Dillard University Research Articles

Tradition, Treme , and the New Orleans Renaissance: Lolis Eric Elie

[ILLUSTRATION OMITTED] New Orleans native Lolis Eric Elie has worked as a journalist for decades. A former columnist for the Times-Picayune, writer and co-producer of the PBS documentary Faubourg Treme: The Untold Story of Black New Orleans (2008), and author of Smokestack Lightning: Adventures in the Heart Of Barbecue Country (2005), Elie is now a story editor on the HBO series Treme. His work has appeared in, among others, the New York Times, Washington Post, Gourmet, and the Oxford American. A conversation with Elie makes it abundantly clear that his favorite subject, food, is not only a passion of the palate, but a lens through which the writer approaches cultural analysis and place-based storytelling. Food, he says, is synonymous with identity. This is particularly true in a city with such love of the table as New Orleans. Elie has been largely responsible for the strong role food plays in Treme, drawing upon his longtime involvement with the Southern Foodways Alliance and previous journalistic work. In our interview, Elie spoke candidly about the importance of food after Katrina, New Orleans versus the South, oral history as vital to reclaiming vernacular food traditions, and claimed that his gumbo could go head to head with that of his hometown's best chefs. Lolls Eric Elie, June 2011, New Orleans Can you tell me about your early food memories? What's resonant for you when you think about food as a kid? I made the best instant grits with margarine! How old were you when you started doing that? I don't know, eight maybe? The deal is that I've always gotten up early. So at a certain point, my mother wasn't going to jump out of bed to fix breakfast for me on Saturday morning. So I remember doing the usual sort of instant type, but always being interested in trying to figure out how to perfect this dish. I was always curious about how to make stuff better. A lot of it was doing variations on box cakes. And I gradually got more interested in stuff from scratch, and I learned recipes. You know, I come from a family of good cooks. Both of my grandmothers were great. So, the more I got interested in it, the more they taught me, and the more I learned. Are both your grandmothers from New Orleans as well? Neither, but both are from Louisiana. My father's mother is from New Roads, which is outside of Baton Rouge. My mother's mother was from Maringouin, which is basically next door to New Roads. But the families had no real connection until my mother and father met [at Dillard University]. [ILLUSTRATION OMITTED] And so you grew up in a family where food was vibrant and, would you say, central? Very much so, but so central as to be beneath discussion. It's like, these days, folks are very conscious of food. You have to be, because bad food abounds, and it's easy and popular. But in those days, it's like they didn't know how to cook but one way--from scratch and good. Now, I grew up in that transitional phase--cans and frozen stuff: were becoming more popular. My point is, they didn't sit around debating what kind of truffle we're going to use for Christmas dinner. Same menu every year. So when would you say food got out of that constant background of your life and moved into something you were interested in investigating? I was on the road with the Wynton Marsalis Band; I was a road manager. I was working with Frank Stewart, a photographer. Frank and I got to be good friends, and there were things about being on the road that we liked, traveling places and meeting people. We thought about various ideas that would further that. And he suggested we do a book on barbeque, because he grew up in Memphis and Chicago. Then we went to Memphis in May and did a sample chapter, and that's when I understood what the book [Smokestack Lightning] was going to be about. So that was the first time I really dealt with writing about food. …

(A32) Emergency Preparedness in Louisiana Nursing Programs – Response Roles, Impacts, and Competencies

IntroductionNurses are leaders and primary health responder/providers in natural, anthropic and technological disasters. Preparation and education for nursing emergency and disaster response should begin before nursing program graduation and before disaster events occur. In Louisiana, 17 federally-declared disaster declarations were experienced from 2000 – 2009, ranging from the Space Shuttle “Columbia” to Hurricane “Katrina”. This presentation overviews Louisiana nursing programs' disaster preparedness and operational planning as demonstrated to Louisiana's Schools of Nursing Aligned for Emergency Responsiveness (SAFER) Conference, New Orleans, 2010. Co-sponsored by Dillard University, Division of Nursing, New Orleans, and Northwestern State University, College of Nursing, Shreveport, the invitational conference brought expert nurse and physician preparedness speakers from federal, state and local venues to review disaster planning, experiences, needs, and nurse preparedness competencies with nurse faculty leadership.MethodsA multiple choice survey was developed, trialed and emailed to 42 Louisiana Nursing Programs. Programs surveyed included Associate degree, Bachelors and Graduate-level providers for Registered Nurses as well as Vocational Technical programs for the Licensed Practical Nurse. National Planning Scenario threat priorities; impacts of federally declared disasters on Louisiana nursing programs; nursing program roles in disaster; and awareness of nurse emergency preparedness competencies were queried.Results34 of 42 surveys were returned. 20 were complete. Nursing programs were located state-wide and found in 7 of 9 Louisiana regions. Surveyed programs offered a Bachelors degree (45%); Graduate degree (35%); Associate degree (35%) and vocational or Licensed Practical Nursing (35%).ConclusionsThe majority of Louisiana nursing programs and their health communities have been impacted by federally declared disasters. Coordinated efforts to improve nursing program preparedness education, roles and responsibility are warranted as vulnerability increases.

