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Author: Charles Vincent Publisher: SIU Press ISBN: 0809385813 Category : History Languages : en Pages : 297
Book Description
When originally published, Charles Vincent's scholarship shed new light on the achievements of black legislators in the state legislatures in post-Civil War Louisiana-a state where black people were a majority in the state population but a minority in the legislature. Now updated with a new preface, this volume endures as an important work that illustrates the strength of minorities in state government during Reconstruction. It focuses on the achievements of the black representatives and senators in the Louisiana legislature who, through tireless fighting, were able to push forward many progressive reforms, such as universal public education, and social programs for the less fortunate.
Author: Charles Vincent Publisher: SIU Press ISBN: 0809385813 Category : History Languages : en Pages : 297
Book Description
When originally published, Charles Vincent's scholarship shed new light on the achievements of black legislators in the state legislatures in post-Civil War Louisiana-a state where black people were a majority in the state population but a minority in the legislature. Now updated with a new preface, this volume endures as an important work that illustrates the strength of minorities in state government during Reconstruction. It focuses on the achievements of the black representatives and senators in the Louisiana legislature who, through tireless fighting, were able to push forward many progressive reforms, such as universal public education, and social programs for the less fortunate.
Author: Ronald E. Butchart Publisher: Univ of North Carolina Press ISBN: 0807834203 Category : Social Science Languages : en Pages : 338
Book Description
Conventional Wisdom Holds that freedmen's education was largely the work of privileged, single white northern women motivated by evangelical beliefs and abolitionism. Schooling the Freed People shatters this notion entirely. For the most comprehensive study of the origins of black education in freedom ever undertaken, Ronald Butchart combed the archives of all of the freedmen's aid organizations as well as the archives of every southern state to compile a vast database of over 11,600 individuals who taught in southern black schools between 1861 and 1876. Based on this pathbreaking research, he reaches some surprising conclusions: one-third of the teachers were African Americans; black teachers taught longer than white teachers; half of the teachers were southerners; and even the northern teachers were more diverse than previously imagined. His evidence demonstrates that evangelicalism contributed much less than previously belived to white teachers' commitment to black students, that abolitionism was a relatively small factor in motivating the teachers, and that, on the whole, the teachers' ideas and aspirations about their work often ran counter to the aspirations of the freed people for Schooling. The crowning achievement of a veteran scholar, this is the definitive book on freedmen's teachers in the South as well as an outstanding contribution to social history and our understanding of African American education.
Author: Richard L. Hume Publisher: LSU Press ISBN: 0807134708 Category : History Languages : en Pages : 551
Book Description
After the Civil War, Congress required ten former Confederate states to rewrite their constitutions before they could be readmitted to the Union. An electorate composed of newly enfranchised former slaves, native southern whites (minus significant numbers of disenfranchised former Confederate officials), and a small contingent of "carpetbaggers," or outside whites, sent delegates to ten constitutional conventions. Derogatorily labeled "black and tan" by their detractors, these assemblies wrote constitutions and submitted them to Congress and to the voters in their respective states for approval. Blacks, Carpetbaggers, and Scalawags offers a quantitative study of these decisive but little-understood assemblies -- the first elected bodies in the United States to include a significant number of blacks. Richard L. Hume and Jerry B. Gough scoured manuscript census returns to determine the age, occupation, property holdings, literacy, and slaveholdings of 839 of the conventions' 1,018 delegates. Carefully analyzing convention voting records on certain issues -- including race, suffrage, and government structure -- they correlate delegates' voting patterns with their racial and socioeconomic status. The authors then assign a "Republican support score" to each delegate who voted often enough to count, establishing the degree to which each delegate adhered to the Republican leaders' program at his convention. Using these scores, they divide the delegates into three groups -- radicals, swing voters, and conservatives -- and incorporate their quantitative findings into the narrative histories of each convention, providing, for the first time, a detailed analysis of these long-overlooked assemblies. Hume and Gough's comprehensive study offers an objective look at the accomplishments and shortcomings of the conventions and humanizes the delegates who have until now been understood largely as stereotypes. Blacks, Carpetbaggers, and Scalawags provides an essential reference guide for anyone seeking a better understanding of the Reconstruction era.
Author: James D. Anderson Publisher: Univ of North Carolina Press ISBN: 0807898880 Category : Social Science Languages : en Pages : 383
Book Description
James Anderson critically reinterprets the history of southern black education from Reconstruction to the Great Depression. By placing black schooling within a political, cultural, and economic context, he offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters. Initially, ex-slaves attempted to create an educational system that would support and extend their emancipation, but their children were pushed into a system of industrial education that presupposed black political and economic subordination. This conception of education and social order--supported by northern industrial philanthropists, some black educators, and most southern school officials--conflicted with the aspirations of ex-slaves and their descendants, resulting at the turn of the century in a bitter national debate over the purposes of black education. Because blacks lacked economic and political power, white elites were able to control the structure and content of black elementary, secondary, normal, and college education during the first third of the twentieth century. Nonetheless, blacks persisted in their struggle to develop an educational system in accordance with their own needs and desires.
