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Theater history test 19th century theater
Essay on theatre in the 1920s
Essay on theatre in the 1920s
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Recommended: Theater history test 19th century theater
Cenie Myrtle Seyster Straw
“Class baby” of 1894
"It takes a village to raise a child."
African Proverb
. . . but in 1894, it took the women of Eureka College's graduating class to name a child.
We have all heard the expression "Eureka College is like a family," but today's story is one that puts a different spin on this concept. In addition, it challenges us all to recognize the multiple levels of relationship that connect us all as an extended college family.
Eureka alumnus David Franklin Seyster (Class of 1894) married Emma Wolf in 1885, several years before coming to Eureka College to pursue his studies in hopes of becoming a minister. David’s fellow students accepted Emma as one of their own, and the bonds of sisterhood were extended to her by the women of the Class of 1894: Cenie Allison, Myrtle Lee, Mabel Claire Maxwell, Olive M. Reynolds, and Maude Wodetsky.
As the members of the Class of 1894 approached the date of graduation, so too did Emma approach the birth of her second child. By mutual agreement, the members of the Class of 1894 decided that Emma’s child would be named in honor of the class. When a girl was born, five names were placed into a hat—Cenie, Myrtle, Mabel, Olive, and Maude—and two of these were randomly selected to create the baby’s name. It was in this fashion that Cenie Myrtle Seyster came to be known.
This story is a classic example of the social sensibilities and personal affections of the late-Victorian era. The member of the Class of 1894 formed a unique community—a commonwealth of learners—that remained intact throughout their individual lives beyond Eureka College. Besides the group effort that was taken to name the "class child" in 1894, these students also made a pledge ...
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...ctive in theater in high school.) A few years later she married and became Cenie S. Straw.
Cenie Straw was a next-door neighbor of the Reagans when they lived in Dixon and she became a close personal friend of Nelle Wilson Reagan. Both women shared an interest in theater and attended the same church in Dixon.
Cenie's son Robert Straw attended Eureka College in 1938 and her niece, Ruth E. Straw, graduated from Eureka College (Class of 1945).
Cenie S. Straw was still alive in March 1970 when she had a letter to the editor published in World Call, the international publication of the Christian Church (Disciples of Christ).
It is quite possible that Ronald Reagan learned of Eureka College from his early years in Dixon. This may change the story that he only learned of the school when his girlfriend decided to attend Eureka College in 1928.
Born on December 25, 1921, Clara grew up in a family of four children, all at least 11 years older than her (Pryor, 3). Clara’s childhood was more of one that had several babysitters than siblings, each taking part of her education. Clara excelled at the academic part of life, but was very timid among strangers. School was not a particularly happy point in her life, being unable to fit in with her rambunctious classmates after having such a quiet childhood. The idea of being a burden to the family was in Clara’s head and felt that the way to win the affection of her family was to do extremely well in her classes to find the love that she felt was needed to be earned. She was extremely proud of the positive attention that her achievement of an academic scholarship (Pryor, 12). This praise for her accomplishment in the field of academics enriched her “taste for masculine accomplishments”. Her mother however, began to take notice of this and began to teach her to “be more feminine” by cooking dinners and building fires (Pryor, 15). The 1830’s was a time when the women of the United States really began to take a stand for the rights that they deserved (Duiker, 552). Growing up in the mist of this most likely helped Barton become the woman she turned out to be.
Clarissa Harlowe Barton, born on December 25, 1821, in North Oxford, Massachusetts. Carissa (Clara) was born the youngest of five children to Sarah and Steven Barton. Clara received all of her schooling and life training from her parents, brothers and sisters. Her father who was a once a captain in a war, taught Clara all he knew about the battlefield. Her mother taught her to sew and cook. Her two older sisters Sally and Dorothy taught her to read before she was four years old. Her brother Stephen taught her arithmetic and David her eldest brother taught her everything else; for instance, how to ride anything on anything with four legs, how to shoot a revolver, how to balance and how to take care of and nurse animals. (OTQEF, 1999, p.1) When Clara was 11 years old her favorite brother David, fell from the roof of the barn while trying to fix it, he was seriously injured and was not expected to live. Clara offered to help him and stayed by his side for three years. Her brother recovered thanks to Clara’s help. These learning experiences gave Clara the drive and determination to achieve anything she set out...
Martha Euphemia Lofton Haynes was the first African American women to earn a PH.D in mathematics. She was the first and only child of William S. Lofton, a dentist and financier, and Lavinia Day Lofton. Euphemia Lofton Haynes was born Martha Euphemia Lofton on September 11, 1890 in Washington D.C. In 1917 she married her childhood sweetheart Dr.Harold Appo Haynes. They knew each other very well, as they grew up in the same neighborhood when they were teenagers. They both attended, and graduated from M St. High school. Her husband graduated from M St high school in 1906, a year earlier than she did. During their marriage they were highly focused on their careers, and didn’t have any children.
