Maurice Dartigue
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ATT. ROBERT MCCLENON. THANK YOU FOR READING MAURICE DARTIGUE'S PROFILE AND FOR GETTING BACK TO ME SO QUICKLY. I AM, OF COURSE, DISAPPOINTED, BUT SINCE I HAVE NO FURTHER SOURCES TO ADD (OR ELSE I WOULD HAVE DONE SO ORIGINALLY), THIS SHALL GO NO FURTHER. I AM PUZZLED, HOWEVER, BY WIKIPEDIA'S BIAS IN FAVOR OF OBSCURE AMERICAN DOO-WOP PERFORMERS (SEE ENTRIES FOR THE WRENS, THE VALENTINES AND MARVIN & JOHNNY, FOR EXAMPLE, WHOM I KNOW ABOUT ONLY BECAUSE OF WHEN AND WHERE I GREW UP) OVER AN EDUCATOR WORKING IN DEVELOPING COUNTRIES WHO MADE A DIFFERENCE. SOURCES FOR THESE SINGERS' INCLUSION ARE NO MORE NOTABLE AND FAR FEWER THAN THOSE I CITED. AS TO THE POSITIVE REMARKS ABOUT DARTIGUE, THEY WERE INCLUDED AS A WAY OF EDUCATING THE READER AS TO HIS CONSIDERABLE CONTRIBUTIONS AND HOW OTHERS PERCEIVED THEM, AND WOULD HAVE BEEN EASILY DELETED IN A RE-WRITE. BUT SINCE SOURCING IS THE STUMBLING BLOCK, REVISING THE PIECE IS A VERY SECONDARY MATTER.
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Maurice Dartigue (educator) (sometimes referred to as Jean Joseph Maurice Dartigue) was the highly regarded [1] innovator[2] and reformer [3] of the Haitian educational system, first as Director of Rural Education (1931–1941) and then as Minister of Education [4] Agriculture and Labor (1941–1946). [5] In 1960, he was appointed to the pivotal position of Chief of the UNESCO Mission in the Congo and Senior Education Advisor to the Head of the United Nations Civilian Operations in the Congo [6] to rescue that country's educational system in its first year of crisis. [7] Subsequently, as UNESCO's expert on Africa, he helped to lay down the foundation for the development of post-colonial education on that continent. [8]
Early life
Maurice Dartigue was born March 14, 1903, in Les Cayes, once a thriving port city in southwestern Haiti, the fourth of five children of Régina (Duperval) and Jean Baptiste Dartigue, an attorney with a national reputation, an orator, legal scholar, Député (the equivalent of a U.S. Congressman), Governor of the South, twice approached to be president (but he declined) and Minister of Agriculture and Public Works. It was to assume this last post that Jean Baptiste moved the family to the capital city of Port-au-Prince.[9] After completing secondary school at the Petit Séminaire Collège Saint-Martial, Maurice entered law school. But his father's death in 1924 forced him to switch his studies to rural education and agriculture at the Central School of Agriculture, which had just been opened by the American Occupation. [10] Upon graduation in 1926, he took on a series of posts in the Occupation's Technical Service, including inspector of rural farm-schools, instructor in social sciences at the School of Agriculture, instructor in education at the Normal School, and Director of Chatard, an experimental primary and secondary school. [11]
Dartigue was encouraged by Carl Colvin, interim Director-General of the Technical Service, [12] to attend Teachers College, Columbia University, in New York for a master's degree in rural education, which he obtained in 1931. [13] It was at this time that he met his future wife, the Hungarian-born Esther Reithoffer, also studying for her master's degree in the same field, who would later direct nursery schools in Port-au-Prince, New York and Paris; would become a spokesperson for and specialist in early childhood education in a bilingual international setting; and would author a number of articles and books on the subject.
