Tougaloo College Research Articles

Dynamics of Idealism: Volunteers for Civil Rights, 1965-1982, http://www.disc.wisc.edu/Idealism/index.html. Freedom Now! An Archival Project of Tougaloo College and Brown University, http://www.stg.brown.edu/projects/FreedomNow/

Dynamics of Idealism: Volunteers for Civil Rights, 1965-1982, http://www.disc.wisc.edu/Idealism/index.html. Freedom Now! An Archival Project of Tougaloo College and Brown University, http://www.stg.brown.edu/projects/FreedomNow/

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. …

An Unseen Hand: The Role of Sociology Professor Ernst Borinski in Mississippi's Struggle for Racial Integration in the 1950s and 1960s

Based on archival and interview research, the current article examines the leadership roles of Tougaloo College's Sociology Professor Ernst Borinski, a German-Jewish Holocaust refugee, in Mississippi's racial integration struggles in the 1950s and 1960s. Embodying characteristics of both a bridge leader and a transformative intellectual, Professor Borinski worked behind the scenes and utilized the academy's resources and his status as an `outsider' to contribute to undermining Mississippi's racial status quo. As a bridge leader, Dr Borinski directly linked black and white groups together so that they could regularly meet, talk with one another, and develop critiques of racial segregation. As a transformative intellectual, Professor Borinski ensured that students understood their constitutional rights as American citizens and supported students and colleagues who were involved in the Mississippi civil rights movement. These two interlocking leadership roles encapsulate the contributions of Ernst Borinski to Mississippi's development from a `closed society' to a more racially integrated state.

An “Oasis of Freedom” in a “Closed Society”: The Development of Tougaloo College as a Free Space in Mississippi's Civil Rights Movement, 1960 to 19641

Abstract Based on archival research and in‐depth interviews, this study explores how Tougaloo College in Jackson, Mississippi developed into a pivotal movement center in Mississippi's civil rights movement and the ways in which Tougaloo's faculty and administrators as organic intellectuals helped to create, maintain, and augment such a free space and the social networks who utilized it. The school served as an interracial “safe haven” for those involved in and sympathetic to the civil rights movement who in turn, helped to cultivate networks, ideas, and strategies that contributed to the movement in meaningful ways. The school's heritage, its sources of financial support, and its relative physical isolation allowed Tougaloo College to challenge Mississippi's closed society from within.

“Sowing the Seeds of Discontent”

Based on archival research and in-depth interviews conducted from 1999 through 2007, this article examines the role of Tougaloo College's Social Science Forums as a prefigurative collective free space in Mississippi's civil rights struggles. These Forums offered White and Black integrationists a unique opportunity to come together to hear lectures and discuss provocative ideas, some of which informed and inspired challenges to the state's system of White supremacy. By providing a location where integrationist networks and ideas were established and developed, the Forums helped to sow the seeds of discontent for challenges off campus and offered an interracial microcosm of the world that the Southern civil rights movement was trying to achieve. The article sheds light on specific ways an on-campus free space at a private Black Southern college fostered and mobilized oppositional ideas, interracial networks, and practices prior to and during the development of the Mississippi civil rights movement.

The Crucible of Crisis: Three Presidents Confront the Perfect Storm

This article, based on interviews with the presidents of Dillard and Xavier Universities and Tougaloo College, examines their leadership in response to Hurricane Katrina in 2005. The ways they led their communities reveal both points of commonality and discrete leadership styles and approaches.

