Tracing the first two decades of state-funded African American schools, Educational Reconstruction addresses the ways in which black Richmonders, black Mobilians, and their white allies created, developed, and sustained a system of African American schools following the Civil War. Hilary Green proposes a new chronology in understanding postwar African American education, examining how urban African Americans demanded quality public schools from their new city and state partners. Revealing the significant gains made after the departure of the Freedmen’s Bureau, this study reevaluates African American higher education in terms of developing a cadre of public school educator-activists and highlights the centrality of urban African American protest in shaping educational decisions and policies in their respective cities and states.
Academic Reconstruction unveils a treasure trove of strategies and insights accumulated over years of dedicated pursuit, providing you with a holistic view on academic and personal growth. Topics have been picked by their order of magnitude to cover and unlock the path to unparalleled intellectual achievements. There are many books about studies or general help guidebooks. This book is for those who want to be an excellent scientist by the end of their university studies. A large variety of details form a transformative guide for all those aspiring to scale the heights of academic brilliance. The usefulness of this book does not end at entrance examinations, master’s theses, or even PhD dissertations. No, the target is continuous academic reconstruction that will enhance your willpower and pursuit of knowledge. These efforts will build lifelong tools for proper academic cultivation. Academic patch note: Key features -Holistic view on the development of personal education -Valuable 16 years of academic mentoring experiences -Strategic mastery of potentials -Practical tools and ideas -Unique view on the mind arts of academic skills -Academic mentoring inaccessible for many -Creativity, intuition, uses of memory -Details on academic mentoring for educators Sneak peek "The methodology exerts the overall influence on how the reasoning should be guided and what the priority of this discovery will be. A person can teach a method in one class, but nobody can teach methodology, even in one or two seminars. To make equivalent commitments regarding the role of methodology requires tremendous efforts, even from world-class universities. The methodology is, therefore, a far different animal to methods. Sadly, the lack of methodological consideration can often be seen miles away." "The defence of science continues as a test of time. If you are able, remember your task is not only to research or teach, but also to remember the true name of the word of science. Remember to defend the efforts of millenias and the global academic community, regardless of the country, regardless of the names. Defend the spirit of scientific inquiry in society." "To those who are struggling in the valley of shadows, I dare say that your time will come. Gather yourself from the boredom and misery; find new companions and better corners of the world to continue where you were left off. Do absolutely everything in your power to succeed because you have only one life. Be an intellectual heavyweight, do everything, try all, question the world, and never stop writing!"
Allen C. Guelzo's Reconstruction: A Concise History is a gracefully written interpretation of Reconstruction as a spirited struggle to reintegrate the defeated Southern Confederacy into the American Union after the Civil War, to bring African Americans into the political mainstream of American life, and to recreate the Southern economy after a Northern free-labor model.
From the late nineteenth century until World War I, a group of Columbia University students gathered under the mentorship of the renowned historian William Archibald Dunning (1857--1922). Known as the Dunning School, these students wrote the first generation of state studies on the Reconstruction -- volumes that generally sympathized with white southerners, interpreted radical Reconstruction as a mean-spirited usurpation of federal power, and cast the Republican Party as a coalition of carpetbaggers, freedmen, scalawags, and former Unionists. Edited by the award-winning historian John David Smith and J. Vincent Lowery, The Dunning School focuses on this controversial group of historians and its scholarly output. Despite their methodological limitations and racial bias, the Dunning historians' writings prefigured the sources and questions that later historians of the Reconstruction would utilize and address. Many of their pioneering dissertations remain important to ongoing debates on the broad meaning of the Civil War and Reconstruction and the evolution of American historical scholarship. This groundbreaking collection of original essays offers a fair and critical assessment of the Dunning School that focuses on the group's purpose, the strengths and weaknesses of its constituents, and its legacy. Squaring the past with the present, this important book also explores the evolution of historical interpretations over time and illuminates the ways in which contemporary political, racial, and social questions shape historical analyses.
