A study of Louisiana French Creole sugar planters’ role in higher education and a detailed history of the only college ever constructed to serve the sugar elite The education of individual planter classes—cotton, tobacco, sugar—is rarely treated in works of southern history. Of the existing literature, higher education is typically relegated to a footnote, providing only brief glimpses into a complex instructional regime responsive to wealthy planters. R. Eric Platt’s Educating the Sons of Sugar allows for a greater focus on the mindset of French Creole sugar planters and provides a comprehensive record and analysis of a private college supported by planter wealth. Jefferson College was founded in St. James Parish in 1831, surrounded by slave-holding plantations and their cash crop, sugar cane. Creole planters (regionally known as the “ancienne population”) designed the college to impart a “genteel” liberal arts education through instruction, architecture, and geographic location. Jefferson College played host to social class rivalries (Creole, Anglo-American, and French immigrant), mirrored the revival of Catholicism in a region typified by secular mores, was subject to the “Americanization” of south Louisiana higher education, and reflected the ancienne population’s decline as Louisiana’s ruling population. Resulting from loss of funds, the college closed in 1848. It opened and closed three more times under varying administrations (French immigrant, private sugar planter, and Catholic/Marist) before its final closure in 1927 due to educational competition, curricular intransigence, and the 1927 Mississippi River flood. In 1931, the campus was purchased by the Society of Jesus (Jesuits) and reopened as a silent religious retreat. It continues to function to this day as the Manresa House of Retreats. While in existence, Jefferson College was a social thermometer for the white French Creole sugar planter ethos that instilled the “sons of sugar” with a cultural heritage resonant of a region typified by the management of plantations, slavery, and the production of sugar.

Reprint of the original, first published in 1857.

Established in 1819 by Thomas Jefferson, the University of Virginia was known as "The University" throughout the South for most of the nineteenth century, and today it stands as one of the premier universities in the world. This volume provides an in-depth look at the founding of the University and, in the process, develops new and important insights into Jefferson’s contributions as well as into the impact of the University on the history of higher education. The contributors depict the students who were entering higher education in the early republic--their aspirations, their juvenile and often violent confrontations with authority, and their relationships with enslaved workers at the University. Contributors then turn to the building of the University, including its unique architectural plan as an "Academical Village" and the often-hidden role of African Americans in its construction and day-to-day life. The next set of essays explore various aspects of Jefferson’s intellectual vision for the University, including his innovative scheme for medical education, his dogmatic view of the necessity of a "republican" legal education, and the detailed plans for the library by Jefferson, one of America’s preeminent bibliophiles. The book concludes by considering the changing nature of education in the early nineteenth century, in particular the new focus on research and discovery, in which Jefferson, again, played an important role. Providing a fascinating and important look at the development of one of America’s oldest and most preeminent educational institutions, this book provides yet another perspective from which to appreciate the extraordinary contributions of Jefferson in the development of the new nation.

Free-thinking Thomas Jefferson established the University of Virginia as a secular institution and stipulated that the University should not provide any instruction in religion. Yet over the course of the nineteenth century and into the early twentieth, religion came to have a prominent place in the University, which today maintains the largest department of religious studies of any public university in America. Given his intentions, how did Jefferson's university undergo such remarkable transformations? In God on the Grounds, esteemed religious studies scholar Harry Gamble offers the first history of religion’s remarkably large role—both in practice and in study—at UVA. Jefferson’s own reputation as a religious skeptic and infidel was a heavy liability to the University, which was widely regarded as injurious to the faith and morals of its students. Consequently, the faculty and Board of Visitors were eager throughout the nineteenth century to make the University more religious. Gamble narrates the early, rapid, and ongoing introduction of religion into the University’s life through the piety of professors, the creation of the chaplaincy, the growth of the YMCA, the multiplication of religious services and meetings, the building of a chapel, and the establishment of a Bible lectureship and a School of Biblical History and Literature. He then looks at how—only in the mid-twentieth century—the University began to retreat from its religious entanglements and reclaim its secular character as a public institution. A vital contribution to the institutional history of UVA, God on the Grounds sheds light on the history of higher education in the United States, American religious history, and the development of religious studies as an academic discipline.

Although Jefferson feared the potential power of a standing army, the contributors point out he also contended that "whatever enables us to go to war, secures our peace." They take a broad view of Jeffersonian security policy, exploring the ways in which West Point bolstered America's defenses against foreign aggression and domestic threats to the ideals of the American Revolution." "Thomas Jefferson's Military Academy should appeal to scholars and general readers interested in military history and the founding generation."--BOOK JACKET.

Though limited to white males, public education was a progressive idea for its time. All his bills failed. Even though Jefferson's own machinations stymied bills for a statewide system in the 1810s, the "hobby of his old age," the University of Virginia, opened in 1825.