Could not complete log in. Possible causes and solutions are:
Cookies are not set, which might happen if you've never visited this website before.
Please open https://avalon.lib.virginia.edu/ in a new window, then come back and refresh this page.
An ad blocker is preventing successful login.
Please disable ad blockers for this site then refresh this page.
Part one. Students sit on The Lawn at the University of Virginia and discuss Charles Hamilton Houston, Thurgood Marshall, James Nabrit, and Samuel Tucker. Each student explains why he/she got involved with the Elwood project. They discuss their own generation participating in the civil rights struggle. Part two. Students discuss differences among generations of black Americans. Part three. Students change location to William Elwood's house. Topics include the importance of education and the difference between overt versus subtle discrimination. Part four. Continuation of conversation in William Elwood's house about the status of black students at the University of Virginia and pressures on black students in 1985.
Part one. Dr. Walter Ridley discusses his experience at Howard University, Virginia State University, and the University of Virginia. When he was admitted to the University of Virginia in 1950, Colgate Darden stated that Dr. Ridley would have access to all university facilities. Dr. Ridley said that he did not feel out of place at the university and if people did not want him there, he was not aware of it. He also mentions Mordecai Johnson at Howard University, Carter Woodson, Charlie Thompson and George Ferguson. Part two. Dr. Ridley discusses his part in the integration of the African American Teachers Association with the white National Education Association. He recalls how the janitors and custodians at U.Va. told him they would protect him while he was a student there. Ridley was the first African American person to get a doctorate from a southern university. He recounts stories from his career in education. Part three. Dr. Ridley discusses his family and educational history. He comments on his time spent at the University of Virginia, the non-violent approach to obtaining civil rights, and the achievement of excellence.
Part one. After serving in World War II, Wiley Branton returned to discriminatory voter registration laws in his home state of Arkansas. He participated in voter education and was arrested and convicted (wrongfully) of rigging an election. This incident inspired him to go to law school. He participated in forcing the integration of University of Arkansas Law School in 1947. He describes Jim Crow professional schools in the South. Part two. Mr. Branton recalls the Moore v. Dempsey case from his childhood. Mr. Branton goes over a case he tried in eastern Arkansas called State of Arkansas v. Paul Lewis Beckwith. Mr. Branton discusses his childhood. He talks about desegregation in Arkansas and the education situation for African Americans at the time of the Brown v. Board of Education decision. Interestingly, some eastern Arkansas school districts integrated immediately after Brown. Mr. Branton talks about his many legal actions to get Little Rock schools integrated. Part three. Mr. Branton describes the Little Rock Crisis and its legal aftermath. He remembers the Arkansas governor closing public schools after the Army left, an action that damaged the Arkansas economy. Mr. Branton discusses Charles Houston. Branton returns to his own experiences during the Little Rock Crisis: His family lived under armed guard for two years and crosses were burned at his family cemetery. Mr. Branton talks about his legal representation of Freedom Riders in Jackson, Mississippi. Part five. Mr. Branton discusses how bail was raised for Freedom Riders in Mississippi and Arkansas. Mr. Branton discusses the Voter Education Project, which he directed from 1962 to 1965. He tells about the project's programs to support small, local voter registration groups with money and advice on handling obstacles. He recalls registrars blocking African Americans from registering by administering outrageous tests. Mr. Branton reveals that he would let white sheriffs think he was white, too, when talking to them on the phone in order to get people out of jail.
Part one. Civil rights attorney Samuel Wilbert Tucker argues that the Brown v. Board of Education decision didn't mandate immediate desegregation, so it took years of court cases make it happen slowly. He also discusses civil rights in 1985. At 7:00 there is footage of brothers Samuel and Otto Wilbert visiting the Alexandria Library. At 9:50, interview with William Evans begins. There is no sound until 11:54. Evans discusses his participation in the 1939 Alexandria Library Sit-In. Part two. Civil rights activist William Evans recounts the 1939 Alexandria Library Sit-In, details of the circumstances, the hearings, and the other men involved.
Part one. Footage of Monticello exterior. At 6:18, interview with history professor William H. Harbaugh at Monticello. Mr. Harbaugh talks about John W. Davis as the greatest appellate attorney and outlines Davis's career. Harbaugh discusses Davis's most famous cases, including his unsuccessful defense of the separate but equal doctrine in the Brown v. Board of Education cases. Part one. Harbaugh describes the irony of John W. Davis defending the separate but equal doctrine in Brown and explains why Davis took the case as its appellate lawyer. Harbaugh also comments on Thurgood Marshall's opinion of Davis. At 9:20 interview with engineer and business professor Louis T. Rader begins. Mr. Rader talks about his life and career, as well as his support of public education in the promotion of a successful business climate. During Massive Resistance, he protested closing Virginia public schools using the argument that businesses don't want to operate in a community with poor schooling.
Part one. Attorney and former Secretary of Transportation William Coleman reveals the story behind his clerkship appointment to Justice Frankfurter, what Frankfurter was like as a justice, and his experiences being a clerk at the Supreme Court. He discusses other justices, like Black, and their relationships with Frankfurter. Mr. Coleman declares it a tragedy that the 13th, 14th, and 15th amendments did not protect African Americans. He says that Charles Houston, William Hastie, and Thurgood Marshall were the ones who plotted civil rights cases' winning strategy. Part two. Mr. Coleman regrets that the Houston, Hastie, Marshall strategy was not being taught in law schools in the 1980s. He proposes it's because most people still don't see African Americans as being intelligent, well-educated strategists. Mr. Coleman describes dealing with racism throughout his life and in the '80s. He talks about South Africa, the Bob Jones University case, and the counsel fee case. Part three. Mr. Coleman discusses the importance of Brown v. Board of Education, how law reflects changes in society, and the Constitution and the right to privacy. He says the Constitution was always supposed to grow, and not stay static. At 8:25 still of photos in Coleman's office.
Does some aspect of our personality survive bodily death? Long a philosophical and theological question, in the 20th century this became the subject of scientific research. Fifty years ago, in 1967, Ian Stevenson, then chair of UVA's Department of Psychiatry, created a research unit—now named the Division of Perceptual Studies—to study what, if anything, of the human personality survives after death. Dr. Stevenson's own research investigated hundreds of accounts of young children who claimed to recall past lives.
In this Medical Center Hour, faculty from the Division of Perceptual Studies highlight the unit's work since its founding, including studies of purported past lives, near-death experiences, and mind-brain interactions in phenomena such as deep meditation, veridical out-of-body experiences, deathbed visions, apparent communication from deceased persons, altered states of consciousness, and terminal lucidity in persons with irreversible brain damage. As the division enters its second half-century, what are its research priorities and partnerships?
History of the Health Sciences Lecture
Co-presented with Historical Collections, Claude Moore Health Sciences Library and the Department of Psychiatry and Neurobehavioral Sciences, UVA
Invited speaker, John Hessler of the Library of Congress, discusses the use of artificial intelligence for the reconstruction of ceramics and inscriptions in archaeology for the Scholars' Lab speaker series, University of Virginia, Spring 2021. Recorded via Zoom web video communications interface in the presence of a live audience of 60+ attendees.
