All-American Adventure

Previously when learning about Coney Island, many of the sources we read described Coney Island as a place where people felt free to relax their morals. It reflected changing relations between genders and people of different social classes. The primary source document, “All-American Adventure” was interesting because it was a real example of what we have been learning about Coney Island. The narrator, Lily Daché, was an innocent girl from Paris who entered and embraced the Coney Island culture. At Coney Island, she talked to a male stranger, and spent the day with him. This is something that would have been considered inappropriate in Paris and something she felt she should not be doing, but was swept up in the excitement and atmosphere of Coney Island.

This primary source also reflects the status of immigrants at Coney Island. Lily Daché was an immigrant, and up until the end of the document, she continuously refers to herself as an immigrant. After her adventure at Coney Island, though, Lily no longer feels like she is an immigrant. For her, going to Coney Island is an important part of being an American. She says, “when he left me at my door that night I knew I was a real American from now on. I had “picked up” a date at Coney Island, I had eaten hot dogs and peanuts and had ridden the chute-the chutes. It had been a holiday to match my mood, and now I was ready for the next step on my road to success For I never doubted for a moment that success was my destination.” Her experience at Coney island made Lily feel like an American. 

Amusing the MIllion pgs 55-112

In this last half of Amusing the Million, Kasson describes the creating of the three parks, Steeplechase, Luna, and Dreamland, and brings the reader to the end of Coney Island. The first half of this section seemed to reiterate what we have been talking about in class and what was in the movie we watched in class. It illustrated the rise of Steeplechase, then Thompson and Dundy’s creation of Luna Park, and finally the building of Dreamland. Kasson portrayed the competition between the parks, each one trying to out do the others. This section also repeated the discussions we have been having in class about how Coney island was a place where people would go to escape reality and experience a relaxed and primitive state, where everything was just fun.

One thing I thought was interesting was how Coney Island began as something new and exciting, but ended because “the rest of the culture was catching up” (112). Most of the rides were based off of things in everyday life, such as trolley cars and trains, but at Coney Island they seemed much more fun and exhilarating. In reading the first section of Amusing the Million, one of the things I wrote in my last blog post was that it seemed like Coney Island was a gateway into the future. It is this fact, it seems, that is what made Coney Island such a special destination. People no longer found it fascinating when everyday mass culture gave people some of the same opportunities and experiences they got from Coney Island. “The experience was less extraordinary and hence less meaningful” (112). 

Amusing the Million pgs 1-54

In this section, the thing that really stood out for me was the way John F. Kasson kept on referring to Coney Island as a place where people could stray from the binds of proper society and relax. “It broke down the sense of rigidity that dominated so much of the life of American cities at the turn of the century and lessened personal restraints” (41).  Kasson describes the social codes middle class America as formal and uptight. Even the working class “observed a strict etiquette,” (42), especially when it came to young men and women and dating. But at Coney Island “permitted a respite from such formal, highly regulated social situations” (44), which was one of the reasons the resort held such a high appeal to the masses. This element of the island must have been extremely important to the time period, because Kasson brings it up in his writing many times throughout the reading.

In reading this section, it seems to me as if Coney Island was a gateway into the future. As Kasson describes the millions of people, the shows, the rides, the food and drinks, and especially the relaxation of the public’s social and moral expectations, it reminds me of the society we have today. Now, amusement parks are common and are always filled with many people. Also, today’s culture is a lot more relaxed and it is more acceptable for people, especially women, to act the way they did on Coney Island. 

The Lost "Beautifulness"

“The Lost Beautifulness” by Anzia Yezierska was a very powerful story. It captured the reader’s attention and emotion. The reader is brought into Hannah Hayyeh’s life and really experiences at first her joy and beautiful artistry, and then later her murder and turmoil. For me, this portrayal of life in these tenements and the unfairness and cruelty inflicted on these people was more real and more powerful than Riis’s pictures or descriptions. Yezierska captures Hannah Heyyeh’s emotions and brings them to life, which makes the story seem more real than Riis’s words and descriptions, or even his photographs.

An interesting character in “The Lost Beautifulness” was Mrs. Preston, the woman Hannah Hayyeh worked for. Mrs. Preston embodies the kind of person Riis was trying to get the attention of, someone who is of the middle class and sympathizes with the poor. Riis was trying to persuade people like Mrs. Preston to bring about change. The interesting thing is, though, that like Mrs. Preston, Riis’s middle class views got in the way of his helping the poor. Mrs. Preston see’s Hannah Hayyeh’s sadness and anguish, and seems to want to help, but at the same time is unwilling to help. She makes excuses for why things are they way they are, instead of trying to change them: “these laws are far from just, but they are all we have so far. Give us time. We are young. We are still learning. We’re doing our best” (7).

