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    <title><![CDATA[Children and Youth in History]]></title>
    <link>http://cyh.rrchnm.org/primary-sources/browse/2?tags=North+America&amp;output=rss2</link>
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    <pubDate>Wed, 11 Aug 2021 03:15:05 +0000</pubDate>
    <managingEditor>chnm@gmu.edu (Children and Youth in History)</managingEditor>
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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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      <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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      <title><![CDATA[Clothing [Object]]]></title>
      <link>https://cyh.rrchnm.org/items/show/389</link>
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                                    <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>
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                                    <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>
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                    <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>
    <item>
      <title><![CDATA[Last Day of School, Calgary [Photograph]]]></title>
      <link>https://cyh.rrchnm.org/items/show/373</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">Last Day of School, Calgary [Photograph]</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 children of various ages shown bursting through the doorway of the stone school building in Calgary, Alberta, have just been released for their summer vacation. These elementary school children photographed in 1956 represent the post-World War II baby boom generation at its height, at a time when Calgary, Alberta, was also undergoing rapid growth from an oil production boom in the province. By 1961, almost forty percent of Calgary’s population was under the age of nineteen. During that period, almost sixty schools were built to handle the influx, and raising children was a major public concern that was documented in newspapers and public health and service projects. Jack de Lorne (1930- ) is a local Calgary photographer who worked for the Calgary Herald and Albertan newspapers from 1949 to 1962, and maintained a studio thereafter. His photography, held in the Glenbow Archive, documents the rise of Calgary, Alberta, as a boom town after the discovery of oil nearby in 1947.</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">Jack de Lorne, "Last Day of School, 1956,"  <em>Glenbow Museum, Calgary</em>, <a class="external" href="http://www.glenbow.org/50s/family_eng10.htm">http://www.glenbow.org/50s/family_eng10.htm</a> (accessed March 5, 2009). Annotated by Susan Douglass.</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/362/fullsize"><img src="/files/display/362/square_thumbnail" class="thumb" alt="Last Day of School, Calgary [Photograph]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Tue, 24 Nov 2009 18:30:35 +0000</pubDate>
      <enclosure url="https://cyh.rrchnm.org/files/download/362/fullsize" type="image/jpeg" length="55171"/>
    </item>
    <item>
      <title><![CDATA[Girls Making Snowman [Painting] ]]></title>
      <link>https://cyh.rrchnm.org/items/show/362</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">Girls Making Snowman [Painting] </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>Motivated by wartime hysteria and racial sentiments following the Japanese attack on Pearl Harbor on December 7, 1941, President Franklin D. Roosevelt issued Executive Order 9066 that ordered the removal of Japanese Americans on the West Coast to internment camps in the interior. Children were over half of the 110,000-120,000 Japanese Americans forced to leave friends, pets, possessions—even siblings (those with severe disabilities were excluded from camps).</p> 

<p>The social realism of Sugimoto's paintings chronicle and critique the physical dislocation, social disruption, and material deprivation experienced by children and their families. In the militarized camps located in desolate areas, children inhabited cramped and cold barracks with scarce furnishings. Children attended make shift schools that lacked basic necessities and received scant portions and stale bread three times a day at a mess hall. Unappetizing food and inadequate nourishment compromised the health and happiness of children.</p> 

<p>Japanese-born artist, Henry Sugimoto (1900-1990), his wife, and their 6-year-old daughter were among more than 8,000 inhabitants at the Jerome camp in Arkansas where he painted this picture around 1943. This seemingly simple painting connects the bleak reality of everyday life with the play of interned children like his daughter.</p>

<p>Children engaged in the expressive "language" of play provide researchers with a challenging form of documentary evidence. What purposes might their play have served? As an <em>expression</em> of feelings about their internment? An <em>escape</em> from an unjust reality? A <em>fantasy</em> about a better place? Was their play a <em>wish</em>? Compare this snowman with the traditional Japanese <em>yuki</em> (snow) <em>daruma</em> (the monk who founded Zen Buddhism and who also serves as a wishing doll). What evidence is there of racial and cultural conflict? Does that explain the contrast between the snowman's luminescence and the girls' dark complexions? In what ways might the iconic American "snowman" have served as an ironic reference to the customs and values of the society that incarcerated its youngest citizens because of their race?</p>  

