Tampilkan postingan dengan label W.E.B. Du Bois. Tampilkan semua postingan
Tampilkan postingan dengan label W.E.B. Du Bois. Tampilkan semua postingan

Rabu, 26 September 2012

Teaching W.E.B. Du Bois' The Souls of Black Folk

This week and last in my Paideia course, I had the opportunity of choosing my own "open unit" text. This summer when asked, I looked around for a shortish, important text that I knew fairly well and choose The Souls of Black Folk.  I remembered from it his mind-blowing description of double consciousness, "two-ness" and The Veil that I had encountered as an undergrad. I remembered how many other books and memoirs have referenced those concepts. I remembered the debate with Booker T. Washington and the heart-rending discussion of the loss of his first-born. Seemed like a great text to introduce to undergrads.



What I forgot is how hard it would be for freshmen to read the text. Du Bois has a very florid, Victorian style and uses words that the freshmen are not familiar with.

So how am I dealing with these difficulties? I tried to listen to this roundtable with David Levering Lewis on How to Teach The Souls of Black Folk, but I found the sound trying. It seemed like it would be a great resource, so it is too bad about the sound. Then I decided to focus on a few key concepts (especially as I had to develop paper topics for last Friday's class. Their rough drafts are due this Friday and their final drafts due next Friday. With a library day Monday and presentations on library day Wednesday, last Friday was the first day we really started to delve into the text.

So...major concepts. Double Consciousness. The Veil. Library day I had them search for books and articles in groups that used the concepts. My point was that they were long-lasting and significant ideas that have persisted for a century and more. And that many African Americans still feel like they live with double consciousness and life within the Veil. In order to encourage the understanding of these concepts as conflict for the individual, but also a powerful insight--"gifted with second sight"--I called it a super power. One of my few black students pointed out that it is educated black people who have the super power. I thought that was perceptive, particularly because I think that educated black people, who move between white and black worlds more frequently, experience double consciousness more than black people who live primarily within black communities (even though whites still intrude in the form of tv and institutional power structures). One of my white students seemed affronted that Du Bois was suggesting blacks had this insight into the white and black sides of the Veil while whites do not.

I brought in some contemporary reactions to Double Consciousness and The Veil from this book, which is a collection of interviews and memoir responses to Du Bois's work. That somewhat helped open up the two concepts, although one class did better with it than the other.

The next thing I did was break them up into pairs and have them take on individual chapters. That allowed me to walk through the room and work with some of the struggling students on what their chapter meant. I told them to go to the back of the chapter first, as Du Bois tends to flourish in the beginning and explain by the end. We went through sentence by sentence and that seemed to help.

Monday I had the groups report on their findings. They seemed to get the main points when the text was divided up in this way. I even had a couple of students say they loved the lyricism and symbolism of certain chapters.

Here are the topics I decided to offer for their papers. Too many, I know, but so far at least one student has picked each one of them......
  1. Souls of Black Folk was written in 1903, almost forty years after the Emancipation Proclamation. How had life for African Americans changed and stayed the same according to Du Bois?
  2. What was the "Veil" in Du Bois' formulation and how did he use it throughout the book?
  3. What was Du Bois' theory of education? Do you agree with him about the importance of a liberal arts education?
  4. Explain the debate between Booker T. Washington and Du Bois. Which man do you agree with and why?
  5. What was "Double Consciousness" to Du Bois? How did he experience it? How have others experienced it?
  6. What did the "Sorrow Songs" mean to Du Bois? Why does he start each chapter with one?
P.S. I'd not thought before about how odd "Of the Coming of John" is in the context of Du Bois' great apologia for the liberal arts education. Here is a fictional piece about a young man profoundly changed by a liberal arts education, but there is no where he can fit--the north rejects him as much as the south. He finally returns to the small Georgian town of his birth, where he commits murder to save his sister from rape. The last sentence is "The world whistled in his ears"--he is lynched. How does that fit into the notion that the liberal arts educated Talented Tenth would help solve the "race problem"?

The After-Thought
             Hear my cry, O God the Reader; vouchsafe that this my book fall not still-born into the world-wilderness. Let there spring, Gentle One, from out its leaves vigor of thought and thoughtful dead to reap the harvest wonderful. (Let the ears of a guilty people tingle with truth, and seventy millions sigh for the righteousness which exalteth nations, in this drear day when human brotherhood is mockery and a snare.) Thus in Thy good time may infinite reason turn the tangle straight, and these crooked marks on a fragile leaf be not indeed
The End

Someone should write a book about white people and race and title it "Ears Tingling with Truth."

