Academic literature on the topic 'Owen's School'

This study aimed at developing e-learning-based English materials for Nursing Assistant students by employing Lee and Owen's R&D design model. The R&D model consists of need analysis, design, and development. The need analysis was conducted in a vocational school in North Bali, Indonesia, to gather suitable information from the stakeholders. The data were from observation, recording, interview, and expert judgment analyzed both qualitatively and quantitatively. Results showed that Nursing assistant students needed specific English materials related to their future jobs. The designed materials comprised five units: General Assessment, Handling Patients, Patient's Hygiene, Checking Vital Signs, and Dimensions of Symptom. Using the criteria of good ESP material and good e-learning material, the developed materials are found to be in the excellent category. The study shows that Nursing assistant students need innovative and work-relevant materials. It is highly recommended to be utilized in the teaching and learning process.

Purpose of Study: The research aims to produce a mobile-based system for decision making to choose majors for high school students. Methodology: This type of research is development research using the Lee & Owens model and is validated by media experts and counseling teachers. Main findings: This research resulted in a mobile application that combines three types of psychological tests, namely multiple intelligence, Riasec, and personality types, to facilitate students in determining their majors. The application has been validated by media experts and counseling guidance teachers. Application of this study: The resulting mobile application can be used by counseling guidance teachers in grade XII high schools who are still having difficulty in determining college majors. Product trials were conducted at Wachid Hasjim High School Class XII with a research sample of 40 people. Novelty/originality of this study: This application can speed up decision making and can be used to determine college majors.

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.

The school setting can be a difficult place for children with attention deficit hyperactivity disorder (ADHD). The core symptoms of ADHD, which include inattention, hyperactivity, and impulsivity, make meeting the curriculum demands of the classroom challenging. That ADHD negatively impacts not only academic performance but also social and emotional functioning is well established (Lee, Lahey, Owens, & Hinshaw, 2008). Given the negative consequences of ADHD, effective school-based interventions are warranted. School counselors are uniquely positioned to implement strategies for children with ADHD to maximize their capacity for learning. This article provides specific strategies that school counselors can provide collaboratively to enhance the academic and social functioning of children with ADHD in school.

ABSTRACTAs the scope and power of public school systems across the United States grew during the Progressive Era, so too did a popular belief that mass education could solve the major social and political problems of the day. This in part owes to school reformers’ efforts to frame public education as an inherently patriotic institution that if properly supported could move the nation forward while preserving its history and traditions. Their efforts centered on the Columbian School Celebration, a nationwide school parade corresponding with the four-hundredth anniversary of Columbus's arrival in the Americas. A case study focusing on a key place and time in this movement's history––Brooklyn, New York, in the early 1890s––this article explores how progressive educators in Brooklyn both used patriotism as a rhetorical device to excite popular support and proclaimed it the cornerstone of the modern urban schools they hoped to build. In so doing, it helps explain both the rise of large urban school systems and growing salience of educational matters in twentieth-century politics.

The achievement gap between blacks and whites owes nothing to genetics. It is not solely due to discrimination or social-class differences between blacks and whites. It is due in good part to environmental differences between blacks and whites stemming from family, neighborhood, and school socialization factors that are present even for middle-class blacks. The gap is closing slowly, but it could be closed much more rapidly, with interventions both large and small. Preschool programs exist that can produce enormous differences in outcomes in school and in later life. Elementary schools where children spend much more time in contact with the school, and which include upper-middle-class experiences such as visits to museums and dramatic productions, have a major impact on poor black children's academic achievement. Simply convincing black children that their intellectual skills are under their control can have a marked impact.

The co-operative nature of Aborigines can adversely affect their ability to succeed in a competitive schooling system. This can be substantiated by an historical study of various native groups.Essentially, the competitive learning processes involve a participant consciously persisting in attempts to achieve superiority, i.e., a better relative position with regard to the goal than an opponent can achieve (Owens, 1982, p.l), while the co-operative form of learning involves students interacting to achieve a mutually shared goal. It is not the aim of this work, however, to conclude on the merits of each of these educational instruments. Nevertheless the defence of the competitive system of learning in relation to Aborigines cannot be upheld on inherited or genetic grounds. As a result, most of the arguments that follow discuss the inadequacies of our present competitive system and its inability to cope with cultures that are dependent on co-operative means of behaviour.

