"Wanted-A farm, of not less than a hundred acres and within three hours of the city. It must have a running stream, a southern or eastern slope, not less than twenty acres of wood an a water view." (4)
We will trace the history of Edgewood Park from Donald Grant Mitchell's ad in the local paper , to include acquisition of land on the east side of the west river, removal of the almshouse, construction of memorials, the work of Frederick Law Olmsted, Jr., the work of Beatrice Farrand, and the park renovations slated for the year 1999-2000 (5).
Understanding the impact of time can be an extremely abstract concept for adolescents. The physical construction of the time line will allow each student to have an active role in reconstructing the history of the park. It will be a visual tool used to gain a greater understanding of our relationship in time. Once we establish a basic framework historically we can begin our study of Edgewood Park and the West River ethically, scientifically and politically.
Donald G. Mitchell's dream of a farm, "not less than a hundred acres-within three hours of the city", became a reality when he and his wife purchased and moved into a 360 acre farm just above Forest Road where they lived from 1855 until Donald's death in 1908. They named their home Edgewood. The success of Central Park in New York City spurred the urban park movement in the United States. Mitchell was the premier park planner in New Haven as well as a renowned writer under the pen ame Ik Marvel (6). A collection of his writings, including My Farm At Edgewood, and Wet Days At Edgewood, are housed at the Mitchell Library on Harrison Street in the Westville section of New Haven. They may be viewed by appointment and availability. Mitchell believed in the organized planning and beautification of his beloved home, Edgewood, and his city, New Haven. East Rock, Fort Hale and the now extinct Bayview(7) parks were planned by Donald G. Mitchell.
Mitchell, in 1889, donated much of the land west of the West River. He also encouraged his friends to donate parcels with his. The acquisition of the land east of the river was put in the hands of the city who later turned it over to a newly formed organization in New Haven, the Parks Commission. And so Edgewood Park was born.
Time Line Construction
Each student will be required to include a reproduced primary document, photo, object or pertinent image as evidence of their research. One wall in our class will be dedicated to our time line. The following dates will act as a skeleton. These dates will focus the students as they decide what other information and/or events should be included in our time line.
Important Historical Dates in Edgewood's History
1884
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Donald Mitchell places his ad for a farm.
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1885
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Purchase of the Mitchell farm in New Haven, CT. It was named Edgewood.
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1889
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Donald Mitchell donates land west of the West River to City of New Haven. He persuades residents to do the same. The city acquires land east of the river. The Parks Commission is formed and the land turned over to their governance. The almshouse is moved from the upland area of the park to the Springside neighborhood. West Side Association if formed.
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1899
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Bronze statue of a soldier honoring Spanish American War veterans is dedicated in the upper park.
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1910
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Frederick Law Olmsted, Jr. makes recommendations for park enhancement.
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1920
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Athletic and recreational facilities to include a rowing course built. The New Haven Rowing Club used these facilities regularly.
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1937
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Beatrix Farrand designed the lilac and rhododendron garden while a student at Yale.
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Design and installation of the Holocaust Memorial
1975
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Belford vs. New Haven decision reached.
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1989
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Renovations based on Mitchell's views of open space are planned.
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1999
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Renovations based on reviving community interest in open space are implemented
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Research Tools
Students will use the archives and libraries available through The Connecticut Newspaper Project(8) and The New Haven Colonial Historical Society(9) to collect articles, interviews and images that will make the time line a personal as well as historical journey. Once the information is located and selected by the students, an adult will need to arrange for the reproduction and delivery of the materials per each organization. The Newspaper Project is accessible via the internet for research locations and has email capability. The Historical Society must be visited by appointment.
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Open Space in Urban Areas
Once the time line is completed the class will address the issue of open space in urban areas by examining current park associations and maps. A group of proactive citizens formed The West Side Association in 1889. They were the first group of residents to address the right of public access to open space in parks. Today The Friends of Edgewood Park are once again addressing these issues. Most interesting in Edgewood Park's history is the ability of the average citizen or citizen group to become a catalyst for change. The Friends of Edgewood Park (of which I am a member) will be invited to share with the class how they could effect change today.
The shrinkage of open space can be examined visually with the use of the University of Connecticut's website MAGIC. Included in the time line will be maps students can review and download from MAGIC. We will begin with an examination of the United States of America map by H.S. Tanner, 1834. 4th. edition. It affords one the opportunity to view the United States and choose gridded sections to zoom into. This zoom effect is a very powerful tool for students to understand their relative place in space and time. Six historical maps of New England and Connecticut between the years of 1621 and 1930 are available to supplement more recent and accessible maps. The physical maps will assist us as we discuss the shrinkage of open space and how this effected the decision of Donald Mitchell to begin the parks movement in New Haven.
Rate of Change
Cooperative groups will calculate the rate at which open space changed between 1834 and today. The maps and the calculations will be added to our time line. Physically attaching each map to the time line will assist students understanding the relative time between each new change.