Report Resumes

(

REPORT RESUMES

ED 010 669 24 A STUDY OF FACTORS INVOLVED IN THE IDENTIFICATION AND ENCOURAGEMENT OF UNUSUAL ACADEMIC TALENT AMONG UNDERPRIVILEGED POPULATIONS. FINAL REPORT. BY- BOND, HORACE M. ATLANTA UNIV., GA. REPORT NUMBER BR -5 -0859 PUB DATE JAN 67 REPORT NUMBER CRP -458 III CONTRACT OEC- SAE -8028 EDRS PRICE MF -$0.45 HC$10.76 269P.

DESCRIPTORS- *CULTURALLY DISADVANTAGED, *SOCIAL INFLUENCE, RACIAL SEGREGATION, *ACADEMIC APTITUDE, *MOTIVATION, ACADEMIC ASPIRATION, *NEGRO STUDENTS, ATLANTA, GEORGIA

MEMBERS OF THE NEGRO POPULATION OF THE UNITED STATES WHO HAD DEMONSTRATED "UNUSUAL ACADEMIC TALENT" BY RECEIVING AN ACADEMIC DOCTORAL DEGREE WERE STUDIED TO DETERMINE FACTORS THAT WOULD SERVE TO IDENTIFY ACADEMIC PROMISE AMONG UNDERPRIVILEGED GROUPS. FACTORS STUDIED INCLUDED THE II IMPORTANCE OF (1) THE FAMILY,(2) THE EDUCATION AND OCCUPATION OF PARENTS, (3) THE SCHOOL, AND (4) THE PSYCHOLOGICAL AND MOTIVATIONAL CLIMATE OF THE COMMUNITY. FINDINGS SHOWED THAT (1) THERE ARE APPROXIMATELY 1,600 TO 1,800 LIVING NEGRO HOLDERS OF ACADEMIC DOCTORAL DEGREES, (2) THE PERCENTAGE OF THESE DEGREE HOLDERS WHO WERE FAMILY RELATED FAR EXCEEDED NORMAL EXPECTATION, (3) SEGREGATED HIGH SCHOOLS VARIED IN DEGREE OF DOCTORATES PRODUCED FROM ONE IN SEVEN GRADUATES TO ONE IN 200 TO 300 GRADUATES, (4) STATE DOCTORATE PRODUCTIVITY VARIED WIDELY, AND (5) ABOUT TWO - THIRDS OF ALL NEGRO DOCTORATES WERE GRADUATED FROM II PREDOMINANTLY NEGRO COLLEGES. RECOMMENDATIONS FOR IMPROVING EDUCATIONAL OPPORTUNITIES AMONG THE UNDERPRIVILEGED WERE OF A BROAD NATURE. THE AUTHOR. BELIEVED THAT (1) DESEGREGATION OF SCHOOL ENROLLMENTS, AND OF TEACHING AND ADMINISTRATIVE STAFFS,' SHOULD BE UNDERTAKEN AS SOON AS POSSIBLE, (2) PUBLIC SCHOOL SYSTEMS SHOULD INCLUDE SPECIALISTS IN THE ARTS OF CHARACTER BUILDING AND THE PSYCHOLOGY OF MOTIVATION, (3) SUCH EXPERIMENTAL DEVICES AS SPECIAL SHORTTERM COACHING SHOULD BE INCORPORATED INTO THE REGULAR PRACTICE OF SCHOOLS, AND (4) A SPIRIT AND PROGRAM OF "UNIVERSAL REFORMISM" IS NEEDED TODAY. (AL)

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NCO CI

A STUDY OF FACTORS INVOLVED INTHE IDENTIFICATION AND ENCOMAGEMNT OP UNUSUAL ACADEMIC TALEITIAMONG UNDMPRIVILEGED POPULATIONS 14.1

PROJECT NO.54859 Contract No.SAE8°28

U. S. DEPARTMENT OF HEALTH, EDUCATIONAND WELFARE Office of Education This documenthas been reproduced exactly as person or organizationoriginating it. received from the stated do Points of viewor opinions not necessarilyrepresent official Position or policy. Office of Education

Horace Mann Bonet

January, 1967

The research reported hereinwas performed pursuant to a Contract with the Office el Education, 14 S. Department ofHealth, Education, and Welfare. Contractors undertaking such projects under Governmentsponsorship are encouraged to express freely their professionaljudgment in the conduct of the project.Points of view or opinions stated do not,thereforep necessarily represent official Office of Education positionor policy.

Atlanta University Atlanta, Georgia movinatiasmiSLCUIVIXilaCiiii:32=14,

FINAL REPORT Contract NoSAE 8028 Project Nos 5.0859

A STUDY OF FACTORS INVOLVED IN THE IDENTIFICATIONAND ENCOURAGEMENT OF UNUSUAL ACADEMIC TALENT ANONG UNDERPRIVILEGEDPOPULATIONS

January, 1967

U. S. DEPARTMENT OF HEALTH,EDUCATION,AND WELFARE

Office of Education Bureauof Research TABLE OF CONTENTS 1

Page TITLE i LIST OF TABLES90000 TABLE NUMBERS

I. THE ESTIMATED STATUS OFTHE AMERICAN NEGRO BY SLAVE OR FREE STATUS, 1790486., ANDBY SOCIAL CLASS, 18704960e. 4 00000001141.410418 II. PRODUCTION OF NEGRO ACADEMICDOCTORATES COMPARED TO ALL AMERICAN DOCTORATES 36

III. THE NUMBER OF NEGRO COLLEGEGRADUATES IN THE MAJOR FIELDS WHERE THEY EARNED DOCTORATES,19204962, COMPARED TO THE TOTAL NUMBER OF AMERICAN :tea DOCTORATES IN THESE FIELEG...0000....0 37

IV. THE TWENTY4rIVE NEGRO HIGHSCHOOLS LISTED IN THE HIGH SCHOOL ROSTER. AS HAVING THE HIGHESTRATIOS OF 1957-1962 DOCTORATE PRODUCTIVITY TO 1952 GRADUATES...04000011,00011000000000008041%76-81

V.RATIO OF 19574962DOCTORATES TO 1952 HIGH SCHOOL GRADUATES BY STATES soeflososoosome44104w00000ssiposeeosmasestov5oecose* 84

VIG RANK ORDER OF PREDOMINANTLYNEGRO COLLEGES IN MALE DOCTORATE PRODUCTIVITY MEASURED BY THE RATIOBETWEEN MALE DOCTORATES PRODUCED AND THE NUMBER OF MALEBACCALAUREATES GRADUATED, 1920-3955.0.,0",87-88 VII. RANK ORDER OF .PREDOMINANTLYNEGRO COLLEGES IN FEMALE DOCTORAL PRODUCTIVITY MEASUREDBY THE RATIO BETWEEN FEMALE DOCTORATES PRODUCED AND THE NUMBEROF FEMALE BACCALAUREATES GRADUATED, 1920.1955 89 -90

VIII. PREDOMINANTLY NEGRO COLLEGES WITH 25OR MORE UNDERGRADUATES RECEIVING M. D. DEGREES BETWEEN 1950AND 1959 Vinni COMPARATIVE DATA FROM OTHER, STUDIES0110C46000000000*000400004111 91

IX. DOCTORAL DEGREES AMRDED BY AMERICANUNIVERSITIES TO 1,478 GRADUATES OF PREDOMINANTLY NEGROUNDERGRADUATE COLLEGES, 1920- 19620eo0 95 X. OUTPUT OF DOCTORATES BY RECENTLYDESEGREGATED UNIVERSITIES FROM 1920 -1962 OF PERSONS WHO HAD GRADUATED FROM PREDOMINANTLY NEGRO COLLEGES...44.0e...00...... 0.0...... 96

ii TABLE OF CONTENTS (Continued) LIST OF TABLES (Continued)

TABLE NUMBER Page

XI. DISTRIBUTION OF DOCTORATES BY MAJOR FIELD OF STUDY: A . COMPARISON OF THE QUESTIONNAIRE SAMPLE, THE OFFICE OF SCIENTIFIC PERSONNEL NEGRO COLLEGE GRADUATES SAMPLE, AND THE NATIONAL DISTRIBUTION OF DOCTORATES AWARDED IN 1957woolocielooseeso*.elmallowlefileosesom.00dpeolloosipoolottomoeteoloo 97

n10 COMPARISON OF TIM LAPSE BETWEEN BACCALAUREATE AND DOCTORATE, FOR TOTAL UNITED STATES DOCTORAL OUTPUT, 1920-1962, AND DOCTORATES FROM PREDOMINANTLY NEGRO COLLEGES0010000004,0004,000400000D0000),!.0000000000000000400090 100

nu. THE ilDUCATION OF THE PARENTS AND GRANDPARENTS OF THE QUESTIONNAIRE SAME AS REPORTED BY THE SUBJECTS...... 103

XIV. OCCUPATIONAL DISTRIBUTION OF PATERNAL GRANDFATHERS, FATHERS, AND ALL ADULT SONS BY PERCENT....

XV.COMPARISON OF "EXPECTANCY!!ATE'BETWEEN OCCUPATIONAL CLASS OF FATHERS ANDGRANDFATHERSOF DOCTORATES AND THE ACTUAL DISTRIBUTION OF ALL NEGROES AS SHUN" BY THE 1910 AND 1920 CENSUS 105.106

XVI;COMPARISON OF FRANKLDPS CATEGORIES OF TIE OCCUPATIONS OF FATHERS AND GRANDFATHERS OF WASHINGTON PROFESSION= WITH TIE QUESTIONNAIRE SAMPLE OF ACADEMIC DOCTORATES 107

XVII. PERCENTAGE OF DOCTORATES RECEDING UNDERGRADUATE DEGREES FROM PREDOMINANTLY NEGRO COLLEGES AND FREXI INTEGRATED COLLEGES BY OCCUPATIONAL CLASS OF FATHER000000080,0111,000000109

XVIII.A COMPARISION OF PSYCHOLOGICAL EXAMEWMON SCORES TRANSLATED INTO AOCT SCORES FOR LINDS'EY HARMON'S NATIONAL RESEARCH COUNCIL'S DOCTORAL SAME AM A SAMPLE OF 123 PSYCMOLOG. ICAL EXAMINATION SCORES FOR NEGRO DOCTORATES TRANSLATED INTO LOOT 117

XIX.SOUTIERN COLLEGES AND UNIVERSITIES IN THE AZERICAN COUNCIL ON EDUCATION' PSYCHOLOGICAL EXAMINATION, ADMINISTERED IN THE FALL, 1932, ADMINISTRATION (AS PUBLISHED IN THE EDUCATIONAL RECORD, PP. 181:490, VOL. 34, NO. 2, 1933)..... 118

XX.DISTRIBUTIONOF REGIONALBIRTHPLACE OF DOCTORATES BY RANK ORDER. ACCORDIWTO RATIO TO NEMO POPULATION IN 1920.410s... 121 TABLE OF CONTENTS(Continued) tTgli (1 TAI5LES (Cm-tamed)

TABLE =MRS /age XXI. RANK ORDER OF STATES IN DOCTORAL PRODUCTIVITYMEASURED BY RATIO OF'DeCTORATESTO 1920 NEGRO POPULATION 'NUESTIONNAIRE SAXPLE)a 122 X111.RATES OF DOCTORATE PRODUCTION IN COUNTIESCLASSIFIED . SOCICECONOMIC TYPES IN ALABAMA,NORTH CAROLINA,AND SOUTHCAROLINA...... cGis.. 125

iv oraOrgoearear.1,640 ak20.4Kicalreavairar44alt.1.atalidliiilWatiiialMlatollarafthiiirsra....

TAME OF nnNtroarpg (nert4",,A)

LIST OF OHATTMS V I PROB EROCEDURES.0..00...... e...... 0.e 1 II. A HISTORY OF THEAtIERICAN NEGRO SCHOLAR, ANDDOCTORATE 06. 33 III.FAMILY ORIGINSmo..seoee.60.....o...0e..,0.4,4138 IV, THE .44CCADARY, COLLEGIATE,AND GRADUATE SCHOOL BACKGROUNDOF THE NI DOMORATE;:....***... 67 V. SOO MIRA TICS OF THE NEGRODOCTORATE.osewe VI. THE "IN CELLIGEOCE" OFTHE NEGRO DOCTORATE 105 VII. GEOGRAPHICAL ORIGINS OF TEENEGRO DOCTORATE m o 115 VIII. WERE THESE THE TRULYUNDER VILEGEln se 123

SWART, FINDINGS, CONCLUSIONS,AND RECOMENDATIONS 000410114 APPEND=

LIST OF TABLES

I.COUNTY OF BIRTH OF DOCTORATESADM THEIR PARENTS AND GRAND.' PARENTS WITH A STATE ANDCOUNTY INDEX OF DOCTORAL PRODUCTI- VITY toA-314

RATIO OF 1957.1962 DOCTORATESTO 1952 GRADUATES OF PRED0a. NATELY NEGRO HIGH SCHOOLS..9 ...... A.35 to LIST k. << FA14ILY DIAGRAUS

1.The African 2.The African PrixicesePrincessommem.coetod39The Fourth Generation in America.:...6A40 3.The African Princess The Offspring of Two of Her Great- GrandChildren..6. 1.The African Princess- The Fifth 56 The African Princess- The Seventh Generation,,,e, .6.6...... As43 6.The African Princessea Three Doctoratesoesse 7.The Langston-Diniel 10000000000000AM144 8. The ClementorSteeleFaidlri. oA45 FamilyThe Clement 9 The Clement...SteeleFamilyThe Steele 13ranch 10. The NabritFamily.666gs0666000..606006.A-148

TABLE OF CONTENTS (Continuea)

Page APPENDIX. (Continued)0.60vi LIST OF MAPS0000114416000.090000000111110000011011011001111101111001111 STATE COUNTY MAPS...*.''40...... 0 1. BIRTHPLACE OF 'MOTHERS:OF .DOCTORATES BY COUNTIESIN ALABAMA... A-49

2. BIRTHPLACEOF MOTHERS OF: DOCTORATESBY COUIP.M- IN NORTH AND SOUTHCAROLINA.0.0*..m.A-50 3.PRIVATE. $G7001.6 FORNEGROES IN ALABAMA IN 1913a. o A41 ..,,,,, 4o8c. 50 .PRIVATES SCASOLS. FOR NEtilip,rW NORTH AND SOUTH CAROLINA..... A-52 .. y . 6. 'PER CAPITAEXMIDTTURES IN .1913 PER.CHILDBY RACE IN 'ALABAMA *.el A-53 . , ,...t...,,, .. . . . 70- PER CAPITA EXPENDITURES .141, 1913 PM CHILD BY Aka NORTH. CAROLINA cbtigrns etele:..ose.:...... ,. ./154 ...... 8.PER CAPITA EXPENDITURES IN:1913 PER CHILD BY RACE IN' SAITZH . CAROLINA'...... ::'116ooA-55 , 9.SOCIO-ECONOMIC CLASSIFICATIONOF COUNTIES IN ALABAMA IN 1940. A-56

10.SOCIOECONOMIC CLASSIFICATIONOF COUNTIES IN NORTH CAROLINA IN 19140..m..,..omoowee*0A57 11. SOCIO-ECONOMIC CLASSIFICATIONOF COUNTIES IN SOUTH CAROLINA IN1940soe aoeuoovooo A48 REGIONAL MAPS lea.County of Doctorates2 North-Eastern States.0000. A-59 1-B.County of Birth ofDoctorates, South-Eastern Statese....0.A-60 24. CountyStates of Birthof Fathers of Doctorates, North-Eastern 2-B.County of Birth of Fathersof004.i Doctorates, South-Eastern A-61 3 -B.CountyStates*000.0..0...... of Birth of Mothersof Doctorates, South Eastern A-62 States 14-A,County ofoe64omemea.oe Birth of PaternalGrandfathers of Doctorates, A.63 North-Eastern States..o .00042...... A-6)4 4-B County of Birthof Paternal Orandfathers of Doctorates, SouthaEastern 5.A.County of Birth States0408co*of PaternalGrandmothers of Doctorates, A-65 North-EasternStates...6004.*004,00 A..66 5 County of Birth of Paternal Grandmothersof Doctorates, South...EasternStates,60.00.00.00..0..0..0. A-67 ri

CATER 1-PROBLEM AND PROCEDURES

I The Problem- Previous Studies

The immediate origin of the problem thisstudy seeks to examine 'SO may be, traced to the first successfullaunchingof an earth satellite by

the Russianson October 14, 1957. On October 16, 1957, Pravda published

alist of thirty-four "heroes of science;"whose researches had made this

historic feat possible; the listwars re-printed in the New York Times on

the following day.

The Russians used the occasionto extoll the virtues of the

Communist system in general,and of the Communist educational system in

particular. The spectacular scientificaccomplishment profoundly affected

American thinking; thiswas a work of undoubted human genius, andwe were

more thandisposed to agree that theRussians had contrived acme kind of

magical combination of the discoveryand education in scientific techni-

ques thatfarsurpassed our own rational endeavours. riE

The situation to be examinedwas not helped by the method of identification of the background ofthe "heroes of science" employed by Russian propaganda. Almost invariably, the men responsible forthe techni-

cal contributionsover a wide range of complicated technologieswere

identified as the "sonsof (scientific) workers;" giving theimpression

to Americans unaccustomed tothe peculiar phraseology of the Russian

terminology, that we had witnesseda demonstration of what could be done

when, in a "worker" state, thechildrenof the stereotyped Russian

"moushik," and the grand-childrenof serfs, could be so quickly elevated

to the very highest pitch of technicalunderstanding and competence.

1 - . t ACiA14`ii . -^,0:r -qit 11.i.5.7.41iisradsaaa,:1a....1.64.4*ife..4415,... yr ,, ,', ,ra....u..st:t1}...4. ..,ataY0.40,*. i [ i 1 .

1 2 I 1 Americans had forgotton, if they hadever known, that the Russian

I empire, however backward, hada population that in sheer size was from a ct I

third to fifty per centlarger than the Americanone.Nor did we stop to 1 j think, that despitm the statistics bespeaking greater comparative

obackwardnesso of this hugeempire,in termsof the percentages ofpersons

who had attained literacy, and the level of. higher studies, it hada long

and honorable tradition of higher and techinical education, and in sheer

numbers, the pe.rsons who had attained literacy, and higher technical and

University. status, did not suffer from comparison with thenumbers of

similar classes in theUnitedStates,Russia had not been as nbackwardo

as *we.hqd thought.

This writer then madean analysis of the paternal background of

theseadmittedly great scientists;many had achieved;continence in the pre-revolutionaryperiod, and biographical sketches in Russianor international reference works were available;other biographical. information

was available in various press releases, and in the published biographical notices of their frequently distinguishedfathers. Such an analysis, showed that few, ifam, of the tiheroesli were

derived from proletarian families;even morethan one would expectin an'analysis of American scientists, the distinguishedRussian scientists were likely to be the sons of distinguished Russian fathers whosesons followed the father ts bent. M. A. Leontovich,a physicist among the

younger men who were educatedin Soviet schools, was the son of A. V. Leontovich, the late head of the Department of NormalPsysiology at the

Institute of Physiology in Kiev;Sergei Vaviloch, of the older group,was ..the son a "farmers', buta 'farmer:, who owned and managed considerable estate; 3

F. L.Kapitsarstill credited as the driving force behind the development of nuclear. activities in the SovietUnion, wasthe son of a general in the

Engineering Corps of the Czarist Army, educated in pre-revolutionary days in the aristocratic polytechnic school at Kronstadt, at the Petersburg

Polytechnic, and later, at Cambridge. M. A. Laurentyer, mathematician, modestly described in the official Soviet biographiesas having been born

"in the family of a scientillz worker,was the son of a father who was

Professor of Mechanics at the University of Moscow. V. G, ithlopin, "hero" because of his outstanding contributions in

the fir*"..4 of Optics, received his first training in the field in the . laboratory of his father, G. V, Khlopin,a professor of Physics at the

University of Moscow.A. A. Lebedev,a professor of Optics at the

University of Moscow, had a father who held thesame position at the

University.1

In short, it appeared that the discovery andencouragement of men of high scientific "talent" in contemporary Russia stemmed less froma fairly new andvery effective educational system 'innovated by the

Communist regime, than from those parentaland other family background influences that have been associated with academic preferment andrecog- nition in all previous studies of social mobility and educational elites, in all Western societies, and,even, in developing nations today.

In Great Britain, Scheneider estimates that only 10% of British

scientists, in the period from 3.600-1900,were derived from the "lower class" groupings of craftsmen, artisans, laborers, andservants. The percentage in the population of these groupings must have exceeded 80%

of the total.In the American colonies, and the United States, ll% of the scientists were traced to these "lower" classes.2 .r.6...... , i

4 Studies by others of the patterns of the social origins of

intellectual elites confirm SchneiderIs observations. A number of studies 3 of Europeanpatterns have been reported by Sorokin. Philiptschenko studied the origin of Russian scholars, scientists, men of letters,and 4

members of the Russian Academyin the eighty years preceding1910.He i noted, that scholars were derived from agriculture in 7.9 per cent, arld $ from all classes of laborers in 2.7'per cent of the cases.Great contem- I porary scientists came from agriculture in 14.1per cent ofthe cases, and

from laborers (defined to include peasants) in 3.5per cent of thecases. 4 Al]. of the rest came from the upper clasdes:Irlhile the statistical base

does not exist to apply the method of expeditedcases to this report,it

is clear that in Russia during theperiod studied byPhiliptschenk69 less , 4 ' than15%of the population accounted for upwards of85% ofthe scnolars. Fritz 1,.laas analyzed the social derivation-of: Germanscientists,

reporting that 23.8% of the "exact" scientistsborn after 1700 and dying

before 1910, were derived from the lower 'middle, artisan,peasant, and proletarian classes, while only 7.8% of the natural scientists were so

derived, Cotten and Brinhall have analyzed the socialorigins of American scientists and arrived at ,very, Similar results. Anover-

whelmingly large proportion of these persons hadorigins concentrated in

the middleandupper classes; when the scientists wereSub-divided on a

scale of the worth of their contributions, the authors state:

"A 1 rger proportion of thescientists born on farms were of low distinction and a small proportionof higher distinction. However, no home of a person engaged in domestic service or in day labor even of the highest grades produced an eminent scientist." 6 More recent studies confirm the fact, that the intellectual elite is likely to be.drawn principally from the higher echelons ofthe social te-a..111acursasiigtrAilikAara--

order.This was the finding of the National Opinion Research Center's survey, published in1949.7Professional respondents in that Study, and in a Studyof Negro Professionals in the city of Washington, D.C. showed 8 the percentage of fathers falling into various occupational classes:

Occupations N.0 .R. C. Edwards' of Fathers Study Study

Professional 23.0 31.1 Pioprietor 24.0 11.8 Clerical 10.0 15.3 Skilled 13.0 10.1 Semi-Skilled 5.0 60.

Service . 54o 12.0 ralvm 17.0- 8.0 Non-farm Favor 2,0 3.9 Don't Know 1.6 .1.6

Most of theearlier studies of ablepersons began .with an implicit belief that the differences in productivity of suchpersons as between social and economic classes were due to genetic differences.The father of the Eugenics moNement, Fracis Galton, ascribed the tendency of high ability to be concentrated in certain families altogether to genetic factors.9Sorokin criticized Fritz Haas' studies forbeing too"environ- mentalist,"althoughHaas particularized inherited qualities as explaining an unexpected productivity of diplomats by peasant origin bysaying, "This can only be explained through the influence of naturalendowment, especially the famed slyness and craftiness of the peasant, which isa characteristic veryadvantageousfordiplomats."/0This implicit belief in a genetic explanation of intellectual abilitieswas for long an article of faith among American psychologists, although greatly shaken within the last decade 6

II-. The Concept of the Underprivileged

This stui4 was described as one studying the "factors involved in the identification andencouragement ofunusual academic talent among underprivileged populations."For our purpose we considered the Negro population in theUnited States as an "underprivileged,: population; and we defined instances of "unusual academic talent" asbeing persons in that racial group who had demonstrated "unusual academic talent," by receiving an academicdoctoral degree.

In1955,it was estimated that 1140 Americans of a thousand of a given age received bacalaureate degrees; that 27 received Master's degrees; and that3.5received doctoral degrees.In 1960, as this Study was beginning, 10,002 Americans are estimated to havereceived do'dtoraldegrees; this writer's estimate is that 160- approximately1.6 L were Negroes.

