Title or ISBN
Search Hints
More Options
Power Search
The Universe in Zero Words:The Story of Mathematics as Told through EquationsDana MackenzieDana Mackenzie, Winner of the 2012 Joint Policy Board for Mathematics Communications AwardPaperback | 2013 | $19.95 | £13.95 | ISBN: 0224 pp. | 7 x 9 1/2 | 26 color illus. 17 halftones. 12 line illus.Hardcover | 2012 | $27.95 | £19.95 | ISBN: 0192 pp. | 7 x 9 1/2 | 26 color illus. 17 halftones. 12 line illus. eBook | ISBN: 4 |
| Review:"Quietly learned and beautifully illustrated, Mackenzie's book is a celebration of the succinct and the singular in human expression."--Nature"The equations Mackenzie exhibits in this wonderful book represent 24 of the most profound discoveries in the history of Mathematics. . . . Mackenzie's writing is understated and clear. The complex ideas he explains so lucidly are beautiful in themselves, but this book is physically beautiful too, imaginatively illustrated and stylishly designed to complement its subject."--Irish Times"[M]ackenzie provides interesting insights regarding the equations, such as relating whale communications to a model of a non-Euclidean geometry or the role of cigar smoke in the quantization of angular momentum of quantum particles. . . . The book is an enjoyable read."--Choice"This well-designed and accessible book will delight and inform the student, mathematician or historian in your life and it may also help you rediscover your forbidden love for mathematics."--Devorah Bennu, GrrlScentist"With a book that is both short and very easy to read, Mackenzie manages to introduce a very wide scope of ideas, and to produce a condensate of the history of mathematics that is at the same time enlightening and engaging. He succeeds in discussing highly advanced science while remaining very comprehensible, and in popularizing mathematics and physics while also giving food for thought to the specialist. His Universe in Zero Words will therefore seduce any scientist, but also anyone with some curiosity and desire to get more familiar with the history of human thinking and knowledge."--Jean-Baptiste Gramain, London Mathematical Society Newsletter"[V]ery absorbing reading. . . . Two hundred pages, twenty-four equations, one endearing and well told story. I wholeheartedly recommend the book."--Alexander Bogomolny, CTK InsightsSubject Areas:Hardcover: Not for sale in AustraliaPaperback: Not for sale in Australia Shopping Cart:For ebooks: Our eBook editions are available from these online vendors:
Many of our ebooks are available throughlibrary electronic resources including these platforms:
For hardcover/paperback orders in United States, Canada, Latin America, Asia, and Australia &Paperback :&$19.95 ISBN: 0
&Hardcover :&$27.95 ISBN: 0
For hardcover/paperback orders in Europe, Africa, the Middle East, India, and Pakistan &Hardcover :&£19.95 ISBN: 0
&Paperback :&$13.95 ISBN: 0 Prices subject to change without noticeFile created: 8/8/2015Questions and comments to: Princeton University PressBlogs and Articles:
is unique in the English language. On one hand, it is the ultimate insult- a word that has tormented generations of African Americans. Yet over time, it has become a popular
term of endearment by the descendents
of the very people who once had
to endure it. Among many young people
today—black and white—the n-word
can mean friend.
Neal A. Lester, dean of humanities
and former chair of the English department
at Arizona State University, recognized
that the complexity of the
n-word’s evolution demanded greater
critical attention. In 2008, he taught the
first ever college-level class designed to
explore the word “nigger” (which will be
referred to as the n-word). Lester said
the subject fascinated him precisely
because he didn’t understand its layered
complexities.(C)Jason Millstein
“When I first started talking about
the idea of the course,” Lester recalled,
“I had people saying, ‘This is really
exciting, but what would you do in the
course? How can you have a course
about a word?’ It was clear to me that
the course, both in its conception and
in how it unfolded, was much bigger
than a word. It starts with a word, but
it becomes about other ideas and realities
that go beyond words.”