History through Red Eyes: A Conversation with James Loewen

JAMES Loewen is an author, historian, and professor. Through Lies My Teacher Told Me, he has helped to reconstruct the way history is viewed and taught in public schools all across America. During a recent conversation, he shared his views on how American Indian topics and events are traditionally taught and offered his insights into what we can do to accommodate multiple perspectives in our examination of history. Below, I present his comments and insights as he told them to me. My first teaching assignment was at Tougaloo College, a historically black institution in Tougaloo, Mississippi. In my first year, I taught a course developed by the history department that was titled Freshman Social Science Seminar. In it we introduced students to sociology, anthropology, political science, economics, and psychology in the context of African American history. This made sense because 99% of our students were African American. The second semester of the course began with events immediately following the Civil War. I had a new group of students in the second semester, and I didn't want to do all the talking on the first day of class, so I asked them, We're starting with Reconstruction. is that period? followed was an Aha! experience for me. Or it might be better called an Oh no! experience. Sixteen out of 17 students said, was that period right after the Civil War when blacks took over the government of the Southern states. But they were too soon out of slavery, so they screwed up, and white folks had to take control again. Now, there are at least three complete misstatements--lies I would call them--in that sentence, and I was just floored by it. Blacks never took over the government of the Southern states; the Reconstruction governments did not, on the whole, screw up; and didn't resume control at the end of Reconstruction. However, a certain group of whites did take control, using terrorist tactics. It was, in fact, the original Ku Klux Klan. So I thought, What must your teachers have done to you to make you believe that the one time your group was center stage in American history, they screwed up, and had to take control back again? If it were true, that would be fine. But it is not true. these students had learned we might call BS--that would be Bad Sociology--in the black public schools. they had learned was being taught by black teachers in all-black schools. But it was white supremacist history because their teachers were just blindly teaching what was in the textbooks. Seeing the outcome made me aware that history can be a weapon and that it can be used against you, just as it had been against my black students. When I put together a team of students and faculty members at Tougaloo and Millsaps College (a nearby all-white college), we confronted the lies and myths in Mississippi history by writing a new history textbook for the Mississippi history course that was required in public schools. But our book just wasn't racist enough, so the state refused to adopt it. Because Mississippi is a textbook-adoption state, we actually had to sue to get it adopted. The case was Loewen et al. v. Turnipseed et al. After eight years in Mississippi, I moved to the University of Vermont, where I continued to teach first-year students in huge introductory sociology classes. There I learned that distorted history was not a phenomenon peculiar to Mississippi. Although in the early 1970s Mississippi exhibited it in a more exaggerated form--as Mississippi exhibited many national maladies in a more exaggerated form back then--this was a national problem. As I had done in Mississippi, I went to nearby high schools to learn where my students were getting the bizarre ideas they brought to college. Many of these ideas had to do with savage Indians. Lies My Teacher Told Me is based on my intensive reading of 12 high school American history textbooks. …

Building the Mississippi Digital Library

AbstractThe Mississippi Digital Library was founded in 2003 with the help of an Institute of Museum and Library Services grant to develop the framework to support a lasting cooperative digital library program for the state. This pilot phase is a joint venture between Delta State University, Jackson State University, Tougaloo College, The Mississippi Department of Archives and History, The University of Mississippi, and The University of Southern Mississippi; it focuses on Civil Rights era materials of national intellectual and educational value. The Mississippi Digital Library is providing leadership in a cutting-edge field by creating an alternative model for digital collaboration and by continuing to develop a mechanism for resolving intellectual property and privacy rights issues for 20th century collections.

Cardiovascular health and awareness in high risk college students

The purpose of this study is to illustrate the altered perceptions of health in African American youth. In the 2001 Behavioral Risk Factor Surveillance System (BRFSS), African Americans had the highest rate of obesity and diagnosed diabetes in the nation. Approximately 14% of individuals 18 to 29 years of age are obese. In addition to diabetes, rates of uncontrolled dyslipidemia and hypertension are also more prevalent among African American men and women, with the majority of cases occurring in females. It has become increasingly important to educate our young African American communities on taking responsibility for their healthcare. “Know Your Numbers” became a campaign aimed at cardiovascular risk assessment education in African American college students. The “Do You Know Your Numbers?” questionnaire was utilized to assess cardiovascular risk factor awareness in this campaign as well as the Morton Have-a-Heart Project. The questionnaire was developed in 2001 and consisted of five multiple choice questions that assessed knowledge of blood pressure, glucose, cholesterol and body mass index. Data were collected on approximately 400 students at Tougaloo College in Tougaloo, Mississippi. Each consenting student will be evaluated according to the five parameters associated with metabolic syndrome. The outcomes will be assessed from data collected on height, waist circumference, blood pressure, heart rate, blood glucose, cholesterol and body fat analysis. Health behavior risk factors, awareness, and perceptions will be determined by a health knowledge questionnaire adapted from the Centers for Disease Control and Prevention. Historically, health disparities have existed within the African American community and those disparities will continue to thrive unless awareness of cardiovascular disease prevention is heightened. The results from this assessment validate the need for more “Know Your Numbers” campaigns at historically black colleges and universities (HBCUs) across the country.

