DOCSLIB.ORG

The People's Democratic Republic of Algeria Ministry of Higher Education and Scientific Research Faculty of Letters and Human

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The People's Democratic Republic of Algeria Ministry of Higher Education and Scientific Research Faculty of Letters and Human THE PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH FACULTY OF LETTERS AND HUMANITIES A THESIS SUBMITTED FOR THE DEGREE OF DOCTORAT IN ENGLISH OPTION: CIVILISATION HEGELIAN THEMES IN BLACK AMERICAN THOUGHT: FROM FREDERICK DOUGLASS TO MALCOLM X Submitted by: SABRINA ZERAR Supervised by: Professor Yamina Déramchia PANEL OF EXAMINERS Barkaoui Miloud Prof. University of Annaba, Chairman Déramchia Yamina, Prof. University of Algiers, Supervisor Bensemmane M’hamed Prof. University of Algiers, Examiner Bendjedou Med Yazid, M. C. University of Annaba, Examiner Mansouri Brahim, M. C. University of Algiers, Examiner Maoui Hocine, M. C. University of Annaba, Examiner SEPTEMBER 2009 Contents Acknowledgements …………………………………………………………………….I Abstracts…………………………………………………………………………………III General introduction………………………………………………………………………………… 1 Chapter One: Hegel’s Master-Slave Dialectic and Douglass’s Slave Narrative: An Essay in Relation. Introduction………………………………………………………………………………23 A. Douglass’s Life, Times, Affinities and Influence……………………………………………… 24 B. The Representation of Freedom in the Narrative of the Life of Frederick Douglass……….34 C. Douglass’s Version of the Hegelian Dialectic of the Slave and Master ……………………..53 D. The Hegelian Journey to Self-Consciousness in Douglass’s Life and Times……………….68 Conclusion………………………………………………………………………………..74 Chapter Two: Up From Douglass’s Slave Narrative: Booker T. Washington, Georg W.F. Hegel and the American School of Slavery Introduction……………………………………………………………………………….79 A.. Booker T. Washington: Life, Times and the Quest for Legitimacy as Leader………………….80 B. Property and Freedom in Up From Slavery ………………………………………………………100 C. Providential History and the American School of Slavery……………………………………….111 Conclusion ………………………………………………………………………………123 Chapter Three: The Slave Narrative Revisited: W.E.B. DuBois as Historicist and Cultural Critic Introduction……………………………………………………………………………….128 A.DuBois’s Life, Times and Influence………………………………………………………………….129 B. DuBois and the Hegelian View of History ………………………………………………………….138 C. DuBois and Hegel: Cultural Critics Both …………………………………………………………..150 D. DuBois’s Displacement of Hegel’s Master-Slave Dialectic to Family Romance………………168 E. DuBois’s Ethical State and the Myth of the Negro’s Cultural Deficiency………………………..177 Conclusion………………………………………………………………………………….186 I Chapter Four: Marcus Garvey’s Maroonage in Roaring Twenties America and the Quest for National Self-Determination Introduction...………………………………………………………………………….194 A. Garvey’s Life, Times and Influence ……………………………………………………………..196 B. Garvey, Hegel and the Purification of Desires………………………………………………….205 C. Garvey, Hegel and the Negro as a Homo Economicus………………………………………..209 D. Hegel, Garvey and the Moral Imperative ………………………………………..………………217 E. Garvey, Hegel and the Ethical State as a Locus of Objective Freedom …………………….219 F. Patriotism and the Ethical State…………………………………………………………………..223 Conclusion: ……………………………………………………………………………… Chapter Five: King’s Moral Upgrading of the Master-Slave Dialectic and Aesthetic Staging of Providential History Introduction…………………………………………………………………………….… 242 A. King’s Times and Rise to Black Leadership……………………………………………………….243 B. King’s Life as a Hegelian Dialectic of Growth……………………………………………………...250 C. The Moral Upgrading of Hegel’s Master-Slave Dialectic …………………………………………264 D. Providential History and the Aesthetic Staging of Non-Violent Protest………………………….276 Conclusion…………………………………………………………………………………..287 Chapter Six: Malcolm X’s Autobiography: Social Bondage and the Struggle for Recognition in the Internal Colony Introduction…………………………………………………………………………………292 A. Malcolm X’s Life and Times From a Comparative Perspective……………………………………297 B. The Internal Colony and the Hegelian Dialectic……………………………………………………..309 C. Hegelian and Puritan Providential History……………………………………………………………319 Conclusion…………………………………………………………………………………...334 General Conclusion………………………………………………………………………...339 Selected Bibliography……………………………………………………………………..358 II ACKNOWLEDGEMENTS My special thanks are due to my supervisor Professor Yamina DERAMCHIA for her insightful guidance, invaluable