Career in Haiti
Prior to 1931, the Haitian educational system had slavishly imitated that of France, the country's former colonial ruler. During the next 15 years, first as Director of Rural Education and then as Minister of Education, Agriculture and Labor, Dartigue carried out an extensive program of reform. As Haitian educator Charles Pierre-Jacques put it, Dartigue set out to "democratize, modernize, Haitianize, and professionalize" [14] the system. He sought to provide universal education so that the 90% of the country that was rural and illiterate could be given equal access to what he saw as the pathway to social and economic improvement. [15] He insisted that education focus on the needs of the child and that it be relevant to the child's environment. [16] He encouraged girls to pursue an education, increased the number of schools for girls, and advocated for more women to enter the teaching profession. He introduced new teaching methods, a new kind of training of teachers, and a new curriculum that aimed to weaken the country's intellectual dependency on France. He added civics to students' studies [17] so that they could understand the concept of nationhood and feel that they belonged to a nation, as well as developing responsibility, discipline and initiative. He introduced the vernacular language Creole in the first few grades of primary school in order to allow the vast number of children who were not French speakers to understand what they were being taught and to provide a comfortable bridge to their subsequent studies in French. Whereas the educational system during the years 1915–1931 had been dominated by American administrators and instructors, these were replaced with Haitian educators who began to use Haitian teaching materials (as opposed to French). Dartigue stressed the importance of the country's rich, distinctive, authentic and original culture [18] and incorporated it into the classroom. He wanted to give standing and value to the educational profession, which he viewed as a specialty, both an art and a science, that required an understanding of sociology and educational psychology. Further innovations and reforms included banning politics and patronage from the educational system; gathering and using statistical data to analyze the system's needs; taking a scientific approach to education and applying the principles of pedagogy; firing all the incompetent teachers; creating a cadre of civil-service educational specialists; seeking grants for overseas graduate studies; securing better locations for schools; providing essential school materials; reorganizing the farm-schools that had been introduced by the American Occupation based on Booker T. Washington's model at Tuskegee Institute; establishing mobile teams that traveled into the countryside to assist rural teachers; involving parents and the rest of the adult rural community to comprehend the purpose and value of education, not only for the children but for themselves as well; and seeking to remove the stigma attached to manual labor by encouraging the pursuit of vocational skills in urban trade schools and appreciating the value of farming (especially in a largely agrarian society). [19] All this was brand new to Haiti.
When Elie Lescot was designated president of Haiti in 1941, he appointed Dartigue as his Minister of Education, Agriculture and Labor. Dartigue was the first educator to hold the office since the position had been created in 1844. [20] Between 1941 and 1946, he thus added to his responsibilities for rural education and agriculture, those for labor and urban education (primary, secondary, vocational, and university). He now undertook many of the same kinds of reforms and innovations in the urban field [21] that he had in the rural, and introduced new measures as well, including the first secondary school for girls [22] in more than a century, physical education for elementary schoolchildren, mandatory English and Spanish [23] for high-school students, and cultural exchanges with the country's neighbors to the north and south and studying their geography. [24] He negotiated agreements with the U.S. government (including the creation of the Haitian-American Institute for better relations between the two countries), with the French government (for the establishment of the French Institute in Haiti) [25], and with the ILO (for Haiti's return to the international labor organization). There was even a piece of legislation popularly known as la loi Dartigue [Dartigue's law], stipulating that after June 1 of each year, because of the summer heat, children did not have to return to school in the afternoon.
