Annotated
Bibliography: WRITING (HER)STORY
An Annotated Bibliography is
a text that includes both citations
of and notes about
sources you’re finding useful to your research. It’s different from a regular
“bibliography” because of the annotations. The purpose of an annotated
bibliography is to help you organize, summarize, analyze, and evaluate current
and past conversations about your focus of study. Be thorough, as you will draw
from the brainstorming you do as you create your annotations to help create your
archival project.
Step 1-Locate Sources:
Your annotated bibliography
should include 4 promising sources.
- At least three of
your sources must be peer-reviewed
academic articles/scholarly books. Feel free to use Edgerton/Barber historical piece and "The Review" as two of your sources (both on Canvas).
- The other source(s) can be additional scholarly books or journal articles, popular books, magazine articles from the time, newspaper articles, trade journal articles, maps, other historical documents, etc.
Step 2- MLA Citation:
- Each source should be cited using MLA Works Cited style, and alphabetized by author’s last name for easy reading.
- Since for some reason you can’t indent on Blogger, put in an extra return/line break after your MLA citation and before your annotation for easy reading on our blog.
Step 3 -Annotations:
Then, write up your annotation. To annotate effectively,
please include the following information:
· Mention what genre
of text it is (scholarly book, peer-reviewed journal article, newspaper
clipping, etc.);
· Summarize, paraphrase, and quote its overall point,
being sure to note page numbers for future reference;
· Explain how you might use this source in your archival
project. What information will be useful and how might you incorporate it into
the piece of (her)story you’re crafting?
· Since for some reason you can’t indent on Blogger, put
in an extra return/line break
between each source for easy reading on our blog.
DUE WED 4/20/16 BY CLASS-TIME.
WORTH 16 POINTS.
Butterfield, Kenyon. "Agricultural Education." The Journal of Education 67.11 (1908): 289. JSTOR. Web. 18 Apr. 2016.
ReplyDeleteIn 1908, the Massachusetts Agricultural College established the Department of Agricultural Education, and debated what role Normal Schools would play in the movement to teach agricultural studies to regular students as a new aspect of the usual curriculum. F.F. Murdock of the North Adams Normal School suggested that agricultural studies be taught to grade school students, but also that agricultural instruction and nature studies be taught to Normal School students.
As class secretary, I would imagine Alice “Al” Teresa Mahanna (the woman I’m studying for this project) to be intrigued by the new addition to the usual curriculum. I envision her being independent and in-touch with nature, someone who likes to spend time outdoors, so I believe she would be excited at the prospect of learning to teach agricultural studies to her students, though I also envision her as someone who had spent substantial time outdoors, with nature, and in a garden.
Edgerton, Susan, and Ellen Barber. "North Adams Normal School." Remembering Massachusetts State Normal Schools (2014): 122-35. Print.
In the 1890’s, North Adams, MA, which, at the time, was just becoming a city, competed to have one of four normal schools being added to the state, and established the new school on June 6, 1894 since its unique location would be the farthest away from any of the other normal schools in Massachusetts, and since the burgeoning city had a new building which would be the perfect location for the school.
North Adams Normal School was solely a school for teacher training in its first decades. Tuition was $30/year, unless one promised to teach in the state of Massachusetts, in which case, tuition was free. The teacher training program first included courses such as pedagogy, psychology, geography, math, music, etc., and gardening was added in 1903. It was considered crucial that the curriculum included academic disciplines as well as practical, real-world skills.
I envision Alice to be a woman who would want to explore and see more of the country outside of the state of Massachusetts, so I think she would have had to pay tuition. She was also from Lenox, and therefore would attend school about an hour away from her home. The instruction of practical skills would also be favored by Alice, who subtly claimed a lack of desire to marry, therefore would need practical skills in abundance to live the independent lifestyle she likely desired.
Jenks, F B. "Practical Agriculture in Rural Schools." The Journal of Education 70.4 (1909): 93-94. JSTOR. Web. 18 Apr. 2016.
ReplyDeleteIn 1909, six schools were established in Massachusetts that would teach agricultural courses, and North Adams Normal School was among schools that already taught gardening as part of the program that educated students pursuing careers in teaching. Jenks argued that “the earlier in life of a child the better, so long as judgment is displayed in the selection of material and in the manner of presenting it,” in regards to agriculture.
Because of this, I imagine that Alice would have already had some agricultural training by the time she arrived at the normal school, and would likely use her leadership skills to help others learn and improve.
Murdock, Frank E. "Local Geography and History." The Journal of Education 61.18 (1905): 488. JSTOR. Web. 18 Apr. 2016.
Frank E. Murdock of the North Adams Normal School stressed the importance of local geography and history. Murdock writes, “…the study of a continent is approached by finding out how people live there, what they do, how they are all clothed, what their manners and customs are, and then what are their specific processes, agricultural, etc., coming to political development last.” He also writes, “’What can we do with things?” That carries us all over the world.”
I envision Alice being a woman with the desire for adventure and travel, and I think this statement regarding geographical and historical pedagogy would play a role in inspiring her to perhaps pursue teaching outside of the state of Massachusetts.
"North Adams State College: A Brief Historical Overview." The Review (1994): 14-21. Print.
Photographs in this brief article regarding a century of North Adams history give readers insight as to what it was like to attend North Adams Normal School in the early 1900’s. Images include a science classroom, and an English classroom containing 24 students pursuing an education in teaching. Other images show Principal Frank Murdock, and the Lady Mohawks basketball team.
The article also gives some insight as to what life at the school was like, including how students’ lives were guided by a bell that moved them between classes, meals, and other routines, and how students resided in Taconic Hall, and could move through campus using a tunnel that connected the dorm building to others on campus.
This article provides insight to the day-to-day life of students at the Normal School, which will help me solidify some accurate details about Alice’s life and experiences.
Great sources, Emily! I love that you found some historical ones!
Delete
ReplyDelete“MAY-POLE DANCE”. “MAY-POLE DANCE”. The Journal of Education 69.13 (1723) (1909): 361–361. Web.
This sources is a short journal article about the may pole. It was written in 1909 published by the “The Journal of Education”. It tells one how to set up a may pole, where to set it up, and what colors to use. There are two colored ribbons pink and blue that go in opposite directions around the pole. Depending on the color of the ribbon is the direction the person goes in. There are two circles around the may pole, an inner circle and an outer circle. I find the idea of a may pole very interesting because the may pole is something we do not participate in any more in American culture. I find this a fun way to entertain children and I would like to think that Rose would be the head of the first and second grade May pole committee and lead the children around the pole. I think the idea of the may pole would be a perfect starter point in my fiction story I would like to write about Rose.
