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    <title><![CDATA[Children and Youth in History]]></title>
    <link>http://cyh.rrchnm.org/items/browse/2?tag=North+America&amp;output=rss2</link>
    <description><![CDATA[]]></description>
    <pubDate>Wed, 11 Aug 2021 03:23:02 +0000</pubDate>
    <managingEditor>chnm@gmu.edu (Children and Youth in History)</managingEditor>
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      <title><![CDATA["Alice in Wonderland" [Movie]]]></title>
      <link>https://cyh.rrchnm.org/items/show/420</link>
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    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">&quot;Alice in Wonderland&quot; [Movie]</div>
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                                    <div class="element-text"><p>The silent 1903 British production, <em>Alice in Wonderland</em>, is the first film adaptation of <em>Alice's Adventures in Wonderland</em> (1865) written by Charles Lutwidge Dodgson under the pseudonym Lewis Carroll. Percy Stow and Cecil Hepworth directed this pioneering film version based on Sir John Tenniel's original illustrations.</p> 

<p>Film archivists at the British Film Institute National Archive used color film tinting to restore the only extant copy of the film (badly damaged by the natural decline of nitrate) that dated to the dawn of the movie industry. The original 12-minute movie (8 minutes of which have survived) was the longest film ever produced in England by 1903. Cecil M. Hepworth cast himself as the Frog Footman and his wife as the White Rabbit and the Red Queen. A family pet starred as The Cheshire cat. The playing cards in the Queen's Procession include a cast of child actors. May Clark (a film cutter and production secretary for Hepworth Film Studios) starred as Alice; the film was shot at Walton-on-Thames, Surrey, England, UK.</p>

<p>It is commonly assumed that Charles Lutwidge Dodgson based the character of Alice on 10-year-old, Alice Pleasance Liddell (1852 – 1934), the little girl who inspired <em>Alice's Adventures Under Ground</em>, and whom Dodgson liked to photograph in occasionally suggestive poses. For a time, Dodgson was close friends with Alice and her young siblings; he also had friendships with other girls many of whom he also photographed, some in the nude and semi-nude. Although 20th century biographers alleged that Dodgson was obsessed with little girls, recent scholarship suggests that Dodgson's photographs were more typical of the "Victorian child cult" aesthetic that represented child-nudity as an expression of innocence. (The phenomenon of "girl worship" also appeared in the literary works of other canonical male authors such as Wordsworth, Dickens, and Ruskin, who idealized and idolized little girls.)</p>  

<p>Along with other authors from the Golden Age of children's literature, however, Dodgson represented children as constrained by culture but not victimized by it. In the book as in the film, Alice is independent, intelligent, and curious.</p>  

<p>In what ways was the representation of Alice—not as a fragile flower but as competent and self-reliant—consistent with changing ideals of middle-class girlhood and in which ways did it depart from them? Researchers might consider comparing Alice's original depiction with her portrayal in the film that was produced nearly 40 years after the book's publication. What accounts for the changes? Consider the influence of late Victorian and early Edwardian notions of girlhood on the filmmakers by examining the recently established girls' high schools that fostered an academic and sporting ethos. What meanings might the film have had to school-aged English girls at the turn of the century?</p>
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        <h3>Source</h3>
                                    <div class="element-text">Hepworth, Cecil and Percy Stow. <em>Alice in Wonderland</em>. American Mutoscope and Biograph Company
Edison Manufacturing Company
Kleine Optical Company, 1903. Annotated by Miriam Forman-Brunell and Carol Dyhouse.</div>
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                    <div class="element-text-empty">[no text]</div>
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        </div><!-- end element-set --><div class="item-file video-mp4"><video width="320" height="240" controls >
                    <source src="https://cyh.rrchnm.org/archive/files/alice_in_wonderland_1903_93072e28a2.mp4" type="video/mp4" />
                    <source src="https://cyh.rrchnm.org/archive/files/alice_in_wonderland_1903_93072e28a2.mp4" type="video/ogg" />
                 </video></div>]]></description>
      <pubDate>Tue, 30 Mar 2010 00:37:44 +0000</pubDate>
      <enclosure url="https://cyh.rrchnm.org/files/download/451/fullsize" type="video/mp4" length="32495169"/>
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    <item>
      <title><![CDATA[Piegan Play Tipi [Photograph]]]></title>
      <link>https://cyh.rrchnm.org/items/show/406</link>
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    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">Piegan Play Tipi [Photograph]</div>
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                                    <div class="element-text"><p>The photograph, dated 1928, from the well-known ethnographic collection <em>The North American Indian</em> by Edward Edward S. Curtis, is a portrait of a young Piegan girl standing in front of a painted tipi, or conical tent. The label on the photograph by Curtis indicates that it is a play tipi, meaning a child-sized version of the tents used for families among this Native American group. The tipi, or lodge, is like the larger versions in every way, and is elaborately decorated, giving some indication of the importance given to the girl’s realistic play and replication of adult activity. The Piegan Indians are also known as the Pikuni branch of the Blackfoot Indians, the southernmost tribe belonging to the Blackfoot Confederacy. Their range was the Rocky Mountains area on the southern bank of the Marias River in today’s Montana.</p> </div>
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        <h3>Source</h3>
                                    <div class="element-text">Edward S. Curtis, <em>The North American Indian</em>, volume 18 (Seattle:  E. S. Curtis, 1907-1930), Charles Deering McCormick Library of Special Collections, Northwestern University Library, <a class="external" href="http://memory.loc.gov/award/iencurt/ct18/ct18046v.jpg">http://memory.loc.gov/award/iencurt/ct18/ct18046v.jpg</a> (<a class="external" href="http://memory.loc.gov/award/iencurt/ct18/ct18toc.html">http://memory.loc.gov/award/iencurt/ct18/ct18toc.html</a>) (accessed December 28, 2009). Annotated by Susan Douglass and John Buescher. </div>
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        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/522/fullsize"><img src="/files/display/522/square_thumbnail" class="thumb" alt="Piegan Play Tipi [Photograph]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Mon, 01 Feb 2010 04:28:08 +0000</pubDate>
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    <item>
      <title><![CDATA[A Narrative of the Life of Mrs. Mary Jemison [Literary Excerpt]]]></title>
      <link>https://cyh.rrchnm.org/items/show/400</link>
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    <h2>Dublin Core</h2>
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        <h3>Title</h3>
                                    <div class="element-text"><em>A Narrative of the Life of Mrs. Mary Jemison</em> [Literary Excerpt]</div>
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                                    <div class="element-text"><p>In 1753, 15 year old Mary Jemison was captured by Indians along the Pennsylvania frontier during the Seven Years' War between the French, English, and Indian peoples of North America. She was adopted and incorporated into the Senecas, a familiar practice among Iroquois and other Indian peoples seeking to replace a lost sibling or spouse. Mary married and raised a family in the decades before and after the American Revolution; many captives, once adopted and integrated into an Indian community, refused the opportunity to return home, finding life in Indian society more rewarding. In 1823 Mary Jemison related her life story to James Seaver, a doctor who lived near her home in western New York. Seaver's story of "the white woman of the Genessee," as she became known, sold over 100,000 copies in 1824.</p></div>
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                                    <div class="element-text">James E. Seaver, <em>A Narrative of the Life of Mrs. Mary Jemison</em> (Canadaigua, N.Y.: J.D. Bemis, 1824), 43–51.</div>
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                                    <div class="element-text"><p>Having made fast to the shore, the squaws left me in the canoe while they went to their wigwam or house in the town, and returned with a suit of Indian clothing, all new, and very clean and nice. My clothes, though whole and good when I was taken, were now torn in pieces, so that I was almost naked. They first undressed me and threw my rags into the river; then washed me clean and dressed me in the new suit they had just brought, in complete Indian style; and then led me home and seated me in the center of their wigwam.</p>

