From cotton field to schoolhouse

This book examines Mississippi's politics and policies of post Civil War racial education. The primary debate centered on whether schools for African Americans should seek to develop Blacks as citizens, train them to be free but subordinate laborers, or produce some other outcome. African Americans envisioned schools established by and for themselves as a primary means of achieving independence, equality, political empowerment, and some degree of social and economic mobility. Most northerners assisting freed people regarded such expectations as unrealistic and expected African Americans to labor under contract for those who had previously enslaved them and their families. Meanwhile, many white Mississippians objected to any educational opportunities for the former slaves. The author finds that newly freed slaves made heroic efforts to participate in their own education, but too often the schooling was used to control and redirect the aspirations of the newly freed.