MURDOCK, F. F.. “SCHOOL AND HOME GARDENS: STATE NORMAL SCHOOL, NORTH ADAMS, MASS”. The Journal of Education 85.13 (2123) (1917): 349–356. Web.
This source is a journal article written by the Normal schools principle Frank Murdock in 1915. This article is seven pages long. It describes the normal schools gardens and how a student from the normal school taught a classroom of children how to garden then the aspects of gardening in a classroom setting. Each grade got their own garden for different purposes and was required to fully understand the benefits of gardening. Then in the individual grades the children got to have their own row that they had to take care of on their own. The normal school wanted the smaller children to gain knowledge of how to grow and cultivate a garden and be able to help their families at home. I find that this would be a perfect aspect to my fiction story I would like to write about Rose because I believe that she would be one of the teachers teaching a younger grade about gardening. I would also like to think that she has a natural way with plants and children, so the children like her very much.
WINSHIP, A. E.. “A WIDE-AWAKE NORMAL SCHOOL”. The Journal of Education 71.1 (1761) (1910): 9–10. Web.
This source is another journal article it was written in 1910 by A. E. Winship. The article talks about the gardens at the normal school and how the students from the normal school have to teach the local school children how to garden. There are prizes for the best garden in town. I would be able to create a scene where Rose’s class room wins the prize for the best garden and all the children are happy. I think this would be a fun idea to add to my story and it would really flush out just how much of an influence Rose is on the children.
Children and maypole c1910
This is a photograph from 1910 of children around a maypole. It was taken on the lawn of the normal school for the mayday festival. It’s in black and white. There are young children around the may pole wrapping up the ribbon. There are other children around to watch the festivities. Rose would be head of the may pole committee for the first and the second grade. She would lead the children around the pole then give out prizes. I think this would come in handy at the end of my story.
Good sources! I love that you're focusing in on the Maypole.
DeleteArnold, Rebecca. Fashion: A Very Short Introduction. Oxford: Oxford UP, 2009. Print.
ReplyDeleteLooking at a perspective on what women typically wore in Western culture during the early 1910s, Arnold takes a historical approach to women's clothing. As the woman I am looking at is noted for wearing "hobble skirts," I thought it best to see what both fashion and social expectations brought together. Making specific references to the year 1911 and the new wave of fashion the early 20th century brought, many styles were beginning to look like hobble skirts, tighter and more form fitting whilst breaking away from the uncomfortability of corsets. Inevitably, this was met with some controversy.
"Diplomas Awarded to Prospective Teachers." The North Adams Evening Transcript [North Adams] 25 June 1911: n. pag. Print.
The commencement address given by Rev. Arthur Cleaves investigates and highlights the expectations that many women in the year 1911 would go on to be teachers. Seeing as this is specific to 1911 and, to the day, in terms of "what's happening" in North Adams, this is very fitting. As a project grounded in "journals" by the woman I'm looking at, it might be interesting to set those journals in a time where the future is being determined. The speech notes the relationship of teacher to child, the role a teacher plays, and seeing as expectations centered around this type of woman's role, Leona Hilton might, indeed, become one.
Robison, Clarence Hall. Agricultural Instruction in the Public High Schools of the United States. New York City: Teachers College, Columbia U, 1911. Print.
So, in class we saw a lot of pictures of women working outside, planting. This piece references the supposed benefits of making agriculture a part of core curriculum, making specific examples of North Adams in the year 1911. Since agriculture was a big part of school systems, and this historically looks at it in perspective of MCLA as a normal school in the day, it is fitting.
Good, diverse sources. I like the piece of fashion.
Delete1910-1913, Plate 103. N.d. Metropolitan Museum of Art, New York, N.Y. Digital Collections. Web. .
DeleteEdgerton, Susan, and Ellen Barber. North Adams Normal School. Remembering Massachusetts State Normal Schools (2014): 123-135. Print.
ReplyDelete“Students at the normal school lived with a great deal of structure and were held to particular academic and moral standards. Like K-12 schools today, bells signaled the change of classes, meals, and other daily routines. To be accepted, women had to be at least sixteen years old and men had to be seventeen. All applicants had to demonstrate that they were “free of disease or other infirmity” and to provide “certificates of good moral standing.” Previous academic records and entrance exams had to demonstrate ‘good intellectual capacity.’” (125).
I will be able to use this piece of this book in my project because I plan to focus on the daily school life of the woman I chose, Rose Trainor, and incorporate their daily schedule into diary entries that she write during her senior year at the Normal School. I think that by showing how the schedule of the school is very structured I will be able to create an idea of how her school day went and add events that happen in her school day to write her story with more detail.
North Adams Museum of History and Science. North Adams Historical Society, n.d. Web. 18 April. 2016.
“In 1895 the women's Monday Club met to discuss preserving the site of Fort Massachusetts. On November 23, 1895, the ladies of North Adams published an issue of The Hoosac Valley News that was written and edited entirely by the women of the City. This fundraiser brought in more than $1,000 and enabled the women to purchase the site of Fort Massachusetts. The deed was issued to the Fort Massachusetts Historical Society.”
I will use this information from this North Adam’s historical website for creating a role for Rose in the community. I plan to take the idea how the women had a club that met on Monday and published news as something that was still going on in the year of 1911. I would like to make Rose be a part of this club and how her role in this club affected her years at school.
The Monday Club source is sooo interesting. Way to go, North Adams women!
DeleteNorth Adams State College: A Brief Historical Overview. The Review (1994): 14-21. Print.
ReplyDelete“The arts and culture also bloomed at the normal school: A campus Glee Club was organized in 1898; the school’s theatrical tradition started in 1905 with a drama program and entered a new era with the founding of a dramatic club in 1927. Normal school students and faculty often held plays and pageants, in which pupils at Mark Hopkins School also participated.” (17).
I plan to use the information in this overview as another way of creating activities that Rose does when she is at school. They seem to have many various clubs that the students can be involved in and since she seems to have quite a personality, I would like her to take part in the drama club because I think that this would be an interesting topic for her to write about in her diary and this would also allow me to reveal some of her interactions with other students in the school as well.
