Cutting across the Bourbon Era, the Populist Revolt, and the Progressive Movement, Hoke Smith’s career gave expression to the Southern politics of his generation. In Hoke Smith and the Politics of the New South, Dewey Grantham examines in detail the central role of this leader as a key to the better understanding of the political mind of the New South. A vital force in Georgia politics for almost forty years, Hoke Smith was a powerful politician, a brilliant lawyer, a successful newspaper publisher, and a leading educational reformer. He was a member of President Cleveland’s second cabinet, was twice governor of Georgia, and served for ten years in the United States Senate. His career touched virtually all of the important developments in the South during the late nineteenth and early twentieth centuries. From the cross-currents of national and sectional events emerges Hoke Smith the individual. For the first time, in this full-length biography, Smith is seen in the perspective of the times in which he so emphatically participated. In its careful examination of his acts and motivations, the book captures at once the essence of a man and a political type, as well as of an important period.

Errata slip inserted. Includes bibliographical references and index.

Designed to allow teachers immersed in Writing Across the Curriculum (WAC) programs and those still contemplating increasing the use of writing in their courses to peer into classrooms of those who have participated in such programs for years, this book reports on the long-term impact upon faculty of WAC programs. The book studies WAC programs--collecting interviews, questionnaires, classroom observations, student evaluations, and course documents from more than 700 faculty, 1-15 years after their first WAC experiences. In the study reported in this book, the focus is in trying to understand how faculty members themselves construct the meaning of their WAC experiences. The book finds that faculty used the same criteria for adopting WAC strategies as for rejecting them--whether the strategy (1) created community in the classroom; (2) enhanced learning; (3) was feasible; and (4) fit the faculty members' priorities and teaching style. The book offers detailed examinations of the WAC programs at the University of Cincinnati (Ohio), Towson State University (Maryland), and Whitworth College (Washington). The voices of faculty members presented in the book come from departments of geography, nursing, criminal justice, math, music, and international business. Appendixes provide questionnaire responses. (NKA)