The pioneering work in the study of the role of Black Americans during Reconstruction by the most influential Black intellectual of his time. This pioneering work was the first full-length study of the role black Americans played in the crucial period after the Civil War, when the slaves had been freed and the attempt was made to reconstruct American society. Hailed at the time, Black Reconstruction in America 1860–1880 has justly been called a classic.
After the Civil War, the South was divided into five military districts occupied by Union forces. Out of these regions, a remarkable group of writers emerged. Experiencing the long-lasting ramifications of Reconstruction firsthand, many of these writers sought to translate the era's promise into practice. In fiction, newspaper journalism, and other forms of literature, authors including George Washington Cable, Albion Tourgee, Constance Fenimore Woolson, and Octave Thanet imagined a new South in which freedpeople could prosper as citizens with agency. Radically re-envisioning the role of women in the home, workforce, and marketplace, these writers also made gender a vital concern of their work. Still, working from the South, the authors were often subject to the whims of a northern literary market. Their visions of citizenship depended on their readership's deference to conventional claims of duty, labor, reputation, and property ownership. The circumstances surrounding the production and circulation of their writing blunted the full impact of the period's literary imagination and fostered a drift into the stereotypical depictions and other strictures that marked the rise of Jim Crow. Sharon D. Kennedy-Nolle blends literary history with archival research to assess the significance of Reconstruction literature as a genre. Founded on witness and dream, the pathbreaking work of its writers made an enduring, if at times contradictory, contribution to American literature and history.
Historians overwhelmingly have blamed the demise of Reconstruction on Southerners' persistent racism. Heather Cox Richardson argues instead that class, along with race, was critical to Reconstruction's end. Northern support for freed blacks and Reconstruction weakened in the wake of growing critiques of the economy and calls for a redistribution of wealth. Using newspapers, public speeches, popular tracts, Congressional reports, and private correspondence, Richardson traces the changing Northern attitudes toward African-Americans from the Republicans' idealized image of black workers in 1861 through the 1901 publication of Booker T. Washington's Up from Slavery. She examines such issues as black suffrage, disenfranchisement, taxation, westward migration, lynching, and civil rights to detect the trajectory of Northern disenchantment with Reconstruction. She reveals a growing backlash from Northerners against those who believed that inequalities should be addressed through working-class action, and the emergence of an American middle class that championed individual productivity and saw African-Americans as a threat to their prosperity. The Death of Reconstruction offers a new perspective on American race and labor and demonstrates the importance of class in the post-Civil War struggle to integrate African-Americans into a progressive and prospering nation.
Between 1865 and 1920, Congress passed laws to regulate obscenity, sexuality, divorce, gambling, and prizefighting. It forced Mormons to abandon polygamy, attacked interstate prostitution, made narcotics contraband, and stopped the manufacture and sale of alcohol. Gaines Foster explores the force behind this unprecedented federal regulation of personal morality--a combined Christian lobby. Foster analyzes the fears of appetite and avarice that led organizations such as the Women's Christian Temperance Union and the National Reform Association to call for moral legislation and examines the efforts and interconnections of the men and women who lobbied for it. His account underscores the crucial role white southerners played in the rise of moral reform after 1890. With emancipation, white southerners no longer needed to protect slavery from federal intervention, and they seized on moral legislation as a tool for controlling African Americans. Enriching our understanding of the aftermath of the Civil War and the expansion of national power, Moral Reconstruction also offers valuable insight into the link between historical and contemporary efforts to legislate morality.
This book presents a clear overview of the debates that surrounded the making of the 1944 Act, which affected every aspect of education in this country. It gives a detailed account of the tripartite divisions into 'three types of child' that were sanctioned in the reforms of the 1940s. At the same time, it also emphasises the idea of education as a civic project which underlay the reforms and which was such an important part of their lasting authority. The education policies of the past decade and the current attempts to shape a new education settlement need to be interpreted in a long-term historical framework and in particular, in relation to the aims and problems of the last great cycle of reform in the 1940s. This book makes an important contribution to the development of such a framework and the social history of education policy in this country.