We believe the high selection represented bythese figures warrants describing ;hem as persons of "unusual academic talent."

As to the word, "underprivileged," it is a. class description that has variously been titled, "the disadvantaged," the "culturally disadvantaged," the "deprived," the "educationally" and"economically disadvantaged, the "culturally deprived," the "educationally deprived."Indeed, the words are yet used interchangeably. Gorson recently divided studies of "socially disadvantaged children" according to "those behavioursor circumstances which are assumed to set thesechildren apartfrom their 12 more privileged peers."

By and large, it will be admitted that the Negro people, in the mass, has been, and is, an "underprivileged," a "socially disadvantaged," population.One of the interesting outcomes of thisStudy, hasbeen to taanistialtastat; Mit

7 observe 4L considerable si-rea 1 within tl-vs racial group, as to the Ae.. ee of presence, or lack of, "privilege ;" or, of "cultural advantage," or "cultural disavantageon Ile are dealing here with individuals; but the individual is rooted in a family, or has no long familial roots. Any meaningful description of the status of the Negro must be in terms of generations. If we collapse a "generation" to twenty years for the period from

16140-1780- on the grounds that most Africansintroduced into the American colonies were near adults, or adults - we have some five generations of American Negroes up to 1790, the date of the first decennial census. Counting, thereafter, a "generation" as including a thir"v-year span, the experience of "freedman for all of t:L6 race occurred. in 1865, in the time of the Eighth generation. A portion of this population was "free" fray the earliest period of residence in America..Along the way, ther were constant infusions of biological and cultural strains fran non-African sources; American Indian, and Biropeart.Even the "free" part of this population was :underprivi-

, legedy: by comparison with other Americans, whether living in the North, or South.13The Negro was introduced to the American class system only at the time of his emancipation, at the end of the Civil War in 1865; the iTt following table estimates his comparative status since 1790. a

TABLB 114

THE ESTIMATED STATUS OF THE AMERICAN NEGRO, BY SLAVE OR FREE STATUS, 1790-1860, AND BY SOCIAL CLASS, 1870-1960

Generation Total The Free Population In America Year Population Number Per Cent

VI 59.557 7.9 0:72 80001 I0 457 10.8 1810 1 377 808 186 446 13.0 1820 1 771 656 233 634 13.1 VII 1830 2 328 642 319 599 13.1 2 873 648 386 293 13.1 1111.----.11638 808 434,495 11.3 1860 4 441 130 488 070 10.4

VIII POPULATION BYCLASS

Percentage Total Lower Middle er 1870 4880009 96.9 3.0 0.1

IX 1890 7488676 94.8 5.0 0.2 1900 8883994 92.7 7.0 0.3 1910 9827763 89.5 9.0 1 5 X 1920 10,463.131 84.0 14.0 2.0 1930 11891143 79.7 18.0 2.3 1940 12865518 77.6 20.0 2.4 XI api_ltasgtookRs 25.0 2.5 1960 18 872 000 66.0 30.0 4.0

WHITE CLASS DISTRIBUTION- 1960 PERCENTAGE ESTIMATED: 15.0 70.0 15.0

III - The Problem: The Hypotheses

This Stydy was projected (1959), at a time when one of the pressing national enthusiasms Was for locating the "gifted", the "talented" child;

it was a part of the reaction to the Russian success in space, to which . reference has been made above. The application for the grant from the,

United States Department of Health, Education, and Welfare, pointed out that 9

"....Present devices and methods for identifying prospective academiC talent show a high incidence of utalentl, among the socially and corner:deafly privileged, and a striking absence of such realise among the socially and econcalicallY underprivileged.For instance, the 1956 "talent search" conducted by the NationalMerit 'Scholarship Corporation reveals 'that- (a) 2314 scholars for whoa father's occupation is reported derivedfrOmVarentswho were professional, technical and --*' kindred workers, who number, in the 1950 census,2,955,35Q of'the United' States male labor "force, while only one scholar' had a fatherclassifiable as a laborer, although 3,581,370.. males were listed as laborersinthe 1950 census. An arrange- ment of productivity of National Merit scholars by United 4 States Census socio-economic occupational classes shows an absolute order of rapidly descending productivity as occupational classes desciand.1115

It was also pointed. out, that geographical location was

important factor in detenning the probable productivity rates of areas

within cities, and areas within entire States. National Merit scholars "tend to cluster in highly industrialized areas", and in the suburban

portions of such areas; andin University towns possessing a heavy cow

centration of scholarly families. ' "....In 1956, for example,- 35 of 73 National Merit Scholars- and certificate winners in Kentucky were residents of Jefferson County, principally of Louisville; while, in the 8th Congressional Didtrict (a rural,mountainarea with approximately the same population), not .a single such person .had residence." .

It was furtherpoi4ed'out, that at this time (1956), no Negro child had been awarded a NatiOnaiIaerit Scholarship (several have so qualified in later years, but the percentage is well below 1,.1 of the total). It was also pointed out, in the process of defining the problem, that current belief was that a low I.R. on standard intelligence tests, precluded the possibility of successful performance on the college level;

not to mention, success on the graduate level.It is a matterof record, that the adoption. of licut-off" scores is a growing practice among

graduate schools. ....aresfM

It was pointed out, that evidence did exist that relatively lovr-

scoring individuals had attained success in advanced graduate studies;

and it was suggested, that one of the purposes of the Study would be to examine this situation as it affected persons who had at least received the academic badge of the doctoral degree. Reference was made to the fact, thatalmost all studies of persons of academic distinctionor promise made within the lastfew decades,began with a selection based on

test scoares;while weproposedto beginat the end of the process with the persons whohad been academically successful- and trace theaffect-

ing factors back as far, and as completely,as possible. "Questions and

Hypotheses" were established as follows:

I, It is hypothesized that certain environmental factors are associated with emergence of persons distinguished in scholarly attainment whichare notnecessarilysusceptible of psychometric measurement. Among theseare:

A. The Family:its psychological and motivational climates. B. Parental education and occupation. C. The influence ofthe school, and of theindividual teacher. D.The psychological and motivational climates of the community and of comunity institutions.

It is also hypothesized, that there isan "ecology of talent." 'When a group of academically ablepersons franan underprivileged population (e.g., liegroes) are related geographically by-birthplace; and by the birthplaceof their parents, and grant?-parents; a definite "clustering" pattern appears, in terms of certain counties, and communities.This phenomenon may be correlated with known socio-econanic factors, descriptive of these counties; cog.)percentage of farm ownership ancient high-level rural cormnunities with a tuadition of good education, farm ownership, and the like; the presence of an elementaryor secondary school of high character, during the childhood of parents,and even of grandparents.

II. It is hypothesized, that "talent" mayappear:incertain . family lines, dueeither to soclIal or genetic inheritance.

III. It is also hypothesized, that thereare internal characteristics in a test performance profile suggesting unusual academic promise in some instances, for persons derived from generally low-scoring populations. If this be so, it might be possible 13.

to devise a formula by which test scores are weighted by comparative socio-econani'c-cultural factors, and through which a predictive index of attainment for underprivileged children might be developed.

VI. It is furtherhypothesized, that astudy of a sub-sample, using project methods, gill add valuable illumination to the problem in general., and, specifically, to an understanding of the motivational structure of individualsattaining academic success.

It may be possible to identifypersonality-factors responsible Laethe unexpected academic success of low-scoring students from underprivileged strata, so as to assistschools generally in discovering such persons.

Such a "study in depth" would also serve to verify the validity of the data sought through questionnaires.

Comments on_ Hypotheses

In our sample of Negro doctorates examples are not unusual, of persons who have attained distinction as scholars (by any criteria), after registering percentile scores in Nationally Standardized Intelligence Tests well below the 20th percentile. They derived from very low socio-economic cultural surroundings. It may be possible, foryouth similarly situated, to devide a composite of weighting factors, that would find ina relative test performance, a reliable indication ofreal potential, - given improved educational treatment and guidance.

Underprivileged populations invariably make better comparative scores on quantitative sections of aptitude tests, than on verbal sections. An analysis of the scores attained by academically able students fromunderprivileged strata, bydifferential per-. fcrmanceI in quantitative as compared to verbaltests, may yield a predictive value forfuture academic potential. IV - The Proposed Procedures

Thecomplete display of the procedural approach may be found in the ,3?., Aix. Those procedural steps are summarized here.

It was proposed to collect information by questionnaires, interviews, and the review of the school, college,and graduaterecords fran a hoped-for sample of some 500 Negroes who had received an academic doctro degree.Additionally, it was hoped that a "control" group of an equal 12 number of the classmates of these persons, who had not received such degrees, would be investigated by the same devices. It was planned, that the Thematic Apperception Test would bet: administered both to members, .of the degree-group, and of the control group. It was hoped that (1) the principal outcome would-be to prOVide "a more accurate formulation than is now available, of indices useful in identifYing.academic promiseamong under - privileged groupsny,while::(2) (accumulating) a substantial body of materials (a) encouraging further study and refinement of the techniques recommended, and (b) describing the study. V. - Hodifications of the Plan Circumstances required various modifications of the design. In the major departure, cctlliit the ad iinistrat.wn of The 111,,atie Apperception Test as orginally envisicned by the writer, and ty advisors from the Office of Education vho served as Ca.sultants for the Study, it was impossible to implement that part of the Study. IA had been advised, that Negro psychologists be employed; therewere not enoughsuch persons; the subjects were too .widely scattered geographically to make the enterprise economically feasible, regardless of the race of the test administrator. On the positive side, we were able to extend the scope of the Study by including in some of the statistical information available, nearly 1,500 doctorates lihOSe IBM cards had beena part of the Doctorate -Production in United States .Universities, before a stud" of tile tiational Academy of Sciences - National Research Council*16.The strey of Doctoral 13

Production did not list its subjects by race. However, each card was coded for the undergraduatecollege of the doctorate; wesupplied the National

Research Council with thecode umbersof predominantly Negro institutions, none of which had appreciable numbers of whitestudents prior tothe pre. suraed date of graduation - 1960 - when its doctorates could appear inthe listings of a study including doctoratesthrough 1962.While these cards were based on a questionnaire that called for answers to but few of the questions in our on material, they provided a much greater wealth of general information than our morelimited samplehad to offer.

We had estimated, that by 1960there were approximately 1,500 living holders of :he academic doctorate,by Negroes.Our estimates were based on the pioneer study, by Harry Washington Greene,Holders of Doctorates

Among AmericanNegroes was published in1946but that listed American

American Negroes that- Greene had counted as receiving such degrees through

1910.17

Greene's list is believed to be reliable. -It includes 389 names.

We began with. a list of some 1,200 names thathad beenaccumulated through

the years by President Rufus E. Clement, of Atlanta university, as anaid

in recruiting. faculty. The catalogues ofvarious institutionswere

inspected,especially thoseof institutions known to be largeemployers of

Negro academic-doctorates.Additionally, the Department of Recordsand Research at Tuskegee Institution had for years compiled annual lists of

Negrodoctorates.

Fran these various sources we accumulated a master mailing list

ofnearly 1,400 persons.In corresponding with these persons, we dis-

covered that it was a highly .mobile population; only some 900 addressee

proved correct. A., 1, Ae

return we From these persons, weobtained 53.7 responses; a rate of

thought Superlative, considering thehighly personal information requested,

. in what was'ea long, as well as personalinquiry.

An early scanning of thereturns shOwed imperfections in the

questionnaire. For example, the largenUMber of siblings was surprising.

We had refrained:from asking anyrespOndent to list the names ofancestors,

believing that to clutter the questionnaire upwith requesting such infor-

mation might be construed as an invasion of the privacyof theiindividual

will be some questioned might resent. This was especially so because, as

pointed out, .there was so much evidenceof miscegenation in maofamilies

backgrounds, where grand-parents wereconcerned.Indeed, it was learned-.

verbally from some questioned, that theydid not respond because as one

college president bluntly stated, ffI amnot going to tell anyoneabout all

of those white folks mixed up in mybackground.'

On the other hand, some persons werefrankly revealing in their

dccounts of the racially checkered backgroundof their family histories.

The family histories finally came to be,for this writer, themost reveal-

ing of all of the documents collected,although impossible to reproducein

areaningfal-statisZical analysis.

The family histories were also the mostdifficult and time-aousum.

tug parts of the Study, leading to muchdelay, - beyond the appointedtime

for the termination of the Study, asefforts were made to confirm, and

die. even extend, some accountsgiven.Genealogy, at best, is a difficult

ciplimvfOr Negroes, including .many'persons inthis sample who were of

partial or entire slave ancestry, thedifficulties of tracing families'are that in some cases beyond solution.Such an endeavour will inform one, P.

15 r the Negro is, indeed, an "under-privileged" population.The slave. was a

chattel; he is listed in public documents,if at all, only by a first

name, or as a "wench ", "boy", "my Negro Man Jeff", and the like.Trying

to trace one family that produced fourdoctorates required recourse to

the National Archives, to the State Archives ofVirginia.; North Carolina,

and Alabama;' andto county court-house records in -Wive States.

The defensive rationalization of the "peculiar,institution", that

has been engrafted on the nationalconsciousness through the publicmedia

of popular fiction,newspapers, and latterly, the moving pictures and

television,and public school text-books,as a romanticinstitution

glorifying the 'cavaliz": qualities of the South,the kindliness and

gentility ofthe slaveowner and hissacrificial mistress in the care and

nurture of the slaves within her jurisdiction, haveobscured what might

have been a realistic picture of humanbeings, and human relations, within

a totally exploitative system.This system had in fact no place for the

basic, character and education buildinginstitutions ofthe family, the

church, and the school.They have left no record of their influence on

the slave because therewas tune to leave. The education of the slave in

literacy wits forbidden by law. He could, therefore, whiteno records of

his ownlife, whether those of religion,or of family structure.He had

no family structure. He was a chattel,andno more written ecord was

made of himthan ofthe other chattels -.the cattle,. mules, and horses-.

who shared his status, andno written evidence remains that he ever had. a

human status.No one else troubled to keep such records; andso, the

history of the families of the Negro doctorateswe here record, is princi-

pally bereft of any but oral tradition,save for those very few who were 16

wow is^ ^104.0ftlw 1,4,1 Ovita macrEms$ that A liOW, iiVVigivv, war, boy wwwwwwaNy wy frargient of their family history is preserved in their master's surviv- ing docuraents* It also became necessary to modify the planned ccelparison of the doctoral group, with their non-doctoral classomates. new a listof 500 class-mates, we received when queried 217 replies.Perhaps one j example of "difference" is that the questionnaire returned by the non doctorates in few instances replied as fully- to all questions, as did the doctorates* This limited adequate comparisons. 1

I ./ Chapter II

A HISTORY OF THE AMERICAN NEGRO SCHOLAR AND DOCTORATE q

To be a scholar is to be one "...who has actively engaged in the

advancement of'kfiowledge through research or, at some levels, through 1 the constructive administration of research." In the last century in

America the attainment of the academic doctoral degree has become the

badge of the man who has at least been admitted to the fraternity of

those willing and able to engage in researchs'and claim the right to the

title, "scholar."

The foregoing Table I setting forth, reconstruction of the historic ,

social and economic status of the Negro population reveals that the soil

was not propitibus for the growth of a scholarly class.An added and ever-

present factor has been that the few persons who had the capacity and

skills to engage in scholarly pursuits in the Negro race - yesterday, and

today - have felt the pressure of other demands so urgent as to preclude .

devotion to the scholarly life: they were frequently called upon to be

"race leaders," or, in educational circles, were such a rarity as to be

drawn from research and study to administrative responsibilities.

The few examples in the 19th Century were exceptional not only in

their attainments, but P.lso in the family backgrounds they possessed.

Benjamin Banneker had high attainments in mathematics and in astronomy;

he ccrrasponded with Thomas Jefferson who procured his appointment to

Charles Innfantls team, that laid out the District of Columbia.

Bannekerls Almanac was highly regarded, as was his construction ofa 1? 18 sidereal clock.His grandmother was an Englishwoman who married and emancipated one of her slaves; she taught Banneker to read and paid for 2 his schooling.

Only four Negroes had graduated from an American College by 1830.

Edward A. Jones, whose wealthy white father sent him to Amherst College,

graduated on August 19, 1826, eleven days before John B. Russwurm

received his degree from Bowdoin. Both men migrated, Jones to Sierra

Leone, where he became the founder of the Fourah Bay College (now the

University College of Sierra Leone), and Russwurm to Liberia, where he 3 continued his career as a newspaper editor.

Two men professionally trained in medicine became notable scholars

in the next generation. They were James McCune Smith and Martin R.

Delany.Alexander Crum mell, the ranking Negro scholar of the latter part of

the nineteenth century, said that Dr. James McCune Smith was "undoubtedly

the most learned Colored man in the United States" during Smith's lifetime.

Educated first in the Free African School of ilew York City, Smith later

enrolled in the University of Glasgow in Scotland, taking his M.D. degree

in 1836. He returned to New York where he established a successful

practice, gained a wide reputation as one of the first calculators of

mortality rates for life insurance companies, and became a leading

figure iri the antislavery and "colored convention" movement.

He felt obliged to answer allegations of the physical and mental

inferiority of his people then being made by such public figures as John

C. Calhoun. He replied to Calhoun in such articles as "Comparative .aseiss.afasitlitii1iftziszasabsliu.S411:gillr.

Anatomy of the Races" and "The Influence of Climate on Longevity, with

Special Reference to InBik=anee."

. Martin R. Delany, Anative of New York City, was educated, like

Smith, in the African Free School of the city.He had a brief secondary

school experience at the Canaan Academy in New Hampshire, v;t1nh was

destroyed by the townspeople when it admitted several Negro youth in

1831, and later at the Oneida Institute in upper New York State, where

several distinguished Negroes received an education under the great school- ry

master B eriah Greene. Admitted to the Harvard University Medical School

after several rebuffs from other institutions, he took his medical degree

in 1852.

Delany acquired an international reputation as a scholar, became

a member of the International Statistical Congress,of the National

Association (British) for the Promotion of Social.Science and of the

Social Science Congress, Glasgow, Scotland.He practiced medicine in

Pittsburgh, but the usual fate of the Negro made it necessary for him to 5 enter the cause of racial polemics ane' advancement.

Delany became a leader of the national convention movement of

colored people.-4 immigrated to Canada, joining a large colony of ex-

patriate.free colored persons and escaped slaves.He helped organize an

expedition to Nigeria, West Africa, in 18589 under the sponsorship of the

National Emigratipn Society and the African Civilization Society.Delany's

mission was successful; he negotiated treaties with the chiefs of Abeoku_\,

which granted land for prospective American Negro settlers; and began 20 plans for the expanded production of cotton in theregion, the importation of cotton gins and the development ofa cotton export trade.His published Report has become one of the minor classics in thehistory and exploration of nineteenth-century Africa.6 During the Civil War, Delany wasa medical officer in the Union Army with the rank of major; after thewar he was commissioned justice of the peace in. Charleston, South Carolina.

I Scholarship is one aspect of the culture that does notgrow in isolation, and the Negro scholar's opportunityto teach and study in an institution of higher learningwas long deferred.Prejudice against the employment of Negroes in scholarlycommunities has inhibited the growth

3 and developmeriL of Negro scholarseven up to the end of World War II and 1 beyond; at Vats wrIZ.ing,none of the newly integrated Southern collegesor

unil:arsitit has employeda full-time Negro instructor on any level.Even in the colleges for Negroes createdafter the Civil tier, the majority of governing boards held stubbornly to theidea that "the tire was not ripen to employ Negro teachers.Lincoln University in Pennsylvania, founded in 1854, elt6tid its first Negroprofessor in 193 2.Howard University and Wilberforce University in the Northand a handful of colleges in the South provided the extremely limited marketin which the Negro scholar foundan opportunity to use and expand his scholarship.

But there were rare exceptions, North andSouth.Limited elementary and secondary educational opportunitiesslowly appeared in the North

that employed Negro scholars.Peter Williams, the first well-trainedNegro priest in the Protestant Episcopal Church,conducted a school in New York 21

City as part of hig pmrigh duties (circa 1810).Among Charles Cs Andrews! students at the African Free School were Ira Aldridge,the actor;

Charles L. Reason, who became Professor of Belles Lettresand Mathematics

in the New York Central College; Samuel. Itingold N. Ward, aneloquent

anti-slavery orator, and Alexander Crummell, who took adegree at

Cambridge University in 1853.Dr. George F. Grant graduated from the

Harvard University Dental School in 1870 and was made aninstructor in

the school in 1884. His reputation in his specialty - the treatmentof

the cleft palate and cognate malformations - was sowidely established

that he lectured by invitation in 1888 to theannual meeting of the

British Dental Association. The serologist,William L.. Hinton, became an

instructor in the Harvard Medical School in1915; but he did not attain

professorial rank until 1949, the year before hisretirement.

Berea College of Kentucky was an extraordinaryinstitution founded

in a slave state in 1856 on basic Christianprinciples, committing the

college to a policy of integration. The institution was soconducted -

board of trustees, faculty and student body - until1907, when the United

States Supreme Court upheld the Kentucky state law of1904, requiring the

segregation of the races.Atlanta University, after WilberforceUniversity',

gave a home to the young scholarWilliam E. B. DuBois; the numerous

scholarly studies he published during his stay therefrom 1898 t ,10

testify the opportunity was essential.Although the institution he founded

boasted its vocational purposesBooker T. Washington attracted toTuskegee

Institute the ablest minds he could; thedevelopment there of the distin-

guished bibliographer Monroe N. 'Work was oneof the greatest contributions .441:51 talewonleuh

22 ever made by a Negro institution to scholarship.

Aw w... 1(0.4 A. 11 fl',mins no .A.74u, avuoidamaus low us- LIAAJWLIO VA011444,14 riALAW0U4.110, ULOILIO was opposition to the appointment of Negroes in the faculty of the University of Chicago; the head of the department of soziology, William F. Ogburn, a former president of the American Statistical Association I and of the American Sociological. Society, remonstrated because, he said, all of the white graduate students wo-ald withdraw.In a study made in 1961 of the employment of Negro teachers in colleges in New York City, Moss and Mercer state that it was not until after 1941 that Negroes began to be appointed in appreciable numbers to these institutions; their study lists fifty-two known to be so employed in 3.961.7As there were reported to be i44,791 persons teaching in colleges and universities in New York State during the 1961 spring tern N egroes thus constituted slightlly

more than one-tenth of one percent of the totale

The Formative Years Alexander Crummell was born in New York City in 1819.He said that his father, Boston, had been a.prince of the Tirane tribe in Sierra Leone before being kidnapped and sold in AmericanAs a boy, Crummell attended the New York African Free School.At the age of twelve, he was sent to I an interrazial.echool at New Canaan, New Hampshire, but was forced to leave when the townspeople burned the school building* On learning of the New Canaan schoolts fate, the abolitionist headmaster of the Oneida Institute in New York State admitted Cresnmell and another t.legro boy from New Canaan to his school. When he completed the 23 course then, Crurnmell wished to study for the Episcopal ministry at the General Theological Seminary in New York City, but his application was rejected because he was black.Persevering in his ambition to be a priest, he was aided by the yoling abolitionist John Jay; he studied in Boston, and was finally ordained to the Episcopalian priesthood in 1842. He was not permitted to exercise his priestl,y functions in Philadelphia because Bishop*Onderdonk demanded that Crurnmell accept a nonparticipating role for his parish in the affairs of the diocese. He finally found a parish in New York where he could be active and remained there until 1852.in that year he went to England where he enrolled at the Queens College, Cambridge University, and took a degree in 11353. . ,Then Crum* 13. went to Liberia where he found on the faculty of the College of Liberia some first-class minds that had been. attracted to that outpost of freedom.The scholar Edward W. Blyden was among them. . , Crpmme 11 returned to the United States after the American Civil vier ended.He had the dream of organizing a group cf younger Negroes who would apply scholarly methods to the task of' elevating the Negro people, The result was the formation of the American Negro Acadentr, which b.eld its inaugural meeting at Washington, D. C., on March 5, 1897. Reviewing the circumstances of the organization of the acaderror, William H. Ferris wrote in 1920: He (Crum me 13.) proposed to found and establish the American Negro Academy, an organization composed of Negro scholars, whose membership should be limited to forty and whose purpose should be to foster scholarship and culture in the Negro race and encourage building Negro genius.He communice.,ed with colored scholars in America, England, Hayti and Africa.The result was that in 24

March_1A9?; when McK4.,leywag inaugurated, the most celebrated scholars and writersin the Negro 'racefor the.first time assembled togetherin the Lincoln Memorial Church and formallyorganized into a brother- hood of scholars.Dunbar, the poet, DuBois, the sociologist; Scarborough, the Greek scholar;Kelly Miller, the raatheraatician; Dr. FrancisJ. Frimke, the theologian; Prof. JohnW. Cromwell, the historian; President R. R. Wright (then President ofthe Georgia :-. State College at Savannah), PrincipalGrisham (Principal of the Dunbar High School, Washington), Prof. Loveand Prof. Walter B. Hayson, noted educators; Prof.G. P. Cook, the student of English Literature (andProfissor in Howard University), and Bishop J. AlbertJohnson, the brilliant preacher,were among thosepresent. Bishop Tanner of the African Methodist EpiscopalChurch, and two or three other bishopswere enrolled as members, and such distinguished foreign Negroesas Prof. Harper were added as members. The Academyseemsdestined to do for the Negro race what the FrenchAcademy did for France.°

Officers in 1897 were:S. G. Atkins, Principal, Slater Norma.,

School, Winston-Salem,North Carolina; L. B. Moore (A.B., Fisk, 1889,

Ph.D., University of Pennsylvania, 1896),Professor of Latin and Dean, Howard University; and We H. Croginan (A.B., M.A., Atlanta

University), President, ClarkUniversity, Atlanta,Georgia.9

The objectives and purposes oftheacademy as formulat.ld by

Crumraell were:

For the promotion of Literature, Science, and Art.

