Reprint of the original, first published in 1867.

African American schools in the segregated South faced enormous obstacles in educating their students. But some of these schools succeeded in providing nurturing educational environments in spite of the injustices of segregation. Vanessa Siddle Walker tells the story of one such school in rural North Carolina, the Caswell County Training School, which operated from 1934 to 1969. She focuses especially on the importance of dedicated teachers and the principal, who believed their jobs extended well beyond the classroom, and on the community's parents, who worked hard to support the school. According to Walker, the relationship between school and community was mutually dependent. Parents sacrificed financially to meet the school's needs, and teachers and administrators put in extra time for professional development, specialized student assistance, and home visits. The result was a school that placed the needs of African American students at the center of its mission, which was in turn shared by the community. Walker concludes that the experience of CCTS captures a segment of the history of African Americans in segregated schools that has been overlooked and that provides important context for the ongoing debate about how best to educate African American children. African American History/Education/North Carolina

Drawing on hitherto-unused sources this book represents a shift in the historiography of British education. At the centre of the investigation is Joseph Payne. He was one of the group of pioneers who founded the College of Preceptors in 1846 and in 1873 he was appointed to the first professorship of education in Britain, established by the College of Preceptors. By that date Payne had acquired a considerable reputation. He was a classroom practitioner of rare skill, the founder of two of the most successful Victorian private schools, the author of best-selling text-books, a scholar of note despite his lack of formal education, and a leading member of the College of Preceptors and such bodies as the Scholastic Registration Association, the Girls’ Public Day School Trust, the Women’s Education Union and the Social Science Association.

This book presents the pioneering role of the women chemists at the London School of Medicine for Women (LSMW). The account is placed within the framework of the long-forgotten background to the founding of this unique Institution, and the individuals whose lives came together to make it happen: Sophia Jex-Blake; Elizabeth Garrett Anderson; Edith Pechey; and Isabel Thorne. The London School of Medicine for Women (LSMW) was the first School in Britain to enable women to gain medical qualifications. Though its pioneering medical role is beginning to be recognized, the Chemistry Department at the School has been totally overlooked. All first-year students at the LSMW had to spend a significant portion of their time taking theoretical and practical chemistry, taught by dedicated women chemistry instructors. In this book, particular attention is given to each of these exceptionally-talented women chemists who found a haven at, and devoted their lives to, the LSMW. This book also covers the enthusiasm of the women medical students which becomes evident through the chemistry prose and poetry which they wrote. This book will appeal to a wide readership interested in the early role of women in science, and it is particularly relevant to those interested in the lives and contributions of pioneering women chemists.