According to Staughton Lynd’s report of July 26th, thirty-eight Freedom Schools had been established in twenty communities across the five congressional districts of the state with an enrollment of 2,135 students, twice the number that been anticipated. Approximately 175 teachers were teaching full-time in the schools, and from 50 to 100 teachers were being recruited. Typically, the Freedom Schools had enrolled 25 to 100 students and a staff of 5 or 6 teachers; classes met in church basements, then later moved outdoors; junior high school students, elementary school students, and even adults attended classes: citizenship and African-American history in the morning, more specialized classes such as typing and French in the late morning or afternoon. Alternatively, students engaged in special projects such as creating a student newspaper. In the evening, adults and students who worked in the day came to classes. Freedom School schedules and curriculum needed to be adapted to community practices and needs. In Shaw, Holly Springs and Carthage, students’ regular schools were in session, and they came to Freedom School after their regular classes for instruction in a subject otherwise not available, such as a foreign language, as well as an informal and flexible pedagogical style they did not otherwise experience.
KeywordsForeign Language Elementary School Student Junior High School Student Voter Registration Congressional District
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