Ritter, Kelly. To Know Her Own History. Pittsburgh PA: University of Pittsburgh Press, 2012. ProQuest ebrary. Web. 19 April 2016.
“This near-beatification of the teacher was surely made more possible with candidates of (arguably) pure moral character, who coincidentally were, in the case of all-female southern normal schools, “pure” young women of unmarried status, not in small part due to the so-called marriage bar commonly imposed upon women who sought work as teachers. As Claudia Goldin argues, this marriage bar kept married women from being hired in many school districts (and businesses), and gave cause for those who were allowed to marry while employed to be fired if and when they became pregnant (160). 7 As such, the majority of women who completed normal school training would find themselves actively working only if they remained single, in an idealized state for instructional purposes in which students would be neither distracted nor “confused” by the sexualization of women’s bodies in the form and status of marriage and pregnancy (Goldin 160, 170).” (26-27).
I thought that the information that I found in this book would be a great addition in creating a part of Rose’s life where she speaks of her plans to become a teacher and her views on relationships and marriage. I think because I am planning to do diary entries it would help me to understand the morals that the teachers at normal school are expected to have and how they must live by certain rules to become teachers that have a good standing in the community.
Kelly Ritter is a colleague of mine. Her work is fascinating.
DeleteArchival Project Annotated Bibliography
ReplyDeleteMurdock, F. F. “PURPOSES AND PLANS OF NORMAL TRAINING SCHOOLS.” The Journal of Education 80.3 (1989) (1914): 66–67. Web. 19 Apr 2016.
This text, written by the principal of the Normal School himself, F. F. Murdock, is a scholarly journal article describing the role of Normal Schools. He provides a numbered list of the principles of the Normal School, explaining how each manifests itself in the institution’s practical applications. This source will be incredibly useful to me, because it will give me a general idea of what a Normal School does. (Beyond the fact that they are schools for teachers, I don’t know much about Normal Schools.) Even better, this is an account from the principal of the North Adams Normal School. This will give me some insight into the North Adams Normal School specifically, which is most likely where my project (a fictional piece) will be set.
Waterman, Hannah P. “SOME RESULTS OF INDUSTRIAL TEACHING.” The Journal of Education 70.4 (1739) (1909): 95–96. Web. 19 Apr 2016.
This is another scholarly article, detailing some of the effects of a Normal School education among the children of North Adams in 1909. The article describes how the children were taught to be active and helpful community members through their education with the Normal School. Waterman describes the various tasks the children were asked to complete, and how these tasks provided the children with relevant skills and increased intellectual capabilities. I will find this article useful, because it describes in detail many of the tasks children worked on while at the Normal School, and many of the skills they were taught by Normal School students. In discussing my character’s coursework, Waterman’s descriptions will come in handy.
Campanile, Robert. North Adams. Charleston: Arcadia Pub., 2007. Print.
This book contains a compilation of various postcards that depict North Adams throughout the years. I am referencing this text in order to gain a visual sense of North Adams in the early 1900s. One aspect of my creative writing that I know needs some improvement is visual description. I think that by examining several images of North Adams from the early 20th century closely, I will be able to better craft engaging visual descriptions of the town in my project. While postcards do tend to focus on idealized images, I think this source will be helpful in giving me a basic sense of what North Adams looked like, and this will help me to plan out visual descriptions. (*Note: I’m also looking to reference more local history photographs from the archives for my project, depicting the Normal School specifically, but I have not had the chance to look through these properly as of yet.)
“Explore the School.” North Adams and the Great War: A Snapshot of Life in the Berkshires from 1914 to 1919. WordPress. Web. 19 Apr 2016.
This webpage provides a concise, informative snapshot of the North Adams Normal School. It summarizes the school’s objectives, curriculum, extracurricular activities, and athletics, incorporating photographs from the Freel Library’s collection. This page is helpful to me, because its descriptions of these facets of Normal School life are succinct, easy to understand, and provide immensely useful context. The time period of focus on this website is close enough to 1911 to still be relevant. In writing a piece set at the Normal School, this is the exact sort of information that I will need.
An excellent set of sources, and good brainstorming.
DeleteAnderberg, Jeremy. "Is College For Everyone? An Introduction And Timeline Of College In America | The Art Of Manliness." The Art of Manliness. N.p., 05 Mar. 2014. Web. 19 Apr. 2016.
ReplyDeleteBeing so unaware of what colleges were like back in the 1900’s, this timeline will help me understand the lifestyle these women presumably lived. Specifically in the 1910’s, Anderberg informs us that going to college became more popular and competitive especially when it came to grades. By this I can gather that the women who attended North Adams Normal School might have applied to other schools or fought hard to get into here.
Dyas, Brie. "College Dorm Room In 1910s Included One Very Odd Thing (PHOTO)." The Huffington Post. TheHuffingtonPost.com, 7 Aug. 2013. Web. 19 Apr. 2016.
I wanted to see what college dorm life was like back in the day, and I was pleasantly surprised to find that it was not that different from today. These women made their dorm rooms their own via decorations and school flags much like we do.
"Explore the School." North Adams and the Great War. CenturyAmerica.org|. Web. 19 Apr. 2016.
This page gave me information and images as to what North Adams Normal School and its students looked like around this time period. I learned that the school “also had courses that pertained to daily life including the general running of the home, woodworking, and gardening”. Students participated in Glee Club and there is a picture of the women working in the garden and cleaning. It was also interesting to see what the classrooms and library looked like so I could get a better sense of what being a student in 1911 was really like.
"North Adams State College; A Brief Historical Review." The Review (June 1994): n. pag. Web. 19 Apr. 2016.
Delete“The Review” offers insight to what MCLA was like in the early 1900’s and so forth. Getting to know our school’s history was both fascinating and insightful, especially when it comes to thinking about what the class of 1911 experienced. Their curriculum was interesting, with required courses like english, painting, pedagogy, “household arts’, etc. This article is very informative when it comes to learning about what these women experienced at the same place that I am today, and has helped me think about where the women from my project came from and what her life was like.
Good sources, but be sure that you get one more academic/scholarly source, as per the assignment requirements.
Delete
ReplyDeleteBuckley, Cheryl, and Hilary Fawcett. Fashioning the Feminine: Representation and Women's Fashion from the Fin De Siecle to the Present. London: I.B. Tauris, 2002. Print.
