prepare for peasant emancipation 5. The liberal program elsewhere in Russia Part III. The Gentry Versus the Bureaucracy, 1858-61: 6. The government and the gentry, April 1858-November 1859 7. The provincial gentry assembled and the Second Convocation of gentry deputies in Petersburg (December 1859-April 1860) Part IV. The Gentry After Emancipation, 1861-5: 8. Promulgation of emancipation and the Tver gentry in 1861-2 9. The variety of gentry views and the 'Constitutionalist Campaign' of 1861-2 10. Government response to gentry demands and the decline of the gentry opposition movement.

The master of Mary of Burgundy

Abstract: HE great Flemish school of painting came into being by an act of emancipation. So suddenly had an artistic province of France become an independent centre of artistic creation thatin spite of the efforts of several generations of scholars -we still have difficulties in finding the link between the new Flemish school of panel-painting and the Gothic art which preceded it. In the sphere of bookillumination, however, the process of emancipation was not completed until the last quarter of the fifteenth century. Only then was Flemish bookpainting brought into line with its monumental sister art. Simultaneously an entirely indigenous ornament was developed and the last traces of French descent vanished from Flemish decoration. The new Flemish school of miniaturists which

Youth and women's emancipation in the United Arab Republic

Abstract: L IKE many developing societies, the United Arab Republic has inherited a tradition of male domination in society. Reinforcing male domination, the tradition has also emphasized the seclusion of women, restricting her life to the home. The traditional society excluded woman from occupations and from political activity. Within the family, they were subject to the authority of father, husband and brother. Education was not held to be desirable for women since it might make them restless and unruly.1 The onset of modernization brings with it a gradual change in sex r6les, moving away from the patterns of strict seclusion and male domination toward greater freedom for women. In contemporary Arab society the impact of modernization has been far-reaching. Strict seclusion has disappeared; the right to vote has been given to women in a number of Arab countries; women are now permitted to engage in a number of occupations, especially those that do not involve contact with men. Education for women is now widespread, especially at the elementary level. Although these changes constitute a break with tradition, full emancipation for women is still in the distant future. Woman's place, in Arab society, is still the home. Commenting on interviews conducted in 1955 with a sample of educated Arab youth, a psychologist says:

Women in the Middle East And North Africa and Universal Suffrage

Abstract: Emancipation of women and equalization of their political rights have been successful only in part in the coun tries of the Middle East and North Africa. The condition of women depends on the behavior of the man in the family and on the family's geographic location and cultural and economic level. Variations in these factors result in two basic types of differentially structured collectivities. Positive factors are current political regimes abiding by egalitarian and reform principles, cultural progress, women's organizations, and the struggle against illiteracy. Negative factors are customs or tra ditions, obscurantism, and ignorance. Governmental measures taken vary according to whether the states are secular or Moslem and whether Moslem states follow the traditional or reformed version of Islam. Agrarian reform, industrialization, and changes in mores will contribute to the growth of women's equality, socially and economically as well as politically. There is a clear trend toward a universal civilizati...

The Friday Morning Club A Los Angeles Legacy

Abstract: Despite a zealous beginning, two initial attempts to establish women's clubs in Los Angeles were short-lived failures. Both efforts had been spearheaded by Mrs. Caroline Severance, who was born on one side of the continent, January 12, 1820, and who died at ninety-four on its opposite border, November 12, 1914: her life was a witness to American growth and innovation hers was, in effect, a unique era. The intervening years witnessed the great westward migration and the California gold rush, a tragic civil war and emancipation. Rails and an isthmian canal linked east and west, and foreign wars had twice involved the United States. Toward the end of this era progress was being marked by the introduction of gas and electricity, the advent of the telephone and telegraph, and the extension of the voting franchise to women. All this Caroline Severance observed with concern and inter-

Through and beyond the Lines

Abstract: Respecting the merits of this book, a reading of the reviews that have appeared might lead one to say of it what Abraham Lincoln said of emancipation: "The subject is difficult and good men do not agree." It is with considerable reluctance that I join the other blind men to report my opinion of what the "elephant" is like. All agree that it is big, but on practically nothing else. Essentially Mr. Heimert's work seems to me to be a 639-page expansion, with massive footnoting, of some suggestions imaginatively adumbrated in 1961 by Perry Miller in his 3o-page article, "From the Covenant to the Revival." 1 The voice seems to be that ofJacob, but the hand that tapped the typewriter was that of Esau. The work is an epic of the heroic words and deeds of Jonathan Edwards and the "Calvinists," but an epic told in rather heavy prose. Charles Chauncy (one of the author's anti-heroes) is reputed to have wished that someone would translate "Paradise Lost" into prose so he could understand it. When reading this epic I wished at times that someone would translate it into poetry so I could believe it-believe it, that is, in

John Quincy Adams on the war powers of congress

Abstract: John Quincy Adams’ speech of May 25, 1836, contains the first public enunciation of the constitutional justification for the emancipation of slaves in the event of a civil war. Although an opportunity for applying Adams’ doctrine was not immediately available, his speech seems to have been as closely related to Lincoln's Emancipation Proclamation, as his speech of July 4, 1821, was to the Monroe Doctrine.

Educating the Russian Peasantry: The Elementary School Reforms of Count Dmitrii Tolstoi

Abstract: THROUGHOUT the nineteenth century the Russian government brooded over the part it should play in education. On the one hand, no great power could now maintain itself without a literate, well-trained population; on the other, schools provided the intellectual equipment, and sometimes even the stimulus, to criticize the sodal and political structure of Russia. Thus, the more the autocracy encouraged the spread of education essential to the well-being of the state, the more it contributed to the growth of antistate elements. This paper will analyze the efforts of Count Dmitrii Tolstoi, Minister of Education i866-8o, to resolve this problem in the field of elementary education. In his first report to the emperor, Tolstoi admitted: "During all the preceding reigns ... the government-.. gave little thought to teaching the masses." 1 With the liberation of the serfs in i86i, however, the state acquired the responsibility for educating an immense new segment of the population. The Emancipation Act explicitly stated that the peasants had the right to enter their children in "general education institutions." No longer could the Education Ministry ignore primary schools. And, indeed, Tolstoi assured Alexander II: "The distinctive feature of your enlightened reign ... in my department will be the education of the people whom you have emancipated," for the success of both the Russian army and the newly instituted internal reforms such as the zemstvos depended on the rapid growth of elementary education. Like many others, Tolstoi considered Prussia's compulsory education law an important factor in that country's impressive victories over Austria. Elementary schools, he concluded, have become "a major basis of public well-being (blagoustroenie obshchestvennoe)" and a "solid guarantee of the illustrious future of our vast country." 2 When Tolstoi took office in 1866, education in the countryside pre-