S. B. Saul, Technological Change: the United States and Britain in the 19th Century (London, Methuen, 1970), pp. viii +198: $2.60 paperS. Pollard, The Gold Standard and Employment Policies between the Wars (London, Methuen, 1970), pp. viii + 164: $2.30 pa

1974 ◽  
Vol 14 (1) ◽  
pp. 86-88
Author(s):  
G. F. R. Spenceley
Keyword(s):  
United States ◽  
Technological Change ◽  
19Th Century ◽  
Gold Standard ◽  
The United States ◽  
Employment Policies ◽  
The 19Th Century

The Feminization of Etiquette Literature: Foucault, Mechanisms of Social Change, and the Paradoxes of Empowerment

1996 ◽  
Vol 39 (3) ◽  
pp. 417-434 ◽  
Author(s):  
Jorge Arditi
Keyword(s):  
United States ◽  
Social Change ◽  
19Th Century ◽  
The United States ◽  
The Other ◽  
Women’S Empowerment ◽  
Discursive Space ◽  
History Of ◽  
New Space ◽  
The 19Th Century

This paper explores the opening of a discursive space within the etiquette literature in the United States during the 19th century and how women used this space as a vehicle of empowerment. It identifies two major strategies of empowerment. First, the use or appropriation of existing discourses that can help redefine the “other” within an hegemonic space. Second, and more importantly, the transformation of that space in shifting the lines by which differentiation is produced to begin with. Admittedly, these strategies are neither unique nor the most important in the history of women's empowerment. But this paper argues that the new discourses formulated by women helped forge a new space within which women ceased being the “other,” and helped give body to a concept of womanhood as defined by a group of women, regardless of how idiosyncratic that group might have been.

THE TOWNSEND JOURNAL: ACCOUNTING FOR THE MARITIME TRADE IN 1840s BOSTON BASED ON B. F. FOSTER'S APPROACH

2021 ◽  
Author(s):  
Brandi L Holley ◽  
Dale L. Flesher
Keyword(s):  
United States ◽  
Economic Growth ◽  
19Th Century ◽  
Joint Venture ◽  
Young Men ◽  
The United States ◽  
Maritime Trade ◽  
The 19Th Century

ABSTRACT: The 19th century brought on much economic growth and advancement in accounting in the United States. The teaching of accounting began to veer away from rules and instead sought the logical underpinnings of the system. It was a time when accounting evolved into accountancy through the development of theory, such as the proprietary theory and the theory of two-account series. The Townsend Journal (1840-1841), which chronicles the joint venture between two young men in the Boston maritime trade, is a case study of this progression in commerce and accounting during this pivotal time. B. F. Foster's contemporaneous Boston publications on bookkeeping provide the framework to understand this evolution in accountancy, as well as the recordings in the Townsend Journal. Through the examination of the Townsend Journal alongside B. F. Foster's texts, this paper preserves and illustrates a historical link in the evolution of the field.

2. The rise of black abolitionism and global antislavery struggles

Abolitionism ◽  
2018 ◽  
pp. 29-46
Author(s):  
Richard S. Newman
Keyword(s):  
United States ◽  
19Th Century ◽  
Slave Trade ◽  
The United States ◽  
Black Communities ◽  
Racial Oppression ◽  
French Government ◽  
Slave Rebellion ◽  
Saint Domingue ◽  
The 19Th Century

As a new century loomed, black activists pushed abolition forward across the Atlantic world. The greatest example came in Saint-Domingue, where a slave rebellion in the 1790s compelled the French government to issue a broad emancipation decree. “The rise of black abolitionism and global antislavery struggles” explains how a more assertive brand of abolitionism also developed in the United States, as free black communities rebuked American statesmen for allowing racial oppression to prosper, arguing that slavery and segregation violated the American creed of liberty and justice for all. Several European and American nations banned the slave trade in the early 1800s, but slavery proved to be a resilient institution in the 19th century.

