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By Peter Schmidt

Sitting in Darkness explores how fiction of the Reconstruction and the recent South intervenes in debates over black colleges, citizen-building, Jim Crow discrimination, and U.S. international coverage in the direction of its territories and dependencies. the writer urges a reexamination not just of the contents and formal recommendations of recent South literature but in addition its significance in U.S. literary heritage. Many hardly ever studied fiction authors (such as Ellwood Griest, Ellen Ingraham, George Marion McClellan, and Walter Hines web page) obtain beneficiant realization the following, and famous figures akin to Albion Tourg?e, Frances E. W. Harper, Sutton Griggs, George Washington Cable, Mark Twain, Thomas Dixon, Owen Wister, and W. E. B. Du Bois are illuminated in major new methods. The book\'s readings search to synthesize advancements in literary and cultural experiences, ranging via New feedback, New Historicism, postcolonial reports, black reports, and \"whiteness\" experiences. This quantity posits and solutions major questions. In what methods did the \"uplift\" tasks of Reconstruction-their beliefs and their contradictions-affect U.S. colonial rules within the new territories after 1898? How can fiction that handled those old adjustments support us comprehend them? What relevance does this era have for us within the current, in the course of a second of significant literary innovation and robust debate over how good the main robust state on the earth makes use of its assets? Peter Schmidt is professor of English at Swarthmore university. he's the writer of William Carlos Williams, the humanities, and Literary culture and is the editor (with Amritjit Singh) of Postcolonial concept and the USA: Race, Ethnicity, and Literature (University Press of Mississippi).

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Additional info for Sitting in Darkness: New South Fiction, Education, and the Rise of Jim Crow Colonialism, 1865-1920

Example text

Whitehead, G. McFadden The fundamental cause of our failure in human education . . is due to the fact that . . the world regards and always has regarded education first as a means of buttressing the established order of things rather than improving it. . The object of all education is the child itself and not what it does or makes. —W. E . B. D U B O I S , Darkwater, Du Bois Reader Nowhere does the United States’ conundrum over Reconstruction reveal itself more starkly than in the discourse surrounding the role of public education in the postwar South, especially black schools.

The public for these stories, it is true, was still largely in the North and West, and it was the magazines and publishing houses of New York and Boston that gave the Southern authors their chief stimulus and support. It was one of the happy proofs of the solidarity of the new nation” (246). That new sense of America’s cultural coming-of-age was defined by Perry and the Chronicle of America series in quintessentially Progressivist and imperialist terms. Seeking to imitate the history of the country itself, the Yale series culminated in volumes 43 through 48, a set called The Era of World Power, including volume 46, The Path of Empire.

Henry Grady and other New South leaders “surrendered” to the fragmenting energies of industrial development. Other New South figures clung to an over-simplified, compensatory vision of a pastoral past in local color and plantation fiction (Parrington xix–xxi). S. literary history. Thus 1930 signaled the beginning of the end of the pre-1920 New South’s literary prestige—with Mark Twain the great exception, of course. This winnowing of older New South writers worth reading was greatly accelerated by the rise of Faulkner’s reputation after World War II as the modern southern writer.

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