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This digital document is an article from Armed Forces Comptroller, published by American Society of Military Comptrollers on March 22, 2002. The length of the article is 2078 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: The United States Marine Corps Financial Management School, Camp Johnson, North Carolina.
Author: John Raines
Publication: Armed Forces Comptroller (Magazine/Journal)
Date: March 22, 2002
Publisher: American Society of Military Comptrollers
Volume: 47Issue: 2Page: 23(4)

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Product Description
Military training was a prominent feature of higher education across the nineteenth-century South. Virginia Military Institute and the Citadel, as well as land-grant schools such as Texas A&M, Auburn, and Clemson, organized themselves on a military basis, requiring their male students to wear uniforms, join a corps of cadets, and subject themselves to constant military discipline. Several southern black colleges also adopted a military approach.

Challenging assumptions about a distinctive "southern military tradition," Rod Andrew demonstrates that southern military schools were less concerned with preparing young men for actual combat than with instilling in their students broader values of honor, patriotism, civic duty, and virtue. Southerners had a remarkable tendency to reconcile militarism with republicanism, Andrew says, and following the Civil War, the Lost Cause legend further strengthened the link in southerners' minds between military and civic virtue.

Though traditionally black colleges faced struggles that white schools did not, notes Andrew, they were motivated by the same conviction that powered white military schools--the belief that a good soldier was by definition a good citizen. ... Read more

Customer Reviews (1)

A history that prompts broad thinking on education and society
Read one way, this is a straightforward history of military colleges and secondary schools in the American south in the 19th and early 20th centuries.

Crisply organized chapters deal with the views that undergirded the military schools movement, the founding of state colleges like Virginia Military Institute and the Citadel, the many effects of the Civil War, how the South responded to the Morrill Act that established the land grant colleges, and the tensions between "militarism" and "republicanism" that the military colleges had to resolve.

There's a fine essay on the system of discipline for cadets and how it came to incorporate legal protections recognized in American society.Another chapter traces the history of the separate military schools for African-Americans (Hampton was the most famous).

Read another way, this book addresses historical narratives of the ante-bellum South, the Civil War, and Reconstruction.Andrew challenges historians who have argued that the popularity of military schooling in the South derived from slavery and racism, and he succeeds in adding more depth and texture to discussion of the issue.Southern educators and parents were affected both by regional and national culture; law; concepts of duty, honor, virtue, and citizenship; reflections on adolescence; the economic development of the south; and the evolution of thinking on education and its purposes.

This is history, but as always history sparks thinking on the present.The legacy of the cultural values that supported the military schools, a century or more later, can be seen in the number of young men and women from the South who serve in the armed forces.

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This is a comprehensive accounting of how the county responded to the Civil War and the effect it had on Yadkin's citizens, civilian and military alike. ... Read more

Customer Reviews (3)

The Civil War And Yadkin County, North Carolina
This book, as suggested by the title, focuses on Yadkin County's contribution to the Civil War.Among the topics covered include:

1.Geographical, Economic, and Religious impact on Yadkin County during the Civil War.
2.Battles that Yadkin County soldiers fought in.
3.The Bond School House incident.
4.Stoneman's Raid.
5.Results of the war in Yadkin County.

While all of the chapters were highly readable, I especially appreciated the service history of each Yadkin County man who fought in the Civil War.The summary gives a brief description of the person's enlistment and any applicable instances (wounded or killed in battle, captured, deserted, paroled, etc.).I found this to be particularly helpful as I had some great uncles who fought for the 28th NC regiment.

A very good read.Recommended for anyone wanting to learn more about Yadkin County during the Civil War.

Must Have Book for Yadkin County Genealogists
This book was well researched, nicely written and contains wonderful facts and stories about Yadkin County, N.C. before, during, and after the Civil War.It presents actual letters from the people of that era giving their personal accounts of the horror of the Civil War and how Yadkin County residents coped with the changes that the Confederacy and War brought to them.If you are studying the family history of someone in or around Yadkin County, this book will really help you understand what your relatives went through in the early days of this section of our country.