Trusteeship Department, United Nations, New York (1946–1956)
After a sudden regime change in early 1946, Dartigue deemed it wise to leave Haiti for the United States, where his wife and young son joined him. He embarked on a new career, as an international civil servant[26] for the next 25 years after finding employment at the newly launched United Nations in New York, where he worked for 10 years in the Trusteeship Department, [27] becoming in time Senior Specialist in Education. The Department was one of the UN's three principal divisions and oversaw the welfare of 11 trust territories, eight of which were in Africa, and 64 non-self-governing territories under colonial rule, 28 of which were in Africa. [28] It was here that Dartigue first became exposed to the educational conditions in various parts of that continent. He worked in the areas of both education and labor, planning, analyzing and drafting major studies about the education of women, compulsory education, the status of teachers, teacher training, the definition of literacy, and secondary, technical and higher education, as well as migrant labor, the training of workers, and social reform as it relates to labor. He contributed to the Department's annual Green Book (so called for the color of its cover) and oversaw its French editions. [29] "As before, [Dartigue] continued to carry out his work with high competence and excellent judgment supported by his background, experience and thorough knowledge of the subject," wrote UN Undersecretary General Benjamin Cohen in 1955. [30]
In 1954, Dartigue was honored by his alma mater, Teachers College, Columbia University, with the Medal for Distinguished Service in the Field of Education. It was the first year the award was given.[31]
Chief of the Division of In-School Education, UNESCO, Paris (1956—1960)
In 1956, the United Nations seconded Dartigue to UNESCO [32] (United Nations Educational, Scientific and Cultural Organization) in Paris, and over the next four years, he served as Chief of the Division of In-School Education. [33] Dartigue now supervised the educational programs and projects of all the Arab States, Asian countries and Latin American nations, to which would soon be added the many African states emerging from colonial rule. His responsibilities included the extension of primary, secondary and vocational education and the initiation of proposals for future action for the education of girls and boys; the encouragement of public and compulsory education in all countries; planning appropriate studies; organizing international and regional conferences; assisting national seminars and experts' meetings; stimulating professional study and interest in education; the orientation of primary and secondary education toward international understanding; and the effective cooperation with other agencies, departments and sectors. [34] Among the principal projects he spearheaded or participated in were the International Advisory Committee on School Curriculum [35] for reform in school programs; creation of the very well-received study titled Curriculum Revision and Research; [36] the Latin America Major Project (LAMP) [37] for the extension and improvement of primary education in Latin America; the survey of educational needs in Tropical Africa, which was the first time in history that these areas had been consulted on their own educational future; and the first-ever meeting of the ministers of education from Tropical Africa, in Addis Ababa, Ethiopia, [38] a truly historic event.
Chief of the UNESCO Mission in the Congo, Leopoldville (1960—1961)
In June 1960, the Belgian Congo was granted its independence and immediately fell into chaos, since Belgium had made no effort to provide the necessary foundations for the new state and had in short order withdrawn all its administrative and educational personnel, leaving the 11th largest country in the world with only 120 college graduates (many of whom had gone into religious service), out of a population of 15,000,000.[39] By request of the nascent Congolese government and the Security Council resolution of July 22, the United Nations was charged with coming to the country's aid, with almost every UN agency participating. UNESCO, specifically, was directed to re-start the educational system, and Dartigue was assigned the role of Chief of the UNESCO Mission in the Congo and Senior Education Advisor to the Head of the UN Civilian Operations in the Congo. [40] This was a natural fit for someone as uniquely qualified as Dartigue, since it combined his wide experience in the education of a developing country (his own) with his first-hand knowledge of both UNESCO and the United Nations. [41] Dartigue arrived in August in the capital city of Leopoldville, where he and his small team began to tackle the enormous short-term challenges of re-opening the country's schools, recruiting personnel (experts, vocational- and secondary-school instructors, and professors to train teachers), finding and allocating fellowship grants for overseas studies, devising a budget, and instituting the UNESCO coupons for purchases abroad of school materials (as the Congo currency was not accepted beyond its borders). It meant essentially starting from zero. [42]
