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Born November 10, 1818, John Todd grew up in the rural area surrounding Harrisburg, Pennsylvania. The most formative experience of his life was attending college in Oberlin, Ohio. A one-of-a-kind educational institution, Oberlin College was fully integrated--allowing men and women, black and white, to attend the same classes--at a time when the entire country was in a racial upheaval. As a result, Oberlin turned out a group of men and women almost devoid of racial prejudice. It was from this pool of graduates that many of the founders of Tabor, Iowa, were drawn. They were determined to found an Oberlin-like college in the westernmost territory of the United States, so it was no surprise that this group quickly became active in the Underground Railroad and other abolitionist activities. This biography details the life of the Reverend John Todd and presents the story of the Underground Railroad Station in Tabor. With the life of Todd as a common thread, the book explores how the station began and the noble purposes behind its birth. From the beginning of Todd's career at Oberlin College, the book follows him from an unsatisfying first pastorate to the site of his life's work in Tabor, where he would provide spiritual guidance and leadership, along with friend George Gaston, for the settlement. The work covers the prewar construction of the Tabor Literary Institute, which was beset by financial and administrative difficulties from the beginning. With a singleness of purpose spurred on by Todd and Gaston, the residents of Tabor joined in the abolitionist movement through participation not only in the Underground Railroad but in the Jim Lane Trail and Kansas Free State Movement as well. John Brown was in and out of Tabor on many occasions, bringing escaped slaves with him. Todd's service in the Union Army and jubilation with the Federal victory are also discussed. An appendix contains various letters and documents pertaining to the Todd family, the Underground Railroad and other abolitionist activities.
Discusss the rescue of a kidnapped slave in 1858 by the residents of Oberlin, Ohio, and the repercussions.
The common view of the nineteenth-century pastoral relationship--found in both contemporary popular accounts and 20th-century scholarship--was that women and clergymen formed a natural alliance and enjoyed a particular influence over each other. In Without Benefit of Clergy, Karin Gedge tests this thesis by examining the pastoral relationship from the perspective of the minister, the female parishioner, and the larger culture. The question that troubled religious women seeking counsel, says Gedge, was: would their minister respect them, help them, honor them? Surprisingly, she finds, the answer was frequently negative. Gedge supports her conclusion with evidence from a wide range of previously untapped primary sources including pastoral manuals, seminary students' and pastors' journals, women's diaries and letters, pamphlets, sentimental and sensational novels, and The Scarlet Letter.
In 1835 Oberlin became the first institute of higher education to make a cause of racial egalitarianism when it decided to educate students “irrespective of color.” Yet the visionary college’s implementation of this admissions policy was uneven. In Constructing Black Education at Oberlin College: A Documentary History, Roland M. Baumann presents a comprehensive documentary history of the education of African American students at Oberlin College. Following the Reconstruction era, Oberlin College mirrored the rest of society as it reduced its commitment to black students by treating them as less than equals of their white counterparts. By the middle of the twentieth century, black and white student activists partially reclaimed the Oberlin legacy by refusing to be defined by race. Generations of Oberlin students, plus a minority of faculty and staff, rekindled the college’s commitment to racial equality by 1970. In time, black separatism in its many forms replaced the integrationist ethic on campus as African Americans sought to chart their own destiny and advance curricular change. Oberlin’s is not a story of unbroken progress, but rather of irony, of contradictions and integrity, of myth and reality, and of imperfections. Baumann takes readers directly to the original sources by including thirty complete documents from the Oberlin College Archives. This richly illustrated volume is an important contribution to the college’s 175th anniversary celebration of its distinguished history, for it convincinglydocuments how Oberlin wrestled over the meaning of race and the destiny of black people in American society.
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.
Black women undertook an energetic and unprecedented engagement with internationalism from the late nineteenth century to the 1970s. In many cases, their work reflected a complex effort to merge internationalism with issues of women's rights and with feminist concerns. To Turn the Whole World Over examines these and other issues with a collection of cutting-edge essays on black women's internationalism in this pivotal era and beyond. Analyzing the contours of gender within black internationalism, scholars examine the range and complexity of black women's global engagements. At the same time, they focus on these women's remarkable experiences in shaping internationalist movements and dialogues. The essays explore the travels and migrations of black women; the internationalist writings of women from Paris to Chicago to Spain; black women advocating for internationalism through art and performance; and the involvement of black women in politics, activism, and global freedom struggles. Contributors: Nicole Anae, Keisha N. Blain, Brandon R. Byrd, Stephanie Beck Cohen, Anne Donlon, Tiffany N. Florvil, Kim Gallon, Dayo F. Gore, Annette K. Joseph-Gabriel, Grace V. Leslie, Michael O. West, and Julia Erin Wood
Horace King (1807-1885) built covered bridges over every large river in Georgia, Alabama, and eastern Mississippi. That King, who began life as a slave in Cheraw, South Carolina, received no formal training makes his story all the more remarkable. This is the first major biography of the gifted architect and engineer who used his skills to transcend the limits of slavery and segregation and become a successful entrepreneur and builder. John S. Lupold and Thomas L. French Jr. add considerably to our knowledge of a man whose accomplishments demand wider recognition. As a slave and then as a freedman, King built bridges, courthouses, warehouses, factories, and houses in the three-state area. The authors separate legend from facts as they carefully document King’s life in the Chattahoochee Valley on the Georgia-Alabama border. We learn about King’s freedom from slavery in 1846, his reluctant support of the Confederacy, and his two terms in Alabama’s Reconstruction legislature. In addition, the biography reveals King’s relationship with his fellow (white) contractors and investors, especially John Godwin, his master and business partner, and Robert Jemison Jr., the Alabama entrepreneur and legislator who helped secure King’s freedom. The story does not end with Horace, however, because he passed his skills on to his three sons, who also became prominent builders and businessmen. In King’s world few other blacks had his opportunities to excel. King seized on his chances and became the most celebrated bridge builder in the Deep South. The reader comes away from King’s story with respect for the man; insight into the problems of financing, building, and maintaining covered bridges; and a new sense of how essential bridges were to the southern market economy.
Wilkinson traces the history of undergraduate financial aid at American colleges and universities; the origins, purposes, and impacts of merit- and need-based aid; the federal government's role; the evolution of elite private institutions; and the current climate and concerns. The concluding chapter lays out how these factors, combined with increasing costs of attending college, impact low-income minority students and how reforms on campuses and in Washington, DC, can better serve higher education and the more disadvantaged students.
From the beginning of French rule of Missouri in 1720 through this state's abolition of slavery in 1865, liberty was always the goal of the vast majority of its enslaved people. The presence in eastern Kansas of a host of abolitionists from New England made slaveholding risky business. Many religiously devout persons were imprisoned in Missouri for "slave stealing." Based largely on old newspapers, prison records, pardon papers, and other archival materials, this book is an account of the legal and physical obstacles that slaves faced in their quest for freedom and of the consequences suffered by persons who tried to help them. Attitudes of both slave holders and abolitionists are examined, as is the institution's protection in both the Articles of Confederation and the U.S. Constitution. The book discusses the experiences of particular individuals and examines the Underground Railroad on Missouri's borders. Appendices provide details from two Spanish colonial census reports, a list of abolitionist prison inmates with details about their time served, and the percentages of African Americans still in bondage in 16 jurisdictions from 1820 to 1860.