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Correspondence, newsletters, reports, circular letters, photographs, and related items re adult education in S.C.
In Wil Lou Gray: The Making of a Southern Progressive from New South to New Deal, Mary Macdonald Ogden examines the first fifty years of the life and work of South Carolina's Wil Lou Gray (1883-1984), an uncompromising advocate of public and private programs to improve education, health, citizen participation, and culture in the Palmetto State. Motivated by the southern educational reform crusade, her own excellent education, and the high levels of illiteracy she observed in South Carolina, Gray capitalized on the emergent field of adult education before and after World War I to battle the racism, illiteracy, sexism, and political lethargy commonplace in her native state. As state superintendent of adult schools from 1919 to 1946, one of only two such superintendents in the nation, and through opportunity schools, adult night schools, pilgrimages, and media campaigns—all of which she pioneered—Gray transformed South Carolina's anti-illiteracy campaign from a plan of eradication to a comprehensive program of adult education. Ogden's biography reveals how Gray successfully secured small but meaningful advances for both black and white adults in the face of harsh economic conditions, pervasive white supremacy attitudes, and racial violence. Gray's socially progressive politics brought change in the first decades of the twentieth century. Gray was a refined, sophisticated upper-class South Carolinian who played Canasta, loved tomato aspic, and served meals at the South Carolina Opportunity School on china with cloth napkins. She was also a lifelong Democrat, a passionate supporter of equality of opportunity, a masterful politician, a workaholic, and in her last years a vociferous supporter of government programs such as Medicare and nonprofits such as Planned Parenthood. She had a remarkable grasp of the issues that plagued her state and, with deep faith in the power of government to foster social justice, developed innovative ways to address those problems despite real financial, political, and social barriers to progress. Her life is an example of how one person with bravery, tenacity, and faith in humanity can grasp the power of government to improve society.
The purpose of this paper is to determine if agency laws and programs are being implemented and carried out in accordance with the intent of the General Assembly and should be continued, curtailed, or eliminated.
In Entangled by White Supremacy: Reform in World War I-era South Carolina, Janet G. Hudson analyzes World War I-era South Carolina, a state whose white minority maintained political power by rigidly enforcing white supremacy over its African American majority. Considering the aspirations and actions of both black and white reformers, Hudson looks at African American activism, the vigor of white reformers, and the influence of a multifaceted ideology of white supremacy that became a barrier to the region’s progress. Detailing African American resistance to white supremacy long before the traditional Civil Rights era, the book illuminates the critical nature of South Carolina to the civil rights movement and to the later demise of Progressivism.
The first woman elected superintendent of schools in Rowan County, Kentucky, Cora Wilson Stewart (1875–1958) realized that a major key to overcoming the illiteracy that plagued her community was to educate adult illiterates. To combat this problem, Stewart opened up her schools to adults during moonlit evenings in the winter of 1911. The result was the creation of the Moonlight Schools, a grassroots movement dedicated to eliminating illiteracy in one generation. Following Stewart's lead, educators across the nation began to develop similar literacy programs; within a few years, Moonlight Schools had emerged in Minnesota, South Carolina, and other states. Cora Wilson Stewart and Kentucky's Moonlight Schools examines these institutions and analyzes Stewart's role in shaping education at the state and national levels. To improve their literacy, Moonlight students learned first to write their names and then advanced to practical lessons about everyday life. Stewart wrote reading primers for classroom use, designing them for rural people, soldiers, Native Americans, prisoners, and mothers. Each set of readers focused on the knowledge that individuals in the target group needed to acquire to be better citizens within their community. The reading lessons also emphasized the importance of patriotism, civic responsibility, Christian morality, heath, and social progress. Yvonne Honeycutt Baldwin explores the "elusive line between myth and reality" that existed in the rhetoric Stewart employed in order to accomplish her crusade. As did many educators engaged in benevolent work during the Progressive Era, Stewart sometimes romanticized the plight of her pupils and overstated her successes. As she traveled to lecture about the program in other states interested in addressing the problem of illiteracy, she often reported that the Moonlight Schools took one mountain community in Kentucky "from moonshine and bullets to lemonade and Bibles." All rhetoric aside, the inclusive Moonlight Schools ultimately taught thousands of Americans in many under-served communities across the nation how to read and write. Despite the many successes of her programs, when Stewart retired in 1932, the crusade against adult illiteracy had yet to be won. Cora Wilson Stewart presents the story of a true pioneer in adult literacy and an outspoken advocate of women's political and professional participation and leadership. Her methods continue to influence literacy programs and adult education policy and practice.
A Separate Sisterhood examines the personal lives and professional accomplishments of a group of wise and persistent women whose collective work in the early twentieth century crucially influenced educational reform in the New South. Working at the intersection of race, gender, and class, these women fought for educational improvement in a region of exceptional poverty, rural isolation, and racial prejudice. Their work, explored collectively for the first time in this groundbreaking text, demonstrates the roots of early advances in southern literacy education, vocational education, community outreach education, adult education, equal educational opportunity, curricular integrity, public support, and teacher pay equity.
This work recounts the history of the men and women who captured a century of South Carolina images, from photography's introduction in the state through to 1940.
JACK IRBY HAYES, JR., revisits the South Carolina of the 1930s to determine the impact of federal programs on the state's economy, politics, culture, and citizenry. He traces the waxing and waning of support for programs such as Works Progress Administration (WPA), Civilian Conservation Corps (CCC), and the Federal Emergency Relief Administration (FERA) and concludes that the modernization of South Carolina would have been delayed without their intervention. Suggesting that the New Deal hastened the end of one-party political domination, Hayes proposes that it also initiated a new era of modernized agriculture and banking practices, rural electrical service, labor restrictions, relief programs, and cultural resurgence. Hayes finds that Franklin Delano Roosevelt's initiatives enjoyed widespread support among South Carolinians. He documents the welcoming of agricultural and erosion controls, welfare relief, child labor laws, minimum wage requirements, public construction, state parks, and massive hydroelectric projects. He also credits the New Deal with sparking an intellectual reawakening and a restoration of faith in capitalism, democracy, and progress. But Hayes demonstrates that