The culture of a form of Intellectual Taste . The Fostering of Higher Education 0 The Defense oftheNegroAgainst ViciousAssults.?'

The last objective proved to be the most important.The acadrmy members continued to carry- the old defensive burden of the Negro intellectual, from Benjamin Bannekerts eighteenth-century letterto [ 4+0.A=.;=fil`AkasibiZesiNLAb4MiwasA,.

Thomas Jefferson, int-11 wg:01 into the. twantiotb nanimry:Ti a clarion

of "Occasional Papers" they engaged in fierce scholarly polemics against

A race detractors.

The first paper published was Kelly Miller's A Review of Hoffman's

"Race Traits andTendencies of the American Negro.', Hoffman, a statisti-

cian for the Prudenti'al Insurance Company of America, had published an

of Negro birth and death rates, concluding with the prophecy a analysis

that the American Negro was on the road to certain extinction in three 11 decades due to inherent biological inferiority.

W. E. Burghardt DuBois' The Conservation of the Races, published

in 1898, was the second "Occasional Paper." The young, scholar had

already made his' mark with his Supyression of the African Slave Trade; he

had before him another sixty-five years of active literary and scholarly

production.

Illustrative of the intellectual thrust of these papers are their

titles:The Educated Negro and His Mission (No. 81113.131am S. Scarborough);

ern Industrialism and the Negro (!o. 11. Archibald H. Grimke); and

The Messa e of St. Damin o to the African Race (Nos. 18-19, Theophilus

G. Steward).

In this group of poets, pulpit orators, journalists and professors,

there were at least three men whose work would find a place of highest

distinction in their respective scholarly fields. They. were: W. E. B.

DuBois, Monroe N. Work, the bibliographer, and Plliam S. Scarborough,

Philologist. A fourth - Kelly Miller - showed promise in the field of

mathematics, but was deterred by the urge to,deal with pressing problems I 26

of Negro education. He became an outstanding educatorand helped the

American Negro Academy fulfillthe dreams of its founder, Alexander 12 Crummell.

To the academy scholars,and to their thin and polemic pamphlets,

must be credited a considerableinfluence on the intellectual life of

the Negro during the firstquarter of the twentieth century.

The American system has admiredthe man who rose from the

bottom to the top, and it has hadparticular esteem for Negroes like

Booker T. Washington, whocame "up from slavery."An examination of the

background of Negro intellectualsin any generation shows that such

emergence is even more unlikely thanamong the whites.

Of the Of the eighteenmembers of the American Negro Academy

known to have been in attendanceat the organization meeting in 1897,

thirteen had been born before 1865.Eight of these thirteen had been

born free- six in the United States, two in Canada. Five were born in

a conditionof slavery. But two of the five slave-bornchildren were

born into what might be called the"upper class" of the enslaved

population and had extraordinarily specialadvantages over the ordinary

slave child.

William S. Scarborough, one ofthe more privileged, was born at

Macon, Georgia, in 1850. His father was a free artisan in Savannah,

Georgia, who later moved to Macon to live. His mother was a literate

slave, who enjoyed the extraordinaryprivilege of being paida daily

wage and of being permitted to liveaway from her masterts house in her AL Weakabotcata,i4EIALwa.1MIstwUtYit&Lor...e,

husband's home.Scarborough said of his mother that "...shelived in her 4,,

own home and was able to give careful attention to herfamily., which never

felt the harsh, restrictive features of theslave system." The father

hid progressed beyond the elementary school level; themother was

literate; an uncle taught the boy; his mother's master boughtbooks for

him, and a white neighbor gave him specialtutoring.Before he was

twelve, young Scarborough - nominally a slave -"...hadmastered Webster's 13 blue- backed speller, and studied arithmetic, geography,and history."

Francis J. Grimke, the second, cam from anequally favored slave

background.Quite without embarassment, thisPresbyterian minister re-

counted in his autobiography that he was one of three sonsof Henry

Grimke, of an old aristocratic Charleston, SouthCaroline, family, and a

beautiful, slave, Nancy Weston. The claim wasrecognized by Grimke's

famous abolitionist aunt, Angelina Grimke-Weld,who discovered her

nephews enrolled at Lincoln University inPennsylvania, assisted them

through college, and sponsored Archibald throughHarvard Law School and

Francis through the Princeton Theological Seminary.Biographical

information is lacking regarding the other three"slave-born" scholars of

the .American Negro Academy.

Neither literacy nor skills are inherited,but this has not pre-

vented racists from ascribing Negro scholarshipto heredity.Noting that

a number of Negroes who have attaineddistinction are of mixed racial

extraction, the school of racists insists thatthe "white blood" is the

cause. Carleton Putnam, oneof this school of opinion,claims the

scientist George Washington Carver as arepresentative of this group, 28

i.--t 7W21.U.S.Ug wuat, vtu e WGIAM 0.1.002 "15 preven by his blue eyes" While one person who knew Carver agrees that he did have blueeyes, others who knew him equally deny it, anda physician who treated him in his declining years stated that Carver suffered from arcia realistan affliction arising from high blood pressure in the aged that accentuatesthe whitish-bluish color of the iris and creates the illusion of"blue eyes."The British racist, R. Ruggles Gatest widely quoted by Americansegregationist, even proposes the theory that there is a "sex-influenced gene for intelligence" as an explanation for a high number of high intelligence quotients reported for one Negro family.

George Washington Carver was reared bya German couple in Missouri that cared for him after his motherwas kidnaped, and, says the social environment theory, he must have absorbed fromthese foster parents their habits and attitudes toward workand study; this environment was much more important to his futurecareer as student and scientist than his alleged "white blood." These theoristsbelieve that the "slave elite" circumstances of William S. Scarborough's mother andhis free colored fatherwere much more vital to his future than the curious melange of racial "bloods" the scholar described in hisautobiography.Social circumstances and education were far more significant in theemergence of

Francis J. Grimke as a scholar than the fact that hewas carrying the genes of his grandfather, Judge John Faucheraud Grimke, of the South

Carolina Supreme Court. The social environment theory,as contrasted to the theory of "white blood," is the basic theme ofthis section. 29

Early Negro scholars, then, were derived overwhelmingly from what one can identify as a Negro "upper class" - even among slaves.The free colored population in the United States numbered 488,070 in 1860, or 10 percent of what came to be identified as the "Negro" population.The scholars were largely derived from this class and from the favored slaves.Such favored slaves were frequently related to the white master by kinship and by occupation, and thus more likely than the Negro field hand to receive elementary instruction, to observe and imitate and absorb, the standard culture and to receive material assistance in obtaining both a sound economic base and an education from their masters before or their ex- masters after the Civil War.

Small as they were numerically and proportionately in the Negro mass, this small group of former "upper" class slaves - "upper" in re-

lation only to the mass of enforced poverty and illiteracy most of the

freedmen represented - provided the narrow apex of the flattened pyramid

from which a middle class and emerging scholars could be built after the

Civil War. Occupationally, the professions of school teaching and the ministry gave employment to the daughters and sons of the already literate

and increasingly to the new literates.

The children of the old upper class and the children of the im- poverished freedmen alike were welcomed in the mission schools and colleges created in the South's various mission societies after the Civil liar.

In some of these institutions the large number of light-complexioned

students was so noticeable as to arouse the curiosity of visitors. The 41161esOfogatrollibaLroi14017no011.41akii.104114*..n.aduaibsoirwooa

30 phenomenon was not due, as many believed, to the "superiority" ofthe white blood; it was a social and economic, rather than a natural selection. Concubinage remained an openly sustained relationship between white men and Negro women in the South for fifty years after the liar; the children of such unions were more likely to have parentswith the money, and the tradition, to send a child toschool, than the formei field hand slaves who were new sharecroppers and daylaborers. In addition the Federal Civil Service in all cities,especially in Washington, provided a steady employment for agrowing class of literate Negroes, even though those so hired werefrequently "underemployed" in terms of their actual abilities. The mission schools have been derided by many critics.The Yankee

teachers, it has been said, were notrealisticin their curricula, nor in their appraisal of the basic needs ofthe recently emancipated former slaves. The schools were frequently called "colleges" andnuniversitiesp" when their enrollments were concentrated on theelementaryand secondary school level.Instead: of carrying on a practicaleducation, designed to meet the illiterate and unskilled on their ownlevel, they boasted courses

of study taken directly from the programs of NewEngland colleges, replete

with Latin,Greek and the highermathematics.114 These critics miss several important points necessary tothe .evaluation of an educational institution.One, that the processof education is a long-time one, requiring forfinal judgment on its outcome the entire life and career of the subject;further the effect of the 31 educational process as transmitted to the entire community cannot be judged until it can be viewed from the perspective of generations.

Another consideration is often omitted in the criticism of these institutions.For every "college" student actually graduated, these schools give a. thorough elementary and secondary education to scores of students who in their turn passed on, through family and friends, their knowledge of the fundamentals and their acquired habits and discipline.

Their children and grandchildren did not have to "start from scratch," or even behand it, in an illiterate home and a wretched school or in no school at all*

Based on the academic successes of first, second and even third generation descendants of the students of the early mission schools, available evidence suggests that these institutions provided for

Southern Negroes some of the most effective educational institutions the world has ever known.The Negro scholars today are, for the most part, the children and grandchildren of persons who received their education in these institutions.

In addition, one needs to consider the excellent schools located in many Northern communities; the Great Barrington High School in

Massachusetts, of which DuBois said:

My high school principal was Frank Hosmer, afterward president of Oahu College, Hawaii. He suggested, quite as a matter of fact, that I ought to take- the college preparatory couse which involved algebra, geometry, Latin and Greek.....I did not then realize that Hosmer was quietly opening college doors tor, me, for in those days they were barred with ancient tongues?,

Two other examples are the Central High School in Philadelphia which 32

helpedstart Alain Leroy Locke, the philosopher, on his scholarly way; ;.. and Kimball Academy, in New Hampshire, where Ernest E. Just, the biologist, prepared for Dartmouth after his arrival frim South Carolina

(indeed, South Carolina gave him a good beginning in a missionaryschool).

Most instructive in the art of developing the Negro scholar is the example of M. Street High School and its successor, Paul Laurence

Dunbar High School, in -viashington, D.C.16 14 Street began operation in

1870. From the first it followed the policy of employing the best-

prepared teachers available.Thesalaries paid were on the Federal scale,

and were far superior to those prevailing for teachers anywhere else in

the country, even if positions had been available to Negro teachers, as

they were not.ki Street, and after it, Dunbar, took the pick of the crop

of brilliant young Negroes who had graduated from the best colleges in

the country.

Miss Mary Jane Patterson,whose graduation from Oberlin College

in 1862made her the first Negro woman college graduate.in theUnited

States, was principal from 1870-71 and from 1873-74. Richard T. Greener,

who in1870became the first Negro to take an A.B. at Harvard, was

principal from 1871-72.Francis L. Cardozo wasprincipal from 1884.96;

he had studied in the University ofGlasgow and the London School of

Theology. (As Secretary of State for SouthCarolina from 1868-72and state

treasurer from1872-76, hisbitterest enemies during the vicious struggles

of the Reconstruction period acknowledged that he was the best - educated

man in South Carolina . 33

W. Scott Viontgomely of Dartmouth; Robert H.Terrell, of Harvard;

Anna J. Cooper, of Oberlin; W. T. S. Jackson,of Amherst; E. C. Williams,

Phi BetaKappa from Western Reserve; andGarnet C. Wilkinson, of Oberlin,

were other principals ofM . Street,and Dunbar., The DuBois-Booker T. Washington controversy over"industrial

education" came to a head during Mrs. Cooper'sprincipalship (circa

1910).She aligned herself withthe DuBois group and succeeded in keeping M Street's curriculumthat of the standard college preparatoryschool of the. time.

The teachers joined the administration of theschoolin insisting

upon the.higheststancilards of achievement,inurging and assisting their

students to emulate their own academic success.Tutorials were organized

to help themost promisingstudents with their college boardexaminations. New The facultysolicited scholarshipsfrom their alma maters, the finest

England collegesandOberlin; in Washington, they organizedfund-raising .*

campaigns to supplement the scholarshipsoffered. Through these devices,

severalgraduates of M Street, and later ofDunbar, were annually sent

to such colleges asAmherst, Dartmouth, Harvard, Oberlin,Radcliffe,

Wellesley, Williams, Vastar and Yale. The results are now apparent. MStreet and Dunbar have contri-

buted to the ranks of Negro scholars inmedicine, in law, in engineering,

generally in thearts andsciences, toa truly extraordinarydegree.

Data on theother high schools attended by Negroacademic docto-

rates isavailable only for 609 who took theirdoctoral degrees from 1957 to 1962.This group complAed their highschool work at the latest 34

in 1955, and for themost part, before 1952.Out of 360 high schools

from which these doctorates graduated, one- Dunbar- produced sixteenor

2.62 percent. Two schools produced nine each- Frederick Douglass High

School, Baltimore, Maryland,and McDonogh 25 High School in New Orleans,

Louisiana. Other high producerswere Lincoln (Kansas City, Missouri) and

Booker T. Washington (Atlanta, Georgia),with eight each; and Tuskegee and Anderson High School,Austin, Institute High School ( Tuskegee, Alabama),/Texas,with seven each.

High mobility in urban populationssince 1955 makes any effort to

"rate" these and other predominantlyNegro high schools on the basis of excellence as measured by laterdoctoral productivity meaningless.It is interesting to note, however,that 5.2 percent ae these high schoolpro.. duced 20.8 percent of thedoctorates. It is significant also that each of the schools listed abovehas long had high academic tradition inits respective city and has been theprincipal college preparatory high school for Negroes, enrolling numbersof children of middle class, professional and semiprofessional occupations.

The Pioneers

Negro Academic Doctorates And Their Proportion In The Community of Scholars

Although the academic doctorate awarded by guropeanuniversities had been the badge of scholarly attainmentfor centuries, it was notun- til 1866 that Yale became the firstAmerican University to offer the degree. The year of 1876 marking theorganization of John Hopkins

University, is generally acceptedas the actual initiation in America of , ^ ..t.uraiiissucta.o.fasii.c4a

university studieson the graduate level,

Edward S. Bauchet, who received thedoctor of philosophy degree

at Yale, in Physics, in 1976,has been considered the first American

Negro to receive a doctorate.17 However, Father Patrick Francis Healy,

S. J., born in 1834near Macon, Georgia, of a white father and a Negro

mother, received this degree fromthe University of Louvain, Belgium,

in 1865.Patrick Healy attended Holy Cross College,in 'Worcester,

Massachusetts, receiveda dispensation from the Vatican for his legally

enforced illegitimacy, since the lawsof Georgia did not permit his parents to marry, and entered theJesuit order, He was an instructor in

Holy Cross, studied for thepriesthood in Rome, took his doctorate at

Louvain and becaiean instructor at Georgetown University in 1867, a professor in 1868, andwas inaugurated as president of the nation's oldest Catholic institution of higherlearning in 1873. Ill-health forced his resignation in 1882; he is credited withhaving made the institution a true university, and is. remembered as the "second founder" of

Georgetown418

The number of Negro academic doctoratesgrew slowly, Two of the first forty members of the AmericanNegro Academy, founded in 1897, had earned the degree. Both were giaduates of Fisk University: W. E. B.

DuBois, 1888 (Harvard. Ph.D., 1896) andLewis B. Moore, Ph.D., Pennsylvania,

1896. Harry Washington Greece's careful listingof Negro doctorates goes up to the year 1941 Data froma study of the American doctorate, made available to the writer by the NationalAcademy of Sciences, 30

TABLE II

PRODUCTION OF NEGRO ACADEMIC DOCTORATESCOMPARED TO ALL AMERICAN ACADEMIC DOCTORATES

Neggp Productivity AU Doctorates.Doctorates Total Ratio FiVe4ear American Fran NegroIntegrated. N4go Periods White to each Doctorates Co1lees Colleges Dostorugls..erNe o Doctacate (1866 -1879) Not Known 2 22 (Not Known 186c.1864 218 01111111111111MOW 1885..1889 348 "2"T. (-17 to 1 18904894 877 18757 ttoo 3.1 18944.1899 1,247 --7-wf 3 19004904 1,277 1 1 1,277 to 1 19c6=.1909- 1,748 1 .--.2"3". 3 582 to 1 1910.1914 2,264 3 3 19354919 754 2,760 3a.6tO31. 19204924 4,186 4 13 17 245 to 1 1925=1929 7,703 5 27 32 240 to 1 19304934 11,928 28 142 70 170 to 1 19354939 13,658 56 53 109 325 to 1 (194e4943) 129761 96 39 135. 191404944 14.700 109 53 (est.)*.. 162 (est. 909140 to to 19444949 15,855 164 88 (est.) .252 (eat. 62 to 3. 3.950ra954 ''38,614/4 334 179 (est.) 513 (est. 1955(4959 44,170 445 239 (est.) 684 (est. ..57145' :0° 1. 19601962 32,675 312 168 (est.) 1480 (est. 68 to 3. grametilwallwmalmormotairsearegaumik - theestimates are based on the assumption that 35 percent of the doctorates earned by Negroes since 1940 havebeen awarded to persons who earned undergraduate degrees at integrated institutionsWhile the Negro population in those states affording integrated higher educationhas greatly increased since 1940, the Negro enrol1me.rt in the majordoctorate-producing undergraduate colleges has reinained extremely man. Whileno statistics are available, largely because of Fair Educational Practices laws, testiraonyof teachers and administrators in the keTti York City colleges, thatare among the Natio:Ad largest' undergraduate gourcer.; of doctoral degrees, is thatNegroes probably constitute less than one percent of the enrollment of these 'institutionsA recent(1962)study of Negro enrollment in PennsYlVania colleges, made by WilliamH. Gray$ similarly indicates a very small enrollment of Negroes in thosecolleges. Source:Lindsey R. Harmon and Herbert Soldzi Compilers, rate Production in United States Universitissi 1920-1962.Publication No. National Aca em-i-7)TMmaces National.Research Council, 1963, and Harry Washington Greene, NeernHolders of Doctoratesswit.; and unpublinhed materials provided this wrst,er lay the OrifaiiTol scientificPersonnel, 37

TABLE III THE NUMBER OF 'NEGRO COLLEGE GRADUATES IN THE MAJOR FIELDSWHERE THEY EARNED DOCTORATES. 1920-1962_ nruP,ARY:n fin THE VW. nr amp Tcp DOCTORATES IN THESE FIELDS

TO2AL NEGRO PERCFST$ MAJOR FIELDS OF STUDY 1920-1962 1920-1962 NEGROES

Mathematics 1499142 23 0.136 Psysics and Astronomy 9,618 17 0.17 Chemistry 23,697 98 0.141 Earth Sciences 3,743 2 0.02 En:-erin 10 209 3 0.03

TOTAL PHYSICAL SCIENCES 52 209 1143 0.27

Agricultural Sciences 5,122 53 1.03 Medical Sciences 1,775 13 0.73 Bia.osical Sciences 31,829 184 0.57 TOZAL NATURAL SCIENCES 84 038 250 0.29

Psychology 11,080 65 0058 Social Sciences (Total Inclu- ding Psychology) 35,052 290 0082 Humanities (Not Available) 124 0081 Business Administration 18722 14 Home Economics (Not Available ) 7 Journalism (Not Available ) 3 Law (Not Available) 5 Library and Archival 2,892 3 1.14 Religion andTheology 26$363 33 2.19 Education...... fr...... ,...,.....m.onwr~"VMIIII.S.MP..IaVMINIIIIIIMW"lOPIOPN11Z2 4/EMOINS.

Source: Same as table 36

National Research Council, reveals that approximately 1,500graduates

of predominantly Negro colleges receded doctoratesbetween 1920 and 1962.

The elimination by law of racial designations inreporting race of

graduates, as enacted since World War II in the majordoctorate-

producin3 states, makes it impossible to enumeratethe total number of

Negro academic doctorates since the time of Greeneisreport.Those who

graduated from Negro colleges can be counted, but those whotook their

first degrees at integrated institutionscannot.

The percentage of Negro doctorates educated in Negro colleges

exceeds 1.0 percent of the total number in only threemajor academic fields.

These are:Education (2.19 percent), Religion and Theology (1.14 percent),

and Agricultural Sciences (1.03 percent). The addition of those Negroes

who earned undergraduate degrees inintegrated colleges, and later

academic doctorates, would perhaps doublethe numbers and percentages in

all of the major fields listed with theexception of education; there

would be, fol.- example, twiceas many persons in the physical and natural

sciences, and larger numbers and proportionsin social sciences and in

education. Ofthe ten physicists listed in Greene's early study,seven came from predominantly white Northern colleges; and in mathematics, five of seven. On the other hand, institutions with well-equipped physics laboratories and excellent faculties in the field,such as Fisk and Howard

Universities, have good records in the production of physicists. Howard

University, Johnson C. Smith University, Fisk University, MorehouseCollege and Lincoln University have creditable records ,in chemistryand the biological sciences.Possible improvement in equipment and faculty anda 39

change in the choice of careers may be indicated by the fact that twenty-

five of the ninety -eight chemists reported to be eraduates of Negro

colleges, and fifty-three of the 1814 persons in the biological sciences,

received their doctorates in the brief period from 1960-62.

American Negro scholars in the physical sciences, in life sciences,

in the social sciences and in the humanities may be found today making

respectable scholarly contributions to the broad spectrum of human

'knowledge.: They will be found in our universities and medical centers,

in:labotatories.of government and private industry, in the field, and

both here and abroad.Their number is small; but in some instances their

-scholarship ranks with the best scholarly contributions in the world. It

'is all too true, as a great scientist, Charles Richard Drew, has pointed

but,'thatmany of these scientists are handicapped with the pittances paid

them, heavy teaching loads they carry, and inadequate laboratory,or

library facilities.Yet among them, Drew Observed,are "true scholars...

..the.Vast majority spend lives of dilligent searching guided by rigid

intellectual discipline, and lead on much in the nature of the artist and 19 dreamer toward new creative goals."

t. 413

A Summary of the Negroas Scholar:One-Tenth of the Nation, Perhaps One Poreant of the P.14,1.s

The scarcity of Negro scholarsin the Ametican intelleutual community throws into sharp relief notthe deficiencies of the Negro intellect) but the imperfections of a system thatnow produces perhaps one percent of its greatest human asset fromone-tenth of its population. The scholar, in general, islikely to be that person whose early surround. ings gave him .-Painlessly--theadvantages of facility in theuse of tt written spoken word and in other primaryconcepts basic to the learningprocess. Several generations of literacyare the usual endowment of the scholar, whether in Europe or in America.