The war within the war in western North Carolina.
A small western Piedmont county in North Carolina is the subject of this very unusual Civil War history.Written by a local historian with a richknowledge of the county and its people, the book weaves the colorfulthreads of local characters and events into the big picture of the greatestwar in our history.Battlefield stories and army life are recounted,partly in letters writen home by Yadkin soldiers in the field, but the mostintriguing events are those that occurred on the home front.In a regionof sharply divided loyalties, the woods of Yadkin County soon filled with"bushwhackers", men hiding out to escape concription into theConfederate army.The book tell of the locally famous shoot-out betweensome of these men and the Militia, of their arrest and the jail breaks thatset them free, of executions by the Home Guard, and of the treks toTennessee to join the Union army.In the last days of the war a YankeeCavalry division led by George Stoneman rode through the county andCassstevens treats us to previously unpublished stories of his famousraid.

More than a history, the book is also a genealogy.Appended listsname people who applied for pensions, men who served in the Militia, andmen exempted from military service and why.A final appendix gives Yadkinmen who served in the army with a summary of their service and, notinfrequently, the names of their parents and other relatives.This book isfor everyone with Yadkin County roots and for anyone interested in learningabout the secret little wars within the Civil War. ... Read more

Product Description
FOR USE IN SCHOOLS AND LIBRARIES ONLY. Discusses the Monitor and the Virginia, ironclad warships that confronted each other at the Civil War battle at Hampton Roads, Virginia, detailing what became of the ships after the battle and how the sunken Monitor was later investigated by scientists. A Level 3 All Aboard Reader. ... Read more

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Christopher C. Langdell (1826-1906) is one of the most influential figures in the history of American professional education. As dean of Harvard Law School from 1870 to 1895, he conceived, designed, and built the educational model that leading professional schools in virtually all fields subsequently emulated. In this first full-length biography of the educator and jurist, Bruce Kimball explores Langdell's controversial role in modern professional education and in jurisprudence.

Langdell founded his model on the idea of academic meritocracy. According to this principle, scholastic achievement should determine one's merit in professional life. Despite fierce opposition from students, faculty, alumni, and legal professionals, he designed and instituted a formal system of innovative policies based on meritocracy. This system's components included the admission requirement of a bachelor's degree, the sequenced curriculum and its extension to three years, the hurdle of annual examinations for continuation and graduation, the independent career track for professional faculty, the transformation of the professional library into a scholarly resource, the inductive pedagogy of teaching from cases, the organization of alumni to support the school, and a new, highly successful financial strategy.

Langdell's model was subsequently adopted by leading law schools, medical schools, business schools, and the schools of other professions. By the time of his retirement as dean of Harvard Law School, Langdell had instituted the future model for professional education throughout the United States. ... Read more

Customer Reviews (1)

The Architect of Modern American Legal Education
Christopher Columbus Langdell (1826-2006) reshaped legal education in the United States during his period as professor and Dean at Harvard Law School between 1870 and 1895. This book is a solid case study of the innovations he initiated at HLS, but it has a broader significance:Langdell also set the stage for the professionalization of professional school education generally through his influential leadership at HLS. And not incidentally, this also is a very effective biography of Langdell as well; one much needed since I am not aware of any prior biography of Langdell exhibiting such depth and experience.

After covering Langell's youth, education and period of practice on Wall Street, the biography really hits its stride when Langdell joins the HLS. Langdell was very upset by the corruption of courts and lawyers he had witnessed in New York.He concluded that rigorous professional and scientific legal education was the only way to immunize practitioners from Tweed-ring type corruption. And this meant rigorous training.Among his innovations (that have become standard in law schools) was the case method of instruction, focusing on case books; rigorous exams based on factual problem-oriented questions; sequencing of courses from the basic to the more advanced; three-year curriculum; requiring a college degree for admission to law school; an honors program; and rigorous Socratic questioning of students.All this seems familiar today to those of use who went to law school; it wasn't when Langdell was Dean and he faced both internal and external critics who bitterly criticized his innovations.