involved in theater Wyatt was drawn to the irresistible call of the stage causing her to end her short term at Barnard College in order to hone her acting skills at Berkshire
“School can be a tremendously disorienting place… You’ll also be thrown in with all kind of kids from all kind of backgrounds, and that can be unsettling… You’ll see a handful of students far excel you in courses that sound exotic and that are only in the curriculum of the elite: French, physics, trigonometry. And all this is happening while you’re trying to shape an identity; your body is changing, and your emotions are running wild.” (Rose 28)
The continuation of romantic friendships at all women’s colleges is greatly attributed to the freedom of choice, as described by psychologist Carla Golden. This is in contrast to Helen Horowitz’s account of a linked erotic element to all women’s college traditions. With evidence such as the photos found in the Sweet Briar Archives and the personal testimony of Dr. Sally Miller Gearhart, the dynamic of the public vs. private pedestal must be considered when applying McCandless’ pedestal theory to the social like at Sweet Briar College. Faculty and students alike continued in romantic friendships well beyond Wilks’ findings at Barnard College, though they were not publicly discussed. This is greatly attributed to Sweet Briar’s ability to distinguish what is deemed “private” and what is “public.” Sweet Briar College, though never publicly addressing the issue, provided a safe environment for women to continue exploring their sexuality. Therefore, this evidence supports an extension to McCandless’ original pedestal timeline of 1920 -1940. There is no evidence that the administration ever rebuked this type of behavior, but rather warned their students of the dangers they could face beyond the gates of Sweet Briar. The evidence shows just a few degrees of separation between the relationships and romantic
While Rimer directly interviews the students and faculty of Smith College’s Ada Comstock Scholars Program for her primary research source, this particular college is not the main focus of the essay. Women’s colleges Mount Holyoke and Bryn Mawr are also mentioned in the essay (para.27). Rimer’s interview with a historian who has studied women in higher education, speaks to women’s colleges in general. The historian goes on to explain that going back to college is transforming for older women who have been shaped by gender specific expectations (para.9). Women’s colleges o...
At the age of 17 Clara Barton began teaching and was a teacher for many years in Canada and West Georgia before furthering her education by pursuing writing and language studies at the Clinton Liberal Institute in New York and opening up her own free school in New Jersey, the first free school to be opened in the state.
The 86 year-old Renaissance woman, had one son, Guy Johnson, and lived in North Carolina in an 18-room house and taught American studies at Wake Forest University.
As students sit in class and look up at their female professors they do not think of all of the women who sacrificed themselves for the opportunity for other women to be seen as societal equals. Each of us should place ourselves in the birthplace of the women’s movement that Constance Backhouse depicted in her book Petticoats and Prejudice. After reading this book all man ought to be ashamed of being part of the heritage that contributed to the hardships that were forced upon women of the 19th century. The misfortunes that Zoé Mignault, Amelia Hogle, Mary Hunt, Ellen Rogers, Emily Howard Stowe, Euphemia Rabbitt, and Clara Brett had throughout their lives are something that nobody would want to experience themselves.
How imperative is it that one pursues a traditional college experience? Although it might appear that Charles Murray and Liz Addison are in agreement that the traditional college experience is not necessary for everyone, Addison provides a more convincing argument that higher education is necessary in some form. This is seen through Addison’s arguments that college is essential to growing up, that education is proportional to the life one lives, and that community college reinvents the traditional college experience. Not only does Addison have her own opinions about college, but Murray does as well.
From the outset of the story there is an overwhelming sense of hope that has enveloped the entire community and school with the upcoming graduation. The communitie's involvement strengthens the authors excitement in her rite of passage. Everyone is preparing for the ceremony and seeking to see how it will affect the lives of those involved. "Only a small percentage would be continuing on to college" (835) and others were just excited for the "glorious release" (834) from school. She felt like she was on top of the world, after all, "the graduating classes themselves were the nobility" (834). It is obvious how much pride she takes in her community by the way she describes her class as "an extended family." (834). The author's school was not the most impressive school compared to the white schools in the area but that could not damper the spirit that was filling the air. Parents who were buying or making new outfits for their graduates made everyone including the author the center of attention. Her "momma launched out on [hers]," (835) and she was swollen with pride that she was going to be a walking mod...
She attended Syracuse University, which she earned a scholarship to, and won the college short story contest. She graduated as valedictorian in 1960 with a degree in English. Oates then started teaching at the University of Detroit in 1961, and then after a couple of
We are introduced to Alma Niles, a girl who is well-liked among her peers. She was the one who triggered this exciting revolution. Joined by many other girls such as Minnie Halliday and Doris Pomeroy. These girls rose against tradition and decided to defy the rule: That getting water for the class was a boy's job. To go out every Friday, fill the bucket up with water, and bring it back to class. This showed that you were strong, that you were one of the big guys. Plus, along the way, you got to have some fun missing half an hour of class.
In Life of Frances Power Cobbe As Told by Herself, Frances Power Cobbe retold her experience at a fashionable English boarding school. Other female students and she gained an education at this institution where they were taught general education courses, foreign languages, and even to play musical instruments. This autobiographical work was monumental in female advancement during the Victorian era. From male perspectives women were only needed to take care of a household and were certainly not intended to intellectually progress on the ...