Lester took a few minutes to talk
to Teaching Tolerance managing editor
Sean Price about what he’s learned
and how that can help other educators.
How did the n-word become
such a scathing insult?
We know, at least in the history I’ve
looked at, that the word started off as
just a descriptor, “negro,” with no value
attached to it. … We know that as early
as the 17th century, “negro” evolved
to “nigger” as intentionally derogatory,
and it has never been able to shed
that baggage since then—even when
black people talk about appropriating
and reappropriating it. The poison
is still there. The word is inextricably
linked with violence and brutality on
black psyches and derogatory aspersions
cast on black bodies. No degree
of appropriating can rid it of that bloodsoaked
Why is the n-word so popular with
many young black kids today?
If you could keep the word within the
context of the intimate environment
[among friends], then I can see that
you could potentially own the word and
control it. But you can’t because the
word takes on a life of its own if it’s not
in that environment. People like to talk
about it in terms of public and private
uses. Jesse Jackson was one of those
who called for a moratorium on using
the word, but then was caught using the
word with a live mic during a “private”
whispered conversation.
There’s no way to know all of its
nuances because it’s such a complicated
word, a word with a particular
racialized American history. But one
way of getting at it is to have some critical
and historical discussions about it
and not pretend that it doesn’t exist. We
also cannot pretend that there is not a
double standard—that blacks can say it
without much social consequence but
whites cannot. There’s a double standard
about a lot of stuff. There are certain
things that I would never say. In my
relationship with my wife, who is not
African American, I would never imagine
her using that word, no matter how
angry she was with me. …
That’s what I’m asking people to
do—to self-reflect critically on how
we all use language and the extent to
which language is a reflection of our
innermost thoughts. Most people don’t
bother to go to that level of self-reflection
and self-critique. Ultimately, that’s
what the class is about. It’s about selfeducation
and self-critique, not trying
to control others by telling them what
to say or how to think, but rather trying
to figure out how we think and how
the words we use mirror our thinking.
The class sessions often become
confessionals because white students
often admit details about their intimate
social circles I would never be privy to
otherwise.
What types of things do they confess?
In their circles of white friends, some
are so comfortable with the n-word
because they’ve grown up on and been
nourished by hip-hop. Much of the
commercial hip-hop culture by black
males uses the n-word as a staple.
White youths, statistically the largest
consumers of hip-hop, then feel that
they can use the word among themselves
with black and white peers. …
But then I hear in that same discussion
that many of the black youths are
indeed offended by [whites using the
n-word]. And if blacks and whites are
together and a white person uses the
word, many blacks are ready to fight. So
this word comes laden with these complicated
and contradictory emotional
responses to it. It’s very confusing to folks on the “outside,” particularly
when nobody has
really talked about the history
of the word in terms of
American history, language,
performance and identity.
Most public school teachers
are white women.
How might they hold
class discussions about
this word? Do you think
it would help them to lay
some groundwork?
You might want to get somebody
from the outside who is
African American to be a central
part of any discussion—
an administrator, a parent,
a pastor or other professional
with some credibility
and authority. Every white
teacher out there needs to
know some black people.
Black people can rarely say
it’s a near
social impossibility. The NAACP would
be a good place to start, but I do not suggest
running to the NAACP as a single
“authority.” Surely there are black parents
of school children or black neighbors
a few streets over or black people
at neighboring churches. The teacher
might begin by admitting, “This is what
I want to do, how would you approach
this? Or, how do we approach it as a
team? How can we build a team of collaboration
so that we all accept the
responsibility of educating ourselves
and our youths about the power of
words to heal or to harm?” This effort
then becomes something shared as
opposed to something that one person
allegedly owns.
How might a K-12 teacher go about
teaching the n-word?
