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To many antebellum Americans, Appalachia was a frightening wilderness of lawlessness, peril, robbers, and hidden dangers. The extensive media coverage of horse stealing and scalping raids profiled the region's residents as intrinsically violent. After the Civil War, this characterization continued to permeate perceptions of the area and news of the conflict between the Hatfields and the McCoys, as well as the bloodshed associated with the coal labor strikes, cemented Appalachia's violent reputation. Blood in the Hills: A History of Violence in Appalachia provides an in-depth historical analysis of hostility in the region from the late eighteenth to the early twentieth century. Editor Bruce E. Stewart discusses aspects of the Appalachian violence culture, examining skirmishes with the native population, conflicts resulting from the region's rapid modernization, and violence as a function of social control. The contributors also address geographical isolation and ethnicity, kinship, gender, class, and race with the purpose of shedding light on an often-stereotyped regional past. Blood in the Hills does not attempt to apologize for the region but uses detailed research and analysis to explain it, delving into the social and political factors that have defined Appalachia throughout its violent history.
Conventional Wisdom Holds that freedmen's education was largely the work of privileged, single white northern women motivated by evangelical beliefs and abolitionism. Schooling the Freed People shatters this notion entirely. For the most comprehensive study of the origins of black education in freedom ever undertaken, Ronald Butchart combed the archives of all of the freedmen's aid organizations as well as the archives of every southern state to compile a vast database of over 11,600 individuals who taught in southern black schools between 1861 and 1876. Based on this pathbreaking research, he reaches some surprising conclusions: one-third of the teachers were African Americans; black teachers taught longer than white teachers; half of the teachers were southerners; and even the northern teachers were more diverse than previously imagined. His evidence demonstrates that evangelicalism contributed much less than previously belived to white teachers' commitment to black students, that abolitionism was a relatively small factor in motivating the teachers, and that, on the whole, the teachers' ideas and aspirations about their work often ran counter to the aspirations of the freed people for Schooling. The crowning achievement of a veteran scholar, this is the definitive book on freedmen's teachers in the South as well as an outstanding contribution to social history and our understanding of African American education.