By James D. Anderson
James Anderson seriously reinterprets the background of southern black schooling from Reconstruction to the nice melancholy. through putting black education inside of a political, cultural, and financial context, he deals clean insights into black dedication to schooling, the atypical value of Tuskegee Institute, and the conflicting objectives of varied philanthropic teams, between different concerns.
Initially, ex-slaves tried to create an academic approach that might help and expand their emancipation, yet their kids have been driven right into a procedure of commercial schooling that presupposed black political and monetary subordination. This perception of schooling and social order--supported via northern business philanthropists, a few black educators, and such a lot southern tuition officials--conflicted with the aspirations of ex-slaves and their descendants, ensuing on the flip of the century in a sour nationwide debate over the needs of black schooling. simply because blacks lacked monetary and political strength, white elites have been capable of keep an eye on the constitution and content material of black hassle-free, secondary, basic, and school schooling through the first 3rd of the 20th century. still, blacks continued of their fight to strengthen an instructional process in response to their very own wishes and desires.
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Additional resources for The Education of Blacks in the South, 1860-1935
Wright graduated from Atlanta University in 1876 and in 1880, at age twenty-seven, he was principal of the Augusta, Georgia, "Colored High School" (later named E. A. Ware High School), the only public high school for blacks in the state. S. Senate Committee on Education and Labor regarding conditions for education and work among blacks in Georgia. Senator Henry W. Blair of New Hampshire, the committee's chairman, queried Wright about the comparative inferiority and superiority of races. Drawing upon his understanding of the classics, Wright replied: It is generally admitted that religion has been a great means of human development and progress, and I think that about all the great religions which have blest this world have come from the colored races—all.
Toward this end the black leaders and educators adopted the New England classical liberal curriculum, so the subjects taught in post—Civil War black elementary, normal, and collegiate schools did not differ appreciably from those taught in northern white schools. Students in elementary schools received instruction in reading, spelling, writing, grammar, diction, history, geography, arithmetic, and music. Normal school students took this standard English curriculum with additional courses in orthography, map drawing, physiology, algebra, and geometry, as well as the theory and practice of teaching.
The gatherings, known among slaves as "stealin' the meetin','' were attended by free blacks who attempted to teach slaves to read and write. " No other class of native southerners had experienced literacy in this context. 14 In the history of black education the political significance of slave literacy reaches beyond the antebellum period. Many of the educators and leaders of the postbellum years were men and women who first became literate under slavery. Moreover, many prominent post—Civil War black educators who were not literate as slaves received their initial understanding of the meaning of literacy under slavery.
The Education of Blacks in the South, 1860-1935 by James D. Anderson