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" In 1908 John C. Campbell was commissioned by the Russell Sage Foundation to conduct a survey of conditions in Appalachia and the aid work being done in these areas to create "the central repository of data concerning conditions in the mountains to which workers in the field might turn." Originally published in 1921, The Southern Highlander and His Homeland details Campbell's experiences and findings during his travels in the region, observing unique aspects of mountain communities such as their religion, family life, and forms of entertainment. Campbell's landmark work paved the way for folk schools, agricultural cooperatives, handicraft guilds, the frontier nursing service, better roads, and a sense of pride in mountain life -- the very roots of Appalachian preservation.
This special expanded third edition of Horace Kephart's classic work on the people of Southern Appalachia has been completely re-typeset and includes a new introduction by writer George Ellison. This edition also includes eight articles written by Horace Kephart and published after the previous edition on such topics as moonshiners, rifle-making, mountain culture, and the proposed Great Smoky Mountains National Park. All told, readers will find over 100 pages of new material not included in any of the book's previous editions.
and racial justice during a critical era in southern and Appalachian history. This volume is the first comprehensive examination of that extraordinary—and often controversial—institution. Founded in 1932 by Myles Horton and Don West near Monteagle, Tennessee, this adult education center was both a vital resource for southern radicals and a catalyst for several major movements for social change. During its thirty-year history it served as a community folk school, as a training center for southern labor and Farmers' Union members, and as a meeting place for black and white civil rights activists. As a result of the civil rights involvement, the state of Tennessee revoked the charter of the original institution in 1962. At the heart of Horton's philosophy and the Highlander program was a belief in the power of education to effect profound changes in society. By working with the knowledge the poor of Appalachia and the South had gained from their experiences, Horton and his staff expected to enable them to take control of their own lives and to solve their own problems. John M. Glen's authoritative study is more than the story of a singular school in Tennessee. It is a biography of Myles Horton, co-founder and long-time educational director of the school, whose social theories shaped its character. It is an analysis of the application of a particular idea of adult education to the problems of the South and of Appalachia. And it affords valuable insights into the history of the southern labor and the civil rights movements and of the individuals and institutions involved in them over the past five decades.
Each year, tens of thousands of people flock to Grandfather Mountain, North Carolina, and to more than two hundred other locations across the country to attend Scottish Highland Games and Gatherings. There, kilt-wearing participants compete in athletics, Highland dancing, and bagpiping, while others join clan societies in celebration of a Scottish heritage. As Celeste Ray notes, however, the Scottish affiliation that Americans claim today is a Highland Gaelic identity that did not come to characterize that nation until long after the ancestors of many Scottish Americans had left Scotland. Ray explores how Highland Scottish themes and lore merge with southern regional myths and identities to produce a unique style of commemoration and a complex sense of identity for Scottish Americans in the South. Blending the objectivity of the anthropologist with respect for the people she studies, she asks how and why we use memories of our ancestral pasts to provide a sense of identity and community in the present. In so doing, she offers an original and insightful examination of what it means to be Scottish in America.
The Southern Highlands is one of Papua New Guinea's most resource-rich provinces, but for a number of years the province has been riven by conflict. Longstanding inter-group rivalries, briefly set aside during the colonial period, have been compounded by competition for the benefits provided by the modern state and by fighting over the distribution of returns from the several big mining and petroleum projects located within the province or impinging upon it. Deaths from the various conflicts over the past decade number in the hundreds. As a result of inter-group fighting, criminal activity and vandalism, a number of businesses have withdrawn from the province. Roadblocks and ambushes have made travel dangerous in many parts and expatriate missionaries and aid workers have left. Many public servants have abandoned their posts with the result that state services are not provided. Corruption is rife. Police are often reluctant to act because they are outnumbered and outgunned. This volume brings together a number of authors with deep experience of the Southern Highlands to examine the underlying dynamics of resource development and conflict in the province. Its primary purpose is to provide some background to recent events, but the authors also explore possible approaches to limiting the human and economic costs of the ongoing conflict and breakdown of governance.
Alistair Urquhart was a soldier in the Gordon Highlanders, captured by the Japanese in Singapore. Forced into manual labor as a POW, he survived 750 days in the jungle working as a slave on the notorious “Death Railway” and building the Bridge on the River Kwai. Subsequently, he moved to work on a Japanese “hellship,” his ship was torpedoed, and nearly everyone on board the ship died. Not Urquhart. After five days adrift on a raft in the South China Sea, he was rescued by a Japanese whaling ship. His luck would only get worse as he was taken to Japan and forced to work in a mine near Nagasaki. Two months later, he was just ten miles from ground zero when an atomic bomb was dropped on Nagasaki. In late August 1945, he was freed by the American Navy—a living skeleton—and had his first wash in three and a half years. This is the extraordinary story of a young man, conscripted at nineteen, who survived not just one, but three encounters with death, any of which should have probably killed him. Silent for over fifty years, this is Urquhart’s inspirational tale in his own words. It is as moving as any memoir and as exciting as any great war movie.