<p>I had been in that situation hut a few minutes, before all the squaws in the town came in to see me. I was soon surrounded by them, and they immediately set up a most dismal howling, crying bitterly, and wringing their hands in all the agonies of grief for a deceased relative.</p>

<p>Their tears flowed freely, and they exhibited all the signs of real mourning. At the commencement of this scene, one of their number began, in a voice somewhat between speaking and singing, to recite some words to the following purport, and continued the recitation till the ceremony was ended; the company at the same time varying the appearance of their countenances, gestures and tune of voice, so as to correspond with the sentiments expressed by their leader:</p>

<p>"Oh our brother! Alas! He is dead—he has gone; he will never return! Friendless he died on the field of the slain, where his bones are yet lying un-buried! Oh, who will not mourn his sad fate? No tears dropped around him; oh, no! No tears of his sisters were there! He fell in his prune, when his arm was most needed to keep us from danger! Alas! he has gone! and left us in sorrow, his loss to bewail: Oh where is his spirit? His spirit went naked, and hungry it wanders, and thirsty and wounded it groans to return! Oh helpless and wretched, our brother has gone! No blanket nor food to nourish and warm him; nor candles to light him, nor weapons of war:—Oh, none of those comforts had he! But well we remember his deeds! —The deer he could take on the chase! The panther shrunk back at the sight of his strength! His enemies fell at his feet! He was brave and courageous in war! As the fawn he was harmless: his friendship was ardent: his temper was gentle: his pity was great! Oh! our friend, our companion is dead! Our brother, our brother, alas! he is gone! But why do we grieve for his loss? In the strength of a warrior, undaunted he left us, to fight by the side of the Chiefs! His war-whoop was shrill! His rifle well aimed laid his enemies low: his tomahawk drank of their blood: and his knife flayed their scalps while yet covered with gore! And why do we mourn? Though he fell on the field of the slain, with glory he fell, and his spirit went up to the land of his fathers in war! Then why do we mourn? With transports of joy they received him, and fed him, and clothed him, and welcomed him there! Oh friends, he is happy; then dry up your tears! His spirit has seen our distress, and sent us a helper whom with pleasure we greet. Dickewamis has come: then let us receive her with joy! She is handsome and pleasant! Oh! she is our sister, and gladly we welcome her here. In the place of our brother she stands in our tribe. With care we will guard her from trouble; and may she be happy till her spirit shall leave us."</p>

<p>In the course of that ceremony, from mourning they became serene—joy sparkled in their countenances, and they seemed to rejoice over me as over a long-lost child. I was made welcome amongst them as a sister to the two squaws before mentioned, and was called Dickewamis; which being interpreted, signifies a pretty girl, a handsome girl, or a pleasant, good thing. That is the name by which I have ever since been called by the Indians.</p>

<p>I afterwards learned that the ceremony I at that time passed through, was that of adoption. The two squaws had lost a brother in Washington's war, sometime in the year before, and in consequence of his death went up to Fort Pitt, on the day on which I arrived there, in order to receive a prisoner or oil enemy's scalp, to supply their loss. It is a custom of the Indians, when one of their number is slain or taken prisoner in battle, to give to the nearest relative to the dead or absent, a prisoner, if they have chanced to take one, and if not, to give him the scalp of an enemy. On the return of the Indians from conquest, which is always announced by peculiar shoutings, demonstrations of joy, and the exhibition of some trophy of victory, the mourners come forward and make their claims. If they receive a prisoner, it is at their option either to satiate their vengeance by taking his life in the most cruel manner they can conceive of; or, to receive and adopt him into the family, in the place of him whom they have lost. All the prisoners that are taken in battle and carried to the encampment or town by the Indians, are given to the bereaved families, till their number is made good. And unless the mourners have but just received the news of their bereavement, and are under the operation of a paroxysm of grief, anger and revenge; or, unless the prisoner is very old, sickly, or homely, they generally save him, and treat him kindly. But if their mental wound is fresh, their loss so great that they deem it irreparable, or if their prisoner or prisoners do not meet their approbation, no torture, let it be ever so cruel, seems sufficient to make them satisfaction. It is family, and not national, sacrifices amongst the Indians, that has given them an indelible stamp as barbarians, and identified their character with the idea which is generally formed of unfeeling ferocity, and the most abandoned cruelty.</p>

<p>It was my happy lot to be accepted for adoption: and at the time of the ceremony I was received by the two squaws, to supply tile place of their mother in the family; and I was ever considered and treated by them as a real sister, the same as though I had been horn of their mother.</p>

<p>During my adoption, I sat motionless, nearly terrified to death at the appearance and actions of the company, expecting every moment to feel their vengeance, and suffer death on the spot. I was, however, happily disappointed, when at the close of the ceremony the company retired, and my sisters went about employing every means for my consolation and comfort.</p>

<p>Being now settled and provided with a home, I was employed in nursing the children, and doing light work about the house. Occasionally I was sent out with the Indian hunters, when they went but a short distance, to help them carry their game. My situation was easy; I had no particular hardships to endure. But still, the recollection of my parents, my brothers and sisters, my home, and my own captivity, destroyed my happiness, and made me constantly solitary, lonesome and gloomy.</p>

<p>My sisters would not allow me to speak English in their hearing; but remembering the charge that my dear mother gave me at the time I left her, whenever I chanced to he alone I made a business of repeating my prayer, catechism, or something I had learned in order that I might not forget my own language. By practising in that way I retained it till t came to Genesee flats, where I soon became acquainted with English people with whom I have been almost daily in the habit of conversing.</p>

<p>My sisters were diligent in teaching me their language; and to their great satisfaction I soon learned so that I could understand it readily, and speak it fluently. I was very fortunate in falling into their hands; for they were kind good natured women; peaceable and mild in their dispositions; temperate and decent in their habits, and very tender and gentle toward me. I have great reason to respect them, though they have been dead a great number of years.</p>

<p>The town where they lived was pleasantly situated on the Ohio, at the mouth of the Shenanjee: the land produced good corn; the woods furnished plenty of game, and the waters abounded with fish. Another river emptied itself into the Ohio, directly opposite the mouth of the Shenanjee. We spent the summer at that place, where we planted, hoed, and harvested a large crop of corn, of an excellent quality.</p>

<p>About the time of corn harvest, Fort Pitt was taken from the French by the English.</p>

<p>The corn being harvested, the Indians took it on horses and in canoes, and proceeded down the Ohio, occasionally stopping to hunt a few days, till we arrived at the mouth of Sciota river; where they established their winter quarters, and continued hunting till the ensuing spring, in the adjacent wilderness. While at that place I went with the other children to assist the hunters to bring in their game. The forests on the Sciota were well stocked with elk, deer, and other large animals; and the marshes contained large numbers of beaver, muskrat, etc., which made excellent hunting for the Indians; who depended, for their meat, upon their success in taking elk and deer; and for ammunition and clothing, upon the beaver, muskrat, and other furs that they could take in addition to their peltry.</p>

<p>The season for hunting being passed, we all returned in the spring to the mouth of the river Shenanjee to the houses and fields we had left in the fall before. There we again planted our corn, squashes, and beans, on the fields that we occupied the preceding summer.</p>

<p>About planting time, our Indians all went up to Fort Pitt, to make peace with the British, and took me with them. We landed on the opposite side of the river from the fort, and encamped for the night. Early the next morning the Indians took me over to the fort to see the white people that were there. It was then that my heart bounded to be liberated from the Indians and to he restored to my friends and my country. The white people were surprised to see me with the Indians, enduring the hardships of a savage life, at so early an age, and with so delicate a constitution as t appeared to possess. They asked me my name; where and when I was taken—and appeared very much interested on my behalf. They were continuing their inquiries, when my sisters became alarmed, believing that I should be taken from them, hurried me into their canoe and recrossed the river—took their bread out of the fire and fled with me, without stopping, till they arrived at the river Shenanjee. So great was their fear of losing me, or of my being given up in the treaty, that they never once stopped rowing till they got home.</p>

