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Journal of the Illinois State Historical Society (1998-)最新文献

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Rough Diamond: The Life of Colonel William Stephen Hamilton, Alexander Hamilton's Forgotten Son 粗糙的钻石亚历山大-汉密尔顿被遗忘的儿子威廉-斯蒂芬-汉密尔顿上校的一生
Pub Date : 2024-04-01 DOI: 10.5406/23283335.117.1.12
J. T. Murphy
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引用次数: 0
Inquietus: La Salle in the Illinois Country 宁静伊利诺伊乡村的拉萨尔
Pub Date : 2024-04-01 DOI: 10.5406/23283335.117.1.07
Carl J. Ekberg
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引用次数: 0
Knowing Him by Heart: African Americans on Abraham Lincoln 用心了解他非裔美国人眼中的林肯
Pub Date : 2024-04-01 DOI: 10.5406/23283335.117.1.09
David A. Joens
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引用次数: 0
Interview with Mark DePue 采访马克-德普
Pub Date : 2023-12-01 DOI: 10.5406/23283335.116.4.06
Robert D. Sampson
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引用次数: 0
Fighting to be Illini: Title IX, Women's Basketball, and the Struggle for Gender Equity at the University of Illinois 为成为伊利诺伊而战:《第九章》、女子篮球以及伊利诺伊大学争取性别平等的斗争
Pub Date : 2023-12-01 DOI: 10.5406/23283335.116.4.05
Connor M. Barnes
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引用次数: 0
African Americans, Africans, and Antiracism at Chicago's Columbian Exposition of 1893 1893 年芝加哥哥伦布博览会上的非裔美国人、非洲人和反种族主义
Pub Date : 2023-12-01 DOI: 10.5406/23283335.116.4.04
Jacob S. Dorman
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引用次数: 0
Contributors 贡献者
Pub Date : 2023-10-01 DOI: 10.5406/23283335.116.2.3.02
Other| October 01 2023 Contributors Journal of the Illinois State Historical Society (1998-) (2023) 116 (2-3): 9–10. https://doi.org/10.5406/23283335.116.2.3.02 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Contributors. Journal of the Illinois State Historical Society (1998-) 1 October 2023; 116 (2-3): 9–10. doi: https://doi.org/10.5406/23283335.116.2.3.02 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressJournal of the Illinois State Historical Society (1998-) Search Advanced Search J. Gregory Behle (PhD, University of Southern California) has authored numerous works on the early history of the University of Illinois, including “Educating the Toiling Peoples: Students at the Illinois Industrial University, Spring 1868” in The Land Grant Colleges and the Reshaping of American Higher Education, 1820–1920 and “The Social Origins of Students at The Illinois Industrial University, 1868–1894,” in the History of Higher Education Annual, with William E. Maxwell, and he was a visiting presenter as part of the University of Illinois Sesquicentennial Speaker series in 2017. He is a professor of Christian education at The Master's University.Robert E. Hartley was employed by Lindsay-Schaub Newspapers, Inc. from 1962 to 1979. He is the author and coauthor of ten published books about Illinois politics and history.Clark Kidder, recognized as an authority on America's orphan train movement, has won several awards related to the topic, including the... You do not currently have access to this content.
