Temporary, alternative free schools for American Southern blacks
Freedom Schools were temporary, alternative, and free schools for African Americans mostly in the South. They were originally part of a nationwide effort during the Civil Rights Movement to organize African Americans to achieve social, political and economic equality in the United States. The most prominent example of Freedom Schools was in Mississippi during the summer of 1964.
Despite the Supreme Court's ruling of 1954 in the Brown v. Board of Education case striking down segregated school systems, in the mid-1960s Mississippi still maintained separate and unequal white and "colored" school systems. On average, the state spent $81.66 to educate a white student compared to only $21.77 for a black student.[1] Mississippi was one of only two states in the union that did not have a mandatory education law and many children in rural areas were sent to work in the fields and received little education at all. Even the curriculum was different for white and black. As a typical example, the white school board of Bolivar County mandated that "Neither foreign languages nor civics shall be taught in Negro schools. Nor shall American history from 1860 to 1875 be taught."[2]
In late 1963, Charles Cobb,[3] a Student Nonviolent Coordinating Committee (SNCC) activist, proposed the organization sponsor a network of Freedom Schools, inspired by examples of the concept used previously in other cities. In the summer of 1963, the county board of education in Prince Edward County, Virginia had closed the public schools rather than integrate them after having been sued in a case following Brown vs. Board of Education, and so Freedom Schools emerged in their stead.[4] In September, 1963, about 3,000 students participated in a Stay Out for Freedom protest in Boston opting instead to attend community-organized Freedom Schools.[5] On October 22, 1963, known as Freedom Day, more than 200,000 students boycotted the Chicago Public Schools to protest segregation and poor school conditions, with some attending Freedom Schools instead.[6] Subsequently, on February 3, 1964 in a similar Freedom day protest, over 450,000 students participated in a boycott of the New York City public schools in what was the largest civil rights demonstration of the 1960s,[7] and up to 100,000 students attended alternative Freedom Schools.[8]
The project was essentially a statewide voter registration campaign, and the framers called for one thousand volunteers to assist in the undertaking. Activists made plans to conduct a parallel Democraticprimary election, because the systematic exclusion of black voters resulted in all-white delegations to presidential primaries. These efforts culminated in the creation of the Mississippi Freedom Democratic Party. Both the official delegation and the Mississippi Freedom Democratic Party went to the 1964 Democratic National Convention in Atlantic City, New Jersey.
In December 1963, during planning for the upcoming Freedom Summer project, Charles Cobb proposed a network of "Freedom Schools" that would foster political participation among Mississippi elementary and high school students, in addition to offering academic courses and discussions. Activists organizing the Freedom Summer project accepted Cobb's proposal and in March 1964 organized a curriculum planning conference in New York under the sponsorship of the National Council of Churches. Spelman College history professor Staughton Lynd was appointed Director of the Freedom School program.
Over the course of Freedom Summer, more than 40 Freedom Schools were set up in black communities throughout Mississippi. The purpose was to try to end political displacement of African Americans by encouraging students to become active citizens and socially involved within the community. Over 3,000 African American students attended these schools in the summer of 1964. Students ranged in age from small children to the very elderly with the average approximately 15 years old. Teachers were volunteers, most of whom were college students themselves.[10]
With few exceptions, Freedom School teachers were amazed at the enthusiasm of their students. One volunteer wrote home:
“Dear Mom and Dad, The atmosphere in class is unbelievable. It is what every teacher dreams about—real, honest enthusiasm and desire to learn anything and everything. The girls come to class of their own free will. They respond to everything that is said. They are excited about learning. They drain me of everything that I have to offer so that I go home at night completely exhausted but very happy.” [11]
Political and educational objectives
The Freedom Schools were conceptualized with both political and educational objectives. Freedom School teachers would educate elementary and high school students to become social change agents that would participate in the ongoing Civil Rights Movement, most often in voter registration efforts. The curriculum adopted was divided into seven core areas that analyzed the social, political, and economic context of precarious race relations and the Civil Rights Movement. Leadership development was encouraged, in addition to more traditional academic skills. The education at Freedom Schools was student-centered and culturally relevant. Curriculum and instruction was based on the needs of the students, discussion among students and teachers (rather than lecturing) was encouraged, and curriculum planners encouraged teachers to base instruction on the experiences of their students.