“Chocolate City”

This article reflects on the political, institutional, and personal meanings of Katrina one year after the event and beyond. The author agues that the history of social injustice and economic inequality in New Orleans and the state of Louisiana exposed poor and working-class people to the brunt of Katrina's damage and undermined their capacity to rebuild their own lives in the hurricane's aftermath. The article also laments the failure of city officials to craft a comprehensive plan to rebuild the city and ensure that the levees would stand against future storms. Nonetheless, based upon efforts to rebuild Dillard University, the author believes that such institutional rebuilding activities will attract growing numbers of African Americans back to the Crescent City from the far-flung New Orleans Diaspora.

Remembering Dr. Gloria Harper Dickinson (1947-2009)

Dr. Gloria Harper Dickinson, a former president, member of the executive council, and leading figure in the Association for the Study of African American Life and History (ASALH), head of African American Studies at the College of Jersey, and International Regional Director of the Alpha Kappa Alpha Sorority, died of breast cancer on 18 January 2009. Born in Queens, York, on 5 August 1947, she graduated from Hunter High School in York City, received her B.A. in history from City College of York, and her M.A. and Ph.D. in African Studies from Howard University (1978). Dr. Dickinson taught in the public schools of Camden, Jersey for several years. In 1978 she joined the African American Studies faculty at Trenton State College, now the College of Jersey, where she served as an Associate Professor and chair of the department. Dr. Dickinson's academic expertise included Africana literature and religion, black popular culture, women writers of the African Diaspora, and Media and Africana Studies. She lectured and wrote on the novels of African American science fiction novelist Octavia Butler, Nigerian novelist Buchi Emecheta, British anthologist and publisher Margaret Busby, and American novelist John A. Williams. Her analyses of the popular culture and cuisines of Diaspora peoples; the literature, history, and contemporary activities of women of African descent; and the Africana presence on the Information Superhighway have been both informed and enriched through extensive travel in Africa, Europe, the Caribbean, Asia, and North and South America. In 1995 Dr. Dickinson was among the representatives from every continent at the Fourth World Conference on Women, held in Beijing, China, where she spoke about the struggle of women on the African continent to address issues of equal rights for women, domestic and political violence, and female circumcision. The American Embassy in Muscat, Oman (2003) and the American Consulate in Strasbourg, France (2001) hosted Dickinson as Black History Month speaker. She conducted programs for students, military personnel, academics, and Foreign Service officers. As a member of the American Social History Project's New Media Classroom National Faculty, and the Georgetown University Visible Knowledge Project research consortia, Dr. Dickinson's pedagogical work included a research project on the impact of technology and visual images on student learning. She also served as the lead consultant to the Media Classroom/NEH HBCU Learning to Look initiative with Spelman College and Dillard University; hosted the 2001 Digitizing Divas faculty development institute for humanities professionals; developed Media materials for Africana Studies by infusing the latest technologies into Africana Studies curriculum design; and trained educators on methods and materials for introducing technology and Africana Studies into public school and/or university curricula. Her Teaching Africana Studies and Humanities with Technology consultancies have included presentations at the National Humanities Center, University of Maryland College Park, Clark-Atlanta University, Temple University, Howard University, Borough of Manhattan Community College, Millersville University, Bates College, the University of Pennsylvania, and Ecole Normale Superieur in Dakar, Senegal. Dr. Dickinson co-authored the 1990 and 1991 editions of Tougaloo College's Mission Involvement Program textbook; contributed biographical sketches of police officer Margaret Creswell Hiawatha, AME Zion pastor Rev. …

A Katrina Recovery Initiative: Dillard University Student Projects, January-July 2006

Previous articleNext article No AccessSymposium on Hurricane Katrina and African American StudentsA Katrina Recovery Initiative: Dillard University Student Projects, January-July 2006Gloria C. LoveGloria C. Love Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Journal of African American History Volume 93, Number 3Summer 2008 A journal of the Association for the Study of African American Life and History Article DOIhttps://doi.org/10.1086/JAAHv93n3p402 Views: 6Total views on this site Copyright ASALHPDF download Crossref reports no articles citing this article.