This book goes into detail on women’s fashions at different points in history, including the Edwardian era. While it focuses on the fashion from Britain, the fashions travelled overseas to the United States, copying the styles of the aristocracy, as the interest in the English hierarchy is one that’s been rooted as the royal became publicized (with the appearance of the tabloid in the English Romanticist period). I will find this source helpful, as I was interested in the style of Louise’s clothing and hair as opposed to the styles that seemed to be popularized by her classmates.
Murdock, F. F. "SCHOOL AND HOME GARDENS: STATE NORMAL SCHOOL, NORTH ADAMS, MASS." The Journal of Education 85.13 (2123) (1917): n. pag. JSTOR. Web. 19 Apr. 2016.
This article is from 1917, and therefore 6 years after the entries we’re studying. However, it is written by F.F. Murdock, the principal of the Normal school at the time. Within the article, he outlines the purposes of a gardening education for the children to learn. It lists what exactly the students are instructed in the different types of gardening techniques, by type, and by season. He also goes through what each of the grades does as well, respectively. I will find this resource useful as I will use it to help flesh out what they may have done in their day-to-day curriculum.
Winship, A. E. "A WIDE-AWAKE NORMAL SCHOOL." The Journal of Education 71.1 (1761) (1910): 9-10. JSTOR. Web. 19 Apr. 2016.
This article discusses the normal in North Adams. It was in 1910, is written by the editor of the paper. It talks about the opening of the school, and states that there are 150 students in attendance. This article also discusses, briefly, what each grade takes care of of in terms of the gardening. It also talks about what the City Training School does, in comparison to what The Mill Village School does. I will find this article helpful because it foes into detail about the ways that the two schools differ. It also discusses the ways F. F. Murdock’s work is consistent with the polices and lifestyle of the surrounding communities.
Wingate, Louise. “1911 Yearbook”. The Taconic. Pg 27. Print.
This page details the senior dramatics. The show was Hiwatha. Wingate played ‘The Fever’. I will use this source to look into the play and its context, and learn about the part that Louise played. The play is apparently adapted from a play by Henry Wadsworth Longfellow. Seeing as Louise was described as the least athletic girl in a class of a very athletic girls, this can help me figure certain aspects of her personality.
Good, diverse sources, Danielle.
DeleteWINSHIP, A. E.. “A WIDE-AWAKE NORMAL SCHOOL”. The Journal of Education 71.1 (1761) (1910): 9–10. Web...
ReplyDeleteThis Journal from the 1910’s talks about how the Normal School works with the surrounding population, such as having boys come in to fix the furnace and how the education is making them want to succeed. It was going on about how Principal Murdock wanted to make a strong community. The Normal School would offer prizes for things such as “best home vegetable gardens” as well as flower beds. This could be used to show the community around Gracie Powers, and as she “cheered everyone on” I feel that she would definitely be involved in these events in some aspect.
WATERMAN, HANNAH P.. “SOME RESULTS OF INDUSTRIAL TEACHING”. The Journal of Education70.4 (1739) (1909): 95–96. Web...
Journal from 1909 talks, once again, about how the Normal School would help with the children and community. In this it briefly touched on how the Normal School students would teach children how to cook. This could be used in showing how Gracie is not good at serving perhaps.
Breitborde, Mary-Lou, and Kelly Kolodny. Remembering Massachusetts State Normal Schools: Pioneers in Teacher Education. Westfield, MA: Institute for Massachusetts Studies, (Westfield State U), 2014. Print.Pages 123-126
This text goes on about how the school would be in a routine and change classes due to bells. The students needed to be at least 16 (for women) and 17 (for men). The school was, in the beginning, specifically for teaching with their mission being the changing the pupils point-of-view to that of a teachers. I think just having this information would be good in knowing what Gracie’s life would be like or similar to.
Good sources, but you still need at least one more for your official assignment.
DeleteAndress, J. Mace. "Communications And Discussions: An Investigation Of The Sleep Of Normal School Students." Journal Of Educational Psychology 2.3 (1911): 153-156. PsycARTICLES. Web. 20 Apr. 2016.
ReplyDeleteThis study gathered information on normal school children in Worchester, MA in 1920, in order to see their sleep habits. This could be useful in tracking the habits of my student, and see if she spplies to the norm of what is going on at the time.
MURDOCK, F. F.. “PURPOSES AND PLANS OF NORMAL TRAINING SCHOOLS”. The Journal of Education 80.3 (1989) (1914): 66–67. Web.
This Journal article was written by the President of North Adams Normal School, and exists to define what normal schools are trying to accomplish. It goes into the importance of having a “training school,” where students work hands-on with children, to prepare them to teach. This is another aspect I may like to have my student explore in their life. It can bring in another aspect of their history.
MURDOCK, F. F.. “SCHOOL AND HOME GARDENS: STATE NORMAL SCHOOL, NORTH ADAMS, MASS”. The Journal of Education 85.13 (2123) (1917): 349–356. Web
This Journal article was written by the President of the North Adams Normal school in the 1900s. He explains how the students would have to tend to the gardens to learn “by practical experience” (349). Murdock also listed several reasons why gardening is important to be taught in the school, and what skills the women learned to carry out. I may have gardening be a big part of my student’s life since it was a pert of the student’s lives in history.
Payne, E. George. "Sociological Basis Of The Normal School Curriculum." Journal Of Educational Sociology 1.1 (1927): 1-10. SocINDEX with Full Text. Web. 20 Apr. 2016
This Journal article focuses on the curriculum of normal schools, and flaws it has compared to the 1920s curriculum. It also steps back to see normal school’s as a whole system, which could help me understand more global context as to why my student was at the school. I find it interesting that a criticism of normal schools came out a little over 10 years after the period we are focusing on. My character may find flaws in the educational system in her time, so this source will be a helpful reference.
WINSHIP, A. E.. “A WIDE-AWAKE NORMAL SCHOOL”. The Journal of Education 71.1 (1761) (1910): 9–10. Web.
This Journal article is written about North Adams Normal school. Winship speaks of the school as if he is trying to get people to attend it. He explains what the school can offer students, and also describes a “training school” that is near the normal school. The intent is to attract people into the full North Adams educational system. I may use this article as the reason my student left Holyoke to go to North Adams’ Normal School.
Great sources and good brainstorming.