The Legacy of Ernst Borinski: The Production of an African American Sociological Tradition

By using archival documents, a social history of the Tougaloo College Sociology Department was constructed as a method of viewing the significant contributions of Ernst Borinski, a German Jewish emigre scholar who played a pivotal role in the postwar development of the department. The paper examines Borinski's life, the social context in which he worked, and his influence on the institution and its students. The archival documents were derived from the Ernst Borinski Collection in the Tougaloo College Archives, including diaries, letters, and scholarly papers. In addition, documents from the Mississippi State Sovereignty Commission and secondary sources regarding Tougaloo College's academic life such as college catalogs, institutional self-studies, and school newspapers were used to examine the unique institutional constraints related to a historically African-American liberal arts college in Mississippi. Through grantsmanship, Borinski developed a Social Science Advancement Institute, Social Science Forums, and a Freshman Social Science Seminar. Between 1947 and 1999, he produced approximately 22 students who received Ph.D.'s, approximately 10 in sociology or social work; and approximately 88 students received master's degrees, including 26 M.S.W.'s

The From Slavery to Freedom Fiftieth Anniversary Symposium, September 19-20, 1997

John Dittmer [*] I am pleased and honored to participate in this celebration of a great historian and his work. In preparing these remarks, knowing that I would be the final speaker today, I feared that so much would have already been said about Professor Franklin's career, and the impact of his life and scholarship on academe and on the larger society, that my comments would only echo this eloquent testimony. It turns out that I was right, of course! So to be on the safe side, I knew I would not be repetitive if I began by talking about myself. I am celebrating an anniversary of sorts as well, for it was thirty years ago this month that I first taught From Slavery to Freedom [FSTF], at Tougaloo College in Mississippi. Back then, in the fall of 1967, Mississippi's Closed Society had begun to crack. The civil rights act of 1964 and the voting rights act of 1965 were now in force, and while compliance was not yet widespread, it was apparent that the state no longer had the will to engage in massive resistance to federal law. White attitudes, however, remained locked in the state's history and tradition, one handed down from generation to generation, both at home and in the public schools. I'd like to read you several passages from a book called Mississippi Through Four Centuries. At the time the FSTF was first published, this text was required reading for all 5th-grade students in Mississippi -- in both black and white schools. Here is what these kids read about the slave system in Mississippi: When a group of Negroes had been built up by a plantation owner, it was usually held together. In this way a close relationship between the whites and blacks came into existence. A negro who had served for a long period of time was sure to be cared for in his old age by his master.... The plantation owner was very much interested in the welfare of his slaves. A healthy and contented slave meant a better worker and greater profits. The good health of the slave depended upon good food, clothing, and shelter. The clothing of the Negro was of good quality. The usual distribution was in the spring and the fall. On each occasion two suits or dresses were given. In the fall, shoes and blankets were distributed. This new clothing was in addition to the old. And of the Reconstruction era, here is what the authors of Mississippi Through Four Centuries had to say about the black troops stationed in the state: There were many soldiers left as garrisons. Some of these troops were Negroes. The Negroes frequently conducted themselves in a way to arouse the anger of the people. In cities, the Negro soldiers sometimes took delight in pushing white women off the sidewalks. And what about the blacks who held office during Reconstruction? Many of these Negroes were of the worst type themselves or were under the influence of dishonest white people. Finally, a word about the Ku Klux Klan: A Negro who had been giving trouble in a community might awake some night to find a ghost-clad figure standing by his bed. . . . If these attempts to frighten them did not change the Negroes, the Klansmen would resort to whippings and in extreme cases to killings. The organization helped the South at a difficult time. . . . To make sure the fifth-graders got the message, the discussion questions at the end of the chapter asked: What was the most serious shortcoming of Negro officeholders? What was the purpose of the Ku Klux Klan? And, Give reasons why a Negro militia should not have been organized. Thus at an early age white kids learned that their supremacy over black people was both necessary and proper. While black students took away a very different message. During that first year at Tougaloo I remember a freshman student coming up after our class discussion of Franklin's chapter on Reconstruction. He was so angry that there were tears in his eyes. …