Local languages learning as the local content requires renewal effectively, so the regional language as the cultural heritage can be preserved through to educational institutions. Based on this urgency, this research aimed to determine the procedure of developing a Madurese language syllabus as a local content based on the CLIL approach to make the learning process more effective in elementary schools. This research used research and development method which refers to the four stages of Lee and Owens (needs analysis, designing, developing and implementing and evaluating). In this research, the Madurese language syllabus based on the CLIL approach was developed and the product meet the standards based on the results of two experts (material and language) and four practitioners through test items, content, and face validity (all validators in each aspect agreed that the product was ready to be implemented in learning). Furthermore, the results of empirical validation through the student reviews in limited group trials were in the positive value (the acquisition of the percentage of each aspect gets very good interpretation), and the developed syllabus could effectively in facilitating the learning of local content of elementary school students in the district Pamekasan.

Abstract This article examines the work of the jurist and political and social theorist, Joseph Rey. It explores Rey’s role within a French and international network of intellectuals and conspirators who sought to overthrow established monarchies and replace them with popularly elected democratic republics. The article shows how Rey’s extensive writings on legal, political, social and educational questions give a unique insight into France’s political, intellectual, social and ideological life in the first decades of the nineteenth century. We argue that Rey’s contribution to the debates that defined the modern ideological categories of liberalism, republicanism and socialism was significant in its endeavour to reconcile all three. This attempt at reconciliation was motivated by a powerful desire to end the internecine struggles that marked France in the aftermath of the Revolution and Empire. This led Rey to draw on the utilitarianism of Jeremy Bentham and the Philosophical Radicals in order to nourish a French republican liberalism rooted in the work of the Idéologues and combine this with his profound reading of Robert Owen’s work on co-operation. It goes on to show how Rey became known as France’s principal representative of Owenism, and sought to shape the debates between the dominant schools of French Socialist thought, Fourierism and Saint-Simonianism, by introducing into those discussions a radical conception of equality and the idea of co-operation. Rey’s attempts to reconcile the liberal-republican preoccupation with liberty and self-governance with socialist considerations on equality and social justice stand out from the works of his contemporaries. It is this unique, and long-forgotten, contribution to French and European political and social thought that makes Rey worthy of renewed attention.

Mathematics education has been notoriously slow at interpreting inclusion in ways that are not divisive. Dominant views of educational inclusion in school mathematics classrooms have been shaped by social constructions of ability. These particularly indelible constructions derive from the perceived hierarchical nature of mathematics and the naturalised assumption that mathematisation is purely an intellectual exercise. Constructions of ability, therefore, emanate from the epistemic structures of mathematics education as predominantly practiced worldwide, and the prevalence of proceduralism and exclusion in those practices. Assumptions about ‘ability’ have become a truth to mathematical aptitude held by mathematics teachers in schools. This includes schools across Scotland. In Scotland, the government owes the ‘included pupil’ a legal obligation to provide additional support for learning under section 1(1) of the Education (Additional Support for Learning) (Scotland) Act 2004. However, classroom practices deployed around socially-constructed notions of ability have seen schools moving away from an emphasis on ‘additional’ to an expansive interpretation of ‘different from’ in the language of section 1(3)(a) of the Act 2004. This shift, therefore, reinstalls exclusionary effects to school mathematics practices by creating the conditions for some pupils, constructed in terms of disabilities or low ability, to be afforded a more inferior education than others. While philosophical conversations around whether these practices are ethical, egalitarian or democratic might ensue, there is also the human rights angle, which asks whether such practices are even lawful.

