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Erickson and Walker (Erickson (Ignorance (“Ignorance was the major control…

- - - - Erickson is saying that if slaves were not educated, then they couldn't organize, or revolt against their masters
- - - - “teachers were "hard taskmasters" who gave lots of work, refused to lower the standards, and "if you didn't learn, you stayed after school as long as necessary to learn".” (Walker, 2000, pg. 265)
      - “Indeed, the teachers' apparent willingness to assume so many extra responsibilities to ensure student success may explain the ‘missionary’ spirit they are described as having” (Walker, 2000, p. 265).
    - - “The case studies report higher percentages. Reporting on the 1944 class, Jones records that only 5 of 91 seniors listed no extracurricular activities. The average number of extracurricular activities per student was three, which the range of such activities was from one to nine” (Walker, 2000, pg. 269)
      - “By ‘being somebody,’ the teachers and principals suggest that students were not to feel bound by the segregated world in which they lived, but were to be made to believe that if they worked hard enough they could ‘be anything they wanted to be’” (Walker, 2000, p. 267).
    - - “"Advocates" were parents and community leaders who interposed themselves between the needs of the school community and the power of the White school board and made requests on behalf of the school.” (Walker, 2000, pg. 271)
    - - “His autonomy was a direct outgrowth of the neglect of the school board and superintendent and their lack of interest in the achievement in Negro schools, Because of this neglect, the principal held the authority to hire teaches in line with his vision and fire those who did not conform. He held almost complete power over the school program. Although the studies laud his positive contributions to the school and community, no studies elucidate an understanding of when and how the power may have been abused.” (Walker, 2000, p.275)
      - “In his analysis, the African American principal is described as a superintendent, supervisor, family counselor, financial advisor, community leader, employer, and politician. ” (Walker, 2000, p. 275).
    - - “The available literature indicates that the segregated schools in the South appear to have certain consistent characteristics. These include exemplary teachers and principals who increasingly were well trained and who created their own culture of teaching; and community; parental support of school, both in its financial needs and cultural programs; and school principals who provided the leadership that implemented the vision that parents and teachers held about how to uplift the race. Accompanying descriptions of these attributes are also descriptions of the inequities the schools faced and the challenges that were created as a result.” (Walker, V.S., 2000, P 276)
      - “Indeed, in this closed system where school members and community values reflected the beliefs of the other, the schools, as Irvine and Irvine note, “took on uniquely styled characteristics reflective of their members patterns of communication, cultural preferences, and normatively diffused modes of behavior.” The school was thus as extension of the community.” (Walker, V.S., 2000, P 276)