Anderson, James. The Education of Blacks in the South, 1860-1935. Chapel Hill, NC: University of North Carolina Press, 1988.

Summary
This book examines the system of public and private education for black citizens that emerged between 1860 and 1935, a time period when black Americans faced economic and political oppression as they made the transition into a new social system of capitalism, Republican government and wage labor. Anderson argues that the structure and ideology of black education reflected the larger political subordination of blacks'''. He argues that Northern philanthropist and''' industrialists as well as Southern politicians competed to define what type of education was appropriate for blacks (industrial education vs. no edu''cation). It'' was the social system that made black education so fundamentally different from those of other Americans. Yet, within this system, black Americans persisted and struggled to fashion a system of education that prefigured their full emancipation. He concludes, “the education of blacks in the South reveals the various contending forces that sought either to repress the development of black education or to shape it in ways that contradicted blacks’ interest in intellectual development.” (285)

Example: The Hampton-Tuskegee Model was the antithesis (an aberration) of the educational and social movement begun by ex-slaves. Samuel Chapman Armstrong and Booker T. Washington reframed black educational aims, from liberation to “fitting in” into the dominant system. This type of education coopted/used by Northern industrialists/philanthropists. At black teacher training institutions, Northern philanthropists implemented the Tuskegee-Hampton model, in which the country training school became the dominant form of secondary education for blacks and largely emphasized manual labor (watered down academic curriculum).

See also: David Tyack, David Adams, Michael Katz (Revisitionist)