The seaport of Bombay is often referred to as India's "Gothic City." Reminders of British colonial rule are seen throughout South Bombay in its Victorian architecture and sculpture. In the heart of Bombay lies the Victoria Terminus, a towering, hybrid railway station blending gothic and vernacular architectures. Built at the height of the British Empire, the terminus is evidence of the rapid modernization of Bombay through the philanthropy of the Parsis. This religious and ethnic minority became quick allies to the British Raj; their generous donations funded the construction of the "Gothic City." The British viewed the Parsis as their peers, not the colonized. However, Parsi-funded architectural ornament reveals that they saw themselves on equal footing with Bombay's indigenous populations. The Parsis sought to integrate Indian and British art, design, and culture. Through their arts patronage they created an artistic heritage unique to Bombay, as seen in the architectural crown of Bombay, the Victoria Terminus.The Parsi philanthropist, Sir Jamsetjee Jeejeebhoy was the most influential in Bombay's modern art world. He was chosen with other Indian elites to serve on the selection committee for the Great Exhibition of 1851 in London. He selected India's finest works to demonstrate India's rich tradition of the decorative arts. In turn, these works were viewed within the Indian Pavilion by the Victorian public and design reformer Owen Jones. Jones used many of the objects at the India Pavilion in his design book, The Grammar of Ornament. This book went on to inspire the eclectic architectural ornament of Victorian Britain and eventually Bombay. Jeejeebhoy sold the majority of the works from the exhibition to the Victorian and Albert Museum and the Department of Sciences and Art in South Kensington. The objects were studied by design students in South Kensington who were later hired by Jeejeebhoy to be instructors at the Bombay School of Art. This school taught academic European art alongside traditional Indian design forthe purpose of creating public art works. Thus, the Parsis were important cultural mediators who funded British and Indian craftsmen to create symbols of "progress," such as the Victoria Terminus, for a modern India.

This thesis studies the clash between the hero and the First World War in the works of Rupert Brooke, Siegfried Sassoon and Wilfred Owen. It explores the impact on their poetry and attitude towards the concept of the hero as it applied to them as people and poets. The study shows that over prolonged contact with the horrors of the First World War, it is evident in both literary sources and their poetry that both Sassoon and Owen changed their attitudes negatively towards both the idea of heroes and heroism, as well as the War as a just and glorious cause.  However, the myth of the hero was still a core belief of their society, and in order to not be branded cowards and discarded along with their warnings, they had to become heroes in the eyes of their society, to openly attack the concept and the war it fueled. This thesis then studies how and why First World War poetry and literature should be utilized within the subject of English in the Swedish School System, as a means to provide a multicultural and critical education.

