In this Book

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Sitting in Darkness explores how fiction of the Reconstruction and the New South intervenes in debates over black schools, citizen-building, Jim Crow discrimination, and U.S. foreign policy towards its territories and dependencies. The author urges a reexamination not only of the contents and formal innovations of New South literature but also its importance in U.S. literary history. Many rarely studied fiction authors (such as Ellwood Griest, Ellen Ingraham, George Marion McClellan, and Walter Hines Page) receive generous attention here, and well-known figures such as Albion Tourgée, Frances E. W. Harper, Sutton Griggs, George Washington Cable, Mark Twain, Thomas Dixon, Owen Wister, and W. E. B. Du Bois are illuminated in significant new ways. The book's readings seek to synthesize developments in literary and cultural studies, ranging through New Criticism, New Historicism, postcolonial studies, black studies, and "whiteness" studies. This volume posits and answers significant questions. In what ways did the "uplift" projects of Reconstruction-their ideals and their contradictions-affect U.S. colonial policies in the new territories after 1898? How can fiction that treated these historical changes help us understand them? What relevance does this period have for us in the present, during a moment of great literary innovation and strong debate over how well the most powerful country in the world uses its resources? Peter Schmidt is professor of English at Swarthmore College. He is the author of William Carlos Williams, the Arts, and Literary Tradition and is the editor (with Amritjit Singh) of Postcolonial Theory and the United States: Race, Ethnicity, and Literature (University Press of Mississippi).

Table of Contents

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  1. Contents
  2. pp. ix-x
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  1. Acknowledgments
  2. pp. xi-xii
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  1. Introduction
  2. pp. 3-30
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  1. PART I: Black Education in Fiction from Reconstruction to Jim Crow: Discovering a Liberal Arts Model for Citizen-Building in a Multiracial Democracy
  2. pp. 31-34
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  1. Chapter 1: Changing Views of Post–Civil War Black Education in the Fiction of Lydia Maria Child, Ellwood Griest, and Constance Fenimore Woolson (1867–1878)
  2. pp. 35-54
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  1. Chapter 2: A Fool’s Education: Albion Tourgée’s A Fool’s Errand, The Invisible Empire, and Bricks without Straw (1879–1880)
  2. pp. 55-63
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  1. Chapter 3: Of the People, by the People, and for the People: Frances E. W. Harper’s Cultural Work in Iola Leroy (1892)
  2. pp. 64-74
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  1. Chapter 4: Conflicted Race Nationalism: Sutton Griggs’s Imperium in Imperio (1899)
  2. pp. 75-82
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  1. Chapter 5: Lynching and the Liberal Arts: Rediscovering George Marion McClellan’s Old Greenbottom Inn and Other Stories (1906)
  2. pp. 83-97
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  1. PART II: Jim Crow Colonialism’s Dependency Model for “Uplift”: Promotion and Reaction
  2. pp. 99-103
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  1. Chapter 6: Ghosts of Reconstruction: Samuel C. Armstrong, Booker T. Washington, and the Disciplinary Regimes of Jim Crow Colonialism
  2. pp. 104-125
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  1. Chapter 9: Educating Whites to Be White on the Global Frontier: Hypnotism and Ambivalence in Thomas Dixon and Owen Wister (1900–1905)
  2. pp. 151-173
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  1. PART III: The Dark Archive: Early Twentieth-Century Critiques of Jim Crow Colonialism by New South Novelists
  2. pp. 174-176
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  1. Chapter 10: The Education of Walter Hines Page: A Gentleman’s Disagreement with the New South in The Southerner: Being the Autobiography of “Nicholas Worth” (1909)
  2. pp. 177-192
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  1. Chapter 11: Anti-colonial Education? W. E. B. Du Bois’s Quest of the Silver Fleece (1911) and Darkwater (1920)
  2. pp. 193-206
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  1. Chapter 12: Romancing Multiracial Democracy: George Washington Cable’s Lovers of Louisiana (To-Day) (1918)
  2. pp. 207-218
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  1. Notes
  2. pp. 219-235
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  1. Selected Bibliography
  2. pp. 236-252
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  1. Index
  2. pp. 253-259
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