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This study examined Scottish Highlanders who defended the southern border of British territory in the North American theater of the War of the Austrian Succession (1739-1748). A framework was established to show how Highlanders were deployed by the English between 1745 and 1815 as a way of eradicating radical Jacobite elements from the Scottish Highlands and utilizing their supposed natural superiority in combat. The case study of these Highlanders who fought in Georgia and Florida demonstrated that the English were already employing Highlanders in a similar fashion in North America during the 1730s and 1740s. British government sources and correspondence of colonial officials and military officers were used to find the common Highlander's reactions to fighting on this particular frontier of the Empire. It was discovered that by reading against what these officials wrote and said was the voice of the Highlander found, in addition to confirming a period of misrepresentation of Highland manpower in the colony of Georgia during the War of Jenkins' Ear that adhered to the analytical framework established.

From 1689 through 1746 the supporters of the deposed House of Stuart, known as Jacobites and composed largely of Highland Scots, staged periodic rebellions against the new Hanoverian rulers in London. During this period, the Highlanders of Scotland experienced a period of military triumph unlike any other in their history. Through the combination of the ancient tactic of the charge, the use of the broadsword as their primary weapon, and the implementation of the musket, the Highlanders blended the best elements of the ancient and early modern military tactics and technology to develop a unique tactic, the Highland Charge. Essentially, the Highlanders would assemble preferably on high ground, charge down upon their enemy, fire their muskets and throw them to the ground, regroup into wedge shaped formations behind the musket-fire smokescreen, and then charge sword-in-hand into the opposing army's lines. The Highland Charge repeatedly defeated the British forces, which should have been superior in virtually every respect. The British army was an early modern force using the latest tactics and technology. The British forces that fought the Highlanders were a mix of militiamen and seasoned veterans of the continental wars. In essence the military engagements between the Jacobites and British were a contest between an undisciplined archaic force and a disciplined thoroughly modern force. The combination of ancient and early modern elements, the change in formation, and the great success of the Highland Charge generates immense interest in this subject. / Master of Arts

This work reconsiders the history of the Socialist Party of America during the Great Depression and the unaffiliated social-democratic movement developed by those who left the Socialist Party to join President Roosevelt’s New Deal coalition. The substance and implications of socialism’s revival in the 1930s have received insufficient attention, overshadowed by an emphasis on the character and impact of American communism. Viewed over multiple decades, socialists remained relevant in the labor movement. Their integration into the New Deal coalition confounds claims that American socialists were too rigid and programmatic in their beliefs to be effective political actors in the United States. Their shift from a revolutionary socialism to a pragmatic embrace of social democracy suggests that socialists were able to find an accommodation with both capitalism and with the Democratic Party. For much of the Depression, the Socialist Party was a vibrant political force on the American left, challenging the mainstream parties to address the economic crisis, creating a space in which women claimed leadership, and provided a cohort of skilled organizers for the labor movement. During the revival, women were central to the party’s successful organizing efforts, provided vital election support, publically debated the meanings of femininity and masculinity, and held important offices within the party. Socialists also built institutions. Highlander and Soviet House, two institutions that must be understood within their proper socialist contexts, developed out of the radicalism fostered by Reinhold Niebuhr at Union Theological Seminary. Radical young socialists, drawn to Reinhold Niebuhr’s pessimistic critique of capitalism, carried their belief that capitalism was in its terminal crisis into the SP’s Revolutionary Policy Committee. Their energy yielded impressive organization success for the labor movement. The continued intellectual coherence of socialists in the decades after the revival suggest that evolving socialist ideas survived within and at odds with the New Deal coalition. Far from abandoning socialism, those socialists who participated in the New Deal coalition maintained a distinctive set of ideas. The existence of a strong cohort of women in the Socialist Party’s revival runs contrary to scholars’ claims that women did not play a significant role in the Socialist Party after the early 1920s. Socialist women rebuilt socialist institutions during the Depression. They were central to the party’s successful organizing efforts; provided vital election support; debated the meanings of femininity and masculinity; and held offices within the party. Viewed from within the confines of parties and elections, the history of the socialist movement in the United States appears limited in its scope and importance. During the 1930s, socialists’ successful municipal projects were eclipsed by rising factionalism and the unrequited attraction of revolution. Socialists seemed much less interesting and their critiques less incisive and useful when mired in historical accounts that give primacy to factional feuds and electoral politics. This was not the entirety of the socialist experience in the 1930s. Socialists did fight amongst themselves and against communists, primarily with words but also with fists. They also served as productive forces and provided significant leadership within the labor movement. Throughout those decades, they continued to distinguish themselves from other trade unionists. Socialists retained their class-based critique of American society even as they softened their ideas about the remedies that they intended to employ to make that society more equitable.