其他| 2023年10月1日撰稿人伊利诺伊州历史学会学报(1998-)(2023)116(2-3):9-10。https://doi.org/10.5406/23283335.116.2.3.02查看图标查看文章内容图表和表格视频音频补充数据同行评审共享图标共享Facebook Twitter LinkedIn电子邮件工具图标工具权限引用图标引用搜索网站引文贡献者。伊利诺伊州历史学会学报(1998-)2023年10月1日;116(2-3): 9-10。doi: https://doi.org/10.5406/23283335.116.2.3.02下载引文文件:Zotero参考资料管理器EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex工具栏搜索搜索下拉菜单工具栏搜索搜索输入搜索输入自动建议过滤您的搜索所有学术出版集体伊利诺伊大学出版社伊利诺伊州历史学会杂志(1998-)搜索高级搜索J. Gregory Behle(博士,南加州大学)撰写了许多关于伊利诺伊大学早期历史的作品。包括“教育劳苦人民:学生在伊利诺伊工业大学,1868年春天”在土地授予学院和美国高等教育的重塑,1820年至1920年和“学生在伊利诺伊工业大学,1868年至1894年的社会起源,”在高等教育年度的历史,与威廉·e·麦克斯韦尔,他是访问主持人作为伊利诺伊州大学的一部分,在2017年的百周年演讲系列。他是硕士大学的基督教教育教授。Robert E. Hartley从1962年到1979年受雇于Lindsay-Schaub Newspapers, Inc.。他是十本关于伊利诺伊州政治和历史的书籍的作者和合著者。克拉克·基德(Clark Kidder)被公认为研究美国孤儿火车运动的权威,曾多次获得与该主题相关的奖项,包括…您目前没有访问此内容的权限。
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引用次数: 0
Forgetting and the Forgotten: A Thousand Years of Contested Histories in the Heartland 遗忘与被遗忘:中心地带一千年的争议历史
Pub Date : 2023-10-01 DOI: 10.5406/23283335.116.2.3.08
Greg Koos
Michael Batinski has written a double-barreled historiography of Jackson County, Illinois, which pairs an analysis of the traditional male and white-centric narrative with a “from the bottom up” narrative. This makes it a compelling exploration of the problems of local history. Forgetting and the Forgotten presents a historiography of a Jeffersonian tale of progress by white folk who conquered and cultivated the wilderness to create a yeoman farmer democracy. The texts of these tales are mostly found in what Batinski describes as “gilt-covered histories found on parlor tables.” Those accounts are contested by his historiography of inclusion. In these accounts, Batinski voices the forgotten and suppressed stories of the twelfth- to fifteenth-century Mississippian people and the eighteenth- and nineteenth-century Algonquian-speaking people. He writes of those who failed in their settlement efforts and moved on; of those People of Color who drifted into the county as laborers, some of whom were used up; and of those European immigrants who came in to mine coal and build railroads for national corporations. This is not so much a history of Jackson County as it is an examination of the history of Jackson County as a lesson on the uses and abuses of the past.Forgetting and the Forgotten opens with an elegiac retelling of Mississippian cosmology, written from a close reading of stories of origin collected by anthropologists. These are tied to the numerous traces these Mississippians left on the landscape as rock glyphs, earthen monuments, and objects of daily use and ceremony. The visible heritage on the land was turned against the Indigenous peoples whom the white settlers met. Native Americans were accused of being the vicious and debauched people who destroyed the great mound builder civilization. In a transitional chapter, “To