At the elementary level, I can imagine
bringing in children’s picture books to
use in conjunction with a segment on
the civil rights movement, because students
talk about the Rev. Dr. Martin
Luther King Jr. Look at some of the placards
[held by white people at 1960s civil
rights] protests and see if some of them
have been airbrushed or the messages
sanitized. Talk about language, about
words and emotion, about words and
pain. Consider the role of words in the
brutal attacks on black people during
slavery, during Jim Crow, during the civil
rights movement. Consider how words
were part of the attacks on black people.
Depending on how old the students
are, a teacher might talk about the violence
that involved lynching and castration,
and how the n-word was part
of the everyday discourse around race
relations at the time. Then bring in some
hip-hop, depending again on the age. If
these are middle school students or high
school students, a teacher can talk specifically
about hip-hop and how often the
n-word is used and in a specific context.
… There are many ways that a teacher
can talk about the n-word without necessarily
focusing on just one aspect—like
whether or not Huck should have used
the n-word when he references Jim [in
Huckleberry Finn]. Any conversation
about the n-word
has to be about language and
thinking more broadly.
What should teachers keep
in mind as they teach about
the n-word?
Remember the case of the
white teacher who told the
black student to sit down
and said, “Sit down, nigga.”
And then the teacher is
chastised by the administration
and of course there is
social disruption. He said, “I
didn’t say ‘Sit down, nigger,’
I said ‘Sit down, nigga,’ and
that’s what I hear the students
saying.” I’m thinking,
first, you are an adult, white
teacher. Secondly, do you
imitate everything that you
see and hear others doing or
saying? At some level, there
has to be some self-critique and critical
awareness and sensitivity to difference.
Just because someone else is doing
it doesn’t mean that I do it even if and
when I surely can.
In my courses, I’m more interested
in raising questions than in finding
answers to them. I think the questions
lead to potential self-discovery. It’s not
about whether or not a person uses the
n-word. I try to move the class beyond
easy binaries—“Well, blacks can use it,
but whites can’t.” That line of thinking
doesn’t take us very far at all. What we
are trying to do, at least the way I have
conceptualized and practiced this discovery,
is so much more. The class
strives to teach us all manner of ways
to talk about, think about and to understand
ourselves, and each other, and why
and how we fit in the rest of the world.
Author Information
Departments: Number 40: Fall 2011
Q: Some of my world history students have taken to drawing Confederate battle flags on their homework assignments. What should I do?
Toni Giarnese found inspiration in her job thanks
to a disabled boy who looked a lot like a knight in
shining armor.
Administrator William Joslyn says modeling tolerance is key for school leaders. “If we don’t walk the walk, we can’t expect others to.”
A look at our cover will tell you that this is Issue 40 of Teaching Tolerance&magazine. It’s published twice yearly, so that round number neatly marks the end of our first 20 years.
Our favorites over the years
Teaching Tolerance and participating artists encourage educators to print the One World poster to hang on a classroom wall. It is created with just that purpose in mind. Enjoy!
Susie King Taylor's illegal education as an enslaved child turned her into a teenage teacher and nurse during the Civil War.
Feature Articles in Number 40: Fall 2011
Did America’s most divisive war start
over slavery or states’ rights? James
W. Loewen, author of Lies My Teacher
Told Me, says that too many people—
including educators—get it wrong.
Arts programs battle budget cuts and
perceptions that they’re “extra” classes.
But they’re the main reason many
struggling students stay focused on school.
Secular students are forming clubs for mutual support—they’ll need teacher-allies.
New concepts of PE and sports programs are making it more fun for everyone to play.
Managing Editor Sean Price's interview with Arizona State University Professor Neal A. Lester. Lester has twice taught courses on the n-word—and found there’s plenty to talk about.
Celebrate Mix It Up’s 10th anniversary this fall by making your school’s big event better than ever.
Alternative certification gives educators a different route to the classroom. Does it make them fish out of water once they get there?
Robert F. Kennedy Center for Justice and Human Rights curriculum inspires students to defend human rights today
Teaching Tolerance’s new study shows that
most states fail when it comes to educating
students about the civil rights movement. To
help schools, we’ve rereleased the powerful
documentary A Time for Justice on DVD.