By contrast, the Negro scholarhad to emerge from a setting where,as short a time agoas two generations before, illiteracywas the rule enforced by savage laws proscribingthe instruction of this part of the population.At Emancipation and up to the last twodecades, the public school instriments designed to repaira state of almost universal illiteracy were ofa disgrace- fully inadequate andineffective kind. Pora scholar to emerge front such a social and educational system would beunlikely;Negro scholars did not.They have emerged where, almost fortuitously)an unusual social setting and unusual formal educational institutions-ouchas thoseprovided by the ',Yankee schoolmarm's provided an educational foundationinearlier times to some few scholars themselves, or to the grandparents andparents of the prospective scholar. The budding scholar also needseconomic security, first to support him in his preparatory studies; and sexond,to sustain him during tedious and extended nonprofitable pursuit of theresearches that attract him,Such support came infrecraently to theprospectiveNegro scholars poverty was the order of his family and coveriunity lifeand of his racial group* Pew could "Iroa5411412125r,nclo&tiatolaeciumwe

sourmounb this deficiency; those who didwere like ;y to be men of the most indomitable purpoes with a great capacity for hard workand tremendous !lei f. sacrifice. The gestating scholar requires the advantages ofan excellent education all along Vie linegielementary school, secondary school, college and univer. sity. This advantage few Negroes have had;hence, few scholars. Obviously, only the massive administration offundamental remedial measures in each of these areas can be expected to affect the presentrate of productivity of scholars from the Negro community.There are now (2.965) some faint few signs that amelioratingcircumstances are in sight.Scholarship, however, is a plant of long culture, measuredby generations; profound changes in the present contribution made by AmericanNegroes to the American and world communities of scholarsare not soon to be expected.1

1CharlesR. Drew: "Negro Scholars in Scientific Research. r141o1 tnal-ef, Ne MT, No. 2 (April, 1950), p. 1 40 .issaa.agarratm

Chapter III

FAMILY ORIGINS

I. Int-reduction

In our list of birthplacesof the 517 doctorates from whom autobiographies

were accumulated, Sea Appendix: Maps to , Table 1), a number of clusters

by counties will be observed. To a considerable extent, this geographical

phenomenon is due to the factthat we are dealing with families.

There is, for example,the prodigious Daniel family of Dinwiddie County,

Virginia, representinga family in which four brothers and one sister earned

academic doctorates. There are the Curtis and Childs families- themselves

related- whose roots are in Perry County, Alabama.There are numerous brother

siblings, suchas the Harrison brothers, whose roots are in Pike County,

Mississippi, and the adjoining"Florida Parishes"across the border in LouiSicza.

There are the Clement-Steelerelatives of Iredell and Rowan counties, North

Carolina; the Colson's, ofDinwiddie and Benrico counties, Virginia; there is'

Othelia Cromwell,one of the first female Negro doctorates, and her nice,

Adelaide Cromwell Hill,now in the Boston University faculty, and the grand.

daughter of the distinguishedschool principal and historian, John 'W.. Cromwell,

who helped found the AmericanNegro Academy in 1897.

There are sister combinations,such as Emma dhite Bragg, and Edmonia Whit Dav

isonl, natives of Nashville (Davidsoncounty), Tennessee; and Charity. Mance ale

Louise Rose idance Adams, ofGreenwood County, South Carolina, and Youra andIla

::ualls of Red River County, Texas. There are no less than 37 instances of pare,

siblings brothor ani brother, brother arisister, sister and sister. in ou 43

limited collection; the number of other relationshipswithin extended family

groupings, suggests that the production of academic doctoratesin the Negro

population has a close relationship with family lines - either of"blood", or of

culture. Let us, therefore, examine the history of the family in theNegro

population, and of some of the families concerned in our study. I II - The History of the Negro Family

To al_ atents and purposes, the family as an effective socialunit among

the imported African slaves was one of the first casualties ofthe institution

of chattel slavery. The practice of the slave trade was to recruit laborwhere it

was available, without any consideration of theindividual or of his past

associations or ties beyond his potential capacity to provide labor forhis new

masters. The institution fostered and encouraged only those activities thatmade

the individual a more useful, and profitable,'inve5tment; slay?breeding was one

such activity, but family building was not.

The pioneer studies of the sociologist, E. Franklin Frazier . who,before

his death in 1961, submitted his autobiography for the purposes ofthis study .

have not been surpassed for their penetration and insightful analysis.Frazier

described first the plight of the Negro sieve, and mother, "In the House ofthe

Master"; what it meant to foilow the duties and obligations of "Motherhoodin

Bondage," and to see repeated on a mass scale, the tragedy of "Hagar and Per

Children."Thus the Negro family became a description of the life of a people

"In the House of the Mother"; with "Broken Bonds" and "Unfettered Motherhood"

leading to a peIverted system of matriarchy, with "Granny" becoming 'theGardiap

of theGeneretions."1The slow development of a class of Free Negros, and an , eventual "Emancipation" of sorts, le'd some to live "in the House of the Father"; the "Sons of the Free", or almost free, began the First taterinz and painfully scarce families possessing conventional stability likei2mb characteristic of the vast majority of American homes and families; there were even developed infrequent islands of conformist "Black Puritans", practicing and professing a rigid conformity with the the Victorian moral code as exemplary as any of their fellows, of whatever racial persuasion.

But for the greatest number, mobility induced by war and industrialization propelled the great masses of the people: into what became 'the City of Destruction", peopled with "Roving Men and Homeless .omen;" with "Fathers on Leave", "Outlawed

Motherhood", and "Rebellious Youth." In a book published in 1939, Frazier reported tables for the ratio of illegitimate births ranging since 1900 to 1929, in a city such as Baltimore, Maryland, from a high of 44.5% among whites in 1911, to a low of 1.4% in 1929; in the same years, the illegitimacy rate for Negroes in the.seme city ranged from a high of 29.3% in 1901, to a low of 20.3% in 1927, with 1929

2 Showing a rate of 21.5% in the Negro population. A study thought to be

"sensational", and published in 1965, displayed a table showing non-white illegitimacy rates in 1962 to range from a low of 12.8% in Seattle, Washington, to 3 a high of35.6% in Memphis. To those acquainted with Frazier's earlier lork, there was nothing "shocking" in thisLemrt: it was a confirmation of the

statement made by Ernest W. Burgess' "Eciltor's Rapface", that "Never before in

the recorded history of mankind has the family life of a people, in so short a

period , experienced so great and so sudden dislocations, necessitating adjustment 4 to new and un'orseen situations. More shocking, perhaps, was the fact that ihad

taken 26 years after Frazier's book to bring to maturity the idea that the case of.

AIL 45

majimoblj...... wel was worthya government publication sub.titled "The Case for

National Action."

The history of the Negro familyhas been a continuing one of "dislocations"

and "adjustments", made "necessary",initially, by disorganizing effects of the

institution of chattel slavery; and, subseluen4y,by what must be soberly

accounted as one of the most disruptiveand' deteriorative social systems that, as

Burgess suggested, must have beenrare in "the history of recorded mankind."

III. Families that Remember

In his book Frazier insisted thatthe break oith the kfrican past had all

but completely obliterated,among Negro families in the United States, memories of

the African background.

These scraps of memories, which formonly an insignificant part of the growing body of traditionsin Negro families, are what remains of the African heritage. Probably never before in history has a people beenso nearly completely stripped of its social heritageas the Negroes who were brought to America. Other conquered races have continuedto worship their household gods within the intimate circleof their kinsmen. But American slavery destroyed household godsand dissolved the bonds of sympathy and affection betJeenmen of the same blood and household..,.5

In our study, we have encountereda number of family legends that refer to

the African background, testifying that"forgotten memories" are, perhaps, better

preserved than Frazier could admit.Two among these have a kind of authenticity

that go beyond oral tradition and "legend";and one can be documented, perhaps

as the first such Negro American family in contemporary records. qe turn now to

a description of these two families; in their record maybe foundsome hint as to

how persons of "unusual academic talent"may be developed from apparently

C. L6

I "underprivileged" populations, 1

A. A Legendary African Princess

Three of those submittingautobiographies p..-ee lineal descendants ofa young

African girl who is said to havebeen abducted from a French ship, byan American

privateer about1748.6The girl, according to the legend,was being sent from

the Island of hadagascar to France,where she was to receive a convent eduction.

She was brought to Philadelphia,and. sold into slavery in Virginia, where shewas

presented asa wedding-present to a bride ata ceremony performed in Norfolk in

7 . 1749. She became the Troparty ofThomas i3urke, who moved from Virginia to

Hillsboro, North C:rolina, wherehe became the first Governor of North Carolina

after the assumption of independence. N.

Through the wills -f GovernorBurke, who died in 1784, and of his widow's

second husband, who died in 1792,it is possible to trace this woman to the

appearance of her grand- daughter, Patsy Freeman, whoappears in the Census of 1850

as "Patsy Freeman", a free woman. Another family legend states that Patsy had

ten children, includingseven girls and three boys. The girls were skilled

seamstresses, and earnedmoney by sewing and tailoring uniforms for a military

school for boys located at Hillsboro.They finally earned enough money to purchase

their mother's freedom, and that oftheir baby sister, named Nancy. In 1835 the

entire slave family was taken to Marion,in Perry County, Alabama; leaving behind

their mother, and Nancy. In 1852, Patsy took her daughter Aancy to Oberlin,Ohio;

Patsy died at Oberlin in 1859, thedate and occasion being notable because,a large

woman, she was buried in a coffin that had been prepared for JohnCopeland, one of

3 ,..441bajnahalya

John Brown's men killed at Harper's Terry.3

In their new setting in illabama, Patsey Freeman'schildren remained in

that topsmost level of slave society. the "house servants." The town of Marion

was the intellectual Capitol of Alabama. There were seven different educational

institutions located there; it Iseven recorded by Mrs. Ailliam K. Payne, the

widow of the late President of tho Savannah StateCollege, and whose father had been educated it a Baptist acaderiy and in the"Colored, People's University" for

Alabama established in the city duringAeconstruction (now, the Alabama State

College at Montgomery), that her grandmother,. a Simingtan . attended classes at

the Judson Seminary with theyoung white girls for whom she was a companion; and

was used, by the teachers, to shame the little white girls because of her aptness

in class.

The Freeman girls married well,principally to other house servants. One

was married to James Childs, a crippled man whose white father had assured, his

livelihood by apprenticing him to the tradeof leather working and shoe-maker.

He must also have seen to it, th t the boywas taught to read and to write. If

Marion is a true sample,more Negro slaves - particularly, the house servant class,

and the skilled craftsmen, weremore literate than has b-en thought.Living in the

households of cultivated white peoplewas in itself a form of the process of

acculturation. The Negroes of Marion, led by Alexander H. Curtis, in 1866 fornecia.

school corporation; with a board elected by the vote of all the Negroes in the tom,

In 3.8671 the Board deeded its property to the American AissionaryAssociation, th,

arm of the Congregational Church in founding and developinga chain of missionary

schools, staffed larger by youngwomen belonging to the Church from. New England

and the Middle West. The Deed, perserved in the Archives of the American Itisoionary vietEdze,;141i:i Lne.wati4a0±.:401,114.e1"

Associaeed aou deposited in the Library of ?iskOti.lAemultr, shows that six of ta.:

nine Board members siped their names, while throe, signed by making a cross. It is

doubtful that this amount of literacy had been newly gained in the short period

following the end of the Civil 4a.r.9

Alexander H. Curtis, a barber, had been a slave of.a locilipinster who

permitted him to operate a shop of his own, and shared the profits with him. It is

recorded that he left eJarion to go to New York in 1859, reappearing in two years, as

the Civil Oar began, as a free man.It is probable that he used this period to gain

his "free papers.' in New York, as Alabama law had made it increasingly difficult to

execute manumission papers.

After the warCurtis appeared as taco civic and political leader of the

newly enfranchised aegroes. -He was elected from Perry County to the Constitutional

Convention of 1867; a fellow member was John 311sby, a missionary from Iowa who had

before served under the American Board in Sim Silsby was a member of the

:education Qomittee of the Convention; he was doubtless reposnsible for the fact

that the Iowa constitutional section dealing with Education, adopted in 1857,

was copied, work- for -word, and incorporated in the revised Alabama Constitution

Silsbywas later lited as a member of the faculty of a "State Normal School and

University for the Colored Race," established at Marion; A. H. Curtis was made a 10 member of the Board of Trustees.

Martha Freeman, the youngest Freeman child to be brought lo Alabama, married

James Childs, the crippled leather.worker.Their eight children included Stephen.

who married Julia Godwin; their daughter, Julia Gertrudeir:arried William Parrish

Curtis,born in 1865, the son of Alexander H. Curtis and of Princess Alebb Freem n,

A daughtee of Patsey, Princess debb was named for the legendary "African" Princess,

..1.1.... 49 and given the last name of the family.gebb. in which shehad benoma a slave when, after removal to Alabama, financial reverses to the original slave.owning

families required a dispersal of the Freeman slaves; it appears that they were kept

within the community.

Same of the proliferations and inter.connectiur....; of these families are shown

in the accompanying charts (See Appendix, Family Charts). Implicit in our discussion

have been several factors that may have been involved in the unusual development of

educated and able parsons from these family strains.

First, is the morale factor that came from the knowledge that they were

closely, related by blood ties to intelligent and cultivated white persons. These

ties were openly acknowledged by the white community, aLd there was a concensus of

opinion that the mixed population was superior by inheritance to the suppressed

parental group. This group morale factor has developed everywhero in the world. Where

the conjuncture of two basically diverse racial groups has produced an intermediate

group; among the "coloreds" of South Africa, the Sino- Europeansof China, the Anglo.

Indians of India, and the "Colored" (mulatto) elements in the Jest Indies and South

America. These marginal peoples were thought to be "better", they were treated

as though better, and they came to regard themselves as asuperior sub - caste.

In this particular set of circumstances, the morale factor resulting from

the "Princess" legend may have been particularly effective. The white people, as

we have noted, believed it; in a South that was based onnotions of an inherited

aristocracy and "gentility", such legendsmayhave teen a strong motivating factor

on the aspirations of all concerned.

There is another factor of a curiously associated set of circumstances that

deserves consideration.The children of Princess gebb Freeman, of Martha Freeman, 5o and of Nancey Freeman, all did well academically; and so did a number of their descendants, although they were separated at an early age; and Nancey was taken to a distant part of the country, in the climate and atmosphere of an

"extreme", abolitionist, anti-slavery community-Oberlin, Ohio . while the other children grew up, and were married, in a Slave state.

The common denominator in the lives of their children, and grand-children, may have been the fact that those children - wheth3r in Alabama, or inOhio . were exposed to educational regimes with identical objectives, ideologies,and type of teachLTs. For while Oberlin was rlin, the Lincoln Normal School became a carbon copy of the educational instt, Loins, at l)ast on the 31ementAry and seconda school, that Oberlin represented; for the administration and the teach:rs were

imported from places as exactly like Oberlin as the Board of the kmerican Missionar-

Association could contrive to obtain. fInd, after the School had given its most

pramisinit students all that it could, it early bean to send them to Oberlin-liko

colleges; to sister insititutions in the kmericanassionary Association system,

such as At. anta University, Fisk Universitx .Talladega Colleges and not;.too dis-

similar Pres4sterian institution of collegiate level-Knoxville College*

There was even a greater resembletice to a "moulding" institution than

woulc; ordinarily meet the eye. The Lincoln Normal School provided a csualete

social and moral, as well as'educational, community for the formaticn of the

children, and youth, who attended it. The Principal - or a member 3f the Faculty -

was also the Pastor of the Congregational Church that became one of theimportant

features accompanying the activities of this, and other, "A. M. A." schools.

The ilinutes of the first Congregational Church of harion, Alabama, from , rJ

`SATZ.."''j *k.;, Zit:2!.RV r .1c ,g1(1411:12fga'itatgi itiragssa

1868 ti 1898 have been preserved. Reading them is to find oneselfin the climate of an eighteenth Century New England community.The members of the

church included the faculty,the students, and a number ofthe parents of A the attending children, althoughAlexander H. Curtis,a founder,remained'

faithful to his Baptistmembership.

Students had a full round of requiredparticipation on religious

services; everyone attended morningchapel daily, and each classwas prefaced

by Sunday School, ChurchServices, an afternoon Vespers, anda night church

Meeting on Thursday's, and ChoirPractice on Friday's.Additionally, each I

family was encouraged tohave morning prayers at home before comingto school,

and eveningprayers at the supper hour, with additionalprayers at bed-tiem.

Discipline in the Churchwas strict; there are references to the

expulsion of Sister Blankwho has been living in adultery, and hasresisted

remonstrance, to mend herways; or rebukes to Brother Jones, who has been heard j addressing hisown brother profanely, and is required topay a fine and to make

a declaration of public confession,else to suffer the penalty of dismissal.

Or Brother Simpson is calledto account for having beenseen imbibing strong

drink; or Sister Joneswas seen hanging out her washing on a Sunday, when she 12 did not attend Church.

Academic as wellas moral and social discipline in the school was exact.

Northern text-bookswere used, principally supplied by mission agencies; the

School teachers, all of themimports from the North, until a smallcorps of

Negro teachers developed principallyby the school, and usually assigned to the

lk lower grades, began to make theirappearance.The Northern textbooks, including

",Union" songs and anti-slaverypoems, and readings and declamations extolling .;Qt'e . .14 ock.'7V4`. 4.1,4 Vitf1/211,:tra-b`ge

xv -"t- :=0f pt.o,''...mast&.thalrain,A, Lrzsi

the heroes of the anti-slavery movement, did not endear the institution tothe

local whites, who accusedthe mission schools of teachingpolitics to the

children, and "poisoning" 13 their minds against their former masters. Declamation

exhibitions and contestswere a regular part of the weekly program;poems

by Whittier and orations repeated from Charles Sumner and FrederickDouglass, and songs such as "The Battle Hymn of the Republic", "We'llRally 'Round the

Flag Boys,".and "Marching Through Georgia", taughta kind of history that must '''

have been unpalatable to thelocal attitudes. But it must be remembered, that

Alexander H. Curtis, theleader of the local Negroes,was one of the most power

ful political leaders inthe State, until Reconstruction,nationally, came to

an end in 1876; and, for severalyears more, two or three thousand Negro voters

in Perry County carriedweight enough to insure theappointment of a Negro.

postmaster for the city ofMarion, usually a member of the Curtisor Childs

family.

Children were required to attendschool regularly; tardinesstzas a schoca

offense high-on the listof the unforgivable. In at least one American

Missionary School, there existeda New England lady teacher who, witha passing mark set at 60, delighted in handing out occasional grades of 59and 2:114.4ds-2,

Students were classifiedon entrance on the level shown byan elY:ranc-c

examination; seventeen andeighteen year old boys, with oldermen, vol.Ild be

assigned to the first grade in day, or night school, withoutcrp:puncttan. Patsey Childs, born in 1856, had been taught to read andwrite by the white inmen *In

the white family that owned her. She entered LincolnSchool as an advanced

student; she commented that the teachers were all. Northernpeople, who were ve:7 - = *NW .;7..x - _ ,`*

53 thorough; after she completed the work atLincoln School, she was sent to

Talladega College in 1874, 'where she completed theNormal work (teacher training course; usually consisting of a highschool course with the last year giving specialized attention to a review of the"common" subjects,' methods of teaching, and some practice inteaching). A manuscript autobiography she has

left for her descendants reveals a sensitive,well-educated woman with an 14 excellent command of the language.

When Thomas Jesse Jones visited the school in1914, in the course of

his Survey of Negro Education, he described the"classroom work and management"

as "effective;" the enrollment ascomprising 270, 2148 of whom were in

F elementary grades, and 22 on the secondary level; andwith 15 white, and one 15 "colored', teachers. When William Childs Curtis, Ph.D., was askedin 1962

to give a reason for his academic advancement inlife, he replied that the

principal reason was the existence of the fine A. 44 A.school in Marion, - the

Lincoln School - attended both byhis father, and mother; and by the

fathers and mothers of the other notable personswhose roots were in Marion.

A similar answer was given by five other doctoratesin our sample, whose parents,

and, in some cases, themselves, had attended theschool.

The conclusion of this writer is that the natureof the family is of prime

importance in the production of persons ofunusual academic talent, whether

from privileged, or underprivileged, circumstances.Few will disagree with the

impression, that the nature of the secondary school;and of its faculty, stands

next in the hierarchy of explanatory factors.Judging from this contemporary

survey of its output, we wouldsoberly judge the Lincoln 'normal andIndustrial

School to have been the best predominantly Negrosecondary school this countr7 r-r , kr- '7'374-2,14-eg=GaTKY

has known.

B A Documentable African Princess

One of the subjects of this study is Dr. Mabel Murphy Smythe, Professor

in the Hanter College of New York, and wife of the current (1966) Ambassador

of the United States to Syria, the Honorable Hugh Smythe.It was by accident

that this investigator discovered that the family of Dr. Mabel Smythe was the

only instance among American Negroes known to this writer, and to other

knowledgeable persons to whom he has spoken, affording an example of a case where

direct descent from an African source can be documented; and on both the paternal

and maternal, sides.This instance is so unusual that reference to it here has

been irresistible.

Mrs. Josephine .Dibble Murphy, now a colleague in the staff of Atlanta

University, has known of my interest in historical matters; aidso, one day,

inquired of me if I would like to see her grand-father's "free papers" issued to

one Andrew Dibble, by the Governor of South Carolina; a formidable document

dated August 24, 1860, and issued from the City of Charleston under the Great

Seal of the Commonwealth, duly signed by the Governor and the Deputy Secretary

of State, testifying that one Andrew Dibblewas indeed a Free Man of Color.

But attached to this document, was another that had evidently .. been a supporting proof. It was dated as recorded December 1st, 1807; and it

testified,

The bearer of this, a native of Africa, was born free on the Island of Bounanoes, and baptized by thename of Catherine Cleveland, by the Reverend Mr. H (?) ockley, Rector of St. Johns Parish., Berkley County, was brought into this State in the year One Thousand Seven Hundred and Sixty four, byElizabeth Cleveland(row Hardcastle) in '7.- .4.. ',' ...... , .-^ -., i . ,-,Itz;''----;-;" , -...-,,,r, .. 4, 4 -,- , 4-,-,-- "I ,- ,,, _ -

the Ship, %Imp of Barrow, Capt. Alexander Taylor,Commander, .Col. James Tweed and Capt. Alex Tweed,passengers. 'Thy ship consigned to Henry Laurens, Esq.in CharleSton.

The said Catherine has issue namedas follows, Jack, Joe, Issac, Kitty, Paul, Jenny, Phillis, and Beck,and Beck's three children, Mindah, John, and-Frank..Certified this Thirtieth day oZ November in the Year ofour Lord One thousand Eight hundred and Seven. (Signed)

Hardcastle

Still another documentwas appended to Andrew Dibble's "Certificate of

Freedom." It was an affidavit dated August 244 1860:

Personally appeared beforeme, I. Francis Beckman, a Magistrate of the said State Charles Kanapame,who being duly sworn, says: That Andrew Dibblea free man of color, aged Thirty-six years, a Taylor, now residing in the town of Camden in this State,is the son of Mindah, the Daughter ofBeck, who was the daughter of Catherine Cleveland in the aboveextract mentioned - That Beck was personally known to deponentas a free Woman of Color, and the Deponent was for years past (andup to the time of her death), the guardian of Mindah- Known as Marrha Smith - Deponent hams the Boy, Andrew Dibble,as being free in every acceptation of Law.

(Signed)

Chas. Kanapame

Remembering that the Banana Islandsare located off the Coast of Sierra

Leone, in West Africa, this investigator hadrecorse to the monumental History

of Sierra Leone by Christopher Fyfe,a professor of African History in the

University of Edinburgh.In this book there is a reference toa Anima

Cleveland, a mate of an English ship that hadbeen wrecked on the shores of

one of the Banana Islands, about 1715; and had thereafter accepted employment with the local King, Skinner Corker. (The name was later corrupted to "Caulker").16,.

William Cleveland wasa member of a respectable Devonshire family; his father was a naval commander, and a brother, John, became Secretary to the Admiralty. V.41:1=7,

.ft. P-0 e

It was customary for the English traders on the Coast to marry African women, mV4 to send theirchildren to l'ing."nd for an :111Pntinn; Thomas CnrkArs the father of Skinner Corker by an African woman, known as Seniora Doll, the Duchess of Sherboro, sent his children to England for an education; according to local matrilineal custom, they inherited their mother's title, but kept the paternal name.