</div>
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                                    <div class="element-text">Henry Sugimoto, &quot;Girls Making Snowman&quot; (Girls Making a Snowman in Jerome Camp), 1943. Gift of Madeline Sugimoto and Naomi Tagawa, Japanese American National Museum (92.97.96). Annotated by Miriam Forman-Brunell. </div>
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                    <div class="element-text-empty">[no text]</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 image-jpeg"><a class="download-file" href="/files/download/347/fullsize"><img src="/files/display/347/square_thumbnail" class="thumb" alt="Girls Making Snowman [Painting] " width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Thu, 19 Nov 2009 03:55:57 +0000</pubDate>
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    </item>
    <item>
      <title><![CDATA[Native American Children and Toys [Engravings]]]></title>
      <link>https://cyh.rrchnm.org/items/show/361</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">Native American Children and Toys [Engravings]</div>
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                                    <div class="element-text"><p>Theodore de Bry included this colorful engraving in his publication of Hariot's, <em>A Briefe and True Report of the New Found Land of Virginia</em> (1590). It was based on a watercolor by John White (fig. 2) painted five or six years earlier. 
Despite their differences, in both versions a mother is standing with her 8- to 10-year-old daughter who is wearing a string of beads and a leather string around her waist (tied to another holding moss between her legs). The girl is holding an English "puppet" or "poppet." In 16th century England, wax dolls (of adult women) like this one were mass-produced from molds. According to Hariot, a scientific advisor who sailed to Roanoke in 1585-6 and collaborated with John White while colonizing the mid-Atlantic region, the native people were "greatlye delighted” with the "puppets and babes" "broughte oute of England." The rattle, which did not appear in John White's water color, was a popular toy in early modern Europe.</p> 

<p>Representations like these can be useful sources of information about Native-American children. However, those who produced them drew upon artistic traditions and Western cultural values in their often embellished and stylized representations of indigenous children. As a result, these visual sources must be used critically, cautiously, and comparatively. For instance, how does the girl in John White’s watercolor compare with one in the lavish engraving? Also compare the girl in the hand-painted illustration to the boy in the 1705 engraving published in <em>The History and Present State of Virginia, In Four Parts</em> (fig. 3).</p>

<p>What might account for the change in the sex of the child and the toys in their hands? Robert Beverley did write this book just a few years after his 16-year-old wife died while giving birth to their only son. In what ways might the boy also have served as a more suitable representation of emergent Enlightenment notions of childhood innocence and activity at the dawn of the 18th century?</p> 
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                                    <div class="element-text">Theodore de Bry, <em>A Briefe and True Report of the New Found Land of Virginia</em>, 1590. Image courtesy of the Mariners' Museum; John White, water color, c. 1586, courtesy British Museum; Robert Beverley, <em>The History and Present State of Virginia, In Four Parts</em>. London: Printed for R. Parker, MDCCV, 8-9, <em>Documenting the American South</em>, <a class="external" href="http://docsouth.unc.edu/southlit/beverley/beverley.html">http://docsouth.unc.edu/southlit/beverley/beverley.html</a> (accessed November 7, 2009). Annotated by Miriam Forman-Brunell.</div>
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    <h2>Document Item Type Metadata</h2>
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        <h3>Text</h3>
                                    <div class="element-text"><p>Caption: "Woman, and a Boy running after her."<br />
"The Boy wears a Necklace of Runtees, in his right hand is an Indian Rattle, and in his left a roasting Ear of Corn. Round his Waste is a small string, and another brought cress thro his Crotch, and for decency a soft skin is fastn'd before."</p>

