Influences of Three Presidents of the United States on Multicultural Education
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Influences of Three Presidents of the United States on Multicultural Education A Series of Research Studies in Educational Policy Third Installment: Examining Presidents John Quincy Adams, Theodore Roosevelt, and Harry S. Truman By H. Prentice Baptiste & Emil J. Michal, Jr. Introduction sachusetts, the University of Washington occupied the office of President of the in Seattle, the University of Wisconsin at United States. There are, however, connec- The recognition, development and Madison, the University of Houston, and tions that can be made among them. One implementation of multicultural education New Mexico State University are actively thread was the political backgrounds of in this country is a relatively new and engaged in educating students to become these men. Each would reflect the begin- emerging idea (Apple, 1979; Banks, 1977; multicultural educators (Gay, 1994). nings, evolution, and change of political Burnett, 1994; Delpit, 1992; Frazier, 1977; National professional organizations parties in this country. Garcia, E, 1994; Grant, 1977; Hunter, such as the National Council for the Social Adams and Roosevelt were both men 1974; Kallen, 1970; La Belle, 1976; Pai, Studies, the National Council for the Ac- who did not maintain only one political 1984). Prior to the middle of the previous creditation of Teacher Education and the party affiliation but moved between par- century, the concept of addressing and pro- National Education Association have de- ties as their consciences and circumstances viding a meaningful educational experience clared their commitments to multicultural dictated. Indeed, Adams is listed as be- for all students, including students of color, education. In 1990, the National Associa- longing to three different parties: Whig, was non-existent. tion for Multicultural Education was National Republican, and Federalist In recent years, through the work of formed to further the development of (Remini, 2002). numerous educators (Banks, 1993; Banks, multicultural education (Gay, 1994). Roosevelt, while elected president as J. & Banks, C., 2004; Baptiste, 1979/1986/ While these efforts by educators are a Republican, went on to initiate an en- 1994; Bennett, 1995; Boyer & Baptiste, important, the commitment of this country tirely new national political party, the Pro- 1996; Garcia, R.L., 1982; Gay, 1988/1994, to multicultural education in American gressive or Bull Moose Party (Auchincloss, 2004; Gollnick & Chinn, 1990; Nieto, schools and on the international scene has 2001). Only Truman maintained a lifelong 1992), not only has the concept of not been significant (Spring, 2000). Part of affiliation with one party, the Democratic multicultural education begun to become this absence must be attributed to the lack Party (McCullough, 1992), as party affili- a reality, it has become a driving force in of support and leadership from the Presi- ation had become a dominant theme on curricular development. dent of the United Sates and his adminis- the political landscape by the middle of Colleges of education of several major tration. Through the policies and actions of the 20th century. universities, such as the University of Mas- each President’s individual administration, Another thread to bind these men is the role of multicultural education in this their social standing. Both Adams and country is affected, both positively and nega- Roosevelt were products of what would be H. Prentice Baptiste is a professor tively. In this paper, three presidents, John considered upper-class social status in this of multicultural and science education Quincy Adams, Theodore Roosevelt, and country and enjoyed the privileges, perqui- and Emil J. Michal, Jr., is a doctoral student, Harry S. Truman, will be examined as to sites, and advantages of that status both with the Department of Curriculum their roles in multicultural education. (Kunhardt, P., Jr, Kunhardt, P., III, & and Instruction While considering these three men, it Kunhardt, P., 1999). Adams came from the at New Mexico State University, may appear that there is no common theme rigorous, austere and religious background Las Cruces, New Mexico. connecting them other than that all of them of New England (Remini, 2002) and SUMMER 2004 35 Roosevelt from the well-to-do of New York Seminoles for raiding into the United City (Auchincloss, 2001). Again, as a States. Adams defended Jackson’s actions, counter point, Truman was from literally arguing, “that the general was justified by middle America, coming from a farm in his action in that Spain was unable to po- Kansas (McCullough, 1992). While not on lice its territory and prevent rampaging ‘sav- the level of the previous two, Truman’s ages’ from killing American citizens” background was by no means one of depri- (Remini, p. 55). Indeed, Adams argued that vation. The dominant link among these Jackson’s actions “be justified as ‘defensive three, indeed among all presidents of this acts of hostility’” (Drinnon, 1997, p. 104). country, is that they are white Protestant This attitude of conquest continued in males. his authorship of the Monroe Doctrine. It Though similar in some attributes and was Adams’s belief that America pos- different in others, each man would exert sessed a unique and God-given call to take tremendous influence on events and devel- possession of the entire continent and the opments in this country and the world. Ar- doctrine was his way of expressing this eas affected would encompass every aspect belief. The effects on the people already on of people’s lives. By considering their back- the land did not concern Adams. It was grounds, their public lives and political ac- America’s Manifest Destiny to expand tions, their acts while president relating to westward and the people now on the land multicultural education or some anteced- were of no consequence (Remini, 2002). This ent, and the legacies of these acts, we can attitude towards what would now be hope to gain an insight into effects that each termed a minority people is an important of these Presidents of the United States has John Quincy Adams part of Adams’s legacy. had in the area of multicultural education. The presidential election of 1824 was system that had established a republican a very contentious affair that involved elec- John Quincy Adams frame of government” (Remini, p. 22). toral vote trading and deals of convenience This viewpoint identified Adams as a (Remini, 2002). Adams felt he should be The son of the second President of this Federalist, an ally of Alexander Hamilton, chosen the next President in the same man- country, John Quincy Adams came from a and placed him in opposition to the ner as the previous Secretaries of States, Puritanical, New England family of sev- Jeffersonian Republicans of that time. Madison and Monroe, were chosen Presi- eral generations in American and was ex- Adams’s political career had its ups and dent. His background for the office is de- pected to, “add to the family’s illustrious downs in state and national levels as he scribed by Bemis: record of accomplishment” (Remini, p. 2). won some elections and lost others. He Traveling with his father throughout Eu- soon demonstrated a lack of party loyalty He led no party, controlled no politi- rope as a youth and educated in the clas- cal machine, nor did he have per- as he would oppose measures and resolu- sonal magnetism or other qualities sics in various private schools, by the time tions from both political parties while in necessary to build one. All he had to he reached the age of sixteen, “he had be- office (Remini, 2002). Adams became so stand on politically was his distin- come something of a celebrity among the estranged from the Federalists that he at- guished lineage, his character, his social elite [of Europe]. He was a skilled tended a Republican congressional caucus large experience with affairs at home linguist, a classicist of sorts, a superb con- in 1808 (Remini, 2002), an act that truly and abroad, and his undoubted com- versationalist whose knowledge of litera- horrified his family and was a harbinger of petence for public office. No man has ture, the arts and science set him apart. later political party oscillations. ever been better fitted, as profes- Moreover, he was American, a rather sional public servant, for the Presi- Demonstrating exceptional diplomatic dency. No man has had less aptitude unique distinction in social circle at that skills by negotiating the Treaty of Ghent or inclination for the organization and time” (Remini, p. 14-5). to end the War of 1812 (Bemis, 1956) and command of political cohorts. (p. 11) This sounds very much like the Brit- in recognition of his intellect and social sta- ish gentleman that landed families of Vir- tus, Adams was selected by the newly Though a recognized and able states- ginia and other early states wished for elected President James Monroe to be Sec- man, Adams was still a neophyte politi- their sons (Wilkins, 2002). This would later retary of State. This was an important cian at a time when Presidential candi- contribute to Adams being labeled an “aris- position, as the Secretary of State was dates did not actively campaign for office. tocrat,” not in touch with the “democracy” viewed at that time as being a stepping He did clumsily attempt to ensure his elec- of this country (Nagel, 1997). stone to the office of President. Adams ac- tion. He suggested that his opponents, The entry of Adams into politics took cepted and is credited with being “the great- Andrew Jackson, Henry Clay, and John place after he returned home from Europe, est secretary of state to serve that office” Calhoun, be sent on missions to Europe or completed his education at Harvard, (Remini, p. 50). Latin America, had his wife give a lavish settled in Boston, and began practicing law While Secretary of State, Adams ball to entice Jackson to be his Vice Presi- (Remini, 2002).