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⁹ The historiography on Southern black education in public and private schools following the Civil War is a robust field of study; this note provides a limited number of examples. On public and private segregated black schooling, see Anderson, James, The Education of Blacks in the South, 1860–1935 (Chapel Hill: University of North Carolina Press, 1988). On public segregated black schooling that exhibited exemplar educational environments despite the realities of Crow, Jim, see Jones, Faustine Childress, A Traditional Model of Educational Excellence: Dunbar High School of Little Rock, Arkansas (Washington, DC: Published for ISEP by Howard University Press, 1981); Walker, Vanessa Siddle, Their Highest Potential: An African American School Community in the Segregated South (Chapel Hill: University of North Carolina Press, 1996); and Stewart, Allison, First Class: the Legacy of Dunbar, America's First Black Public High School (Chicago: Lawrence Hill Books, 2013). On black teachers and principals, see Fultz, Michael, “African American Teachers in the South, 1890–1940: Powerlessness and the Ironies of Expectations and Protest,” History of Education Quarterly 35, no. 4 (Winter 1995): 401–22; Walker, Vanessa Siddle, “Ninth Annual Brown Lecture in Education Research: Black Educators as Educational Advocates in the Decades Before Brown v. Board of Education,” Educational Researcher 42, no. 2 (May 2013): 207–22; and Walker, Vanessa Siddle, Hello Professor: A Black Principal and Professional Leadership in the Segregated South (Chapel Hill: University of North Carolina Press, 2009). African Americans were educated in both parochial schools, in particular Catholic schools, and black private institutions. Sources that address the history of African Americans in parochial schools include Franklin, V. P. and McDonald, Edward P., “Blacks in Urban Catholic Schools in the United States: A Historical Perspective,” in Visible Now: Blacks in Private Schools, ed. Slaughter-Defoe, Diana T. and Johnson, Deborah J. (New York: Greenwood Press, 1988); Mitchell, Mary Niall, “‘A Good and Delicious Country': Free Children of Color and How They Learned to Imagine the Atlantic World in Nineteenth-Century Louisiana,” History of Education Quarterly 40, no. 2 (Summer 2000): 123–44; and Irvine, Jacqueline Jordan and Foster, Michèle, eds., Growing Up African American in Catholic Schools (New York: Teachers College Press, 1996). For histories of black private institutions, see Jones, Thomas Jesse, “A Study of the Private and Higher Schools for Colored People in the United States,” prepared in cooperation with the Phelps-Stokes Fund for the Department of the Interior, Bureau of Education, 2 vols. (Washington, DC-Government Printing Office, 1917); Grant, Donald L. and Grant, Jonathan, The Way It Was in the South: The Black Experience in Georgia (Athens: University of Georgia Press, 2001); Cooper, Arnold, Between Struggle and Hope: Four Black Educators in the South, 1894–1915 (Ames: Iowa State University Press, 1989); and Wadelington, Charles Weldon and Knapp, Richard F., Charlotte Hawkins Brown & Palmer Memorial Institute: What One Young African American Woman Could Do (Chapel Hill: University of North Carolina Press, 1999).CrossRefGoogle Scholar

¹⁰ For an examination of Westminster's first black students’ experiences, see Purdy, Michelle A., “Courageous Navigation: African American Students at an Elite Private School in the South, 1967–1972,” Journal of African American History 100:4 (Fall 2015), in press; Purdy, Michelle A., “Southern and Independent: Public Mandates, Private Schools, and Black Students, 1951–1970” (PhD Dissertation, Emory University, 2011).Google Scholar

¹¹ Accounts on Southern public school desegregation include Liva Baker, The Second Battle of New Orleans: The Hundred-Year Struggle to Integrate the Schools (New York: HarperCollins, 1996); Baker, R. Scott, Paradoxes of Desegregation: African American Struggles for Educational Equity in Charleston, South Carolina, 1926–1972 (Columbia: University of South Carolina Press, 2006); Bolton, Charles C., The Hardest Deal of All: The Battle Over School Integration in Mississippi, 1870–1980 (Jackson: University Press of Mississippi, 2005); Douglas, Davison M., Reading, Writing, and Race: The Desegregation of Charlotte Schools (Chapel Hill: University of North Carolina Press, 1995); Hoppe, Sherry L. and Speck, Bruce W., Maxine Smith's Unwilling Pupils: Lessons Learned in Memphis's Civil Rights Classroom (Knoxville: University of Tennessee Press, 2007); and Pratt, Robert A., The Color of Their Skin: Education and Race in Richmond, Virginia, 1954–1989 (Charlottesville: University Press of Virginia, 1992). For further discussion on segregationist academies, see Champagne, Anthony M., “The Segregation Academy and the Law,” The Journal of Negro Education 42, no. 1 (1973): 58–66; Fuquay, Michael W., “Civil Rights and the Private School Movement in Mississippi, 1964–1971,” History of Education Quarterly 42, no. 2 (2002): 159–80; and Nevin, David and Bills, Robert E., The Schools That Fear Built: Segregationist Academies in the South (Washington, DC: Acropolis Books, 1976).Google Scholar

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¹⁰⁴ Ibid.Google Scholar