    Minggu, 05 Agustus 2012

    Inarticulate by Choice: the Decline of Letter Writing and the Future of the Intellectual Past, Part Three

    By Elisabeth Lasch-Quinn

    Gabriel Metsu, Man Writing a Letter, c. 1664-6
    This continues my rumination on the influence of the demise of letter-writing on us and the future practice of intellectual history.

    Questions for ongoing contemplation:
    What will be the future of intellectual history without letters?
    What will be the future of the life of the mind without letters?
    Without letters, what will be the future of life, love, and learning between and among people who spend much of their time lost in thought?
    What do letters provide that our current electronic communications cannot?
    Can we picture a renaissance of letter-writing and the attendant emotional, intellectual, even spiritual practices that have often accompanied it?
    Can we nurture what is best in electronic communications, helping to humanize them, but counteract what is worst? Can we aim for a blend of new and old practices that foster a certain richness of private intellectual exchange qua interpersonal communication, given the change in technology and daily habits we have experienced of late?

    In my last post, I listed some unique aspects of letter-writing that strike me as too important to abandon recklessly: the length of a letter; the time it takes to write and read one; the role of composition in letter-writing, which fosters and accommodates changing mental moods; its deliberateness; its (initial) privacy and intention to speak personally to another unique, (usually) existing person; the eclecticism of its content; and, finally, the mode of meditation one finds with letters versus most email messages.

    A picture of intellectual history in the future sans lettres:
    We might wish, as one example, to get to the bottom of why USIH was formed. What were the historical circumstances in which it took root? When and to whom did the idea first occur? What exactly was the idea and how did it develop over time? What other ideas were circulating, and what happened to them? What different diagnoses and interpretations informed the paths taken and not taken? What ideas, works, and practices resulted and why...and on and on...

    How will we find out about these things, and all the other things we might want to know about people's thoughts in the past? For instance, say we are enchanted (or horrified) by a particular writer, idea, line of reasoning, school of thought, or portrait of the world, or that we have a desperate need to answer some question of burning personal or wider importance. We might want to know more than a particular published work can tell us about what a writer meant in a particular passage. Well, let's go through our possible sources and their limits in the foreseeable future.


    Oral History:
    Randomness of who is willing and able to be interviewed, according to the vagaries of personality and fate. Limits of memory. Our tendency to embroider.
    Published Articles and Books:
    Limited scope of the formal topic at hand for informing a different, unforeseen inquiry. Our reticence about certain kinds of motivations when speaking to unknown readers versus people we know and (might) trust.
    Electronic Communications:
    No permanent record, in most cases. Of records that do exist, randomness of sample. Uneven practices regarding saving or deleting emails. Vulnerability of written record vis-à-vis non-hard (soft?) copies. Rarity of email printing. Brevity of emails; their memo-like style more suited to bureaucracy than intellectual life or the world of scholarship, arts and letters, and deep and sustained relationships in which ideas play a central role. Unclear privacy guidelines. Law.
    Personal Records (Journals, Notes): Absence of hard-copy sources. Disappearance of such a historical record beyond the life of a particular personal electronic device. Affiliation of practices that produce such records with the world of e-communications, which are currently affecting them too. Many problems they share with email (above), such as invasion of privacy in examining someone's electronic note-taking.
    Other: [you fill in please]

    Until even the very recent past, the prime source for ferreting out the answers to questions like this, or just for exploring the context in which particular ideas or intellectual movements developed, has been letters.

    As is well known by present readers, in the historical profession during the 1960s and ensuing decades a cry rang out not just for "history from the bottom up" but also for a "history of the inarticulate." Jesse Lemisch began a 1969 Journal of Social History article called "Listening to the 'Inarticulate'" by quoting W.E.B. DuBois: while "of kings and gentlemen we have the record ad nauseam and in stupid detail...the common run of human beings and particularly of the half or wholly submerged working group, the world has saved all too little of authentic record and tried to forget or ignore even the little saved."

    The widespread dismissal of intellectual history until very recently as history of, by, and for the elites, in convergence with the e-revolution, may be rendering those with rare gifts of expression--for all intents and purposes, in relation to scholars of the future--the new inarticulate. The world in this case seems again to be saving "all too little of authentic record."