Curriculum
Curriculum development revolved around The Curriculum Conference, which consisted of teachers and directors discussing the type of education that would be taught at the freedom schools. The teachers were to write an outline for their curriculum planning. They were told to keep in mind what life was like in Mississippi and the short amount of time that they had to teach the material. The curriculum had to be teacher-friendly and immediately useful to the students, while being based on questions and activities. The primary focus was questions and discussion rather than memorization of facts and dates. Instructions to teachers included:
In the matter of classroom procedure, questioning is the vital tool. It is meaningless to flood the student with information he cannot understand; questioning is the path to enlightenment... The value of the Freedom Schools will derive mainly from what the teachers are able to elicit from the students in terms of comprehension and expression of their experiences.[12]
Since the curriculum conference brought together citizens of different backgrounds and origins, the final curriculum outline incorporated material from different origins and consisted of three different sections.
The three sections of the Freedom School curriculum were the Academic Curriculum, the Citizenship Curriculum, and the Recreational Curriculum. The purpose of these sections was to teach students social change within the school; regional history; black history; how to answer open-ended questions; and the development of academic skills. The Academic Curriculum consisted of reading, writing, and verbal activities that were based on the student's own experiences. The Citizenship Curriculum was to encourage the students to ask questions about the society. The Recreational Curriculum required the student to be physically active.
In most of the schools, the Citizenship Curriculum focused on two sets of inter-related questions for class discussion:
Why are we (teachers and students) in Freedom Schools?
What is the Freedom Movement?
What alternatives does the Freedom Movement offer us?
What does the majority culture have that we want?
What does the majority culture have that we don't want?
Freedom Schools opened during the first week of July 1964, after approximately 250 Freedom School volunteer teachers attended one-week training sessions at Western College for Women in Oxford, Ohio. The original plans had anticipated 25 Freedom Schools and 1,000 students; by the end of the summer, 41 schools had been opened to over 2,500 students.
Freedom Schools were established with the help and commitment of local communities, who provided various buildings for schools and housing for the volunteer teachers. While some of the schools were held in parks, kitchens, residential homes, and under trees, most classes were held in churches or church basements.[14] Attendance varied throughout the summer. Some schools experienced consistent attendance, but that was the exception. Because attendance was not compulsory, recruitment and maintaining attendance was perhaps the primary challenge the schools faced. In Clarksdale, Mississippi, for instance, the average student attendance during the first week was fifteen, the second week was eight, but at any point during the summer the school may have had in attendance as many as thirty-five students. It was not uncommon for adults to attend class regularly.
Instruction was changed based on local conditions. In rural communities where students were expected to work during the school day, classes were often held at night. In schools that maintained traditional school hours, typically in urban areas, citizenship curriculum and traditional academic courses were offered in the morning and special classes such as music, drama, and typing were offered in the afternoon. In many instances, entire school days would be devoted to voter registration efforts. It was imperative for SNCC activists that students would be invested in civil rights activity because this cadre of students was expected to remain in the state to enact social change.
At the conclusion of the Freedom School term, activists and students organized a student-led conference on August 8, 1964, the day after the funeral of James Chaney, one of the victims in the murders of Chaney, Goodman, and Schwerner. The conference was held in Meridian, Mississippi, at the former Meridian Baptist Seminary. The school was described as "the palace of the Freedom School circuit."[15] Each Freedom School sent three representatives to the conference to form a youth platform for the Mississippi Freedom Democratic Party. The student delegates discussed issues related to jobs, schools, foreign affairs, and public accommodations and proffered recommendations for the state party. By the end of the conference, students prepared a statement that demanded access to public accommodations, building codes for each home, integrated schools, a public works program, and the appointment of qualified blacks to state positions.