King Skinner Corker is said to have given his only daughter, Kate, to

William Cleveland in marriage; although Fyfe believes that the Katie

(Catherine) Cleveland of our story was probably the child of a second African. wife of1WilliamCleveland,Wdamba of the Kissy tribe.William Cleveland died in 1758; whether the "Catherine Cleveland" who came into the Port of Charleston on board the Queen of Barrow in 1764 was William Cleveland's daughter, or grand-daughter, we do not know; nor do we know the circumstances that led

Elizabeth Cleveland, later Elizabeth Hardcastle, presumably white, and presumably, also, a relative of William Cleveland, to bring the girl to America, we do not 17 know. The ship, Queen of Barrow, was consigned to Henry Laurens, one of the largest slave traders in the Eighteenth Century South; correspondence by

Laurens regarding the ship and its 1761i passage to Charleston indicates that it 18 was a slaver, with a cargo of 240 slaves. Elizabeth Cleveland, perhaps asister or neice of William Cleveland; learning of the existence of her half-English, half-African relative in the Banana Islands, must have asked Henry Laurens to arrange for her transportation on one of his slavers from West Africa, to the colony of South Carolina where, she thought, the child might be given a Christian education and rearing more adequately than at her home. Vj '1,0314

jai.=;'etsz

ay Equally well documented is another Dibble connection with.Africa..,One,

Scipio, was seized at Abeokuta. in Yorubaland, now Western Nigeria, in 1805#

Heuts brought to South Carolina andrsoldto &planter named Vaughan?, at.Cagideme.,

A man of great skill in many crafts, a great-grand-daughter wrote of him

that "...he was permitted by his master togo from one town to the other

repairing roofs, helping to build houses and molding brick. He was in great'

demand.He also became famous in those days as a great craftsman in the art

of smelting iron and fashioning wrought iron gates, gratings for windows and 19 fences."He took to wife a Cherokee Indian woman.

A number of children were born to this union. A grand-daughter, Sally

lee, married Eugene Heriot Dibble, son of Andrew Henry Dibble;

Two of their grand-children, Sarah Murphy Lemon, and Mable

Murphy Smythe, have earned doctorates. Scipio Vaughn had vowed to return to

Africa; he was never able to do so.Two of his sons, Burrell and James

Churchill Vaughan, were sworn on their father's deathbed to return to Africa

when they were able to do so.

Burrell became a carpenter.He was permitted by his master to keep a

part of his earnings.In this manner he earned enough money to buy his freedoms

He left soon afterward for Liberia; but, arrived there, decided togo to his

father's native land, Abeokuta, in Yorubaland. At first he devoted himself to

farming and carpentry; but then went into trade, establishing a chain of stores

in which he exchanged various European metal products for palm oil, ivory, and

rare woods.He accumulated considerable wealth.

" . . Later his brother, James Churchill Vaughan, folloWed him to Africa.

Burrell Vaughan married a princess of the Yoruba 'tribe. They had three IfieWI'a3P-Wv 1-14,1"

kAAV ,' hr4:44-

children; James, who was sent to Switzerland for medicaltraining; Burrell

Vaughan, Jr., was sent to school inVnglnnti; and Oa ArahOla was educated

in Prance. Ada married a barrister in Lagos, Erick Moore."He founded the

fiist Episcopal Church in Lagos, donated the organ, and paid theminister's

salary for several years. Mrs and Mrs. Moore were the parents of three daughters

and a son, all of wham were educated in England.A son and daughter are

barristers in Nigeria.A daughter, Kofo, received her degree at Oxford,England. 1 Ed.. husband, Sir Adetokumbo Ademola, is the Chief Justice of the Federationof 20 Nigeria.They were knighted Lord and Lady by Queen Elizabeth a few yearsago."

The families have visited back and forth from Africa toAmerica for more

than a century; James Churchill Vaughan came back to Camden, SouthCarolina:

were recorded the family history on March 1852; Burrell made a visit after

the Cis i1 War. Ada Arabella Stradford visited Camden in 1925; and Lady Ademola,

with her husband, Chief Justice Ademola, have been in theUnited States

several times in the last decade, on each occasionvisiting their American cousins,

to'Northsand from.East to West coasts. . now scattered from South

of Catherine . Of the 12 children of Andrew Dibble, - the great-grandson

Cleveland, who came free into the Port of Charleston in17640 in the ship,

Queen of Barrow, three died in infancy(including a "Kate"); one daughter

married Henry Maxwell, a State Senator in South Carolinaduring Reconstruction

another daughter married a leading minister of his time,Benjamin Taylor. One

son, Eugene Heriot Dibble, became amerchant, and was appointed postmaster

of Camden.The others pursued various crafts and skills in Camdenand elsewhere.

In the next generation, Andrew Henry Dibble, Jr., had sixchildren.One

Catherine. Dibble Martin, narried James Martin, a professor of Latin and Greek at

6 AL.

Biddle University (now Johnson C. Smith University:).DibbleMartin died in

his senior year in medical school.Frank and Dwight Martin finished dental

school and practice dentistry.

: . . Louise Dibble married' Henry Maxwell,state senatorduring Reconstruction,

and proprietor of a fashionablegrocery business in Orangeburg, South

es. 'Carolina.Her son, Wendell Maxwell, becamea physician.EllaMaxwell married

Rev. James W. Page, a Methodist minister. , John Maxwell continued thefaikily

grocery business.Naomi Maxwell married GeorgeEdwards, abarber. Stephen

Lloyd Maxwell was in business. AndrewDibble Maxwell became a dentist. :1 :11 Eugene HeriotDibble, a merchant, married Sally Lee, Scipio Vaughan's I r

grand-daughter. He had six children.One, Josephine Dibble, who married Harry,

Murphy, a printer.Josephine Dibblehas had a career as educator and college

administrator. Two of her children- Sarah, and liable - have ea-'nedacademic . doctorates;all four arecollege graduates.Eugene Heriot Dibble, Jr., became

a physician; of his twosons, one is aphysician; of his two sons,oneis a

physician, and one in business. Of his threedaughters, onemarried a physician,

and -one, a lawyer; two have master's degrees,and careers, in Social Work,

1 Eugene H. Dibble, Jr.; third child was Harold Leonidas, who married .

Jessie !borer.Harold Leonidas Dibble has had 1 acareer as ahousing administrator.

His one daughter, Carol Annette, earnedaMaster'sdegree in LibraryScience;

she married Julian A. Cook,a lawyer. The fourth child, Ellie Dibble, married

Edmund Perry Palmer,a mortician. Two sons became morticians, and one a

physician;afourth was-killed in an automobile accident.

The fifth child of Eugene H. Dibble Jr.,was Andrew Dibble.He became a

physician;he had no children. The sixth childwas James Laurence Dibble; he

became a school teacher:ilewas never married.

. : . F

064651454ictlialtrititist-Agwhis...a. imoma.advaievhsis4Aags"42*--

Ella Naomi Dibble married Theodore Levy, a barber. Of their three chilth

Ella Levy married Weshie Thompson, a postal mail clerk; Elizabeth Levy married

Harry Davis, a Railroad porter;and Eugene Davis Levy has four .Thildren.

Our records for Rufus DennisDibble, and for Hattde C. Dibble,are not.

complete, nor do we have datafor the fourth generation of Andrew Henry

Dibble s decendants, nor for the fifth and sixth generations of thedecendants

of Scipio Vaughan's descendantsin Africa. Andrew Henry Dibble was himself

fourth in line from KatherineCleveland, who arrived, free,on a slave ship

entering the Port of Charlestonin 1764, the great-grand-daughter (grand-

daughter) of Skinner Corker,the King of the Banana Islands, andthe daughter

(or grand-daughter) ofWilliam Cleveland, ofan honored family listed in

Mirkels Landed Gentry, and brotherto a Secretary of the Admiralty,

In Sierra Leone, the Cleveland'sseem to be extinct.The Corker's,

however, - now transmogrified into Caulker- are among the leading intellectually

elite families of the State; and longhave been.

In all of these families, the "royal"blood may have had something to do

with it. One might also suspect, that certainlyas decisive a factor in the

unusual intellectual productivitynow witnessed, may stem from the fact that

we are witnessing the effects of from eightto ten generations of literacy-

and the availability of excellentschools.For, no less than the eighteenth

century Clevelanits andCorkers, who got their educatiOn inEngland, the

nineteenth and twentieth centuryVaughan's, and Caulkers, and Dibbles,have

had available excellent elementary,secondary, and collegiate institutions-

though, sadly enough, provided byprivate philanthropy, rather than bypublic beneficence.

. . 61

IV - The Prodigious Daniel Family

There must have been few families in the United States that could better the record, academically, of the eight children of Charles J.

Daniel, who married Carrie J. Green in 1886. All eight of the children earned baccalaureate degrees, and five, academic doctorates. A diagram of this family is to be found in the Appendix (Family Diagram).

One of the roots of this family was the relationship established between a wealthy Virginia planter, Ralph Quarles, and a slave woman, Lucy

Langston, about 1800.The Master emancipated Lucy Langston in 1801, when their first child, Maria, was born. Three other children followed; Gideon, 21 born in'1809; Charles, in 1817; and John Mercer= in 1829.

Maria was educated by tutors at home. The three boys were sent to be educated, and to live, in the strongly abolitionist community of Oberlin, Ohio,. where, in 1834, Oberlin College became the first institution in the

United States to declare itself openly for the coeducation of thesexes, and of the races as well.

John Mercer Langston entered the preparatory department of Oberlin

College in 1844. His account of the institution then, and of his stay to the completion of the collegiate course in 1849, is a description of the

American Missionary Association schools for Freedmen established later in the

South; and, indeed, of the mission schools established by other denominational agencies.

Arriving on a Sunday, in company with George B. Vashon, who was a senior at Oberlin College, and had taught Langston at a school for colored children at ...... i.d2Aot4awab610.10WalloScLifitiPLCS

Chillicothe, Ohio, he noticed that what seemed to be the entire population

was on foot through the muddy streets to a large church, the only one in

town - the First Congregational Church of Oberlin. The Minister for the

day was the noted Charles G. Finney; Langston wrote:

How the singing of the great choir of the church, in which, more than a hundred voices were blended, sustained by instruments of vast compass and power, and yet with tone sweet and soul- moving, impressed and charmed his youthful mindsHow the touching, effective, eloquent rendition of the Scripture lesson made by the faultless, incomparable elocutionist, Prof. John Morgan, led him tosee new beauties and gain new 3 ideas from the ever-memorable passage of thesermon on the Mountl .....When the orator of the occasion stepped forward, the attention of the audience whileevery eye was turned towards him, became, as shown in the faces of the people, intensified. The announcement of his text and its rendition, were a sermon.However, in his exposition and illustration of the Truth, as contained in thepassage of Scripture which he read, he occupied quite an hour anda half, during which time the bast assemblygave profoundest attention to every word he uttered, hearing him apparently as if for life itself. An intermission of three-quarters of an hour followed his discourse...... Every man, woman and zhild then came again to the church, to hear the last words of the moving, eloquent, utterance of the Rev. Charles G. Finney.22

There were not too many Finney's; but Oberlin Collegewas a very

3 proto-type of the missionary schools later established in the South.

Professor Johnkiorgan's daughter, Helen Clarissa, wentas a teacher of

Latin to Fisk University in 1867; her first classroom hada dirt floor.

She remained forty years; in 1931, James F. Childs, who had been sent to

Fisk University from the Lincoln Normal School in 1872, wrote at theage

of 80: 1 I retired from government service nineyears ago.I think Fisk University can be proud of one of her older children. I was a first-class laborer for the Government, and Iwas 6)

I a first class clerk.In thirty-five years as a clerk I was never absent or tardy a single day.I learned this from my old teachers at Fisk.I remember how Mr. Spence beat time for the singers; and Miss Morgan was good and kind to us all, although she wanted us to do everythingperfectly.23 Oberlin also set the pattern for education by social living the

mission schools generally adopted. When John MercerLangston attended

Oberlin, the dormitories were large houses,in which faculty families

werehoused;they servedas monitors andguides to mannersand morals

for the students.Themission schools and collegesmaintained, through -

the 1920's,the tradition ofcommunalliving; even when dormitories ,

became larger. the faculty - usually made up ofspinster ladies were assigned

to dining room tables with the students, teaching by their presenceand

example the arts of good manners, and good conversation. Langston wrote

about his housing at Oberlin:

At this point, as Mr. Vashon was leaving, Firs. Whipple, the wife of the professor, came in and was introduced tothe student who was to take his place from that day at her table and make his home in her house. A woman of superior appearance and personal attractions, handsomelyendowed in every sense by nature, highly educated andcultured, of I pleasing mannerand address,the near relative of the great Daniel Webster, she made thehappiest possible impression at once uponthe youth.She had butcommenced conversation with him, inquiring as to his studies and classes, when the daughter ofthe family appeared, and John was introduced to her. It was found to his delight upon explanations he had made to the mother,that wewould be in the same classes with herdaughter.....when dinner was announced.....the members of the family, and students, boarders, andinmates, gathered in the dining room,and each took the seat a1 the table appropriated to him or her. There was a single vacancy, and this was allotted to thenewcomer. He took it as directed and found himself near the lady of the house, ju to her left, with a noted female teacher andscholar, Mica Mary True, seated immediately beyond him to his left. 64

Seated thus and a stranger in whom ntl little interest centered, he was so thoroughly questioned, especially by these ladies, that even if he had not been greatly embarassed, he could not have found time for eating his meal and relieving fully his boyish appetite, for all meals were closed promptly.

However, as the days passed and he made the acquaintance and the friendship of the entire family, he became wholly at home and at ease in his most agreeable surroundings. Besides himself, there was in this family but a single other colored person - a young lady very cordially treated by all, because of her excellent behavior and her natural, appropriate bearing. Situated thus, brought in contact constantly with pleasant persons, associating daily with congenial classmates, with every influence exerted upon him calculated to develop and sustain his scholarly qualities and character, young Langston passed his first year at Oberlin College, puvvaing with assiduity and vigor the study of the G7eek and Latin languages, advanced arithmetic and algebra, with such lessons in the Bible and instructions in elementary exercises of Rhetoric as were given at that time in the preparatory department, to students fitting themselves 2h for examination and entry of the regular, college class.

The decendants of John Mercer Langston have, generally, followed professional bents; a son, Arthur D. Langston, graduated from Oberlin

College in 1877; a grandson, John M., II, graduated from Oberlin, Phi Beta

Kappa, in 1901; and a great-grand-son, Carroll Napier Langston, Jr.,

graduated from Oberlin in 1938, and from the University of Michigan Law

School in 1941; he was killed, while in the Air Force, in 1944.

Our immefliate concern here is with the prodigious academic

attainment of the Daniels, the fifth generation from Lucy Langston.From

our Chart, the story revealed is of the iron determination evidenced in

the feat of their father, Charles J. Daniel, who persisted in school until

the age of 39, to make up for unavailable opportunities in his earlier years.The autobiographical accounts of his children reveal a family atalaaktkatsavgadtak...t...ga.asaci.,... Jag...Aar K

65 discipline and devotion to study of unusual quality.

Both parents attended missionary schools whose spirit andregimen were much like that of the early Oberlin, describedby John Fiercer Langston.

The father attended the Richmond Theological Institute, the mother, an affiliated Hartshorne Seminary; both were maintained by the American

Baptist Home Missionary Society, and staffed principally by teacherscast in the tradition of New England, puritanical abolitionism.

To the atmosphere of the campus on which the children grew up, was added constant motivation, and home assistance,to attain the goal of academic excellence. The children remember, that each evening the parents assembled the children for a study session; and they were asked to review their lessons for the next day, in order of age. The mother provided special supervision in English, and in Latin; the father, in mathematics.

They recall, how they learned to dislike showing a deficiency; andfailure in the nightly recitation meant that the child affected had to go to the bottom of the family group, and take his turn to appear again for another trial. Each Daniel child was expected to be letter-perfect in the assigned lesson, when the next school day came*

This family may surely be called a veritable cradle for the production

of persons of unusual academic talent; quite extraordinary parentsproduced

a quite extraordinary group of excellent students.

V - The Wright Family

In 1867, an ex-slave woman enrolled her twelve-year old child in the

new school for Freedman that had been started in a box-carin Atlanta two 66

years before.The school was named Atlanta University. His mother could

read only a few words in the Bible, and what little of the alphabet she

knew, she had taught her son. When General O. O. Howard, the administrator

of the Freedmen's Bureau, visited the school soon after, he asked the

children what he should tell the people in the North about then.One of

the boys - "...very black and small of stature," rose' and said, "Tell

them we are rising."Howard told the story to the poet, Whittier; he 25 turned it into the poems, "Howard at Atlanta", that was widely published.

The boy was Richard Robert Wright; in 1876 he was one of three

students to receive Atlanta University's first A..B. degrees.He became a

school principal, a college president, and founded a bank in Philadelphia,

at the age of 70; at the same time he enrolled in the Evening School of

Finance at the University of Pennsylvania, in order, he said, to learn

more about his profession. He died at the age of 92 yiars, active to the

last week of his life.

In his autobiography, written at the age of 87, one of his sons,

Richard Robert Wright, Jr., had this to say of his own family:

I was among the first of the college-educated sons of the first generation of educated free Negro Americans, and I have been a part of four generations of Negro Americans who acquired, during this time, 20 A.B., 13 A.M.9 2 Ph.D., 1 KoD. degrees and five other degrees; producing two college presidents, three bank presidents, 1 Major, one lieutenant surgeon, and three enlisted men in the United States Army, two in Who's Who in Americaone Distinguished.Daughter-of Pennsylvania, oneAdshop, Aditors, two who studied in European Universities...... "

The first academic doctoeaLe in the family was Richard Robert Wright,

Jr. One of his early motivations, he said, Wits that he was"...anxious to

<.0 *44.floALVILAKIts.

:67

help disprove what Senator John C. Calhoun of SouthCarolina had said

about a Negro-American being unable to learn the GreekAlphabet."The

story recurs frequently in the autobiographical accountsof college-

educated Negroes of the first free generation; Calhoun hadsaid once,

that if he could find a Negro who could parse a latinverb, or write

I I the Greek alphabet, he would be disposed to grant hisclaim to full human

capacity.

He was motivated, likewise, by a father, who, his sonsaid, kept by

his bedside copies of the Scriptures in English, Greek, andfrench; and

read them alternately.His mother had been a student in Atlanta University

with his father;

I was one of the few children of the community whohad educated parents.My father and mother had had some of the best trained teachers in America as their tutors,mostly graduates from New England colleges, who created athirst for knowledge and ambition to serve their peoplethrough education, and a very high regard for good moralcharacter of the Puritan order.Atlanta University was a little spot of Puritan New England in the midst of black Georgia.The white teachers lived with tNir students, ate andworked with them, and believed in them.

He attended high school at the Haines Institute, aPresbyterian

school conducted in Augusta by Miss Lucy Laney, a graduateof Atlanta

University, and famous as a strict disciplinarian whoheaded her

distinguished school for more than fifty years.He went to college at

the Georgia State College, in Savannah, where hisfather had won a long

fight for the retention of the classical languages in thecurriculum of

the college, which many in the white communitythought absurd in a state

supported institution for Negroes. I

He remembered, that:

When I was about eighteen, my father told me about a youngman named William E. BurghardtDuBois who studied at the Universityof Berlin, Uermany, and who wouldget his Ph.D. degree from Harvard University. "Son ",. he said, "youshould.plansome day to go to Germany to get the Ph.D. degree.,Up to now only a few ofour fr race,hawereceived-that degree. bilieve you have 'theAbility to win it." Although I was onlyi-sophmore in college, decided then and .there thatsome day 12wOuldgoto permany, and that I wouldearn a Ph.D. degree. f'

"My earliest teac&rs," hewrote, were my mother and father inthe

home, and I still regard their early teaching as the most importantpart of

my education. They set thecompass of my life. Had they not been what they

were, I should have missed theenthusiasm for education."

He left Georgia to study inthe Divinity School of the Universityof

Chicago, where he earnedthe B.D. degree.He did attain his dream of

studying in Germany, where hecontinued Theological and philosophical

studies.On his return to the UnitedStates, his work as a pastor turned

his attention to socialproblems; and in 1911 he tookt'hisdoctorate in

Sociology from the Universityof Pennsylvania. ,

One of his daughters, Ruth WrightHayre, now (1966) an Assistant

Superintendent in the Philadelphia schoolsystem, took her doctorate at I the University of Pennsylvaniain 1954Her mother was a graduate of

Clark University (now Clark College),in Atlanta; she was the daughter of

William H. Crogman, who had beenRichard Robert Wright's classmate at

Atlanta University. Her husbandsaid of her, "I found her modest,serious,

not a bit 'boy struck', and forthe first time inmy life a girl who could

hold conversationon literature, history, Latin and Greek poetry, Man.atamr-Vaag.iMalltralliallhamiaGlailbaNet..ir

30 nhilnnnnhv_ and nthal. w4-Ith met ond vcuonaa aWeo t c^MOVA,.E 01

Dr. Hayre's father gives an interesting account of the problems

she encountered in the Philadelphia schools.

In her ninth year I found her standing in front ofa mirror, staring at her self, squeezing her nose, and rubbing her cheek. She asked me, "Daddy, am I a Negro?""What do you mean," I asked, to which she replied, "Teacher told me today that I'mENegro, and a Negro, teacher said, is an ugly black person with thick lips, broad nose, and sloping forward and a ring in his nose- a savage." "Well, where did teacher get such nonsense?", I asked. "From this book", she answered, producing Colman and Gerson's Geography Primer, which was used in primary schools in Philadelphia, Prark, New Jersey, and DRlaware.One of the authors had been a schoolmate of mine.3u

3 In this one instance, at least, a well-informed Negro parentwas

able to obtain a correction of what he regardedas "...inaccuracy...

unfairness."

I made copies of it and sent them to more than a score of universities' departments of biology and anthropology, asking if the definition of race was scientifically correct. Fourteen answered, stating the description was inaccurate. I wrote an editorial in which I called the forcing ofyoung children to learn such a description was "America's greatest crime, far greater than murder," in that such a description forced upon the innocent in their first school years, laid the foundation for future prejudices, and possibly future wars...... I also sought the authors who, after reading my materials....said I was correct and that the description had no place in the book....They said that it would not appear in future editions and, if I wouldagree, they would accept my own description for the next edition... I wrote the description which, along with the picture ofthe Negro-Lwrican poet Paul Laurence Dunbar was puNished in subsequent editions of the Geography Primer....'

Another recollection Dr. Wright had of his daughter's educationwas

when Ruth's advisor in West Philadelphia High School refused to approve her registration for a course in Latin. The advisor told her that Latin 'was absolutely out of the question' and that I

she should not think of going to college. The advisor recommended home economics, where there was employment opportunity, and said that was final. Grief-stricken, Ruth came home and told her mother the study, Ruth's mother went to the school and informed the advisor that it was not only Ruth's desire but that of Ruth's parents that Huth study Latin.The advisor was emphatic, saying that it was a waste of time and that her mother should talk her out of the notion. "There is no opportunity for a colored girl to study Latin," she said. Mrs. Wright told her that both of Ruth's grandfathers had taught Latin and Greek for a total of sixty-five years; that Ruth's father had taught Latin and her mother was teaching Latin when she married, that nobody in Ruth's family had been a domestic servant in three generations This called for a long conversation on Ruth's personal background, of which the advisor had never inquired.She never saw Ruth's escellent grades in elementary school. She merely saw Ruth as a "Negro" and as was the custom in that day, "Negro" girls who were fortunate enough to get a high school education were advised to "take home economics" which was a prerequisite for good household employment.Advisors seldom looked into colored girls' background, or the occupation of their parents, and 3 almost never visited their homes alUth studied to.h.w, was elected a member of the National Honor Societ, graduated from West Philadelphia High School, wov a 1:;Itz.7 of Philadelphia scholarship to the University of Pennsylvania, and a state scholarship to the same institution.-J2

VI - Other Families

In the Appendix, we have listed accounts and prepared diagrams

(see Family Diagrams ), of other families that have been distinguished

for academic attainment.Among these families are the Colsons, of Virginia,

whose ancestry goes back to a stable free Negro familyfoundedin 171i2; one

family not here diagrammed is that including the brothers Tanner and James

H. Duckrey, with a cousin, Sadie Mossell Alexander, the first Negro woman

to receive a doctorate in the University of Pennsylvania.This family has 1 71 a documentable history going back to 1688, when a British brigadier deeded a property now included in the modern city environs of Philadelphia to a woman of mixed Indian-Negro descent, and the Bustill family was 33 established. Principally of slave antecedents, are the Clement-Steele family, of North Carolina; though "slaves, the great-grand-parents were artisans, and, after freedom, farm-folk whose children attended the excellent Presbyterian and African Methodist Episcopal Zion schools established soon after the Civil War in the section of North Carolina where these folk lived. We also decribe, graphically, the history of the Nabrit family that now (1966) claims James Nabrit, President of Howard University; and Samuel Nabrit, President of Texas Southern University, on leave for membership in the Atomic Energy Commission.

