From the editor

Each issue of White House Studies features a profile of an historic site associated with the presidency. Previous issues of the journal have included profiles of presidential libraries, presidential birthplaces, presidential foundations, and presidential parks. This issue offers readers a fascinating and important look at the enduring controversy over the exact birthplace of Andrew Jackson. Robert Dunkerly, a park ranger in South Carolina with extensive experience doing historical research while associated with Colonial Williamsburg, Jamestown National Historic Site, and the George Washington Birthplace, explores the arguments forwarded by both North Carolina and South Carolina to support their claims that Andrew Jackson was a native son. Dunkerly examines the facts and points of contention, then offers his own assessment of the controversy. Readers should enjoy this installment of what has become a popular and regular "feature" of the journal.

From time to time WHS runs other features. For instance, past issues have included features that profile former residents of the White House. The journal also runs an annual column on historic presidential elections by presidential historian Russell Mahan. In the previous issue (Volume 3, Number 2, 2003), for example, Mahan presented some little known facts surrounding the 1896 election, with particular attention to the candidacy and mixed legacy of William Jennings Bryan.

Happily, these features have been well received and offer a readable yet substantive alternative to the typical scholarly article. On that note, I am pleased to introduce a new "feature" of the journal. Starting with this issue, WHS will periodically publish essays on teaching and the classroom. I asked Professors Anthony Eksterowicz and Lawrence Rifkind, both of whom have recently taught successful courses on the first ladies, to kick off this "Teaching Forum" by sharing their experiences, advice, and course syllabi with the journal. Very few presidential scholars have taught courses on the first ladies and most courses and textbooks on the topic omit any viable consideration of the presidential spouses. As such, it is my hope that these essays will offer useful information to those of us teaching courses on the presidency or contemplating a course on the first ladies.

I invite readers to submit essays on teaching and classroom issues relevant to those teaching courses on the presidency. These will still be subject to the journal's review process and, pending favorable review, will be published as a "Teaching Forum" feature.

COPYRIGHT 2003 Nova Science Publishers, Inc.
COPYRIGHT 2004 Gale Group