In the immediate aftermath of the Civil War, a turbulent period fraught with violence, struggle, and uncertainty, a forgotten few African Americans banded together as men to assert their rights as citizens. Following emancipation, the nation’s newest citizens established churches, entered the political arena, created educational and business opportunities, and even formed labor organizations, but it was through state militia service, with the prestige and heightened status conveyed by their affiliation, that they displayed their loyalty, discipline, and more importantly, their manliness within the public sphere. In African American State Volunteers in the New South, John Patrick Blair offers a comparative examination of the experiences and activities of African American men as members in the state volunteer military organizations of Georgia, Texas, and Virginia, including the complicated relationships between state government and military officials—many of them former Confederate officers—and the leaders of the Black militia volunteers. This important new study expands understanding of racial accommodation, however minor, toward the African American military, confirmed not only in the actions of state government and military officials to arm, equip, and train these Black troops, but also in the acceptance of clearly visible and authorized military activities by these very same volunteers. In doing so, it adds significant layers to our knowledge of racial politics as they developed during Reconstruction, and prompts us to consider a broader understanding of the history of the South into the twentieth century.

Tracing the first two decades of state-funded African American schools, Educational Reconstruction addresses the ways in which black Richmonders, black Mobilians, and their white allies created, developed, and sustained a system of African American schools following the Civil War. Hilary Green proposes a new chronology in understanding postwar African American education, examining how urban African Americans demanded quality public schools from their new city and state partners. Revealing the significant gains made after the departure of the Freedmen’s Bureau, this study reevaluates African American higher education in terms of developing a cadre of public school educator-activists and highlights the centrality of urban African American protest in shaping educational decisions and policies in their respective cities and states.

The significance of the Virginia Statute for Establishing Religious Freedom goes far beyond the borders of the Old Dominion. Its influence ultimately extended to the Supreme Court’s interpretation of the separation of church and state. In his latest book, Thomas Buckley tells the story of the statute, beginning with its background in the struggles of the colonial dissenters against an oppressive Church of England. When the Revolution forced the issue of religious liberty, Thomas Jefferson drafted his statute and James Madison guided its passage through the state legislature. Displacing an established church by instituting religious freedom, the Virginia statute provided the most substantial guarantees of religious liberty of any state in the new nation. The statute's implementation, however, proved to be problematic. Faced with a mandate for strict separation of church and state--and in an atmosphere of sweeping evangelical Christianity--Virginians clashed over numerous issues, including the legal ownership of church property, the incorporation of churches and religious groups, Sabbath observance, protection for religious groups, Bible reading in school, and divorce laws. Such debates pitted churches against one another and engaged Virginia’s legal system for a century and a half. Fascinating history in itself, the effort to implement Jefferson’s statute has even broader significance in its anticipation of the conflict that would occupy the whole country after the Supreme Court nationalized the religion clause of the First Amendment in the 1940s.

Conventional Wisdom Holds that freedmen's education was largely the work of privileged, single white northern women motivated by evangelical beliefs and abolitionism. Schooling the Freed People shatters this notion entirely. For the most comprehensive study of the origins of black education in freedom ever undertaken, Ronald Butchart combed the archives of all of the freedmen's aid organizations as well as the archives of every southern state to compile a vast database of over 11,600 individuals who taught in southern black schools between 1861 and 1876. Based on this pathbreaking research, he reaches some surprising conclusions: one-third of the teachers were African Americans; black teachers taught longer than white teachers; half of the teachers were southerners; and even the northern teachers were more diverse than previously imagined. His evidence demonstrates that evangelicalism contributed much less than previously belived to white teachers' commitment to black students, that abolitionism was a relatively small factor in motivating the teachers, and that, on the whole, the teachers' ideas and aspirations about their work often ran counter to the aspirations of the freed people for Schooling. The crowning achievement of a veteran scholar, this is the definitive book on freedmen's teachers in the South as well as an outstanding contribution to social history and our understanding of African American education.