Every adult in the building needs to act when the bully is a teacher.
Turning points from the last 20 years
You might also like:Cohesion: linking words and phrases
for Academic Success
Study Guides
Background&colour
Turquoise.
Olive Green.
1.33 Cohesion:
linking words and phrases
You can use words or
short phrases which help to guide your reader through your writing,
and to link sentences, paragraphs and sections both forwards and backwards.
Good use will make what you have wr bad use might
mean your style is disjointed, probably with too many short sentences,
and consequently difficult to follow. Your mark could be affected either
The best way to &get a feel& for these words is through your
reading. Most textbooks and articles are well-written and will probably
include a lot of these cohesive devices. Note how they are used and
try to emulate what you have read. Do make sure though that you fully
understand their meaning: incorrect use could change completely what
you're trying to say. Try to use a variety of expressions, particularly
in longer pieces of writing.
Don't forget &AND&! Two short sentences are often best connected
together with this little word.
There follows a list of words and phrases that can be used. The list
is not exhaustive, and BE CAREFUL: although grouped together, none is
totally synonymous. Their position in the se this
is where your reading and dictionary come in.
Generalising
first, second,
for example
in general
first, furthermore,
for instance
to begin, to conclude
as follows:
on the whole
Reinforcement
in this case
for the most part
in most cases
furthermore
in other words
Result/consequence
Highlighting
what is more
in particular
in addition
particularly
as a result/consequence
especially
accordingly
as well (as)
consequently
Reformulation
in the same way
because of this/that
in other words
not only ... but also
Similarity
to put it more simply
for this/that reason
Expressing
an alternative
alternatively
in that case
correspondingly
under these circumstances
on the other hand
in the same way
the alternative is
Transition
to new point
another possibility would
in other words
as far as x is concerned
in that case
with regard/reference to
conversely
as for ...
this implies that ...
on the contrary
it follows that
in contrast
turning to
the obvious
in comparison
Concession
(sth unexpected)
in conclusion
to conclude
even though
however much
to summarise
as can be expected
nevertheless
Here are just a few
examples of some of the words in action:
REINFORCEMENT
Desktop computers are cheaper
and more r furthermore, they are
more flexible.
RESULT/CONSEQUENCE
Prices fell by more than 20% last year. As a result,
sales increased by 15%.
GENERALISING
On the whole, his speech was well received, despite
some complaints from new members.
The South East of the UK often
has the coldest weather in the winter. Conversely,
the North West of Scotland frequently has the mildest temperatures.
CONCESSION
It was a very expensive holiday,
the weather was bad and the people weren’t very friendly. Nevertheless,
we would probably go back to the same place.
Transition word exercise
Always ask yourself what the exact relationship is between the sentences
or parts of sentences. Are you leading to the result of something? Are
you making a deduction? Are you introducing some contradictory evidence
or ideas? Your choice of word or phrase obviously depends on this. And
always check in a good dictionary if you're not quite sure about a word's
use or its position in a sentence. Remember that punctuation will affect
what you use.
Insert the best alternative
1 Polls show that Tony Blair is the most popular Prime Minister this
century. ______________ , there are even members &&&of
his own party who are uneasy with his approach.
In particular
For instance
2 There are some slight variations
in temperature, but ________________ 26 to 27&C should be expected.
consequently
3 The two main Channel Islands,
________________ Jersey and Guernsey, are much closer to France than
to England.
for example
in particular
4 It was announced that nurses'
working hours would be increased by 25%. ______________ , even fewer
trainee nurses &&&&are expected to join the profession.
5 Sales of CDs have experienced
a small but steady fall over the past 12 months. _____________ , vinyl
records have &&&seen an increase in their share of the
market, up to 1.7%.