Author: Charles A. Asbury Publisher: Bloomsbury Publishing USA ISBN: 0313005230 Category : Education Languages : en Pages : 584
Book Description
This indispensable reference is a comprehensive guide to significant issues, policies, historical events, laws, theories, and persons related to the education of African-Americans in the United States. Through several hundred alphabetically arranged entries, the volume chronicles the history of African-American education from the systematic, long-term denial of schooling to blacks before the Civil War, to the establishment of the Freedmen's Bureau and the era of Reconstruction, to Brown v. Board of Education and the civil rights reforms of the last few decades. Entries are written by expert contributors and contain valuable bibliographies, while a selected bibliography of general sources concludes the volume. The African-American population is unique in that its educational history includes as law and public policy the systematic, long-term denial of the acquisition of knowledge. In the 18th century, African-Americans were initially legally forbidden to be taught academic subjects in the South, where most African-Americans lived. This period, which ended around 1865 with the conclusion of the Civil War and the establishment of the Freedmen's Bureau, was followed by the introduction of laws, policies, and practices providing for rudimentary education for 69 years under the dual-school, separate-but-equal policies established by Plessy v. Ferguson (1896). These policies did not end until the Brown v. Board of Education decisions of 1954 and 1955 were reinforced by the passage of civil rights and equal opportunity legislation in the mid-1960s. The education of African-Americans has been a continuing moral, political, legal, economic, and psychological issue throughout this country's history. It continues to consume time and attention, and it remains an unresolved dilemma for the nation. Through several hundred alphabetically arranged entries, this indispensable reference offers a comprehensive overview of significant issues, policies, historical events, laws, persons, and theories related to African-American education from the early years of this country to the present day. The entries are written by expert contributors, and each entry includes a bibliography of works for further reading. A selected, general bibliography concludes the volume.
Author: Ted Tunnell Publisher: LSU Press ISBN: 0807118036 Category : History Languages : en Pages : 276
Book Description
In late April, 1862, Union warships slipped past the Confederate river forts below New Orleans and blasted the Rebel fleet guarding the city. Advancing overland, General Benjamin F. Butler occupied New Orleans on May Day, and for the duration of the war the Stars and Stripes waved over the Confederacy's largest city. The reconstruction of Louisiana began almost immediately. In Crucible of Reconstruction, Ted Tunnell examines the byzantine complexities of Louisiana's restoration to the Union, from the capture of New Orleans to the downfall of the Radical Republicans a decade and a half later. He writes with insight about wartime Reconstruction and the period of presidential Reconstruction under Andrew Johnson, but his ultimate concern is with Radical Reconstruction and that uneasy coalition of Unionists, free blacks, and carpetbaggers that formed the Louisiana Republican party after Appomattox and struggled fitfully for a biracial society based on equality and justice. One of the distinguishing features of Crucible of Reconstruction is its concern with the origins of Radicalism. Tunnell finds that nearly two-thirds of Louisiana Unionists were actually outsiders, men who had come to Louisiana from the North or from abroad. Of the remainder, many had either been born in the border slave states that sided with the North in 1861 or had been deeply influenced by Northern culture. The free blacks were the most radical element of the Republican party and for a brief but critical moment actually dominated the reconstruction process; with a black majority in the constitutional convention of 1867-1868, they drafted a civil rights program that made Louisiana's Reconstruction constitution, along with South Carolina's, a model of Republican Radicalism. In the end, though, the carpetbaggers dominated Republican Reconstruction. Although few in number, they controlled the immense federal bureaucracy centered in New Orleans, and in a government that depended on support from Washington for its very survival, they alone had influence on the Potomac. For a generation historians have struggled to explain the destructive factionalism that crippled the Republican regimes in Louisiana and other Reconstruction states. In a thesis of wide applicability, Tunnel shows how Republican factionalism was actually rooted in a larger "crisis of legitimacy." Louisiana Republicans confronted enemies who challenged not merely their policies but their very right to exist, enemies whose overriding goal was to expunge the Republican party from the polity. Led by Governor Henry Clay Warmoth, a carpetbagger from Illinois, the Republicans responded to the crisis with a twofold strategy embodied in what Tunnell calls the policy of force and the policy of peace. The policy of force, while it partially deterred assaults on Republican voters, undermined northern support for Reconstruction. The policy of peace not only failed to conciliate white Louisianians, it generated the vicious factionalism that destroyed the Republican party from within. The Warmoth strategies were in fact mutually contradictory; they negated each other and demolished his government. In his final chapter, Tunnell recounts the career of Marshall Harvey Twitchell, a Vermont carpetbagger who settled in north Louisiana in 1866. Twitchell's tragic story, gleaned from his unpublished autobiography and government records, provides a stunningly immediate reminder of the violent and unlawful conditions that existed during the final years of Reconstruction in Louisiana. Tunnell's analyses of Unionism, of black and white political leadership, of Republican factionalism, and of the brutal eradication of Republicanism in the state make this one of the most fascinating and provocative of recent books on Reconstruction.
Author: Charles Vincent
Author: Charles Vincent
Author: Ronald E. Butchart
Author: Richard L. Hume
Author: James D. Anderson
Author: Charles Vincent
Author: Charles A. Asbury
Author: 
Author: Ted Tunnell
Author: Edwin Whitfield Fay
Author: Roger A. Fischer