[Review of] Cary D. Wintz. Black Culture and the Harlem Renaissance

In 1925 Professor Alain Locke argued in The New Negro that the Negro was moving forward under the control largely of his own objectives ... which were none other than the ideals of American institutions and democracy. This allowed for blacks everywhere to be called New Negroes but nowhere were there as many New Negroes as in Harlem. The activities of these people in politics, arts, literature, music and the like between World War I and the Depression Era came to be called the Harlem Renaissance

A Study Of The Development Of Education For Negroes In Walker County

The problem for study may be expressed in the form of one broad question followed by other questions touching on specific phases of the problem. The problem is rather broad in scope as it pertains to time because it extends over a period before the Civil War and the emancipation of the Negro through several periods, which are easily identified, following the war between the states. The problem to be dealt with is; How has education for Negroes in Walker County developed? The solving of this problem is dependent upon answers to the following questions: 1. Were Negroes taught before the Civil War and before the advent of public schools for Negroes? 2. What was the nature of the first public schools for Negroes? 3. Who were some of the pioneers in the development of education for Negroes? 4. What provisions have been made for the education of adult Negroes? 5. What provisions have been made for professional growth of inservice teachers? 6. Who are some of the contemporary contributors to the educational growth of Walker County Negroes? 7. How has apprenticeship been a contributing factor to education for Negroes? 8, How has supervision aided in the development of education for Negroes? The Purpose and Importance of the Study The purpose of this study is threefold in nature. The first is to ascertain whether Negroes vie re-offered formal education before the Civil war. The second is to study the development of education for Negroes during the reconstruction period and the factors influencing that development. The third purpose is to study the development of the public schools to the present day. The Negroes of Walker County have at certain periods outnumbered the whites. Thus, it would seem, they have at times been in a position to wield some influence in the development of the county as a whole. The writer wishes to point out the facts dealing with the development of education for Negroes and leave it to those who may read these pages to determine what the influence has been

RACISM TOWARD NEGROES IN THE GEORGE TILLMAN JUNIOR'S MEN OF HONOR FILM

Racism is attitudes and discriminatory behavior toward people of given race. It means giving discriminative attitude and unequal treatment toward certain people because of race. It may make certain race feel considered superior or inferior because of the discrimination and unequal treatment. In this study, Men of Honor film became the object of the study because this film depicted discrimination and unequal treatments gotten by Negroes in the navy. The objectives of this study were to describe racism toward Negroes in the Men of Honor film, to explain the reaction of Negroes toward discrimination in racism, and to know the effect of discriminative attitude toward Negroes on White Americans in the Men of Honor film. The research design of this study was descriptive qualitative research, because this study deals with human behavior in social phenomena, in this case is racism in Men of Honor film. This study used literature sociology approach. In collecting the data, the writer watched the Men of Honor film directed by George Tillman Junior for several times, chose the data dealing with the problems that would be investigated, namely racism, identified which data were categorized into racism, selected the data which were related to the purpose of the study, and rewrote all of the data about racism depicted in the film. The finding showed that racism toward Negroes in this film could be seen from the discriminative attitude or treatment between white Americans and Black American or Negroes, such as: different day for swimming and different occupations in the navy. It also could be seen from the refusals which were accepted by Negroes, such as: refusal in the diving school and refusal to enter bar. In this film, there were two kinds of reaction done by Negroes toward discrimination in racism, namely: they were only accepted the racism toward them, and sometimes they struggled against racism toward them. And the effects of discriminative attitude toward Negroes on White Americans were that some White Americans became to feel superior, and some had pity on Negroes