Once these were successfully launched,[43] he proceeded to address the country's long-term issues such as improving secondary education; creating and reinforcing cadres in the government ministries and administrative sections in the capital and in the provinces; offering in-service training and improvement for primary- and secondary-school teachers, inspectors, administrators, and directors; developing technical and vocational education, including the National Institute of Mines and the National Institute of Building and Public Works; restructuring school programs; Africanizing the educational system, including the creation of manuals reflecting the country (i.e., Congolese texts in place of European ones); building classrooms; creating mobile teams to go into the provinces to provide in-service training for teachers; safeguarding existing scientific institutions and research; founding a National Institute of Pedagogy for higher teacher training (which became the model for such schools in other parts of Africa); and establishing training seminars and lectures (the first of their kind for teachers, administrators and other educators), held in Leopoldville, Luluabourg, and Geneva [44]
At the conclusion of his work in the Congo in August 1961, Dartigue received a letter from UN Secretary-General Dag Hammarskjöld lauding his effort, "I personally wish to express my sincere thanks for the help you gave to the United Nations, and to tell you that the Organization was privileged to have been able to benefit from your services in the particularly difficult circumstances we encountered in the Congo. I hope we will have the opportunity to work with you again."[45]
Chief of the Africa Division, UNESCO, Paris (1962—1963
After returning from the Congo to UNESCO headquarters in Paris, Dartigue became, in January 1962, the first Chief of the Africa Division [46] which had been mandated in response to the avalanche of newly independent sub-Saharan nations clamoring for help. In another first, it was he who created and organized the division.[47] His principal responsibilities included the Emergency Program for the Congo, the Emergency Program for Africa, the educational planning missions sent to Africa, the establishment of regional centers and institutes of pedagogy on that continent, and the recruitment of teachers and experts to work in Africa. Additionally, he participated in three important conferences held in 1962: the meeting of African ministers of education, in Paris; the gathering of experts on the adaptation of the curriculum for secondary schools in an effort to Africanize the school programs, in Tananarive, Madagascar, which Dartigue and his team organized; and a meeting concerning the future of higher education (the institutes of pedagogy and the teacher-training schools) which needed to be re-oriented from Europe to Africa, also held in Tananarive. [48]
Expert in African education (1963—1971)
Africa had obviously become Dartigue's specialty, and when, in 1963, he reached the UN's and UNESCO's mandatory retirement age of 60, he took on assignments of various lengths in Africa, still for UNESCO. Some of his most consequential contributions included being the first Director of Educational Planning of the newly established Regional Group for Educational Planning [49] (renamed some years later the Regional Bureau of Educational Development in Africa), in Dakar, Senegal (1963–1965); Director of and lecturer at the first-ever African teacher-training courses, in Cairo (February–May 1964); and the first-ever Acting Director of the university-level teacher-training school, the Ecole Normale Supérieure, and Principal Technical Advisor to the government of Burundi in educational matters, in Bujumbura, Burundi [50] (1966–1968).
In 1968, in advance of his second retirement from UNESCO, Dartigue received a letter from René Maheu, the organization's Director-General, saying, "I wish to express to you my profound gratitude for the competence and devotion with which you have never ceased to serve the Organization. You showed yourself to be an invaluable collaborator within the Secretariat, and you knew moreover how to acquit yourself with great success in the missions that were entrusted to you outside of headquarters."[51] Over the next three years, there followed a series of short-term missions to Sierra Leone, Ivory Coast, Mali, Ghana and Cameroon. His last was to Equatorial Guinea in 1971, [52] after which Dartigue fully retired to Paris. His 20 years in Haitian education served him exceedingly well — almost as a dress rehearsal — for his wide-ranging work to lay down a solid foundation for the development of post-colonial education in Africa.
Publications by and about him
During the course of his long, nearly 50-year career, Dartigue wrote or co-wrote over 70 published monographs, magazine and newspaper articles, and reports on education, beginning with Géographie locale [53] [Local Geography] and Les Problèmes de la communauté [54] [The Problems of the Community], both in 1931, and ending with Mission de l'UNESCO en Guinée Equatoriale [55] [UNESCO Mission to Equatorial Guinea], in 1971. A number of English-language pieces appeared in between, including "Rural Life and Education in Haiti" in The Inter-American Quarterly (1941), Report on the Trust Territory of Ruanda-Urundi (1952), and Special Personnel Problems in Education in Africa (1964). [56] And in 2017, a new, previously unpublished monograph of his titled Maurice Dartigue: Educational Development in Haiti 1804–1946 [57] was issued posthumously.
Dartigue has also been the subject of a number of books, articles and master's theses, including Un Haïtien exceptionnel Maurice Dartigue (1992); An Outstanding Haitian, Maurice Dartigue [58] (1994); "Maurice Dartigue, Educational Reform and Intellectual Cooperation with the United States as a Strategy for Haitian National Development 1934–1946" [59] in the Journal of Haitian Studies (2007); D'Haïti à l'Afrique, Itinéraire de Maurice Dartigue, un Educateur Visionnaire [60] (2002); and its updated English-language edition, From Haiti to Africa, Itinerary of Maurice Dartigue, a Visionary Educator [61] (2017).
