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FOR the first time in the long years in which the Methodist Episcopal Church has labored for the education of the American Negro, a coordinated presentation of the remarkable story is now presented. It is a romance in education, and brings to the thousands of Methodists who have invested in the work of the Freedmen's Aid Society, now the Board of Education for Negroes, of the Methodist Episcopal Church, an adequate statement of the large returns their money has made possible. The author, the Rev. Jay S. Stowell, a member of the Publicity Staff of the Committee on Conservation and Advance of the Council of Boards of Benevolence of the Methodist Episcopal Church, has had an unusual opportunity to secure his facts and impressions. In addition to the records and the history of the Woman's Home Missionary Society of the Methodist Episcopal Church, whose work for Negro girls is closely related to that of the Board of Education for Negroes, he had the privilege of a personal visit to each of the schools. This gives to the book that value which only firsthand knowledge makes possible.
A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.
A Companion to African American History is a collection oforiginal and authoritative essays arranged thematically andtopically, covering a wide range of subjects from the seventeenthcentury to the present day. Analyzes the major sources and the most influential books andarticles in the field Includes discussions of globalization, region, migration,gender, class and social forces that make up the broad culturalfabric of African American history
In the years after the Civil War until the 1930s, blacks in America undertook a literacy project -- a vast effort, long-lived, undertaken not by the power, authority, or bureaucracy of government, but instead by blacks acting on their own, unaware of similar efforts in a thousand other places. In the project, Wiley College in Marshall, Texas, a Historically Black College, assumed the obligation to develop leaders, equip teachers, and contribute in any way possible to Negro literacy. Scholars of black colleges have lumped all black colleges together and assumed that what was true about one college was true of all. While this paper does not argue that Wiley College is a representative case study, its story is so different from widely accepted narratives about black colleges that the paper supports the need for historians to take a fresh look at accepted narratives. Commonly held narratives state that the two crucial elements of Negro college success were overall direction by northern church denominations in the 1800s and financial support from northern foundations in the early decades of the twentieth century; they deny agency to leaders and supporters of HBCs like Wiley College. The narrative I trace shows people of Wiley, its President, Matthew W. Dogan, and the blacks of East Texas in charge of the college and engaged in the literacy project.