Civil Rights Chronicle Letters from the South (review)

Civil Rights Chronicle Letters from the South By Clarice T. Campbell University Press of Mississippi, 1997 264 pp. Paper, $17.00 Reviewed by MeKon McLaurin, professor of history at the University of North Carolina at Wilmington and author ofSeparate Pasts: Growing Up White in the SegregatedSouth and Celia, a Slave, as well as numerous articles on race relations. In the summer of 1956 Clarice Campbell, a junior high school teacher from Pasadena, California, boarded a Greyhound bus for Oxford, Mississippi, where she enrolled in classes at the University of Mississippi. Wife, mother, devout Methodist, and staunch Republican, Campbell had entered the alien world ofthe segregated Deep Soudi, and like many anodier sojourning foreigner, found herself intrigued and enticed by a society in the throes of social revolution. In 1957, Campbell returned to the South, this time accompanied by her mother, spending the summer in classes at the University ofAlabama. After three more years in service as a teacher in Pasadena, in die fall of 1960, motivated by a combination of missionary zeal, intellectual curiosity, and an appreciation for the absurd, Campbell accepted a faculty position at Rust College, an African American school in Holly Springs, Mississippi. In 1 961 she left Rust to serve for a year on the faculty ofClaflin College in Orangeburg, South Carolina. After a final year ofteachingin Pasadena, Ms. Campbell returned to die Soudi in 1963 to teach for two years at Tougaloo College near Jackson, Mississippi, and then entered the University of Mississippi's doctoral program in history in 1965. Upon completing her degree in 1969, she returned to a position at Rust College where she served until retirement. CivilRights Chronicle: Lettersfrom the South primarily is a collection ofletters written by a white member ofthe faculty of three Deep South African American colleges at the height of the freedom struggle of the mid-1960s. It is a marvelous read, both for those forwhom it recalls a too-recent past and those forwhom this past is history. A no-nonsense pragmatist, Campbell writes of her experiences with wit, wisdom, and an amazing objectivity. Though deploring their racial views, she rarely speaks condescendingly of southern whites, acknowledges the racism practiced in her native California, and understands diat segregation existed only with the complicity of the rest of the nation. She quickly mastered the Reviews 103 white southerners' code ofcivility and with patience and perseverance attempted to employ this code to promote change, although her efforts met with little success . On the campus, however, she prodded her students to aspire to academic excellence, and by example, encouraged them to challenge the rules and assumptions oftheJim Crow South. She quickly became a member of the South's liberal establishment, traveling from state to state to promote the work ofthe Movement and pleading with institutions outside the South, including her beloved Mediodist Church, to become more active in the struggle. During this time she underwent a personal transformation, from a middle-class teacher who refused to purchase gasoline from filling stations that had no rest rooms for "coloreds" to a still civil activist who carried a toothbrush in her purse in case she was arrested in an attempt to integrate a motel or restaurant. This work is filled with insight into the complexities, contradictions, and sheer meanness of the segregated Soudi. Campbell provides moving examples of how the power ofthe state was used to reinforce the prejudices ofthe white populace, how popular prejudices silenced die prophetic voice of the largely Protestant southern church, and how economic retaliation and physical violence intimidated the African American community. She also captures the increasing unwillingness of young African Americans to continue to submit to a blatantly unjust system, as well as the heroic and amazingly successful efforts of underfunded and understaffed black colleges to educate and nurture a generation of students who sense the possibility of unprecedented opportunities. Like the work ofJohn Egerton and David Chappell, Campbell's letters reveal the contributions of liberal whites to the freedom struggle. Some readers may find the work dated, Campbell's motives too paternalistic, and her civility unacceptable and unimaginable. While such reactions are understandable, as Campbell herselfindicates in some of her footnotes , they also are a...