    When history shuts a door, unlike God, it doesn't necessarily open a window. In fact, so many doors of inquiry risk being slammed shut for good, and with them innumerable windows, it is frightening. Even in the best of times, the salvaging of a one-time insight or revealing connection borders on trying to capture the ineffable.

    Yet my fears run even deeper than historical sources and preservation. Silence in the historical record has sometimes been surmounted, as we are creatures of inventiveness and tremendous moral imagination. Letters, though, are inseparable from a whole set of other behaviors and practices. Letter-writing traditions of course vary greatly and have their own histories. The one, or ones, that shaped the letters with which we are most familiar in our research or our own lives are tied to certain habits of sociality and particular notions of the project of selfhood as a vital pursuit.

    You might say that other practices have taken over where letter-writing left off. If so, you may need, for people like me, to begin to count the ways.

    What I wonder, of course, is whether the end of an entire approach to life itself--the collective life as well as the inner life, inextricably intertwined as they are--is now at stake.

    Letter-writing, along with a poignantly limited number of other practices at our disposal, has the potential for limited repair of an otherwise fatal breach, for forestalling tragedy. Without such steps toward reparation there are not only no historical records of much of our thinking but possibly little thinking of which it is worth preserving a record in the first place. Or perhaps no thought at all, nothing that can count as thought.

    This is because thinking and thought of the variety we traditionally have found worthy of devoting a life's work to understanding require cultivation.

    Maybe I am calling for a Slow Thought equivalent to the Slow Food Movement. Isn't email the fast food equivalent of a letter?

    One of the most noticeable effects of exchanging letters with my friend this last semester was the surge of hope that came from the very different experience of time that letters encourage, the reminder that the cultivation of the self is real and viable and life-sustaining. It can still certain anxieties intrinsic to our very experience of being human. It reminds us we are always in the process of becoming who we are, in relation to the one to whom we write, who is always in the process of becoming who she or he is. Communicating in depth with someone who is not there at the time creates a world apart from time as we commonly know it. And this is saying a lot. After all, time has the potential to be the very bane of existence.

    A child discovers with horror that such a thing as death exists. Death, in time, takes away everything good around us. Time passes too fast and is the enemy.

    A lover temporarily separated from the beloved agonizes over the absence. Every moment is an eternity. Time passes too slowly and is the enemy.

    The act of writing a letter seems to me one of the valiant attempts we make toward repairing the breach of separation as made worse by the antics of time. Just as a knitter taking up a slipped stitch that threatens to unravel the entire garment, the letter-writer takes up the pen. Time circles around in a fold; wrinkles. Suddenly time is not linear, nor does it move too quickly or slowly. It stops. One is lost in a state of mind that is by definition at a remove from the immediate and, in so doing, redefines the immediate altogether in a new space of silence, contemplation, feeling, and thought.

    In today's culture--all (feigned) immediacy, pressure, urgency, and in-your-face interruption--the writing and reading of a letter is an act of resistance. But in any era it is already an act of hope and faith. Hope that the reader understands. Faith that what one says at one time will still have meaning at another. Perhaps one could argue this holds for any form of writing, and there is surely truth in that. But without the adornments of letter writing and other private practices that presume the kinds of things that letters do, adornments that might seem to some to so many unimportant frivolities, mere luxuries, or options, the contemplative life may not exist.

    Letter-writing and its kindred spirits, like the keeping of a diary, reminds us that our thoughts matter, or, even further, that getting them right matters. Not just in general or for their use value but in themselves, in the fullness of their particularity. Letters place on a pedestal thoughts and their expression, with all the splitting of hairs their readers expect and the indelible signs of their emotive, life context.

    The reading and writing of letters reminds us we are not alone. They work against loneliness, in the obvious ways, but also in their capacity to turn the tables on the isolation that is perennially after us, eager to usher in despair along with it, to ridicule our most heartfelt and earnest preoccupations, to reduce all of our pursuits to naught. But letter-writing requires solitude. Like all contemplative practices, it can turn absence into bounty, mandatory separation and time's fearsome abyss into the forge of unimagined connection through genuine communication. It does this by cultivating a certain set of mannerisms, a disposition, sensibility. It is tied to the formation of a self, a being whose lifeblood is thought.

    Without a notion of the self and self-cultivation, we might, if we are lucky and creative with new sources given the wholesale shift over to electronic communications, still be able to answer the question of how to explore the intellectual past. But will we have any answers as to why?

