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Booker T. Washington, Tuskegee Institute and Liberia

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Booker T. Washington, Tuskegee Institute and Liberia '.-'.M‘Ei\fin BOOKER T. WASHII‘IIEYON, r TUSKEGEE INSTITUTE, AND LIBERIA: INSTITUTIONAL AND MURAL ASSISTANCE... 1908-1969 - Dissertation for the Degree OI Ph. D. ' MICHIGAN STATE UNIVERSITY HARRY FUMBA MONIBA 2975 LIBRARY Michigan State University This is to certify that the thesis entitled Booker T. Washington, Tuskegee Institute, and Liberia: Institutional and Moral Assistance, 1908-1969. presented by Harry Fumba Moniba has been accepted towards fulfillment of the requirements for Ph.D. (199.99 in History /I I? m 4 ’ x) I . //JV Maj<7(:ofessror’/ L \ 3. Date August 6, 1975 ABSTRACT BOOKER T. WASHINGTON, TUSKEGEE INSTITUTE, AND LIBERIA: INSTITUTIONAL AND MORAL ASSISTANCE, 1908-1969 BY Harry Fumba Moniba Statement of the Problem This study was conducted to determine the nature and significance of the relations between Booker T. Wash- ington and Tuskegee Institute and the Republic of Liberia from 1908 to 1969. Since that connection has, over the years, varied in degrees of directness and specificity, this research was planned to identify the effects of the relationship on the republic in terms of (1) the country's boundary disputes with Great Britain and France; (2) the education of Liberian students at Tuskegee Institute up to 1915; (3) the construction of an industrial school in Liberia; and (4) the establishment of Liberia's first rural teacher training institutes in the sixties. Data Primary data were gathered chiefly from the Booker T. Washington Papers at the Manuscript Division of the Library of Congress, relevant Liberian and U.S. Government Harry Fumba Moniba documents, other Booker T. Washington papers and publica- tions in the Tuskegee Institute Archives, and the Minutes and Annual Reports of the Phelps Stokes Fund. Secondary information, consisting mainly of books, articles, and unpublished works on Liberia, B. T. Washing- ton, Tuskegee Institute, and teacher education, was also used. In addition, the writer travelled to Boston Univer- sity, Washington, D.C., New York City, and Tuskegee Insti- tute. In the last three places, he conducted interviews, some of which were tape-recorded and later transcribed for use in analyzing the data. Major Findings of the Study An analysis of the data collected revealed that Mr. Washington and Tuskegee Institute's relations with Liberia had the following important effects on the country's affairs: (1) Booker T. Washington encouraged the United States Government to intervene in the territorial disputes between Liberia and Great Britain and France. As a result of that intervention, Liberian sovereignty was preserved and foreign encroachments on her territories was minimized after 1911; (2) B. T. Washington's efforts to help train a new Liberian leadership at Tuskegee which would return home and teach the educational, social and economic philosophy of the institute failed because the students were unable to adjust culturally and could not reconcile their strong literary View of education with the strict industrial Harry Fumba Moniba orientation of the Tuskegee program; (3) Mr. Washington's desire to help build a "little Tuskegee“ in Liberia was never realized in his lifetime. But his successor, Dr. Robert Moton, assisted in the construction of the school nearly fifteen years after Washington's death. However, because of monetary and other problems, Moton told the' Phelps Stokes Fund that Tuskegee could only give its moral support to the new school and occasionally supply instruc— tors, provided the travel expenses for such persons were paid by someone else. In general, however, Moton elected to play a secondary role in the affairs of the institu- tion, leaving all responsibilities to the Fund; (4) Prior to 1960, Liberia had no systematic rural elementary teacher training program. Tuskegee Institute was contracted by the International Cooperation Administration and subsequently, the U.S. Agency for International Development in Liberia and the Liberian Government, to establish rural training institutes at Zorzor and Kakata. Today these centers supply most of the nation's elementary school teachers; (5) Finally, and perhaps most important, this study indi— cates that, with due respect to Mr. Washington and Tuskegee Institute's many sincere efforts in assisting Liberia, the black leader and the institute did not initiate any of the plans that involved them in the republic's affairs. In the case of the boundary crises, as in the education of Liber— ian students and the establishment of the industrial school Harry Fumba Moniba in Liberia, it was Washington's friends, Bishop Scott, Miss Olivia Stokes, and Minister Lyon, who suggested that aid be given in these matters and urged Mr. Washington to provide such an assistance. Even after the latter con— sented to assist in the building of the school, he remained quite cautious