When the U.S. Supreme Court handed down its decision in Brown v. Board of Education in 1954, Prince Edward County, Virginia, home to one of the five cases combined by the Court under Brown, abolished its public school system rather than inte

Winner of the New Scholar’s Book Award from the American Educational Research Association The abolitionist movement not only helped bring an end to slavery in the United States but also inspired the large-scale admission of African Americans to the country’s colleges and universities. Oberlin College changed the face of American higher education in 1835 when it began enrolling students irrespective of race and sex. Camaraderie among races flourished at the Ohio institution and at two other leading abolitionist colleges, Berea in Kentucky and New York Central, where Black and white students allied in the fight for emancipation and civil rights. After Reconstruction, however, color lines emerged on even the most progressive campuses. For new generations of white students and faculty, ideas of fairness toward African Americans rarely extended beyond tolerating their presence in the classroom, and overt acts of racial discrimination grew increasingly common by the 1880s. John Frederick Bell’s Degrees of Equality analyzes the trajectory of interracial reform at Oberlin, New York Central, and Berea, noting its implications for the progress of racial justice in both the nineteenth and twenty-first centuries. Drawing on student and alumni writings, institutional records, and promotional materials, Bell interrogates how abolitionists and their successors put their principles into practice. The ultimate failure of these social experiments illustrates a tragic irony of abolitionism, as the achievement of African American freedom and citizenship led whites to divest from the project of racial pluralism.

At the turn of the twentieth century, few white, southern leaders would speak out in favor of racial equality for fear of being dismissed as too progressive. Willis Duke Weatherford (1875–1970), however, defied convention as one of the first prominent white southern liberals to dedicate his life to reforming the South's social system, eliminating violence and injustice through education, and opening a dialogue among the affected groups. His energetic efforts led to a rise in progressive action in the region, though at times his own beliefs prevented him from advocating for absolute racial equality. As a result, historians debate Weatherford's legacy: Was he a forward-thinking supporter of human rights or merely a moderate paternalist? In this comprehensive biography, Andrew McNeill Canady offers a reassessment of the influential educator's life and work. Canady surveys Weatherford's work with institutions such as the YMCA, Berea College, and Fisk University and illuminates his many efforts to foster dialogue among southerners of all races about religion, race relations, and Appalachia. He also examines Weatherford's reluctance to challenge Jim Crow laws and the capitalist economy that contributed to the poverty of African Americans and the people of Appalachia, revealing the limitations that southern reformers faced and the often-difficult compromises they were forced to make. During a career that spanned from the Progressive Era to the civil rights movement, Weatherford was involved in virtually every significant southern liberal effort of his time. Past research has focused primarily on Weatherford's early work, but Canady's study is the first to investigate the full trajectory of his life and career. This overdue biography makes a significant contribution to literature on the long civil rights movement and the development of southern liberalism.

Supreme Court Justice John Marshall Harlan (1833-1911) is best known for condemning racial segregation in his dissent from Plessy v. Ferguson in 1896, when he declared, "Our Constitution is color-blind." But in other judicial decisions--as well as in some areas of his life--Harlan's actions directly contradicted the essence of his famous statement. Similarly, Harlan was called the people's judge for favoring income tax and antitrust laws, yet he also upheld doctrines that benefited large corporations. Examining these and other puzzles in Harlan's judicial career, Linda Przybyszewski draws on a rich array of previously neglected sources--including the verbatim transcripts of his 1897-98 lectures on constitutional law, his wife's 1915 memoirs, and a compilation of opinions, drawn up by Harlan himself, that he wanted republished. Her thoughtful examination demonstrates how Harlan inherited the traditions of paternalism, nationalism, and religious faith; how he reshaped these traditions in light of his experiences as a lawyer, political candidate, and judge; and how he justified the vision of the law he wrote. An innovative combination of personal and judicial biography, this book makes an insightful contribution to American constitutional and intellectual history.

The Civil War transformed American life. Not only did thousands of men die on battlefields and millions of slaves become free; cultural institutions reshaped themselves in the context of the war and its aftermath. The first book to examine the Civil War's immediate and long-term impact on higher education, Reconstructing the Campus begins by tracing college communities' responses to the secession crisis and the outbreak of war. Students made supplies for the armies or left campus to fight. Professors joined the war effort or struggled to keep colleges open. The Union and Confederacy even took over some campuses for military use. Then moving beyond 1865, the book explores the war's long-term effects on colleges. Michael David Cohen argues that the Civil War and the political and social conditions the war created prompted major reforms, including the establishment of a new federal role in education. Reminded by the war of the importance of a well-trained military, Congress began providing resources to colleges that offered military courses and other practical curricula. Congress also, as part of a general expansion of the federal bureaucracy that accompanied the war, created the Department of Education to collect and publish data on education. For the first time, the U.S. government both influenced curricula and monitored institutions. The war posed special challenges to Southern colleges. Often bereft of students and sometimes physically damaged, they needed to rebuild. Some took the opportunity to redesign themselves into the first Southern universities. They also admitted new types of students, including the poor, women, and, sometimes, formerly enslaved blacks. Thus, while the Civil War did great harm, it also stimulated growth, helping, especially in the South, to create our modern system of higher education.