L’émergence de la psychiatrie comme discipline distincte de la médecine somatique, dans la première moitié du XIXe siècle, s’inscrit dans le cadre de la réforme de la législation sur les aliénés, qui conduit à la création de nouveaux asiles publics dédiés au traitement des malades mentaux en Angleterre, dont celui du Comté du Middlesex, à Hanwell, en 1831. L’Asile de Hanwell, situé près de Londres, est un asile pour aliénés indigents, qui fonctionne de manière complémentaire par rapport à des institutions telles que les workhouses – emblématiques de la nouvelle Loi sur les Pauvres de 1834 – dans la prise en charge d’individus qui sont dans l’incapacité de subvenir à leurs besoins. Sous la direction du docteur John Conolly (1794-1866), qui, dès sa nomination à la direction médicale de l’établissement en 1839, met en place une politique de non-restraint (abandon des moyens de contention mécaniques) à une échelle jusqu’alors inédite, l’Asile de Hanwell est explicitement conçu comme un outil dont la fonction première est thérapeutique, dénué de toute intention punitive. L’influence que cet établissement exercera sur les institutions similaires en Angleterre dès les années 1840 contribue à l’optimisme thérapeutique quant au traitement des aliénés qui prévaut alors, et l’asile victorien, en dépit de ses imperfections, se veut un authentique refuge et un lieu de soins. La conception thérapeutique du Dr Conolly s’inscrit dans la continuité du traitement moral défini par le médecin français Philippe Pinel, mais s’inspire également des expériences menées à La Retraite (York), ou à l’asile de Lincoln. Cette thérapie innovante a la particularité de mettre l’accent sur la qualité de l’environnement et du mode de vie des patients, ainsi que sur les distractions diverses qui leur sont proposées : jeux, fêtes de Noël, kermesses, lecture, musique, sport et danse. La logique de soins qui s’applique alors, le moral management, repose sur une thérapie d’occupation. L’originalité de ce traitement sur le plan médical s’accompagne d’une dimension sociale, voire politique. En effet, loin de limiter ses ambitions au strict domaine médical, le Dr Conolly, connu pour son engagement en faveur de l’éducation populaire au sein de la Society for the Diffusion of Useful Knowledge, tout autant que pour son soutien au mouvement chartiste, mène un combat permanent, de 1839 à 1852, pour que les patients, hommes et femmes, aient accès à une instruction au sein de l’école de l’Asile, dont la création et le maintien sont loin de faire l’unanimité. Conolly envisage l’éducation comme un élément central, qui va bien au-delà d’une simple distraction pour les malades et représente un véritable outil d’insertion sociale et d’émancipation des classes populaires. Il rejoint en cela une conception owéniste de l’éducation, et l’école de l’Asile de Hanwell copie quasiment trait pour trait l’école de New Lanark telle qu’elle se présentait au début du XIXe siècle. Robert Owen (1771-1858) rend d’ailleurs visite à John Conolly dès sa nomination, au printemps 1839. Étudier l’expérience menée dans cet établissement emblématique sous l’autorité de John Conolly – non sans lien avec les expériences sociales menées par les owénistes – et l’influence que cette expérience a pu avoir par la suite dans le paysage psychiatrique victorien, permet d’analyser le non-restraint dans sa dimension thérapeutique, sociale et politique. L’Asile de Hanwell sera pendant près de trente ans une référence dans le traitement des aliénés, et servira de modèle à bon nombre d’institutions, particulièrement en Angleterre. L’influence de Hanwell s’estompera dans les années 1870, qui verront l’émergence de théories de l’hérédité peu compatibles avec le traitement moral
The emergence of psychiatry as a separate discipline from general medicine, in the first half of the nineteenth century, was linked to the Lunacy Reform movement (County Asylums Acts) that led to the creation of new public asylums dedicated to the treatment of the mentally ill in England. The Middlesex County Asylum in Hanwell, built in 1831, was one of them. Hanwell Asylum, situated in the western suburbs of London, was a pauper lunatic asylum that operated as a complementary institution to the numerous workhouses – symbols of the New Poor Law of 1834 – taking care of people who were deemed unable to take care of themselves. As soon as he was appointed medical superintendent of the institution, in 1839, Dr John Conolly (1794-1866) implemented a whole new policy of non-restraint, applied on an unprecedented scale, and Hanwell Asylum under his leadership was explicitly and primarily intended to be a therapeutic tool, devoid of any punitive purpose. The influence of Hanwell on similar institutions, from the1840s onwards, contributed to the prevailing therapeutic optimism of the time, and Victorian asylums, despite their defects, were meant to be genuine places of refuge and care. Dr Conolly’s therapeutic methods were coherent with “moral treatment” as defined by French doctor Philippe Pinel, but were also based on previous experiences conducted at the York Retreat or Lincoln Asylum. One of the main features of this pioneering treatment was the special emphasis it placed on the high quality of the patients’ environment and way of life, as well as on the wide range of entertainment offered to them: games, Christmas parties, summer fêtes, reading sessions, music, sport and dancing. The approach favoured in terms of health care, a “moral management” approach, was grounded on the principles of occupational therapy. The originality of this treatment from a medical point of view was reinforced by its social and, indeed, political dimension. From 1839 to 1852, far from limiting his ambitions to a strictly medical field, Dr Conolly – well-known for his commitment to the cause of popular education, as a member of the Society for the Diffusion of Useful Knowledge, as well as for his support of the Chartist movement – actually kept on fighting for the right of male and female patients alike to receive proper instruction within the asylum school, which remained highly controversial and constantly threatened with closure. Conolly viewed education as a central element, going far beyond a mere distraction for the insane and truly constituting a tool for social insertion and a means of emancipation for the lower classes. His views on education were similar to the Owenite conception of education and the asylum school at Hanwell was a faithful replica of the New Lanark School at the beginning of the nineteenth century. Besides, Robert Owen (1771-1858) came to Hanwell Asylum and visited John Conolly soon after he was appointed superintendent there, during the spring of 1839. Studying the case of this emblematic institution and the experience carried out within its premises under John Conolly’s authority – an experience which may not be unrelated to Owenite social experimentation – and analysing the impact this experience may have had within the Victorian psychiatric landscape in the years that followed, is an invaluable way of understanding the non-restraint movement through its various dimensions: therapeutic, social and political. For nearly thirty years, Hanwell Asylum remained a benchmark in the treatment of the insane, and served as a model for many other institutions, particularly in England. Its influence began receding in the 1870s, with the emergence of theories of heredity that were hardly compatible with the tenets of moral management