Dartigue passed away in Paris July 9, 1983, at the age of 80.
== References ==
- ↑ Pierre-Jacques, Charles | (2019) | From Haiti to Africa, Itinerary of Maurice Dartigue, A Visionary Educator | Educa Vision | p.146. Also, "Un Grand Haitien" [translation: A Great Haitian] | July 14, 1983 | Le Nouvelliste. Also, Rea, Patrick Michael | (2014) | "The Historic Inability of the Haitian Education System to Create Human Development and its Consequences" | master's thesis | City University of New York | p.5. Also, Mathurin, Creutzer | (2003) | "La Réforme de Maurice Dartigue et les Courants de Pensée en Education" [The Reforms of Maurice Dartigue and Trends in Educational Thinking], talk at the University of Quebec in Montreal | pp. 2–3. (Transcript of the talk, given at a special conference honoring what would have been Dartigue's 100th birthday, can be found in its own folder in the Maurice Dartigue Collection, Gottesman Libraries, Teachers College, Columbia University.)
- ↑ Etienne, Eric F. | (October 13, 1983) | "Le Maurice Dartigue que j'ai connu" [The Maurice Dartigue I Knew] | Le Septentrion. (Etienne was a private-school teacher who met Dartigue in 1943 and retained a strong impression of him.)
- ↑ Verna, Chantalle Francesca | (2007) | "Maurice Dartigue, Educational Reform, and Intellectual Cooperation with the United States as a Strategy for Haitian National Development, 1934–46" | Journal of Haitian Studies | University of California, Santa Barbara | p.24. Also, Mathurin | op.cit. | p.5. Also, Pierre-Jacques | op. cit. | p.56, quoting Charles Tardieu-Dehoux | (1990) | L'Education en Haïti de la période coloniale à nos jours, 1980 [Education in Haiti from the Colonial Period to the Present Day, 1980] | Imprimerie Henri Deschamps.
- ↑ Cook, Mercer | (1948) | Education in Haiti | Federal Security Agency, U.S. Office of Education | p.30. Prior to 1946, the position was known as Minister of Public Instruction, and then it was renamed.
- ↑ Hilton, Ronald (editor) | (1971) | Who's Who in Latin America | Blaine Ethridge | Vol. 1, p.70.
- ↑ Pierre-Jacques | op. cit. | p.91.
- ↑ Other UN agencies tackled the Congo's host of other crises.
- ↑ Mathurin | op. cit. | pp. 10–11. Also, Pierre-Jacques | op.cit. | p.138, quoting Auguste Viatte, recipient of France's Legion of Honor.
- ↑ Verna, Chantalle F. | (2017) | Haiti and the Uses of America: Post-U.S. Occupation Promises | Rutgers University Press | p.55. Also, Alexis, Stephen | (1952 | Histoire d'Haïti [History of Haiti] | Editions Henri Deschamps | p.186.
- ↑ Hilton | op. cit. | p.70.
- ↑ Verna ("Maurice Dartigue, Educational Reform…") | op. cit. | p.29. Also, Trouillot, Ertha Pascal, and Ernst Trouillot | (2001) | Encyclopédie Biographique d'Haïti [Biographical Encyclopedia of Haiti] | Les Editions Semis | Tome 1, p.191.
- ↑ In a Foreword to Dartigue's first solo publication, Les Problèmes de la communauté [The Problems of the Community] | (1931)| Imprimerie du Service Technique | p. unnumbered (but it's the very first page), Colvin wrote, "[Maurice Dartigue] was one of the first students who came to the Central School [of Agriculture] in 1924 at the very beginning of the Technical Service. We recognized in him a rare capacity for study and special qualities of a leader in education."
- ↑ Hilton | op. cit | p.70. Also, Supplice, Daniel | (2001) | Dictionnaire biographique des personnalités politiques de la République d'Haïti [Biographical Dictionary of Well-known Political Figures of the Republic of Haiti] | Daniel Supplice (initially self-published, then updated and published anew by C3 Editions in 2014) | p.271.
