At first I thought he was a baseball fan from Cleveland. As he came closer I saw the cross on his blue and red cap, and I realized I had seen this guy before. I was staffing a GOHI exhibit at the Columbus gay pride parade. GOHI is the Gay Ohio History Initiative, a group of volunteers who formed a partnership with the Ohio Historical Society in 2006 to “preserve, archive, and curate Ohio's LGBT history and culture.” Interestingly, the “preeminent history preservation organization” in Ohio is serving as a model of collaboration for public educational institutions concerning lesbian, gay, bisexual, transgender, queer (LGBTQ) history. This may strike one as curious given that two out of three Ohio voters supported a constitutional ban on marriage equality in 2004 even though the state legislature had already adopted a similar measure. The state also does not prohibit employment or housing discrimination on the basis of sexual orientation or gender identity. Yet Columbus maintains a national reputation as a “gay-friendly” city, suggesting that the political terrain in Ohio is as mixed as ever. The old saw—“As goes Ohio so goes the nation”—still seems pertinent.

Over a decade ago Jurgen Herbst, in a retrospective review of the field of educational history, noted with considerable perturbation that educational historiography had grown tired and dull. “The revisionist surge, whether traditional or radical, has spent itself,” said Herbst, and nothing new or interesting has emerged to replace it. A year later, in March of 2000, a major invitation-only conference sponsored by the Spencer Foundation was held to discuss the state of the field. Some of the conference's conclusions were published by Ruben Donato and Marvin Lazerson, who prefaced their comments on the current state of the field with a refresher on the “Golden Era” of the late 1960s and 1970s, noting that for many, in the words of one attendee, the passion of those days “is somehow lost. We don't know where we're heading. We don't know what we're doing.”

Floree Smith, a teacher in Marion County, Mississippi remembered that participating in the Head Start program “made a difference in our lives, our home lives, our church lives, and it made it so beautiful and it was a help for the children and it was a help to us too.” The program etched in Mrs. Smith's memory involves Mississippi teachers, sharecroppers, store clerks, preachers, landowners, civil rights activists, and other local people who galvanized the Freedom Movement and democratized the field of education by organizing 280 Head Start centers that served 21,000 children across the state of Mississippi during the summer of 1965. This article examines the history of Head Start, a federally funded program, whose conceptualization emerged in earlier phases of the Civil Rights Movement in order to provide education, nourishing meals, medical services, and a positive social environment for children about to enter the first grade. While Head Start was implemented in states other than Mississippi, a focus on the development of Head Start in Mississippi is particularly significant because it illuminates the ways in which local people placed equitable educational access and opportunity at the center of the broader Civil Rights Movement and broadens our understanding of how local people used, and in several cases essentially created, federal programs to address deeply contextual issues. Furthermore, by illuminating the significance of Head Start and thus federal programs within the Civil Rights Movement, this article demonstrates how the rise of the New Right in the mid and late 1960s was a reaction to a racialized “Welfare State” and the programs like Head Start associated with it.

Inspired by Manifest Destiny and lured by prospects of economic gain, Eastern entrepreneurs migrated to the Western frontier in the mid nineteenth century. As they pursued wealth through railroads, mining, land speculation, and other endeavors, many succeeded and had their names recorded in the pages of the history of the region; others passed from historical memory. Alongside economic titans were other pioneers. Just as zealous New England reformers sought to bring Yankee enlightenment to the benighted South after the Civil War, other New Englanders looked to the West. For several of these pioneers, establishing Christian churches and colleges to serve the new populations was their mission. One of these individuals was Congregationalist minister Edward P. Tenney, whose conceived life's goal was to found a Christian college that would serve as the centerpiece of education on the frontier. Tenney was not unique, but he was exceptional in the scope and passion of his vision.