博士
國立臺灣師範大學
教育研究所
87
The Idea and Practice of Robert Owen’s Popular Education：An Example of NewLanark School,1800-1824 In the early 19th century, British government treated education as private affairs, so there was no State system of popular education. As a result, religious institutions and private schools for the poor played important roles during that period. Seeing the impact caused by the change of politics, economy, and social environment, like French Revolution and the industrial revolution, men of insight proposed popular education be the method of deleting the conflicts among different classes, the poverty, and the crime. As the head of the cotton mills, Owen saw the defects resulted from industrialization, he appealed to the British government for setting up popular education system to provide equal chance for people no matter what class they belonged to, what religion they believed in, what sex they were, and what race they were. Owen started his social reform in New Lanark in 1800, and regarded education as the core of it. He even terminated his business partnership twice because of having different opinions about setting up the school with his partners. Therefore, the school was not systematically set up until at last he met his third partner who accepted the ideal of popular education. He asserted that environment decided a person’s character and education would be the most effective factor of all. He wanted to make individuals have good characters by means of education and then let them build an ideal new society. The educational principles of the New Lanark School were child-centered instruction and learning with senses. Instead of using corporal punishment, teachers there helped students establish autonomy and learn actively. People who visited this school were amazed by the harmony between teachers and students and peer group. Between 1816 and 1824, admirers from all over the world came to see this school, so it became an important model school in Britain at the time. At first, this study reviews Owen’s status in educational history from the viewpoint of the historiography of education. Besides, the writer compares the New Lanark School with J. Lancaster and A. Bell monitorial system schools. From longitudinal and cross-sectional analysis in order to understand the evaluation Owen gained and the meaning of setting up the school. At last, the author re-evaluates the idea and practice of Owen’s popular education through the role he played in the school, his status as an educationist, the achievement of the New Lanark School, and the gap between ideal and reality.

Field observations of faulting and associated deformation are used here to reconstruct the structural and kinematic evolution of northern Owens Valley, California. This work consists of three stand-alone research contributions (Chapters Three, Four, and Five). Chapter Three presents a model for the structural evolution of northern Owens Valley; focusing on the origin and evolution of the 'Coyote Warp', as well as the relationship between normal shear along the Sierran Nevada range-front and dextral shear along the Owens Valley fault zone. This model relies on the theoretical relationship between fault spacing, fault dip, and seismogenic thickness in order to make predictions of crustal-scale conjugate normal fault intersection. Application of this model suggests that the structural evolution of northern Owens Valley can be explained in the context of a failed conjugate system, whereby fault intersection within the seismogenic crust results in the locking of one of the graben faults, and subsequent asymmetric range uplift and adjacent basin subsidence. Chapter Four presents a geologically based extensional slip rate history for the central portion of northern Owens Valley. Results suggest that the rate of extensional strain increased significantly since Middle Pleistocene time. These results are in agreement with similar observations of extension within and around northern Owens Valley, and correspond to a decrease in nearby rates of dextral shear over the same time interval. These observations are explained by a counter-clockwise rotation in the orientation of regional shear since Middle Pleistocene time. Furthermore, results from this study contribute to a geologically based extensional slip budget that is in agreement with geodetic based estimates of present-day strain accumulation. In Chapter Five, observations of fault length from several normal fault populations are used to examine the mechanisms that control the distribution of strain within the Eastern California Shear Zone. Results suggest that boundary fault spacing within shear induced fault networks plays a significant role in the redistribution of slip by placing geometric limitations on intermediary cross-cutting normal faults. Such redistribution is expected to occur over a timescale that is related to the lifespan of these constrained faults
acase@tulane.edu