Editor's notes

New Directions for Student ServicesVolume 2007, Issue 117 p. 1-2 EDITOR'S NOTES Editor's notes Emily L. Moore, Emily L. Moore Editor Dillard University, New Orleans, LouisianaSearch for more papers by this author Emily L. Moore, Emily L. Moore Editor Dillard University, New Orleans, LouisianaSearch for more papers by this author First published: 06 April 2007 https://doi.org/10.1002/ss.227AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume2007, Issue117Special Issue: Student Affairs Staff as TeachersSpring 2007Pages 1-2 RelatedInformation

Rethinking Social Realism: African American Art and Literature, 1930-1953 (review)

Reviewed by: Rethinking Social Realism: African American Art and Literature, 1930–1953 James Smethurst Stacy I. Morgan . Rethinking Social Realism: African American Art and Literature, 1930–1953. Athens: U of Georgia P, 2004. x + 356 pp. Stacy Morgan's Rethinking Social Realism is an ambitious and important study of left-wing African American expressive culture from the beginning of the Great Depression to the depths of the McCarthy Era. Its largely successful efforts to think across boundaries of genre, medium, and intellectual discipline make it among the most impressive studies of African American art and the Communist Left to date. Like Michael Denning's The Cultural Front and Bill Mullen's Popular Fronts: Chicago and African-American Cultural Politics, 1935–46, Morgan's study reads across boundaries of genre and media, placing African American art within the institutional and ideological context that produced it. However, Rethinking Social Realism is more narrowly concerned with what some scholars of the Left have called the "Black Cultural Front" than is Denning's book and more broadly focused in terms of chronology and geography than Mullen's Popular Fronts. Among its many virtues is the way in which Rethinking Social Realism shows the cross-pollination between artists working in different media. For example, Morgan convincingly demonstrates the formal and thematic impact that Richard Wright's Native Son had on the graphic art of John Wilson. After an introductory chapter examining the institutional and ideological matrices out of which African American social realist art of the 1930s, 1940s, and early 1950s emerged, Morgan treats four categories of black social realism (murals, graphic art, poetry, and novels) in separate chapters that, again, attempt to bring these art forms in dialogue with each other even as he does close readings of visual and verbal texts. The individual chapters are further subdivided into a couple of sections that take up more general concerns along with a sort of case study of an important, but critically under-considered artist: Charles White, John Wilson, Frank Marshall Davis, and Willard Motley. Of course, with a comparatively recent surge of interest in the Left and African American culture, all of these artists have attained a higher profile in academia over the last ten years. Still, Morgan's close examination of particular works by those artists, particularly the visual artists, while linking those works to the larger institutional, ideological, and aesthetic framework of the Left, is a valuable addition to this new wave of scholarship. Morgan's chapters on African American muralists and graphic artists are especially groundbreaking. In general, the study of visual art and the Left in the United States has lagged behind the examination of literature and the Left, Andrew Hemingway's wonderful Artists [End Page 725] on the Left notwithstanding. Scholarship on black visual artists and the Left has been even more scant though the influence of the Communist Left on those artists was no less than it was on African American writers. Morgan contextualizes the work of relatively well-known figures, such as Charles White, Elizabeth Catlett, John Biggers, and Hale Woodruff; less famous, but generally well-regarded artists, such as Hughie Lee-Smith, Charles Alston, and John Wilson; and far less considered painters and printmakers, such as James Lesesne Wells and Raymond Steth, within their longstanding (and in some cases life-long) engagement with the ideology, aesthetics, and institutions of the Communist Left, both domestically and internationally. Other critics have made the connection between African American artists, especially the black muralists of the 1930s and 1940s, and the Mexican mural movement, most famously represented by the work of Diego Rivera, José Clemente Orozco, and David Alfaro Siqueiros. However, Morgan lays out how Left Mexican artists and cultural institutions, such as the Taller de Gráfica Popular, provided inspiration, training, and refuge from Cold War political persecution to muralists and graphic artists in an unusually clear and detailed manner. Morgan also details the role that historically black colleges and universities, such as Talladega College, Atlanta University (and the other black schools of Atlanta's University Center), Dillard University, and the Hampton Institute, played in support of black social realist art in the South, significantly expanding our notion of...