<p>Shortly after we left the shore opposite the fort, as I was informed by one of my Indian brothers, the white people came over to take me back; but alter considerable inquiry, and having made diligent search to find where I was hid, they returned with heavy hearts. Although I had then been with the Indians something over a year, and had become considerably habituated to their mode of living, and attached to my sisters, the sight of white people who could speak English inspired me with an unspeakable anxiety to go home with them, and share in the blessings of civilization. My sudden departure and escape from them, seemed like a second captivity, and for a long time I brooded the thoughts of my miserable situation with almost as much sorrow and dejection as t had done those of my first sufferings. Time, the destroyer of every affection, wore away my unpleasant feelings, and I became as contented as before.</p></div>
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      <pubDate>Mon, 18 Jan 2010 03:17:50 +0000</pubDate>
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      <title><![CDATA[Charlotte Temple: A Tale of Truth (1791) [Literary Excerpt]]]></title>
      <link>https://cyh.rrchnm.org/items/show/399</link>
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                                    <div class="element-text"><em>Charlotte Temple: A Tale of Truth</em> (1791) [Literary Excerpt]</div>
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                                    <div class="element-text"><p><em>Charlotte Temple: A Tale of Truth</em>, published in 1791, was the first American bestseller. The author, Susanna Haswell Rowson, was born in England circa 1762, and died in 1824 in Massachusetts, where she spent most of her life. Charlotte Temple tells the story of a young English girl who is lured away from her school by an army officer, Montraville. On board ship to his posting in revolutionary-era New York, Montraville seduces Charlotte. Once in New York, Montraville gradually abandons the "ruined" Charlotte who, after a downward spiral into remorse, illness, poverty, and the birth of a child, dies. Seduction novels were popular in the 18th century, and the widely read Charlotte Temple went through more than 200 editions. But Rowson, who despite her childhood as the daughter of an English revenue officer became a committed republican, used her novel to protest the sexual double standard that ruined the lives of women like Charlotte.</p> </div>
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                                    <div class="element-text">Susanna Haswell Rowson, <em>Charlotte Temple: A Tale of Truth</em>, ed. Francis W. Halsey (Philadelphia: Matthew Carey, 1794; repr., New York: Funk and Wagnalls Co., 1905), vol.2, pp.3–10.</div>
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                                    <div class="element-text"><p><strong>CHAPTER 18 REFLECTIONS</strong> "And am I indeed fallen so low," said Charlotte, "as to be only pitied? Will the voice of approbation no more meet my ear? and shall I never again possess a friend, whose face will wear a smile of joy whenever I approach? Alas! how thoughtless, how dreadfully imprudent have I been! I know not which is most painful to endure, the sneer of contempt, or the glance of compassion, which is depicted in the various countenances of my own sex: they are both equally humiliating. Ah! my dear parents, could you now see the child of your affections, the daughter whom you so dearly loved, a poor solitary being, without society, here wearing out her heavy hours in deep regret and anguish of heart, no kind friend of her own sex to whom she can unbosom her griefs, no beloved mother, no woman of character will appear in my company, and low as your Charlotte is fallen, she cannot associate with infamy."</p>

<p>These were the painful reflections which occupied the mind of Charlotte. Montraville had placed her in a small house a few miles from New-York: he gave her one female attendant, and supplied her with what money she wanted; but business and pleasure so entirely occupied his time, that he had little to devote to the woman, whom he had brought from all her connections, and robbed of innocence. Sometimes, indeed, he would steal out at the close of evening, and pass a few hours with her; and then so much was she attached to him, that all her sorrows were forgotten while blest with his society: she would enjoy a walk by moonlight, or sit by him in a little arbour at the bottom of the garden, and play on the harp, accompanying it with her plaintive, harmonious voice. But often, very often, did he promise to renew his visits, and, forgetful of his promise, leave her to mourn her disappointment. What painful hours of expectation would she pass! She would sit at a window which looked toward a field he used to cross, counting the minutes, and straining her eyes to catch the first glimpse of his person, till blinded with tears of disappointment, she would lean her head on her hands, and give free vent to her sorrows: then catching at some new hope, she would again renew her watchful position, till the shades of evening enveloped every object in a dusky cloud: she would then renew her complaints, and, with a heart bursting with disappointed love and wounded sensibility, retire to a bed which remorse had strewed with thorns, and court in vain that comforter of weary nature (who seldom visits the unhappy) to come and steep her senses in oblivion.</p>

<p>Who can form an adequate idea of the sorrow that preyed upon the mind of Charlotte? The wife, whose breast glows with affection to her husband, and who in return meets only indifference, can but faintly conceive her anguish. Dreadfully painful is the situation of such a woman, but she has many comforts of which our poor Charlotte was deprived. The duteous, faithful wife, though treated with indifference, has one solid pleasure within her own bosom, she can reflect that she has not deserved neglect—that she has ever fulfilled the duties of her station with the strictest exactness; she may hope, by constant assiduity and unremitted attention, to recall her wanderer, and be doubly happy in his returning affection; she knows he cannot leave her to unite himself to another: he cannot cast her out to poverty and contempt. She looks around her, and sees the smile of friendly welcome, or the tear of affectionate consolation, on the face of every person whom she favours with her esteem; and from all these circumstances she gathers comfort: but the poor girl by thoughtless passion led astray, who, in parting with her honour, has forfeited the esteem of the very man to whom she has sacrificed every thing dear and valuable in life, feels his indifference in the fruit of her own folly, and laments her want of power to recall his lost affection; she knows there is no tie but honour, and that, in a man who has been guilty of seduction, is but very feeble: he may leave her in a moment to shame and want; he may marry and forsake her for ever; and should he, she has no redress, no friendly, soothing companion to pour into her wounded mind the balm of consolation, no benevolent hand to lead her back to the path of rectitude; she has disgraced her friends, forfeited the good opinion of the world, and undone herself; she feels herself a poor solitary being in the midst of surrounding multitudes; shame bows her to the earth, remorse tears her distracted mind, and guilt, poverty, and disease close the dreadful scene: she sinks unnoticed to oblivion. The finger of contempt may point out to some passing daughter of youthful mirth, the humble bed where lies this frail sister of mortality; and will she, in the unbounded gaiety of her heart, exult in her own unblemished fame, and triumph over the silent ashes of the dead? Oh no! has she a heart of sensibility, she will stop, and thus address the unhappy victim of folly—</p>

<p>"Thou had'st thy faults, but sure thy sufferings have expiated them: thy errors brought thee to an early grave; but thou wert a fellow-creature—thou hast been unhappy—then be those errors forgotten."</p>

<p>Then, as she stoops to pluck the noxious weed from off the sod, a tear will fall, and consecrate the spot to Charity.</p>

<p>For ever honoured be the sacred drop of humanity; the angel of mercy shall record its source, and the soul from whence it sprang shall be immortal.</p>

<p>My dear Madam, contract not your brow into a frown of disapprobation. I mean not to extenuate the faults of those unhappy women who fall victims to guilt and folly; but surely, when we reflect how many errors we are ourselves subject to, how many secret faults lie hid in the recesses of our hearts, which we should blush to have brought into open day (and yet those faults require the lenity and pity of a benevolent judge, or awful would be our prospect of futurity) I say, my dear Madam, when we consider this, we surely may pity the faults of others.</p>

<p>Believe me, many an unfortunate female, who has once strayed into the thorny paths of vice, would gladly return to virtue, was any generous friend to endeavour to raise and re-assure her; but alas! it cannot be, you say; the world would deride and scoff. Then let me tell you, Madam, 'tis a very unfeeling world, and does not deserve half the blessings which a bountiful Providence showers upon it.</p>

