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In a major revision of accepted wisdom, this book, originally published by UNC Press in 1991, demonstrates that American social Christianity played an important role in racial reform during the period between Emancipation and the civil rights movement.

This title places the history of children and youth in the context of the Civil War. The book seeks a deeper investigation into the historical record by giving voice and context to their struggles and victories during this critical period in American history.
This work examines slave emancipation and opposition to it as a far-reaching, national event with profound social, political, and cultural consequences. The author analyzes multiple views of the African American child to demonstrate how Americans contested and defended slavery and its abolition.
Who was John Ogden (1824-1910), the first Superintendent -- later Principal and President -- of Fisk School, today's Fisk Univ.? Was he Dr. Ogden? A Methodist minister? An educator from Pennsylvania? An ex-Army Captain? A veteran of the Civil War from the second Wisconsin Cavalry regiment? A moral threat to female students? A despiser of blacks? A man not interested in church building? No; all these terms of address and descriptions are incorrect -- but they provide hints about where and how Ogden did spend his life, what interested him, and how he was the subject of inaccurate, scurrilous gossip, and the subject of inaccurate, respectful addresses. This volume presents a study of Ogden, in his role as one of the early participants in Southern Negro educ.
Schools for All provides the first in-depth study of black education in Southern public schools and universities during the twelve-year Reconstruction period which followed the Civil War. In the antebellum South, the teaching of African Americans was sporadic and usually in contravention to state laws. During the war, Northern religious and philanthropic organizations initiated efforts to educate slaves. The army, and later the Freedmen's Bureau, became actively involved in freed-men's education. By 1870, however, a shortage of funds for the work forced the bureau to cease its work, at which time the states took over control of the African American schools. In an extensive study of records from the period, William Preston Vaughn traces the development—the successes as well as the failures—of the early attempts of the states to promote education for African Americans and in some instances to establish integration. While public schools in the South were not an innovation of Reconstruction, their revitalization and provision to both races were among the most important achievements of the period, despite the pressure from whites in most areas which forced the establishment of segregated education. Despite the ultimate failure to establish an integrated public school system anywhere in the South, many positive achievements were attained. Although the idealism of the political Reconstructionists fell short of its immediate goals in the realm of public education, precedents were established for integrated schools, and the constitutional revisions achieved through the Fourteenth and Fifteenth amendments laid the groundwork for subsequent successful assaults on segregated education.
This Elibron Classics book is a facsimile reprint of a 1880 edition by Fords, Howard, & Hulbert, New York.