<p>See: Robert Beverley, <em>The History and Present State of Virginia, In Four Parts</em>. London: Printed for R. Parker, MDCCV. 8–9.</p></div>
                    </div><!-- end element -->
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                    <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/394/fullsize"><img src="/files/display/394/square_thumbnail" class="thumb" alt="Native American Children and Toys [Engravings]" width="250" height="250"/>
</a></div><div class="item-file image-jpeg"><a class="download-file" href="/files/download/395/fullsize"><img src="/files/display/395/square_thumbnail" class="thumb" alt="Native American Children and Toys [Engravings]" width="250" height="250"/>
</a></div><div class="item-file image-jpeg"><a class="download-file" href="/files/download/396/fullsize"><img src="/files/display/396/square_thumbnail" class="thumb" alt="Native American Children and Toys [Engravings]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Wed, 18 Nov 2009 04:18:27 +0000</pubDate>
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    </item>
    <item>
      <title><![CDATA[Little Eva, The Flower of the South [Children's Story] ]]></title>
      <link>https://cyh.rrchnm.org/items/show/348</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">Little Eva, The Flower of the South [Children&#039;s Story] </div>
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            <div id="dublin-core-subject" class="element">
        <h3>Subject</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Description</h3>
                                    <div class="element-text"><p>Published around 1853, <em>Little Eva, The Flower of the South</em> is an anonymously written children's story based on Eva, the enormously popular character in Harriet Beecher Stowe's anti-slavery novel, <em>Uncle Tom's Cabin</em> (1852).  Aiming to thwart the spread of anti-slavery sentiments in Stowe's best-seller proponents of slavery published "Anti-Tom" or "plantation novels." Unlike other works in that literary genre, <em>Little Eva</em> sought to teach children. In this story, well-treated, child-like slaves (such as Sam) were gratefully content. (Note that the badly abused Topsy is conspicuously absent.)</p>

<p>Though there are many similarities, there are more differences between the two Evas. The one in this story is 9 years old, not 6, and she lives in Alabama, not New Orleans. It is a slave named Sam, not Tom, who rescues Little Eva from drowning. Moreover, the Eva in this children's story does not oppose slavery. In fact, the thought never crosses her mind as it haunted her angelic namesake. Then, instead of dying, this little girl blissfully celebrates her birthday, a recent cultural practice recognizing children's individuality.</p>  

<p>Although this dutiful, sweet, pious, and caring Eva personified the ideals of southern white girlhood, does she lack the agency associated with that gender prescription? What evidence (in the plot and illustrations) is there that little girls of elite southern slaveholders might have engaged in spirited activities that tested the limits of slavery and patriarchy (e.g., teaching slaves to read)? How does this Little Eva contribute to historians recent understanding of the challenges that adolescent girls mounted against the late 19th and 20th century social order? In what ways were girls in the South more like those in the North who spent their days jumping and skipping?</p> 
</div>
                    </div><!-- end element -->
            <div id="dublin-core-creator" class="element">
        <h3>Creator</h3>
                    <div class="element-text-empty">[no text]</div>
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        <h3>Source</h3>
                                    <div class="element-text">Little Eva. The Flower of the South. Aunt Mary's Picture Book New York: Phil. J. Cozans, c. 1853. Available online: <em>Uncle Tom's Cabin & American Culture archive</em>, <a class="external" href="http://utc.iath.virginia.edu/childrn/cbcbambt.html">http://utc.iath.virginia.edu/childrn/cbcbambt.html</a> (accessed November 8, 2009). Courtesy the John Hay Library, Brown University; all rights reserved.©2001 Stephen Railton & the University of Virginia. All rights reserved. Annotated by Miriam Forman-Brunell.
</div>
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            <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>Document Item Type Metadata</h2>
        <div id="document-item-type-metadata-text" class="element">
        <h3>Text</h3>
                                    <div class="element-text"><h3>Little Eva. The Flower of the South</h3> 

 

<p>LITTLE Eva lived in the bright sunny South, in the State of Alabama. She was the only daughter of a wealthy planter, who owned many slaves, and a large plantation. Eva was the joy and pride of her parents, she obeyed them in everything; she had a smile or a kind word for all; she is called the Flower of the South.</p>

<p>Here you see, is little Eva teaching the little colored boys and girls the alphabet. See how pleased they are, for they all love Eva, and would do anything to please her; and Eva takes a great deal of pleasure in teaching them and making them happy. She is teaching them the letters one by one, which she marks on the black-board.</p>

<p>Eva does not forget her friends, for she calls on her old nurse every day, to give her comfort and bring her all the news that is going about, for her nurse is very old and sick. Eva has just brought her some chicken broth; the nurse is always glad to see Eva, and she loves to talk of the time when Eva was a dear little baby.</p>