He would sell his warrior soul to possess her. . . . An alluring laird... He was known throughout the kingdom as Hawk, legendary predator of the battlefield and the boudoir. No woman could refuse his touch, but no woman ever stirred his heart—until a vengeful fairy tumbled Adrienne de Simone out of modern-day Seattle and into medieval Scotland. Captive in a century not her own, entirely too bold, too outspoken, she was an irresistible challenge to the sixteenth-century rogue. Coerced into a marriage with Hawk, Adrienne vowed to keep him at arm's length—but his sweet seduction played havoc with her resolve. A prisoner in time... She had a perfect "no" on her perfect lips for the notorious laird, but Hawk swore she would whisper his name with desire, begging for the passion he longed to ignite within her. Not even the barriers of time and space would keep him from winning her love. Despite her uncertainty about following the promptings of her own passionate heart, Adrienne's reservations were no match for Hawk's determination to keep her by his side. . . .
PREFACE. THE Author of this very practical treatise on Scotch Loch - Fishing desires clearly that it may be of use to all who had it. He does not pretend to have written anything new, but to have attempted to put what he has to say in as readable a form as possible. Everything in the way of the history and habits of fish has been studiously avoided, and technicalities have been used as sparingly as possible. The writing of this book has afforded him pleasure in his leisure moments, and that pleasure would be much increased if he knew that the perusal of it would create any bond of sympathy between himself and the angling community in general. This section is interleaved with blank shects for the readers notes. The Author need hardly say that any suggestions addressed to the case of the publishers, will meet with consideration in a future edition. We do not pretend to write or enlarge upon a new subject. Much has been said and written-and well said and written too on the art of fishing but loch-fishing has been rather looked upon as a second-rate performance, and to dispel this idea is one of the objects for which this present treatise has been written. Far be it from us to say anything against fishing, lawfully practised in any form but many pent up in our large towns will bear us out when me say that, on the whole, a days loch-fishing is the most convenient. One great matter is, that the loch-fisher is depend- ent on nothing but enough wind to curl the water, -and on a large loch it is very seldom that a dead calm prevails all day, -and can make his arrangements for a day, weeks beforehand whereas the stream- fisher is dependent for a good take on the state of the water and however pleasant and easy it may be for one living near the banks of a good trout stream or river, it is quite another matter to arrange for a days river-fishing, if one is looking forward to a holiday at a date some weeks ahead. Providence may favour the expectant angler with a good day, and the water in order but experience has taught most of us that the good days are in the minority, and that, as is the case with our rapid running streams, -such as many of our northern streams are, -the water is either too large or too small, unless, as previously remarked, you live near at hand, and can catch it at its best. A common belief in regard to loch-fishing is, that the tyro and the experienced angler have nearly the same chance in fishing, -the one from the stern and the other from the bow of the same boat. Of all the absurd beliefs as to loch-fishing, this is one of the most absurd. Try it. Give the tyro either end of the boat he likes give him a cast of ally flies he may fancy, or even a cast similar to those which a crack may be using and if he catches one for every three the other has, he may consider himself very lucky. Of course there are lochs where the fish are not abundant, and a beginner may come across as many as an older fisher but we speak of lochs where there are fish to be caught, and where each has a fair chance. Again, it is said that the boatman has as much to do with catching trout in a loch as the angler. Well, we dont deny that. In an untried loch it is necessary to have the guidance of a good boatman but the same argument holds good as to stream-fishing...
This book reviews the history of the Highlander Folk School (Summerfield, Tennessee) and describes school programs that were developed to support Black and White southerners involved in social change. The Highlander Folk School was a small, residential adult education institution founded in 1932. The first section of the book provides background information on Myles Horton, the founder of the school, and on circumstances that led him to establish the school. Horton's experience growing up in the South, as well as his educational experience as a sociology and theology student, served to strengthen his dedication to democratic social change through education. The next four sections of the book describe the programs developed during the school's 30-year history, including educational programs for the unemployed and impoverished residents of Cumberland Mountain during the Great Depression; for new leaders in the southern industrial union movement during its critical period; for groups of small farmers when the National Farmers Union sought to organize in the South; and for adult and student leadership in the emerging civil rights movement. Horton's pragmatic leadership allowed educational programs to evolve in order to meet community needs. For example, Highlander's civil rights programs began with a workshop on school desegregation and evolved more broadly to prepare volunteers from civil rights groups to teach "citizenship schools," where Blacks could learn basic literacy skills needed to pass voter registration tests. Beginning in 1958, and until the school's charter was revoked and its property confiscated by the State of Tennessee in 1961, the school was under mounting attacks by highly-placed government leaders and others because of its support of the growing civil rights movement. Contains 270 references, chapter notes, and an index. (LP)