The book is outstanding in covering both Langdell and HLS.The author, who teaches at Ohio State's respected School of Education Policy & Leadership, did a two year fellowship at HLS, and is currently co-authoring a two-volume bicentennial history of HLS.He has been workong on Langdell since 1995--so he knows the material extremely well.There is, however, one fly (perhaps a big one) in the ointment: the author several times rather overdoes criticism of Justice Holmes, who had criticized Langdell as early as the 1880's for what he saw as a legal approach based on scientific principles and excessive reliance on logic, rather than putting law into the social context that Holmes preferred.There has been quite a debate in the law reviews on whether Holmes misunderstood Langdell, or only understood him all too well.The book at times becames a spirited brief for Langdell, with speculative psychological theorizing as to why Holmes was critical of Langdell (which struck me as much pap).Wherever one comes out in this debate, and the author makes a strong case for Langdell, the author's discussion enhances our understanding of legal thought during the close of the 19th and the early 20th century. The book is supported by extensive notes (fortunately, at the base of the page) and a stupendous 61 page bibliography.At last, it seems, Langdell is getting his due in this fine biography.

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If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be, wrote Thomas Jefferson, perhaps the nation's first "education president." Spurred by this conviction that the new United States would survive only if it encouraged education at all levels, Jefferson struggled unsuccessfully for four decades to establish a system of publicly supported elementary and secondary schools. Jennings Wagoner opens this study with an overview of Jefferson's own learning experiences, from his tutoring and schooling in Albemarle County through his years at the College of William and Mary. Then he explores Jefferson's efforts to advance publicly supported education, beginning in Virginia with the first bill he introduced promoting "the more general diffusion of knowledge," and continuing with national initiatives, including the founding of the United States Military Academy at West Point. Wagoner concludes with what Jefferson called "the hobby of my old age"--the establishment of the University of Virginia, where he designed the buildings, selected the faculty, planned the curriculum, and served as first rector. ... Read more

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Born into an educated free black family in Portland, Maine, Pauline Elizabeth Hopkins (1859-1930) was a pioneering playwright, journalist, novelist, feminist, and public intellectual, best known for her 1900 novel Contending Forces: A Romance of Negro Life North and South. In this critical biography, Lois Brown documents for the first time Hopkins's early family life and her ancestral connections to eighteenth-century New England, the African slave trade, and twentieth-century race activism in the North.

Brown includes detailed descriptions of Hopkins's earliest known performances as a singer and actress; textual analysis of her major and minor literary works; information about her most influential mentors, colleagues, and professional affiliations; and details of her battles with Booker T. Washington, which ultimately led to her professional demise as a journalist.

Richly grounded in archival sources, Brown's work offers a definitive study that clarifies a number of inconsistencies in earlier writing about Hopkins. Brown re-creates the life of a remarkable woman in the context of her times, revealing Hopkins as the descendant of a family comprising many distinguished individuals, an active participant and supporter of the arts, a woman of stature among professional peers and clubwomen, and a gracious and outspoken crusader for African American rights. ... Read more

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This sweeping work of cultural history explores a time of startling turbulence and change in the South, years that have often been dismissed as placid and dull. In the wake of World War II, southerners anticipated a peaceful and prosperous future, but as Pete Daniel demonstrates, the road into the 1950s took some unexpected turns.

Daniel chronicles the myriad forces that turned the world southerners had known upside down in the postwar period. In chapters that explore such subjects as the civil rights movement, segregation, and school integration; the breakdown of traditional agriculture and the ensuing rural-urban migration; gay and lesbian life; and the emergence of rock 'n' roll music and stock car racing, as well as the triumph of working-class culture, he reveals that the 1950s South was a place with the potential for revolutionary change.

In the end, however, the chance for significant transformation was squandered, Daniel argues. One can only imagine how different southern history might have been if politicians, the press, the clergy, and local leaders had supported democratic reforms that bestowed full citizenship on African Americans—and how little would have been accomplished if a handful of blacks and whites had not taken risks to bring about the changes that did come. ... Read more

Customer Reviews (2)

A look at Southern Culture in the 1950's
Read this for graduate American history course.Lost Revolutions by Pete Daniel is a book that looks at the South during the 1950's. More specifically, it is a cultural history of the American South from the end of World War II until the Freedom Summer of 1964. Daniel's thesis is, "The South that evolved in the twenty years after the war emerged out of displacement, conflict, and creativity - not tranquility" (1). Daniel covers many themes that support his thesis.Among these themes are the migration of small farmers to cities, the advent of NASCAR, Rock n' Roll, and the lost occasions to give full citizenship to African Americans. The author's intention for writing this book is twofold. First, Daniel explores the cultural achievements of the "Lowdown culture" (91). He does this by looking at how the displaced farmers kept their rural roots, despite the fact that they lived in urban areas.Second, Daniel delves into the reasons why the middle-class and upper-class South did not want to desegregate. Lost Revolutions is a fascinating cultural history that sheds light on many current issues.