Freedom School teachers and students remained committed to the Freedom School concept. In early August 1964, plans were being made to continue the Freedom Schools during the upcoming school year, and some volunteer teachers had already agreed to stay. Students decided, however, during the Freedom School Conference in early August to not continue the schools. Yet students implemented the leadership and activism experienced during the summer in their own schools. Some students returned to school and demanded better facilities and more courses. Students in Philadelphia, Mississippi, returned to school wearing SNCC "One Man, One Vote" buttons—for which they were expelled.[16]
Freedom Library Day School, Philadelphia
The Philadelphia Freedom Library was founded by John E. Churchville in 1964.[17] Over the next few years he began to offer evening classes and eventually converted the library into a school. Upon the founding of this school, he prepared a short set of essays which were published in the book, What Black Educators Are Saying, edited by Nathan Wright Jr. and published in 1970.[18] This essay includes much of Churchville's thoughts on the state of the Black Power movement as well as his ideas for the pedagogy of his new Freedom School. He denigrates the ideas of both the cultural and progressive nationalist movements as being facades and without teeth. For him, the Revolutionary Nationalist Movement which called for total and complete revolution both here and everywhere on earth, was the most accurate and true to its principles. They identified both intragroup and intraindividual issues facing black people in America and the only way to truly become a revolutionary was to be born-again; acted on by an outside power which began to rid you of these deficiencies. The schools themselves were based on a simple set of priorities. If education is the indoctrination of the young into an ideological system, then the Freedom School must reeducate black children to reject the dominant ideology and construct a new system. To do this, the first element of pedagogy to be established must be the new ideology of the school. After this, teachers must be found who can bridge the gap between identity and alienation, being object lessons for their students both inside and outside the classroom. Finally, the curriculum was designed to explain the objective situation of black people and teach the tools and skills to deal with this reality. The curriculum as described by Churchville was merely a vehicle for teaching revolutionary truth; the content was mostly irrelevant as it was the analysis which would demonstrate the reality. The school was raided by the FBI on August 13, 1966 on suspicion of harboring militant groups. After the raid, Churchville dropped out of activism.
The Children's Defense Fund (CDF) operates a nationwide modern Freedom School program. This program is coordinated through the Children's Defense Fund's Black Community Crusade for Children initiative. The CDF Freedom Schools national program operates over 130 summer program sites in 24 states across the country serving nearly 7,200 children.[19]
Philadelphia Freedom Schools is an independent community education initiative operating a modern version of the Mississippi curriculum with an emphasis on academic scholarship, social action and intergenerational leadership. Philadelphia Freedom Schools[20] are organized through a lead agency, Communities In Schools.[21]
Atlanta'sFreedom University, a modern-day freedom school and only school in the world where all students are undocumented immigrants, offers a tuition-free, liberatory college curriculum that helps undocumented youth access higher education.[22]
William Sturkey and Jon N. Hale (eds.), To Write in the Light of Freedom: The Newspapers of the 1964 Mississippi Freedom Schools. Jackson, MS: University Press of Mississippi, 2015.
Jon N. Hale, The Freedom Schools: Student Activists in the Mississippi Civil Rights Movement. (New York: Columbia University Press, 2016)
The civil rights movement was a social movement and campaign from 1954 to 1968 in the United States to abolish legalized racial segregation, discrimination, and disenfranchisement in the country. The movement had its origins in the Reconstruction era during the late 19th century and had its modern roots in the 1940s, although the movement made its largest legislative gains in the 1960s after years of direct actions and grassroots protests. The social movement's major nonviolent resistance and civil disobedience campaigns eventually secured new protections in federal law for the civil rights of all Americans.
