Purchase one of 1st World Library's Classic Books and help support our free internet library of downloadable eBooks. Visit us online at www.1stWorldLibrary.ORG - - Many years ago, the few readers of radical Abolitionist papers must often have seen the singular name of Sojourner Truth, announced as a frequent speaker at Anti-Slavery meetings, and as travelling on a sort of self-appointed agency through the country. I had my-self often remarked the name, but never met the individual. On one occasion, when our house was filled with company, several eminent clergymen being our guests, notice was brought up to me that Sojourner Truth was below, and requested an interview. Knowing nothing of her but her singular name, I went down, prepared to make the interview short, as the pressure of many other engagements demanded. When I went into the room, a tall, spare form arose to meet me. She was evidently a full-blooded African, and though now aged and worn with many hardships, still gave the impression of a physical development which in early youth must have been as fine a specimen of the torrid zone as Cumberworth's celebrated statuette of the Negro Woman at the Fountain. Indeed, she so strongly reminded me of that figure, that, when I recall the events of her life, as she narrated them to me, I imagine her as a living, breathing impersonation of that work of art.

THE FRUITS OF HIS LABOR: The true story of Professor Edmond Jefferson Oliver, Principal of Fairfield Industrial High School, it's staff, it's students, community, state of Alabama, the Nation and the World!!! By John B. Davis, Class of 1951 Fruit results from planted seeds, when seeds grow, they bear fruit, Galations 5:22, 23 We were taught that the fruit that you have to reach for is the sweetest!! The fruits of his labor are many: the world is blessed with Fairfield Industrial High School (F.I.H.S.) graduates eschewing their accomplishments through serving others!! As one of our graduates, Lois Macon, eloquently proclaimed, "There was a place called FAIRFIELD INDUSTRIAL HIGH SCHOOL and a man named EDMOND JEFFERSON OLIVER and his vision was to educate the coloreds living in a colored community, children of colored parents who worked at colored jobs to send their colored children to a colored school. The visionary, Professor Oliver with head bloody, but unbowed still forged ahead. Each drop of blood in the sand, like living water produced living fruit, sprouting all around is evidence of his passion. He calls to the visionaries and awaits that army to understand that each child of mother F.I.H.S. also has a purpose; that each is, and that is will be is when he or she is!" We, the graduates of Fairfield Industrial High School, are the fruits of his labor and some of our stories are unfolded in this book. Like a plant, Professor Oliver's roots are showing. He grew good people in our small town with honesty, sincerity and dignity! Drop this book on the floor and where ever it opens, it will be excellent reading! This true story is dedicated to our BLACK Community (I choose to capitalize the word (BLACK), because of all the hell we caught and are still catching in this country)!

James Anderson critically reinterprets the history of southern black education from Reconstruction to the Great Depression. By placing black schooling within a political, cultural, and economic context, he offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters. Initially, ex-slaves attempted to create an educational system that would support and extend their emancipation, but their children were pushed into a system of industrial education that presupposed black political and economic subordination. This conception of education and social order--supported by northern industrial philanthropists, some black educators, and most southern school officials--conflicted with the aspirations of ex-slaves and their descendants, resulting at the turn of the century in a bitter national debate over the purposes of black education. Because blacks lacked economic and political power, white elites were able to control the structure and content of black elementary, secondary, normal, and college education during the first third of the twentieth century. Nonetheless, blacks persisted in their struggle to develop an educational system in accordance with their own needs and desires.

In Indian context.