Delete“Catalogue and Circular For: State Normal School at North Adams.” State Normal School at North Adams. University of Illinois Urbana - Champaign, 27 February 2013. Web. 18 Apr. 2016.
ReplyDeleteThis catalog offers an insight into what exactly was going on at the school in the beginning of the twentieth century. Though during this time, students were only attending for two years at a time in order to get a degree, it is quite possible that not a lot changed in the curriculum in the few years between when this was published and when Rose Trainor, my chosen student, would have attended. I plan to use this text as a sample of course offerings and what was expected of students attending the North Adams Normal School in the early twentieth century. These samples will allow for me to produce a realistic series of events of what Rose may have been doing during her time at the Normal School.
Edgerton, Susan, and Ellen Barber. “North Adams State Normal School.” Remembering Massachusetts State Normal Schools: Pioneers in Teacher Education. Westfield, MA: Institute of Massachusetts Studies, Westfield State University, 2014. 122-35. Print.
This text gives a great overview of what was going on at the North Adams State Normal School during Rose’s time. I plan to use, mostly, the first few pages of this text, as those are the pages that contain the bulk of information about North Adams State Normal School during the time Rose would have been there. Seeing as Rose came all the way from Worcester, MA, I plan to use this text to showcase what exactly made North Adams more appealing to her, given that there were many options that were much closer to her home, including ones in Framingham and Salem, both of which seem to have become two of the other state universities, similar to MCLA. This text gives a little bit of information on the school itself, but also the surrounding area, which is maybe what was so appealing for Rose.
“Women’s Clothing - 1910’s.” Landscape Change Program. University of Vermont, 2011. Web. 18 Apr. 2016.
ReplyDeleteThis website provides both photographs and text descriptions of typical women’s fashion from the early twentieth century. The 1920s is well known in American fashion for being the era of the flapper, but it thus overshadows the previous decade. From her description, Rose seems like she would be very fashion forward and up on the times in regards to all things modern. I plan to use this website as sort of a basis of what Rose may have been wearing during her time at the Normal School. Fashion is a big part of history that is often overlooked, which is why I plan to look at it a bit in this project.
“Worcester (Massachusetts).” Encyclopaedia Britannica. 11th ed. Vol. 28. Web. 19 Apr. 2016
This entry from the Encyclopaedia Britannica details Worcester, Massachusetts; Rose’s home town. This entry details exactly what one would expect to have experience and see if they were living in Worcester at the time. I perhaps will use this entry to detail what Rose may have seen if she was traveling home for a visit or something like that: what she would have seen, where she may have gone if she was visiting friends or family at home. As I have lived in and around Worcester for my entire life, it will be interesting to see what Worcester was like a century ago. As I know all too well, the commute from Worcester to North Adams is a long one, one which would be even longer a century ago. If I use this as an example for Rose heading home or heading back from a weekend at school, it would be interesting to look at travel during the time as well.
Excellent sources; I like that you can emphasize with Rose's commute.
Delete“Boys and Girls' Agricultural clubs in Massachusetts”. “Boys and Girls' Agricultural clubs in Massachusetts”. The Journal of Education 74.2 (1837) (1911): 43–43. Web...
ReplyDeleteThis is short article about the agricultural clubs, which they seem to have all over rural areas in Massachusetts. They had boys and girl’s agricultural clubs and this article talks about the inception of it. They were over a thousand boys and girls that were members, and it started to spread among counties. They were also different exhibits that were held all of over the country. Apparently, it was made as part of the school garden work at the North Adams normal school. It was started by W.R.Hart, a professor at the Massachusetts Agricultural College. I think it’s interesting because it talks about the how the agricultural started and how it was at all of these schools in Massachusetts, including North Adams Normal school.
Edgerton, Susan, and Ellen Barber. "North Adams Normal School." Remembering Massachusetts State Normal Schools (2014): 122-35. Print.
This is cool because it encapsulates the inception of the North Adams Normal School, how the normal schools were ran and what happened there. It was established in the late 1890’s and was mainly focused on teaching its students how to become teachers. If you promised to teach within a Massachusetts public school, the tuition was free. They had various courses that range from pedagogy and geography to paining and music. It started with a two year curriculum and for those who need more preparation then they could stay an additional year. They were also special curriculums for those who wanted to become kindergartner teachers. I’ve very interested in the curriculum because I have a dream of Olive take classes more liberal classes. I think she’d definitely be more interested in English, and painting, and drawing than math science. I can also see her becoming a kindergartner teacher with very artistic aspirations.
MURDOCK, F. F.. “SCHOOL AND HOME GARDENS: STATE NORMAL SCHOOL, NORTH ADAMS, MASS”. The Journal of Education 85.13 (2123) (1917): 349–356. Web...
So this was written by F.F. Murdock who was the principal of the North Adams normal school. This is an awesome source because you get a ton of insight on the time period from a person who lived through it. In this source, he writes a lot about how the gardens were an integrated aspect of school life. I think it’s interesting because I can’t imagine Olive liking a lot of physical activities since she was such an avid reader, but i can imagine her finding solace in gardening because it’s a very quieting and humbling activity.
WELLS, K. G.. (1911). NORMAL SCHOOLS AND COLLEGES. The Journal of Education, 73(22 (1832)), 597–598. Retrieved from http://www.jstor.org/stable/42818412
This is interesting because it talks the efficiency of normal schools during the early 1900’s and it compares them to other colleges at the time. The author of this is in favor of both normal and other schools but he is more in favor of a college education and he claims that in a normal school setting that you only get part of an education and not fully formed one. I don’t know if i completely agree with him, but he makes some good points. I liked his conclusions that it’s up to the individual to decide which education they want to seek, but it’s important to differentiate the differences. I think this sort of important to our understanding of the time period because some of the girls that came to school may not have wanted to be a part of a normal school, but chose to attend because they wanted to be educated individuals. I thought of Olive when i read it and i can imagine her being a teacher, but I also think that she would have sought out all sorts of knowledge because of her thirst for knowledge. I just thought it was an interesting thing to think about it in regards to education and what makes someone an expert in particular fields of study and all that stuff.
Excellent sources, and good critical imagination, particularly with the Wells piece.
DeleteBreitborde, Mary-Lou, Kelly Kolodny, Susan Edgerton, and Ellen Barber. Remembering Massachusetts State Normal Schools: Pioneers in Teacher Education. Westfield, MA: Institute for Massachusetts Studies, (Westfield State U), 2014. Print.