The Student Nonviolent Coordinating Committee was the principal channel of student commitment in the United States to the civil rights movement during the 1960s. Emerging in 1960 from the student-led sit-ins at segregated lunch counters in Greensboro, North Carolina, and Nashville, Tennessee, the Committee sought to coordinate and assist direct-action challenges to the civic segregation and political exclusion of African Americans. From 1962, with the support of the Voter Education Project, SNCC committed to the registration and mobilization of black voters in the Deep South. Affiliates such as the Mississippi Freedom Democratic Party and the Lowndes County Freedom Organization in Alabama also worked to increase the pressure on federal and state government to enforce constitutional protections.
Kwame Ture was an American organizer in the civil rights movement in the United States and the global pan-African movement. Born in Trinidad in the Caribbean, he grew up in the United States from the age of 11 and became an activist while attending the Bronx High School of Science. He was a key leader in the development of the Black Power movement, first while leading the Student Nonviolent Coordinating Committee (SNCC), then as the "Honorary Prime Minister" of the Black Panther Party (BPP), and last as a leader of the All-African People's Revolutionary Party (A-APRP).
Freedom Summer, also known as the Freedom Summer Project or the Mississippi Summer Project, was a volunteer campaign in the United States launched in June 1964 to attempt to register as many African-American voters as possible in Mississippi. Blacks had been restricted from voting since the turn of the century due to barriers to voter registration and other laws. The project also set up dozens of Freedom Schools, Freedom Houses, and community centers such as libraries, in small towns throughout Mississippi to aid the local Black population.
The Southern Christian Leadership Conference (SCLC) is an African-American civil rights organization based in Atlanta, Georgia. SCLC is closely associated with its first president, Martin Luther King Jr., who had a large role in the American civil rights movement.
Ella Josephine Baker was an African-American civil rights and human rights activist. She was a largely behind-the-scenes organizer whose career spanned more than five decades. In New York City and the South, she worked alongside some of the most noted civil rights leaders of the 20th century, including W. E. B. Du Bois, Thurgood Marshall, A. Philip Randolph, and Martin Luther King Jr. She also mentored many emerging activists, such as Diane Nash, Stokely Carmichael, and Bob Moses, as leaders in the Student Nonviolent Coordinating Committee (SNCC).
Mary Elizabeth King is a professor of Peace and Conflict Studies at the United Nations affiliated University for Peace, a political scientist, and author of several publications. She is a graduate of Ohio Wesleyan University and received a doctorate in international politics from Aberystwyth University in 1999. She is also a Fellow of the Rothermere American Institute and a distinguished Scholar at the American University Center for Global Peace in Washington D.C.
Robert Parris Moses was an American educator and civil rights activist known for his work as a leader of the Student Nonviolent Coordinating Committee (SNCC) on voter education and registration in Mississippi during the Civil Rights Movement, and his co-founding of the Mississippi Freedom Democratic Party. As part of his work with the Council of Federated Organizations (COFO), a coalition of the Mississippi branches of the four major civil rights organizations, he was the main organizer for the Freedom Summer Project.
Annie Bell Robinson Devine (1912–2000) was an American activist in the Civil Rights Movement.
Victoria Jackson Gray Adams was an American civil rights activist from Hattiesburg, Mississippi. She was one of the founding members of the influential Mississippi Freedom Democratic Party.
The Council of Federated Organizations (COFO) was a coalition of the major Civil Rights Movement organizations operating in Mississippi. COFO was formed in 1961 to coordinate and unite voter registration and other civil rights activities in the state and oversee the distribution of funds from the Voter Education Project. It was instrumental in forming the Mississippi Freedom Democratic Party. COFO member organizations included the National Association for the Advancement of Colored People.
