From A New England Woman S Diary In Dixie In 1865 Classic Reprint

This is the account of a teacher who served with the Freedman's Bureau on Edisto Island off South Carolina.

Excerpt from From a New England Woman's Diary in Dixie in 1865 Some of Miss Ames's friends, who have enjoyed listening to the stories of her southern school life, have frequently begged her to print them. This opportunity of helping to educate a pupil in that wonderful school, which is so great a contrast to the scene of her early efforts, has decided her to allow the diary to be prepared for publication. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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Far from the typical view of Reconstruction in the American South, many well-meaning Yankees went to Dixie after the war to offer help. Mary Ames was one of them.The guns had barely silenced when in May of 1865, wealthy young Northerners, Mary Ames and Emily Bliss, volunteered with the Freedman's Bureau to teach newly emancipated blacks. This diary is the story of that journey. They had quite an adventure, living in abandoned plantation mansions and meeting the leaders of the Freedmen's Bureau, including General O.O. Howard.

From the author of What This Cruel War Was Over, a vivid portrait of the Union army’s escaped-slave refugee camps and how they shaped the course of emancipation and citizenship in the United States. Even before shots were fired at Fort Sumter, slaves recognized that their bondage was at the root of the war they knew was coming, and they began running to the Union army. By the war’s end, nearly half a million had taken refuge behind Union lines in improvised “contraband camps.” These were crowded and dangerous places, with conditions approaching those of a humanitarian crisis. Yet families and individuals—some 12 to 15 percent of the Confederacy’s slave population—took unimaginable risks to reach them, and they became the first places where many Northerners would come to know former slaves en masse, with reverberating consequences for emancipation, its progress, and the Reconstruction that followed. Drawing on records of the Union and Confederate armies, the letters and diaries of soldiers, transcribed testimonies of former slaves, and more, Chandra Manning allows us to accompany the black men, women, and children who sought out the Union army in hopes of achieving autonomy for themselves and their communities. Ranging from the stories of individuals to those of armies on the move to debates in the halls of Congress, Troubled Refuge probes the particular and deeply significant reality of the contraband camps: what they were really like and how former slaves and Union soldiers warily united there, forging a dramatically new but highly imperfect alliance between the government and African Americans. That alliance, which would outlast the war, helped destroy slavery and warded off the very acute and surprisingly tenacious danger of re-enslavement. It also raised, for the first time, humanitarian questions about refugees in wartime and legal questions about civil and military authority with which we still wrestle, as well as redefined American citizenship, to the benefit but also to the lasting cost of African Americans. Integrating a wealth of new findings, Manning casts in wholly original light what it was like to escape slavery, how emancipation happened, and how citizenship in the United States was transformed. This reshaping of hard structures of power would matter not only for slaves turned citizens, but for all Americans.

This book examines teaching as a gendered occupation from the perspectives of contemporary women teachers (ascertained through interviews and participant observation in two schools), and historical teachers (whose views are constructed through diaries and letters archived in libraries). Equally important, the book examines meanings about teachers that circulate in the culture through fiction, biography, and talk. “Synthetic and well written, with a fine sense of historical and empirical detail and an equally fine sense of what is at stake politically and educationally in education today. The book is an important contribution to our understanding of gender relations in education.” —Michael W. Apple, The University of Wisconsin–Madison “This book is a valuable contribution to our understanding of the way conceptions of gender have shaped school practices.” —Kathleen Weiler, Tufts University “Biklen’s qualitative sources provide rich insights and her blend of sociology and history offers a fresh conceptual approach.” —History of Education Quarterly