Square the Circle,” Batinski shows how understanding of the land was changed from a place of memories that contained ancient stories of origin and place, to the survey grid laid over the Old Northwest by the Ordinance of 1787. The grid was the critical tool of organizing a European system of title, record, and ownership. The implementation of the grid “extinguished” native peoples’ claims.The white settlers recounted their stories of hard work and perseverance. These scripted accounts were based upon widely observed conventions of the meaning of the past and its value. Batinski does a good job of assessing the nature of these nineteenth-century county histories that were commercial enterprises with pro-forma structure and content. These keepers of the past recorded the stories of those who could pay to be included. As a counterpoint, Batinski introduces the stories that were left out, such as the wide resistance in Jackson County to the Civil War. The traditional narratives highlighted General John A. Logan, the Democratic congressman (and former state legislator who had worked to prevent Black migration into Illinois) who bec
正如巴丁斯基所证明的那样,那些参与当地历史的人应该好好阅读并从中学习。他的教训适用于我们整个行业。有伊利诺伊州藏书的图书馆应该把这本书放到书架上。仅杰克逊县非裔美国人的历史就使它成为一个重要的资源。了解伊利诺伊州历史的普通读者会喜欢这本书,因为它的目的清晰,叙事线索精心挑选。
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引用次数: 0
Putting New Wine in Old Wineskins: The Origins of the Founding Curriculum of the University of Illinois 旧皮袋装新酒:伊利诺伊大学创始课程的起源
Pub Date : 2023-10-01 DOI: 10.5406/23283335.116.2.3.05
J. Gregory Behle
THE BIBLICAL CAUTION ABOUT PUTTING NEW WINE in old wineskins aptly illustrates the curricular challenges facing the Illinois Industrial University at its founding.1 New wine—an emerging new emphasis on practical education, agriculture, engineering, and military studies—would likely burst the older wineskin of classical higher education embodied in the liberal arts. Existing curricular structures could not sustain the expanding additions of the practical disciplines.The Morrill Act of 1862 ushered in a new era in American higher education. Through the sale of federal land, states were to use revenues to maintain at least one college “where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, . . . in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life.”2 The land-grant universities created a new paradigm of higher education while preserving traditional elements of the college curriculum. The task was to put the new wine of agriculture, engineering, and military studies into old, venerated wine skins of the classical curriculum without bursting them—a challenge of biblical proportions.3Founded as the Illinois Industrial University, the later named University of Illinois was unique as a land-grant institution. It was to be the flagship public university of Lincoln's home state. Jonathan Baldwin Turner, who has been