After a Long Journey Psychiatrist Helps at Home

After a Long Journey Psychiatrist Helps at Home

Allison Davis and the Study of Race, Social Class, and Schooling

INTRODUCTION When we examine the historical contributions that early African American scholars made to the field of multicultural education, one individual we should not ignore is Allison Davis (1902-1983). Though Davis spent his entire professional life trying to understand the influences of race, class, and culture on educational development, his work has gone largely unnoticed in recent years (Harrison, 1988). Whatever the reasons for this obscurity, this article presents a case for the need to reexamine his work-work that contains important insights for he field of multicultural education. Allison Davis believed that educational institutions, because they are strongly influenced by race, class, and culture, cannot work in isolation. Through his books, most notably Children of Bondage: The Personality Development of Negro Youth in the Urban South (1940, with John Dollard), Deep South: A Social Anthropological Study of Caste and Class (1941, with Burleigh B. Gardner and Mary R. Gardner), and Social-Class Influences Upon Learning (1948), Davis showed that it is essential to examine all facets of students' lives if we are to adequately provide them with appropriate educational experiences. This article examines the life and work of Allison Davis from three perspectives: first, it provides biographical information to help place Davis in the context of his time and influences; second, it presents an examination of his three major works and a discussion of their relevance for contemporary educational researchers and practitioners; third, it discusses his contribution to our present understanding of multicultural education by examining contemporary works in relation to his ideas. A BIOGRAPHICAL PERSPECTIVE(1) Allison Davis was born in Washington, D.C., on October 10, 1902. He grew up at a time in U.S. history when the country was experiencing economic prosperity and tremendous social change. Having shown an abundance of academic promise while in high school, Davis enrolled at Williams College in Massachusetts in 1920. He continued to excel academically at Williams, where he majored in English and graduated summa cum laude in 1924 with a bachelor of arts degree. Encouraged by his academic success as an undergraduate, Davis applied for and was accepted as a graduate student at Harvard University in 1924, where he received a master's degree in English in 1925. Between 1925 and 1932, Davis taught English Literature at Hampton Institute (now University) in Virginia and was a research associate at Yale University's Institute for Human Relations. One of his most renowned students at Hampton was St. Clair Drake, who became a noted sociologist. In 1932, Davis returned to Harvard to pursue another master's degree in anthropology. After completing his studies at Harvard, Davis was awarded a fellowship from the Julius Rosenwald Fund that enabled him to study at the London School of Economics under the direction of Bronislaw Malinowski, author of Magic, Science and Religion (1948), and Lancelot Hogben, author of Political Arithmetic (1938). In 1933, as the U.S. was beginning to recover from the effects of the Depression, Davis and his wife Elizabeth returned from Europe and moved to Mississippi with fellow social anthropologists Burleigh and Mary Gardner to conduct a study on the class and caste system within that state. The Davises collected data on the Black subjects, while the Gardners managed the White subjects. Their findings became the basis for Deep South. After completing the Mississippi study, Davis began a five-year teaching assignment at Dillard University in New Orleans. 1939, he received a second fellowship award, which enabled him to attend the University of Chicago in pursuit of his doctoral degree. By 1940, Davis was offered a teaching position at the university, making him the first African American professor ever to be hired by that institution. From this position, he continued the work he had begun with his studies on class and caste in the U. …