Unita Zelma Blackwell was an American civil rights activist who was the first African-American woman to be elected mayor in the U.S. state of Mississippi. Blackwell was a project director for the Student Nonviolent Coordinating Committee (SNCC) and helped organize voter drives for African Americans across Mississippi. She was also a founder of the US–China Peoples Friendship Association, a group dedicated to promoting cultural exchange between the United States and China. She also served as an advisor to six US presidents: Lyndon Johnson, Richard Nixon, Gerald Ford, Jimmy Carter, Ronald Reagan, and Bill Clinton.
Charles Melvin Sherrod was an American minister and civil rights activist. During the civil rights movement, Sherrod helped found the Albany Movement while serving as field secretary for southwest Georgia for the Student Nonviolent Coordinating Committee. He also participated in the Selma Voting Rights Movement and in many other campaigns of the civil rights movement of that era.
Hollis Watkins was an American activist who was part of the Civil Rights Movement activities in the state of Mississippi during the 1960s. He became a member and organizer with the Student Nonviolent Coordinating Committee (SNCC) in 1961, was a county organizer for 1964's "Freedom Summer", and assisted the efforts of the Mississippi Freedom Democratic Party to unseat the regular Mississippi delegation from their chairs at the 1964 Democratic Party national convention in Atlantic City. He founded Southern Echo, a group that gives support to other grass-roots organizations in Mississippi. He also was a founder of the Mississippi Veterans of the Civil Rights Movement.
Charles E. "Charlie" Cobb Jr. is a journalist, professor, and former activist with the Student Nonviolent Coordinating Committee (SNCC). Along with several veterans of SNCC, Cobb established and operated the African-American bookstore Drum and Spear in Washington, D.C., from 1968 to 1974. Currently he is a senior analyst at allAfrica.com and a visiting professor at Brown University.
David J. Dennis is a civil rights activist whose involvement began in the early 1960s. Dennis grew up in the segregated area of Omega, Louisiana. He worked as co-director of the Council of Federated Organizations (COFO), as director of Mississippi's Congress of Racial Equality (CORE), and as one of the organizers of the Mississippi Freedom Summer of 1964. Dennis worked closely with both Bob Moses and Medgar Evers as well as with members of SNCC, the Student Nonviolent Coordinating Committee. His first involvement in the Civil Rights Movement was at a Woolworth sit-in organized by CORE and he went on to become a Freedom Rider in 1961. Since 1989, Dennis has put his activism toward the Algebra Project, a nonprofit organization run by Bob Moses that aims to improve mathematics education for minority children. Dennis also speaks publicly about his experiences in the movement through an organization called Dave Dennis Connections.
Gwendolyn Zoharah Simmons is an American activist and retired academic. She is senior lecturer emerita at the University of Florida since her retirement in 2019. Her research has explored Islamic feminism and the impact of Sharia law on Muslim women. She is a civil rights activist who served as a member of both the Student Nonviolent Coordinating Committee (SNCC) and the Nation of Islam (NOI).
Timothy Lionel Jenkins is an American social and civil rights activist, attorney, educator, and former business and government executive. In the 1960s, he was a co-founder and leader of the Student Nonviolent Coordinating Committee (SNCC) as well as the National Conference of Black Lawyers (NCBL).
Muriel Tillinghast is an American civil rights activist and former Student Nonviolent Coordinating Committee (SNCC) field secretary. Her efforts include volunteering for the Freedom Summer Project in Mississippi where she helped start the famed 1964 Freedom School and led Mississippi's Council of Federated Organizations (COFO).
John Robert Zellner is an American civil rights activist. He graduated from Huntingdon College in 1961 and that year became a member of the Student Nonviolent Coordinating Committee (SNCC) as its first white field secretary. Zellner was involved in numerous civil rights efforts, including nonviolence workshops at Talladega College, protests for integration in Danville, Virginia, and organizing Freedom Schools in Greenwood, Mississippi, in 1964. He also investigated the murders of Chaney, Goodman, and Schwerner that summer.
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