assistance and positive attitude. I must say that I was really privileged to have worked under her supervision for these last five years. While I commend her sense of professionalism I shoulder the responsibility for any remaining blemishes in this research. My special thanks are also due to the panel of examiners, who have kindly accepted to examine it. No matter what their final appreciation of the work is, I will always remain grateful to each and every one of them for taking time to read it with a critical eye at this very hectic period of the academic year. I address similar thanks to the staffs of the English Department Library, University of Tizi-ouzou; of the Library of the Anglophone World, University of New Sorbonne Paris III; and of the Library François Mitterrand, for their constant cooperation and patience. The list of former teachers, family and friends, colleagues and students who have directly or indirectly encouraged me in completing this research is too long to allow me to name each of them personally. So, to all of them, in the same breath, I extend my heartfelt thanks, sure that each will recognise herself or himself in these acknowledgements. To colleagues of mine at the Department of English who have not yet completed their research, I take this opportunity to wish them full success. Finally, I reserve my very special thanks for the one man and friend in my life, my husband, who has never ceased offering loving support, moral encouragements and unobtrusive assistance throughout the preparation of this research; and to my children who, though still at a tender age, patiently accepted the sacrifice of a mother’s full presence. III Abstract This thesis discusses the Hegelian themes in the works of six representative figures in Black American political thought: Frederick Douglass, Booker T. Washington, William B. DuBois, Marcus Garvey, Martin Luther King Jr. and Malcolm X. It seeks to investigate the articulation of these themes with reference to the major works by George W. Frederick Hegel, namely the Phenomenology of Spirit, The Philosophy of Right and The Philosophy of History. The working hypothesis at the basis of the research is that the quest for social recognition and freedom at the heart of a minority thought like that of the Black American thinkers can be fully grasped within a Hegelian theoretical framework. Taking its bearings from new historicism, cultural materialism and post-colonial theory, this research tries to show that the six Black thinkers under study have, each in his own manner, seized on the methodological tools and themes that Hegel supplied in his works to articulate their concerns for social recognition and freedom. This study attempts to illustrate that each and every writer in the selected corpus has given emphasis to particular Hegelian themes depending on the historical and socio-cultural conditions in which he produced his work. For example, writing in the Abolitionist period of the first half of the nineteenth century, Douglass foregrounded the dialectic of the slave and master. The spirit of resistance remains the dominant feature of his autobiography. The case of Washington was different. Coming onto the post-Reconstruction stage of American history known as the Gilded Age, an age that witnessed the compromise over the ideals of racial freedom, Washington played down the spirit of overt resistance and played up that of accommodation. Washington took his cue from Douglass as regards the importance of industrial education and skilled labour for racial liberation and proceeded to elaborate a philosophy of rights similar to that of Hegel in its seeming abandonment of militancy for political rights. The age of the progressives at the beginning of the twentieth century was the age during which DuBois’s political thought as regards the racial issue reached its full development. Just like the white progressives, DuBois was steeped in the German/Hegelian social thought of the period. Like them he sought to remedy the ills in the social fabric of the Ethical State by resorting to liberal education and cultural refinement. One of the arguments is that DuBois supplemented Hegel’s the Philosophy of World History by including the Negro as one of its prime movers towards the Absolute. In the process of setting the Negro on the stage of World History alongside the likes of Shakespeare, DuBois made no elbow room for the Hegelian slave about whom his contemporary fellow Black man