<p>Oh, thou benevolent giver of all good! how shall we erring mortals dare to look up to thy mercy in the great day of retribution, if we now uncharitably refuse to overlook the errors, or alleviate the miseries, of our fellow-creatures!</p> </div>
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      <pubDate>Mon, 18 Jan 2010 02:38:03 +0000</pubDate>
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      <title><![CDATA[Kissing Rudy Valentino: A High-School Student Describes Movie Going in the 1920s [Personal Account]]]></title>
      <link>https://cyh.rrchnm.org/items/show/398</link>
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                                    <div class="element-text">Kissing Rudy Valentino: A High-School Student Describes Movie Going in the 1920s [Personal Account]</div>
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                                    <div class="element-text"><p>Fears about the impact of movies on youth led to the Payne Fund research project, which brought together 19 social scientists and resulted in 11 published reports. One of the most fascinating of the studies was carried out by Herbert Blumer, a young sociologist who would later go on to a distinguished career in the field. For a volume that he called <em>Movies and Conduct</em> (1933), Blumer asked more than 1500 college and high school students to write "autobiographies" of their experiences going to the movies. In this motion picture autobiography, a high school "girl" talked about what the movies of the 1920s meant to her.</p> </div>
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                                    <div class="element-text">Herbert Blumer, <em>Movies and Conduct</em> (New York: Arno Press and the New York Times, 1970), 217–218, 220–223.</div>
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                                    <div class="element-text"><p>I am a girl—American born and of Scotch descent. My grandparents came to America from Glasgow, Scotland, and grandfather became a minister (Presbyterian). Mother was the youngest of nine children and was born in New York. Dad came from New York also; his parents were of Scotch and English stock. I was born in Detroit, July 1, 1913. I have one brother. Stating us in order of birth, we are: Mary, 16, and Edward, 12.</p>

<p>My religious denominations have been varied. Mom put me in the cradle-roll of a Congregational Church, but I have been a member of the Lutheran, Presbyterian, Christian Science, and Methodist Episcopal churches. All of which indicates that either I'm very broad-minded religiously or unable to make up my mind. The latter is more plausible. Was a member of a Camp Fire Girls group for several years and was greatly interested in its activities. I reached the second rank in the organization.</p>

<p>My mother has no occupation. One calls her a housewife, I guess, but she isn't home enough for that. She travels in the winter and fall. Dad is a Lawyer. My real father is dead. He died when I was very young. His work was in the appraisal business. My clearest picture of him is playing his violin. He played beautifully. Mother plays the piano and when she accompanied him I used to listen for hours. I love music. . . .</p>

<p>I have tried to remember the first time that I went to a movie. It must have been when I was very young because I cannot recall the event. My real interest in motion pictures showed itself when I was in about fourth grade at grammar school. There was a theater on the route by which I went home from school and as the picture changed every other day I used to spend the majority of my time there. A gang of us little tots went regularly.</p>

<p>One day I went to see Viola Dana in "The Five Dollar Baby." The scenes which showed her as a baby fascinated me so that I stayed to see it over four times. I forgot home, dinner, and everything. About eight o'clock mother came after me—frantically searching the theater.</p>

<p>Next to pictures about children, I loved serials and pie-throwing comedies, not to say cowboy 'n' Indian stories. These kind I liked until I was twelve or thirteen; then I lost interest in that type, and the spectacular, beautifully decorated scenes took my eye. Stories of dancers and stage life I loved. Next, mystery plays thrilled me and one never slipped by me. At fifteen I liked stories of modern youth; the gorgeous clothes and settings fascinated me.</p>

<p>My first favorite was Norma Talmadge. I liked her because I saw her in a picture where she wore ruffly hoop-skirts which greatly attracted me. My favorites have always been among the women; the only men stars I've ever been interested in are Tom Mix, Doug Fairbanks and Thomas Meighan, also Doug McLean and Bill Haines. Colleen Moore I liked for a while, but now her haircut annoys me. My present favorites are rather numerous: Joan Crawford, Billie Dove, Sue Carol, Louise Brooks, and Norma Shearer. I nearly forgot about Barbara LaMar. I really worshiped her. I can remember how I diligently tried to draw every gown she wore on the screen and how broken-hearted I was when she died. You would have thought my best friend had passed away.</p>

<p>Why I like my favorites? I like Joan Crawford because she is so modern, so young, and so vivacious! Billie Dove is so beautifully beautiful that she just gets under your skin. She is the most beautiful woman on the screen! Sue Carol is cute 'n' peppy. Louise Brooks has her assets, those being legs ‘n' a clever hair-cut. Norma Shearer wears the kind of clothes I like and is a clever actress.</p>

<p>I nearly always have gone and yet go to the theater with someone. I hate to go alone as it is more enjoyable to have someone to discuss the picture with. Now I go with a bunch of girls or on a date with girls and boys or with one fellow.</p>

<p>The day-dreams instigated by the movies consist of clothes, ideas on furnishings, and manners. I don't day-dream much. I am more concerned with materialistic things and realisms. Nevertheless it is hard for any girl not to imagine herself cuddled up in some voluptuous ermine wrap, etc.</p>

<p>The influence of movies on my play as a child—all that I remember is that we immediately enacted the parts interesting us most. And for weeks I would attempt to do what that character would have done until we saw another movie and some other hero or heroine won us over.</p>

<p>I'm always at the mercy of the actor at a movie. I feel nearly every emotion he portrays and forget that anything else is on earth. I was so horrified during "The Phantom of the Opera" when Lon Chaney removed his mask, revealing that hideous face, that until my last day I shall never forget it.</p>

<p>I am deeply impressed, however, by pathos and pitifulness, if you understand. I remember one time seeing a movie about an awful fire. I was terrified by the reality of it and for several nights I was afraid to go to sleep for fear of a fire and even placed my hat and coat near by in case it was necessary to make a hasty exit. Pictures of robbery and floods have affected my behavior the same way. Have I ever cried at pictures? Cried! I've practically dissolved myself many a time. How people can witness a heart-rending picture and not weep buckets of tears is more than I can understand. "The Singing Fool," "The Iron Mask," "Seventh Heaven," "Our Dancing Daughters," and other pictures I saw when very young which centered about the death of someone's baby and showed how the big sister insisted on her jazz 'n' whoopee regardless of the baby or not - these nearly killed me. Something like that, anyway; and I hated that girl so I wanted to walk up to the screen and tear her up! As for liking to cry—why, I never thought of that. It isn't a matter of liking or not. Sometimes it just can't be helped. Movies do change my moods, but they never last long. I'm off on something else before I know it. If I see a dull or morose show, it sort of deadens me and the vim and vigor dies out 'til the movie is forgotten. For example, Mary Pickford's movie—"Sparrows"—gave me the blues for a week or so, as did li'l Sonny Boy in "The Singing Fool." The poor kid's a joke now.</p>

<p>This modern knee-jiggling, hand-clapping effect used for accompanying popular music has been imitated from the movies, I think. But unless I've unconsciously picked up little mannerisms, I can think of no one that I've tried to imitate.</p>

<p>Goodness knows, you learn plenty about love from the movies. That's their long run; you learn more from actual experience, though! You do see how the gold-digger systematically gets the poor fish in tow. You see how the sleek-haired, long-earringed, languid-eyed siren lands the men. You meet the flapper, the good girl, 'n' all the feminine types and their little tricks of the trade. We pick up their snappy comebacks which are most handy when dispensing with an unwanted suitor, a too ardent one, too backward one, etc. And believe me, they observe and remember, too.</p>

