The Nineteenth Amendment was finally ratified in August 1920, due not only to the result of the tireless effort of women's suffrage organizations, but also to the close collaboration of various women's groups all across the United States during the Progressive Era. Many women's organizations, arising from church activities in the 1 9th century, had widen their sphere of influence, entered into a league making clear their political stances. Though it has been asumed that middle-class activists approached women unionists and elite professionals to cooperate together at the final phase, the key to the movement's success was in reality the coming of age of each women's organization to attain its own politics. To clarify this, I would like to present a historical overview on the development of women's organizations in the Progressive Era, especially focusing on Oak Park Women's Club in Illinois, the increase in women laborers, and New York 20,000 strikers in 1909 to illustrate their aims that ultimately resulted in their collaboration to effect the women's suffrage movement.

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Up till now, it has been accepted that one factor sustaining the rapid economic growth of the United States was the existence of section 1 of the U.S. Constitution prohibiting tariffs on interstate commerce. The decision on Gibbons v. Ogden (1824) seems to be regarded as the final settlement of the problem of tariffs on interstate commerce, but in fact, although similar cases continued to appear frequently, they have been ignored. Despite the prohibition of tariffs, states continued to impose tariffs on goods from other states even after Gibbons v. Ogden, in order to protect their industries. This tendency grew even stronger after the Civil War, when there was a rapid development in interstate commerce due to the expansion of railroad traffic. Each state could impose taxes upon out-of-state products by virtue of the police power retained by the state government and acknowledged by the U.S. Supreme Court. However, the Supreme Court gradually came to interpret the constitution more strictly, and from the 1870s, increasingly confined the extent of the use of police power. Finally, in a series of cases between big business and individual states, it supported the former by ruling that the use of police powers to restrict the entry of out-of-state products was unconstitutional.

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In Making Mark Twain Work in the Classroom, Twain's scholars and educators introduce different ways of promoting the students' motivations to approach Twain's works. However, they do not discuss how the students' experience of watching the dramatized versions of his works on stage would affect the students' interest in reading his works. In his interview on the significance of children's appreciation of theatre as the audience, Asaya Fujita, a playwright and director, points out that children's seeing plays on stage is crucial to their human development. "Watching a play helps you find out about yourself," Fujita says. In this paper, I would like to examine the Deaf West Theatre production of Big River, a muscial adaptation of Twain's Adventures of Huckleberry Finn, first performed in October, 2002. I would discuss how their theatrical work would inspire the students' imagination on Twain's literary world and would enhance students' better understanding of art, literature and intercultural communication.

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