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An Historical Review of the Role Black Parents and the Black Community Played in Providing Schooling for Black Children in the South, 1865-1954

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An Historical Review of the Role Black Parents and the Black Community Played in Providing Schooling for Black Children in the South, 1865-1954 University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1986 An historical review of the role Black parents and the Black community played in providing schooling for Black children in the South, 1865-1954. Josie R. Johnson University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Johnson, Josie R., "An historical review of the role Black parents and the Black community played in providing schooling for Black children in the South, 1865-1954." (1986). Doctoral Dissertations 1896 - February 2014. 4095. https://scholarworks.umass.edu/dissertations_1/4095 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. AN HISTORICAL REVIEW OF THE ROLE BLACK PARENTS AND THF BLACK COMMUNITY PLAYED IN PROVIDING SCHOOLING FOR BLACK CHILDREN IN THE SOUTH, 1865-1954 A Dissertation Presented by JOS IE R. JOHNSON Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1986 School of Education Josie R. Johnson All Rights Reserved AN HISTORICAL REVIEW OF THE ROLE BLACK PARENTS AND THE BLACK COMMUNITY PLAYED IN PROVIDING SCHOOLING FOR BLACK CHILDREN IN THE SOUTH, 1865-1954 A Dissertation Presented by JOS IE R. JOHNSON Approved as to style and content by: JLl Meyer ^inberg, Chai r pet's 1^1 o f Committee William Kornegay, Member^- ^ G V- C 'y 6 Chester Davis, Member Mario D. Fantin/, Dean Acknowledgement I am deeply grateful to many people for their support and en¬ couragement during the dissertation process. To Norma Jean Anderson without whom the process would not have begun, I am sincerely appreciative. She gave me the support and friendship I needed to get through the re-entry phase of my academic program. To my committee members, William Kornegay and Chester Davis, I am sincerely indebted for their willingness to share with me their time and expertise in the fields of educational foundations and Black education. To my chair, Meyer Weinberg -- an educator and scholar -- words are inadequate to express my sincere appreciation for his support of my work, this thoughtful guidance and his in-depth -knowledge of my field of study. When I needed him, Professor Weinberg always found time to be there with solutions to my problems. I will be forever grateful to him for accepting the responsibility of directing my research. There are others to whom I am grateful: Jimm DeShields and Ingrid Babb Bracey who raised critical questions throughout the research; the minority graduate students support group whose members shared ideas with me and gave me emotional strength, when it was needed, Joanne Provost who painstakingly typed this dissertation and always said assuredly, "sure we can meet that deadline"; and to the staff of the Horace Mann Bond Center at the University of Massachusetts at Amherst i v To my family, a very special Thank You. To Charles and our daughters, Patrice, Norrene and Josie who were my models for the hard work and long hours that were required to complete this doctoral program. The encouragement and love from our daughters were anchors on which I could always depend. Lastly, to my parents who demonstrated for us their commitment to education and their willingness to serve as an extended family to other Black children. I thank God for His !love and protection during my tenure at the University of Massachusetts. v ABSTRACT AN HISTORICAL REVIEW OF THE ROLE BLACK PARENTS AND THE BLACK COMMUNITY PLAYED IN PROVIDING SCHOOLING FOR BLACK CHILDREN IN THE SOUTH, 1865-1954 February 1986 Josie R. Johnson, B.A., Fisk University M.Ed., Ed.D., University of Massachusetts Directed by: Professor Meyer Weinberg The specific purposes of this study were to identify and highlight the many and varied contributions Black people made in providing schooling for their children in the South from 1865 to 1954, and thereby, make a significant contribution to the literature on this subject. This study added weight to the historical importance Blacks have placed on the education of their children. Ignorance of this history affects how Black children are viewed, treated, taught, encouraged, or discouraged in the process of acquiring an education in this society. Fifty-one autobiographies were used as the primary data source. They spanned three major periods--Reconstruction, Post-Reconstruction and the period after World War I to the Brown decision. They were selected on the following criteria: the life of individuals who lived in the Southern region of