People like Hannah Heyyeh were being robbed by their landlords, and many of the middle class felt like there was nothing they could do to stop it. What would be some ways a middle class person could help someone in Hannah Heyyeh’s situation? 

How The Other Half LIves Chapters 9, 10, 12, 13

In these four chapters, the thing I found most interesting was the way Riis clearly victimizes the Bohemians and the Blacks, and compares then with the “Polish Jews” and the Chinamen. Riis feels sympathetic for the Bohemians and African Americans situations. He seems to feel that it is not their fault. Those two chapters make the reader feel that the Bohemians and African Americans have been put in awful situations and are unable to get out. Riis is making the reader aware of their situation, as he does earlier in How the Other Half Lives. Riis does this by describing the Bohemians as slaves: “enforcing upon a proud race a slavery as real as any that ever disgraced the South” (109) and saying the Bohemian’s employer and landlord “reduces him to virtual serfdom” (109). Riis makes it clear that, in his opinion, the Bohemians and the African Americans have are forced into their situation: “The location of the cigar factories, upon which he depends for a living, determines his choice of home, though there is less choice about it than with any other class in the community, save perhaps the colored people” (110).  For both the African Americans and the Bohemians, “the sore grievances I found were the miserable wages and the enormous rents exacted for the minimum of accommodation” (110).

It seems that Riis especially likes the African Americans and feels for their situation. This is strange, because from these four chapters it can easily be perceived that Riis is very racist. After reading the first three chapters, some of his descriptions of the African Americans surprised me. He describes them as “immensely the superior of the lowest of the whites, the Italians and the Polish Jews, below whom he has been classed in the past in the tenant scale” (116) when speaking of their cleanliness. He also prides the African Americans for their optimistic attitudes: “Poverty, abuse, and injustice alike the negro accepts with imperturbable cheerfulness” (118) and “In the art of putting the best foot foremost, of disguising his poverty by making a little go a long way, our negro has no equal “ (118).

Riis frequently compares the Bohemians and the African Americans with the Italians, Chinamen, and Polish Jews. He always favors the former, while putting down the latter. Riis throws little comments into his writing like “It does not help the case that this landlord employer, almost always a Jew, is frequently of the thrifty Polish race just described” (109) when speaking of the Bohemian’s situation. Riis is portraying the Jews negatively, and blaming them for the poverty and helplessness of the bohemians. Why would Riis sympathize with the Bohemians and the African Americans? 

The Mirror with a Memory

This article explains the bias that can be seen in every photograph. Every photographer chooses what they decide to capture, and in many instances, the photographer poses the photograph to make it look how he or she wants it to look. This creates bias. Jacob Riis’s goal of his writing and photography was to make the issues of the poor visible to all the citizens of New York and to inspire change. He took photographs to show the reality of the lives of the poor.  But are his photographs a true depiction of the reality? Many of Riis’s photographs were posed. Riis created the picture he believed would inspire the middle and upper class to help the poor. He chose which shots to capture and which ones were not worth being photographed. Riis created the vision he wanted. Although Riis, like all writers and photographers, was biased, his pictures and words present an important message. The poor needed help. They were living in terrible conditions. Riis’s photographs effectively portray the dire situation of the poor in New York.

How the Other Half Lives Chapter 1-4

Jacob Riis used photographs and writing to effectively portray the dire situations facing New York City during this time. He discusses the overcrowding of the city, which led to sickness and unlivable housing. The people who owned the tenements only cared about making money. They didn’t want to pay to make the living conditions respectable or healthy in their tenements. Then, I found it was interesting that the owners blamed the people living in the tenements for its horrible state. “The proprietors frequently urged the filthy habits of the tenants as an excuse for the condition of their property, utterly losing sight of the fact that it was the tolerance of those habits which was the real evil, and that for this they were alone responsible” (pg 6). The last part of this quote I thought was particularly important. The proprietors, and the wealthy people of New York City, did nothing to help the poor. They ignored them and allowed the problem of overcrowding, sickness, and inhabitable living conditions to fester and grow until it started to affect them in a negative way.

         Jacob Riis is trying to make the people of New York City aware of how the poor and desperate are living during this time. I think his use of pictures is particularly effective. When people see things, they are more likely to sympathize and actually want to try and fix the problem. I know when I see these pictures, especially the ones with children in them, I can see how horrible and dirty these places are and I can’t imagine that people actually lived there. I want to help find a way to fix the problem. It seems that Riis felt it was everyone in New York’s responsibility to try and create better living conditions for the poor. Whose responsibility do you think it was to help fix this situation?

