"Boy meets girl. Boy proposes to girl. Girl refuses proposal. Then what?This provocative scenario provides the frame for a significant countertradition in popular nineteenth-century women's novels: the double-proposal plot, in which the heroine rejects and later accepts proposals from the same suitor. Exploring the American wing of this movement through the novels of Carolyn Hentz, Augusta Evans, Laura J. Curtis Bullard, E. D. E. N. Southworth, and Elizabeth Stuart Phelps, Karen Tracey investigates how each of these writers is constrained by her historical circumstances and how she uses her fiction to critique those circumstances.Pioneered in Britain by Jane Austen, Charlotte Bront, and Elizabeth Barrett Browning, the double-proposal plot dislodges the myth of Mr. Right and questions the all-powerful notions of true love and happily-ever-after. When the heroine rejects her suitor's initial proposal, she opens up the possibility of renegotiating the terms of the relationship and exploring alternative roles. By considering two possible marriages between the same set of partners, the double-proposal plot interrogates the role of middle-class women in courtship and in public life as well as the quality of married life and the influence a woman potentially brings to it. Tracey charts the genre's evolution from novels that seek answers within renegotiated marriages to those that challenge the efficacy of marriage itself. Reconstructing some of the cultural circumstances that would have influenced the writing, publishing, and reading of the novels, Plots and Proposals examines how changing notions of love and romance both inform and are critiqued by this renegade fiction."

The 55th report, submitted Sept. 27, 1886, includes a historical sketch of the institution from 1836-86.

Changes to the landscape of higher education in the United States over the past decades have urged scholars grappling with issues of privilege, inequality, and social immobility to think differently about how we learn and deliberate. Thinking Together is a multidisciplinary conversation about how people approached similar questions of learning and difference in the nineteenth century. In the open air, in homes, in public halls, and even in prisons, people pondered recurring issues: justice, equality, careers, entertainment, war and peace, life and death, heaven and hell, the role of education, and the nature of humanity itself. Paying special attention to the dynamics of race and gender in intellectual settings, the contributors to this volume consider how myriad groups and individuals—many of whom lived on the margins of society and had limited access to formal education—developed and deployed knowledge useful for public participation and public advocacy around these concerns. Essays examine examples such as the women and men who engaged lecture culture during the Civil War; Irish immigrants who gathered to assess their relationship to the politics and society of the New World; African American women and men who used music and theater to challenge the white gaze; and settler-colonists in Liberia who created forums for envisioning a new existence in Africa and their relationship to a U.S. homeland. Taken together, this interdisciplinary exploration shows how learning functioned not only as an instrument for public action but also as a way to forge meaningful ties with others and to affirm the value of an intellectual life. By highlighting people, places, and purposes that diversified public discourse, Thinking Together offers scholars across the humanities new insights and perspectives on how difference enhances the human project of thinking together.