suggested as the father of the land-grant idea, was an Illinois resident.4 Illinois saw the need to create a new university in keeping with the uniqueness of the land-grant model. While every state accepted the federal offer, the citizens of Illinois were leaders in advocating the land-grant ideal.Illinois took advantage of the Morrill Act by founding the Illinois Industrial University in February 1867. Scheduled to open in March 1868, its founders had thirteen months to establish a course of study that was unique to American higher education.5 Conflicting and vocal interest groups argued their divergent interpretations regarding legislative intent. There was limited precedent in antebellum higher education for the mandated courses. Further complicating the problem was the limited experience of the first university regent, John Milton Gregory, in agricultural, practical, military, and industrial education.6Published three months before opening, an editorial in the Prairie Farmer read: “The most difficult task before the Board was the adoption of courses of study, for, after all, the great question is, what shall be taught in these latter-day institutions? In what respect shall the education here differ from that given to the student in the already established colleges and universities? How shall the children of the industrial classes be educated to best fit them for the duties of a practical, laboring life?”7This
圣经中关于把新酒装在旧皮袋里的告诫恰如其分地说明了伊利诺斯工业大学在建校之初所面临的课程挑战新酒——对实践教育、农业、工程和军事研究的新强调——可能会打破以文科为代表的古典高等教育的旧酒皮。现有的课程结构无法承受不断增加的实用学科。1862年的《莫里尔法案》开启了美国高等教育的新纪元。通过出售联邦土地,各州将使用收入来维持至少一所学院,“其主要目标应是,不排除其他科学和古典研究,包括军事战术,教授与农业和机械艺术相关的学习分支……”为了促进工业阶级在生活中的几个追求和职业中的自由和实践教育。赠地大学在保留大学课程传统元素的同时,创造了一种新的高等教育模式。我们的任务是把农业、工程和军事研究的新酒装入古典课程的古老的、受人尊敬的酒皮中,而不打破它们——这是一个圣经比例的挑战。后来被命名为伊利诺伊大学的伊利诺伊工业大学是一所独特的赠地机构。它将成为林肯家乡州的旗舰公立大学。乔纳森·鲍德温·特纳被认为是赠地之父,他是伊利诺斯州的居民伊利诺伊州认为有必要创建一所新的大学,以保持土地赠款模式的独特性。虽然每个州都接受了联邦政府的提议,但伊利诺伊州的公民是倡导赠地理想的领导者。伊利诺斯州利用了莫里尔法案,于1867年2月建立了伊利诺斯工业大学。它原定于1868年3月开学,其创始人有13个月的时间来建立一门美国高等教育所独有的课程相互冲突和直言不讳的利益集团争论他们对立法意图的不同解释。在南北战争前的高等教育中,强制性课程的先例有限。使问题进一步复杂化的是,第一任大学摄政王约翰·米尔顿·格里高利在农业、实用、军事和工业教育方面的经验有限。6《草原农民》在开刊前三个月发表了一篇社论,其中写道:“董事会面临的最困难的任务是采用学习课程,因为,归根结底,最大的问题是,在这些现代的机构里应该教些什么?”这里的教育与已经建立的学院和大学中给予学生的教育有什么不同?怎样教育工业阶级的孩子,使他们最适合从事实际的劳动生活呢?这篇文章通过考察创建新课程的课程背景,探讨了伊利诺伊大学1868年开学时的创始课程的起源。后来又进行了一些修改,但由于在短短13个月内开门的实际紧迫性,必须尽快采取行动。内战前美国高等教育的历史就是文理学院的历史。从17世纪开始,美国的大学效仿英国的模式——从牛津到剑桥,从清教的哈佛到宗教的山顶学院。古代语言是重点,特别是考虑到宗教训练到19世纪初,古典研究在国家建设时代的效用受到质疑。为了鼓励商业,建立交通基础设施,提高农业生产力,保护国家军事,推进新国家的科学探索,高等教育面临着挑战。有一块大陆要征服,有一个国家要建设,而美国大学的传统课程无法胜任这项任务。与此同时,德国高等教育正在经历一场深刻的变革柏林大学的成立(1810年)使教育从教学转向研究;从服务教会到服务国家;从教导被动的学习者到培养好奇的学生。在对教育、知识和世界观的新强调的推动下,德国高等教育致力于研究和科学,鼓励科学探究和新知识的应用。19世纪的美国教育改革者也提倡课程改革。西点军校在希尔瓦努斯·塞耶的改革下,从根本上改变了大学课程。 将科学研究引入高等教育的早期改革尝试包括伦斯勒理工学院(1824年)、耶鲁大学谢菲尔德科学学院(1847年)和哈佛大学劳伦斯科学学院(1846年)。早期的几次改革产生了中专学校、农民学院、体力劳动学院和商业学院。大多数人没有成功,或者被现有的大学同化。在伊利诺斯工业大学成立之前,伊利诺斯州就有其他的学院和研究机构:富兰克林手工劳动学院、烧草原手工劳动学院和查塔姆手工劳动学校就是例子。