Dick's World

What I found the most horrifying was "Orphan Trains and Their Precious Cargo." I couldn't believe that the Children’s Aid Society, an organization that one would think, from its name, was supposed to help children, was carting children off to live with and work for strangers. I realize that the goal of the Children’s Aid Society was to help give orphaned children a home and get them off the streets of New York City, but this text makes it seem as if they did not really care about the children’s welfare. “The children would be lined up and inspected, not unlike cattle, and would be chosen (or not) by the various farmers. Often, the children would be asked to perform for the audience and would sing or dance. The lucky ones (relatively speaking) were chosen by a farmer or his wife, or both, and were taken to their new homes in the country.” This passage reminded me of slave markets. It seems like these children are being sold like slaves, which makes me think that they will continue to be treated like slaves in their new homes. It was amazing to me that, relatively soon after slavery was abolished in the United States, a new kind of slavery was created in the way of children. Is a form of slavery still present in the United States today?

On the other hand, I thought it was interesting that, continuing on to the next paragraph of “Orphan Trains and Their Precious Cargo,” it says “The Society’s agents would follow up on the children and make occasional visits to the farms they were placed on. If the new homes were found unsuitable for one reason or another, the children would be removed and placed once again. Some children would be placed in as many as eight or more homes before finally finding one that was suitable… The children would be asked to write the Society at least twice a year and report on their new lives in the country and their hopes for the future.” This gives an entirely different outlook on the Children’s Aid Society, creating the impression that they actually care about the children’s well being. I find it strange that the Children’s Aid Society would auction off the children, but then check up on them and take the time to find new homes for them if need be. Although this text does not specify about how effective the Society was with responding to what the children wrote in their letters or with making sure the new homes were suitable. 

Ragged Dick 12-27

This section of Ragged Dick focuses on his gradual rise in society into a “’spectable” man. He starts as a boot-black with only five dollars, which he decides to invest in the bank. He saves over $100 in nine months, learns to read and write, and attends church. He ends up getting “a situation” as a clerk in a counting-room earning ten dollars a week! Dick’s story represents the American Dream, and that anything is possible. A poor boy with nothing was able to make his way up in society with hard work, good morals, and kindness. Some people may questions this, and say that this is not possible. Some say that the American Dream is not a reality. There is too much corruption in the world for this to happen. Dick’s story cannot be real. I disagree with these statements. I believe that Dick’s story is based off the lives of many young boys in similar situations. Good deeds and kindness can go a long way in life, which Dick shows when he risks his own life to save the little boy. Ragged Dick also contains this message, and encourages people to be kind, not to cheat or steal, and to help the others around you.

Another interesting occurrence in this section of Ragged Dick is Dick’s budding friendship with Henry Fosdick. It starts off with them helping each other out; Dick gives Fosdick a place to live and Fosdick teaches Dick to read and write. He ends up teaching Dick all he knows. They grow to care about each other, and help each other out of bad situations. Dick helps Fosdick get a job, and they are very supportive of each other’s hard work. They develop a true friendship. I think this is really important and says a lot about their character. 

Ragged Dick 1-11

Ragged Dick shows the emphasis and distinctness of the difference between the wealthy and the poor in New York City during the 1860s. Dick is a poor boy with no family who raised himself. It is amazing that he is so honest and would never steal; it makes one wonder where his morals came from. It doesn’t seem like he has an adult role model in his life to teach him right from wrong. Before meeting Frank, Dick doesn’t think there is another way for him to live. He believes his life is polishing boots, and he isn’t able to do anything more with his life. Frank tells him this isn’t so, and that he could do more with his life, especially if he became educated. They talk of Dick becoming a “self-made” man. If he works hard and remains honest, he could do a lot with his life, and if he saved his money, he could move up in life. He would no longer have to sleep in a box or work for enough money to get himself through the day.

            Frank and his uncle are portrayed as coming from a different world, with money and nice clothes. They are presented as being very different from Dick, just because they are rich. They help Dick, though. They give him nice clothes and help him to change his status in life. It is interesting how much having nice clothes changes people’s perspective of the boys. When Dick walks around in the nice clothes, no one recognizes him. They think he is rich and try to swindle him out of money, but he is to smart for them. When the boys are on the car, only the woman who accuses them of stealing distrusts them. Everyone else thinks they seem like fine boys, by judging their appearance. If Dick was dressed in his normal rags, my guess is their reaction would be very different, and the conductor wouldn’t have hesitated in checking his pockets. Everyone would have believed he stole the purse based on his appearance as a poor boy.

            Appearance and status were very important during this time. The people around Dick treated him differently when he was dressed in the nice suit. It makes me wonder, how much does our appearance matter today? Do we still judge people based on what they are wearing? Do we trust people more if they are dressed nicely? 