Correspondingly
In contrast
6 The Vice Chancellor explained
that in light of the current financial climate and because of unexpected
bad debts, it would be necessary to peg salary levels at their current
level for all grades of staff. ______________ , no-one was getting a
Nevertheless
It is clear, therefore, that the situation in Brazil will improve only
slowly. ______________ the economic problems being experienced in Japan,
the outlook is slightly more optimistic.
Furthermore
In comparison
reference to
8 In order to try to reduce car
use in the inner cities, the government has announced new restrictions
on company parking spaces and ______________ , a new tax on individual
in addition
9 Essays must be handed in by the deadline,
______________ they will not be marked.
10 ______________ it has been shown
that fractures can occur at even relatively low pressures, the use of
the material should not be completely discounted.
Nevertheless
to further resources on cohesion
Last updated: 4 January 2011
Centre for Academic Success
City North : 5
Millennium Point Learning Centre : 0
To book a tutorial
at City North:
To book a tutorial at Millennium Point: 0
Site maintained byBased largely on the
of the same name, the blog is a kind of trailer for it and the primary source material it contains. An invitation, you might say … to eavesdrop on the lives of women writing 250 years ago … to become acquainted with 144 little-known but amazingly articulate chroniclers … and to discover a valuable new perspective on the Revolutionary Era.
The women featured lived between 1765 and 1799. But once you attune your ears to their way of writing, their voices easily leapfrog across the centuries. Read just a few sentences and you’ll find yourself back in time, entering their concerns, sharing their feelings. And what they have to say is always fascinating, often eye-opening, sometimes heart-rending.
Please bookmark the blog and visit regularly to see which writers and issues are being featured. There are two new posts weekly: on Monday and Thursday. And do explore those related to the many topics listed on the right. In addition to posts based on the book, others introduce the writings of women who didn’t make it into the book or who turn up as a result of ongoing research. To subscribe via email, click . Leave a comment.
a question. And enjoy your visits.
The postmaster who received Colonel Ewing’s letter with information about FRANCES SLOCUM (see previous posts
and , John Franklin Meginness (Williamsport, PA: Heller Bros. Printing House, 1891). Also Frances Slocum: The Lost Sister of WyomingCompiled and written by her grand niece Martha Bennett Phelps for her Children and Grandchildren (New York: Knickerbocker Press, 1906), available online .
posted August 6th, 2015 by Janet, , CATEGORIES: ,
Jonathan Slocum, the father of FRANCES SLOCUM, was a Quaker from Rhode Island who had visited Wyoming Valley (see previous ) and, pleased with what he saw, brought his wife Ruth Tripp and their children there in 1777, settling on land in Wilkes-Barre a short distance from the fort. After the Massacre in July of 1778, Jonathan and his family, who had been spared, did not join the settlers who fled believing that their Quaker principles and friendly relations with the Indians would protect them. They were wrong.
In November three Delaware Indians approached the house in which were Mrs. Slocum, her four young children and the two Kingsley boys the family had taken in after Indians had made a prisoner of their father. The Indians killed and scalped Nathan K nine-year-old Mary, with great presence of mind, fled with her baby brother Joseph. The Indians, however, seized Frances, four years and seven months old, her brother Ebenezer, and the other Kingsley lad. Mrs. Slocum pleaded with them not to take Ebe they left him behind but took the other two. An alarm was given and the area searched to no avail. Several weeks later Mr. Slocum, his father-in-law, and a boy named William were gathering fodder for their cattle in a field when they were attacked by Indians. The boy escaped but the two men were killed and scalped. Mrs. Slocum bore these terrible tragedies as best she could, knowing at least that her loved ones were dead and buried. But she still agonized over the fate of Frances. Was she alive or dead?
In 1906, a descendant of the Slocums, Martha B. Phelps, compiled information from various sources, including her grandfather, and wrote the story of Frances Slocum, the Lost Sister of Wyoming. According to her account this is what subsequently happened.