ReplyDeleteThis scholarly book gives a detailed account of the history of normal schools in Massachusetts. In asserting that schooling should not only be available and free for all, it should prepare the future generations with practical skills that benefit American society and culture. Although I haven’t gotten my hands on a hard copy of the book, it will provide extensive detail on the origins of normal schools in the state as well as the results of this educational method.
Campanile, Robert. North Adams. Charleston, SC: Arcadia, 2007.Commonwealth E-Book Collection. Web. 20 Apr. 2016.
This source includes a lot of diverse images of North Adams throughout the 1900s. I will be using Campanile’s images to format my project as postcards Olive will send to her friends and family over the course of her time at North Adams Normal School. Each image will depict something of importance to Olive; for example, the waterfall near the Phoenix Mill her favourite spot to read, and the hot air balloon festivals were the most anticipated event of the spring (there were no page numbers in the e-book). While it doesn’t provide much detail for each of the photographs, it serves as a good visual for how life was during the early 1900s.
Winship, A.E. "A Wide Awake Normal School." The Journal of Education 71.1 (1910): 9-10. JSTOR [JSTOR]. Web. 20 Apr. 2016.
This article was useful in getting details on what the North Adams normal school was like, how it worked, and it’s overall aims for education. In the journal article, which features quotes from F.F. Murdock, Winship details the various schools around the Berkshires that the Normal School interacts with, such as the City Training School, the Mill Village Training School, and their involvement with rural community work. There is a strong emphasis on hands-on learning in the article, and states that “the normal students cannot content themselves with practicing upon the pupils by merely watching and criticizing them, but they must do the real thing” and work alongside the pupils.
Good sources, but be sure to find one more. I'm excited to see how your postcard project works. Perhaps you could look up where your particular woman grew up to get some context for what she might ask about at home as well?
ReplyDeleteEdgerton, Susan, and Ellen Barber. "North Adams Normal School (1894) Massachusetts College of Liberal Arts." Remembering Massachusetts State Normal Schools: Pioneers in Teacher Education. Ed. Mary-Lou Brietborde and Kelly Kolodny. N.p.: n.p., n.d. 122-35. Web. Apr. 2016.
ReplyDeleteThis is a chapter from a larger book about Massachusetts Normal Schools, with this chapter specifically focusing on North Adams. It gives the background of the school: the founding, the building, the buildings, it’s expansion, and its growth all the way into the modern day. It gives examples of Student Success both as a Normal School and as a college. I think I’m probably going to use the first couple pages the most, within the sections of the intro, “Early Campus Life” and “Early Outreach” (123-127). I really want to get a sense of the North Adams Normal School itself, what it prided itself on and how it came into being. Since 1911 is in the first 20-30ish years of the schools being, it is important to get a sense of where the school came from and where it was going to be able to truly understand student life.
Kirk, John R.. “The Twentieth Century Normal School”. The Journal of Education 79.11 (1971) (1914): 297–298. Web…
This article comes from the Journal of Education in the same time period that we are researching. This article details the expectations of a Normal School: what their curriculum should be like, what type of people they should attract, what they should be able to achieve with their students. It heavily expresses that “The Twentieth Century Normal School is continuously changing, expanding, improving,” giving the impression that these schools are negotiable and works in progress (297). It emphasizes the need for a strong community, clubs, and a liberal arts education. All in all, it expresses what the “Twentieth Century Normal School” should strive to achieve. I want to use this to get a broader idea of the expectations of the Normal School, not just what the students are trying to achieve, but the school as well. Though North Adams was at the forefront of Normal Schools, it is still good to know the general requirements of a Normal School.
Whalan, Mark. American Culture in the 1910s. Edinburgh, GB: Edinburgh University Press, 2010. ProQuest ebrary. Web. 20 April 2016.
This book covers American Culture in the 1910s. It talks about the big events of the 1910s (WWI, the first Red Scare, etc.) and the importance of this century in American history, as it is often overlooked in the favor of the more revolutionary 1920s. The book discusses about movies, theatre, art, literature, music, and the general culture of the era and its effect on American Society. I want to use this book to get a true sense of the culture of the time. By learning about what is popular and relevant, I can make Stevie more rounded and realistic, instead of just as girl at a Normal School. There is no way that these girls were unaware of the culture around them, and probably reflected and reflected on the current trends of their nation. The only thing I think this book is really missing is the fashion at the time, but I saw that a lot of other people found some research on that so I will definitely look into some of that.
I’m not sure how to cite this, but I want to use one of the curriculum packets Linda Kaufmann passed around during class. As I am toying between the ideas of a day in the life sort of writing and a diary, it would be extremely beneficial to me to get an idea of the specific classes the girls at the North Adams Normal School took. The descriptions of each class would give me a better basis to write whatever I’m writing and compose a more realistic world and image of Stevie. Also, any raw primary data or information on specifically the North Adams Normal School would help me visual what I am writing and creating.
Edgerton, Susan and Ellen Barber. “North Adams Normal School.” Remembering Massachusetts State Normal Schools (2014): 122-35. Print.
ReplyDeleteThis academic article includes insight towards the background of North Adams’ Normal School. It includes details such as early campus life, new growth, and backgrounds on people who have attended the school. This article allows me to learn about the ideas and notions behind the normal school. “Foundational to the normal school philosophy was the idea that prospective teachers would learn best through practice in a real school that modeled the best and most recent understandings about pedagogy” (124). In other words, the school provided students with a hands on experience learning from actually doing. I could apply the information of what courses students had to take to my final project so gain a further understanding of what the women went through each and every day.
I imagine Elizabeth Eno took her education very seriously. Her biography in the yearbook focused solely on the fact her nose was always stuck in a book. By understanding what she was studying and passionate about, I will understand her; however, I also want to understand the other, less exposed side of her personality. Beyond the books, studying, and reading there was a whole other set of traits there. Perhaps I could look at clubs and day-to-day happenings to infer what she would be interested in.
Murdock, F.F.. “School and Home Gardens: State Normal School, North Adams, Mass”. The Journal of Education 85.13 (2123) (1917): 349-356. Web. 19 April 2016.
