The Journals of Charlotte Forten Grimké


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Contains primary source material.







In Pursuit of Knowledge


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Winner, 2021 AERA Outstanding Book Award Winner, 2021 AERA Division F New Scholar's Book Award Winner, 2020 Mary Kelley Book Prize, given by the Society for Historians of the Early American Republic Winner, 2020 Outstanding Book Award, given by the History of Education Society Uncovers the hidden role of girls and women in the desegregation of American education The story of school desegregation in the United States often begins in the mid-twentieth-century South. Drawing on archival sources and genealogical records, Kabria Baumgartner uncovers the story’s origins in the nineteenth-century Northeast and identifies a previously overlooked group of activists: African American girls and women. In their quest for education, African American girls and women faced numerous obstacles—from threats and harassment to violence. For them, education was a daring undertaking that put them in harm’s way. Yet bold and brave young women such as Sarah Harris, Sarah Parker Remond, Rosetta Morrison, Susan Paul, and Sarah Mapps Douglass persisted. In Pursuit of Knowledge argues that African American girls and women strategized, organized, wrote, and protested for equal school rights—not just for themselves, but for all. Their activism gave rise to a new vision of womanhood: the purposeful woman, who was learned, active, resilient, and forward-thinking. Moreover, these young women set in motion equal-school-rights victories at the local and state level, and laid the groundwork for further action to democratize schools in twentieth-century America. In this thought-provoking book, Baumgartner demonstrates that the confluence of race and gender has shaped the long history of school desegregation in the United States right up to the present.




The Freedmen's Book


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Diary of Charlotte Forten


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"Presents excerpts from the diary of Charlotte Forten, a free African American teenager who lived in Massachusetts before the Civil War"--







Fugitive Pedagogy


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A fresh portrayal of one of the architects of the African American intellectual tradition, whose faith in the subversive power of education will inspire teachers and learners today. Black education was a subversive act from its inception. African Americans pursued education through clandestine means, often in defiance of law and custom, even under threat of violence. They developed what Jarvis Givens calls a tradition of “fugitive pedagogy”—a theory and practice of Black education in America. The enslaved learned to read in spite of widespread prohibitions; newly emancipated people braved the dangers of integrating all-White schools and the hardships of building Black schools. Teachers developed covert instructional strategies, creative responses to the persistence of White opposition. From slavery through the Jim Crow era, Black people passed down this educational heritage. There is perhaps no better exemplar of this heritage than Carter G. Woodson—groundbreaking historian, founder of Black History Month, and legendary educator under Jim Crow. Givens shows that Woodson succeeded because of the world of Black teachers to which he belonged: Woodson’s first teachers were his formerly enslaved uncles; he himself taught for nearly thirty years; and he spent his life partnering with educators to transform the lives of Black students. Fugitive Pedagogy chronicles Woodson’s efforts to fight against the “mis-education of the Negro” by helping teachers and students to see themselves and their mission as set apart from an anti-Black world. Teachers, students, families, and communities worked together, using Woodson’s materials and methods as they fought for power in schools and continued the work of fugitive pedagogy. Forged in slavery, embodied by Woodson, this tradition of escape remains essential for teachers and students today.




The Black Man


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A Book of Golden Deeds


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"...the real war will never get in the books"


Book Description

"These thousands, and tens and twenties of thousands of American young men, badly wounded, all sorts of wounds, operated on, pallid with diarrhea, languishing, dying with fever, pneumonia, &c. open a new world somehow to me, giving closer insights, new things, exploring deeper mines than any yet, showing our humanity, (I sometimes put myself in fancy in the cot, with typhoid, or under the knife,) tried by terrible, fearfulest tests, probed deepest, the living soul's, the body's tragedies, bursting the petty bounds of art." So wrote Walt Whitman in March of 1863, in a letter telling friends in New York what he had witnessed in Washington's war hospitals. In this, we see both a description of war's ravages and a major artist's imaginative response to the horrors of war as it "bursts the petty bounds of art." In "...the real war will never get in the books", Louis Masur has brought together fourteen of the most eloquent and articulate writers of the Civil War period, including such major literary figures as Nathaniel Hawthorne, Harriet Beecher Stowe, Ralph Waldo Emerson, Frederick Douglass, Herman Melville, Walt Whitman, Henry Adams, and Louisa May Alcott. Drawing on a wide range of material, including diaries, letters, and essays, Masur captures the reactions of these writers as the war was waged, providing a broad spectrum of views. Emerson, for instance, sees the war "come as a frosty October, which shall restore intellectual & moral power to these languid & dissipated populations." African-American writer Charlotte Forten writes sadly of the slaughter at Fort Wagner: "It seems very, very hard that the best and noblest must be the earliest called away. Especially has it been so throughout this dreadful war." There are writings by soldiers in combat. John Esten Cooke, a writer of popular pre-Revolutionary romances serving as a Confederate soldier under J.E.B. Stuart, describes Stonewall Jackson's uniform: "It was positively scorched by sun--had that dingy hue, the product of sun and rain, and contact with the ground...but the men of the old Stonewall Brigade loved that coat." And John De Forest, a Union officer, describes facing a Confederate volley: "It was a long rattle like that which a boy makes in running with a stick along a picket-fence, only vastly louder; and at the same time the sharp, quiet whit-whit of bullets chippered close to our ears." And along the way, we sample many vivid portraits of the era, perhaps the most surprising of which is Louisa May Alcott's explanation of why she preferred her noon-to-midnight schedule in a Washington hospital: "I like it as it leaves me time for a morning run which is what I need to keep well....I trot up & down the streets in all directions, some times to the Heights, then half way to Washington, again to the hill over which the long trains of army wagons are constantly vanishing & ambulances appearing. That way the fighting lies, & I long to follow." With unmatched intimacy and immediacy, "...the real war will never get in the books" illuminates the often painful intellectual and emotional efforts of fourteen accomplished writers as they come to grips with "The American Apocalypse."