    In the e-revolution, after all, information and what passes for expression abound. But just saying we are communicating does not mean we are. To express something really worth expressing don't we need to give it some thought?

    For longer than it takes to write an email?

    Rabu, 20 Juni 2012

    "Zeitgeist prevailed over hearth"

    David Levering Lewis writes in the first half of his biography of W.E.B. Du Bois that the intellectual felt bound by a "covenant with his people to serve them and, if possible, save them from a future as blighted as their past had been sorrowful" and that this covenant distanced him from his wife and daughter. "Zeitgeist prevailed over hearth." (346)

    It is a supposition of mine that intellectuals and other people passionately devoted to their work don't tend to make good parents (this was my justification for why there are almost no good parents in the Bible, which seemed odd to me given how much of contemporary Christian culture is precisely about how to be good parents).

    I'm curious--do you pay attention to the kind of parents your intellectuals made? Am I wrong in my supposition? Do you have counter-examples of good parents who also had a passion in their lives?

    Anti-feminists condemned Intellectual or career-driven women for leaving their children (indeed, the question over the effect of day care on children is still a pertinent one). Men were not judged in the same way. Is consideration of intellectual men as fathers a 21st century concern?


    Two weeks ago, some of the commentators challenged my use of the word "tragic" to describe the relationship of Du Bois to his daughter. Lewis does a better job explaining what I was trying to get at (but, "shows" rather than "tells"--a mark of his excellent writing style);

    “A theoretical feminist whose advocacy could erupt with the force of a volcano (as in “The Burden of Black Women’ in the November 1907 Horizon, or in “The Damnation of Women” in the 1921 collection of essays, Darkwater), Du Bois proved to be consistently patriarchal in his role as husband and father. The all-too-commonplace truth is that he increasingly acted as a well-intentioned tyrant at best and a bullying hypocrite at worst. Over the next two years, when he found time to pay some attention to Nina and Yolande he saw them as symbols—as Wife and Daughter, special enough to be sure, because they were his wife and daughter, and therefore the paradigmatic wife and daughter of the Talented Tenth. If his expectations of Nina were narrow, they remained exacting. She had the duty not to hinder his own private and public involvements and to follow his prescriptions for their daughter’s intellectual development. His expectations of Yolande were as exalted as they were unrealistic.
     "Daughter Yolande was to be sacrificed time and again to the cruelest of double standards. On the one hand her life, like her mother's, was controlled by the head of the family--a man whose faith in his own wisdom was serene and always unequivocal; but, whereas other late-Victorian husbands and fathers were determined to shelter their womenfolk from overexposure to education and public life, Du Bois's marching orders commanded Yolande to become superlatively educated and emancipated.... Yolande was to mature into a wise and moral Zora [a character from his novel The Quest] endowed with the cosmopolitanism of a Caroline Wynn. But there was surely something more--the sublimation of a father's loss of a son through a daughter. What the golden-haired Burghardt could have done, spunky Yolande would do as well--and with less risk, because, although it was hard to be a black woman, it was not usually fatal to be an intelligent, enterprising one, as often was the case with black men. ... Yolande would attain her goals and she would not cringe. He told her that repeatedly--in letters, at the dinner table, and during those increasingly rare bedtime sessions that she relished for the closeness between them.” (451)

    I was avoiding reading Lewis until I had gone through the primary sources myself. Humph. It is a bit depressing that we come to the same conclusions and he says it so much more eloquently than I. The point of my Yolande chapter is not so much her relationship with her father (which, given the sources, is impossible to avoid) but her relationship to her international travel. I hope to offer something new with that latter piece. For better or worse, one place I differ from Lewis' interpretation of Yolande is that I am more sympathetic to her. In part two of his biography of Du Bois, Lewis writes,

    “Yolande was self-indulgent, under-achieving, uncertain, chronically overweight, and often ill. She appears to have craved her father’s approval in almost exactly the proportions she sensed that her inadequacies would preclude her winning it.” (30-31)
    This perception of Yolande is very Du Bois-centric. I am trying to build a picture of Yolande that incorporates her own understanding of herself and perceptions by people outsider the family.