Black Colleges are Not Just for Blacks Anymore

Benjamin Mays often said it is not enough to know what is right; we must have the courage to do what is right. This dualism represents the analysis and action components of education, both of which are essential. Black colleges and universities are the repositories of this tradition and its duality. Historically, the duality was represented by W.E.B. DuBois, on the one hand, who devoted his life to the development of knowledge; and Booker T. Washington, on the other, who devoted his life to its application. These complementary functions are manifested in the that Black colleges provide.One of my former students, Gregory Kannerstein (1978), who is now an administrator at Haverford College, conducted a study of the self-concept of Black colleges based on what they say about themselves in their catalogues. After analyzing mission statements in several college catalogues, he concluded that Black colleges have grappled with the demands of inculcating academic values while not neglecting ethical and moral values, of serving educational goals while serving the community, of being open to all while remaining committed to a specific constituency, of combating social injustice while never swerving in allegiance to American democracy.To celebrate the bicentennial anniversary of this nation, I organized a Black College Conference at Harvard. My Morehouse College classmate, Samuel DuBois Cook, president of Dillard University, was one of the speakers. He told that conference that it is hardly an accident that Martin Luther King, Jr., was an alumnus of Morehouse College rather than of Harvard. Cook's conclusion was not intended as a put-down of Harvard. He was trying to say that one who characterized himself as a drum major for love and justice as King did, and who believed that unearned suffering is redemptive as King believed, and who wanted to be remembered as someone who gave up his life to help others had to have been educated in a school that emphasized the themes of love and justice, courage and compassion, heedom and responsibility. This has been the calling of Black colleges. They have taught these themes as well as courses in the sciences, arts, and humanities.Beyond contributing to a sense of dignity and self-worth of their students, Black colleges have made major contributions to the civic development of our They have taught their students that should have a two-fold goal of individual enhancement and community advancement, not one or the other but both. Black colleges have always urged their students to be politically active and participating citizens. They have taught their students to resist an oppressive social system rather than conform to it. As Gregory Kannerstein writes, perhaps the greatest and most distinctive contribution of Black colleges to the American philosophy of higher has been to emphasize and legitimate public and community service as a major objective of a college education (p. 31). U.S. Supreme Court Justice Thurgood Marshall (1973), a Black college graduate, has commented on the civic contributions of Blacks. He said, oppressed had sufficient faith in the Constitution to confront the anomalies in society and insist that they conform with the basic principles upon which this nation was founded (p. xii).If, therefore, one wishes to understand the heart and soul of American higher education, one should examine Black colleges. The following statements by two Black college presidents are representative of others. One said, We take the time necessary and provide the faculty required to reach students where they are when they come to college and help prepare them for successful productive participation in an expanding American society. Another said, [This] school has always used its resources to get an for every student that could be reasonably brought into its fold (Willie & MacLeish, 1978, pp. 138-140). I would advise Black colleges to continue to hold fast to this mission of providing educational opportunities for all, including underachievers. …

The Universal Black Experience: An Interview with C. Eric Lincoln

OCHILLO Dr. Eric Lincoln, welcome to Dillard University. LINCOLN Thank you very much, it's a pleasure to be here. OCHILLO Whenever people of your stature come by to see us, we are very gratefu l. You are here specifically to do what, may ask? LINCOLN Whatever is required of me by the Woodrow Wilson Scholar-in-Residence program. OCHILLO Which is. . . . .? LINCOLN Well, the program is intended to place on various black college campus es scholars and others who are conceivably role-models for black students. And while am here, will be talking with students and faculty. will also be lecturing and generally interacting with the D illard family for a period of a week. OCHILLO You are in the South and understand that you are from the South. Would you mind elaborating on that? LINCOLN Well, you might even say am of the South. was born in Athens, a small town in North Alabama. have lived all over the country and traveled all over the world. OCHILLO Based on your book, The Avenue, Clayton City you could be from any place in the South; one really would not know whether you are from Alabama or from Mississippi. To what extent does Athens figure in the novel? LINCOLN It has been said that every first novel inevitably involves some autob iography, and suppose that this is true; but Clayton City is not Athens and Athens is not Clayton City. Clayton City is a mythical town which is a composite of many, many Southern towns that have experien ced either personally or vicariously. OCHILLO wonder which of those characters you are. Are you Dr. Tait, or Tish? LINCOLN am not any of the characters in the book. OCHILLO All right, but is there any character in the book with whom you identi fy in particular? LINCOLN No, because the book is not about a character; the book isn't about a town. The book is about the way in which the town and its conventions shape the relationships between people and define the latitudes of being. So the protagonist is not a person; the protagonist is a tow n. OCHILLO In other words, whether one sees Dr. Tait or Tish or Miss Lucy, it really doesn't matter because they are individuals. Is this what you are saying? LINCOLN They are individuals, but they are individuals who embody a certain caste of people-The kinds of people who are caught up in the imaginati ons of a town, of a community, of a society. You asked which of those characters was. am neither, but would expect that the reader of Clayton City would find many characters or at least some with whom he could identify. would hope that the person who reads Clayton City may be able to say I know that man, or I know that woman, because this has been a part of our experience. To the degree that this is true--that is, part of the Black Experience--then the characterizations have drawn are authentic. OCHILLO Before go any further would like you to explain, if you can, the extent to which your professional experience as philosopher, as a scholar of culture, has contributed to your novel. LINCOLN suppose that the novel is shaped in terms of my intellectual experie nces as well as in terms of my personal experiences. am, in the final analysis, the sum total of the intellectual experiences that h ave had, the professional and the social experiences that have had. And draw upon all of these in an effort to say whatever it is am tryin g to say in the novel. OCHILLO Of course, you understand that your novel is going to have overtones of things you may have read because, as you say, one cannot really separate one's experiences from the written word. …