Classical Architecture in Europe and North America since 1700

Classics ◽  
2018 ◽  
Author(s):  
Elizabeth Macaulay-Lewis
Keyword(s):  
United States ◽  
20Th Century ◽  
19Th Century ◽  
18Th Century ◽  
The United States ◽  
Classical Antiquity ◽  
Early 20Th Century ◽  
Classical Architecture ◽  
Greco Roman ◽  
The 19Th Century

Since the Western Roman Empire collapsed, classical, or Greco-Roman, architecture has served as a model to articulate the cultural, artistic, political, and ideological goals of later civilizations, empires, nations, and individuals. The Renaissance marked the first major, widespread re-engagement with classical antiquity in art, literature, and architecture. Debates over classical antiquity and its relation to the modern world continued ever since. One such important debate was that of the quarrel between the Ancients and Moderns, which resulted when Charles Perrault published his Parallèles des anciens et des modernes in 1688. This dispute focused on whether the modern age could surpass antiquity, especially in literature. The Greco-Roman controversy (1750s and 1760s) was another example of Europeans engaging with the classical past; this debate focused on whether Greek or Roman art was of greater historical value; an argument has continued unabated to this day. Figures like Johann Joachim Winckelmann argued (in publications such as Winckelmann 1764, cited under Early Archaeological Publications on Greece and Classical Ruins in the Roman East, on Greek art) for the supremacy of Greek forms, while others like Giovanni Battista Piranesi (whose 1748–1778 views of Rome are reproduced in Ficacci 2011, cited under Early Archaeological Publications on Italy) advocated for Rome’s preeminence. Such debates demonstrate how classical antiquity was an essential part of the intellectual and artistic milieu of 18th-century Europe. This bibliography focuses on the appropriation of classical architecture in the creation of built forms from 1700 to the present in Europe and North America, which is typically called neoclassical or neo-classical, both of which are acceptable. Scholars often define the neoclassical period as lasting from c. 1750 to 1830, when European art and architecture predominantly appropriated classical forms and ideas. The influence of classical architecture continued in popularity throughout the 19th century and early 20th century in the United States. The early 19th century saw the flourishing of the Greek Revival, where Greek forms dominated artistic and architectural production, both in Europe and the United States. The ascendance of Queen Victoria in 1837 marked a shift toward a preference for the Gothic and Medieval forms. Neoclassical forms saw a resurgence in the second half of the 19th century, as Roman architectural forms became increasingly popular as an expression of empire. The term “Neo-classical” was coined as early as January 1872 by Robert Kerr, who used the term positively. It later took on certain negative overtones, when it was used as a derogatory epithet by an unknown writer in the Times of London in 1892. Neoclassical architecture has fared no better with the rise of modernism in the early 20th century onward and since then it has been seen as old-fashioned and derivative. Neoclassical architecture was not a mindless imitation of classical architectural forms and interiors. The interest in classical architecture and the creation of neoclassical architecture was spurred on by important archaeological discoveries in the mid-18th century, which widened the perception of Greek and Roman buildings. The remarkable flexibility of ancient architecture to embody the grandeur of an empire, as well as the principles of a nascent democracy, meant that it had great potential to be interpreted and reinterpreted by countless architects, patrons, empires, and nation states—in different ways and at different times from the 18th to the 20th century. This bibliography is organized thematically (e.g., General Overviews; Companions, Handbooks, and Theoretical Works; Reference Works; Early General Archaeological Publications; The Reception of Pompeii, Herculaneum, and the Bay of Naples; and World’s Fairs and Expositions) and then geographically, creating country- or region-specific bibliographies. While this model of organization has some flaws, it aims to avoid repetition and highlights the interconnected nature and process of the reception of classical architecture in later periods.