    Rabu, 29 Februari 2012

    White moderates and the persistence of a Jim Crow world

    When I read about white moderates (i.e. those who denounced lynching and racism, but did not actively do anything to fight them, and came particularly from the North or West) in the Jim Crow world, I often think about the connections and similarities to the way that some whites talk in today's world. I have an article I'm shopping around about Mabel Byrd's interactions with the New Deal cabinet. Part of my argument is that the way the white New Dealers discussed race was functional and programmatic and discriminatory in a similar way that some white politicians discuss race and black people today. Well, actually the argument is mostly about the New Deal era, but I wave a hand towards the present.

    This came home to me again when I opened The Souls of Black Folk to read for the umpteenth time in preparation for class tomorrow. His first paragraph is about talking to white moderates. Think about it in terms not just of the pain in Du Bois' voice, but in the awkwardness of whites in trying to talk to a black person.



    Between me and the other world there is ever an unasked question: unasked by some through feelings of delicacy; by others through the difficulty of rightly framing it. All, nevertheless, flutter round it. They approach me in a half-hesitant sort of way, eye me curiously or compassionately, and then, instead of saying directly, How does it feel to be a problem? they say, I know an excellent colored man in my town; or, I fought at Mechanicsville; or, Do not these Southern outrages make your blood boil? At these I smile, or am interested, or reduce the boiling to a simmer, as the occasion may require. To the real question, How does it feel to be a problem? I answer seldom a word.
    I lived with my grandma while finishing up my dissertation and for the first few weeks (months?) of conversations I tried to have about my work, she would answer with one of two stories--the one black family growing up in her small town in Washington state, or the one African family in her southern California church. It was so frustrating precisely because she is a dear heart, definitely not a racist in the sense of speaking ill of or acting badly toward people unlike her, but also because of what Du Bois said--it was boiling down the whole of African Americans experiences into what she knew without wanting to know more. I took her to an African American history exhibit, which was followed by a talk by Tavis Smiley. We ended up in the front row and got videotaped--An elderly white woman beaming at a semi-radical (forthright may be a better term) black intellectual! I always wondered if that picture ended up somewhere on tv.  That helped mix up her conversation about race because it gave her more to talk about and she did indeed share the experience with all of her friends.

    This is not an isolated example of what happens when I introduce what I study to white family and friends. I get most of the same responses that Du Bois did a hundred + years ago.

    Jumat, 04 November 2011

    Du Bois 50th Anniversary Commemorative Conference


    Please post and forward to all lists.

    Call for Papers, Panels & Posters
    W. E. B. Du Bois 50th Anniversary Commemorative Conference


    W.E.B. Du Bois and the Wings of Atlanta:
    A Commemorative Conference at Clark Atlanta University

    The year 2013 will mark the 50th anniversary of the passing of Dr. W.E.B. Du Bois. On his birthday in February of that year, it is fitting that Clark Atlanta University (CAU) celebrate his life and scholarship: Dr. Du Bois wrote his most influential works in the 23 years he spent as a professor at Atlanta University. Serving as faculty of the Departments of History and Economics, he taught at Atlanta University from 1897 to 1910, and then returned from 1934 to 1944 as chair of the Department of Sociology. Dr. Du Bois also had impact in the area of social work and as a novelist, poet and short story writer. The W.E.B. Du Bois and the Wings of Atlanta Conference will serve as a meeting at the crossroads of various paths of Du Bois’s work. Conference participants will engage in an interdisciplinary and international introspection of the life, scholarship and activism of one of the most influential intellectuals of the 20th century. 


    In a four-day conference, beginning on February 20, 2013 and concluding on Du Bois’s birthday of February 23, Clark Atlanta University will host panels that highlight his countless contributions, especially those produced in the 23 years of his tenure. Central works to be discussed include the Phylon  journal (founded in 1940) and the Atlanta University Publications (which he directed 1898-1914), where he covered topics including African Americans in higher education, art, the Black church, urbanization, health, business, economics, and race relations in Georgia. Books published while in Atlanta are also central to the CAU discussion: The Souls of Black Folk (1903), Black Reconstruction (1935) and Dusk of Dawn: An Essay toward and Autobiography of a Race Concept, the second of his three autobiographies (1940).

                   The Wings of Atlanta conference seeks to bring together local, national and international scholars to explore themes in Dr. Du Bois’s publications and collected papers in order to illuminate his experiences at Fisk University, Harvard University, University of Berlin, Atlanta University, Philadelphia, Massachusetts, New York, Chicago, Ghana and other areas where Du Bois lived and worked. Especially welcome are panels addressing the multitude of Du Boisian intellectual legacies and implications of his myriad research agendas.