Washington had made such a big case. Marcus Garvey took over the idea of racial separation from Booker T. Washington in the 1920s to elaborate the idea of a nostos or a return of the Black race to Africa. In this emphasis on the idea of a nation as a sine qua non condition for racial self-definition and the achievement of freedom, Garvey came close to Hegel’s ethical state as an organic unity. Racial nationalism is related to the nativist thought of the “roaring twenties”. With Garvey’s deportation in 1925, the racial issue temporarily lulled up because of the Great Depression before surging up again with the reversal of the “separate but equal” doctrine by the Supreme Court decision of 1954. The international context marked by the start of the Cold War and the “blowing winds” of decolonisation as well as the assumption of world leadership by the United States
Load more

Recommended publications
  • Patrick Henry (1775)
    M/S FM 4/16/01 3:52 PM Page i ® Book of Great American Speeches for Young People Edited by Suzanne McIntire John Wiley & Sons, Inc. New York • Chichester • Weinheim • Brisbane • Singapore • Toronto fcopyebk.qxd 8/15/01 9:52 AM Page ii For my children, Phinney and Will Copyright © 2001 by Suzanne McIntire. All rights reserved American Heritage and the eagle logo are registered trademarks of American Heritage Inc. Their use is pursuant to a license agreement. Published by John Wiley & Sons, Inc. Design and production by Navta Associates, Inc. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4744. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 605 Third Avenue, New York, NY 10158-0012, (212) 850-6011, fax (212) 850-6008, e-mail: [email protected]. The publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the pub- lisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional person should be sought.
    [Show full text]
  • Proverbs Are the Best Policy
    Utah State University DigitalCommons@USU All USU Press Publications USU Press 2005 Proverbs are the Best Policy Wolfgang Mieder Follow this and additional works at: https://digitalcommons.usu.edu/usupress_pubs Part of the United States History Commons Recommended Citation Mieder, W. (2005). Proverbs are the best policy: Folk wisdom and American politics. Logan, Utah: Utah State University Press. This Book is brought to you for free and open access by the USU Press at DigitalCommons@USU. It has been accepted for inclusion in All USU Press Publications by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. Wolfgang Mieder Proverbs are the Best Policy Folk Wisdom and American Politics Proverbs Are the Best Policy Proverbs Are the Best Policy Folk Wisdom and American Politics Wolfgang Mieder Utah State University Press Logan, Utah Copyright © 2005 Utah State University Press All rights reserved Utah State University Press Logan, Utah 84322–7800 www.usu.edu/usupress/ Manufactured in the United States of America Printed on acid-free paper Library of Congress Cataloging-in-Publication Data Mieder, Wolfgang. Proverbs are the best policy : folk wisdom and American politics / Wolfgang Mieder. p. cm. Includes bibliographical references (p. ) and indexes. ISBN-13: 978-0-87421-622-6 (pbk. : alk. paper) ISBN-10: 0-87421-622-2 (pbk. : alk. paper) 1. United States--Politics and government--Miscellanea. 2. United States--Politics and government--Quotations, maxims, etc. 3. Proverbs, American. 4. Proverbs--Political aspects--United States. 5. Rhetoric --Political aspects--United States. 6. Politicians--United States --Language. I. Title. E183.M54 2005 398.9’21’0973--dc22 2005018275 Dedicated to PATRICK LEAHY and JIM JEFFORDS U.S.
    [Show full text]
  • "Do Unto Others As You Would Have Them Do Unto You": Frederick Douglass's Proverbial Struggle for Civil Rights
    "Do Unto Others as You Would Have Them Do Unto You": Frederick Douglass's Proverbial Struggle for Civil Rights Author(s): Wolfgang Mieder Source: The Journal of American Folklore, Vol. 114, No. 453 (Summer, 2001), pp. 331-357 Published by: American Folklore SocietyAmerican Folklore Society Stable URL: http://www.jstor.org/stable/542026 Accessed: 01/11/2010 16:28 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=illinois and http://www.jstor.org/action/showPublisher?publisherCode=folk. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. University of Illinois Press and American Folklore Society are collaborating with JSTOR to digitize, preserve and extend access to The Journal of American Folklore.