<p>I can remember when we all nudged one another and giggled at the last close-up in a movie. I recall when during the same sort of close-up when the boy friend squeezes your arm and looks soulfully at you. Oh, it's lotsa fun! No, I never fell in love with my movie idol. When I don't know a person really, when I know I'll never have a chance with 'em, I don't bother pining away over them and writing them idiotic letters as some girls I've known do. I have imagined playing with a movie hero many times though that is while I'm watching the picture. I forget about it when I'm outside the theater. Buddy Rogers and Rudy Valentino have kissed me oodles of times, but they don't know it. God bless 'em!</p></div>
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      <pubDate>Sun, 17 Jan 2010 04:33:42 +0000</pubDate>
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      <title><![CDATA["I Must Of Course Have Something Of My Own Before Many More Years Have Passed Over My Head": Sally Rice Leaves the Farm, 1838 [Letters]]]></title>
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                                    <div class="element-text">&quot;I Must Of Course Have Something Of My Own Before Many More Years Have Passed Over My Head&quot;: Sally Rice Leaves the Farm, 1838 [Letters]</div>
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                                    <div class="element-text"><p>From the rocky soil of Vermont's hill towns, many young men and women in the 19th century went looking for new opportunities. Often they made a series of moves between farm, factory, and city. Their leave-taking pitted the responsibilities of maintaining family farms against the new attractions of financial and social independence. Sally Rice, born in 1821 in Dover, Vermont, was typical. In 1838 she found work as a domestic servant in New York, not far over the border from her family's hardscrabble farm, securing for herself much valued wages and independence. Several years later she worked as a weaver in one of the many cotton mills that lined the Blackstone Valley of central Massachusetts and Connecticut. Her letters home to her mother and father in Vermont carefully weighed issues of family and independence, farm and factory life.</p></div>
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                                    <div class="element-text">Nell W. Kull, "I Can Never Be Happy There Among So Many Mountains-The Letters of Sally Rice," <em>Vermont History</em> 38 (Winter, 1970), 51–55. </div>
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                                    <div class="element-text"><p>[Union Village, 1839]</p>

<p>Dear Father and Mother:</p>

<p>I am well. I found good crossing the mountain. Got to Arlington about 8 in the evening. Staid over night and the next morning started for home. Arrived at Cambridge about one stoped at Comstocks hotel. I found a man there that was going directly to Union Village. With him I rode here and I was never so glad to see any place as I was to see my old home and friends. I found them all well except Mr. Salisbury. He was very sick and is now with the inflammation of the lings. It is doubtful whether he ever gets well. His sister is here taking care of him. I found Nancy here and another girl which was not much help. Nancy went away the next day but one and last week the other girl went so I alone at present. We expect Maria Gayton will come this week. Elem Knight and I got up Monday morning at one oclock to wash. He helpt me some and we got done before light and I should be willing to get up every morning at one...I can have a home here as long as I will stay and am steady. They are very anxious that I should live with them as long as I work out anywhere. . . I have one of the best homes and good society which is a good deal better than I can have there [at home]. Look at the company I should be with, a profane Sabbath breaking set. . . I can never be happy there in among so many mountains. . .  I feel as though I have worn out shoes and strength enough riding and walking over the mountains. I think it would be more consistent to save my strength to raise my boys. I shall need all I have got and as for marrying and setting in that wilderness, I wont. If a person ever expects to take comfort it is while they are young. I feel so...I have got so that by next summer if I could stay I could begin to lay up something. . . I am most 19 years old. I must of course have something of my own before many more years have passed over my head. And where is that something coming from if I go home and earn nothing. What can we get off that rocky farm only 2 or 3 cows. It would be another thing if you kept 9 or 10 cows and could raise corn to sell. . . It surely would be cheper for you to hire a girl one that would be contented to stay in the desert than for me to come home and live in trouble all the time. . . You may think me unkind but how can you blame me for wanting to stay here. I have but one life to live and I want to enjoy myself as well as I can while I live. . . Do come away dont lay your bones in that place I beg you. . . I want you should write me an answer. My love to all who inquire after. S. R.</p>

<hr /> 

<p>Masonville, Sunday, Feb 23, 1845</p>

<p>Dear Father:</p>

<p>I now take my pen in hand to let you know where I am and how I came here and how my health is. I have been waiting perhaps longer than I ought to without letting you know where I am and yet I had a reason for so doing. Well knowing that you were dolefully prejudiced against a cotton factory, and being no less prejudiced myself, I thought it best to wait and see how I prospered and also whether I was going to stay or not. I well knew that if I could not make more in the mill than I can doing housework I should not stay. Now I will tell you how I happened to come. The Saturday after New Years I came to Masonville in Thompson, Connecticut, with James Alger to visit his sister who weaves in the mill. We came Saturday and returned to Millbury on Monday. While here I was asked to come back and learn to weave. I did not fall in with the idea at all because I well knew that I should not like it as well as housework and Knowing that you would now approve of my working in the mill. But when I consider that I had got myself to take care of, I knew I ought to do that way I can make the most and save the most. I concluded to come and try, promising Mrs. Waters that if I did not like it I would return the first of April.</p>

<p>I have wove 4 weeks and have wove 6.89 yds. We have one dollar and 10 cents for a hundred yards. I wove with Olive Alger one week to learn and I took 2 looms 2 weeks and now I have 3 looms. I get along as well as anyone could expect. I think that before the year is out I shall be able to tend 4 looms and then I can make more. 0. and P. Alger make three dollars a week besides their board. We pay 1.25 for our board. We three girls board with a Widow Whitemore. She is a first rate homespun woman. I like it quite as well as I expected but not as well as housework. To be sure it is a noisy place and we are confined more than I like to be. I do not wear out my clothes and shoes as I do when I housework. If I can make 2 dollars per week besides my board and save my clothes and shoes I think it will be better than to do housework for nine shillings. I mean for a year or two. I should not want to spend my days in a mill unless they are short because I like a farm too well for that. My health is good now. I wrote a letter to Levi and Nancy the week before I came her with a strict command not to tell any mortal that I was coming because if I did not stay I wanted nothing said about it. And I say now that if it does not agree with my health I shall give it up at once. I have been blessed with good health always ever since I began to work out. I have not been confined to my bed but one day since I was sick with mumps the time Grandmother Rice died. I was very sick one day when I was at Mrs. Waters.</p>
<hr />
<p>Dear Father, in my last letter I told you I had morally reformed. Yes I trust I have and bless God that he unsealed my eyes to see where I was standing, and where I have been since I became a backslider. The name haunts me. It all seems like a dream. Pray for me, Father, that if I ever enjoyed Religion I may enjoy it again and do as much good as I have hurt in the cause and the great God assisting me I will try to pray for myself. I feel I am perfectly willing to give up all into the hands of God and will try to lead a better life than I have done.</p>

<p>I want you to write as soon as you get this. Address your letter to Masonville, Thompson, Conn. Give my love to Mother & to all our folks. Tell Brother to write. I have not written to Hiram yet. I want to know where Ephraim is & what he is doing and what you are all about and howyou all do Father.</p>

