Reveille for Sioux Falls: A World War II Army Air Forces Technical School Changes a South Dakota City by Lynwood E. Oyos

2016 ◽  
Vol 36 (2) ◽  
pp. 150-151
Author(s):  
Harry W. Fritz
2003 ◽  
Vol 30 ◽  
pp. 253-282
Author(s):  
Carol Sicherman

Once upon a time, in the euphoric 1960s, a new generation of historians of Africa undertook to write the history of Africa and Africans through the ages, overturning previous Western suppositions that Africa had no precolonial history worth investigating. As J.D. Hargreaves has written, they were “excited by the challenge to apply their craft to the continent which Hegel had judged ‘no historical part of the world’.” Among the explorers of the largely unmapped territories of prccoloniai history were members of the Makerere Department of History and their students, many of whom were to become professional historians. This essay sketches the construction of a modern Department of History at Makerere, a task requiring a new curriculum and a new staff.Makerere began in 1922 as a government technical school for Africans. Courses in medicine and teacher training soon replaced the original more “vocational” instruction in carpentry, surveying, mechanics, and the like. The next several decades saw an evolution into a “higher college,” preparing students from all over East Africa for examinations leading to university degrees. By the late 1930s, a top-level commission recommended fulfilment of an early forecast that Makerere would one day become a university college. In the meantime, as World War II put off any substantial changes, it loomed ever greater as the legendary “mountain” that only the best could ascend. In 1950, finally fulfilling the forecast, Makerere joined in a Special Relationship with the University of London to become the University College of East Africa.


2001 ◽  
Vol 47 ◽  
pp. 55-66
Author(s):  
Peter J. Quinn

Dennis Chapman was born on 6 May 1927 in Sunderland, County Durham, the only son of George and Katherine Chapman. His formative years were dominated by the hardships visited on working–class families living in the industrial north of England during the depression of the 1930s and the attentions paid to a major shipbuilding port by the Luftwaffe during the early phase of World War II. He attended Sunderland Junior Technical School from 1938 to 1943, where his parents expected him to learn a trade and make his own way in the world. He left at age 16 without any qualifications.


Tempo ◽  
1975 ◽  
pp. 2-13
Author(s):  
Rudy Shackelford

Klaus George Roy, in a profile of Gordon Binkerd's Harvard mentor, Walter Piston, spoke of that composer's musical ‘mental health’, of his work as ‘sane and un-neurotic; he does not hand on to us his problems, but his solutions’. Although these are scarcely qualities one acquires by classroom study, they have proved equally characteristic of Binkerd himself. He recalls that the knowledge of Bach fugues gained under Piston's tutelage was ‘the most decisive single factor in my preparation as a composer’. Binkerd came to Harvard as a candidate for the Ph.D. in musicology, directly after the end of World War II and naval service in the Pacific theatre. Earlier, he had worked with Bernard Rogers, ‘that orchestral genius’, at Eastman, and with Russell Danburg and Gail Kubik at Dakota Wesleyan University. He was born 22 May 1916 on the Ponca Indian Reservation in Lynch, Nebraska, a few miles below the South Dakota border. Grandparents on both sides of his family had homesteaded in the Sand Hills during the 1860's, and Binkerd's parents lived in various small towns in Nebraska before moving to the Rose Bud Sioux Reservation at Gregory, South Dakota.


1996 ◽  
Author(s):  
Kimberly A. Lee ◽  
◽  
George E. Vaillant ◽  
William C. Torrey ◽  
Glen H. Elder

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