Schooling in the United States

2013 ◽  
Author(s):  
Floyd M. Hammack
Keyword(s):  
Higher Education ◽  
United States ◽  
19Th Century ◽  
Rural Areas ◽  
Educational Expectations ◽  
The United States ◽  
Formal Schooling ◽  
Large Expansion ◽  
Adult Status ◽  
The 19Th Century

The rise of schooling, from a peripheral activity of religious groups and some elites to a virtually universal and global experience of nearly all children, has been the object of study for over a century. Socialization, usually accomplished within the family, is how young people were traditionally brought into the skills and knowledge required by adult status. A few were chosen for more specialized and formalized education, among them priests, but “going to school” was a very uncommon human experience until the 19th century in the United States, when the “common school movement” established schools in rural areas and cities. By the second half of the 19th century, mass elementary schooling was in place and the expansion of “comprehensive” secondary education had begun. After World War II, a similar pattern of growth in higher education began to take shape. Increasingly called “postsecondary schooling,” the kinds of organizations offering this level of education were diverse, with a large expansion of public institutions, two- and four-year degree programs, and a robust private sector. As this expansion has taken place, the content of schooling, as well as the forms it has assumed, has grown. The questions scholars have asked about this phenomenon include “why has it taken place?” and “what are its consequences?” This article will focus on the literature documenting the expansion of schooling in the United States, the explanations that have been developed for this expansion, and assessments of its consequences. “Functional” (including human capital) explanations have stressed the technical demands of the labor market as the economy has moved from one based on extraction of resources (like farming) to manufacturing, and on to service activities. This view asserts that formal schooling needed to be expanded to transfer the cognitive skills required to attain independent adult status in the new economy. Alternatively, “conflict” theories see education as a tool used by competing groups to exclude nonmembers from eligibility for positions that provide high rewards. Dominant groups shape educational expectations and content in ways that privilege their own members, thus sustaining their dominance. Finally, “neo-institutional” explanations emphasize how education has become the chief legitimate mechanism for selection of people to adult statuses in society. These perspectives include a vast literature into which this essay will provide entrée. After assaying the theoretical literature, this report will examine the consequences of educational expansion for some specific educational topics, including early childhood education, the “college for all” movement, women in higher education, and the rise of community colleges and for-profit colleges.

US Foreign Policy toward Latin America in the 19th Century

2016 ◽  
Author(s):  
Brian Loveman
Keyword(s):  
United States ◽  
Foreign Policy ◽  
Latin America ◽  
Central America ◽  
19Th Century ◽  
The United States ◽  
Western Hemisphere ◽  
Monroe Doctrine ◽  
American Policy ◽  
The 19Th Century

U.S. foreign policy toward Latin America in the 19th century initially focused on excluding or limiting the military and economic influence of European powers, territorial expansion, and encouraging American commerce. These objectives were expressed in the No Transfer Principle (1811) and the Monroe Doctrine (1823). American policy was unilateralist (not isolationist); it gradually became more aggressive and interventionist as the idea of Manifest Destiny contributed to wars and military conflicts against indigenous peoples, France, Britain, Spain, and Mexico in the Western Hemisphere. Expansionist sentiments and U.S. domestic politics inspired annexationist impulses and filibuster expeditions to Mexico, Cuba, and parts of Central America. Civil war in the United States put a temporary halt to interventionism and imperial dreams in Latin America. From the 1870s until the end of the century, U.S. policy intensified efforts to establish political and military hegemony in the Western Hemisphere, including periodic naval interventions in the Caribbean and Central America, reaching even to Brazil in the 1890s. By the end of the century Secretary of State Richard Olney added the Olney Corollary to the Monroe Doctrine (“Today the United States is practically sovereign on this continent and its fiat is law upon the subjects to which it confines its interposition . . .”), and President Theodore Roosevelt contributed his own corollary in 1904 (“in the Western Hemisphere the adherence of the United States to the Monroe Doctrine may force the United States, however reluctantly, in flagrant cases of wrongdoing or impotence, to exercise an international police power”). American policy toward Latin America, at the turn of the century, explicitly justified unilateral intervention, military occupation, and transformation of sovereign states into political and economic protectorates in order to defend U.S. economic interests and an expanding concept of national security.

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