<p>Good Bye, Sarah Rice </p></div>
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      <pubDate>Sun, 17 Jan 2010 04:12:41 +0000</pubDate>
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    <item>
      <title><![CDATA[Kissing Rudy Valentino: A High-School Student Describes Movie Going in the 1920s [Personal Account]]]></title>
      <link>https://cyh.rrchnm.org/items/show/395</link>
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                                    <div class="element-text">Kissing Rudy Valentino: A High-School Student Describes Movie Going in the 1920s [Personal Account]</div>
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                                    <div class="element-text"><p>Fears about the impact of movies on youth led to the Payne Fund research project, which brought together 19 social scientists and resulted in 11 published reports. One of the most fascinating of the studies was carried out by Herbert Blumer, a young sociologist who would later go on to a distinguished career in the field. For a volume that he called <em>Movies and Conduct</em> (1933), Blumer asked more than 1500 college and high school students to write "autobiographies" of their experiences going to the movies. In this motion picture autobiography, a high school "girl" talked about what the movies of the 1920s meant to her.</p></div>
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                                    <div class="element-text">Herbert Blumer, Movies and Conduct (New York: Arno Press and the New York Times, 1970), 217–218, 220–223.</div>
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                                    <div class="element-text"><p>I am a girl—American born and of Scotch descent. My grandparents came to America from Glasgow, Scotland, and grandfather became a minister (Presbyterian). Mother was the youngest of nine children and was born in New York. Dad came from New York also; his parents were of Scotch and English stock. I was born in Detroit, July 1, 1913. I have one brother. Stating us in order of birth, we are: Mary, 16, and Edward, 12.</p>
<p>My religious denominations have been varied. Mom put me in the cradle-roll of a Congregational Church, but I have been a member of the Lutheran, Presbyterian, Christian Science, and Methodist Episcopal churches. All of which indicates that either I’m very broad-minded religiously or unable to make up my mind. The latter is more plausible. Was a member of a Camp Fire Girls group for several years and was greatly interested in its activities. I reached the second rank in the organization.</p>
<p>My mother has no occupation. One calls her a housewife, I guess, but she isn’t home enough for that. She travels in the winter and fall. Dad is a Lawyer. My real father is dead. He died when I was very young. His work was in the appraisal business. My clearest picture of him is playing his violin. He played beautifully. Mother plays the piano and when she accompanied him I used to listen for hours. I love music. . . .</p>
<p>I have tried to remember the first time that I went to a movie. It must have been when I was very young because I cannot recall the event. My real interest in motion pictures showed itself when I was in about fourth grade at grammar school. There was a theater on the route by which I went home from school and as the picture changed every other day I used to spend the majority of my time there. A gang of us little tots went regularly.</p>
<p>One day I went to see Viola Dana in “The Five Dollar Baby.” The scenes which showed her as a baby fascinated me so that I stayed to see it over four times. I forgot home, dinner, and everything. About eight o’clock mother came after me—frantically searching the theater.</p>
<p>Next to pictures about children, I loved serials and pie-throwing comedies, not to say cowboy ‘n’ Indian stories. These kind I liked until I was twelve or thirteen; then I lost interest in that type, and the spectacular, beautifully decorated scenes took my eye. Stories of dancers and stage life I loved. Next, mystery plays thrilled me and one never slipped by me. At fifteen I liked stories of modern youth; the gorgeous clothes and settings fascinated me.</p>
<p>My first favorite was Norma Talmadge. I liked her because I saw her in a picture where she wore ruffly hoop-skirts which greatly attracted me. My favorites have always been among the women; the only men stars I’ve ever been interested in are Tom Mix, Doug Fairbanks and Thomas Meighan, also Doug McLean and Bill Haines. Colleen Moore I liked for a while, but now her haircut annoys me. My present favorites are rather numerous: Joan Crawford, Billie Dove, Sue Carol, Louise Brooks, and Norma Shearer. I nearly forgot about Barbara LaMar. I really worshiped her. I can remember how I diligently tried to draw every gown she wore on the screen and how broken-hearted I was when she died. You would have thought my best friend had passed away.</p>
<p>Why I like my favorites? I like Joan Crawford because she is so modern, so young, and so vivacious! Billie Dove is so beautifully beautiful that she just gets under your skin. She is the most beautiful woman on the screen! Sue Carol is cute ‘n’ peppy. Louise Brooks has her assets, those being legs ‘n’ a clever hair-cut. Norma Shearer wears the kind of clothes I like and is a clever actress.</p>
<p>I nearly always have gone and yet go to the theater with someone. I hate to go alone as it is more enjoyable to have someone to discuss the picture with. Now I go with a bunch of girls or on a date with girls and boys or with one fellow.</p>
<p>The day-dreams instigated by the movies consist of clothes, ideas on furnishings, and manners. I don’t day-dream much. I am more concerned with materialistic things and realisms. Nevertheless it is hard for any girl not to imagine herself cuddled up in some voluptuous ermine wrap, etc.</p>
<p>The influence of movies on my play as a child—all that I remember is that we immediately enacted the parts interesting us most. And for weeks I would attempt to do what that character would have done until we saw another movie and some other hero or heroine won us over.</p>
<p>I’m always at the mercy of the actor at a movie. I feel nearly every emotion he portrays and forget that anything else is on earth. I was so horrified during “The Phantom of the Opera” when Lon Chaney removed his mask, revealing that hideous face, that until my last day I shall never forget it.</p>
<p>I am deeply impressed, however, by pathos and pitifulness, if you understand. I remember one time seeing a movie about an awful fire. I was terrified by the reality of it and for several nights I was afraid to go to sleep for fear of a fire and even placed my hat and coat near by in case it was necessary to make a hasty exit. Pictures of robbery and floods have affected my behavior the same way. Have I ever cried at pictures? Cried! I’ve practically dissolved myself many a time. How people can witness a heart-rending picture and not weep buckets of tears is more than I can understand. “The Singing Fool,” "The Iron Mask,“ "Seventh Heaven,” "Our Dancing Daughters,“ and other pictures I saw when very young which centered about the death of someone’s baby and showed how the big sister insisted on her jazz ‘n’ whoopee regardless of the baby or not - these nearly killed me. Something like that, anyway; and I hated that girl so I wanted to walk up to the screen and tear her up! As for liking to cry—why, I never thought of that. It isn’t a matter of liking or not. Sometimes it just can’t be helped. Movies do change my moods, but they never last long. I’m off on something else before I know it. If I see a dull or morose show, it sort of deadens me and the vim and vigor dies out 'til the movie is forgotten. For example, Mary Pickford’s movie—”Sparrows“—gave me the blues for a week or so, as did li’l Sonny Boy in ”The Singing Fool." The poor kid’s a joke now.</p>
<p>This modern knee-jiggling, hand-clapping effect used for accompanying popular music has been imitated from the movies, I think. But unless I’ve unconsciously picked up little mannerisms, I can think of no one that I’ve tried to imitate.</p>
<p>Goodness knows, you learn plenty about love from the movies. That’s their long run; you learn more from actual experience, though! You do see how the gold-digger systematically gets the poor fish in tow. You see how the sleek-haired, long-earringed, languid-eyed siren lands the men. You meet the flapper, the good girl, ‘n’ all the feminine types and their little tricks of the trade. We pick up their snappy comebacks which are most handy when dispensing with an unwanted suitor, a too ardent one, too backward one, etc. And believe me, they observe and remember, too.</p>
<p>I can remember when we all nudged one another and giggled at the last close-up in a movie. I recall when during the same sort of close-up when the boy friend squeezes your arm and looks soulfully at you. Oh, it’s lotsa fun! No, I never fell in love with my movie idol. When I don’t know a person really, when I know I’ll never have a chance with ‘em, I don’t bother pining away over them and writing them idiotic letters as some girls I’ve known do. I have imagined playing with a movie hero many times though that is while I’m watching the picture. I forget about it when I’m outside the theater. Buddy Rogers and Rudy Valentino have kissed me oodles of times, but they don’t know it. God bless ’em!</p>