This academic article is particularly interesting because it was written by Frank Murdock himself. The article displays the use of gardens at the Normal school as well as the intentions and purposes of such an activity. We are guided from grade-to-grade, telling the importance of gardening and it’s benefits for students. Murdock writes, “Every pupil or group was required to work faithfully throughout the spring term and to take entire charge of the plot when school opens in September” (349).
I like this particular article because I imagine gardens as nurturing. They teach students how to care and provide teachers-in-training with the validation they are creating and passing down knowledge. The imagery is quite beautiful. I’m not sure if I imagine Elizabeth particularly enjoying the garden because all of the information I have about her concludes she loved to read, however I can infer that she loved to work hard and was quite the perfectionist. Perhaps her introverted-personality was put to good use in the garden and provided her with time to relax without knowledge. I imagine her in the garden feeling quite calm, although she could have been skeptical about “hands-on learning” at first.
Ogren, Christine A.. The American State Normal School : “An Instrument of Great Good”. New York, US: Palgrave Macmillan, 2005. ProQuest ebrary. Web. 19 April 2016.
In this book, Christine A. Ogren focuses on the different time periods of Normal Schools and how gender divisions were created amongst the need for female teachers. She writes, “[F]eminization indirectly encouraged the growth of teacher training. Not only would formal training offer another avenue for administrators to direct teachers’ actions, but the supposedly innate female characteristics of gentleness, obedience, and patience also must have made women seem especially moldable and thus open to formal training” (13). Administrators saw women’s “gentleness, obedience, and patience” as an advantage to their ability to teach, so perhaps character traits that typically made women fall behind made them stand out in this case. This book will give me a strong background on the typical American State Normal School and help me understand what might have led Elizabeth Eno to attend the Normal School.
Good find with the Ogren book, Mel. And overall, good sources!
DeleteSkinnell, Ryan. “Institutionalizing Normal: Rethinking Composition’s Precedence in Normal Schools.” Composition Studies 41.1 (2013): 10-26. Academic Search Premier. Web. 19 April 2016.
ReplyDeleteThis article also gives a constructive layout of what the coursework at a typical Normal School was like (all while recognizing curriculums differed from school to school). Skinnell writes, “Normal school’s common objectives of (1) reinforcing basic subjects, (2) training teachers, and (3) remaining distinct from high schools, colleges, and universities determined that rhetorical and writing were secondary, not post-secondary” (20). Skinnell displays a stark difference between Normal schools and current universities and mentions the unintentional “misrepresentation” of Normal school’s portrayal through history.
I enjoyed this article because it provided me with information that proved there is always more than meets the eye. Normal schools were different than current universities, just as the students were different than the portrayals we see through photographs. You can only imagine so much through historical texts before you need to simply imagine. Since women were not equally represented during the early-twentieth century, I have the honor of using my imagination and creative thinking in portraying Elizabeth’s life. This article suggests a more real take on what happened at the school despite what might have been portrayed thus far.
"North Adams State College: A Brief Historical Overview." The Review (1994): 14-21. Print.
I chose this article because it includes plenty of pictures of The Normal School. This kind of research allows a unique insight to actually see what the classrooms looked like. More specifically, there are pictures of the science room and English classroom which will give me a better understanding of where Elizabeth spent most of her time. In research, pictures allow researchers to step into another time. Instead of focusing primarily on words to paint our own pictures, these pictures show how things were. It’s interesting to look at the contrast between now and then, how classrooms have changed although we all walk on the same ground.
Elizabeth was such an academic I’m sure she enjoyed her time in the classroom. In a way, this source makes me feel closer to her but it also reminds me of how different things were in the early-twentieth century. For example, those classrooms would not hold classes like ours. This puts everything into perspective.
As a composition teacher, I'm glad you found the Skinnell piece!
DeleteAnnotated Bibliography for Writing Women Final Project
ReplyDelete1. MCLA website: “Our History” page
- http://www.mcla.edu/About_MCLA/mission/history/index
More info on the history of the college that can tell me different places in history that I may want to research more thoroughly.
2. Commencement Speech / pamphlets – (Not sure how to cite . . .)
While it is hard to read these newspaper clippings, they can help piece together what everyday life was like in North Adams directly at the time of graduation.
3. “ABSTRACT OF REPLIES RECEIVED IN REPLY TO REQUEST FOR REPORTS ON INFLUENZA (LA GRIPPE) [continued]”. “ABSTRACT OF REPLIES RECEIVED IN REPLY TO REQUEST FOR REPORTS ON INFLUENZA (LA GRIPPE) [continued]”. Public Health Reports (1896-1970)16.11 (1901): 495–500. Web.
I found this sample from the Public Health Records interesting because it told of a flu epidemic that struck the country, including a large populations from North Adams, at the turn of the century. Maybe my woman was greatly affected in some way…?
4. “EDUCATIONAL NEWS”. “EDUCATIONAL NEWS”. The Journal of Education 83.8 (2068) (1916): 218–223. Web...
http://libproxy.mcla.edu:2095/stable/pdf/42828830.pdf
These news clippings are from the Journal of Education from February 1916. My goal in collecting some of these clippings is to get an idea of what types of events and happenings were considered “news” in North Adams at the time. These can help piece together what everyday life was like.
5. EDUCATIONAL INTELLIGENCE”. “EDUCATIONAL INTELLIGENCE”. The Journal of Education 67.18 (1678) (1908): 498–503. Web.
http://libproxy.mcla.edu:2095/stable/pdf/42811721.pdf
These news clippings from the Journal of Education from April 1908. My goal in collecting some of these clippings is to get an idea of what types of events and happenings were considered “news” in North Adams at the time. These can help piece together what everyday life was like.
I like that you found a bunch of archival pieces to frame your project--the flu one is particularly interesting to me.
ReplyDeleteBib. Part 1:
ReplyDeleteBland, Sidney R. "New Life in an Old Movement: Alice Paul and the Great Suffrage Parade of 1913 in Washington D.C." Records of the Columbia Historical Society, Washington D.C. 71/72 (1971/72): 657-678. .
This excerpt discusses the rise of Alice Paul as a women’s suffrage leader and her involvement in the Women’s Suffrage Parade of 1913, which is now known as the Women’s Suffrage Procession. It also talks about the parade itself, describing its planning, route, and the scene of the event and aftermath. Since I will be writing from a women’s voice during this time period, I will use this article to form a greater understanding of where exactly the women’s suffrage movement was in the United States during this time period; I will also probably make references to this monumental event in my project
Edgerton, Susan and Ellen Barber. "North Adams Normal School (1894)." Breitborde, Mary-Lou and Kelly Kolodny. Remembering Massachusetts State Normal Schools: Pioneers in Teacher Education. Institute for Massachusetts Studies, 2014, 2014. 123-135.