Daniel discusses numerous issues that surrounded the South after the end of World War II. Primarily, the author looks at a multitude of reasons that massively shrank the number of farmers in the South. "Over a million farm operators left the land in the 1950s" (60). Ezra Taft Benson was a major contributor in the displacement of small farmers in the South. Benson was appointed the secretary of agriculture under
Eisenhower in 1952. This is about the same time that farm machinery, such as tractors, began to replace labor-intensive farming techniques. Additionally, since the Great Depression the majority of southern farmers relied on Government subsidies."Calculations, allotments, and regulations - not hard work - determined whether farmers succeeded or failed" (46). In 1959 a seventy-one-year-old Alabama farmer named E. Spech said, " ... now we can't move without a handout ... Each morning the men headed for some local restaurant for a cup of coffee while their wives sleep till noon" (59). It was obvious to many that Benson did not want to support the small farmer, but rather Agribusiness and the large farmer. Many of the white southern landowners bought more farms, machinery, and became wealthy with the support of the government. Conversely, small farmers, tenant farmers, and sharecroppers, both black and white, left their farms for the cities.

One of the themes that Daniel discusses in Lost Revolutions is the role of the government on the southern environment. As machinery cut down on the need for workers on a farm, so to did the use of chemicals. Interestingly, after World War One, two the United States Department of Agriculture (USDA) teamed up with the Chemical Warfare Service to combine their chemical research. These organizations researched
chemicals like DDT, which could be used against humans or insects to shut down the nervous system. DDT and other similar chemicals were used to dust crops by plane, but usually this was done by hand to save money. The USDA even funded the dusting of private property with dieldrin, which is 20 times more toxic than DDT in order to eradicate Argentine fire ants. This supposed scourge was built up by using "Red propaganda" in order scare Americans that an invading insect was going to ruin their land.
The government would eventually spend $156 million dollars to extinguish the Argentine fire ant. This resulted in ruining the environment in many places and actually caused the ...fire ant to speed up its evolutionary cycle and spread throughout the country. The picture that Daniel paints of organizations like the USDA and the Agricultural Research Service(ARS) helps to support his thesis that the South was changing out of conflict.

Lost Revolutions gives the history of displaced southerners who banded together, despite having different skin colors. " ... when it came to exchanging something offensive to the upper class, racial barriers collapsed" (92). The Lowdown culture of the South thrived on being unruly, unrespectable, hard-drinking, and rough. The National Association for Stock Car Auto Racing (NASCAR) has roots in bootlegging and quickly became something that the Lowdown culture gravitated to in the 1950s. The drivers, mechanics, and fans typically put pleasure over values by their bad behavior on and off the track. Additionally, the Lowdown culture produced, "jazz, blues, country, gospel, rhythm and blues, rock On'roll, and soul music" (122). People like Elvis Presley, B.B. King, Willie Mitchell, and Otis Redding were the sounds of the 1950s and the music had no color barrier. The culture that the displaced southerners found joy in reflected their beliefs and could have helped to end segregation in the South.The author describes the South in the 1950s by looking at the continuation of segregation as something that came from the white middle class and the elite. Daniel argues that the working-class southerners were typically not fighting against integration in the South. This is seen through the crisis at Central High School in Little Rock, Arkansas. Daniel describes why many whites and blacks feared integration at Central High School. The nine black students who attended Central were kept from major physical harm by the 101st Airborne, which was sent by President Eisenhower.Segregationists saw this action as a threat to state rights and a throwback to
Reconstruction. The strength of Daniel's account of this well-known event lies in his telling of the rest of the story. He tells how the "Littlerock Nine" were subjected to being hit, having hot soup dumped on them, seeing racial words written in the bathroom, and having to be submissive. In the end, Daniel notes the opportunity for positive integration was lost when, "Segregationists policed the color line with a vengeance and intimidated and white person who deviated from their code" (283).