</div>
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      <pubDate>Sun, 17 Jan 2010 03:29:14 +0000</pubDate>
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    <item>
      <title><![CDATA[In Motion: The African-American Migration Project]]></title>
      <link>https://cyh.rrchnm.org/items/show/391</link>
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                                    <div class="element-text">In Motion: The African-American Migration Project</div>
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            </div><!-- end element -->
            <div id="additional-item-metadata-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-source" class="element">
        <h3>Source</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-date" class="element">
        <h3>Date</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-bibliographic-citation" class="element">
        <h3>Bibliographic Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-provenance" class="element">
        <h3>Provenance</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-citation" class="element">
        <h3>Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-spatial-coverage" class="element">
        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights-holder" class="element">
        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-temporal-coverage" class="element">
        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Website Review Item Type Metadata</h2>
        <div id="website-review-item-type-metadata-website-url" class="element">
        <h3>Website URL</h3>
                                    <div class="element-text">http://www.inmotionaame.org/home.cfm</div>
                    </div><!-- end element -->
            <div id="website-review-item-type-metadata-website-creator" class="element">
        <h3>Website Creator</h3>
                                    <div class="element-text">The New York Public Library&#039;s Schomburg Center for Research in Black Culture</div>
                    </div><!-- end element -->
            <div id="website-review-item-type-metadata-date-of-review" class="element">
        <h3>Date of Review</h3>
                                    <div class="element-text">September 2009</div>
                    </div><!-- end element -->
            <div id="website-review-item-type-metadata-website-review-text" class="element">
        <h3>Website Review Text</h3>
                                    <div class="element-text"><p><a class="external" href="http://www.inmotionaame.org/home.cfm"><em>In Motion: The African-American Migration Project</em></a> portrays the history of 13 defining migrations that formed and transformed African Americans from the 16th century to the present. These themes include such central topics as <a class="external" href="http://www.inmotionaame.org/migrations/landing.cfm;jsessionid=f830624231262980393202?migration=1&bhcp=1">"The Transatlantic Slave Trade"</a> and <a class="external" href="http://www.inmotionaame.org/migrations/landing.cfm?migration=4">"Colonization and Emigration"</a> but also include migrations internal to the United States (<a class="external" href="http://www.inmotionaame.org/migrations/landing.cfm?migration=7&bhcp=1">"The Northern Migration"</a> and <a class="external" href="http://www.inmotionaame.org/migrations/landing.cfm?migration=8">"The Great Migration"</a>) and more recent (and often overlooked) movements, such as <a class="external" href="http://www.inmotionaame.org/migrations/landing.cfm?migration=11">"Return South Migration"</a> and <a class="external" href="http://www.inmotionaame.org/migrations/landing.cfm?migration=12">"Haitian Immigration: 20th Century."</a> The selection of topics itself, presents some interesting revisions to conventional notions of both the narrative of African American history and the constitution of today's African American population. While only a relatively narrow portion of the database addresses the history of children and childhood, the unique source materials available here and the excellent supporting documentation collected at the site still make it an attractive option for course adaptation.</p>
<p>Produced by The New York Public Library's <a class="external" href="http://www.nypl.org/locations/schomburg">Schomburg Center for Research in Black Culture</a>, the database comprises more than 16,500 pages of texts, 8,300 illustrations, and over 60 maps. Substantial contextual information and teaching resources are available for each migration. These include a narrative, about 100 illustrations, from 20 to 40 research resources (essays, books, articles, and manuscripts), maps, and well thought-out lesson plans for teachers. Most of the latter are aimed at the high school level, but could be adapted to other levels. A bibliography and list of related web sites is also supplied for each migration, and a <a class="external" href="http://www.inmotionaame.org/glossary/index.cfm?id=undefined">Glossary</a>, located on the <a class="external" href="http://www.inmotionaame.org/education/">Educational Materials</a> page, contains encyclopedic explanations of various key terms in African American history. The site is visually attractive and generally well organized.</p> 
<p>Finding material relating specifically to children at this site, however, is not straight forward. The <a class="external" href="http://www.inmotionaame.org/source_materials.cfm">Source Materials "search"</a> function did not work any of the times this reviewer attempted to use it. Searching for "children" using the <a class="external" href="http://www.inmotionaame.org/search.cfm">search</a> function from the site's <a class="external" href="http://www.inmotionaame.org/home.cfm">home page</a> produces a list of those subsections of the site in which the term appears. From there, users can locate "Migration References," <a class="external" href="http://www.inmotionaame.org/search.cfm?q=children&type=image&searchType=new&searchScope=any&prevQ=">"Images"</a> (there are nearly 700 images), <a class="external" href="http://www.inmotionaame.org/search.cfm?q=children&type=text&searchType=new&searchScope=any&prevQ=">"Texts"</a> (over 200, including both primary and secondary sources), <a class="external" href="http://www.inmotionaame.org/search.cfm?q=children&type=edmat&searchType=new&searchScope=any&prevQ=">"Educational Materials,"</a> or <a class="external" href="http://www.inmotionaame.org/search.cfm?q=children&type=glossary&searchType=new&searchScope=any&prevQ=">"Glossary Terms"</a> involving children, (although with regard to the Texts in particular, it is not always evident where the material addressing children's history is located.) Teachers could also direct students directly to those sections treating family life in particular: <a class="external" href="http://www.inmotionaame.org/migrations/topic.cfm?migration=11&topic=7">"Family Matters"</a> (Return South Migration), <a class="external" href="http://www.inmotionaame.org/migrations/topic.cfm?migration=12&topic=8">"Family Life and the Second Generation"</a> (Haitian Immigration), <a class="external" href="http://www.inmotionaame.org/migrations/topic.cfm?migration=13&topic=6">"Family Life: Continuity and Change"</a> (African Immigration).</p> 
<p>Once located, viewers can access materials ranging from tables documenting the proportion of children among enslaved Africans who crossed the Atlantic, to post-Civil war era letters written by former slaves searching for children who had been taken from them, to advertisements for <a class="external" href="http://www.inmotionaame.org/gallery/large.cfm?migration=&topic=&id=575150&type=image&metadata=&page= ">"The Crisis,"</a> a periodical edited by W.E. DuBois addressing African-American lives in the early 20th century. As these sources suggest, although the site purports to move the discussion of African-American history beyond an exclusive concentration on the history of slavery, the bulk of the documentation available here does deal with the legacy of the slave trade.</p>
<p>While it is a little challenging to locate material on children at the site, the primary sources and supporting materials sometimes allow students and teachers to see how children themselves changed the course of African American history. Children, for instance, created an important bond between different branches of African American families, northern-born children moved south to be cared for by, and later to care for, their grandparents. Instructors might use the materials available at this site to create exercises dealing with the different migrations treated here. For instance, students could locate and analyze material dealing with children's experiences in two of the different migrations: If they played transformative roles for kin networks during the Great Migration northward and in its aftermath, what was children's comparative impact during Africans' initial migration to America? What factors might explain the differences?</p>
</div>
                    </div><!-- end element -->
            <div id="website-review-item-type-metadata-image-file-name" class="element">
        <h3>Image File Name</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="website-review-item-type-metadata-website-reviewer" class="element">
        <h3>Website Reviewer</h3>
                                    <div class="element-text">Nora Jaffary</div>
                    </div><!-- end element -->
            <div id="website-review-item-type-metadata-website-reviewer-institution" class="element">
        <h3>Website Reviewer Institution</h3>
                                    <div class="element-text">Concordia University</div>
                    </div><!-- end element -->
            <div id="website-review-item-type-metadata-pullquote" class="element">
        <h3>Pullquote</h3>
                                    <div class="element-text"><em>In Motion: The African-American Migration Project</em> portrays the history of 13 defining migrations that formed and transformed African Americans from the 16th century to the present. </div>
                    </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/426/fullsize"><img src="/files/display/426/square_thumbnail" class="thumb" alt="In Motion: The African-American Migration Project" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Thu, 14 Jan 2010 02:39:03 +0000</pubDate>
      <enclosure url="https://cyh.rrchnm.org/files/download/426/fullsize" type="image/jpeg" length="70179"/>
    </item>
    <item>
      <title><![CDATA[Clothing [Object]]]></title>
      <link>https://cyh.rrchnm.org/items/show/389</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">Clothing [Object]</div>
                    </div><!-- end element -->
            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-description" class="element">
        <h3>Description</h3>
