East Central Indiana's Gas Boom began when natural gas was discovered in 1886 and lasted until 1906 when the supply fell too short to meet the demand. The resource brought magnificent wealth to the region, as industries developed in the area and drew thousands of workers. The incredible population growth resulted in a building boom, creating new churches, houses, industrial buildings, and civic buildings. Although the resource ran out and many towns quickly decreased in population, the buildings remained as a testament to the Gas Boom years. Several styles of architecture were popular during this period, and for churches the predominant styles were Gothic Revival and Romanesque Revival. Using a sample of Gothic Revival and Romanesque Revival churches located across the nation as models, this thesis studies the Gas Boom churches of Alexandria, Elwood, and Hartford City to determine if they represented the national trends in church architecture during this period. / Department of Architecture

This document is an examination of the millwork industry in the nineteenth century and its influence upon the residential built environment. This study explores influences and results in relation to the development of millwork in the United States. The first is the technological divergence that developed between the United States and Europe, as America introduced different technologies to exploit the vast amounts of timber accessible to the New World. The second development occurred as the New World slowly developed a taste for the type of elaborate millwork previously associated with wealthy patrons. Low cost of materials and new technologies made more complicated wood finishes available to those of modest means. The third situation reflects the struggle between an elite class of architects and pattern book designers, who advocated restraint in design, and carpenter-builders and their clients, who wanted to display their talent or status through the use of a high level of ornamental millwork. / Department of Architecture

Access to abstract permanently restricted to Ball State community only. / Explanations of the failure of unity in the Stone-Campbell movement -- Rhetorical flexibility in common sense philosophy -- Rhetoric about women in the first half of the 19th century -- Rhetoric about women in the second half of the 19th century -- Developing a new rhetorical practice. / Access to thesis permanently restricted to Ball State community only. / Department of English

This work focuses on the efforts of Montreal's Irish Catholics to maintain a cohesive ethnic community throughout the nineteenth century, and on the vital role that the national parish played in this process. The early community directed its attention towards institution building centred around Saint Patrick's church, which had been built for the use of Irish Catholics in the 1840s. Following the dismemberment of the extensive parish of Notre-Dame and the erection of smaller Irish national parishes in the early 1870s, greater emphasis was placed on the creation of a wide variety of parish societies. By discouraging participation in Irish national societies that refused to submit to clerical authority, and by effectively fusing religious and national identification, the clergy ensured the success of parish-based organisation. Broader associations embracing the various Irish-Catholic parish societies were established, and participation in the Saint Patrick's day procession inscribed these affiliations in space. It will be demonstrated that the territorial and social evolution of parishes were intimately connected.

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Inspired by the work of the Swiss psychotherapist Alice Miller (For Your Own Good, 1983) on the negative effects of traditional childrearing practices in Germany, this thesis posits the existence in France of a similar tradition of "poisonous pedagogy," also founded on a set of moral principles and pedagogical techniques designed to desensitize, demoralize, and blame the child while protecting the parent/teacher. Working under the banner of Cultural Studies, I study examples of pedagogical discourse taken from a variety of cultural productions, ranging from moral treatises (lay and religious) and books on infant care (puericulture) to children's stories, primary school readers, and civics texts. Drawing on Michel Foucault's paradigms of power/knowledge and the "archeology" of knowledge, this study focusses on the various constructions of the child in nineteenth-century France. Beginning with an analysis of Jean-Jacques Rousseau's influential Emile ou de l’education (1762), this study traces the legacy of poisonous pedagogy in France during the July Monarchy, the Second Empire and the Third Republic. During the nineteenth century the discourse on children was in constant mutation, and opposing perspectives clashed throughout the century, although criticism of poisonous pedagogy became strong only in the last quarter of the century during the Third Republic. Child advocates at this time can be found in many different spheres-education, politics, medicine-but the contribution of literary writers to the discourse on children is perhaps the most dramatic of any group. The harshest criticisms of poisonous pedagogy and its concomitant construction of the child came at the end of the century in the form of two literary works: Jules Valles's L'Enfant (1879), and Jules Renard's Poil de Carotte (1894). By skillfully weaving powerful attacks on the techniques and principles of poisonous pedagogy into their texts, these two writers prefigure the pedagogical discourse of modern-day psychologists and child specialists. / Arts, Faculty of / French, Hispanic, and Italian Studies, Department of / Graduate

