This book explores a profoundly negative narrative about legally segregated schools in the United States being inherently inferior compared to their white counterparts. However, there are overwhelmingly positive counter-memories of these schools as good and valued among former students, teachers, and community members. Using interview data with 44 former teachers in three North Carolina counties, college and university archival materials, and secondary historical sources, the author argues that Jim Crow's teachers remember from hidden transcripts-latent reports of the social world created and...