The curious case of Catherine Mary Hewitt and U.S. Major General of Volunteers John Fulton Reynolds: bodies,mourning the dead,and religion in the era of the American Civil War

ABSTRACT

At the time of his death at the Battle of Gettysburg, General Reynolds was the highest-ranking Union officer killed in the American Civil War. The return of the General’s body from the battlefront represented an uncommon feature of a war noted for its industrial scale and for the casualties it produced. How loved ones grieved Reynolds illustrates mourning practices among middle- to upper-class women in the Civil War North and underscores the centrality of death in nineteenth-century America. The death of Reynolds also occasioned the introduction of Reynolds’s sisters to the General’s secret fiancée, a Roman Catholic convert. Writers have attributed the clandestine nature of the engagement, and the General’s reluctance to introduce his fiancée to family, to Catherine Hewitt’s Roman Catholicism. But Catholics in the North received greater accommodation in mainline Protestant society than previously imagined, and the many kindnesses that the Reynolds family showed Hewitt point to an increasing acceptance of Catholics among Protestants in established social settings. Finally, Reynolds’s loved ones mourned him in religious and Victorian overtones, but it is not altogether clear that for them religion functioned as the predominant paradigm from which they elicited a transcendent meaning of the General’s death. In this local context, the responses of Reynolds’s loved ones to his death suggest the waning of religious belief in the era of the American Civil War.     

Participating together: dialogic space for children and architects in the design process

Typically enmeshed in the ‘voice’ perspective within children’s participation debates, there are currently sporadic insights into designer–child creative dialogue. Drawing on the findings of a Leverhulme Trust-funded research project, this paper articulates moments of dialogue between architects and children in spatial design processes, whose spatial and symbolic qualities help to understand the interactions and meeting of cultures. Several authors have discussed the transformational potential for adults and children to ‘co-author’ identities in dialogical contexts. The paper builds on this body of research to suggest that design dialogue offers the space, literally and metaphorically, for children and architects to participate together. Identifying the qualities of the dialogic design space as potentially present in children’s and adults’ everyday cultures and interdependent relations, it is proposed that this dialogical framework might diversify architects’ and children’s roles in the design process and enrich practices and perceptions of design participation.