Young people named it the Freedom Summer Project. It was the largest campaign to register voters—in 1964, an election year—and it was the most significant demonstration of African Americans’ political strength in the Civil Rights Movement. Congressman John Lewis, then chairman of the Student Nonviolent Coordinating Committee (SNCC), wrote that the objective of Freedom Summer was to “force a showdown between the local and federal government.” One significant yet overlooked part of this history is the way activists moved beyond the ballot box to politicize the right to an education.
A segment of the Freedom Riders, activists who painstakingly sat in at segregated bus terminals in 1961, organized the project. When they moved to Mississippi to register voters, young people called them “Freedom Fighters.” Their presence inspired a level of terrorism that had not been seen in the South since Reconstruction. From June to August 1964 alone, police arrested more than 1,000 protesters and local segregationists murdered three freedom workers, assaulted over 80 activists, opened fire on demonstrators over 35 times, and set fire to 35 churches. Activists remained undeterred. During the course of the summer they successfully pressured Congress to end a seven-week filibuster and pass the Civil Rights Act of 1964.
Freedom Fighters also forced Southern states to admit a handful of black students to all-white schools. Mississippi reluctantly desegregated its schools in 1964, becoming the last state in the country to do so. Yet activists were critical of the assumption that integration guaranteed quality. Activist, and later Algebra Project founder, Bob Moses asked in the fall of 1964, “Why can’t we set up our own schools? What students really need to learn is how to be organized to work on the society to change it.” To civil rights leaders like Moses and Dave Dennis, an instrumental organizer from the Congress of Racial Equality (CORE), quality education did not necessarily mean seating a black student next to a white student. It meant making sure every school adopted a rigorous curriculum, hired excellent teachers, and provided an opportunity for economic mobility.
Fifty years later, it is clear that this struggle for a quality education was just as important as the right to vote. In the midst of the violence that summer, young people still in middle and high school joined the frontlines of the Civil Rights Movement. They participated in marches and demonstrations. They served time in jail. But the story of the Freedom Schools and the struggle for educational quality was relegated to the back pages of the New York Times.
If the civil rights revolution was to succeed, organizers reasoned, African Americans still in their teens had to be properly educated. As more than 2,000 college students from across the country volunteered to register voters, a select minority opted to teach in 41 “Freedom Schools”—alternative middle and high schools that taught the art of resistance and the strategies of protest. The United Federation of Teachers in New York sent the largest contingent of teachers, and over 2,500 students were ready to greet them.