Acculturation has become an integral part of scholarship about Native Americans in the Southeast. Recent studies have focused on trade the eighteenth century and Choctaw entry into the American market economy during the beginning of the nineteenth century. This study analyzes acculturation from 1801 to 1861, carrying the story about cultural change and persistence through the Removal era and to the American Civil War. It argues that while Choctaws acculturated to survive, prosper, and protect autonomy in a changing world, they continuously battled communal dissolution, which threatened to destroy their nation. Some individuals attempted to promote new methods of subsistence, worshiping, and dealing with the United States, and others feared that a loss of traditions would disrupt the bonds that bound together Choctaws as a people. Most Choctaws attempted to change certain elements of culture while maintaining others. New ideologies about behavior, political and social organization, and economic transformation highlighted the divisions between individuals and among social orders and classes. The threat of factionalism then determined how Choctaws, both elites and commoners, reacted to major nineteenth-century crises, which included the destruction of game, entrance into the American market economy, establishment and continuation of missionary education, Removal, the evolution of a national constitution, and decisions about Choctaw entry into the Civil War. By understanding the relationships between communal dissolution and acculturation in this way, this study portrays how Choctaws fought to balance cultural change and persistence while creating new bonds that held their society in tact through multiple tribulations throughout the nineteenth century.

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No description available.

This dissertation is an interdisciplinary study of scientific change. The undulatory theory of light replaces the emission theory of light in the early nineteenth century, triggering an "optical revolution" and vigorous debates among physicists in British from the 1830s to the 1850s. In this study I give the first full account of this extended episode of scientific change, drawing on methods and concepts from history, sociology and philosophy of science. The interdisciplinary account of the episode provides a basis for criticizing the existing models of scientific change in the philosophy of science. Previous historical studies of the “optical revolution" pay little attention to the period after the 1830s. Because the cognitive superiority of the undulatory theory had become obvious in the early 1830s, some historians have implicitly assumed that any controversy would soon come to a natural end. I, however, document that intensive debates continued from the 1830s until the end of the 1850s, and that emissionists even enjoyed temporary victories in their fights with undulationists. The narrative reveals the historical complexities of this episode: the debates extended long after the cognitive superiority of the undulatory theory should have become apparent by modern standard, the results of the debates did not necessarily coincide with modern cognitive judgements, and individual agents played decisive roles in determining how long a debate lasted and how it would end. On the basis of the historical narrative, I provide a philosophical analysis of the practices of theory appraisal and experiment appraisal that constituted the main theme of the controversy. Instead of merely identifying the criteria of evaluation employed in this episode, I pay special attention to how individual agents actually applied these criteria in concrete situations, what kinds of strategies or tactics they employed for the applications of these criteria, and how they created favorable conditions, both cognitive and social, for successfully applying these criteria. Individual agents’ efforts in selecting application strategies and in creating favorable conditions made the practices of appraisal complicated, exhibiting various features that are incomprehensible if we limit ourselves merely to studying the criteria of evaluation. I finally discuss a different approach to scientific change. The existing philosophical models of scientific change merely analyze the final product of science -- scientific theories, and ignore the impact of social factors and the role of individual agents. I suggest we concentrate on the process of knowledge production, and pay attention to individual agents’s practices in this process, as well as to the relevant cognitive and social factors that influence individual agents. Following this new approach, scientific change is understood as an evolution that involves interactions among three elements: theory, experiment, and human agent. / Ph. D.