in the matter up to his death in 1915. The main credit for the construction of the Liberian school, therefore, goes to the Phelps Stokes Fund and the A.C.E.L. which provided the initial funds and personnel for running the institute. Likewise, in the case of the teacher train- ing program, it was the Liberian Government and I.C.A. which initiated the plan and requested Tuskegee Institute to help implement it. But the real significance of Mr. Washington and the institute's involvement or relations with Liberia lies in the fact that they willingly acted as intermediaries through whom some U.S. officials, mis- sionaries, and philanthropists rendered assistance to Liberia. This act demonstrated, more than anything else, Washington's general philosophy of helping blacks wherever and whenever it was feasible. BOOKER T. WASHINGTON, TUSKEGEE INSTITUTE, AND LIBERIA: INSTITUTIONAL AND MORAL ASSISTANCE, 1908-1969 BY Harry Fumba Moniba A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of History College of Arts and Letters 1975 DEDICATION I wish to dedicate this study to the memory of my loving father, who passed away in Liberia while I was studying in the United States of America. ii ACKNOWLEDGMENTS The writer wishes to express his sincere appreci- ation and thanks to Dr. Harold G. Marcus, Chairman of his Doctoral Committee, for his perceptive guidance, critical reading, and thoughtful criticisms and suggestions through all stages of the research effort. Sincere gratitude is also extended to the other members of the Committee: Dr. James R. Hooker, for suggesting the original idea and focus of the study, and Dr. Paul R. Sweet, for his friendly encouragement and assistance. Indebtedness is acknowledged to the United States Educational and Cultural Foundation in Liberia for the financial coverage of the writer's expenses throughout his stay in the U.S.A., and to the Institute of International Education for its sponsorship of the foundation's grant. Special recognition is due to Mr. Blake W. Robinson, Executive Director of the Foundation in Liberia, for his constant inspiration during this study. Many thanks are extended to the faculty and staff of Tuskegee Institute for their cooperation in providing information for the study. In particular, deep appreci- ation is accorded to Dr. Luther H. Foster, President of iii Tuskegee Institute, Mr. Theophilus C. Cottrell, Adminis— trative Assistant, Dr. Pearl W. Headd, Dr. Finley T. McQueen, formerly Director of the Tuskegee—Liberia Teacher Training Project in Liberia, Mrs. Elizabeth R. Benson, Foreign Students Advisor, Tuskegee Institute, Messrs. Philip Brown, Daniel T. Williams, Tuskegee Insti- tute Archivist, and John P. Krouse, formerly Campus Coor- dinator of the Tuskegee-Liberia Teacher Training Project, without whose assistance this research could not have been completed. Special thanks are also extended to Mrs. D. Ballin of the Phelps Stokes Fund, Mr. Henry van Blake of the West Africa Section of A.I.D. at the U.S. State Department, Mrs. Edna A. Falbo of the A.I.D. Reference Center, Dr. F. D. Patterson former President of Tuskegee Institute and presently President of Moton Institute, Mrs. Louis Harlan, Mr. John Armstrong of the Boston University African Studies Library, and Drs. Eugene DeBenko and John W. Hanson of Michigan State University. The author expresses his gratefulness to Miss Vivian Jackson and Mrs. Joy Forgue for typing the rough draft of this thesis and to Mrs. Fayann Lippincott for typing the final copy. Finally, the writer extends his sincere thanks and deepest appreciation to his wife, Minita and their sons, Harry Moniba, Jr. and Paul Lynn, for their love and iv constant support without which this research could never have been done. Even though I acknowledge and am grateful to all who have contributed directly or indirectly to the study, I alone am responsible for any mistakes or limitations it has. TABLE OF CONTENTS Page LIST OF TABLES O O O O O O O O O O O O O O O viii LIST OF FIGURES . ix ABBREVIATIONS . INTRODUCTION 0 O O O O O O O C O O O C O O 0 Statement of the Problem . Significance of the Study . Scope and Limitations of the Study . CHAPTER I. REVIEW OF THE LITERATURE . II. BACKGROUND TO BOOKER T. WASHINGTON'S INVOLVEMENT IN LIBERIAN AFFAIRS . 14 Anglo-Liberian Boundary Disputes, 1860-1908 . 14 Franco-Liberian Boundary Disputes, 1879-1908 . 31 Fiscal Difficulties: The British Loans of 1871 and 1906 . 46 III. LIBERIA APPEALS TO THE UNITED STATES S8 The Liberian Commission of 1908 . S9 The American Commission of 1909 . 69 IV. BOOKER T. WASHINGTON AND TUSKEGEE INSTITUTE IN LIBERIAN EDUCATION . 91 vi CHAPTER Page Liberian Students at Tuskegee Institute . 91 Tuskegee Institute and Liberian Teacher Education, 1960-1969 . 119 V. SUMMARY AND CONCLUSIONS . 144 APPENDICES A. POLLARD-BEARDEN CURRICULAR PLAN, 1960 . 151 B. SPECIAL COMMITTEE PROPOSED COURSE OF STUDY . 152 C. CURRICULUM OF THE RURAL TEACHER TRAINING INSTITUTES ' 1968 O O O O O O O C O O C O C O 153 D.
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