The Land-Grant Colleges for Negroes 1914-1945: A Study in Higher Education

This study is part II of, The Development of Higher Education for Negroes with Special Reference to the Land-Grant Colleges. The original problem arose out of the general field of the development of American democracy as it expressed itself in the development of opportunities for all its people through a medium of education. C. B. White wrote on this problem and found that higher education for Negroes between 1890 and 1914 was inadequate. Negro higher education has been singled out because of the fact that it has some special problems which have come out of the Negroes\u27 abnormal relationship to American life, negroes constitute a fourth of the population of the South, and it is in this section that three-fourths of the Negroes in America live. Here the Negro is among the multitudes of those who are ill-clothed, ill-housed, and ill-fed. He is a victim of a prevailing cultural lag and of an unsatisfactory economy. Higher educational institutions for Negroes are located largely in the South and thus are a part of the south, under a dual system of education based upon a tax structure inadequate to the efficient support of a single system of education even for white youth, the Negro must be taught the essentials of democratic living. The educational inequalities and economic disadvantage of southern regions, together with the Negro\u27s special handicaps within the area, make it impossible to consider adequately the higher education of Negroes apart from the complex of problems inherent in a dual society and the Negro\u27s segregated life. It is increasingly evident that Negroes have developed along educational and cultural lines more rapidly than our social systems have changed in adjustment to the situation. This disequilibrium appears in the occupational limitations placed on Negroes of ability and training; it is also apparent in the number of negroes ready for graduate and professional training in areas in which inadequate provisions and sometimes no provision has been made for meeting their needs. This paper will attempt to assemble and interpret such social, economic, and educational date as to indicate programs of higher education needed, and to indicate the nature of educational service now rendered to meet those needs

The Black Laws of Oregon

For a state whose Negro population has always been tiny, Oregon has devoted a surprising amount of political energy to the question of what the status of Negroes in the state and nation should be. The actions and arguments of its legislative bodies have more or less followed the national patterns, reflecting the ebb and flow of the United States\u27 concern as a whole with Negroes\u27 place in this society. Before the Civil War, and again during Reconstruction, whites in Oregon were preoccupied with the Negro Problem, as was the rest of the country. During the establishment of the system of segregation in the South, between 1890 and 1920, the matter came up again in the state. More recently, legislative action has mirrored the Civil Rights movement. One of the ways in which white Oregonians attempted to deal with the question of Negro status prior to the Civil War was by avoiding Negroes. This was the idea behind a series of proposals in the 1840\u27s and 1850\u27s to exclude Negroes from the region. The movement culminated in the establishment, by popular vote, of a clause in the state constitution prohibiting free Negroes from residing in Oregon, owning property there, or making contracts or maintaining legal actions in the state. Such enactments were peculiar to Oregon; several states in the Mississippi Valley and the Old Northwest tried similar measures.1 Oregon\u27s situation was unusual, though, in that there were so few Negroes in the territory and no large number of either free Negroes or slaves within 2,000 miles. Since most of Oregon\u27s white settlers lived in the Mississippi Valley before migrating to Oregon, it has been assumed that they were expressing attitudes formed before migration. Local situations, however, also played an important part in the development of the territory\u27s black laws. This study proposes to trace the history of Oregon\u27s legislation concerning Negroes, with particular reference to the exclusion laws, from the first such proposal in 1843 to the final repeal of the anti-Negro provisions of the state constitution in 1926-27.2 The causes, development, nature, and effects of such legislation will be examined and compared with Oregon\u27s expressions of opinion on national matters such as the Reconstruction amendments and the development of Jim Crow laws in the South. From this investigation some conclusions will be drawn about the nature of white Oregonians\u27 attitudes toward Negroes

Health Conditions of Negroes in Beaumont, Texas, and Their Implications for Health Education

The problem dealt with in this study is the status of health of Negroes in Beaumont, Texas; how these conditions may be improved and the extent to which these conditions and problems may be solved through health education. Suggested activities that the community might use, desired outcomes of the activities, agencies through which the program might work are set forth in this study. This study is a survey and examination of the habits and living conditions of Negroes of Beaumont, for the purpose of determining the nature and extent of the conditions and problems. The writer plans, in this study, to find out the health habits and practices of the families studied, the availability of community health services, the environmental conditions of Negroes, and to determine the extent to which health education can remedy these conditions. This study will be made of health conditions of Negroes in Beaumont, Texas, based on a survey of 100 Negro families in the city. The data is pertaining to a program of health education for the community, a study of work done and facilities of health for Negroes, and recommendations for better work with Negroes