the United States; and, individuals whose own personal experiences related to formal schooling as students, parents, teachers or community activists. vi This research, historical and largely descriptive, was designed to investigate the role Black parents and the Black community played in providing schooling for Black children in the South, from 1865 to 1954. These authors, in their own words, reported that their parents and communities placed high value on education and made many sacrifices in order to have their children acquire an education. It is clear from this study that the white authorities in control of the education of all children in America were primarily interested in the education of white children and this fact adversely affected the education of Black children. The research demonstrated that across the periods studied Black children did not have the same educational advantages that white school children had. Further, this study suggests the need to re-examine the issues related to why Black children are not given an equal educational opportunity. To monitor this process, Black parents, as the first teachers, must become more involved in the education of Black children. However, in order to do that the schools must bring Black parents into the system. VI 1 Table of Contents ACKNOWLEDGEMENT . iv CHAPTER I. INTRODUCTION . 1 Introduction and Background. 1 Purpose. 10 Rationale and Significance of the Study. 10 Assumptions. 13 Definitions. 13 Limitations of the Study . 14 Design and Procedures of the Study . 15 Procedures for Extracting Data from the Records. 17 Review of the Literature . 19 Outline of Chapters. 24 Footnotes. 25 II. THE RECONSTRUCTION PERIOD 1865-1877. 28 Research Appraisal . 28 White Attitudes During the Reconstruction Period . 30 White Southern Attitudes Towards Education . 32 Section A. 36 Who Were the Authors? . 36 Who Were Their Parents? . 37 Where Did They Grow Up? . 38 The Conditions of the School Building . 38 Instructional Materials . 41 Formal Training of the Teachers . 43 Number of Months Schools in Session, School Attendance of Authors. 46 Section .. 48 Who Encouraged Them to go to School?. 48 Could and/or did Their Family Move From One Place to Another in Order to Provide Them With a Better Education?... 53 Socio-economic Status of the Author's Families. 54 What Were the Attitudes Toward Education of the Authors, Their Parents, Teachers, Relatives and Others Directly Associated With Them?. 58 Childhood Health of the Authors . 64 vi i i Section C. ^ What did Black Parents, the Black Community and Black Organizations do to Provide Schooling for Black Children?. 65 Summary. 73 Footnotes. 75 III. THE POST-RECONSTRUCTION PERIOD 1880-1918 . 81 White Southern Attitude Toward Education During the Post-Reconstruction Period. 83 Section A.85 Who Were the Authors?.85 Who Were Their Parents?.87 Where Did They Grow Up?.88 The Condition of the School Buildings.88 Instructional Materials and Quality of Institution and Curriculum . 94 Number of Months School in Session, School Attendance, Scholastic and Age of Authors When Officially Started School . .101 Section B.104 Who Encouraged Them to go to School?.104 Could and/or did Their Family Move From One Place to Another in Order to Provide Them with Better Schooling?.110 Socio-economic Status of the Families of the Authors.H2 What Were the Attitudes Towards Education of the Authors, Their Parents, Teachers, Relatives and Other Adults.HO Childhood Health of Authors . I32 Section ..H3 What did Black Parents, the Black Community and Black Organizations do to Provide Schooling for Black Children?.]33 Summary.^ Footnotes.~>3 IV. AFTER WORLD WAR I TO THE BROWN DECISI0N--1920-1954 . 163 White Southern Attitudes Towards Education . 105 Section A.V' ' A ' * 17n Who are the Authors and Where Did They Grow Up? . /u Issues of Education Condition of School Buildings Influencing Education, Instructional Materials, Quality of Instruction and Other Issues. 172 Section B. 184 Who Encouraged the Authors to go to School? . *. 184 Socio-economic Status of the Families of the Authors. 186 Section C. 187 What did Black Parents, the Black Community and Black Organizations do to Provide Schooling for Black Children?. 187 Summary. 191 Footnotes. 194 V. SUMMARY AND CONCLUSIONS 199 SELECTED BIBLIOGRAPHY 205 TABLES.167 Table 1 -- Expenditures in Two Alabama Counties for Educational Purposes by Race, 1929-1930 . 167 Table 2 -- Tentative Values of the Various Teacher- Units for the 1929-1930 A1bama State Minimum Program . 169 APPENDICES.218 Key Categories for Recording Information Extracted from Autobiographies.219 Autobiographies--Reconstruction Authors, 1865-1877 . 221 Autobiographies--Post-Reconstruction
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