Southern School

Examples of Southern School in the following topics:

• Chinese Literati Expressionism under the Ming Dynasty

  • Literati Expressionism in Chinese painting was produced by scholar-bureaucrats of the Southern School, rather than by professional painters.
  • The Southern School of Chinese painting, often known as "literati painting," is a term used to denote art and artists that stand in opposition to the formal Northern School of painting.
  • Where formal and professional painters were classified as Northern School, scholar-bureaucrats, who had either retired from the professional world or who had never been a part of it, constituted the Southern School.
  • However, the coining of the term "Southern School" is said to have been made by the scholar-artist Dong Qichang (1555–1636), who borrowed the concept from Ch'an (Zen) Buddhism, which also has Northern and Southern Schools.
  • Differentiate the literati Southern School of Chinese painting from its professional counterpart in the North

• Carpetbaggers and Scalawags

  • "Carpetbaggers" and "scalawags" are pejorative terms that were used by Southerners during the Reconstruction period.
  • The term "carpetbagger" was used in a derogatory fashion, and communicated the fear, among Southerners, that opportunistic outsiders were conspiring to exploit Southern resources.
  • The bureau established schools in rural areas of the South for the purpose of educating the mostly illiterate black population.
  • Southern states had no public school systems, and white Southerners either sent their children to private schools or employed private tutors.
  • Typically, it was used by conservative, pro-federation Southerners to derogate individuals whom they viewed as betraying Southern values by supporting Northern policies such as desegregation.

• Middle Class

  • Plain Folk of the Old South is the title of a 1949 book by Vanderbilt University historian Frank Lawrence Owsley, who adhered to the Southern Agrarians school of thought among historians of the South.
  • Historians have long debated the social, economic, and political roles of southern classes.
  • Hundley, who in 1860 had defined the southern middle class as "farmers, planters, traders, storekeepers, artisans, mechanics, a few manufacturers, a goodly number of country school teachers, and a host of half-fledged country lawyers, doctors, parsons, and the like. " To find these people, Owsley turned to the name-by-name files on the manuscript federal census.
  • They gathered data on all Southerners.
  • Owsley believed that shared economic interests united southern farmers.

• Painting under the Ming Dynasty

  • In particular, the Zhe School and the Yuanti School were the dominant schools during the early Ming period.
  • The painters of the Zhe School did not formulate a new distinctive style, preferring instead to further the style of the Southern Song and specializing in large and decorative paintings, most often of landscapes.
  • Both of these new schools were heavily influenced by the traditions of both the Southern Song painting academy and the Yuan scholar-artists.
  • The classical Zhe School and Yuanti School began to decline during the mid-Ming period.
  • The Songjiang School and Huating School were born and developed toward the end of the Ming Dynasty.

• Conclusion: The Effects of Reconstruction

  • The following list describes some schools of thought regarding Reconstruction:
  • The Dunning School considered failure inevitable and felt that taking the right to vote or hold office away from Southern whites was a violation of republicanism.
  • A third school blames the failure on the freedmen not receiving land so they could have their own economic base of power.
  • A fourth school sees the major reason for failure of Reconstruction as the states' inability to suppress the violence of Southern whites when they sought reversal for blacks' gains.
  • Other historians emphasize the failure to fully incorporate Southern Unionists into the Republican coalition.

• The Brown Decision

  • Brown's daughter Linda, a third grader, had to walk six blocks to her school bus stop to ride to Monroe Elementary, her segregated black school one mile (1.6 km) away, while Sumner Elementary, a white school, was seven blocks from her house.
  • Warren further submitted that the Court must overrule Plessy to maintain its legitimacy as an institution of liberty, and it must do so unanimously to avoid massive Southern resistance.
  • Many Southern states and school districts interpreted "Brown II" as legal justification for resisting, delaying, and avoiding significant integration.
  • William Frantz Elementary School, New Orleans, 1960: U.S.
  • In 1960, the New Orleans school desegregation crisis ensued.

• Litigating for Equality After World War II

  • Board of Education (1954), which helped integrate public schools.
  • The decision led to the legal integration of public schools.
  • The states represented a diversity of situations ranging from required school segregation to optional school segregation.
  • Many white people in southern states protested integration, and legislators thought up creative ways to get around the ruling.
  • A 1959 rally in Little Rock AK protests the integration of the high school.

• Separate But Equal

  • In particular the principle of separate but equal established conditions of legalsegregation in many southern states.
  • Jim Crow laws reestablished segregation and white supremacy in many southern states.
  • These laws made far-reaching restrictions, from the banning of mixed card playing, to the banning of black people and other people of color, and people of Chinese or Japanese heritage from certain schools and public places.
  • In the southern United States there were separate sets of everything, from drinking fountains and bathrooms to schools and colleges.
  • There was not legally sanctioned racial segregation in northern states, as there was in southern states, but black residents and other people of color often faced a de facto segregation that limited their ability to, for example, live in certain neighborhoods or hold certain jobs.

• Desegregation in Little Rock

  • Little Rock was located in the relatively progressive Southern state of Arkansas.
  • A crisis erupted, however, when nine African-American students attempted to attend an integrated school, Little Rock Central High School.
  • The decision declared all laws establishing segregated schools to be unconstitutional, and it called for the desegregation of all schools throughout the nation.
  • Only one of the Little Rock Nine, Ernest Green, got the chance to graduate; after the 1957–58 school year was over, the Little Rock school system decided to shut public schools completely rather than continue to integrate.
  • Other school systems across the South followed suit.

• Brown v. Board of Education and School Integration

  • Board of Education was a Supreme Court case which declared racial segregation in public schools unconstitutional.
  • Supreme Court case in which the Court declared that state laws establishing separate public schools for black and white students were unconstitutional.
  • The plaintiffs were 13 Topeka parents who, on behalf of their 20 children, called for the school district to reverse its policy of racial segregation.
  • Brown, whose daughter Linda had to walk six blocks to her school bus stop to ride to Monroe Elementary, her segregated black school one mile away, while Sumner Elementary, a white school, was only seven blocks from her house.
  • Warren further submitted that the Court must overrule Plessy to maintain its legitimacy as an institution of liberty, and it must do so unanimously to avoid massive southern resistance.