Graduation date: 1952

While the migration of Abraham Lincoln’s family to the Northwest has often been documented as a significant event of his youth, historians have neglected the powerful repercussions this family decision had on Lincoln’s assessment of the South and the secession crisis in 1860 and 1861. Lincoln’s years living and working in the Northwest from 1831 to 1861 exposed him to the anti–slave system ethos of that region’s southern-born migrants. Sensitive to the restraints they believed the social system of slavery placed upon their own liberties, these former southerners simultaneously despised the slave system, hated African Americans, and sympathized with white slaveholders and nonslaveholders who remained in the South. After building his initial sense of southern society from these migrants, Lincoln spent his years as a U.S. congressman learning the significance of the Northwest Ordinance in creating the free society in which they had thrived. Emphasizing Thomas Jefferson’s role in conceiving the Northwest Ordinance and utilizing statistical evidence to prove the superiority of free soil over slave, Lincoln’s colleagues further expanded Lincoln’s conception of the South. All these influences combined to produce Lincoln’s uniquely northwestern approach to slavery, the South, and the secession crisis. Believing that the self-interest of white nonslaveholding southerners naturally propelled them away from the South and toward free society, Lincoln perceived the slave South as a vastly unequal society controlled by a minority of aristocratic slaveholders who cajoled or chided their nonslaveholding neighbors into accepting a vision of the South’s proslavery, expansionist future. As president-elect, Lincoln therefore overestimated the Unionist sentiment of southerners before and during the secession crisis. He remained convinced that the majority of white nonslaveholders would not support a secessionist movement that he believed countered their own self-interest. With time, and through careful communications with the South, he remained convinced that he could settle secessionist passions and bring southerners to trust him and the Republican Party. This northwestern perception of the South therefore explains, in part, Lincoln’s silence and his refusal to compromise during the secession crisis.

My project examines the legacy of the Gettysburg Address from 1863 to 1965. After an introduction and a chapter setting the stage, each succeeding chapter surveys the meaning of the Gettysburg Address at key moments: the initial reception of the speech in 1863; its status during the semi-centennial in 1913 and during the construction of the Lincoln Memorial; the place it held during the world wars; and the transformation of the Address in the late 1950s and early 1960s marked by the confluence of the Cold War, Civil Rights Movement, Lincoln Birth Sesquicentennial, and Civil War Centennial. My final chapter considers how interpretations of the Address changed in textbooks from 1900 to 1965, and provides the entire trajectory of the evolving meanings of the speech in one medium and in one chapter. For each time period I have analyzed what the Address meant to people living in four cities: Gettysburg, Richmond, New York, and London. My argument is twofold. First, rather than operating as a national document the Gettysburg Address has always held different meanings in the North and South. Given that the speech addressed questions central to the United States (equality and democracy), this lack of a common interpretation illustrates that there was no singular collective memory or national identity regarding core values. Second, as the nation and world shifted, so did the meaning of the Gettysburg Address. Well into the twentieth-century the essence of the speech was proclaimed to be its support of the democratic form of government as opposed to monarchies or other institutions. But in the middle twentieth-century that interpretation began to shift, with many both abroad and at home beginning to see the speech’s assertion of human equality as its focal point and most important contribution.

Title from title page of PDF (University of Missouri--St. Louis, viewed March 1, 2010). Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Stevens Point, 2002. / Includes bibliographical references (leaves 62-65).

This thesis project centers on the use of pedagogy and education as forms of social protest during the Chicana/o Movement. Following Chicana/o Movement historiography, this project seeks to explore and explain the events behind the establishment and demise of Juárez-Lincoln University in Austin, Texas. Using this institution as the primary focus, the history of the Chicana/o Movement will be examined using the lens of liberation pedagogy to explore how and why an institution such as Juárez-Lincoln University is missing from the larger historical narrative. Placing Juárez- Lincoln University into the context of the Chicana/o Movement will then provide a space for examining the use of education and radical pedagogies as a form of social protest equal to the more visible and studied La Raza Unida Party. This study will serve an introduction to the complex history of education as activism during the Chicana/o Movement. / text

The potential impact of sea level rise on Lake Ellesmere - Te Wiahora and the subsequent effect on the efficiency and performance of the L2 Drainage network was investigated in relation to the operation of the L2 Drainage scheme. Lake Ellesmere is currently manually opened for drainage to the sea when the lake levels reach 1.05 m above mean sea level (asl) in summer and 1.13 m asl in winter. With a rise in sea level, the lake opening levels for both summer and winter would have to increase in order to maintain the current hydraulic gradient. Higher lake levels would impact drainage schemes such as the L2 drainage network. An integral research approach was used to study this potential impact, including fieldwork, analysis of data, hydrologic and hydraulic modelling. Both the hydrologic and hydraulic response of the L2 catchment and river were reproduced with reasonable accuracy by the use of computational models. Simulations of 2, 10 and 20 year annual recurrence intervals (ARI) rainstorm events coupled with higher lake levels show increase flooding along the length of the river. An increase in the lake opening levels, coupled with south-easterly wind was shown to have increased the degree of flooding on adjacent farmlands, but only a 3.50 per cent increase of water level (for all conditions simulated) 3.5 km upstream of the L2 River. The study clearly shows that weed growth within the L2 River plays an important part in controlling the water level within the channel. Results show it was responsible for an observed water level rise of 0.30 m from the winter to summer season. The combined use of hydraulic and hydrological models provides an effective tool to study future impacts on the drainage efficiency and performance of the L2 drainage scheme and other similar systems. The potential for both models to be used as a predictive tool for improving the operation of the L2 scheme and Lake Ellesmere was only limited by the difficulty in estimating model parameters especially for the hydrologic model.

Texte remanié de: Ph. D. Diss.--Chapel Hill--University of North Carolina, 1984. Titre de soutenance : The Middle English grammatical texts in Oxford Lincoln College Ms. Lat. 130. / Contient une étude sur une traduction en moyen anglais de l' "Ars Minor" de Donatus (= "Accedence") et de "Regemina secundum Magistrum Wacfilde", traité de syntaxe attribué à John Wakefield.

Thesis (M.C.M.) -- Lincoln University, 2009. / Also available via the World Wide Web.

Thesis (Ph. D.)--Illinois State University, 1980. / Title from title page screen, viewed Feb. 24, 2005. Dissertation Committee: John McCarthy (chair), Art Adams, John Brickell, Ron Halinski, Dale Jackson. Includes bibliographical references (leaves 148-151) and abstract. Also available in print.