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Educational Reconstruction$
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Hilary Green

Print publication date: 2016

Print ISBN-13: 9780823270118

Published to Fordham Scholarship Online: September 2016

DOI: 10.5422/fordham/9780823270118.001.0001

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PRINTED FROM FORDHAM SCHOLARSHIP ONLINE (www.fordham.universitypressscholarship.com). (c) Copyright Fordham University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in FSO for personal use.date: 08 May 2021

To “Do That Which Is Best”

To “Do That Which Is Best”

Richmond Colored Normal and the Development of Public Schoolteachers

Chapter:
(p.67) 3 To “Do That Which Is Best”
Source:
Educational Reconstruction
Author(s):

Hilary Green

Publisher:
Fordham University Press
DOI:10.5422/fordham/9780823270118.003.0004

This chapter explores the expansion and refinement of the educational relationships forged by black Richmonders through Richmond Colored Normal. These relationships not only facilitated the creation of crucial resources for African American education but also permitted the continuation of educational opportunities for African Americans whether as students, teachers, or administrators in the new system. Outside the classroom, Richmond Colored Normal graduates’ participation in literary societies and racial uplift organizations made them essential assets to black Richmonders. Without Richmond Colored Normal and its graduates, the chapter argues that the public schools and turn of the century racial uplift activism would have been greatly impaired.

Keywords:   literary societies, public schoolteachers, racial uplift, Richmond Colored Normal, Richmond, Virginia

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