Overview of the Jackson Heart Study: a study of cardiovascular diseases in African American men and women.

The Jackson Heart Study is a partnership among Jackson State University, Tougaloo College, the University of Mississippi Medical Center and the National Institutes of Health's National Heart, Lung, and Blood Institute (NHLBI) and Office of Research on Minority Health. The purposes of the study are to: (1) establish a single-site cohort study to identify the risk factors for the development of cardiovascular diseases, especially those related to hypertension, in African American men and women; (2) build research capabilities in minority institutions by building partnerships; (3) attract minority students to careers in public health and epidemiology; and (4) establish an NHLBI Field Site in Jackson, Mississippi, similar to those established for the Framingham Heart Study and the Honolulu Heart Program. The study will consist of participants from the Jackson site of the Atherosclerosis Risk in Communities (ARIC) Study and a sample of residents from the Jackson metropolitan area. The study will have a sample size of approximately 6,500 men and women aged 35-84 years and will include approximately 400 families. Exam 1 is scheduled to take place in the spring of the year 2000.

Overview of the Jackson Heart Study: A Study of Cardiovascular Diseases in African American Men and Women

The Jackson Heart Study is a partnership among Jackson State University, Tougaloo College, the University of Mississippi Medical Center and the National Institutes of Health’s National Heart, Lung, and Blood Institute (NHLBI) and Office of Research on Minority Health. The purposes of the study are to: (1) establish a single-site cohort study to identify the risk factors for the development of cardiovascular diseases, especially those related to hypertension, in African American men and women; (2) build research capabilities in minority institutions by building partnerships; (3) attract minority students to careers in public health and epidemiology; and (4) establish an NHLBI Field Site in Jackson, Mississippi, similar to those established for the Framingham Heart Study and the Honolulu Heart Program. The study will consist of participants from the Jackson site of the Atherosclerosis Risk in Communities (ARIC) Study and a sample of residents from the Jackson metropolitan area. The study will have a sample size of approximately 6,500 men and women aged 35-84 years and will include approximately 400 families. Exam 1 is scheduled to take place in the spring of the year 2000.