Lost Revolutions is a book that looks at the driving forces behind the Southern culture in the 1950s. The author focuses on segregation as a major topic, but also looks at the cultural collision brought out by the upper-class, middle-class, and the Lowdown cultures. After WorId War II many people in the South favored integration, civil rights, and a positive change in culture. However, "The white elite engineered agribusiness, migration, and massive resistance, a counterrevolution that poisoned both the environment and race relations" (305). The damage done to race relations is to take many years to heal, and in many places is still waiting for resolution. The Blues and NASCAR are proof that race relations in the South could have come from positive cultural influence. Daniel does not look at the South as being predominantly full of segregationists. Rather, he points to lack of leadership, ignorance, and fear as the major reasons that the South had an uneasy end to segregation. Daniel claims that the working class
people of the South were swept away in the racial tension that embattled the 1950s.Segregation in the South ended through laws and intervention rather than a belief in equality. "Before they [the working-class] were divided or tamed, these people redefined the South and established enduring cultural monuments" (305).

As a graduate student in philosophy and history, I recommended this book for anyone interested in American history, civil rights era history.

Excellent appraisal of the Southern paradox
The 1950's South was both a time and a place of contradictions. On the one hand, there was a cultural revolution going on that fused both white and black musical tastes into one revolutionary music genre (rock 'n' roll) anda political revolution that went on (integration) which made the culturalachievements seem to pale in comparison. In essence, the South of the1950's was a confusing maelstrom of contradictory policies and failedopportunities for peaceful change.

So argues Pete Daniel in his book"Lost Revolutions: The South in the 1950's". Daniel's thesis isthat the South offered ripe opportunities for change during the immediatepost-World War II era but these opportunities were overlooked by the factthat warring factions between African-Americans and whites prevented tomake important cultural revolutions make a difference in the politicalspectrum. These important cultural revolutions consisted of: the importanceof rhythm and blues in forging feelings of appreciation between blacks andwhite country and western singers, the rise of NASCAR as a unifying factoramong lower-class whites to challeng the hegemony of the white middle andupper-classes, and, finally, the rebeliousness exhibited by both white andblack youth to forge a new consensus for political change. Daniel's bookdoes an excellent job of explaining both why there were contradictions inSouthern society and how these contradictions contributed to a painfullyfought battle for integration and equal rights. This is a battle which isstill being fought today but more on a state's rights and regionalisticfront than a racial front.

Daniel's book is a true lesson in primarysource research and his endnotes clearly demonstrate this. Interviews, 4pages of manuscript collection sources, and numerous prominent secondarysources fully back up a thought-provoking thesis. This book is a welcomeaddition to southern historiography. ... Read more

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When nineteen-year-old Harriett Gold, from a prominent white family in Cornwall, Connecticut, announced in 1825 her intention to marry a Cherokee man, her shocked family initiated a spirited correspondence debating her decision to marry an Indian. Eventually, Gold's family members reconciled themselves to her wishes, and she married Elias Boudinot in 1826. After the marriage, she returned with Boudinot to the Cherokee Nation, where he went on to become a controversial political figure who was editor of the first Native American newspaper.

Providing rare firsthand documentation of race relations in the early nineteenth-century United States, this volume collects the Gold family correspondence during the engagement period as well as letters the young couple sent to the family describing their experiences in New Echota (capital of the Cherokee Nation) during the years prior to the Cherokee Removal. In an introduction providing historical and social contexts, Theresa Strouth Gaul offers a literary reading of the correspondence, highlighting the value of the epistolary form and the gender and racial dynamics of the exchange. As Gaul demonstrates, the correspondence provides a factual accompaniment to the many fictionalized accounts of contacts between Native Americans and Euroamericans and supports an increasing recognition that letters form an important category of literature. ... Read more

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Scarlett's Sisters explores the meaning of nineteenth-century southern womanhood from the vantage point of the celebrated fictional character's flesh-and-blood counterparts: young, elite, white women. Anya Jabour demonstrates that southern girls and young women faced a major turning point when the Civil War forced them to assume new roles and responsibilities as independent women. By tracing the lives of young white women in a society in flux, Jabour reveals how the South's old social order was maintained and a new one created as southern girls and young women learned, questioned, and ultimately changed what it meant to be a southern lady. ... Read more