    [Show full text]
  • Frederick Douglass: an American Adult Educator
    The University of Southern Mississippi The Aquila Digital Community Dissertations Spring 5-2010 Frederick Douglass: An American Adult Educator Jerry Paul Ross University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Adult and Continuing Education Administration Commons, Other Education Commons, and the United States History Commons Recommended Citation Ross, Jerry Paul, "Frederick Douglass: An American Adult Educator" (2010). Dissertations. 950. https://aquila.usm.edu/dissertations/950 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi FREDERICK DOUGLASS: ANAMEruCANADULTEDUCATOR by Jerry Paul Ross Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi iin Partial Fulfillment of the Requirements May 2010 ABSTRACT FREDERJCK DOUGLASS: AN AMERJCAN ADULT EDUCATOR by Jerry Paul Ross May 2010 Throughout his I ife, Frederick Douglass struggled to be something extraordinary. He rose from a life in slavery to become the most prominent African-American of his day and a leading figure in the abolitionist movement. Lost in the discussion of his life are the adult education roles that he played throughout his life and career. Beginning while he was still a slave and extending until his death, he worked to educate adults in order to transfonn individual lives and society as a whole. Douglass was primarily engaged in adult education in the fields of religious adult education, social movements, popular education, and political activism.
    [Show full text]
  • Slavery and Freedom
    Unit 7 SLAVERY AND FREEDOM Race and Identity in Antebellum America Authors and Works the genre of the slave narrative? How was the genre developed, adapted, and modified by the writers Featured in the Video: included in this unit? How does the slave narrative Frederick Douglass, Narrative of the Life of Frederick compare to the captivity narratives written in the Douglass (autobiography/slave narrative), My seventeenth century (Mary Rowlandson’s narrative, Bondage and My Freedom (autobiography/slave for example)? narrative), “The Meaning of July Fourth for the I How do ideals of domesticity, femininity, and Negro” (speech) sentimentality shape nineteenth-century American Harriet Jacobs, Incidents in the Life of a Slave Girl literature and reform movements? (autobiography/slave narrative) I How do the regional differences between the Harriet Beecher Stowe, Uncle Tom’s Cabin (senti- American North, South, and West (geographic, eco- mental novel) nomic, and demographic) influence antebellum lit- erature? Discussed in This Unit: I What is the relationship between oral expres- Sorrow Songs (African American musical tradition) sions such as Sorrow Songs and printed literature? Briton Hammon, “Narrative of the Uncommon How did African American oral traditions influence Sufferings and Surprizing Deliverance of Briton American music and literature? Hammon” (captivity narrative) I What is the relationship between slave narra- Lydia Maria Child, “Mrs. Child’s Reply” (letter) tives and captivity narratives? How did the genre of Abraham Lincoln, “A
    [Show full text]
  • The Nineteenth Century Character Assassination of Benjamin Franklin
    ALL ABOUT THE BENJAMINS: THE NINETEENTH CENTURY CHARACTER ASSASSINATION OF BENJAMIN FRANKLIN by CHARLES ROBERT DIXON A DISSERTATION Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of English in the Graduate School of The University of Alabama TUSCALOOSA, ALABAMA 2011 Copyright Charles Robert Dixon ALL RIGHTS RESERVED ABSTRACT Early in his Autobiography , Benjamin Franklin proclaims that the chief benefit of the autobiographical form is that it affords one the opportunity to replicate oneself. In his self- replication, Franklin creates an American mythos of success that shaped America’s imagined nationalist identity. Franklin’s construction of the American success hero was informed by his philosophy of tangible character-building via the traits we traditionally associate with Franklin, such as industry and frugality. Yet, one of the most evident, but perplexingly overlooked features of Franklin’s Autobiography is his extensive use of irony as a rhetorical and literary device. Franklin’s use of irony indicates an awareness that his hero was first and foremost a written creation, which infuses his narrative with a complexity that belied the matter-of-fact prescriptions for success lying on its surface. Over the course of the nineteenth century, autobiographical emulators of Franklin appropriated his narrative to suit their own purposes, ignoring or suppressing his irony in the process. These appropriations result in a fracturing of Franklin’s original character into multiple Benjamins.