- ↑ Pierre-Jacques | op. cit. | pp. 23, 29, 32, 28.
- ↑ Polyné, Millery | (2011) | From Douglass to Duvalier: U.S. African Americans, Haiti and Pan Americanism 1870–1964 | University Press of Florida | p.78. Also, Verna (Haiti and the Uses of America…) | op.cit. | p.59. Also, From Haiti to Africa… | pp. 27, 33.
- ↑ From Douglass to Duvalier… | p.77. Also, From Haiti to Africa… | p.14.
- ↑ From Douglass to Duvalier… | p.78. Also, Verna (Haiti and the Uses of America…) | op. cit. | p.58. Also, From Haiti to Africa… | p.63.
- ↑ From Haiti to Africa…| p.24.
- ↑ From Haiti to Africa… | pp. 24-48, 56-68. Also, Verna ("Maurice Dartigue, Educational Reform…") | op.cit. | pp. 29–35. Also, Mathurin | op.cit.| pp. 4–6. Also, From Douglass to Duvalier… | p.78. Also, Cook | op.cit. | p.27. Also, Boisgris, Oscar | (August 15, 1983) | "Maurice Dartigue," Le Septentrion. (Boisgris worked with Dartigue in Haiti and in the Congo.)
- ↑ Viélot, Kléber | (1975 | "Primary Education in Haiti," chapter in The Haitian Potential: Research and Resources of Haiti | edited by Vera Rubin and Richard P. Schaedel, Teachers College Press | p.127.
- ↑ Bulletin Association France-Haïti | (May 1984) |"Le Ministre Maurice Dartigue (1903–1983)" [Minister Maurice Dartigue 1903–1983]| p.9.
- ↑ Pierre-Jacques | op.cit. | p.144. Also, Cook | op. cit. | p.63.
- ↑ Verna (Haiti and the Uses of America…) | op.cit. | pp. 117–120. Also, Cook | op. cit. | p.45. Also, From Haiti to Africa… | p.63. Also, Rea | op.cit. | p.52.
- ↑ From Haiti to Africa… | pp. 24, 63.
- ↑ Bulletin Association France-Haïti | op. cit. | p.9.
- ↑ Bulletin Association France-Haïti | p.9.
- ↑ Bulletin Association France-Haïti | p.9.
- ↑ Territoires Non Autonomes: Etude Spéciale sur l'Engseignement [Non-Self-Governing Territories: Special Study on Education] | (1951) | Nations Unies [United Nations] | Vol. 3, p.3.
- ↑ This is a blending of the performance evaluations Dartigue received at the UN for the periods 1951–1953 and 1953–1955, as quoted (for 1951–53) in Dartigue, Esther | (1994) | An Outstanding Haitian, Maurice Dartigue: The Contribution of Maurice Dartigue to the Field of Education in Haiti, the United Nations and UNESCO | Vantage Press | p.331, and (for 1953–55) in Folder titled "UNESCO Reports and Some Miscellany" | Maurice Dartigue Collection, Gottesman Libraries, Teachers College, Columbia University.
- ↑ "UNESCO Reports and Some Miscellany".
- ↑ Folder titled "Teachers College Medal 1954" | Maurice Dartigue Collection, Gottesman Libraries, Teachers College, Columbia University. It includes Teachers College President Hollis L. Caswell's letter (November 8, 1954) to Dartigue offering the award.
- ↑ Letter from John McDiarmid (January 23, 1956), Deputy Director, Office of [UN] Personnel, to Arthur Gagliotti, Executive Officer, UNESCO, in Folder titled "UNESCO Reports and Some Miscellany" | Maurice Dartigue Collection, Gottesman Libraries, Teachers College, Columbia University.
- ↑ Supplice | op.cit. | p.271.
- ↑ Pierre-Jacques | op.cit. | pp. 84–85.
- ↑ Bartels, Francis | (2003) | The Persistence of Paradox: Memoirs of F.L. Bartels | Ghana University Press | pp. 265, 283. (Bartels worked at UNESCO with Dartigue 1962–1963.)