The Theology and Psychology of the Negroes\u27 Religion Prior to 1860 as Shown Particularly in the Spirituals: A Thesis

In this thesis the writer has endeavored to treat the distinctive religion of the American Negroes so as to make evident, as far as he is able, the circumstances of its origin, its early development, the changes which have conditioned it, the theology in which it has been formulated, and the psychological motives which have been expressed in it. This study is made with the following specific objectives in view: 1. To study the Negro Spirituals as a body of musical literature in which the Negroes\u27 religion prior to 1861 is embodied. 2. To point out the most outstanding features of the religion of the West Africans, in order to see to what extent they revealed themselves in the religion of the Spirituals. 3. To make a detailed study of the religious instruction received by the Negroes from 1619 to 1861 in order to see what characteristics they borrowed from American Christianity. 4. To describe the theology of the Negroes\u27 religion as revealed in the Spirituals. 5. To point out the underlying psychological effects of the revivalists worship upon the Negroes\u27 religion. My thesis is that the Negroes\u27 religion is not African, but American, a religion that was created by their contact with Christianity in America. In so doing, I place great emphasis upon the fact that the Negroes were secured in Africa and dispersed in America in such a way to break the continuity of their cultural heritage. If anything of the African remained, it was their emotional tone and culture rather than their religious conceptions

Contacts of Negroes and Whites in Morgantown

This thesis is an analysis of Negro-white contacts within the city limits of Morgantown, West Virginia. The specific hypothesis is that contacts which Negroes have with whites vary in frequency and intensity according to the institutional or neighborhood settings in which they occur, and with the age and sex of the individuals involved. A supplementary thesis is that the attitudes of Negroes toward whites are conditioned by the contacts they have with whites. The investigative techniques employed were those of personal interview, schedule and first hand observation of the author. The study revealed the following conclusion: Contacts with whites exists for all of the Negroes of Morgantown. The majority of the contacts are institutionalized and are different for different classes and categories of people. Negroes of the professional class have more contacts within the institutions which are highly rated by the values of our society than do Negroes of lower occupational status. Most of the contacts between the adults of the two races occur in occupational and business relations and involve very little intimacy. The contacts between the children of the two races occur mostly in recreation and are of a more intimate nature. There is considerable suspicion and distrust between the two races, but the Negroes are anxious to be accepted as equals by whites

Pennington to Richard Smith, July 25, 1965

Pennington writing to Richard Smith, Secretary of the Refugee committee in the American Friends Service Committee, on refugee resettlement, preference for settling Negroes in areas with other Negroes, etc.https://digitalcommons.georgefox.edu/levi_pennington/1305/thumbnail.jp

Slavery and Stratification

My own experience as an American have led to questions concerning stratification of Negroes by Whites and Negroes by Negroes. What, if any, is the history behind these social distinctions, based primarily on variables such as race and skin-color gradations? Evidence as to achievements by people representing all races and skin-color gradations is more available today than say, during slavery, because of better opportunities for all citizens of this country to become informed vis the mass media. What is there in history that lends basis to these ridiculous myths based on race and skin-color gradations? Could the institution of slavery in the United States be associated with these startifications? If so, what are the aspects of slavery that helped produce these stratifications of Negroes by Whites and Negroes by Negroes? In addressing myself to this problem, I intend to first list and operationally define the key variables in my problem. Then the probable associations among these variables will be inferred, followed by a triangulative historical analysis utilizing multiple data from various sources, to test my problem. Webb, Campbell, et al view that triangulations of data is the best method of controlling for rival explanations and/or data combinations. It is my hope that this thesis will be an addition to the somewhat limited current collections of works about the Negro and stratification, by “insiders” such as myself