    [Show full text]
  • Black May 2013
    PRINT AND PERFORMANCE IN AMERICAN ABOLITIONISM, 1829-1865 A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Alex William Black May 2013 © 2013 Alex William Black PRINT AND PERFORMANCE IN AMERICAN ABOLITIONISM, 1829-1865 Alex William Black, Ph.D. Cornell University 2013 “Print and Performance in American Abolitionism, 1829-1865” examines the relationship between the printed and performed work of Frederick Douglass, Harriet Beecher Stowe, and Abraham Lincoln. It argues that each kind of work contributed to the other’s creation and presentation. The failure of their early efforts showed once and for all that the abolitionists would not have access to a system that allowed for the disembodied distribution of texts. Even if they continued to use the medium of print to publish their message, there would be immediate demands on their bodies for its circulation. They would need texts that could be easily distributed, but that could also elicit more distribution. These texts would instruct the reader how to perform them and how to get others to do the same. The proliferation of abolitionist literature is generally understood to have been a product of reprinting. In fact, reprinting worked in cooperation with reenacting. To date, studies of slavery and abolition have considered one medium or another. “Print and Performance in American Abolitionism, 1829-1865” investigates the coordination of material process and embodied practice that distinguished the abolitionist movement. BIOGRAPHICAL SKETCH Alex William Black was born in Bakersfield, California. He holds degrees from Highland High School, the University of California, Berkeley, and Cornell University.
    [Show full text]
  • A Narrative of the Life of Frederick Douglass, an American Slave
    A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF FREDERICK DOUGLASS’S A NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS AN AMERICAN SLAVE By ARTHEA J.S. REED, Ph.D. SERIES EDITORS: W. GEIGER ELLIS, ED.D., UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Frederick Douglass’s A Narrative of the Life of Frederick Douglass an American Slave 2 INTRODUCTION Frederick Douglass’s slave narrative is readily accessible to high school students. It is short (slightly more than 120 pages), easy to read and understand, and filled with warmth and wisdom. In addition it presents a vivid picture of a horrifying period of American history that far too few students understand. Students may read about the institution of slavery in history textbooks, some of which attempt to show the cruel inhumanity of many slave owners, but no textbook allows students to see and feel the fear, pain, and hate. Douglass’s narrative of his life as a slave lets readers feel the fear he has as a small child separated from his mother, allows us to experience with him the pain inflicted by undeserved whippings and weakness caused by too little food and too much physical exertion, and helps us understand not only the hate of the slave for the master but the sickness of hate that allowed human beings to keep other human beings as chattel. Frederick Douglass not only provides students with an understanding of the horrors of slavery but also helps students understand how they can overcome adversity.
    [Show full text]
  • Frederick Douglass from Slavery to Freedom: the Journey to New York City
    Frederick Douglass from Slavery to Freedom: the Journey to New York City Educator’s Guide Developed by the Gilder Lehrman Institute of American History with a Biographical Introduction by Professor Steven Mintz of the University of Houston Contact Susan Saidenberg, Director of Exhibitions and Public Programs at the Gilder Lehrman Institute of American History, at [email protected]. Table of Contents I. Brief Chronology of the Life of Frederick Douglass 1 II. Frederick Douglass: A Biography, by Steven Mintz 3 III. Excerpts from Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself , and Suggested Discussion Questions a. Life Under Slavery 8 b. Learning to Read: Hope for Liberty 10 c. Turning Points 12 d. Escape to Freedom 14 IV. The Fourth of July Speech 15 V. Frederick Douglass: Linking the Past and the Present 18 VI. Recommendations for Further Reading 19 VII. Mission Statement of the Gilder Lehrman Institute 20 Brief Chronology of the Life of Frederick Douglass February 1818 Born on Hill Farm, Talbot County, Maryland 1826 Sent to live with Hugh Auld’s family in Baltimore 1834 Hired out as a field hand for a year to a “slave breaker” September 3, 1838 Escapes to New York City and then settles in New Bedford, Massachusetts 1845 Publishes his first autobiography, Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself 1845-1847 Travels in Great Britain as an abolitionist lecturer 1847 Publishes his first issue of weekly newspaper North Star from Rochester, New York 1859-1860 Following Harper’s Ferry Raid, flees to Great Britain for safety 1863 Leads recruitment of black troops for the Union Army 1 1872-1874 Moves to Washington, D.C., and becomes president of Freedmen’s Savings Bank 1877-1883 Holds offices in the District of Columbia 1889-1891 Serves as U.S.