If there are common denominators among these older scholarly productive families, they would be:

1. Three or more generations of literacy, even where slaves were concerned.

2. Possession of vocational skills, or other competencies that permitted a better-than-usual scale of income, that frequently provided the slight margin of income differential that permitted children to be educated in the private schools of the day.

3. Access to schools - principally missionary schools - that could be called "excellent" by standards of any generation.

4. Motivation of an extraordinary sort, that led to extraordinary expectations, and extraordinary attainments. 72

CHAPTER IV

THE SECONILRY, COLLEGIATE, AND GRADUATE SCHOOL BACKGROUND OF. THE NEGRO DCCTORATE

Secondary School Origins

A High School Roster, listing the high schools that have produced

academic doctorates in the United States since 1957, is maintained by the

Office of Scientific Personnel. This list, including doctorates granted

between 1957 and 1962, was made available to the writer.The compilers

of this vast store of information encountered understandable difficulties

in correctly classifying the racial characteristics of the high schools. t The classification scheme of the Office of Education, asset down in its

publication showing Secondary Schools in 1952, followed the practice of

listing all high schools located. in States without segregation laws, as

being "integrated" schools.This practice neglected the numerous

Northern high schools that were even then, altogether or almost

exclusively "Negro" in their enrollment.

Furthemore, the operators of classificatory serv'ices for machine

processing can scarcely be blamed, is the endless tangles of the segregation

system, for getting white And Negro schools, and youth,. confused; in a

number of Southern situations, there was confusion between the graduates, and

the schools, in the same locality, and with confusingly similar names. This

Personnel, even in a "Scientific Office," should not be expected to know

that one never saw a "Negro" high school bearing a county name, such as, 73

"Smith County High School"; thecounty designationwas likely to be

reserved for a white school,so that one shOuld have known that the

"Smith County High School"was invariably a white school, whilethe

Negro school was likely to bethe "Smith County TrainingSchool."

The writer, therefore,pared a list of 342 "Negro" schools,

with 682 doctorates listed, to one of 336, with 566 doctorateslisted.

Even here he may be inerror; the list, only a close approximation

to accuracy.

Of these 336 high schools, 242produced one 1957-1962 doctorate:

48 two 26 three 8 four 7 five 3 six 2 seven 2 eight 2 nine 1 sixteen

for a total of 547.

In the six year period (1957-1962),59,473 doctorateswere

awarded by American Universities.The 566 figure forour segregated of this number; high schools is 0.944 /sinceour estimate (See Chapter 2) is that

Negro doctoratesnow constitute from one toone and a half percent

of the annual production ofall American doctorates;the

segregated Negro high school hasprobably given a secondaryeducation to at least two-thirds of Negroacademic doctorates.

As has been stated above,the Dunbar High School ofWashington,

D. C., has been the premierproduce' (numerically considered),of Negro academicdoctorates.1

In the Appendix (Table 91 achcols that have produced two or more doctorates are listed. "Rates" have been worked out on the basis of the ratio between the number of doctorates, and the number of 1952 high school graduates as given in the U. S. Office of Education's Directoryof Secondary Day Schools, 1951-1952.

Probably the highest ratio is for a small Kentucky high scnool, the

Rosenwald High School, of Harlan, for whom the number of graduates is not given in either the Directory, nor the Roster. This school shows three doctorates; the explanation lies in the residence in this small coal town of another one of our amazing families, - the

Kennedy's.

The considerable time lapse between high school graduation, and the earning of a doctorate, in evidenced is the fact that a number of the listed schools are formerly"missionary" schools that have not been in existence for a number of years; such are: the

Haines Institute, whose successor was the. Lucy Laney High School,

of Augusta, Georgia, now a public high school, that produced three

doctorates; the Leland High School at Baker, Louisiana, that was

the high school department of Leland College, a small defunct

Baptist college, thst yet had a productivity of four doctorates; the

Gilbert Academy, of New Orleans, once the excellent high school

department of New Orleans University, merged since 1934 with Straight

College to form Dillard University; a producer of three doctorates;

and the Trinity High School, of *taens, Alabama, a producer of three 75 A doctorates.Trinty is now a public high school; itslisted 1952 graduating class of 34was probably much smaller in the pre-World War II days when itwas under the private control of the American Missionary Association. When arranged by lisatictti (andwith due trepidation in the event some card-puncher somewhere alongthe line may have erred in racially mis-classifying eitherthe school, or the doctori), the following twenty-five schools showthe highest "Ratios" for doctoral productivity: 's.a.iiinge44=e:Alriir.dziwadisitifiaLasagala-ai

TABLE IV

THE TWENTY-FIVE NEGRO HIGH SCHOOLS LISTED IN TfE HIGH SCHOOL ROSTER AS HAVING TIE HIGHEST RATIOS OF 1%7-1962 DOCTORATE PRODUCTIVITY TO 1952 GRADUATES

'121111 Ratio, No. of No. of Docts. Name and Doctorates, Grads.,to Location 1957-1962 1952 Grads. Uni ue Qualities of School

Wayne Co. Training Sche4A, 3 14 7.0 Nothing distinctive known Jesup, Ga. to writer. Family connection probable. 1 Douglass H.S., Bristol, Va. 2 15 7.5 A city with a tradition of educated pastors, and the production of scholars. This was the home of Charles S. Johnson, sociologist. His father, a college graduate, and pastor, exerted strong influence in sending young men to college.

Dunbar H. S., Okmulgee, Okla.. 3 23 7.6 A small city; Negro families generally in good financi'.l circumstances; long line of able teachers and principals.

Langston H. S. Johnson City, Tennessee 2 18 9.0 Nothing distinctive known.

J. C. Corbin H. S., Pine Bluff, Ark. 3 28 9.3 School was named for J. C. Corbin, a Northern Negro college graduate who served as State Superin- tendent during Reconstruct- ion. The state college for Negroes sent its faculty children to this school. 77 TABlE IV (CONTI

THE TWENTY -FIVE NEGRO HIGH SCHOOLS LISTED IN THE HIGH SCHOOL ROSTER AS HAVING THE HIGHEST R4TIOSOF 1957-1962 DOCTORATE PRODUCTIVITY TO 1952 GRADUATES Ratio, No. of No. ofDocts. Name and Doctorates, Grads.,to Location 1957-1962 1952 Grad44 U9 Qualitiesof School

Douglass H. S. Key West, Fla. 2 21 10.5 The fact that many British West Indies migrants with a sound basic education and high motivation have liied here may be important.

StateSt.H.S. Bowling Green, Kentucky 3 32 10.6 City population includes manbez if "old," stable famili,J; long tradition of college attendance, especially at excellent colleges notfar distant.

Athens, Ala. 3 3t& 11.3 Now public, as the Trinity- School this was a missionary school with high standards, and a tradition of sending its promising graduates off to other American Missionary Association colleges. It became a public school only in the late 1930's.

Dunbar HZ., Lynchburg,Va. 3 36 12.0 With Methodist, Baptist and Presbyterian high schools, Lynchburg families had a long college-going tradition. Thomas Jesse Jones observed in inspecting the Lynchburg schools in 1913, that there was a public high school for Negroes, 18

riABLE IV (CONTINUED)

THE TWENTYFIVE NEGRO HIGH SCHOOLS LISTED IN THE HIGH SCHOOL ROSTER LS HAVING THE HIGHEST RATIOS OF 1957-1962 DOCTORATE PRODUCTIVITY TO 1952 GRADUATES

No. of No of Docts. Name and Doctorates, Grads.,to Location 1957.1962 1952 Grads.U Qualit of School

taught by white teachers: "Lynchburg is one of the few Southern cities where Southern white people continue to teach in public colored schools."

Talladega Coll. H.S., Talladega, Ala., and Drewry H. S. (Same) 2 25 12.5 Now discontinued, this high school, like the college, was maintained by the American Missionary Association of the Congregation 'Mist Church.

Mary Potter. H. S.Oxford,N.C.5 76 15.2 Until the late 1930's this was a school maintained by the Presbyterian Church. low students -Jere sent to college,. principally Presbyterian. We suspect most of these doctorates attended Mary Potter in its private days. The 1952 graduaticon class of 76 is much larger than in private days.

Xavier Prep. Sch., New Orleans, La. 5 81 16.2 This school has been the preparatory school for Xavier University, a. Catholic institution in New Orleans. It catered to middle class families in New Orleans, principally Catholic, as Gilbert 79

...TABLE IV (CONTINUED) r

THE TWENrYFIVE NEGRO HIGH SCHOOLS LISTEDIN THE HIGH SCHOOL ROSTER AS HAVING THE HIGHEST RATIOSOF 1957 -1962 DOCTORATE PRODUCTIVITY TO 1952 GRADUATES

Rat o, Na. of No. of Docts. Name and Doctorates, Grads.,to Location 1957.1962 19 2 Grads.Un ue Qualit of School

Academy did principally for middle class Protestant Negro families.

Anderson H.S. Austin, Texas 7 129 18.6 Nothing distinctive known.

Washingtbn H.S. El Dorado, Ark. 2- 39 19.0 Nothing distinctive known.

Blackshear H.S. Hearne, Texas 2 140 20.0 Nothing distinctive known.

Camden Academy, Camden, Alabama. 2 140 20.0 In a "black-belt" county (Wilcox), witha great disparity in expenditures for white and Negro public schools, some 35 Lutheran, and 5 Presbyterian schools, gave a much better education to the Negro children than might have been expected. Camden Academy was well- staffed; it sent many graduates off to college.

Oktibbeha County Trng. Schl., Starksville, Miss. 2 42 21.1 Nothing distinctive known; the that Starkville is a ',college" town: (tho .white) may have signi liana°. VIcDonough135, New Orleans, La. 9 190 21.1 Until the late 1930's, this was the only public high school for Negroes in New Orleans. It held .3-

TABLE IV (CONTINUED)

THE TWENTY-FIVE NEGROHIGH SCHOOLS LISTED IN THE HIGH 'CHOOL ROSTER AS HAVING THE HIGHEST RATIOSOF 1957-1962 DOCTORATE PRODUCTIVITY TO 1952GRADUATES

Ratio, No. of . No. of Docts. Name and D--torates, Grads., to Location 1957-1962 1952 Grads. Unique Quality of School

to a college preparatory curriculum, and laid stress on the attainment of high rank in class, a prerequisite for the city's normal school, and entry I into the local school system. I

Butler H.S., Hartsville, 6. C. 2 44 22.0 Nothing distinctive known.

Henderson Inst., N. C. 2. 1i5 22.5 This was a private, Presby- terian sponsored high school,, with a college prepamaorytradition of long and excellent duration.

Lincoln H.S., Kansas City, Mo. 8 1814 23.0 This school hada long tradition of excellence, developed early in the latter years of the 19th Century when salarieswere relatively high for Negro teachers, and high school attendance for Negroeswas limited to the topmost rY social classes. Lincoln in Kansas City, Kansas; and Sumner, in St. Louis, Mo., and Kansas City, Kansas, were similar to Dunbar, in Washington, in type of faculty, program, and goals. TABLEIV (CONTINUED)

THE TWENTI ..FIVE NEGRO HIGH SCHOOLS LISTED IN THE HIGH SCHOOL ROSTER AS HAVING THE HIGHEST RATIOS :OF1957.1962 DOCTORATE PRODUCTIVITY TO1952GRADUATES

a. Ratio, No. of No. of Docts. Name and Doctorates, Grads., to Location 1957-1962 1952 Grads. Unique Quality of School

Louisa Co. Trng. Schl. Louisa, Va. 2 47 23.5 Located in a farm-owning community; affected by the influence of Hampton Institute; with schools staffed by well-trained teachers, principally from Hampton.

1 ;

Voin^...414.0t4v. vcr.aasinsightsdevelop 1.11)111a of the High

School Roster.

In the large, "de facto" segregated high schoolsof Northern

cities, the ratio indicating doctoral productivitycontrasts sharply

with the smaller, frequently missionarysponsored schools of the South.

It will be noted, for example, that inChicago, the Du Sable High

School has a ratio of one doctorate to 224graduates; its older

institutional mate of the South-Side "Black Belt" andghetto,

Wendell Phillips, showsa ratio of 68.3.No less than twenty-one

of the 94 high schools showinga productivity of two or more

doctorates, are of the "missionary,"Northern Church-supported variety. Conversions of all of these institutionsfrom privately- supported to state-supported institutions, has meant much largerenrollments,

and the substitution for the 1952 comparisonsof much larger 1 I graduation classes thanwere characteristic of the institutions I when they were private in nature, andwhen most of their doctorates

were produced.It has also been followed bya change in the pitch

and tempt) of motivation.

The typical mission-sponsored high schoolin the South was

staffed by teachers,is either Northern Negroes who had attended

denominational colleges in theirown section - who were zealous in

directing their graduates onward, andupward.At the Lincoln

Normal School, at Marion, Alabama- a Congregationalist, American

Missionary Association school- the teaching staff, made up principally

of Northern spinsters, delighted in sendingtheir promising graduates

on to colleges of the A. M. A. persuasion- Fisk University, Talladega 83

College, Atlanta University.The Presbyterian schools in North

Carolina Mary Potter, Heneerson institute, were staffed principally by graduates of Lincoln. University, in Pennsylvania; they encouraged their graduates to attend this institution; ati they did, in considerable numbers. In the second quarter, of the

20th Century, the Lincoln School in Alabama began to diversify the collegiate distribution of their graduates; they sent themon to cooperating Northern colleges- Antioch, Oberlin, and elsewhere.

From Morehouse College in Atlanta came men who encouraged their students to go to Morehouse; and from Morehouse, for graduate work at a fellow-Baptist institution, Brown University'.

On a national basis, a total of 59,473 doctorates were awarded from 195? through 1962.2'There were 1,196,000 high school graduates in 1952.The ratio between doctorates awarded in the period from 195? through 1962 to high school graduates of 1952, was 1 to

20.1. While differences in time lapse between high school graduation and the award ef the doctorate might affect the results, itappears that of these 22 states, only Oklahoma Negroes bettered the National average. The apparent difference here shown between the ratio between the ratio of Negro doctorates and the high school graduates of segregated

Negro high schools, and all doctorates and all high school graduates-

(1 -34.5, 1-20.1), would ofcourse be much larger had a wider sampling of the large "de facto" segregated high schools of such citiesas

Chicago, Philadelphia; Cleveland, New York, and Los Angeles, been 814

TABLE V

RATIO OF 1957-3.962 DOCTORATES TO 1952 HIGH SCHOOLGRADUATES BY STATES

Rank No. of No of 1952 Order State Schools Doctorates Graduated Ratio

1 Oklahoma 3/4 23. 377 1 to 17.9 2 Louisiana 18 37 938 3. to 25.3 3 Mississippi 23 29 737 1 to25./4 /4 Kentucky 10 18 1481 1 to26.7 5 Arkansas 13 19 5141 3. to 28.4 6 Kansas 1 5 2144 1 to 28.8 7 South Carolina 22 35 1,077 1 to 30.8 8 Georgia 27 145 1,1458 1 to 32./4 9 Tennessee 18 30 1,036 1 to 314.5 3.0 Virginia 25 140 1,395 1 to 34.9 11 Missouri 13 28 1,006 1 to 35.9 12 North Carolina 37 55 2,0143 1 to 37.1 13 Texas 142 63 2,392 1 to 37.5 114 West Virginia 3 3 318 1 to 39.3 15 Alabama 35 52 2,088 1 to 140.1 Delaware .*2 3 321 1 to 140.3 I Maryland 8 22 978 1 to 1444 Florida 18 25 1,209 3. to 1484 19 District I of Colum. 3 19 1,116 1 to 58.7 20 Indiana 5 352 01 to 70.14 23. Ohio 1 2 1145 1 to 72.5 22 Illinois 13 1070 1 to 82.3 3 to 3 85 included.

Striking in this Table is the apparent superiority of Negroes of the State of Oklahoma. Correlations with such possible associated factors as:percent of home ownership for the Negroes of these states; the ratio of schoolteachers to the total population (since so large a proportion of the doctorates are the children of school teachers); the number of college presidents and professors, for a similar reason; gave at best a small positive rho of (.31) for a relationship between home ownership and rank in doctorates.

The schools for Negroes in Oklahoma were clearly superior to

those of other segregated States.The salaries paid were higher and

attracted teachers with superior training from other States.

Perhaps the best explanation is a kind of selective migration

difficult to establish statistically.From the time the State was

opened for settlement in 1889, it is probable that it attracted Negroes

from the neighboring States of Texas, Louisiana, Mississippi, and

Arkansas, with an eagerness for advancement beyond that of their more

rooted fellows. In one respecu, it was a different kind of migration

than that more recently in progress among Negroes, and poorer whites,

to the North, and to the Pacific Coast; these were most frequently

from rural areas to large urban complexes.The Oklahoma entrants

were migrating from one rural-centered culture, to another, where

acquisition of new land was the attraction. .... a al a i s b a a a it i s r- a i t - aLikauk44 .1 r a 1.. s li I a w I i o os I a a r is ? A t . 0 5, . 4 1 6 i: .- ...... 11 . 0

THE COLLEGIATE ORIGINS

It will be recalled, that two samples have been available I for this study. One, is the supply of questionnairessubmitted by 517 doctorates;

the other, the records of 1,482 graduates ofprokeinantely lieuoe collages, who received their degrees between 1920 and 1962,and -*those data cards were made available by the Office of Scientific Personnel of the National Ar ;Amy of Sciences- National ResearchCouncil,limy few white students had graduated from any of these institutionsby 1959; one of the 49 doctorates ascribed to Lincoln University,Pennsylvania, in thepub- lication, Doctorate Production in United StatesUniversities 1920-1962 is known to have been a white graduate ofthe college class of 1929; and there may have beenan occasional white graduate of Howard University included,Although there has beena consideraole change in the racial

composition of the enrollment inmany of the collegesconcerned in very recent years, it is believed that the graduates offormerly "Negro" colleges were 99.970or more classifiable as "Negroes"-at the time this

data was collected, sDc oriplete was the system of racial segregation in Southern Colleges,

Three hundred and sixty-three of the 1,292doctoratesTe to bad

graduated from one of the 52 segregated institutionsfrom which one

alumnus responded, returned the questionnaire;apercentage of 2T ac,Z.

Of the 494 respondents in the Bond Sample,73.4%were graduates of Negro colleges, 26,670 of "integrated"colleges,practical-11y all of witch were

located in the Ncrth. This percentage does notin fact represent the

relative number of Negro doctorates whose educationwas received in 444aieAgAkviiuggdedmo.,4iii4lomegpg=g4ssmmtiOCOOsOMNNN kl" 52aPIAP&IVWN4A2lote"AgA42.%2p4Agr"%sti4IggLAATIAlt 1 ima Ill gs t 14 A114 4 I4ggi S g 4.512E431114a 31 N'iriimikiiiiirdissfiabotambrormehe "IwgrlTrrffrrTrRtwwvgmmpmrm oppovmnikviwklegrimq, yffleemortOriwrizOwtofuer el'ActriPiwPwatrilrowiweeloref mwtingentimr.-ommriewrrn;livre7" eTrIrf7r1INTsmotti wlerertrorreTiff11,71797P",""rritrr"1"MM"1711` 88

TAME II (Cont.)

RANK ORDER OF PIEDIEDIANTLY Nsaito COLLEGES IN HALEDOCTORAL PRODUCTIVIN lilraASIMD BY THE RATIO BETWEEN DOCTORATES PRODUCED AND THEMEER BACALWBEATES GRADUATED 1920615 tesiw.:of DIstitution Number of )Kale Ratio 1 Doctorate Doctorates to Number of Baccalaureates

Texas 9 93.8 S. Ca. State 20 97.6 PhilandermaKith 3 98.3 Fort Valley 3 101.0 Benedict 7 110.4 Ala. State (Montgomery) 15 116.3 Miles 3 118.5 St. Paul 2 1200 Pdshop 8 122.6 Fla. A. gt14. 114 131.4 Faizabeth City 140.0 Rust 2 1604 lane 161.2 WinstonSalem 2 186.0 Albany Atate 1 190.0 Jackson State 3 192.0 Harris Brown 4 228.0 Allen 3 232.0 Savannah State 9 233.2 St. Augustine 2 246.0 Hiss. Ind. 1 360.0

* This table is derived from I. B. M. cards kindly supplied by the National Research Council.Spelman, Bennett, Gramblirg, Lemoyne, and Coppice State were reported as having no male doctorates.Clark, Claflin, and iii ley were inadvertently Civ,tied. 89

TABLEVII

opzra OF pRgncknukNTLY NEMOCOLLEGES I! FEMALEDOCTORAL PRODUCTIVITY AND TM tilbusER OF MEASURED BY TEE RATIOBETWEEN DOCTORATES PRODUCED 13ACALABRFATES GRAMM 10.19

Number of Ratio Female 1 Doctorate to Number of Graduates Name ti Letitution Doctorate 3.1 80.4 Talladega 84.4 Howard 52 Fisk 22 94.1 3 100.6 Central State 100,3 Spelman 13 Miss. Ind. 3 133.3 7 1146.1 Wilberforce 152.2 Hampton 15 8 198.7 Langston 210.3 Shaw 8 "teutucky State 6 240.0 N. Ca. State(Dnrhsm) 8 205.0 6 M. 0 Bennett 282.0 Tougaloo 2 Tusksgee 7 306.0 luefie1t State 3 325.0 Lincoln (Mo.) 4 328.0 Tenn. A & I 9 29.3 Lemoyne 2 3360 14. Va. State 6 354.0 2 3614.0 2 369.0 1I Xavier 3 382.6 Morgan State 6 393.6 S. Carolina State 6 400.0 Va. State 8 1426.7 Southern 6 4h4.1 Paine 1 455.0 Livingstone 2 457.5 Cowin State 1 h60.0 liustondrillotson 2 478.5 Miles 2 499.0 Morris Brown 2 516.0 Allen 3 525.0 Va. Union 3 567.0 Alcorn 2 581.0 Savannah State 3 584.0 PhilanderSmith 1 592.0 Johnson C. Smith 2 600.0 Grumbling 3 63.0.0 Ficarida L & M 14 625.5 Jackson State 2 667.5 90

TABLE var (comb.)

RANK ORDER OF PREDOMINANTLY NEGRO COLLEGES IN FEMALEDOCTORAL PROM:Cann- NEASI3RED BY THE RATIO BETWEEN DOCTORATES PRODUCEDAND THE NUMBER OF BACAIAUREA.TES GRAM 1O 1 eMPRIIIIMUMPIN1111111101011111111014MPOW Amber of Ratio Female 1 Doctorate to Name of isstitatiort Doctorates Number of Graduates Texas 2 697.5 Benedict 2 701.5 A & T College of N. Ca. 2 768.5 Ark. A. M. & N. 2 795.0 Ala. State (Montgomery) 5 805.0 Rest 3. 046.o Fart Valley 1 980.0 Lane 1 1,083.0 Prole Vitra 3 1,118.0 Fayetteville 3. 1,173.0 Bishop .1 1,34144 Ala. A & M 1 1,693.0 Winston -Salem 1 1,995.0

*Lincoln (Pa.) and Morehouse were colleges for men in this period, in fried. quantity graduating a woman. Glenn, Clark and Wiley were inadvertently omitted when the LILL, cards for predoeinant4 Negro Colleges were requested from the Natilinal Science Council's study of Doctoral Produc- tivity 91

TABLE VIII

NEGRO COLLEGES WITH25 OR MORE MALEGRADUATES TABLE 13 PREDOMINANTLY COMPARATIVE DATA RECEIVING M.D. DEGREESDURING 1950 -1959, WITH FROM OTHER. STUDIES1 ...n Science This Ratio Male Male Male doctora- of Male M.D. M.D.. Soholars tes doctoral COLLEGES Gradu- Index per 2 per1,0003 producti- ates Percent)1 000? e aduate 1-13.3 31 13.0 001111.41114111,..... 8.2 Talladega 10.3 2.1 1-18.8 Fisk 61 . 10.8 40411.mONIMOOMW 1-38.3 Lincoln U. (Pa) 79 10.7 7.0 1.0 1-61.0 Howard 280 9.3 3.0 2.8 1-24.7 Morehouse 86 8.1 3.2 4.4 1.2 Virginia Jnion 26 1.3 1-29.0 Hampton 33 3.0 1-131.4 Florida A.e. 27 2.4 . 1.9 3.0 6.4 1-88.4 fennessee A.&14. 26 2.1

Public William A. Manuel, M.D., and Marion E.Altenderfur, M. D., I. 66, "BaccalaureateOrigins Health Service, PublicHealth Monograph N. Washington:United of 190.-1959 MedicalGraduates,"pp. 22-29. Public Health ServicePublications, StatesGovernment PrintingOffice, No. 845, 1961. His Greenbaum, J. J. TheYounger AmericanScholar: 2. Knapp, R. H., and University of ChicagoPress, 1953. Collegiate Origins. Chicago: The National Academy ofSciences - NationalResearch Council: 3. Awarded .;tes laureate Origins ofthe Science Doctwates in the Unite PublicatioxWington: Do ..,3795. from 1936 to 1950Inclusive.

