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South's future. Yet both of these private institutions viewed secondary schooling for young women as key to the region's future and development, and both offered an education that combined academics with training in Christianity and morality (p. 68). Case also notes that one of the revolving themes of these two schools was the "preoccupation with feminine sexual modesty, viewing it as a crucial part of young women's education, and as key to defining racial and class identities" (p. 68). What makes this book distinctive is that little consideration has been given to secondary private southern schools for black and white females in the late nineteenth and early twentieth centuries. Previous literature has focused on "public primary school systems and college-level education for women" (p. 4) during the said time frame; Leaders of Their Race fills a gap in the literature. Case's book is painstakingly researched, ambitious, and rigorous. It reveals why scholars must continue to unearth and analyze the obscured and unheralded archival materials of historical women educators and their students' subjugated intellectual voices and schooling experiences. This book is inspiring and informative and serves as a reminder that while the complex experiences of late nineteenth-and early twentieth-century women educators and their female students are often neglected, they have so much to reveal regarding the history of education of blacks and white females. Indeed, Case's research offers valuable insight into the history of US education, particularly for black and white women, and girls. This book is a must-read for anyone interested in the history of US education and it should be a required text for courses in the history of education, African American education, women's education, African American studies, and gender studies, among others.

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