                   This conference will be held as a conclusion to the year-long W. E. B. Du Bois Major Works Seminar Series hosted by the Clark Atlanta University Office of the President, Office of the Provost, School of Arts and Sciences, and the Department of History. The W.E.B. Du Bois and the Wings of Atlanta Conference, held on CAU’s campus, offers a uniquely significant locale from which to commemorate, interrogate, and celebrate the life and work of this exquisitely educated and distinctly complex man.

                   As interest is wide but space limited, individual conference papers will be considered, but panels of 4-6 papers will be given preference. Panel proposals should be no more than 4 pages long and individual paper proposals no more than 2 pages. Panel submissions must identify the panel chair, names, phone numbers, email addresses, and institutional affiliation information for the chair and all panelists.

    One-page proposals for undergraduate and graduate student posters are also encouraged.

    Send proposals to Dr. Stephanie Y. Evans at sevans@cau.edu.
    For questions or additional information, call Dr. Evans at 404-880-6352.

    Conference proposals will be accepted between January 1, 2012 and July 1, 2012.
    Acceptance notification: August 15, 2012.

    Excerpt from “Of the Wings of Atlanta,” chapter five in The Souls of Black Folk (1903)
    The function of the university is not simply to teach bread-winning, or to furnish teachers for the public schools, or to be a center of polite society; it is, above all, to be the organ of that fine adjustment which forms the secret of civilization.






    2012 W.E.B. Du Bois Major Works Seminar Series

    In 2012, Clark Atlanta University will host a year-long reading seminar on the major works of W.E.B. Du Bois.

    The CAU President, Provost, Dean of the School of Arts and Sciences, and Chair of the Department of History will engage in a sustained consideration of Du Boisian texts in preparation for the 2013 On the Wings of Atlanta Commemorative Conference. We encourage scholars of all levels to join the CAU campus, Atlanta University Center, and Atlanta-metro institutions in a nation-wide Sankofa sojourn into the writing of the most profound, relevant and complex scholar of our generation.


    Spring 2012

    Jan 20, 2012                                     SOUL OF DU BOIS: A CAU PERSPECTIVE
    The Souls of Black Folk (1903); The Gift of Black Folk (1924)

    February 24, 2012                           RACE RESEARCH             
    The Study of the Negro Problems (1898); The Philadelphia Negro (1899); Bibliography of the
    Negro American (1905); Select Discussion of Race Problems (1916)

    March 23, 2012                               CRIME & HEALTH            
    Some Notes on Negro Crime, Particularly in Georgia (1904); Health and Physique (1906)

    April 27, 2012                                   LITERATURE & ART        
    The Quest of the Silver Fleece (1911); Dark Princess: A Romance (1928); The Negro Artisan (1902
    & 1912)

    Fall 2012

    July 13, 2012                                    AUTOBIOGRAPHY           
    The Autobiographies-- Darkwater: Voices From Within the Veil (1920), Dusk of Dawn: An Essay
    Toward an Autobiography of a Race Concept (1940), and The Autobiography of W. E. Burghardt
    Du Bois (1968)

    August 31, 2012                              AFRICA                             
    The World and Africa, an Inquiry into the Part Which Africa Has Played in World History (1946/
    1965); Africa, Its Geography, People and Products: Its Place in Modern History (1930)

    September 28, 2012                       RECONSTRUCTION & RESISTANCE          
    John Brown: A Biography (1909); Black Reconstruction: An Essay toward a History of the Part
    Which Black Folk Played in the Attempt to Reconstruct Democracy in America, 1860-1880 (1935)

    October 26, 2012                            CHURCH, FAMILY & UPLIFT
    Some Efforts of American Negroes for Their Own Social Betterment (1897 & 1909); Morals and
    Manners (1914); The Negro Church (1903); The Family (1908)

    November 23, 2012                       BUSINESS & ECONOMICS           
    The Negro in Business (1899); Business and Business Education (1947, Joseph Pierce Ed.);
    Economic Cooperation (1907 & 1917)

    January 23, 2013                             EDUCATION      
    College Bred Negro (1900 & 1910); The Common School (1901 & 1911)

    February 22, 2013                           BLACK FOLK, THEN & NOW         
    The Negro (1915); Black Folk, Then and Now (1939)