Table VIII, was taken as"Table 12"from Manual andAltenderfer's Study. 92

Southern, .segregated collegos; and inNorthern, integratedcolleges; our mailing lists were heavily loaded with thenames of teachers in Southeren colleges*However, the fact that these questionnaireswere MO. circulated in 1960-1962, before thepresent vogue for employing Negro doctorates in Northern institutionshad assumed serious proportions, suggests that the proportion ofNegro doctorates trained in segregated Southern colleges in allprobability exceeds 50% of the total'amber of all Negro doctorates, andmay indeed be in the neighborhood of a two* thirds proportion, The 131 doctorates (whoconstituted 26.4% of our questionnaire respondents) who hadgraduated from Northern, "integrated", colleges, and who replied toour questionnaire, were principally teachers in

Southern, segregated institutions;as stated above, the vogue for employ.

1 ing Negroes in Northernhigher educational institutions had not, atthe

time the questionnairewas circulated, and returned, assumedthe proportions of today* Of the 131respondents to our questionnaire who reported

graduation froman integrated undergraduate college,57had attendedsegre-

gated high schoolsbefore coLlege. entrance; of the 363questionnaire respondents who had graduatedfret Negro colleges, only las had attended integrated high schools beforeentry to college.These persons were Likelytobegraduates of suchinstitutions as Howard University, Fisk University, Lincoln University MO,Virginia State College, and Hampton Institute, from whence they returnedto the North for their graduate studies. The Negro collegesvary widely in the rate at which they havepro- duced doctorates* Table VI givesa rank order for male doctoral reodue- tivity, while Tableritgivea theorder for females. 1

93 .

The Cridnate .School Origins

Fran the record kept by the Office of Scientific rersonnels fran

1920 to 1962, the 30baccalaureates fran predominantly Negro colleges

who earned doctoral degrees fray 1920-1929 pursued their studies at only 11 American universities. By contrasts the 220 who earned their

degrees in 1961 and 1962 did so at58 of the 184 doctorate producing institutions listedin Doctorate Production in United States Universities,

1920-1962

The early Limited choice of the Negro doctoral aspirantwas dictated by legal restrictions in Southern States, and by the refusal of some Northern institutions to admit Negroes to doctoralas well as

to other studies.Another limiting factor was the drive that led the

Negro youths if obliged to study outside of his region, togo only to

the most renowned institutions, whether for laws for medicine,or far

advanced academic studies.The cLosen fourteen Universities of the first decade, 1920-1929, were:Clark (Mass.), Harvard, Radcliffe; Tale, Columbia, Ohio State, University of Cincinnati, N. I. To, Cornell, University of Pennsylvanias Chicago, Wisconsin, the State University of Iowa, and Washington Univereitye,

As more Universities in the North and West instituted doctoral studies; and as successful litigation opened: first, opportunities for graduate studies in bordfir and Southern states, the choice widened.

Three factors accelerated graduate studies, especially for Southern

Negroes engaged in educational work. The first was a program of fellow. 94 ship assistance for graduate study, initiated by the General Education

Board in the early 1920's; the aid principally going to college faculty personnel in the Southern colleges.In the 1930;s the Julius Rosenwald

Fund began a program that included the creative arts; but thatwas exceedingly helpful in enabling a number of aspirants to completetheir graduate studies for the doctorate.

The post-war application of the G. a. Bill has been the third major factor in stimulating studies for the doctorateamong Negro students.The effect of recently established federal scholarshipand fellowship programs will doubtlessprove to be a fourth important accelerating factor at work in thisarea.

Mari apace4,6tiola to irlat effeot law desiweigationiiof Southern errodostAk Sao* ls will hawson the cutout .of Napo doctaraten. T14 A-, that forams., slums the out of mount* dosagregated muitowt.e schools"

TANA I

OUTioUTOF D3CTOEUTE3 ar mow DESFAMMTED itINTrosuns FR321 192049,P Oit. MOS liff0 ORADUATED einsai rimmeaysur =1 MEM COLIEGEs 4110, !UMW' Invitation Such NKr** Was Avarded, Amardod 19204962

Univ.' of Oklelnla 19,53 i; *Live of Artmuimaii 2953 5 View. ofiliissouri 2954 5 uutroof tatmessea 1959 5 Unix* of ilia*land V35 4 Ifni*. of Xontilay Mi. 3 Oklahoma St« Unixt, 2,994 3 Geo. Peabody VAL, 1959 3 Univ.. of Delaware.. 2%3 2 %tr. of Virginia 1953 2 iktiv of lig V** 3P.34 2 Univ. of Alabma 335? 1. Ia. State Unix. 1959 1 Princeton WV< 162 1 1140 UhirersiAr IPA a. Univ..of Tells . 1962 The atteodance oit Neggroes it the University opt' altlatmea. at tn. University of Kentucky. at Glenne Pemba* Gollege,at the Univereitor of Tennessee. and at the University of texas, Ms bilen stimulated 'by IlkUnia ship wards tenable to then institutions madm available toeducattmes at tiesoie inititutionsby the- Southern Education Foundation.4Undoubtedkr the

Amine accessibility of thee* institutiooss to Negroes 14211 acceleratetiNS production of doctorates; this writer, this fall (100. has heard eroa cimments frau 12sa Southern tiaversity off icials. Nit hack Cat the, University 77

a Georgia), sore than 200 Negroes arroikett in, sumer schisals ors item

-Ode MI/varsity ish1 Moss *Ws have 1400 %poss.oigeralisil this Yea:Lie Ths doctoral fUttis in which the Itratioatas of Negro celZsges have earned their doctorates vary seasiddirsliky foss tiat national

distributions. This is set gorth Tate fts b4oer.Vrepri.ionctair the percentage or Negroes-who take dewed* lit tetucatiscs istaros Mont tbal the. liallon; TAKE n

DISTRIBUTION Or flocfroivass BY KM* PIM 0? SLIMA. 1144.10;93R OF 2111: QUESTIONNU:Bil SAMF121 Tie OFFICE Or SerSICIPIC PERSONNELMIRO OCILINalt ORADIATES .30114711, AND TIM NAT x 1.) /SIM BUT ION tu? DOOTCRILTIS Alitilitifilat 3951=0

The 1.411He C. III« 11. 1). Owastion Negro bus liteliiersa, ware qcollegne 195? 311Ingie Doctoral Utopia .zassple Itiebrilsuthaa oar Fields No. Ho* .lb* X.MaiM 1011161. ?wales and Astroacete 14 2.7 1? 1.1 WC 5.4 eberastry 32 643 98 6.64042 124 eo4ctswes ."... 2 0.1 -185 2.1 Iheineering 2 0.4 3 0«2 590 609 v. Sciences 19 3454 3.7 275 3.2 Bo, Sciences .50 968 192 334 14262 :2466 NM. Sciences J 046 12 0.8 97 21 144 P*Feholaa 2.? 66 1145 ?23 41.4 $0*.Sciences10? 21.123 3546 a,141 12.9 ills arid Oureenities '. 7 1/4.836 1.1.1 111162 134 Education 1162 31.9 586 39.7 :17546.0 itiscellansous Professions,Professions i6 1 2,0 70 .04.8 pm,......

Irbil,- thefcaportionsof thoSe taking iagmes in Engineeringand disp. Sciences is ssicroscopic, said Hatheasticts and in al at Ms Selletwas

exc.ept Biologythe proporbion is far below the national distributios. More so than in the general population, these figures reveal that the doctorate among Negroes is in truth a degree tied to teaching; it is probable that a larger prgoortion of the recipients come from the families of teachers than in the general population; and that pursuit of the degree is more closely tied to advancement in some branch of and educational careers than to careers in the public service or in industry. CHAPTER V

SCME CHARACTERISTICS OF THE NEGRO DOCTORATE

It will bergmmiharnd; thnt them Ani..n 4~ thin niturturunn derived

fran several. sources. The first was the older study by

Harry WashingtonGreene, Holders of Doctorates Among AmericanNeeLea

(Boston:The MeRdor Press,19146). This book, employing questionnaires, and a personal survey, listed the names of 389 Negroes who bad earned academic doctorates through 19143; and their universities, their major place of employment, their collegiatebackgroundstheir major fields of study, their universities, and the title of the dissertation where available.

This writer also used a questionnaire; 533 replies were received fran sole fifteen hundredpersons located through Negro college catalogues; an excellent list that had been keptup through the years by

PresidentRaveE. Clement, of Atlanta University; and inquiries directed to degree- awarding andemploying, institutions. Additionally, the Office of Scientific Personnel provided nearly fifteen hundred

1.13.M cards of persons identified through the code number of the baccdareate-awardinginstitutions,with the knoletge that these institutions had been tuoroughly segregated in their student and graduating class rosters. The Office of Scientific Personnel also provided the writer with a run of its High School Roster, for the high schools that had been listed as predominant4 Negro in the 1952

Directory of Secondaripay Schools published by the Office-of Education, to which list were added a number of high schools in the North known to the writer as de facto:segregatedinstitutions oflong standing. These runs also included the number ofgraduates of the high school who had earned doctoral degrees fram 1957.1964

99 10o While the information sought by the Office of ScientificPersonnel

in recent years will in time awino A hrewlAve eimmtiats4anslo_ as new questions have been added designed to give more information about the doctoral background, at the present time (1966)little comparative information is now available.',/e nor present some of the descriptive comparisons that are available in various studies.

TD LAP3E BETWEEN BACHELOR'S AND DOCTORATE DEGREE In Table XIL helms a cmparison is made between the time leaps between baccgtaureate and the doctorate, frozeour predominantly Negro college cards, for the entire period from 1920-i964and the data pre. seated in Doctorate Production in United States Universities.

TLBLE XII

CC*IPARISON OF TIME !APSE BETWEEN MCCALAUREAS ANDDOCTORATE, FOR Tarn UNITED STATES DOCTORAL OUrP1174 1920-1962,AND DOCTORATES FR C14 PREDMIDIANTLY NE(111D COLLEGES

Major Fields Graduates of National Negro s Mathematics 10.5 8.2 ThYaics 7.3 7.4 Chemistry 8.0 6.5 Agriculture 10.2 8.7 Biolosteal Science 10.2 8.7 Psychology 10.14 8.7 Social Science 12.0 1006 Art and Humanities 15.1 11.14 Religion and Theology 7.8 11.2 Education...... 130...... 14.22.-- Total 13.3 9.8

Note that in Religion and Theology is the only major field I which Negro doctrates have a reliable advwzbageover the national average,Can it be that this is the one field in which it has been possible, for many years, for a Negro student. to .ftrigt readily available funds for assistance in completing doctoral stxtlies?: 101 The extremely long lapse for persons in Education- 170 years - reflects several conditions.One, is the difficulty of getting released from regular employmentas a teacher or administrator; another, of covrse, is the lack of adequatefunds, when working onrelatively low salaries.With new Federal aid, and several. fairly substantial philan- thropies making concentrated efforts to up-grade predominantlyNegro faculties through subsidizingdoctoral studies, we should nor be ina greatly improved conditionto accelerate the completion of such studies() Another factor, of course, has been that the SouthernNegro teacher had to travel hundreds, if nota thousand miles or so, to find an institution that would accept him for doctoral studies.The desegregation of graduate facilities close to ham should be anotherstimulant, both to more such students, andto greatly reducing thetime- lapse. Sex Distribution

The study, DoctorateProduction inUnited States Universities, shows that of all doctorates awardedto women by five-year periods between 1920 and 1960,there was a range frail153% inthe period from 1925-1929, to a low of 9037 in theperiod, 1950-1954. Our figures for this study show in our predominantly Negro collegesample, from the

Office of Scientific Personnel, 236 of 1,478 doctoratesfran 1920-1962 were wanen, or 19.28%.Our questionnaire sample of 517 subjects in an- all...comprehensive period frau 1896 to 1960, shows that 82 (15.89%)were females.The large percentage of our doctorates taking degrees in Education doubtless swells this percentage beyond theordinary. Parental and Grand-Parental Education

The typical.doctorate for whom we have a questionnaire replywas born in 1916. An inspection of their life-histories suggests that fore- 102

ovivitiartetfl itgewiAr.tic-ff of thirty or fever pars---643 ps---obablf3; hence, the typical doctorate had parentswho had been born typically in 1880 and 18909 and grand-parents,fran 1850 to 1860. Most of the parents, and 318137 of tho grandparents, had beenborn in a period when public school educationof a limited sorthad been available to them, even in the farthestSouth. Each respondent was asked to indicatewhether the parent, or grand- parent, had received any formal education;and, if so, that was the last grade that bad been canpleted.With 517 possible answers for each parent and granriparent, upwards of fiftypercent of the respondents replied that they did not knowspecifically how much education their grand parents had received.,Another one-quarter of the respondents did not answer the questions

It will beremembered, that only apprcocimataly 10% of all Negroes in the United States in 1860were free; the laws of the slave states where 290,000 of the 490,000free people lived, generallyma de it a criminal offense to teacha slave to read or to write; and restricted tie education of the free coloredpeople by legal means, principally bya proscription againstan asseeibly of five or more free colored persons without the presence ofa white man. The following Tablesets forth what our respondents say they know about the education of Vicarre.rente4 awl vend-parents* 44.011.' THE EDUCATION OF THE PARENTS AND GRAND-PARENTS OF THE QUESTIONNAIRE SAMPLE A3 TABLE XIII 1111111MMOINKININNIIIIMMINIMMWS001110111111MVIONIIININIMMIIIIIIIIIIMMIN.4111111101k REPORTED BY THE SUBJECTS Paternal Maternal IOW sTAIMMI, 01000111001111/11111M411101011.111111p111111MM21MINTIMINIIMMININIMIONIIII. Father Mother G.F. GI,F0 GQM imommornimilesiorwtol 10. 101 106 123 101 Don't owhowmucrify----"--8771=1376. 41111111 16 400. No...... foil--nart-tlearnedRe TOO. .3Wile to read and write. 0 se oo e mea- SOO 192 2 3608 O. 139145 8 27.628.8 1.6 110 26.41012 2042.9 101 25 52016 5.04.0 141083 216 2063.7 131 18 3773206 4.5 noCompleteeducationeducation, more. eceive. .0,...0...... same 041,04,0t0000600000110041some cobut not schoo bug comege leted. :61 3087 11.8168 508 6252 10.14 8 1.9 21 5,3 10 2.6 11 2.7 -1.76aza. MedicalReceiiiaamsional leted or ecgree(Theological,a Dental,colleevane pro Academia sew- some gra 12.5 4444417-...14.--k0 ...4 675-----, 1.0 1 0.3 1 0,2 TOTALSdoctorate, - Numbers legal or other) - Percent 517 44 100.0 805 517 15 100.0 2.9 416 6 1.5 397 384 4 100.0 1.0 4102 100.0 .7sperricreimir..,InDrer vnr,...rrrmsrnorrr IV11,1.rm przwermW071TePP.ICWCP.I....114,MTTR MMOVICIWWW.1"4".".",,, "n"..4"."'""'"rra" "Mtn n" "."1""""?.." mreqwyntrowowormil lovoltpwcamonwpoimmegen pato rre ITrtrmiTcv.rwormirrpk%., 1014

One point, made by this Table is, thatthrough three generations ono moves from grand-parents, who are collectivelyknownto have earned

37 collegiate and higher degrees;. to 517 subjects of this study,allof .n '1 whom have earned taccalaureate degreesonthe way to their doctorates and of parents who represent family combination siblings). Although :the time- period differs, the educational background of the questionnaire sample greatly resembles, in tb education of parents, that displayedin

Laurence'D. 13rownts study ofdoctorates in education, for the period

1956..1958,1

Parental andGrand-Parental Occupations

G. Franklin Edwards, in a study of Negro Professionals in

Washingyon, D. C., has shown the increasing tendency in the Negrogroup for socioeconoraic status to be transmitted from generation to generation.

Ile quote his table 114:.

Table 1.112(TABLE XIV)

Occupational Distribution of Paternal. Grandfathers, Fathers, and All Adult Sons, by Percent. Percentage Distribution Occupational Class Grandfathers.- fathersAl]. Adult Sons oess On Proprietors 1206 12.0 5014 Clerical 3.5 15.14 9.8 Skilled 2.6 10.2 7.1 Semi-skilled 5.2 6.2 3.8 Farm Owners 33,9 708 1.7 Protective Service 2.3 0,2 1.7 Service, Others 209 12.0 306 Farm Laborers 8.1 0.14 0014 Laborers, Others 6.3 400 2.8

...TOTALS 100.0 100.0 100.0

IND

1LaurenceD. Brown, Doctoral Graduates in Edication An In Into Their MotivesAs irations am. o ec O. ana U versy F .: on, ox , main on,,.:,: 0A Project. of the Cooperative Research Program of the Office of Education,U. S. Office of Education, U. S. Department of Health, Education and Welfare 2G. FranklinEdwards, The Negro Professional Class, p. 71c Glencoe, Illinois:The Free Press of Glencoe, 1959. TABLE XV*: COMP1RISON OF "EXPECTANCY RATE" BETWEEN RatioOCCUP1TION1L of Occupations CLASS OF of FATHERS Grandfathers AND GRANDFATHERS of Doctorates OF DOCTORATESto Actual ANDNegro THE Males ACTUAL 1910 DISTRIBUTION Census OF ALL NEGROES AS SHOWN BY THE 1910 AND 1920 CENSUS FIGURES 111111.11111MINNIIIIIIIMIAOccupational Class 1111111111=11". No.Doctorates % % Distribution All Negroes % Ratio Actual II, Proprietors,I. Prof. Mgrs., & Techn. & Workers Officials 80 16.8 1.1 Icoapected 15.3 ri WHITE COLAR SECTOR1112 Clerical & Sales Workers 132 147 5 1.19.9 27.7 1.1 1.09.9 IV;. SkilledV. Semiski3led'Workers & Workers, Laborers,Foremen & Service 86 18.1 3.6 T:T-"""-"---"---Tx.'' 5.0 MANUilL a SERVICE SECTORVI. Farmers (Owners & Tenants), Workers 2143 9. 37.5 14 GRAIIDFARM SECTOR TOTALVII. Farm Laborers Farm Foremen 4200 15 042.0 3.1 0 30.12505 . . 1.6 .10 tad COMPARISON OF "EXPECTANCY RATE" BETWEEN OCCUPATIONAL 3LitS6 OF FATHERS ALL NEGROES'AS SHOWN TABLEBY THE rir1Continued)4010 and 1920 AliD GRANDFATHERS OF DOCTORATES CENSUS INIONMINNOOMONI AND THE ACTUAL DISTRIBUTION OF FIGURES .M10111111.101 Ratio of Occupations of Fathers of Doctorates. to Actual Negro Males 1920 Census 010111MINMMOINIMCIN/L, Class No.Tatorates )istribution All Negroes to Expected do ctua Occupational IL Proprietors, Mgrs., & Prof. & ech. dockersOfficials 37 9.3. WHITE COLARIII,, S TOR ClericalIV. &Skilled Sales Workers & Workers 214 5.9 1.41.0 -4 29.1 V. Semi -ski) led Workers, WorkersForemenLaborers, & Service 46 11.511,1 4.4 2.5 --VT:MANUAL .earmers ANDVII. mmucE Farm SECTORLaborers Farm Foremen Owners & Tenants 267147 3 17.4 6.5 24.9142.9 .69.27 .146 GRANDFARM SECTORTOTAL 408 100.0 100.0 100:0 24.3 Ilanmalownwaromorest 100.0 .27 .148

".,4rwasow, VOW . ,rno vorp:tcwwwwcemos 707771WRIPP:" 107

A comparision of Franklin's findings for '21a6hington,D. C., professionals,

and for.the academic sample basedon questionnaires received, shows a

remarkable similarity where tha grandfathersare concerned; but the proportion

of sons whose fathers were in agricultural pursuits is nearly three tittle's

as high for the academic doctorates, as for the -Tashington, D. C., professionals.

A ready explanation is that medicine and laware professions most likely

TABLE DI

COliPARISON OF FRANKLIN'S CATLGORI:S OF THA, OCCUPATIONS OF FATHLRS AND OF GRAND- FATH2S OF WASHINGTON 21OFESSIONALS WITH THE QUESTIONNAIRE SAMPLE OF ACADEdIC DOCTORATES

Grandfathers Fathers

Franklin Bond Franklin Bond Occupational Class Study Study Study Study

White Collar 20.7 27.7 59.2 53.4 Blue Collar 29.3 27.2 32.6 22.8 Farm 42.0 45.1 148.2 23.8 ....1111110111.110.0.1...111.11

to attract "native sons" back home than collegeor University employment,

It is also notable that Howard University has maintained two of the largest training schools for Negro lawyers and physicians and dentists,

Tables viT1andalr;that follow, show how the "Upper" occupational

classes contribute to the ranks of the acadeLic doctorates out of all

proportion to their numerical size. Fonaing 1.1; of the Negro working, force in both 1910 and 1920, the grandfathers of doctorates who were professionals were 168 35.3 times asnumerous in our sample as might be expected from thepro- portion of the Negro male working forcoin 1910; there were 35 times as many professionals among the fathers of the academic doctoratesas might have been reported in the 1920census. On the basis of numbers in the population, one might have reported99 of the 1408 doctorates for whom we have parental occupational information,to have been the children of farm laborers.Only 26 were. A list of 83 doctorates whowere born in 1920 and later shows 34 children of professionals; of teachers,13, including 14 school principals, a college dean, and another college official; ofMinisters, 13; of lawyers.,

2, of physicians, 2, of dentists,2, of a pharmacist, k, and ofa oounty agriculture.). agent, 1.Nine were the children of farmownere, 3 of contractors, 7 did not give thefather's occupation, and 14 said their father was a share-cropper. Four saidtheir fatherwas a laborer, anda, a pullman porter, Three were the children of janitors;other occupationsreported by . 1 doctorate were: Merchant, Tailor,Stbel worker, Hotel waiter, Barber,

Traveling clothes salesman, Manager ofa VeteransAdministration Office, railway mail clerk, clerk,sea cook ( who had been the son of a sea cook), coal miner, postal clerk, shoerepairman, a supervisor of blue print department in a Navy yard,a plumber, and a flower designer.

The employment of Negro teachers in Northern. cities in a proportion below their share of the population,as compared to the South, must be regarded as one important factorin the lower productivityrates of Negro doctorates in the North.

Ofthe same small sample, 12 had grafuatedfrom integrated high schook in the North;none from a "de facto" segregated Northern high. school. Sixteen had graduated froma "private" high school, or from a high school 109 aakins the transition from control bya church .agency. to public control; all but one )f t,ese schools iiL:o c)Appl-tc.c t'le transition bi 19j5. Includee. here

as "private" secondary schools, are :schools conductedby several state

colleges, including those of Delaware,West Virginia, Southern University

and Florida A. and N. University.The facilities of these Vlaboratory" high schools were invariablysuperior to those of publicly controlled

city or county high schools. The only graduate of a Ncrttern private high school was from the Universityof Chicago High School, who later took his bachelor% degree at theUniversity of Chicago at the age of 15, and his doctorate when 19. It maybe added that his father,a lawyer, and his mother, were Phi Beta Kappagraduates of the University of Illinois'

In Brownts study of 1956-1958 doctoratesin Education, 51.6% had fathers in mhite-collaroccupations, 44.4% in blue-collar occupations, with 3.9% not responding tothequestion.3In our questionnaire sample,

"professionals" predominated,as shown in Table . A striking difference between the doctoratesin Educations and the Negro doctorates, is the small, percentage of the i:ormerwhose fathers were in Education.As our latest questionnairesample showed thirteen of 76 (17.1%) doctorates who

TABLE XVII'

. . PERCENTAGE OF DOCTORATESRECEIVING UNDERGRADUATE DEGREES FROM PREDOMINANTLY NEGRO COLLEGES, ANDFRON INTEGRATED OOLLEMS, BY OCCUPATIONAL CLASS OF FATHER Ns. From Integrate Fran Negro Occupational Class Colloges Colleges Total No. No. % No. ---NOTgingiand Technical 0 7e 10 117771777-'1717 WHITE COLLAR TOTAL 71 67. . 13 ) 0 -.-731,1707171LAIrMAL---7.23 1717.1771757-177 TOTAL 10 100.0 26100.0 370 100,0 pactbeen born runce 1920 re_orted tuat fat,,xs aae e,,a3cd in

clucatum, as co)arc.d to o4y 4.5,E tai theoucation doctorates of Lzownis sbuLj.