The two sons of Mrs. Slocum, grown to manhood, searched for their sister after the Revolution in the area of Niagara,
offering a reward for information about her. With no success. In 1788 the two journeyed into the Ohio wilderness on the same quest. Once again they could find no trace of her. Mrs. Slocum made the trip to Niagara in 1789 where a group of captives held by the Indians had been assembled. She could not identify any as her beloved Frances. Mrs. Slocum died in 1807 without knowing the fate of her child. The remaining family members promised her not to give up the search.
In 1835 while traveling in Indiana, a Colonel Ewing, who did business with the Indians, discovered an aged white woman in an Indian lodge where he stopped for the night. In the course of the evening she told him her name was Slocum and recounted her story in the tongue of the Miami Indians which Ewing understood. Ewing wrote a letter to the postmaster of Lancaster, Pennsylvania, asking that the information he had gleaned be published in a local newspaper in the hope that a Slocum relative or friend might see it. Here is what he wrote:
There is now living near this place, an aged white woman, who a few days ago told me, while I lodged in the camp one night, that she was taken from her father’s house, on or near the Susqueha0nna River, when she was very young . . . by the Delaware Indians, who were then hostile toward the whites. She says her father’s name was S that he was a Quaker, rather small in stature and wore a large- was of sandy hair and light complexi that he lived about half a mile from a town wh that they lived in a wooden house two stories high, and had a spring near the house. She says three Delawares came to the house in the daytime, when all were absent but herself, and perhap her father and brother were . . . working in the field. The Indians carried her off, and she was adopted into a family of Delawares, who raised her and treated her as their own child. They died about forty years ago, somewhere in Ohio. She was then married to a Miami, by whom s two of them are now living—they are both daughters—and she lives with them. H she is old and feeble, and thinks she will not live long.
These considerations induced her to give the present history of herself, which she would never do before, fearing that her kindred would come and force her away. She has lived long and happy as an Indian, and, but for her color, would not be suspected of being anything else than such. She is very respectable and wealthy, sober and honest. Her name is without reproach. . . . She had entirely lost her mother tongue, and speaks only in Indian, which I also understand. . . .
I have been much affected with the disclosure, and hope the surviving friends may obtain, through your goodness, the information I desire for them. If I can be of any service to them, they may command me. . . .
The story continues in the next post.
, John Franklin Meginness (Williamsport, PA: Heller Bros. Printing House, 1891). Also Frances Slocum: The Lost Sister of WyomingCompiled and written by her grand niece Martha Bennett Phelps for her Children and Grandchildren (New York: Knickerbocker Press, 1906), available online .
posted August 3rd, 2015 by Janet, , CATEGORIES: , , ,
I was born and grew up in northeastern Pennsylvania, not far from Wilkes-Barre. My earliest impressions of the Wyoming Valley, bisected by the Susquehanna River, were physical. Of the anthracite or hard-coal fields in the area: a landscape dotted with collyeries, steam locomotives and railroad sidings, mine shafts and culm banks, refuse heaps which were often burning fueled by bits of discarded coal. Eventually this sort of mining deep underground became too expensive and was replaced by surface or strip mining which further ravaged the land until laws were passed requiring reforestation. Some of the area today still resembles the dead landscape of the moon.
As I grew up I also became aware of the early history of the Wyoming Valley—in the 1760s when the beautiful lands and fertile soil bordering the Susquehanna were claimed by Connecticut according to its founding charter. Many settlers from that colony, and some from Rhode Island, moved into the area. Periodically, conflict broke out between the locals and the “intruders” but nothing like what happened in 1778 in what is known as the Battle of Wyoming and the subsequent “Massacre.”