Black Colleges Redefined

Illustration by Paul Spina minority a curious reflection of majority. I say curious because in human social system minority provides a double reflection: It indicates what society has been and what it can be. Richard Wright recognized this several decades ago when he wrote, We black folk, our history and our present being, are a mirror of all manifold experiences of America. Whites, he said, can better understand themselves majority by coming to know minority. I begin this discussion on future of black colleges and universities by emphasizing function of minorities in society in hope of replacing frame of reference used by national leaders such Daniel Patrick Moynihan. He suggested that progress of minority seriously retarded when its way of life is out of line with rest of American society. This implies that minorities should be other-directed, that their behavior should be imitative, that they should be remade in image of whites. And Christopher Jencks and David Riesman, in a 1967 Harvard Educational Review article, American Negro College, called black college of midtwentieth century ill-financed, ill-staffed caricature of white higher education. Michael Meyers of NAACP has attempted to dismiss argument for continuation of black colleges an outcry of emotionalism, ethnic chauvinism, and paternalism. He summed up his view with this statement: No matter what else taught or how well it taught, fact that a school segregated teaches that there a qualitative difference between students in black and white colleges. Clearly Meyers's assumption that black colleges are second rate. Apparently, any approach to education that differs for blacks does not make sense to Meyers or Moynihan. In this respect, they are bedfellows. The logic of positing a different educational approach for minority lost on both critics. Meyers has formulated question wrongly in assuming that the issue at stake in current controversy over all-black colleges segregation. Others believe that issue education! With this kind of criticism coming from friends of black institutions, it difficult for these colleges to get a hearing regarding what they can, could, and should do not only for blacks but for education of nation. Yet our national history offers evidence that approach of minority may in end be of great value to majority. W.E.B. Du Bois said that public school system in most southern states began with enfranchisement of blacks. The idea that masses should be educated to effectively participate in public decision making was formulated by Thomas Jefferson several decades before Civil War, but was not implemented until blacks became members of southern state legislatures during Reconstruction. In early 1800s there was no public educational system in South, except perhaps in North Carolina. In his study, Black Reconstruction in America, Du Bois said that education was regarded by poor whites before Civil War as a luxury connected with wealth. In Thomas Jefferson's Virginia, for example, less than one half of poor white children were attending any The laws passed in South Carolina between 1856 and 1870 that authorized tax-supported schools open to all were described in book the most beneficial legislation state... has ever enacted. These laws were initiated and supported by black lawmakers. One could say of Reconstruction black legislators that progeny of former slaves fulfilled for all people slave owner's dream of publicly supported education in South. In contemporary times, blacks have continued to link legislation and idea of liberation in a way that has improved education for members of their own race and for whites. Each day before he leaves home for his classes, Allan Bakke should thank God that there are racial minorities in America whose political action resulted in a law that guarantees his right to attend medical school. That law Civil Rights Act of 1964. John Monro of Tougaloo College (see box, page 30) has said that if more white colleges used readings from black authors, readings that develop a full and accurate awareness of American black experience, this country would be much better off. He acknowledged, however, that the white colleges are not going to do it, or anything like itwhich one reason sensible people prefer to teach in black colleges. CHARLES V. WILLIE, a sociologist, professor of education and urban studies, Harvard Graduate School of Education. He and Ronald R. Edmonds are coeditors of Black Colleges in America, reviewed in this issue.

So You are the New Principal?

Dr. Colquit is Associate Professor and Head of the Department of Education, Tougaloo College, Tougaloo, Mississippi. Mrs. Hendrix is Coordinator for Hospital and Agency Programs for Special Education, Minneapolis Public School, Minneapolis, Minnesota. the greatest influence on members of each group and develop ways and means of involving them as well as parents, students, and other lay citizens in curriculum improvement. To avoid confusion or role conflicts, make their role in curriculum

Black Colleges: Opportunity for Non-Traditional Study

For over 120 years Black colleges alone produced most of this nation's Black graduates of higher education. Many mark the beginning of Black colleges with the founding of Lincoln University (earlier named Ashmum Institute) of Pennsylvania in 1854, and Wilberforce University of Ohio in 1856.1 Although these colleges were founded before the Civil War, the Black college movement was not pronounced until the post-Civil War era. During these years, a number of important Black colleges were founded, including Virginia Union and Shaw University (1865); Fisk University and Lincoln Institute (1866); Talladega College, Howard University, and Scotia Seminary (1867); Tougaloo College (1869); Alcorn College and Benedict College (1871); and, Tuskegee Institute (1881).2

To the Editor

Journal Article To the Editor Get access James W. Loewen James W. Loewen Tougaloo College Search for other works by this author on: Oxford Academic Google Scholar The American Historical Review, Volume 80, Issue 1, February 1975, Pages 206–207, https://doi.org/10.1086/ahr/80.1.206 Published: 01 February 1975

The Social Science Laboratory at Tougaloo College

The Social Science Laboratory at Tougaloo College