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A Confederate Education in the New South: Southern Academia and the Idea of Progress in the Nineteenth Century

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A Confederate Education in the New South: Southern Academia and the Idea of Progress in the Nineteenth Century Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1994 A Confederate Education in the New South: Southern Academia and the Idea of Progress in the Nineteenth Century. Danny Ray Frost Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Frost, Danny Ray, "A Confederate Education in the New South: Southern Academia and the Idea of Progress in the Nineteenth Century." (1994). LSU Historical Dissertations and Theses. 5870. https://digitalcommons.lsu.edu/gradschool_disstheses/5870 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313/761-4700 800/521-0600 A CONFEDERATE EDUCATION IN THE NEW SOUTH: SOUTHERN ACADEMIA AND THE IDEA OF PROGRESS IN THE NINETEENTH CENTURY A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the reguirements for the degree of Doctor of Philosophy in The Department of History by Dan R. Frost B.A., California State University, Fullerton, 1984 M.A., California State University, Fullerton, 1988 December 1994 UMI Number: 9524449 Copyright 1994 by Frost, Danny Ray All rights reserved. UMI Microform Edition 9524449 Copyright 1995, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Copyright 1994 Danny Ray Frost All Rights Reserved ii ACKNOWLEDGEMENTS I would like to express my appreciation to a number of individuals for their invaluable assistance in helping me complete this dissertation. First, I would like to thank Dr. Edward Muir for remaining on my committee despite relocating to the cold environs of Evanston, Illinois. I would also like to thank Dr. Victor Stater, who provided me with a Tudor-Stuart perspective of New South academia. My special thanks to Dr. Paul Paskoff for giving me his insight into the state of antebellum scientific education. I also want to especially thank Dr. Gaines Foster for sharing with me his extensive knowledge of the New South. I want to extend my personal gratitude to Dr. Charles Shindo for reading drafts of my chapters and encouraging me to actually turn them in. I am particularly appreciative of the combination of guidance and freedom provided by Dr. Charles Royster which enabled me to finish this dissertation in a relatively reasonable length of time. Most importantly, I would like to thank Kou Nelson for the unique perspectives and special support that she provided in helping me conceptualize this project. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................. iii ABSTRACT ...................................................... V INTRODUCTION ....................... 1 CHAPTER 1 PROGRESS AND ACADEMIA IN THE ANTEBELLUM SOUTH ........ 13 2 SEPARATIST EDUCATION AND THE LESSON OF CIVIL WAR 80 3 PROGRESS AND THE ACADEMIC ORIGINS OF THE NEW SOUTH.. 14 0 4 OBSTACLES TO PROGRESS ................................... 2 00 5 LEGACY OF PROGRESS...................................... 2 67 BIBLIOGRAPHY................................................... 329 VITA ............................................................ 380 iv ABSTRACT The idea of progress inspired former Confederate officers who entered academia to transform Southern higher education from its antebellum classical and republican orientation to a postbellum focus on science and utility. Defeat taught these academics that Southern institutions had failed to supply graduates with the scientific skills necessary to compete economically, industrially, and militarily with the North. They concluded that the Confederacy's collapse demonstrated the necessity of abandoning the republican conception of progress, characterized by fears of cyclical decay, in favor of the modern idea of progress which emphasized inevitable and unlimited material and social improvement. Confederate- veterans-turned academics believed scientific education promised to create a prosperous New South founded upon industry and technology. Furthermore, they concluded that progress, controlled by an all-knowing Providence, necessitated Confederate defeat in order that the United States could resolve the problems of slavery and secession so the nation might fulfill its destiny of achieving a perpetual and progressive republic. They also applied their faith in science to history in an effort to prove scientifically that the war was not fought for slavery but for democratic principles. This permitted Confederate veterans-turned-academics to honor the memory of the Confederacy, reconcile with the North without recrimination for their failure to win Southern independence, and move forward to build the New South. These academics did not see the Lost Cause and the New South as separate or competing myths or creeds, but instead viewed them as part of a single progressivist ideology. The Civil War generation of academics intellectually defined the Southern idea of progress and passed it on to their students, thereby creating a perpetual expectation for the arrival of the New South. vi INTRODUCTION "From Gen. Robert Lee, down, a large number of eminent military men were summoned to the office of president and professor in the collegiate... schools— revived or newly established in the years after 1865," observed the native of Massachusetts and Unitarian minister Amory Dwight Mayo in an 1889 address to a meeting of the National Educational Association in Nashville. "No class of able Southern gentlemen," Mayo continued, have done so much in the educational revival of the past twenty years as these men; who hung up sword to wield the professor's 'pointer' and retired from the well-fought field of arms to maneuver, on the blackboard, the columns of symbolic signs that prophesy the coming civilization of a continent.1 Mayo's observation revealed his understanding of the convictions prevalent among Confederate officers who entered academia and combined the hope of postbellum reconciliation with a millennial idea of progress. Historians, however, have generally ignored or rejected both Mayo's assessment of the role former Confederate veterans played in revitalizing Southern higher education and his insight into the mind of postbellum Southern academics. This neglect results partly from a lack of academic monographs on postbellum Southern ‘A. D. Mayo, The Training of Teachers in the South: A Paper Read Before the Normal Department. National Educational Association. Nashville. Tenn.. July. 1889 (n. p. , [1889]), p. 2. 1 2 higher education, especially for the years between the end of the Civil War and the turn of the century. Furthermore, the studies that exist describe the Civil War generation of postbellum educators as incompetent and inimical to educational reform. The image of these academics is also colored by a historical interpretation that views former Confederate officers as beholden to Old South attitudes and hostile to innovation and change. Consequently, Confederate veterans who entered academia after the war are viewed as antagonistic or apathetic to changes in curricula and teaching methods that occurred elsewhere in the United S t a t e s .2 2Thomas G. Dyer, "Higher Education in the South Since the Civil War: Historiographical Issues and Trends," in The Web of Southern Social Relations: Women. Family, and Education, eds. Walter J. Fraser, Jr. and Jon L. Wakelyn (Athens: University of Georgia Press, 1985), pp. 127, 130; Frederick Rudolph, The American College and University: A History (New York: Alfred A. Knopf, 1962), p. 244; Allan M. Cartter, "The Role of Higher Education in the Changing South," in The South in Continuity and Change, eds. John C. McKinney and Edgar T. Thompson (Durham,
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