- ↑ The Persistence of Paradox… | p.334. Also, Pierre-Jacques | op. cit. | p.86.
- ↑ From Haiti to Africa… | op. cit. | pp. 84—85.
- ↑ From Haiti to Africa… | pp. 107–109. Also, Bartels | op. cit. | pp. 283–284.
- ↑ From Haiti to Africa… | pp. 87–89.
- ↑ Fullerton, Garry | Unesco in the Congo | UNESCO, p.8 (actually unnumbered). Also From Haiti to Africa… | p.88.
- ↑ Bartels | op. cit. | p.285.
- ↑ Pierre-Jacques | op. cit. | pp. 91, 93, 101.
- ↑ From Haiti to Africa… | p.137, quoting Pio Carlo Terenzio, Dartigue's UNESCO colleague and his successor in the Congo.
- ↑ Fullerton | op. cit. | pp. 8, 11, 14, 19, 24, 27, 48–50. Also, From Haiti to Africa… | pp. 90–98.
- ↑ Letter from Dag Hammarskjöld (August 14, 1964) to Maurice Dartigue in Folder titled "Congo Correspondence 1961" | Maurice Dartigue Collection, Gottesman Libraries, Teachers College, Columbia University.
- ↑ Bartels |op. cit. p.330.
- ↑ Pierre-Jacques | op. cit. | p.103.
- ↑ Bartels | op.cit. | pp. 333–336. Also, From Haiti to Africa… | pp. 104, 112–116.
- ↑ The Persistence of Paradox… | p.349.
- ↑ Trouillot and Trouillot |op. cit. | p.191. Also, Pierre-Jacques | op. cit. | pp. 121–122, 127–133. Also, Bulletin Association France-Haïti | op. cit. | p.9.
- ↑ Letter from René Maheu (March 5, 1968) to Maurice Dartigue, in Folder titled "Correspondence 1964–1970" | Maurice Dartigue Collection, Gottesman Libraries, Teachers College, Columbia University.
- ↑ Bulletin Association France-Haïti | op.cit. | p.9. Also, Pierre-Jacques | op. cit. | pp.132–133.
- ↑ Can be found in the Library of Congress (Call No. G126 H23 Livre 1), as well as in the Digital Library of the Caribbean (dloc.com) and in the Maurice Dartigue Collection, Gottesman Libraries, Teachers College, Columbia University.
- ↑ Can be found in the Library of Congress (Call No. F196 D27) and in "Box 1 of 2" (it is the last of the 7 monographs in the 2nd listed folder identified as Conditions rurales en Haïti), the Maurice Dartigue Collection, Gottesman Libraries, Teachers College, Columbia University.
- ↑ The first 7 pages can be found in Folder titled "UNESCO Reports and Some Miscellany," Maurice Dartigue Collection, Gottesman Libraries, Teachers College, Columbia University. The rest appears to be lost.
- ↑ Each of these three works in English can be found in its own individual folder in the Maurice Dartigue Collection, Gottesman Libraries, Teachers College, Columbia University.
- ↑ Noted in the Maurice Dartigue Collection and available in the stacks of the Gottesman Libraries, Teachers College, Columbia University. Also can be seen on Amazon as proof of its existence.
- ↑ This and the preceding title can be found in the Library of Congress (Call No. LA2353 H22 D373 1992 and Call No. LA2353 H22 D37413 1994, respectively) and in the Digital Library of the Caribbean (dloc.com). They are also noted in the Maurice Dartigue Collection and available in the stacks of the Gottesman Libraries, Teachers College, Columbia University. Also can be seen on Amazon as proof of their existence.
- ↑ Can be found in its own folder in the Maurice Dartigue Collection, Gottesman Libraries, Teachers College, Columbia University.
- ↑ Noted in the Maurice Dartigue Collection and available in the stacks of the Gottesman Libraries, Teachers College, Columbia University.
- ↑ Noted in the Maurice Dartigue Collection and available in the stacks of the Gottesman Libraries, Teachers College, Columbia University. Also can be seen on Amazon as proof of its existence.
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