<p>It is Sabbath morning, and Eva as usual, is reading the Bible to the colored people; she has learned some of them to read, but they would rather hear Eva read than read themselves, for they say her voice is so sweet; and she always explains all the questions they ask her so pleasantly, that it is a greater pleasure to hear her.</p>

<p>Eva rises early like all good children. Sometimes, when the weather is clear and beautiful, she takes a walk, and gathers a pretty bunch of flowers for her dear mother, who is very fond of them. Eva is riding a pony this morning, she is not afraid of him, for he is a very kind and gentle animal, he sometimes follows her like a dog.</p>

<p>Eva has fallen into the water. See how the poor dog is swimming to save her, but he is too late, for Sam is taking her safely out. Poor Eva, she was reaching to catch hold of some grass which grew in the water, when she lost her balance and fell; but she is safe now. She will remember not to play again near the water.</p>

<p>This is Eva's birth-day. She is just nine years old; there is a double rejoicing, both because Eva was saved from drowning, and because it is her birth-day. See, she is presenting Sam with a beautiful Bible, as a token of her esteem. Eva's parents were so pleased with Sam for saving Eva, that they gave him his freedom; but he never left them, he loved them all too well.</p>
</div>
                    </div><!-- end element -->
            <div id="document-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/404/fullsize"><img src="/files/display/404/square_thumbnail" class="thumb" alt="Little Eva, The Flower of the South [Children&amp;#039;s Story] " width="250" height="250"/>
</a></div><div class="item-file image-jpeg"><a class="download-file" href="/files/download/407/fullsize"><img src="/files/display/407/square_thumbnail" class="thumb" alt="Little Eva, The Flower of the South [Children&amp;#039;s Story] " width="250" height="250"/>
</a></div><div class="item-file image-jpeg"><a class="download-file" href="/files/download/408/fullsize"><img src="/files/display/408/square_thumbnail" class="thumb" alt="Little Eva, The Flower of the South [Children&amp;#039;s Story] " width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Mon, 09 Nov 2009 03:51:48 +0000</pubDate>
      <enclosure url="https://cyh.rrchnm.org/files/download/404/fullsize" type="image/jpeg" length="88401"/>
    </item>
    <item>
      <title><![CDATA[Hobby Horse [Painting]]]></title>
      <link>https://cyh.rrchnm.org/items/show/346</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">Hobby Horse [Painting]</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>This oil on canvas painting by an unknown American folk artist was painted around 1840. It depicts two siblings at play. While their mother is absent from the picture, she presided over the "private sphere" of the home as prescribed by the ideology of "separate spheres" that defined everyday life in 19th-century America. Charged with raising boys to be citizens (and girls to be wives and mothers of citizens), it was mothers' moral duty to oversee the development of their children's "good character."  As a result, sons under the age of 6 inhabited the domestic sphere along with their sisters where they were dressed in the same loose-fitting pantaloons, dresses, and petticoats.</p> 

<p>Although both girls and boys both donned silk, satin, and velvet dresses, there were differences in their apparel and activities. Young boys were distinguishable from girls by their hairstyle (boys were more likely to wear side parts) and hats. Boys also engaged in different play activities: it was considered indecent for girls to straddle a rocking horse. Rocking on the "hobby horse" enabled boys like this youngster to practice the balancing ability he would need in order to ride a real horse as he took his place in the "public sphere." Riding the rocking horse and brandishing a whip also provided boys with the opportunity to practice the skills and sensibilities of masculinity—independence, mastery, confidence, control, courage, and dominance. The boy's placement at the center of the painting and protectively above and in front of his older sister, also prescribed his position in the Victorian gender hierarchy where he would perform manliness through initiative, competition, forcefulness, and rationality. </p>

	<p>Compare this work with images of children in other folk art paintings. How else are girls and boys represented?</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">The Hobby Horse c. 1840. National Gallery of Art, Washington DC, USA. Annotated by Miriam Forman-Brunell.</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/288/fullsize"><img src="/files/display/288/square_thumbnail" class="thumb" alt="Hobby Horse [Painting]" width="250" height="250"/>
</a></div>]]></description>
      <pubDate>Mon, 09 Nov 2009 02:42:43 +0000</pubDate>
      <enclosure url="https://cyh.rrchnm.org/files/download/288/fullsize" type="image/jpeg" length="78570"/>
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