During the Revolution the British sought to put pressure on the American rebels by harrassing frontier settlements with the assistance of the Indians who felt they had been displaced from land which was rightfully theirs. Settlers in the Wyoming Valley feeling exposed and insecure constructed several small forts for their protection. In July of 1778, British Colonel John Butler put together a force of some 1,000 consisting of British soldiers, Tories, and Seneca Indians and marched to the head of Wyoming Valley intending to clear out the settlers. Receiving news of this impending raid a small band of patriot soldiers and citizens hurriedly assembled, under the command of a Continental Army officer named Colonel Zebulon Butler, and attempted to repel the invaders. A battle ensued in which the heavily outnumbered soldiers and settlers were completely routed. Rampaging Indians slaughtered and scalped some 225 fighters and in the following days killed civilians and devastated the area, destroying dwellings and crops. Survivors fled to the east where many perished in the wilderness that was the Pocono Mountains.
Living in the area I also knew of the town of Slocum but had no idea of the derivation of its name. Research led me to the story of Frances Slocum, her connection with the Wyoming Valley, and her abduction and captivity by the Indians. More of Frances’ story in the next post.
posted July 30th, 2015 by Janet, , CATEGORIES: , , , , ,
It is not fair to MARY WHITE MORRIS, or you the reader, to abandon her without giving some information about subsequent events in her life.
The Morrises were among the first families of Philadelphia after the Revolution, entertaining the nation’s leaders as well as distinguished visitors and diplomats from abroad. During the constitutional convention held there in 1787, George Washington stayed at the Morris House— Robert Morris made the motion for Washington to preside over the convention. After the Constitution was ratified, Morris was chosen by the Pennsylvania legislature to be one of its two senators in the new government.
Martha Washington did not attend her husband’s inauguration as president in April 1789 in New York City but subsequently made her way north, honored and feted along the way. She stayed for several days with Mary Morris in Philadelphia, who then accompanied her to New York where Mary was present at the first levée held by Mrs. Washington in May.
Robert Morris declined the position of Secretary of the Treasury which President Washington had offered him, preferring to tend to his personal business. When the capital of the United States was moved to Philadelphia in 1790, Morris gave up his house to the President and moved to an adjacent dwelling. The hot air balloon described in an earlier
was launched from his back garden in 1793. At the end of his second term in 1797, Washington gave a farewell dinner at which he presented Mrs. Morris with a portrait miniature of himself.
During this period Robert Morris’ financial troubles multiplied as a result of excessive spending and bad investments. He rashly speculated in western lands in several states and overextended himself right before the Panic of 1796-97. His creditors caught up with him and in 1798 he was sent to debtor’s prison in Philadelphia where he remained for more than three years. Mary, the loyal wife, visited her husband daily and often took dinner with him. Morris was released from prison in 1801 with the passage of a new bankruptcy law. Gouverneur Morris (no relation), perhaps the closest of their family friends, arranged for Mary to have an annuity of $1500 a year that allowed the pair to live in modest circumstances until Morris’ death in 1806.
Lafayette, touring the United States in 1824, visited Mary in Philadelphia and at his invitation she attended the ball given in his honor. Mary died in 1827 at the age of 78. This passage taken from her obituary describes her well: Morris’ “deceased widow, after having enjoyed with him without arrogance the wealth and the honours of the early and middle years of his life, descended with him, without repining, to the privation incident to the reverses of his fortune towards the close of it.”
The portrait of Mary White Morris was painted by John Trumbull in 1790 and hangs in the . A summary of the life of Mary White Morris is included in an
delivered in 1877, which includes the obituary.
posted July 27th, 2015 by Janet, , CATEGORIES: , , , , , , ,
Do check out the online . An article I wrote about Niagara Falls titled “The fall . . . is the grandest sight imaginable” will be published in the August edition. It includes descriptions of the Falls by several visitors, both men and women (among them Hannah Lawrence Schieffelin, Anne Powell, and Elizabeth Simcoe) who journeyed to see the cataract that was already famous in the eighteenth century. I’m sure you will find other items to pique your interest.
posted July 23rd, 2015 by Janet, , CATEGORIES: , , , ,
CATEGORIES
Subscribe by Email:
to subscribe to In The Words Of Women via email.
& &Copyright & 2015 In the Words of Women.