认识到对科学和实践研究的新兴需求,公理会特许诺克斯体力劳动学院,而浸信会建立了肖特莱夫学院。这两所教派学院都要求学生从事体力劳动,并主张它们应该在伊利诺斯州接受《莫里尔法案》。传统主义者认为,科学和实践研究在传统的大学课程中有其一席之地,但不应出现在传统的大学课程中。1828年,耶鲁大学的一个教师委员会对古典课程面临的挑战发表了一份答辩。《耶鲁报告》为文科传统道歉这份文件在南北战争前的学术界引起反响,并成为反对变革的传统主义者的战斗口号。伊利诺伊大学在冲突中诞生。从1867年2月成立到1868年3月开放,对《莫里尔法案》的不同看法激发了早期制度的历史。各州的政治领导人、现有的教育机构、农业和工业报纸、协会和运动领袖迅速表达了对《莫里尔法案》意图的看法。14 .伊利诺斯州面临着容纳对立法意图的不同解释的挑战,这些解释经常在伊利诺斯州报刊上表达从对传统课程的有限修改到呼吁建立一个全新的机构,观点不一。决定伊利诺斯州应该建立一所新的大学,而不是修改现有的机构。到1867年3月,新任命的董事会开始确定领导新学院的摄政王。约翰·米尔顿·格里高利之所以被任命,是因为他的教育背景,熟悉密歇根州早期的改革,以及他对新教情感的尊重。在选择格列高利的问题上发生了重大冲突。由于董事会主要由浸信会教徒组成,格雷戈里的选择暗示了宗派主义,州农业领导人强烈反对这一选择格雷戈里曾在卡拉马祖学院担任校长,担任过密歇根州的教育监督,并拥有宗教信仰,这对牧师-校长模式的高等教育很有吸引力。格里高利缺乏的是农业、机械艺术或军事科学方面的背景,而这些都是《莫里尔法案》意图的基础。格里高利是管理一所传统大学的最佳人选。《莫里尔法案》的支持者认为,教育局雇佣了一个在新课程领域没有经验的牧师,破坏了立法意图。1867年5月8日,校董会成立了教员和课程委员会。第二天早上,除了格雷戈里之外,梅森·布雷曼、塞缪尔·斯诺登·海斯、威拉德·c·弗拉格和牛顿·贝特曼也被任命为委员会成员。他们每个人都对伊利诺伊州早期的课程产生了各自的影响。布雷曼也是一名浸信会教徒,他在内战期间有着杰出的军事生涯。他不是来自西点军校的专业干部,这使他成为一个理想的人选,以对抗所谓的学院霸权在内战后时代受到的挑战。对军事教育的民粹主义观点使其被纳入《莫里尔法案》。塞缪尔·斯诺登·海斯是一名自学成才的律师和政治家。1870年的人口普查将海耶斯列为“资本家”,拥有65万美元的房地产和3万美元的个人财产——这两笔钱在当时都是惊人的。牛顿·贝特曼是伊利诺斯州的督学,和格里高利一样,他受过古典和神学方面的训练。格里高利在贝特曼身上找到了志趣相投的人,贝特曼有部长经历,有国家监管权,并欣赏古典传统。委员会中唯一具有广泛农业背景的成员是威拉德·弗拉格。弗拉格是耶鲁大学的毕业生(1854年),他最了解《莫里尔法案》所带来的挑战。他在早期的一篇关于“伊利诺伊工业大学”的文章中提出了知识的一般分类,利用三种分类方案作为新大学课程的可能框架弗拉格的个人文件包括支持他对工业和农业教育模式研究的小册子。这个委员会的统一因素是格里高利本人。 格雷戈里是开放课程的主要设计师,借鉴了他自己的经验和教育。格雷戈里在委员会其他成员的同意下撰写了这份报告,他的混合愿景影响了这所新大学的成立。《莫里尔法》规定了四个主要组成部分的学习——科学研究、古典研究、军事研究和实践研究(农业和机械艺术)。伊利诺斯州将在13个月内开学,委员会必须根据现有的模式来设计课程。格列高利把“工业阶级的博雅和实用教育”这句话解释为一种平衡,而不是将博雅教育屈从于实用学科他将文科传统视为课程基础,并将其与实践研究相结合。伊利诺斯州的农学家和工业家认为,立法的
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引用次数: 0
The Irish in Illinois 伊利诺伊州的爱尔兰人
Pub Date : 2023-10-01 DOI: 10.5406/23283335.116.2.3.11
William P. Shannon
In this robust yet approachable book, the authors explore the impact of the Irish on Illinois history. While the central argument is that the Irish played an important role in the state's history from its founding, this book does much more than that with its topic. It seeks to outline the differences in the Irish experience in Illinois across time, geography, social, and political structures.At its best, The Irish in Illinois punctures stereotypes about Irish life in Illinois. A superficial observer might conclude that the Irish in Illinois primarily impacted political and social life in Chicago by forming interconnected communities based on Roman Catholicism and Democratic Party politics. While this is true to an extent, the authors assert that the Irish impact on Illinois goes beyond these narrow suppositions.Starting with the pre-statehood period, the authors trace the impact of people coming from a variety of Irish backgrounds and for a variety of reasons. Also of note is the corresponding tracing of developments in Ireland that influenced those who left and how they navigated their new world in Illinois. Immigrants who came during the Great Famine