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The Blackboard and the Colorline Madeline Morgan and the Alternative Black Curriculum in Chicago Schools 1941-1945

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The Blackboard and the Colorline Madeline Morgan and the Alternative Black Curriculum in Chicago Schools 1941-1945 Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2017 The Blackboard and the Colorline Madeline Morgan and the Alternative Black Curriculum in Chicago Schools 1941-1945 Michael Hines Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Hines, Michael, "The Blackboard and the Colorline Madeline Morgan and the Alternative Black Curriculum in Chicago Schools 1941-1945" (2017). Dissertations. 2814. https://ecommons.luc.edu/luc_diss/2814 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. Copyright © 2017 Michael Hines LOYOLA UNIVERSITY CHICAGO THE BLACKBOARD AND THE COLOR LINE: MADELINE MORGAN AND THE ALTERNATIVE BLACK CURRICULUM IN CHICAGO’S PUBLIC SCHOOLS, 1941-1945 A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY PROGRAM IN CULTURAL AND EDUCATIONAL POLICY STUDIES BY MICHAEL HINES CHICAGO, IL AUGUST 2017 Copyright by Michael Hines, 2017 All rights reserved. ACKNOWLEDGEMENTS I owe an incredible debt of gratitude to the many persons who have shared their time and expertise in order to help see this project through to completion. First, I would like to thank my parents, Michael and Teresa Hines. Since I was a child they have shown me seemingly endless reserves of patience, kindness, and love. Their enthusiasm for each new passion I developed or adventure I embarked upon equipped me with the unshakable certainty that I have something of importance and worth to offer the world. Their constant encouragement and steadfast faith has carried me through moments of doubt and allowed me to stay the course. Throughout my time at Loyola University Chicago I have been honored to work with several incredible faculty members. Chief among these has been Dr. Noah Sobe, who first welcomed me to the CEPS program in 2011, and has acted by turns as my professor, mentor, guide, and advisor for both my Master’s Thesis and Dissertation. If I have succeeded here it is in great part due to the skills in research and writing that Dr. Sobe has been able to impart. I have also relied heavily on the quick wit and ready editorial pen of Dr. Ann Marie Ryan, who has acted as a sounding board at innumerable points in this process, offering constructive criticism and helping me move from initial inklings to fully formed ideas. I cannot express how much the support of these two mentors has meant to me, and I only hope that I can pay it forward to my own students someday. This project also took the time and talents of staff members at several libraries and collections. I would like to thank Tracy Ruppman of Lewis Library at Loyola University iii Chicago for helping to track down documents and negotiate inter-library loans. Janet Olson of Northwestern University Libraries helped me understand the history of her amazing institution and how it intersected with the story I wished to tell. Praise is also due to Beth Loch and all of the archivists at the Vivian G. Harsh Collection at the Woodson Regional Library here in Chicago, who helped me piece together Madeline Stratton Morris’ life story from the papers and collections gathered there. In addition, staff members at Chicago State University’s Archives and Special Collections, The Library of Michigan, and the Chicago Historical Society also contributed to this work in invaluable ways. Lastly, I would like to thank my wife, Erica Hines, who has shown herself to be an excellent editor and insightful critic in addition to an amazing partner. I am embarrassed to think of how many times she read my midnight revisions of a chapter or section, yet through it all she continued to offer her support without condition or caveat. I simply could not have done this without you. iv For Bessie, Mary, Ollie, and Betty There is nothing more powerful than a people, than a nation, steeped in its history. And there are few things as noble as honoring our ancestors by remembering. Lonnie G. Bunch III TABLE OF CONTENTS ACKNOWLEDGEMENTS ........................................................................................................... iii INTRODUCTION ...........................................................................................................................1 Overview .......................................................................................................................................1 Research Questions .......................................................................................................................3 Theoretical Framework .................................................................................................................3 Thesis ............................................................................................................................................8 Methodology .................................................................................................................................8 Organization of Chapters ............................................................................................................10 Research Considerations .............................................................................................................12 CHAPTER ONE: “THIS IS THE WORK OF THE COLOR LINE”: BLACK CHICAGO AND SEPARATION IN COMMUNITIES AND CLASSROOMS IN THE MIGRATION ERA .....................................................................................................................16 Introduction .................................................................................................................................16 The Great Migration ...................................................................................................................18 Black Education in Chicago........................................................................................................21 Black Representation in Chicago Social Studies Curricula ........................................................31 Conclusion ..................................................................................................................................38 CHAPTER TWO: “KNOWLEDGE IS ONLY POWER IF IT IS PUT INTO ACTION”: MADELINE MORGAN AND THE ALTERNATIVE BLACK CURRICULUM ...................40 Introduction .................................................................................................................................40 Education and Early Activism ....................................................................................................41 The Alternative Black Curriculum..............................................................................................51 The American Negro Exposition ................................................................................................67 CHAPTER THREE: “SELF-PRESERVATION EXACTS A ONENESS IN MOTIVE AND IN DEED”: INTEREST CONVERGENCE, WARTIME TOLERANCE, AND THE SUPPLEMENTARY UNITS ...................................................................................77 Introduction .................................................................................................................................77 Wartime Tolerance......................................................................................................................80 Tolerance Education in Chicago .................................................................................................91 CHAPTER FOUR: “PRAY THAT WE MAY DO A WORTHY PIECE OF WORK”: THE SUPPLEMENTARY UNITS AS ALTERNATIVE BLACK CURRICULUM ..............103 Introduction ...............................................................................................................................103 The Dark Continent...................................................................................................................107 Black Explorers and Adventurers .............................................................................................113 Slavery and Abolitionism .........................................................................................................115 The Civil War and Reconstruction ...........................................................................................122 Blacks in Military Service ........................................................................................................124 Conclusion ................................................................................................................................129 vii CHAPTER FIVE: “ERASING THE COLOR LINE FROM THE BLACKBOARDS OF AMERICA”: THE IMPACT OF THE SUPPLEMENTARY UNITS .....................................131 Introduction ...............................................................................................................................131 Responses to the Supplementary Units .....................................................................................133 The Supplementary Units in the Classroom .............................................................................146 Conclusion ................................................................................................................................157 CONCLUSION ............................................................................................................................159
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