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"This book is a souvenir of the 75th anniversary of the founding of Howard University - March 6, 1867 [to] March 2, 1942 - based upon the official documents at the University and in Washington, D.C., upon the Howard Collection in the library of Bowdoin College [in] Brunswick, Maine, upon a visit by the author to Leeds, Maine, the birthplace of O.O. Howard, and upon newspapers in the public library of Burlington, Vermont. It contains 553 pages (6x9) and is profusely illustrated and carefully documented. It is the only complete account of Howard University in print." -- Dust jacket
When Rayford W. Logan’s astute history of Howard University appeared in 1969, Logan was in a unique position to analyze one of the nation’s most prominent African American colleges. He had recently completed nearly thirty years at Howard as a history professor, living and teaching through almost a third of the school’s first century. Drawing from his own knowledge and university documents, Logan traced Howard’s chronology from 1866, when it was conceived as a theological seminary for African American ministers, to the increasingly successful, and in Logan’s words, cosmopolitan, institution of the 1960s. Logan detailed university milestones, including Howard’s founding by an act of Congress in 1867 and the election of Dr. Mordecai W. Johnson, the university’s first black president, in 1926, as well as the accomplishments of Howard graduates. More than thirty years after its first publication, Logan’s engaging account is essential for a thorough understanding of Howard, and its place in the legacy of historically black universities.
Standard narratives of early twentieth-century African American history credit the Great Migration of southern blacks to northern metropolises for the emergence of the New Negro, an educated, upwardly mobile sophisticate very different from his forebears. Yet this conventional history overlooks the cultural accomplishments of an earlier generation, in the black communities that flourished within southern cities immediately after Reconstruction. In this groundbreaking historical study, Gabriel A. Briggs makes the compelling case that the New Negro first emerged long before the Great Migration to the North. The New Negro in the Old South reconstructs the vibrant black community that developed in Nashville after the Civil War, demonstrating how it played a pivotal role in shaping the economic, intellectual, social, and political lives of African Americans in subsequent decades. Drawing from extensive archival research, Briggs investigates what made Nashville so unique and reveals how it served as a formative environment for major black intellectuals like Sutton Griggs and W.E.B. Du Bois. The New Negro in the Old South makes the past come alive as it vividly recounts little-remembered episodes in black history, from the migration of Colored Infantry veterans in the late 1860s to the Fisk University protests of 1925. Along the way, it gives readers a new appreciation for the sophistication, determination, and bravery of African Americans in the decades between the Civil War and the Harlem Renaissance.
At a time when our colleges and universities face momentous questions of new growth and direction, the republication of Higher Education in Transition is more timely than ever. Beginning with colonial times, the authors trace the development of our college and university system chronologically, in terms of men and institutions. They bring into focus such major areas of concern as curriculum, administration, academic freedom, and student life. They tell their story with a sharp eye for the human values at stake and the issues that will be with us in the future.One gets a sense not only of temporal sequence by centuries and decades but also of unity and continuity by a review of major themes and topics. Rudy's new chapters update developments in higher education during the last twenty years. Higher Education in Transition continues to have significance not only for those who work in higher education, but for everyone interested in American ideas, traditions, and social and intellectual history.
This volume examines the evolution of higher education opportunities for African Americans in the early and mid-twentieth century. It contributes to understanding how African Americans overcame great odds to obtain advanced education in their own institutions, how they asserted themselves to gain control over those institutions, and how they persisted despite discrimination and intimidation in both northern and southern universities. Following an introduction by the editors are contributions by Richard M. Breaux, Louis Ray, Lauren Kientz Anderson, Timothy Reese Cain, Linda M. Perkins, and Michael Fultz. Contributors consider the expansion and elevation of African American higher education. Such progress was made against heavy odds—the "separate but equal" policies of the segregated South, less overt but pervasive racist attitudes in the North, and legal obstacles to obtaining equal rights.
When Colleges Sang is an illustrated history of the rich culture of college singing from the earliest days of the American republic to the present. Before fraternity songs, alma maters, and the rahs of college fight songs became commonplace, students sang. Students in the earliest American colleges created their own literary melodies that they shared with their classmates. As J. Lloyd Winstead documents in When Colleges Sang, college singing expanded in conjunction with the growth of the nation and the American higher education system. While it was often simply an entertaining pastime, singing had other subtle and not-so-subtle effects. Singing indoctrinated students into the life of formal and informal student organizations as well as encouraged them to conform to college rituals and celebrations. University faculty used songs to reinforce the religious practices and ceremonial observances that their universities supported. Students used singing for more social purposes: students sang to praise their peer’s achievements (and underachievements), mock the faculty, and provide humor. In extreme circumstances, they sang to intimidate classmates and faculty, and to defy college authorities. Singing was, and is, an intrinsic part of campus culture. When Colleges Sang explores the dynamics that inspired collegiate singing and the development of singing traditions from the earliest days of the American college. Winstead explores this tradition’s tenuous beginnings in the Puritan era and follows its progress into the present. Using historical documents provided by various universities, When Colleges Sang follows the unique applications and influences of song that persisted in various forms. This original and significant contribution to the literature of higher education sheds light on how college singing traditions have evolved through the generations and have continued to remain culturally relevant even today.
This book examines the lived experiences and work of African American women educators during the 1880s to the 1960s. Specifically, this text portrays an array of Black educators who used their social location as educators and activists to resist and fight the interlocking structures of power, oppression, and privilege that existed across the various educational institutions in the U.S. during this time. This book seeks to explore these educators' thoughts and teaching practices in an attempt to understand their unique vision of education for Black students and the implications of their work for current educational reform.