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Afro-Creoles and Straight University in Reconstruction New Orleans, 1862-1896 Dana C

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Afro-Creoles and Straight University in Reconstruction New Orleans, 1862-1896 Dana C Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2013 Toward an Ideal of Moral and Democratic Education: Afro-Creoles and Straight University in Reconstruction New Orleans, 1862-1896 Dana C. Hart Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Education Commons Recommended Citation Hart, Dana C., "Toward an Ideal of Moral and Democratic Education: Afro-Creoles and Straight University in Reconstruction New Orleans, 1862-1896" (2013). LSU Doctoral Dissertations. 3103. https://digitalcommons.lsu.edu/gradschool_dissertations/3103 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 Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. TOWARD AN IDEAL OF MORAL AND DEMOCRATIC EDUCATION: AFRO-CREOLES AND STRAIGHT UNIVERSITY IN RECONSTRUCTION NEW ORLEANS, 1862-1896 A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in The School of Education by Dana C. Hart B.A. University of Massachusetts, Amherst 1998 M.A. Boston College, 2002 May 2014 ACKNOWLEDGMENTS To begin, this project would not be possible without the guidance and support of my excellent dissertation committee. Dr. Roland Mitchell, you provided the foundation for me and instilled a sense of excitement and awe in exploring historically Black colleges and universities. Without your support and partnership, this idea would not have come to fruition. Dr. Petra Hendry, you also offered the encouragement and intellectual capital to propel this idea forward, and challenged me to reimagine history in new and exciting ways. It was through your guidance and teaching that I developed an interest in the Atlantic World and New Orleans over its three hundred-year history. I am grateful for the opportunity to revisit the past with you and highlight the subjective, psychological side of the historical process. Dr. Paul Binford, you provided invaluable advice and insight that helped inform the archival research and writing process. I am truly grateful for your time and suggestions in developing my historical writing. I also wish to extend my gratitude to my Dean‘s Representative Dr. Andrea Morris. Thank you for your guidance and support throughout this entire process. Finally, I want to extend my gratitude to my friend and colleague, Dr. Tommy Karam. Your wisdom and encouragement certainly made this process easier to navigate. I appreciate all of your advice and careful guidance. I also want to thank Shannon Prest Cole for her expert editing efforts. This was by no means a small task. Shannon, you opened my eyes to new ways of looking at this project. Thank you for that. I also wanted to thank Ben Bourgeois and Brandon Rasberry for their formatting assistance with many of the figures and illustrations in this dissertation. Further, I especially want to thank Bill Silvia for his sage advice and continual guidance throughout my doctoral studies. I‘m grateful for your support and help in my academic and professional endeavors. ii I also want to thank my friends and family who also made this possible. There are so many people to thank, but without a doubt, Berlisha Morton helped me to think critically and believe in myself. Berlisha, your friendship and writing partnership means so much and you challenged me in every possible way. I am so grateful for all that you have done for me and look forward to our writing projects in the years to come! A special shout-out to my friend Eric Platt as well. Eric, thank you for your feedback and help in navigating Louisiana archives and the historical process. You definitely informed this project and helped me develop a further interest in educational history and the Gulf Coast. Thank you for that. This has been a wonderful and challenging journey for me: one of intellectual curiosity and discovery, but also a journey of patience and perseverance. This project would not be possible without the love, advice, and support from my family. My parents—all eight of them— have provided the love and support needed to make a project like this a reality. To my brothers and sisters, thank you for always believing in me! Finally, and least significantly, I want to thank my wife Courtney. I spent considerable time away from you and Jacques, writing at the kitchen table and coffee shops in Baton Rouge and New Orleans. Courtney, your love and support kept me afloat and guided me to the finish line. I did not do this on my own; you carried me in every possible way. I am grateful to be a part of your life. iii TABLE OF CONTENTS ACKNOWLEDGMENTS .............................................................................................................. ii LIST OF FIGURES…………………………………………………………………….…….......vi ABSTRACT ................................................................................................................................. viii CHAPTER ONE: INTRODUCTION AND OVERVIEW ............................................................. 1 Research Questions ................................................................................................................... 12 Situating Straight University in a Historical Context: Possibilities and Limitations ............... 13 Methodological Overview: Ethnographic History and Conceptually Mapping the Past .......... 20 Organization of the Study ......................................................................................................... 25 CHAPTER TWO: ETHNOGRAPHIC HISTORY, METHODOLOGICAL CONSIDERATIONS, AND THE NATURE OF ARCHIVAL RESEARCH.............................. 28 Assumptions and Considerations of Ethnographic History ...................................................... 30 Historiography and Archival Research: A Reimagined Perspective ........................................ 44 Summary Review ...................................................................................................................... 60 CHAPTER THREE: HISTORICAL ASSUMPTIONS AND CONSIDERATIONS OF AFRO- CREOLE IDENTITY AND CULTURE ...................................................................................... 62 Creole: A Curious Word and an Ambiguous Identity .............................................................. 64 Ethnogenesis: Historical Assumptions and Considerations ...................................................... 69 Summary Review ...................................................................................................................... 87 CHAPTER FOUR: AFRO-CREOLES AND THE FOUNDATION OF MORAL AND DEMOCRATIC EDUCATION .................................................................................................... 89 ―Creole‖ Education in New Orleans ......................................................................................... 91 An Ideal of Moral and Democratic Education: Black Women Religious .............................. 102 Summary Review .................................................................................................................... 110 CHAPTER FIVE: HIGHER EDUCATION IN NEW ORLEANS: SOCIAL, POLITICAL, AND PHILOSOPHICAL CONSIDERATIONS ................................................................................. 112 A Changing Landscape: Reconstruction and Black Higher Education .................................. 122 Summary Review .................................................................................................................... 138 iv CHAPTER SIX: AFRO-CREOLES: POLITICS, PROTEST, AND INTEGRATED EDUCATION IN POSTWAR NEW ORLEANS ...................................................................... 140 For the Cause of Democracy: Afro-Creole Protest, Civil Rights, and Public Education ....... 146 Summary Review .................................................................................................................... 164 CHAPTER SEVEN: STRAIGHT UNIVERSITY IN NEW ORLEANS ................................... 167 A New Vision: Building a Campus ........................................................................................ 171 Furnishing an Education: Academics at Straight University .................................................. 188 A New Campus Emerges ........................................................................................................ 200 In the End, A Merger .............................................................................................................. 203 Summary Review .................................................................................................................... 207 CHAPTER EIGHT: THE PLESSY CHALLENGE AND THE STRAIGHT UNIVERSITY LAW DEPARTMENT .......................................................................................................................... 210 The Law Department at Straight University ........................................................................... 214 Martinet and Signs of Protest .................................................................................................. 220 ―To Vindicate the Cause of Equal Rights‖: The Plessy Challenge Reconsidered .................. 228 Summary Review ...................................................................................................................
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