Alan MacFarlane has studied the parishes of Earls Colne in Essex and Kirkby Lonsdale in Cumbria, as well as other parishes, and has undertaken anthropological fieldwork in a contemporary community in Nepal. In collaboration with Sarah Harrison and Charles Jardine he has devised a method of collecting, breaking down and then reintegrating historical records in a way which makes it possible to answer some of the sociological, demographic, anthropological, geographical and other questions which interest many people. For the amateur historian or genealogist who wants to know about a village or family, the method makes it possible to find out almost everything that survives in historical documents concerning each person who lived in a village, each plot of land and house.
Looks at the contest to construct history, focusing on competing versions of Reconstruction history supported by different factions after the Civil War. The author analyzes how the ultimately dominant version of the history won credence and how that in
This book attempts to reconstruct the history of an African American community that lived on Yellow Hill, north of Gettysburg, Pennsylvania, in the mid-1800s. The author discusses the involvement of the Yellow Hill community and neighboring Quakers (Friends) in Underground Railroad activity during the years before the Civil War.
In the American popular imagination, Chinatown is a mysterious and dangerous place, clannish and dilapidated, filled with sweatshops, vice, and organizational crime. This volume presents a real-world picture of New York City's Chinatown, countering the "orientalist" view by looking at the human dimensions and the larger forces of globalization that make this neighbourhood both unique and broadly instructive.
The Civil War transformed American life. Not only did thousands of men die on battlefields and millions of slaves become free; cultural institutions reshaped themselves in the context of the war and its aftermath. The first book to examine the Civil War's immediate and long-term impact on higher education, Reconstructing the Campus begins by tracing college communities' responses to the secession crisis and the outbreak of war. Students made supplies for the armies or left campus to fight. Professors joined the war effort or struggled to keep colleges open. The Union and Confederacy even took over some campuses for military use. Then moving beyond 1865, the book explores the war's long-term effects on colleges. Michael David Cohen argues that the Civil War and the political and social conditions the war created prompted major reforms, including the establishment of a new federal role in education. Reminded by the war of the importance of a well-trained military, Congress began providing resources to colleges that offered military courses and other practical curricula. Congress also, as part of a general expansion of the federal bureaucracy that accompanied the war, created the Department of Education to collect and publish data on education. For the first time, the U.S. government both influenced curricula and monitored institutions. The war posed special challenges to Southern colleges. Often bereft of students and sometimes physically damaged, they needed to rebuild. Some took the opportunity to redesign themselves into the first Southern universities. They also admitted new types of students, including the poor, women, and, sometimes, formerly enslaved blacks. Thus, while the Civil War did great harm, it also stimulated growth, helping, especially in the South, to create our modern system of higher education.
Within a few short years after emancipation, freedpeople of the Natchez District created a new democracy in the Reconstruction era, replacing the oligarchic rule of slaveholders and Confederates with a grassroots democracy that transformed the South after the Civil War.