This segment out of Remembering Massachusetts State Normal Schools chronicles the history of the North Adams Normal School, now MCLA, which was formed in 1894. The excerpt discusses the history in the forming and start of the school, as well as the changes the school under went as the years went by. I will be using this source so I can better understand the functioning of normal schools, especially specific to the North Adams Normal School. Since my selected former student, Olive, had attended the Normal School, it is important to have an understanding of the school’s basic history.
Bib. Part 2:
ReplyDelete"North Adams Normal School: A Brief Historical Overview." The Review June 1994: 14-21.
This article is another that goes through the history of the North Adams Normal School, and its evolvement into North Adams State College (this was written before the school was renamed to MCLA). Compared to the segment out of Remembering Massachusetts State Normal Schools, this article discusses more aspects of student life, as well as includes old pictures of the Normal School in order to give readers a visual of what it looked like. I will be using these two aspects of the article in order to expand my understanding of student life at the Normal School in 1913, making my assignment more realistic to the reader.
The Normalouge 1913. North Adams Normal School, 1913. .
The 1913 yearbook will be used as a primary source in my project, considering I had to pick a student to write about. The information given in this student’s section in the year book will be used to help me characterize her. I will also be using the back sections of the year book to learn more about what campus groups and activities there were in 1913, giving me a better context of the student life my character would have been exposed to.
This is the website for the 1900's era slang. You can put in which dates you want to search within and everything.
ReplyDeletehttp://www.alphadictionary.com/slang/?term=&beginEra=1900&endEra=1920&clean=false&submitsend=Search
https://www.youtube.com/watch?v=eA-QL9s8Bcw
ReplyDeleteIn case you need a smile and a distraction because I haven't gotten my annotated bib up yet
1- Edgerton, Susan, and Ellen Barber. "North Adams Normal School." Remembering Massachusetts State Normal Schools (2014): 122-35. Print.
ReplyDeleteThis is a peer reviewed journal. In the journal is describe what the Normal school was about and how they were building up different normal schools around the state. It also discussed some of the courses that were taught at the school. I believe I could use this piece to help create a better identity of my character. Although she was timid she found an interest in completing the courses for the normal school.
2- North Adams State College: A Brief Historical Overview. The Review (1994): 14-21. Print.
It talks about what goes on inside the normal school and how life is at the school. For example, the school had different clubs and events that were going on. For my character, Mary Ellen Burke, she loved the gym so I can incorporate her love for the gym and try to draw more of her through those lenses.
3- North Adams Museum of History and Science. North Adams Historical Society, n.d. Web. 18 April. 2016.
This article is about the events leading up to the women trying to preserve Fort Mass. Acknowledging the fact that my character is from Adams, Ma I can use this as away to show who she was and how she was perceived in the community but also what other things did she do for the community.
4- University of Georgia. Farm Life Conditions in the South. Chapter IX. Athens: n.p., 1912. Print
This is a journal from another normal school in Georgia. I was thinking of using this to go more in depth on what the school was about and why it was a success for women during that time period.
Breitborde, Mary-Lou, and Kelly Kolodny. Remembering Massachusetts State Normal Schools: Pioneers in Teacher Education. Westfield, MA: Institute for Massachusetts Studies, (Westfield State U), 2014. Print.
ReplyDeleteThis scholarly article reflects on and teaches and informs about the way the Normal School was operated, what life was like for the women who went there and from this information, one can piece together what their day might have looked like. The “Early Campus Life” and “Early Outreach” sections are the sections which I find most helpful, as they contain information vital to creating a realistic world from this environment such as the focus of studies, some courses the girls might have taken, how long they may have been enrolled and the different schools affiliated with the Normal School. This journal will contain an account of Kate’s experiences, and the most important experience is her experience as a student at the Normal School. All of her other experiences as a woman will be brought into dialogue with this.
Kimmel, Michael S. "Men's Responses to Feminism at the Turn of the Century." Gender and Society 1.3 (1987): 261-83. JSTOR. Web. 18 Apr. 2016.
This is an academic journal entry which looks at three types of male viewpoints regarding the rise of feminism in the late nineteenth and early twentieth century, the anti-feminist response, the masculinist response, and finally, the small camp of men who supported suffrage and sexual autonomy for both men and women. In understanding Kate’s position as a sexually autonomous woman in the 1910s, it is crucial that the kind of men she would have run into—in such encounters and platonically—are considered, as it was still the dominant viewpoint that men were superior to woman. In order to base male characters in fact, this reading is essential.
Kitch, Carlyn. "Destructive Women and Little Men: Masculinity, the New Woman, and Power in 1910s Popular Media." Northwestern University1.1 (1999): n. pag. Web. 18 Apr. 2016.
This academic journal article highlights the ways that media contributed to and shaped the new burgeoning image of an independent, strong, even “masculine” woman in the 1910s, a woman who practiced her rights to do what she chose with her body, an image which Kate, no doubt, was channeling. Some of this culture may have influenced her and her friends to be the independent women we believe they were, and so this information would be integrated nicely in their letters to one another.
Murdock, Frank E. "LOCAL GEOGRAPHY AND HISTORY." The Journal of Education 61.18 (1528) (1905): 488. JSTOR. Web. 18 Apr. 2016.
This is a very old academic article, one written by Frank Murdock himself, which is why it interested me. It is a very brief entry on the study of geography, but I find it relevant because it is a primary source recorded by one of the legends of the time, a man who we know was there. I want to incorporate this somehow, whether Kate mentions that he’s given a talk about it or she mentions what he says about geography or perhaps she takes a class on it, because I find it fascinating that I found this little clipping he wrote.
Whalan, Mark. American Culture in the 1910s. Edinburgh: Edinburgh UP, 2010. Print.
This book is a study of the popular culture of the time, film, art, theatre, fiction, music. What she would have been familiar with at the time. As a young woman who loves to have fun, Kate would have enjoyed these things, maybe even indulged in some of them with her apparently several dates. I’d like to show her knowledge of pop culture to depict her as someone who’s aware of the times, and incorporate her going on a date in a realistic courting setting (mind you, what the endgame would be.)