Abstract
Editor's Note: This article begins a semiregular feature in which contributors analyze "texts" that figure in the daily lives of college English teachers: e.g., syllabi, course descriptions, administrative decrees, departmental bylaws, college Web sites. Your proposals are invited. Here, Susanna Ashton describes how undergraduates in her class on representations of slavery studied the words, sounds, and images they encountered at a historical site on her campus: the former slave plantation of leading antebellum racist John C. Calhoun. She also analyzes how her school depicts this site on the