ABSTRACT William Maclure, Father of North American Geology, partnered with Robert Owen in 1825 to establish an experimental socialistic community focusing on equitable reform in New Harmony, Indiana, USA. Artists, educators, and natural scientists recruited from Philadelphia arrived on a keel boat named Philanthropist in January 1826. Upon their arrival, Maclure established the New Harmony schools using a modified Pestalozzian educational approach under the guidance of Madame Fretageot. The New Harmony schools focused on practical education through direct observation of nature as well as a curriculum involving drawing, music, science, writing, and trade skills such as carpentry, engraving, and printing. Furthermore, the integration of arts and sciences with hands-on experiences led to a productive community of natural scientists who published significant works on the conchology, geology, ichthyology, and paleontology of North America. In the mid-nineteenth century, hand-drawn illustrations were reproduced through engravings, etchings, or lithography prior to the invention of the daguerreotype process in 1839, collodion wet plate process in 1851, and flexible celluloid film in 1888. In particular, the published works of David Dale Owen demonstrate the increasing importance of evolving reproduction techniques to paleontological illustration as well as the significance of hand-drawn artistic renderings. Interestingly, the modified Pestalozzian educational approach introduced by Maclure in New Harmony has several implications for the modern classroom. For instance, recent studies suggest that drawing improves spatial reasoning skills and increases comprehension of complex scientific principles. Likewise, engaging students in the drawing of fossils delivers a meaningful learning experience in the paleontology classroom.

There is an assumption in public debate that Scotland and England are drifting apart in social policy, whatever the outcome of the referendum in Scotland in September 2014 on whether Scotland should become an independent country. Three broad examples of policy divergence in education are discussed to examine the claim—in connection with student finance in higher education, with the structure of secondary education, and with the school curriculum. It is concluded that the apparent divergence owes more to rhetoric than to the reality of policy, of public attitudes or of social experience. Despite the origins of a shared educational philosophy in the post-war welfare state, and despite the partisan strife of current politics, a weakening of that state through greater Scottish autonomy does not in itself signal an end to the project of common welfare.

“Body culture,” a modern term in Western Europe, owes its philosophical content to ancient Greece and especially to Olympia. Altis turned out to be a creative place for presence and mixture of cultural elements of a set of people that through this exchange of ideas gradually conquered its first characteristics as a nation. Philosophically, the ideology that was cultivated formed the reflection of the deepest background position which the classical culture identified with coexistence of the opposites. The physical perfection of the Olympic model was reflected in art as the symmetry of Kouros, with a transcendent and spiritual dimension, idealizing the human body. The Olympic athlete reflects harmony and symmetry, the most complete form of the perfect citizen, the concept of moral beauty, as it is defined by Plato and Aristotle. But sport that is provided by the school in Greece today, instead of being an integral part of mainstream education, as it was in antiquity, represents a compressed and therefore inadequate education tool. Sport in Greek schools operates within an oppressive organization framework that is basically imposed because of competition. As a result, the final aim of sports “education” is to teach discipline and physical efficiency with the view to ultimately promoting an organized performance industry. But this obsession, about wanting to be first, in addition to being a source of personal stress, only achieves is to develop the student's personality with competition as the prevailing principle. Moreover, this pursuit of personal affirmation through sports ranking depreciates personal value and the individual as a whole, whilst breeding insecurity and the need for personal recognition through unsafe means. What's more important, instead of being the best tool for bearing social life and reducing egocentric subjectivity, it inflates egocentrism and creates human beings susceptible to individualism. In this way, a type of “one-dimensional man” is cultivated, which Marcuse describes as the most dangerous of all because it destroys society's cohesion by deconstructing man's perception of coexistence.

In 1850, Charlotte publishes A Short History of the Late Mrs. Mary O. T. Wickliffe, a biography of the friend who gave the Mentelles the life interest in the land where they lived from 1805 on and where they held their school. Mary Owen Todd married James Russell in 1799; he died an alcoholic in 1802, leaving a son, John Russell. In 1826 she married Robert Wickliffe, a wealthy owner of land and slaves. Charlotte writes her book to counter the rumor that Wickliffe had married Mrs. Russell for her money, Charlotte insisting that it was for love. Wickliffe is engaged in a civil suit brought by the Todd heirs, including Mary Todd Lincoln, represented by her lawyer husband, who contest the will by attacking the marriage agreement by which Mrs. Russell had transferred all her wealth to Wickliffe. Charlotte gives a deposition at the trial, after which Lincoln and wife abandon the case and return to Illinois. A significant complication is that John Russell was rumored to have fathered a slave by seducing his mother's house servant. Wickliffe sent the slave family to Liberia, where Russell's alleged son, Alfred Russell, becomes the country's President in 1883.