The Journey from Dillard University to Denver, Colorado—A Forty Year Observation

The Journey from Dillard University to Denver, Colorado—A Forty Year Observation

Christian Reconstruction: The American Missionary Association and Southern Blacks, 1861-1890 (review)

192CIVIL WAR HISTORY emancipation that they deserve to be published in a separate volume. It might be a slender book but it would be one of large significance. Willard B. GatewoodJr University of Arkansas, Fayetteville Christian Reconstruction: The American Missionary Association and Southern Bfocks, 1861-1890. By Joe M. Richardson. (Athens, Georgia: University of Georgia Press, 1986. Pp. ix, 348. $30.00.) Since 1909, when Augustus Field Beard's A Crusade of Brotherhood: A History of the American Missionary Association and Paul H. Douglass's Christian Reconstruction in the South appeared, at least a dozen books have been published examining various aspects of black education in the South during and after the Civil War. While several of these works are truely exceptional, including the fine study of Hampton by Robert Inges and the detailed Reading, 'Riting, and Reconstruction by Robert Morris, none can match the graceful prose, breadth of analysis, compelling narrative of Christian Reconstruction. In detailing the crusade of the American Missionary Association—a northern based Protestant evangelical missionary society—to assist former slaves in their quest for learning, the study analyzes the problems confronting middle-class northern whites (and some blacks) as they sought to teach former slaves what they considered to be the prerequisites for good and productive life—acceptance of the values of "industry, frugality, honesty, sobriety, marital fidelity, self-reliance, self control, godliness, and love of country" (p. 41). It also examines the Association's efforts to provide relief in the way of clothes, blankets, and food for suffering freemen, its attempt to organize and establish common schools, and its internal and external administration. Utilizing the rich correspondence at Dillard University's research center , it looks in some depth at fund raising and the financial sacrifices of administrators and teachers as well as the struggles ofblack missionaries. In some ways the American Missionary Association (the largest freedmen's aid society) was a glowing success: it sent thousands of workers to the field, assisted tens of thousands of blacks in various ways, established hundreds of schools (working with the Freedmen's Bureau and public school systems), and began the process of training black teachers. In 1888, there were an estimated 15,000 black teachers in the South; at least 7,000 had been trained in the Association schools, including Fisk, Howard, and Atlanta universities. Yet, the question the book asks—can knowledge, compassion, and commitment, overcome racial prejudice?—is left only partially answered. Both those who sought to instill the values of individualism, self-control, and industriousness in former slaves and the blacks themselves, who had created their own systems for emotional support through extended families, friends, and unique oral and religious traditions, viewed each other with distrust, BOOK REVIEWS193 suspicion, and ignorance. Scholars will probably not find new interpretations nor ground breaking analysis in these pages, but this handsomely illustrated, interestingly written, and forcefully presented monograph will allow readers to consider a myriad of important and compelling questions about white-black relations in the South. In doing so Professor Richardson has provided historians and general readers alike with a book of enduring significance. Loren Schweninger University of North Carolina—Greensboro Imperialism andIdealism: American Diplomats in China, 1861 -1898. By David L. Anderson. (BIoomington: Indiana University Press, 1985. Pp. ix, 237. $24.95.) David Anderson looks at the eight United States ministers to China between 1861 and 1898 and concludes they could not agree on how the United States should act toward China. Their policies ranged from Anson Burlingame's treatment of China as an equal in the family of nations to J. Ross Browne's advocating coercing concessions from China. Anderson attributes this absence of a consistent policy to the ambivalence Americans held toward China, an ambivalence arising from the dichotomy between idealism and imperialism in American foreign relations. The idealist impulse urged Americans to respect Chinese sovereignty while the imperialist impulse pushed the U.S. to force its will on China. Anderson's focus is on the ministers themselves: who they were, where they came from, and how they responded to diplomatic issues in China. All too often, this results in a tedious summarizing of diplomatic dispatches. More importantly, this approach does not provide...

