Very slow-paced, especially in the middle, but I learned a good bit especially about North Carolina history in the late 1800s.
This quote about the common human longing for freedom, dignity, and self-determination vs practical manifestations of having the privilege to access them in 1860s America really struck me-
"Freedom was not something you could hold in your hands and look at. It was something inside you which refused to die, a feeling, an urge, an impelling force; but it was other things, too, things you did not have and you had to have tools to get them. Few freedmen had tools in 1865; only the feeling, the urge." (page 168)
And this one about the KKK harassing one of the main characters and then beating someone else up was hard to read-
"For a while the Ku-Klux Klan disrupted Grandfather's new home. He and Grandmother lived in the cottage and slept in the main house. Night after night the men sat up with their guns in their hands as the masked Klansmen thundered past on the road. In the mornings they found the ground almost cut to pieces from horses' hoofs where the Ku-Kluxers had ridden round and round the empty little cottage and the schoolhouse. [...]
"Whether it was prayer or whether it was the rumor that the Fitzgeralds were good shots, nobody knows, but after awhile the Klan left them alone. [...] In adjoining Alamance County that November, four masked men attacked Alonzo B. Corliss, a lame teacher employed by the Friends Freedman's Association. They went to his hole, dragged him out of bed in his nightclothes and out of the house without his crutches. His clothing was torn from his body as they pulled him through the bushes. When they got him to the woods, they flogged his naked body with raw cowhide and green hickory sticks - thirty lashes. Then they cut off the hair from one side of his head and painted half of his face and shorn head black. They kicked him in the side and left him lying unconscious in the cold November night air. He lay there for three hours before he came to and tried to crawl home. A colored man brought him his clothes and his wife met him with his crutches and together they helped him to his house. But when his wife fainted at his bedside, his colored students, braving threats of the Klan, slipped in and dressed his wounds. When he had asked his tormentors what harm he had done they told him, 'Teaching n*ggers.'" (pages 221-223)
An enraging history lesson about public education in NC-
"It was a time when the idea of a public school system supported by taxes was not popular in North Carolina. Half the population was illiterate and at least a third was strongly opposed to paying taxes for education. The system of free schools guaranteed by the Constitution of 1868 was just getting started. Local officials in charge of selecting teachers, fixing salaries, choosing textbooks and maintaining school buildings were often indifferent or downright dishonest. The minimum term was four months a year, but it was widely ignored as a mandate and there was no way of enforcing it. Often a school term lasted only ten weeks.
"In the year of Aunt Pauline's birth [1870], only one out of every ten children of school age was enrolled. The Conservatives had wrested control of the state legislature from the Republicans that year, and systematically began to whittle down provisions for uniform education. The distribution of school funds was removed from control by the state board of education and placed in the hands of the legislature. The law which provided for allocation of funds among the counties in proportion to their school population was repealed.
"Without a proportional system, it was easy to starve the colored schools. The state superintendent of public instruction had no interest in Negro education and stated that he doubted 'any system of instruction will ever lift the African to high spheres of educated mind.'" (pages 233-234)
"When Grandfather came south to teach, the little Negro freedmen and the poor white children were more or less on an equal footing, shared an abysmal ignorance and went to log cabin schools. A half century later the crusade against starving the colored schools was a feeble whimper. Each morning I passed white children as poor as I going in the opposite direction on their way to school. We never had fights; I don't recall their ever having called me a single insulting name. It was worse than that. They passed me as is I weren't there! They looked through me and beyond me with unseeing eyes. Their school was a beautiful red-and-white brick building on a wide paved street. Its lawn was large and green and watered every day and flower beds were everywhere. Their playground, a wonderland of iron swings, sand slides, see-saws, crossbars and a basketball court, was barred from us by a strong eight-foot-high fence topped by barbed wire. We could only press our noses against the wire and watch them playing on the other side.
“I went to West End where Aunt Pauline taught, on Ferrell Street, a dirt road which began at a lumberyard and ended in a dump. On one side of this road were long low warehouses where huge barely of tobacco shavings and tobacco dust were stored. ll day long our nostrils sucked in the brows silt life find snuff in the air. West End looked more like a warehouse than a school. It was a dilapidated, rickety, two-story wooden building which creaked and swayed in the wind as if it might collapse. Outside it was scarred with peeling paint from many winters of rain and snow. Inside the floors were bare and splintery, the plumbing was leaky, the drinking fountains broken and the toilets in the basement smelly and constantly out of order. We’d have to wade through pools of foul water to get to them. At recess we herded into a yard of cracked clay, barren of tree or bush, and played what games we could improvise like hopscotch or springboard, which we contrived by pulling rotted palings off the wooden fence and placing them on brickbats.
“It was never the hardship which hurt so much as the contrast between what we had and what the white children had. We got the greasy, torn, dog-eared books; they got the news ones. They had field day in the city park; we had it on a furrowed stubbly hillside. They got wide mention in the newspaper; we got a paragraph at the bottom. The entire city officialdom from the mayor downturned out to review their pageantry; we got a solitary official.
“Our seedy run-down school told us that if we had any place at all in the scheme of things it was a separate place, marked off, proscribed and unwanted by the white people. We were bottled up and labeled and set aside - sent to the Jim Crow car, the back of the bus, the side door of the theater, the side window of a restaurant. We came to know that whatever we had was always inferior. We came to understand that no matter how neat and lea, how law abiding, submissive and polite, how studious in school, how churchgoing and moral, how scrupulous in paying our bills and taxes we were, it made no essential difference in our place." (pages 268-270)
On the obsession with color in the early 1900s-
“It seemed as if there were only two kinds of people in the world - They and We - White and Colored. The world revolved on color and variations in color. It pervaded the air I created. I learned it in hundreds of ways. I picked it up from grown folks around me. I heard it in the house, on the playground, in the streets, everywhere. The tide of color beat upon me ceaselessly, relentlessly.
“Always the same tune, played like a broken record, robbing one of personal identity. Always the shifting sands of color so that there was no solid ground under one’s feet. It was color, color, color all the time, color, features and hair. Folks were never just folks. They were white folks! Black folks! Poor white crackers! No-count n*ggers! Red necks! Drakes! Peckerwoods! Coons!
“Two shades lighter! Two shades darker! Dead white! Coal black! High yaller! Mariny! Good hair! Bad hair! Stringy hair! Nappy hair! Thin lips! Thick lips! Red lip! Liver lips! Blue veined! Straight nosed! Flat nosed!
“Brush your hair, child, don’t let it get kinky! Cold-cream your face, child, don’t let it get sunburned! Don’t suck your lips, child, you’ll make them too n*ggerish! Black is evil, don’t mix with mean n*ggers! Black is honest, you half-white bastard. I always said a little black and a little white sure do make a pretty sight! He’s black as sin and evil in the bargain. The blacker the berry, the sweet the juice!
“To hear people talk, color, features and hair were the most important things to know about a person, a yardstick by which everyone measured everybody else. From the looks of my family I could never tell where white folks left off and colored folks began.” (pages 270-271)
And one of my favorite passages, one of the most lyrical-
"I squashed a rotten persimmon between my toes and wondered what she had in the oven. The sunlight filtered through the persimmon boughs and little rainbows appeared on her coffee-brown face. I wondered why some people were called white and some called colored when there were so many colors and you couldn't tell where one left off and the other began." (page 260)