The Crisis: The Perception of Race in WWI

=== Close Reading ===

=== Close Reading ===

Within the section of [http://dl.lib.brown.edu/jpegs/1302701497890631.jpg “Social Uplift”] found in The Crisis, there are many different accounts of successful "colored" people and how they have affected the community.  One instance tells about a colored porter sacrificing his life while defending passengers from bandits on the Illinois Central Railroad.  Another instance occurred in Okmulgee, Oklahoma when the "colored" population was close to fifty percent of the whole population. This account shows the ways in which the "colored" community helped make the overall community of Oklmulgee successful in a way that’s different from other cities.

Within the section of [http://dl.lib.brown.edu/jpegs/1302701497890631.jpg “Social Uplift”] found in The Crisis, there are many different accounts of successful "colored" people and how they have affected the community.  One instance tells about a colored porter sacrificing his life while defending passengers from bandits on the Illinois Central Railroad.  Another instance occurred in Okmulgee, Oklahoma when the "colored" population was close to fifty percent of the whole population. This account shows the ways in which the "colored" community helped make the overall community of Oklmulgee successful in a way that’s different from other cities.

This section of the magazine seems to be just one of the many standpoints for colored people to share their many accomplishments in the world of white supremacy.  This month’s article of [http://dl.lib.brown.edu/jpegs/130270155331256.jpg “Men of the Month”] focuses on a Student of Music.  This student was from the Cosmopolitan School of Music and Dramatic Art, which was at the time located in Chicago.  Mrs. Elnora S. Manson was recognized for doing musical research from a racial standpoint, standing out as a "colored" student.  Manson’s literary abilities ranked as one of the highest among her peers. Her work was the most memorable to the director of the Ensemble Department, Mr. Henry Eames.  Mrs. Manson’s account is just one of many successful "colored" people, however, it made major impacts in a world which was primarily white.

This section of the magazine seems to be just one of the many standpoints for colored people to share their many accomplishments in the world of white supremacy.  This month’s article of [http://dl.lib.brown.edu/jpegs/130270155331256.jpg “Men of the Month”] focuses on a Student of Music.  This student was from the Cosmopolitan School of Music and Dramatic Art, which was at the time located in Chicago.  Mrs. Elnora S. Manson was recognized for doing musical research from a racial standpoint, standing out as a "colored" student.  Manson’s literary abilities ranked as one of the highest among her peers. Her work was the most memorable to the director of the Ensemble Department, Mr. Henry Eames.  Mrs. Manson’s account is just one of many successful "colored" people, however, it made major impacts in a world which was primarily white.

In the ''Editorial'', under the section [http://dl.lib.brown.edu/jpegs/130270168278132.jpg ''Fighting,''] we see an address made by Winston Churchill on the topic of fighting and whether or not it was considered "righteous" to take up arms and fight. This article does not specifically deal with any of the words being focused on, but rather encompasses a larger struggle going on among soldiers in general, whether black or white. The heart of this struggle is summed up well in the questions asked by Mr. Churchill, "Is it [righteousness] acquired by one's sitting still and absorbing it? Is it to be achieved by practicing a long list of "thou shall nots?"  

In the ''Editorial'', under the section [http://dl.lib.brown.edu/jpegs/130270168278132.jpg ''Fighting,''] we see an address made by Winston Churchill on the topic of fighting and whether or not it was considered "righteous" to take up arms and fight. This article does not specifically deal with any of the words being focused on, but rather encompasses a larger struggle going on among soldiers in general, whether black or white. The heart of this struggle is summed up well in the questions asked by Mr. Churchill, "Is it [righteousness] acquired by one's sitting still and absorbing it? Is it to be achieved by practicing a long list of "thou shall nots?"  

Likewise, Mr Churchill answers his own question: "Righteousness is growth. The moment fighting stops, growth stops, and righteousness has ceased to radiate because it is dead." This embodies, what is easily perceived as, the conviction that many black soldiers felt during WWI. This conviction pushed them on to bravery, success and gave them pride in the purpose they were fulfilling by doing their duty and serving the United States of America.

Likewise, Mr Churchill answers his own question: "Righteousness is growth. The moment fighting stops, growth stops, and righteousness has ceased to radiate because it is dead." This embodies, what is easily perceived as, the conviction that many black soldiers felt during WWI. This conviction pushed them on to bravery, success and gave them pride in the purpose they were fulfilling by doing their duty and serving the United States of America.

After a close reading of this [http://dl.lib.brown.edu/jpegs/1292948033108625.jpg editorial], it seems that the Secretary of War is commending the colored soldiers of the American Expeditionary Force and trying to convince those reading the editorial that the colored soldiers are being treated fairly. He points out how impressed he was with the American Expeditionary Force and how the camps were “noticeably excellent” when it came to sanitation.  

After a close reading of this [http://dl.lib.brown.edu/jpegs/1292948033108625.jpg editorial], it seems that the Secretary of War is commending the colored soldiers of the American Expeditionary Force and trying to convince those reading the editorial that the colored soldiers are being treated fairly. He points out how impressed he was with the American Expeditionary Force and how the camps were “noticeably excellent” when it came to sanitation.  

One word that stood out above all the others was the word “pride.” The secretary of War states that he has “come back with an increased pride in these units.” Through this last sentence of the article, the Secretary of War shows that he is satisfied with what the colored soldiers are doing, he believes in them, and he has seen that they are being treated as they should be.

One word that stood out above all the others was the word “pride.” The secretary of War states that he has “come back with an increased pride in these units.” Through this last sentence of the article, the Secretary of War shows that he is satisfied with what the colored soldiers are doing, he believes in them, and he has seen that they are being treated as they should be.

[http://dl.lib.brown.edu/jpegs/1292948257327375.jpg "Foreign,"] a subheading under "The Horizon," deals with a number of issues and topics happening on a global scale during WWI. The majority of these topics are descriptions of extreme bravery and sacrifice by black soldiers. The words courage, bravery, and gallantry appear together ten times in just three accounts. The first two accounts specifically describe the actions of Pte. C. Hyndman, in Trinidad, and Pte. F. Puller, in Jamaica, as acts done voluntarily for the betterment of the armies information, accessibility or advantage.

[http://dl.lib.brown.edu/jpegs/1292948257327375.jpg "Foreign,"] a subheading under "The Horizon," deals with a number of issues and topics happening on a global scale during WWI. The majority of these topics are descriptions of extreme bravery and sacrifice by black soldiers. The words courage, bravery, and gallantry appear together ten times in just three accounts. The first two accounts specifically describe the actions of Pte. C. Hyndman, in Trinidad, and Pte. F. Puller, in Jamaica, as acts done voluntarily for the betterment of the armies information, accessibility or advantage.