College Programs: The Prefreshman Program at Dillard University

College Programs: The Prefreshman Program at Dillard University

Detachment and the Writing of History: Essays and Letters of Carl L. Becker ed. by Phil L. Snyder

Book Review| October 01 1959 Detachment and the Writing of History: Essays and Letters of Carl L. Becker ed. by Phil L. Snyder Detachment and the Writing of History: Essays and Letters of Carl L. Becker. Edited by Snyder, Phil L. with an Introduction by Sabine, George H.. Ithaca: Cornell University Press, 1958. Pp. xvi, 240. $3.50. Georg G. Iggers Georg G. Iggers Dillard University Search for other works by this author on: This Site Google South Atlantic Quarterly (1959) 58 (4): 626–628. https://doi.org/10.1215/00382876-58-4-626 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Georg G. Iggers; Detachment and the Writing of History: Essays and Letters of Carl L. Becker ed. by Phil L. Snyder. South Atlantic Quarterly 1 October 1959; 58 (4): 626–628. doi: https://doi.org/10.1215/00382876-58-4-626 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsSouth Atlantic Quarterly Search Advanced Search The text of this article is only available as a PDF. Copyright © 1959 by Duke University Press1959 Article PDF first page preview Close Modal You do not currently have access to this content.

As of Now

The opening of a new school year is naturally the time for reflection on objectives. How can the English program be improved this year? In this article some guidelines are suggested by one well qualified to identify them. Dr. LaBrant, a past president of the National Council of Teachers of English, has been a professor of English education at Ohio State University and at New York University. Since her retirement from New York University she has served in special capacities on several university faculties. She is now at Dillard University, New Orleans.

THE QUIZ SECTION

School Science and MathematicsVolume 50, Issue 5 p. 422-422 THE QUIZ SECTION Julius Sumner Miller, Julius Sumner Miller Dillard University, New Orleans, La.Search for more papers by this author Julius Sumner Miller, Julius Sumner Miller Dillard University, New Orleans, La.Search for more papers by this author First published: May 1950 https://doi.org/10.1111/j.1949-8594.1950.tb06630.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume50, Issue5May 1950Pages 422-422 RelatedInformation

PRESSURE EXPERIMENTS

School Science and MathematicsVolume 50, Issue 2 p. 124-124 PRESSURE EXPERIMENTS Julius Sumner Miller, Julius Sumner Miller Dillard University, New Orleans, La.Search for more papers by this author Julius Sumner Miller, Julius Sumner Miller Dillard University, New Orleans, La.Search for more papers by this author First published: February 1950 https://doi.org/10.1111/j.1949-8594.1950.tb06569.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume50, Issue2February 1950Pages 124-124 RelatedInformation

THE QUIZ SECTION

School Science and MathematicsVolume 49, Issue 9 p. 702-702 THE QUIZ SECTION Julius Sumner Miller, Julius Sumner Miller Dillard University, New Orleans 19, LaSearch for more papers by this author Julius Sumner Miller, Julius Sumner Miller Dillard University, New Orleans 19, LaSearch for more papers by this author First published: December 1949 https://doi.org/10.1111/j.1949-8594.1449.tb06508.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume49, Issue9December 1949Pages 702-702 RelatedInformation

THE QUIZ SECTION

School Science and MathematicsVolume 49, Issue 7 p. 522-522 THE QUIZ SECTION Julius Sumner Miller, Julius Sumner Miller Dillard University, New Orleans, LouisianaSearch for more papers by this author Julius Sumner Miller, Julius Sumner Miller Dillard University, New Orleans, LouisianaSearch for more papers by this author First published: October 1949 https://doi.org/10.1111/j.1949-8594.1449.tb06452.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume49, Issue7October 1949Pages 522-522 RelatedInformation