                                    <div class="element-text"><p>The material culture of early childhood in the 21st century is characterized by an emphasis on biological age and related levels of cognitive and motor skill development. All types of objects, including diapers, toys, food products, and clothing, are divided into categories based on the age-appropriateness of a particular object. Descriptions of these categories commonly explain how each object functions to enable a child to attain a particular skill or reach a developmental milestone. Appeals to medical and developmental science are common. Clothing is often marketed for its ability to facilitate different types of developmental movements such as crawling, walking, or rolling over. Children's clothing is also noteworthy for its emphasis on marking very young individuals with their gender. Properly color coding children into pink for girls and blue for boys is of paramount concern in the clothing industry.  Similarly, patterns reflect particular gender ideals. It is very difficult, for example, to find a girl's outfit that has a plaid pattern or a car on it, even in pink, or a boys outfit that has a floral pattern or an image of a doll.  This type of gender coding at a very young age is culturally important when children are introduced socially into the world- it is a major social gaffe to misidentify a child's gender but if it occurs it is usually because the child is dressed in a gender-neutral color such as yellow or green. Children's clothing points to the importance of gender in our culture, and also the ways that gender roles are taught to children from birth.</p> </div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">Newborn Outfit, <em>The Children's Place</em>, <a class="external" href="http://www.childrensplace.com/webapp/wcs/stores/servlet/category_10001_10001_-1_99695_newborns_24101|72472|99695_newborn|outfits|his%20or%20her%20layette">http://www.childrensplace.com</a> (accessed January 1, 2010). Annotated by Jane Eva Baxter.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-contributor" class="element">
        <h3>Contributor</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-relation" class="element">
        <h3>Relation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-format" class="element">
        <h3>Format</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-language" class="element">
        <h3>Language</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-type" class="element">
        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-identifier" class="element">
        <h3>Identifier</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-coverage" class="element">
        <h3>Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Additional Item Metadata</h2>
        <div id="additional-item-metadata-transcription" class="element">
        <h3>Transcription</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-local-url" class="element">
        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-online-submission" class="element">
        <h3>Online Submission</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-posting-consent" class="element">
        <h3>Posting Consent</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-submission-consent" class="element">
        <h3>Submission Consent</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-edit" class="element">
        <h3>Process Edit</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-annotate" class="element">
        <h3>Process Annotate</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-review" class="element">
        <h3>Process Review</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-website-image" class="element">
        <h3>Website Image</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-analyzing-sources" class="element">
        <h3>Analyzing Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-source" class="element">
        <h3>Source</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-date" class="element">
        <h3>Date</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-bibliographic-citation" class="element">
        <h3>Bibliographic Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-provenance" class="element">
        <h3>Provenance</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-citation" class="element">
        <h3>Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-spatial-coverage" class="element">
        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights-holder" class="element">
        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-temporal-coverage" class="element">
        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Still Image Item Type Metadata</h2>
        <div id="still-image-item-type-metadata-physical-dimensions" class="element">
        <h3>Physical Dimensions</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="still-image-item-type-metadata-image-description" class="element">
        <h3>Image Description</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="still-image-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/423/fullsize"><img src="/files/display/423/square_thumbnail" class="thumb" alt="Clothing [Object]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Fri, 08 Jan 2010 18:11:49 +0000</pubDate>
      <enclosure url="https://cyh.rrchnm.org/files/download/423/fullsize" type="image/jpeg" length="8616"/>
    </item>
    <item>
      <title><![CDATA[Toys [Objects]]]></title>
      <link>https://cyh.rrchnm.org/items/show/388</link>
      <description><![CDATA[<div class="element-set">
    <h2>Dublin Core</h2>
        <div id="dublin-core-title" class="element">
        <h3>Title</h3>
                                    <div class="element-text">Toys [Objects]</div>
                    </div><!-- end element -->
            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-description" class="element">
        <h3>Description</h3>
                                    <div class="element-text"><p>The material culture of early childhood in the 21st century is characterized by an emphasis on biological age and related levels of cognitive and motor skill development. All types of objects, including diapers, toys, food products, and clothing, are divided into categories based on the age-appropriateness of a particular object. Descriptions of these categories commonly explain how each object functions to enable a child to attain a particular skill or reach a developmental milestone. Appeals to medical and developmental science are common. Toys are marketed using age ranges for which the product has been deemed appropriate: "Ages 4-8" or "Ages 3 and Up" for example. Each of these categories is associated with specific developmental milestones, and toys emphasize how their product can help with children's developing cognitive skills, mobility skills (e.g. walking, coordination), or particular sets of knowledge (e.g., shapes, colors, numbers). Scholarship on childhood has shown that emphases on biological development are particular to contemporary western cultures and tends to reinforce ideas that childhood is a "natural" or "universal" experience regardless of time period or cultural context. Individual children, however, may experience their own developmental trajectories.  Anthropological research with children from different cultures has shown that developmental sequences vary widely as different cultural settings place particular demands on the mental and physical development of young children.</p> </div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-source" class="element">
        <h3>Source</h3>
                                    <div class="element-text">"Little People® A to Z Learning Zoo™," <em>Fisher-Price Store</em>, <a class="external" href="http://www.fisher-price.com/fp.aspx?st=900002&e=storeproduct&pid=33051&section=pop_lp">http://www.fisher-price.com/fp.aspx?st=900002&e=storeproduct&pid=33051&section=pop_lp</a> (accessed January 1, 2010). Annotated by Jane Eva Baxter.</div>
                    </div><!-- end element -->
            <div id="dublin-core-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-date" class="element">
        <h3>Date</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-contributor" class="element">
        <h3>Contributor</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-relation" class="element">
        <h3>Relation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-format" class="element">
        <h3>Format</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-language" class="element">
        <h3>Language</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-type" class="element">
        <h3>Type</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-identifier" class="element">
        <h3>Identifier</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="dublin-core-coverage" class="element">
        <h3>Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Additional Item Metadata</h2>
        <div id="additional-item-metadata-transcription" class="element">
        <h3>Transcription</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-local-url" class="element">
        <h3>Local URL</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-online-submission" class="element">
        <h3>Online Submission</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-posting-consent" class="element">
        <h3>Posting Consent</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-submission-consent" class="element">
        <h3>Submission Consent</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-edit" class="element">
        <h3>Process Edit</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-annotate" class="element">
        <h3>Process Annotate</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-process-review" class="element">
        <h3>Process Review</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-website-image" class="element">
        <h3>Website Image</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-analyzing-sources" class="element">
        <h3>Analyzing Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-publisher" class="element">
        <h3>Publisher</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-source" class="element">
        <h3>Source</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-date" class="element">
        <h3>Date</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights" class="element">
        <h3>Rights</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-bibliographic-citation" class="element">
        <h3>Bibliographic Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-provenance" class="element">
        <h3>Provenance</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-citation" class="element">
        <h3>Citation</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-spatial-coverage" class="element">
        <h3>Spatial Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-rights-holder" class="element">
        <h3>Rights Holder</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="additional-item-metadata-temporal-coverage" class="element">
        <h3>Temporal Coverage</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="element-set">
    <h2>Still Image Item Type Metadata</h2>
        <div id="still-image-item-type-metadata-physical-dimensions" class="element">
        <h3>Physical Dimensions</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="still-image-item-type-metadata-image-description" class="element">
        <h3>Image Description</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
            <div id="still-image-item-type-metadata-related-primary-sources" class="element">
        <h3>Related Primary Sources</h3>
                    <div class="element-text-empty">[no text]</div>
            </div><!-- end element -->
        </div><!-- end element-set --><div class="item-file image-jpeg"><a class="download-file" href="/files/download/422/fullsize"><img src="/files/display/422/square_thumbnail" class="thumb" alt="Toys [Objects]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Fri, 08 Jan 2010 00:35:05 +0000</pubDate>
      <enclosure url="https://cyh.rrchnm.org/files/download/422/fullsize" type="image/jpeg" length="54048"/>
    </item>
  </channel>
</rss>