Customer Reviews (2)

Excellent addition to Southern history
Anya Jabour's Scarlet's Sisters is a monographic corrective to popular conceptions of Southern womanhood; it subverts "Americans' ideas about the South[,] particularly about Southern women" that continue to be shaped by Gone with the Wind (1). Adding to the "classic triumvirate of race, class, and gender", Jabour uses age as her unit of analysis in exploring the history of young white women in the antebellum South (2). Divided into eight parts, Scarlet's Sisters tracks the collective experience of over three-hundred women as they pass through shared cultural experiences of maturation and coming-of-age; adolescence, schooling, single life, courtship, engagement, marriage and motherhood are discussed in a chronological order which illuminates women's identities in flux.
Carving out a separate Southern identity from the oft-covered Victorian era, Jabour's "sensitivity to regional variations" gives southern women agency (3). Forms of resistance to the demands of Southern patriarchy were not generated by the influence of a didactic, urban-based feminism from the contemporaneous American North. Instead, Jabour asserts it is Southern women themselves who developed unique forms of resistance based on Southern cultural paradigms. Young women in the nineteenth-century South created communities in exclusively female spaces; academies, church groups, and sustained virtual communities in letter writing all served to give women a safe space to explore identities. Complicating the construction of belles as "giddy girls, fickle flirts, and husband-seeking hussies", Jabour introduces us to a world of young women who "prioritized intellectual development" in a community of their own (2, 126). "I describe... a culture of resistance" adds Jabour, a "subculture" that Southern women created to resist the imperatives of patriarchy (10, 12).
Jabour draws on archival documents, magazines, published letters, diaries and memoirs, as well as a number of monographs and secondary sources to produce an incredibly vibrant account of Southern women's lives. The book's organization gives a good sense of what it was like to grow up as young, white, and well to do in the Old South. Jabour seamlessly integrates sociological analytic tools, such as the discussion of homosocial behavior and the deconstruction of cultural conceptions of sexuality. In her chapter on schoolgirls, Jabour finesses the complexity of women's relationships. Romantic friendships often blurred the lines of the platonic and erotic; intense attachments to young female teachers, or to other peers, manifested themselves in girls' diaries. In the time before Freud, these socially-sanctioned relationships gave schoolgirls a "glimpse of an alternative to their seemingly predestined future as wives and mothers" (71). It was not at all uncommon for girls to have close physical contact with peers. Dormitory-style living "encouraged young women to form relationships with their fellow students" (64). While political lesbian separatism is still a century and a half away, this all-female academic environment was a socially-sanctioned, albeit temporary place where schoolgirls could "secure [their hearts] from becoming the slave" of any man (129). Southern women formed bonds at seminaries and academies that lasted their entire lifetime. Echoing these early experiences in school, Southern women persisted in forming all-female environments later in their lives. The "meaninglessness and melancholy" that plagued young women after graduation sharpened their fond memories of happier times spent with female friends in school (106). Left by men who joined the confederate army, some during the Civil War attempted to recreate these havens where refugee women "pooled their resources and created shared homes", much to the "delight" of all involved (265). Others worked in all-female aid societies. In any case, it was clear that the bonds formed in girlhood were a compass for guiding women to form all-female environments and communities where women were able to gain efficacy.
Overall, Scarlet's Sisters is an original, informative, and enjoyable read. It does justice to second- and third-wave feminist interpretations of gender, sexuality, and womanhood. In content and approach, this book includes a nice treatment of menstruation, a topic sparsely covered, and still stigmatized, in contemporary histories. "[F]or all of historians' efforts over the last three decades to dispel the myth of the southern lady," Jabour laments, few have gone farther than "exploding the moonlight-and-magnolias mythology" of Southern women (1, 2). With this volume, Jabour not only nuances history, but she certainly succeeds in complicating modern popular ideas of gender identity.

The Index is Worthless.
I bought this book because mentions particular people that I was interested in. I knew that it talked about them because Amazon allows us to search the book. These people were not even in the index although there are people in the index. I had to go back to Amazon to find the references. If I had seen the book in a bookstore or the library I would not have known that they were mentioned. This type of book needs a good index. ... Read more