Draft Riots 3

It seemed to me that Archbishop Hughes was trying to end the draft riots by playing to the rioters’, who were mostly Irish Catholics, religious beliefs. He portrayed himself as a friend to anyone of the Catholic religion, and welcomed the rioters to visit him and listen to him speak. He promised that if the went to see him, they would not be met with military violence. He wanted to achieve peace. The article states that Hughes was an “advocate for the city’s Irish Catholic workers…” It makes one think the Irish rioters would respect him more, and actually listen to his plea for them to “dissolve their association with reckless men who have little regard for Divine or human law.”

I found the picture entitled “Fighting” really interesting. The rioters are depicted as chaotic and unorganized, while the military is lined up in neat, organized rows. Also, the all the gunfire and smoke is coming from the military, who it seems is killing all of the rioters. The rioters don’t seem to be fighting back. In a way, this shows how Harper’s Weekly felt the rioters could not win against the military. Also, it feels that the military is a lot more civilized than the rioters. 

Draft Riots 2

What stood out for me when reading these sources was the way different sources compared the rioters to “wild Indians” and “murderous native Americans” and depicted them with “animal-like features.” Some other quotes that caught my attention were “the spirit of hell seemed to have entered the hearts of these men…” and “Both males and females too part in the brutal transaction.” Two words came to my mind when I read these lines, savage and barbaric. I am in the group that is presenting next class, and throughout our PowerPoint we found we were continuously using these words to describe the Irish rioters. These rioters will stop at nothing. No African American was safe. Anyone who helped the African Americans would also be punished. Also, I thought it was interesting that only one source stated that the rioters were Irish. In the supplementary reading I did for my presentation, the author specifically says that it was the Irish who were protesting the draft and attacking the African Americans.

Harper’s Weekly is most likely sympathizes with the blacks and the other people the rioters are attacking. The cartoons seen in Harper’s Weekly portray the rioters with animalistic features. The rioters look inhumane, and it is clear they are acting in a cruel and heartless manner. Especially in “How to escape the draft,” the black man is protecting a child and the rioters do not care about hurting either of them. The black man looks so innocent, trying to stop the other men from beating the child. 

Draft Riots

I was shocked as I was reading these articles. It is awful and amazing how far people will go, without thinking of what they were actually doing. The fact that the rioters stormed an orphanage is astounding. If they had taken five minutes to think, they could have easily realized that African American children under the age of twelve were in no way responsible for the draft. Even the logic they used to get to the conclusion that all African Americans were responsible for the war is absurd. But then, I am looking at this with the perspective of someone in 2010. Also, it is interesting how none of these articles are written from the perspective of the rioters, which is making me as a reader biased. I wonder what my reaction would be if most of these articles were written by rioters, if that would change my opinion of them.

The draft riots were like a war themselves. Rioters fought against police officers, firefighters, African Americans, even children! In the past, I have always learned that the civil war was fought between the North and the South, and have thought that most northerners supported the war. Reading these articles, it seems that most northerners did not support the war, because of the draft. It is almost as if rioters created a new war in order to avoid being sent to fight in the civil war.

Were these rioters actually violent people? Or did they just get swept up in the mob? How did killing and attacking these innocent people benefit them?

Historical Thinking and Other Unnatural Acts

In Historical Thinking and Other Unnatural Acts by Sam Wineburg, i was really captured by the section about how history should be taught in schools. Textbooks do not inspire the passion needed to be inspired by the past. They are impersonal and only relay the facts. History is an important part of a student's education. A person can learn a lot about themselves and their own lives by learning about the lives of people who have come before them.Students need to be immersed in primary sources and other documents that present the historical facts in a more interesting way. In my own experience in history classes, i have found that teachers often use a variety of different sources to teach about a period in time. i personally have been exposed to many different primary sources, textbooks, articles, and books by historians. So when reading this, I found it interesting that Wineburg thinks that schools teach history mostly from textbooks where students only learn the facts, and therefore are unable to really experience history. These sources give people multiple perspectives of a time period, since no ones experiences are the same.


"... the goal of historical understanding should be to 'see through the eyes of the people who were there'" I found this quote very interesting, because this represents the essence of what the study of history is. People studying history cannot just study the facts of one event. They need to immerse themselves in the time period. In order to truly attempt to understand what a historical person was thinking, historians need to know the social and political aspects of the time period. 


I also found it very interesting when Wineburg talked about how people already have preconceived beliefs about historical events. When people read primary sources and textbooks, they bring these preconceived ideas into the text they are reading. This reminded me of my history class in my junior year of high school. We were discussing Christopher Columbus, and my teacher asked people what they had already learned about him. Everyone in the class only had positive things to say about Columbus and his adventure in the new world. This was because elementary and middle school teachers had neglected to teach their students about the horrible things Columbus did when he discovered America.