Waging war against economic, political and social inequity, Highlander, founded in 1932 in Monteagle, Tennessee, near Chattanooga, served as a community-training center for southern industrial labor and farmers’ unions and as a major gathering place for black and white civil rights activists, even in those days when such activity was illegal. Teachers at Highlander believed in the capacity of people to educate and to govern themselves. Humanitarians or communitarians, those working at Highlander were concerned with the interrelated systems of class and race, which, they felt, consistently enabled a small segment of the population to exploit, dominate and oppress others. This work explores whether or not there was a factor in the Highlander pedagogy that encouraged activist involvement and delves into participant assessment of Myles Horton as a charismatic leader. Although a variety of sources mention Highlander School or Myles Horton, little material exists that examines the relationship, if any, between the pedagogy or methodology used at Highlander and the leadership that emerged from the workshops. This study endeavors to fill that gap by using historical records, interviews of participants and anecdotal evidence to reveal a connection between Highlander, activism and charismatic leadership.

This article examines the work of Highlander Research and Education Center, as founded by Myles Horton and others, implemented by staff, and experienced by program participants. Interviews with 8 program participant adult educators and community leaders illustrate Highlander's educational principles and practices, which are briefly compared with transformative educational principles and practices subsequently identified by Freire, with whom Horton ultimately met and compared notes; Mezirow, who later popularized a theory of transformative learning; and others.

This dissertation examines the role of Zilphia Horton (1910-1956) in helping to establish the use of music as a powerful tool to unify and train groups involved in social reform at seminars led by Highlander Folk School. In engaging in what has been termed the “mobilization of music,” Mrs. Horton was active in labor disputes, training seminars in the United States and Canada, and the formation of women’s union auxiliaries from 1935 until 1956. The study uses correspondence written by Horton to her husband, Myles Horton; business letters to labor union officials and contributors to songsters; and writings revealing her methodology for compiling songsters, all of which are found in the Tennessee State Library and Archives and the Wisconsin Historical Society archives. The study will demonstrate the way in which Horton used music on picket lines and seminars by drawing on a long-standing tradition of using contrafacta applied to Appalachian music, hymns, spirituals, and other folk musics of the United States. Her use of traditional folk song and dance also created unity in groups that visited Highlander Folk School. Horton established a tradition of folksong as protest music that influenced the methodology of later music directors at Highlander Folk School, particularly the use of music for social reform during the Civil Rights Movement of the late 1950s and early 1960s.

This thesis examines the first Citizenship School, its location, participants, and success. Johns Islanders, Esau Jenkins, Septima Clark, Myles Horton, Bernice Robinson, and the Highlander Folk School all collaborated to create this school. Why and how this success was reached is the main scope of this manuscript. Emphasis is also placed on the school's impact upon the modern Civil Rights Movement. Primary sources such as personal accounts, manuscripts, and archive collections were examined. Secondary sources were also researched for this manuscript. The conclusion reached from these sources is that faith was the driving force behind the success of the Citizenship School. The schools unlocked the chains of political, social, and economic disenfranchisement for Gullah Islanders and African Americans all over the South, greatly affecting the outcome of the Civil Rights Movement. African Americans, who had once been forced into second-class citizenship, now through faith and the vote, obtained first-class citizenship.

This thesis explores James Macpherson’s The Highlander (1758) in relation to originality, Scottish identity and historiography. It also situates the Ossianic Collections in the context of Macpherson’s earlier poetical and later historical works. There are three parts to it: a biographical sketch of Macpherson’s early life, the annotated edition of The Highlander, and discursive commentary chapters. By examining The Highlander in detail this thesis questions the emphasis of other Macpherson criticism on the Ossianic Collections, and allows us to see him as a writer who is historically minded, very aware of sources, well versed in established forms of poetry and thoroughly, and positively, British. The Highlander stands out among the corpus of his works not because it can give us insights into the Ossianic Collections, which is its usual function in Macpherson criticism, but because it can help us understand what it is that connects Macpherson’s earlier and later works with the Ossianic Collections: history, Britishness, tradition. Macpherson’s poetical works are united by a desire to translate Scotland’s factual past into sentimental British poetry. In the Ossianic Collections he does so without particular faithfulness to his sources, but in The Highlander he converts historical sources directly into neo-classic verse. This is where Macpherson’s originality lies: his ability to adapt history. In different styles and genres, and based on different sources, Macpherson’s works are early examples of Scotland’s great literary achievement: historical fiction. Instead of accusing him of forgery or trying to trace his knowledge of Gaelic ballads, this thesis presents Macpherson as a genuine historian who happened to write in a variety of genres.

Thesis (Ph.D.)--University of Wisconsin--Madison, 2006 / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 184-207).