of 1845–1852 differed in composition and motivation from those who came both before and after.Related to this is their argument that the Irish served as a model for subsequent immigrants. Specifically, in their path to integration into American society, the Irish opened a path for groups that came later. Future researchers into this issue would do well to consider this process and how it does (or does not) apply to immigrant groups in both urban and rural contexts.The authors also confront the troubled history of the Irish and race relations in Illinois. They rightly point out the role played by Irish Americans in the race massacres in Springfield in 1908, East St. Louis in 1917, and Chicago in 1919. Cast against the background of their proposed dynamic of assimilation, this complicity and direct involvement in racial violence presents a complex pictureThe authors, in arguing about the Irish and politics, suggest that the Irish possessed a preternatural aptitude for succeeding in gaining political power. There might have been more done on this, delving into why this might have been the case. Looking back to Ireland, these immigrants often operated as clients of political patrons who controlled access to the benefits of the political system. At some level, this view of politics transferred to Illinois with these new immigrants. They operated as well as they did in politics because of their experience in Ireland.Using primary and secondary literature, the authors position their work well as an overview and a starting point for further research into the role played by Irish people in Illinois. This well-written and well-organized volume forms a welcome addition to the literature and should serve as the inspiration for more research into the impact of the Irish in the Prairie State.
在这本生动而又平易近人的书中,作者探讨了爱尔兰人对伊利诺伊州历史的影响。虽然本书的中心论点是爱尔兰人在爱尔兰建国以来的历史中发挥了重要作用,但这本书的主题远不止于此。它试图勾勒出伊利诺斯州爱尔兰人经历在时间、地理、社会和政治结构上的差异。《伊利诺伊州的爱尔兰人》打破了人们对伊利诺伊州爱尔兰人生活的刻板印象。肤浅的观察者可能会得出这样的结论:伊利诺斯州的爱尔兰人主要通过在罗马天主教和民主党政治的基础上形成相互联系的社区来影响芝加哥的政治和社会生活。虽然这在一定程度上是正确的,但作者断言,爱尔兰对伊利诺伊州的影响超出了这些狭隘的假设。从建国前的时期开始,作者追溯了来自不同爱尔兰背景的人的影响,原因也各不相同。同样值得注意的是对爱尔兰发展的相应追踪,这些发展影响了那些离开的人,以及他们如何在伊利诺伊州的新世界中航行。在1845-1852年大饥荒期间来到美国的移民,在构成和动机上都与之前和之后来到美国的移民不同。与此相关的是,他们认为爱尔兰人是后来移民的榜样。具体来说,在融入美国社会的道路上,爱尔兰人为后来的群体开辟了一条道路。未来对这一问题的研究人员将很好地考虑这一过程,以及它如何适用于(或不适用于)城市和农村背景下的移民群体。作者还面对了伊利诺伊州爱尔兰人和种族关系的麻烦历史。他们正确地指出了爱尔兰裔美国人在1908年斯普林菲尔德、1917年东圣路易斯和1919年芝加哥的种族大屠杀中所扮演的角色。在他们提出的同化动态的背景下,这种对种族暴力的共谋和直接参与呈现出一幅复杂的画面。作者在争论爱尔兰人和政治时,表明爱尔兰人拥有成功获得政治权力的超自然才能。在这方面可能会有更多的研究,深入研究为什么会这样。回顾爱尔兰,这些移民通常是政治赞助人的客户,他们控制着政治制度的利益。在某种程度上,这种政治观点随着这些新移民转移到了伊利诺伊州。由于他们在爱尔兰的经历,他们在政治上的表现也很好。利用第一手和二手文献,作者将他们的工作定位为进一步研究伊利诺斯州爱尔兰人所扮演的角色的概述和起点。这个写得很好,组织得很好的卷形成了一个受欢迎的文学补充,应该作为更多的研究爱尔兰在草原州的影响的灵感。
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引用次数: 0
期刊
Journal of the Illinois State Historical Society (1998-)
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