"It's so interesting to think that — not interesting — it's so stunning to think that in the South, before the Civil War, you could have a finger cut off if you were caught trying to learn to read if you were a slave. But Washington, D.C., while there weren't any schools for blacks, they weren't going to stand in the way of blacks getting an education.
"So as early as 1807, these small schools started popping up in churches and homes. A lot of Quakers came down from the North to Washington. They understood that this was a place where there was an opportunity to lay the groundwork for what turned into a pretty spectacular education system for black Americans."
And it helps that there's this large population of free blacks already living there.
"Exactly. And they were fighting so hard to continue the progress of education. For a long time, there were grammar schools only and elementary schools, and a few free blacks got together and they saw their moment. Because after the Civil War, the U.S. government said, 'OK, we've got all these free black children, we have to give them schools.' So a group of free blacks got together and said, 'We're going go make a high school. We see this moment in time. We're just going to do it.' And it started in 1870 with four students in the basement of a church."
Now talk a little bit about what the goals are for this school in particular. From its very beginning, academic standards are just so incredibly high.
"What ended up happening is the first African-Americans to go to competitive colleges — Oberlin, Amherst, Brown, Harvard — they would graduate from school and have nowhere to go. Many of them came back to teach at this high school. My mom and dad went to this high school in the 1940s; they had a very different experience. My mother was born and raised in Washington, D.C. My dad was born and raised in Harlem, and my grandmother picked him up at 14 and took him to D.C. just to go to Dunbar, which many people did. People moved to D.C. just to send their kids to this high school.
"And my mom used to talk about having teachers who were Ph.Ds. You had the first three black women to get Ph.Ds; two of them went to Dunbar, and two of them taught at Dunbar.
"So what ended up happening was that these next two and three generations were these hypereducated African-Americans."
So the school was basically in a way benefiting ... from the glass ceiling of segregation. That these high-achieving African-Americans, they don't have anywhere to go once they get out of these schools and broken these barriers. And they come back into the community.
"It's a perversity of it, right? And it's funny because I stayed up at night, worried that someone would think I was actually writing a book that talked about 'segregation is a good thing' because it of course isn't, it of course was horrible. And that was the other part that I found so fascinating about this story. You had all these people who were so educated, speaking two and three languages, going to a school and getting an education on par with white student in Washington, D.C., but had these other restrictions on their lives."