    [Show full text]
  • The Active Virtue of the Columbian Orator
    Memorandaand Documents THE ACTIVE VIRTUE OF THE COLUMBIAN ORATOR GRANVILLE GANTER Na well-knownpassage describinghis earlyeducation, Frederick Douglass identifiesa book he readwhile still a slavein Baltimore. The text,The ColumbianOrator (1797), by Caleb Bingham,enabled Douglass,he said, "to uttermy thoughts and to meet the arguments broughtforward to sustainslavery."' The appeal of Bingham'sOrator is not immediatelyobvious to the modern reader. Containing speechesfrom Greek, Roman, British, French, and Americanpolitical history,dramatic excerpts and adaptations,and severalmillennially in- flectedsermons and religiousselections, the Oratorseems a rather unremarkablevehicle of piety,patriotism, and Enlightenedrepubli- canism.Even its stronganti-slavery sentiments can be foundin other Englishand Americanschoolbooks composed prior to 1820.2 Butwith 200,000 copies sold by 1832, Bingham'sColumbian Orator was a standard,and widelyimitated, text in Americansecondary school edu- cationfrom the late 1790s to 1820.3Because a numberof othertexts werepatterned on theColumbian Orator, it has been treatedas a typ- ical educationalanthology for its era, but by encouraginggenerations The authoris gratefulto the GraduateCenter of the City University of New Yorkfor a dissertationyear fellowship that provided funds for the research on whichthis essay is based. 'FrederickDouglass, Narrativeof the Life of FrederickDouglass, in The Classic Slave Narratives,ed. HenryLouis Gates (New York:Mentor, 1987), p. 279. 2See Ruth Elson, Guardiansof Tradition(Lincoln: Universityof NebraskaPress, 1964),pp. 65-90. 3GeorgeLittlefield, Early Schoolsand School-booksof New England(Boston: Club of Odd Volumes,1904), p. 156. Sales figuresfor Bingham's texts are probablylow. Ac- cordingto WilliamFowle's 1858 "Memoirof Caleb Bingham,"the anthologist cared lit- tle forbusiness and sold permissionto publishrather than take royalty fees (American Journalof Education 10 [September1858]: 325-49).
    [Show full text]
  • Book of Great American Speeches for Young People
    M/S FM 4/16/01 3:52 PM Page i ® Book of Great American Speeches for Young People Edited by Suzanne McIntire John Wiley & Sons, Inc. New York • Chichester • Weinheim • Brisbane • Singapore • Toronto fcopyebk.qxd 8/15/01 9:52 AM Page ii For my children, Phinney and Will Copyright © 2001 by Suzanne McIntire. All rights reserved American Heritage and the eagle logo are registered trademarks of American Heritage Inc. Their use is pursuant to a license agreement. Published by John Wiley & Sons, Inc. Design and production by Navta Associates, Inc. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4744. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 605 Third Avenue, New York, NY 10158-0012, (212) 850-6011, fax (212) 850-6008, e-mail: [email protected]. The publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the pub- lisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional person should be sought.
    [Show full text]
  • Xerox University Microfilms
    INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation.
    [Show full text]