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John C. Campbell Folk School, no. 9 (April 1930)
Item
Item’s are ‘child’ level descriptions to ‘parent’ objects, (e.g. one page of a whole book).
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John C. Campbell Folk School published a series of newsletters from 1926 to 1950. Written like a letter from the school's director, the newsletter is a source of information about the classes and activities at the Folk School and their impact on the surrounding community. In this issue the origins of the name "Brasstown" are revealed as the Cherokee word, "Itseyi" or "a place of fresh green" was mistranslated to mean a place of brass, hence, Brasstown. The mission of the Folk School is emphasized as working with and within the community. Reports about community groups include the Men's Club meeting to discuss agricultural and building concerns and the Woman's Club's involvement in the Handicraft Association, which earned over $1,100 in one year. A summary of international visitors from Ireland, Haiti, India, Africa, and Japan explain how they share common ground in rural problems such as ones the Folk School has addressed. Included are photographs of student workers, broom making, and the farm.
-
Object
Object’s are ‘parent’ level descriptions to ‘children’ items, (e.g. a book with pages).
-
John C. Campbell Folk School published a series of newsletters from 1926 to 1950. Written like a letter from the school's director, the newsletter is a source of information about the classes and activities at the Folk School and their impact on the surrounding community. In this issue the origins of the name "Brasstown" are revealed as the Cherokee word, "Itseyi" or "a place of fresh green" was mistranslated to mean a place of brass, hence, Brasstown. The mission of the Folk School is emphasized as working with and within the community. Reports about community groups include the Men's Club meeting to discuss agricultural and building concerns and the Woman's Club's involvement in the Handicraft Association, which earned over $1,100 in one year. A summary of international visitors from Ireland, Haiti, India, Africa, and Japan explain how they share common ground in rural problems such as ones the Folk School has addressed. Included are photographs of student workers, broom making, and the farm.
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![wcu_craft_revival-3309.jpg](/media/w320/wcu_craft_revival/wcu_craft_revival-3309.jpg)