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• W228249448 abstract "John Dittmer [*] I am pleased and honored to participate in this celebration of a great historian and his work. In preparing these remarks, knowing that I would be the final speaker today, I feared that so much would have already been said about Professor Franklin's career, and the impact of his life and scholarship on academe and on the larger society, that my comments would only echo this eloquent testimony. It turns out that I was right, of course! So to be on the safe side, I knew I would not be repetitive if I began by talking about myself. I am celebrating an anniversary of sorts as well, for it was thirty years ago this month that I first taught From Slavery to Freedom [FSTF], at Tougaloo College in Mississippi. Back then, in the fall of 1967, Mississippi's Closed Society had begun to crack. The civil rights act of 1964 and the voting rights act of 1965 were now in force, and while compliance was not yet widespread, it was apparent that the state no longer had the will to engage in massive resistance to federal law. White attitudes, however, remained locked in the state's history and tradition, one handed down from generation to generation, both at home and in the public schools. I'd like to read you several passages from a book called Mississippi Through Four Centuries. At the time the FSTF was first published, this text was required reading for all 5th-grade students in Mississippi -- in both black and white schools. Here is what these kids read about the slave system in Mississippi: When a group of Negroes had been built up by a plantation owner, it was usually held together. In this way a close relationship between the whites and blacks came into existence. A negro who had served for a long period of time was sure to be cared for in his old age by his master.... The plantation owner was very much interested in the welfare of his slaves. A healthy and contented slave meant a better worker and greater profits. The good health of the slave depended upon good food, clothing, and shelter. The clothing of the Negro was of good quality. The usual distribution was in the spring and the fall. On each occasion two suits or dresses were given. In the fall, shoes and blankets were distributed. This new clothing was in addition to the old. And of the Reconstruction era, here is what the authors of Mississippi Through Four Centuries had to say about the black troops stationed in the state: There were many soldiers left as garrisons. Some of these troops were Negroes. The Negroes frequently conducted themselves in a way to arouse the anger of the people. In cities, the Negro soldiers sometimes took delight in pushing white women off the sidewalks. And what about the blacks who held office during Reconstruction? Many of these Negroes were of the worst type themselves or were under the influence of dishonest white people. Finally, a word about the Ku Klux Klan: A Negro who had been giving trouble in a community might awake some night to find a ghost-clad figure standing by his bed. . . . If these attempts to frighten them did not change the Negroes, the Klansmen would resort to whippings and in extreme cases to killings. The organization helped the South at a difficult time. . . . To make sure the fifth-graders got the message, the discussion questions at the end of the chapter asked: What was the most serious shortcoming of Negro officeholders? What was the purpose of the Ku Klux Klan? And, Give reasons why a Negro militia should not have been organized. Thus at an early age white kids learned that their supremacy over black people was both necessary and proper. While black students took away a very different message. During that first year at Tougaloo I remember a freshman student coming up after our class discussion of Franklin's chapter on Reconstruction. He was so angry that there were tears in his eyes. …" @default.
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• W228249448 date "2000-01-01" @default.
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• W228249448 title "The From Slavery to Freedom Fiftieth Anniversary Symposium, September 19-20, 1997" @default.
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