30p.Cit., p. 60. 215

Likewise, it should benoted that correspondence with graduate

schools was largely fruitless. Few had, by 1962, adopted testing

as a part of the machinery for initialadmission, or evaluation. The

investigator- who earned his doctorate at the University cf Chicago,

School of Education- found that the School of Education at Chicago had administereda test of its own- developed by L. L. Thurstone when he was a member ofthe Faculty in the early 1920's. since the early 1920's. The University of ChicagoSchool of Education, through its Recorder. Herman G. Richey, suppliedthe investigator with 16 scores made by Negroes who had earneddoctorates from the School of

Education; but the onlyscore the School would identify with aname, was that of the investigator. The 16 scores did not includea number of students who were admitted,possessing a mastar's degree fromsome other institution; it may be interestinghere to note that tha 16scores supplied ranged froma to a 90-ile, (thenorms was based on A.

School of Education scores)with a median at approximately the 57%-ile

4 when compared to thescores for all School of .education students.1°

Covering the period from 1920to 1958, another factor limiting interpretation was the variety oftests used. Lincoln University,

Pennsylvania, provided theearliest test scores; of Freshmen, Sophomores, and Juniors, tested in 1920with the Thurstone, Experimental IV test,which greatly resembled Army Alpha. The early Otis, the Iowauick Scoring, and the American PsychologicalExamination, the latter promoted by the

American Council on 2ducation,were favorites of the 1920's, and of the

1930's. /LI nationalistic, differences in menl...1 capacity. Memoir XV, reporting the results of the administration of Argrlaas and Beta to Army recruits during World War I, was sponsored by the greatest psychologists in the United States, who gave their implicit blessing to the racialist explanations conveyed by the findings of this first wide-scale administration of a group "intelligence" test, that Carl C. Brigham made more explicit in his Study of American Intent ence published in

3 1923. Although perhaps now the great majority of anthropologists, psychologists, and sociologists eschew racial interpretations of test scores, the opposite opinion is held with vigor by a number of distinguished persons in psychology and in the biological sciences, and probably in other disciplines.

This writer has heard it said, by a Professor at a great American

University, that a number of Negroes earned their doctorate degrees at his, and at other Universities, because the professors were inclined to be sorry for them, and to grant them special favors in spite of admittedly inferior attainments as compared to other doctoralstudents.5A special investigation of this subject therefore seemed appropriate.

11 - The "Intelligence" of Negro Lcademic Doctorates

The Office of Scientific Personnel, of the National Academy of

Sciences - National Research Council, has published the only study known to this author, of tha "intelligence" test scores of academic doctorates

The Office, in order to do this, took "...the whole 1958 crop of 112 1." "."'"` "."`""`"7

asaroP--. a-4- -41

41'1:41 As 741-el !,.1104) Al-Ike .14 ;2/24iii Qe.;14-

andV3e4,a0a 1.94. eel a4coro. 4.--ey,>, le, ^it, #1'; e744 jeleepez fi/ecio,' AI,4(."( d aegoe,

.W.3/13*.rZal

r 4 /9 .4 1147,..te e":1 giza4 it <0;.a i4 4;le .-eite a e eiltaP:44elitZe adf?'7247 ed. 4 NA(,121iadeglAgoi--,CI Al, 440,,,(14 AM,t,://fif4j:11.0 7,a Na ) flair ,47i.i 4--t7-:- .4..,,,..eledt,./re.y/ ill?'1,dt.i/44?bsta,141'' IV .,,-/-; /wetly ,.....r14i iff cill0&,1,Ticx4,,, ke, mm, ro'ie ex,1 "fiC GI 0 -A7. 44 . 1 59ti.If;nO /-Is4,77,..peo, A ie-1,4-,..44,,, Ae- 6-, vt;-,4,,,,4 4 llei42-0.- ,- .ia...,-(4,-,x,- tffe 14e-rat Chile %,. . ,. "*`4:4*---, 4' ..e

AFFIDAVIT TES'.!JFYI NG THATCATHERINE cLErgaLAND THE GREAT-GRANDMOTHER OF ANNIEW DIBBLE THE GREAT-GRANDYATEIER OFNAVEL MURPHY SMYTHEI PH . D p WAS BORN FREE IN wEsp AF:RICA AND :BROUGHTME INTO CHARLESTON SOUTH CAROLINA 17& 113 doctorates from American Universities."?The high school background of

these doctorates and an offmrt made to obtain the

"intelligence" test score made by each of 8,930 doctorates of1958

while in high school.

The Office received 6,259 "usable" replies from the highschools; 8 which was, as the Report states, "an astonishingly high response rate."

In ourSt_udy, a much smaller number of responses was available.

One reason w, that our Study covered the Negro doctorates of record

from as far back as 1866, to 1962; the practice of administering tests

did not become well-established in high schools until the 19140fOn the

colleges until the 1930's, and even today is not universal, by any

means, in graduate schools

Our method was, to correspond with undergraduate colleges, with

graduate schools, and otherwise to find scores where they could be

found.The undergraduate files of a number of colleges were opened to

the investigator:the institutions agreeing to this kind of research

were Lincoln Universitys Pennsylvania (where the investigatorhad been

President, and during his tenure as President facilitated his own access

to the student personnel files for this purpose);Howard University,

Washington, D. C.; Morehouse and Spelman Colleges, Atlanta, Georgia; and

Dillard University, New Orleans, Louisiana,

Additionally, the investigator found in his files, a record of an

investigation made in 1938 by Mr. Fred MoQuistion, than of the General

Education Board, with headquarters in Vashville, Tennessee, where the

rtr"..V^^.",^,-"- 224

investigator at the timewas a Professor in the Faculty of Fisk University.

This investigation A was of Negro graduate students then enrolled in Negro A graduate schools; Atlanta University,Fisk University, Hampton Institute

Howard University, North Carolina College,and Xavier University of New

Orleans. Mr. Acluistion had administered theAmerican Psychological

Examination, then distributed by theAmerican Council on Education;

when he dissolved his officein Nashville, he gave many of tha locuments 5

in his file to the investigator, whofortunately preserved them through

the years. Many of the students whom Mc-dist/on testedin 1938, were

found, later, to havegone on to ther institution:, where they earned the :7 academic doctorate.

Admittedly, the dataon "intelligence" test scores collected by the

investigator is of dubious value. Testing, it appeared, had become

fashionable in the 1930's. But the tests were administered and scored. as

the results showed. by persons with a wide range of statistical and other

test-taking equipment; in almost allcases, they were given as part of a.

procedure that increasingly became highlyritualized; the results were

duly recorded, and nouse at all was ever made of them. An expensive

academic ritual! The only exception noted was in the Morehouse College-

Spelman College combination in theAtlanta University complex, where

Mr. H. A. Whiting, from 1925 to 1955,sedulously administered the tests;

organized the results; and made reconunend-tionsto college authorities

with reference to sectioningon the basis of "ability" groupings, that.

were actually accepted- at least for "the Freshman year.9 116

The investigator triedto use the same tachni,ua employedby

Lindsay A. Harmon, in reducingmulti-form test scores toa common

denominator; thatcommon denominator being adjusted equivalentscores

on the Army General ClassificationTest (AGCT). The procedure is

described in Hannon's article,"High School Background of Science 11 Doctorates." But all of Harmon'sscores were registered in high school;

all of our scores were made in college or on the graduate schoollevel,

against the background ofa much more highly selected competition.

A further limitationon any comparison we make here, with Harmon's sample.

is that 2,853 of his 6,259cases (145.5%) were in the fields of science,

whereas only 21.7% ofour test sample was.in Science, witha majority

(55.10 in education,a field where scores are always round to be lower than in the Sciences.12

In interpreting thistest 1:ta, likewise, it should be noted that practicf,114 all of thescores were those made by (a) graduates of almost wholly Negro colleges,and (b) that the students testedwere from the Southern region. Regional differences are seldom mentionedin the literature but thatthey have formerly existed in the southernRegion, and probably doso today, may be seen in the institutionalscores publshed in the §ducationalRecord in the early 1930's. The accompanying

Table , shows that in the 1932 administrationof the Psychological

Examination, only two Southerninstitutions (then altogether white) had percentiles above 50;and the median institutional percer4ile for

Southern institutions, notincluding the two Negro institutions listed, was 27. TABLE XVII A COMPARISON OF PSYCHOLOGICAL EXAMINATION SCORES TRANSLATEDRESEARCH COUNCIL'S DOCTORAL SAMPLE AND A SAMPLE OF 123 INTOPSYCHOLOGICAL AGCT SCORES EXTIINATION FOR LINDSEY SCORES HARMON'S NATIONAL FOR NEGRO DOCTORATES TRANSLATED INTO AGCT SCORES Estimated Distribution of Estimated Distribution of Intervals Score No. EstimatedPopulLtAGCT Scores ion Distribution in the General of DoctoralAGCTschool Scores scoresPopulation(High in theused) NRC used)andDoctoralAGCT graduateScores Population in level the (College percentilesNegro 150160169170 -159and Up 2,150 2,670 530 .50,11.02 99.369'.8699.97 - - - 100.00 Percentiles 99.9799.86 337loiNo. 46 2.839.481.29 86.4095.3898.71Percentiles - - 100.0 95.8798.70 No. 29 1.627.31 Sc 91.0398.35 - 100.0Percentiles 98.35 100-109110-119120-129130-139140-149 361,800108,000218,200 39,250 15,07 9.094.501.63 69.0584.1393.2297.71 - 93.2284.1397.7199.36 520806826530 14.5822.1023.1514.86 11.2125.7946e3971.514 - 25.7848.3871.5386.39 122226 17.8821.13 9.75 32.4942.22604,1481.27 - - 42.2260.1481.2791.03 Below708090-99 -79-89 218,200351,457,400 800 15.0719.05 9.09 15.8630.9450.00 - 6.77 - 15.8630.9449,9969.05 295 8115 7 12.2718.35 0.000.42 0.000.170.592.86 - - 11.20 0.160;582.85 18 76 14.63 5.694.87 12.1717.86 -- 17.861,607.29 - - 12.1732.49 7.29 70 2,400,060 162,600 6.77 0 00 = 6.77 alb our Wow mdn.132.18 23 2 Mirk.128.14 1.62 0.00 - 1.62

VIONNWOVFMKIMPWANPAIIMINK.,,,,,..SretWgr..df"..V.W.I.V.WPAVN,V,004^1.1",. .0... , pyogrit,,I 5.4., 410,11,,., POT.P.MII, ...... 1.0041,....,1Mbeae ,,,,,,...,,,IMI.O.MM.,10,1.1.111.I.M.9,41,*(1OMMIMIV,770.11regigjr, 11.8, TABLE rix

SOUTHERN COLLEGES AND UNIVERSITIES IN THE AMERICAN COUNCILON EDUCATIOF PSYCHOLOGICAL EXAMINATIONS, ADMINISTERED IN THE FALL, 1932 (AS PUBLISHEDIN THE EDUCATIONAL RECORD pp. 184-190., VOL. 14,NO. 2, APRIL, 11337"''''''

National National Median Percentile Rankly 195 Institutions Score Equivalent Institutions Vanderbilt Univ.,. Tenn. 17 .7 7 0 Rollins College, Fla. 173.6 55 66.0 Southern Methodist Univ.., Tex. 50 8144 Fla. State Coll. for Women, Florida 42 122.5 Maryville Coll., Tenn. 150.5 41 130.0 Emory Univ., Georgia 39 137.0 Univ. of Florida, Fla. 142.8 35 151.5 Washington & Lee Univ., Va. 141.4 34 153.0 Birmingham-Southern Coll. Alabama 139.6 33 159.0 Texas A.&M. Univ., Texas 132.2 29 171.0 Arkansas St.. A.&M. Coll. Arkansas 130.8 28 174.0 Baylor Univ., Texas 129.5 27 175.0 Texas Tech. Coll., Texas 128.8 27 176.0 Va. Polytechnic, Va. 128.1 27 177.0 Alabama Coll., Alabama 124.1 25 181.0 Centenary Coll., La. 123.5 24 182.0 Emory Jr. Coll., Georgia 115.0 20 185.0 Lynchburg Coll., Va. 114.2 20 186.0 Univ. of N. C., N. Ca. 112.3 19 187.0 Spring Hill Coll., Ala. 109.2 18 188.0 Ga. State Women's Coll., Ga. 108.2 17 189.0 *University of Ga., Ga. 99.7 14 190.0 Southwestern La. Inst.,La. 98.6 13 191.0 Univ. of S. C., S. Ca. 97.2 12 192.0 Univ. of Alabama, Ala. 95.7 11 193.0 **Va, Union Univ., Va. 95.6 11 194.0 **Bennett Coll. for Women N.C. 78.3 6 195,0 *Score from 1931 Administrationof Test **Negro Institutions ***As published in .the Educational Record. pp. 184-190, Vol. 14, No.2, April, 1933. cah.SkadeLitt

When the occupatiorc of fathers were compared to test scores, we find 2 X as follows

For the children of white collar workers, 5.28 with5degrees of freedom; For the children of manual laborers, 7.03 with5&L.grees of confidence.

It is frequently observed, that some of the lowest sr.:ores in tests

.made by members of our sample, were made by subjects whose parents were

engaged in the most menial of occupations; and Who had in their backround,

the poorest parental education, and P. history of the greatest isolat..on,

geographically and socially deficAed. One of our lowest scorers, whose

permission we have to quote both his.score ( a 12%-dle J1 ie Thurstone

.Experimental IV test in 1920, in which the subjects were principally

students in highly selective colleges in the Northeastern United States),

is a man (Colonel Hildrus A. Poindexter, Parasitologist, United States

Public Health Service; see document, appendix), who cam from one of

the most deprived cultural situations of any of our ants.Our

highest scoring student (Samuel P: Nassie) (with a 99.7 % -lie to the

American Psychological Examination as a beginning graa-tJate student in

1938), is now a Professor of Chemistry in the United States Naval Academy;

his father was a college teachei-, and his mother has taught in elementary

and high schools.

No analysis is available to date of the stores on tests made by

academic doctorates, related to their parental occupations and education,

with which this study could be comparedl the office of Scientific Personnel

has only recently begun to edilect this information. But, it is the strong ra, "1:nej,t7- trs,-k z.0 eft ti ti rs.4 ,17,..AV.._ A :, el A4 °% - tr testy f't 0r ti

1".

120

conviction of this writer, that the'dbetorateswhose AGCT unit scores l3 reported by Harmon's study, that are below 100, would be found to

be those of persons who, in early youth,were isolated in some manner

from the main-stream of. American 1 ife;either through coming from

illiterate or partially illiterate families;or from isolated agricultural

or industrial communities; or from foreign-language homes;or, generally,

from "culturally" or "economically" disadvantagedcircumstances.The

language factor is all-important; ina very real sense, these are persons

who in early youth lived in homes approximatingthat of a foreign

language, or foreign culture, student. It nay be well to keep in mind, the

admonition to Deans of Medical Schools, appearingin the 1956 Manual of the

Medical Aptitude Test, to discountscores made on that examination by

foreign students, or even by American bornstudents reared and educated

abroad. lh believe many ofour subjects in this Study make low scores on

standard tests because theyare, in truth, the children of a language and

culture truly "foreign" to the main-streamof American life, and that the

test score may well mask their true ability. 4

W., .% 4. ..J,7, ri : ,,- .. -:"," ;, ,r)-10-"4.% -, 'A A A ' "1 '.'s,.... - ,-1,.':',.:.:,/%-',T ^-'7- , -r- 44.....r.".4. . , 4Ar,A 'A.-. -.A. .- el! ..4./.$or,. Alt ..,--,--..,-'.-:- , -:'2 .iCtoqM1A.?;.:1* - I51nAW,1An.!;''.. .,';'' ..''' Ita,zw..1/44, ,,,,,.'.. .1:411.6L,,,,...4.4 " .jt13.`.1 -- .,

CHAPTER. 7

THE GEOGRAPHICAL ORIGINS OF THE NEGRO DOCTOP.ATE

j oto. and ay1.---"" hilochuia

Of513.questionnaixes giving the doctorate is birthplace, ten had

been born in the West Indies, and one in Africa,The remaining 500were distributed by regions of the United 'States as follows:

TABLE .XX

DISTRIBUTION OF REGIONAL BIRTHPLACE OF DOCTORATES BY RANK ORDER ACCORDING TO RATIO TO NEGRO POPULATION IN

.11211111 1920 WIIIINetagogiagimmil Number of Negro 920 Region Doctorates Po ulation Ratio New England 16 79,111 to 14,940 Mountain 3 30,801 1 to 10,267 West North Central 24 278,5211 to 11,605 East North Central 35 514,5114 1 to 14,700 Middle Atlantic 35 600,1831 to 17,148 South Atlantic 216 4,325,1201 to 20,023 Pacific 2 47,7901 to 23,895 East South Central 100 2,523,532 1 to 25,235 West South Central 69 2,063 5791 to 30,_526 United States 00 10E6- 1311 to 29:2M. By states, the questionnaire sample,arranged by rank order of productivity ratios, is as shown in the following Table

121 iti I

: ,-v.,;.;-ZZ,, -' --

i':;":-1";',----;:',Ari;.-."'-':`',7-:,:7-'-' --1:-...1k. ,... LA, Ai. -"Zr"'" .S , V.. -.' ''-';",- ,, - .. -," "...-...-''' .t.....:.-.- 1S---;" ' -C. r..- 1'. ic- rs trialiiatatilitiegki'st.:;. '''.tiin',:"risi-'ILItatil2S4.414aaW.-4- 4' :16.f ''6:t.g. 4"4"62"'11:1"1

122

TABLE. Xxi

RANK ORDER OF STATES IN DOCTORALPRODUCTIVIII ITIASURED.BY-RATIO OF OF DOCTORATES.-.. L92NEGRO POPULATION SANTO

. 1r er of egro Populaon State *." Doctorates " . Ratio 1-11-7173=--""°'"""nP Utah I 1 1,446 1,446 Massachusetts 13 455:24601 3°497 Wisconsin 1 5,201 Colorado 2 11,319 5,659. . . Dist* of Columbia'. -18 109,966 6,109 Kansas 57,925 8,275 Indiana 80,810 10.101 Missouri 178,41 1044814 Connecticut 2 2146 10,523 Oklahoma .4,672 /11inois 15 Virginia 54 .12,777 New Jersey 9 117,132 Pennsylvania 20 284,568 .1)4,288 Kentucky 16 14;746. Florida 20 16,474 North Carolina /45 16,964 Ohio 10 1237 8623 6593soss4149 5830 7781 18,018- California 2 38,763 19,,381 Tennessee ,*20 2451,750.. 22;5844 South Carolina 35 ,86/4,71$1. : 26,203 Alabama 34- . %8060...:634552 26,489 West Virginia .3 28,781 Delaware 1 ...... 309335 Texas 24. 744694 30,903 Mississippi 30 935,184 31,172 New York 6 198,483 33,080 Georgia 35 1,206,365 34,468. Maryland 7 2144,479 34,925 Arkansas 13 1472,220 36,3214 I Louisiana 18 38,903 Michigan 1 60 082 6o--e82 West es 10 (Not Available sslaweinicia Africa 1 Not Available TOTAL '2 The high productivity of Massachusettsis remarkable. We have no ready answer, although it would becrucial to find one. When the thirteencases are inspected, six were born in Boston, 2 in Cambridge, andone each in Springfield, New Bedford, Great Barrington, Pittsfield, and Winchester°The education of the fatherwas above our ri r s

123

generalmedian; one father had a doctorate from Yale,one a dental degpee

from Harvard University, and the. other fathershad from an eighth grade to

junior college study. Two fatherswere ministers, one was a court officer,

one a dentistsone a Y.N.C.-A. executive after being a teadher, one was

a tailor, one a salesman, one a specialized postal clerk in charge of

accounting, one a janitor,.one a tailor, one a head -waiter,and two had

occupations not given.One mother was acollege graduate,another had

some college education, two reported high schoolgraduation,including

the Cambridge Latin,and one was reported as having had no formal

education. k West Indian fatherand mother were reported as having had an education in the West Indiesequivalent to an American 8th grade

education.High schools reported by the doctoratesincluded a Mississippi

private high school, Utica Institute, where thefather taught and was an

accountant; theothers graduated from Massachusetts and COnnecticutt high

schools:Great Barrington, Springfield, New Bedford,Cambridge Latin,

Boston English, Pittsfield, RoxlivaiyNietorial, Winchester.

It is interesting to note that five of the doctorates took baccalaureate degrees in Southern Negro Colleges.This included

DuBoi.s,. who took a bachelor's degree at Fisk University in 1888, and then

a second such degree atHarvard; it was a common practice up tothe mid-

19201s, after which time the first degree from the predominantlyNegro

college degree was gen:rally accepted by Northerngraduate schools.

It is probable that the Du Boisearly doctorate in 1896 established something of a cultural= tradition for Negro youth in Massachusetts; ands, perhaps, for highschool and college counselors. Da Bois gave full credit 1214 to Prank Hosmer,bis high schOol principalat..Great Barrington; Homer advised

Du "Bois. to take the classical lormi course; vitt -0,4 wfmil A pa~4t Di.Bc.fiip,449.go . to college.

A simple Pearsonian coefficient of correlation,ranking the productivity by States of doctorates (an index basedon the ratio of doctorates to the Negro population in 1920), and comparing thisrank to the rank of the States in tie illiteracy.of Negroes, yieldeda moderate rho of .14614. "terntherank order of the States with segregated schools,in doctoral prothictivity, is correlated with the rank of these States inNegro illiteracy, a .rho of .702 results,

Apparently, there.is a strong causalrelationshipbetweenthe prevalence of literacy in a population, and the developmentof persons of high academic ability frau. such populations,

The Relationship Between Socio4conomicAreas .and Doctoral Productivity' To this writer's knowledge, there has been:bUtone 'CoMprehensive study that attempted to establish relationshipsbetween- fiirly well Cliained-socioa economic areas on the county level,and educationtd outcomes and prospects() This was the study published by the United States Office of Educationin 19142,tionC. Na, Surmaof the Higher Education of Negroes, especiallythat part atitlicie4-t La Coriniie Browne! Thisstudy attempted a classification of Southern countiesbases. on (1) the number of Negroes in the county (1930); (2)the trade areas, (3)' the

'Ina Corinne Brown, Socio-Economic A roachto Educational Problems Passim,National Survey of he q' uca _on o1 egroes, seeo Vol.: 1,Federal Security Agency, U, So Office of Education,Washington:,United States Government Printing Office, 191424 125 location of trade areas within the county,(4)Types of Negro colleges in the county,(5) the county type,based on its basiceconomy, (6) the quartile rank of the countyon the basis of number of Negroes in Negro colleges per 1000 Negroes aged 1549in county.

For the purposes of this study,three states were selected for analysis, using Brown's criteria,and correlating the socio-economic areas there described with doctoril productivity.They were: North

Carolina, South Carolina, and Alabama.

TABLE XXII

RATES OF DOCTORATE PRODUCTIO1i. INCOUNTIES CLASSIFIED BY SOCIO- ECONOMIC TYPES IN ALABAMAt NORTHcARoma AND SOUTH CAROLINA 0111NrwInr Imasim SadloftEconorflic type Total Negro Klaiber of Rate to one Doctorates Doctorates IA. Farming: Cotton; no 230,655 19 12,139 industrial diversification IB- Farming: Cotton; industill . 339,743 36 9,437 diversification IIA Farming: other than cotton; 64,440 9 7,160 no-industrial diversification IIB- Farming: other than cotton; 103,626 17 6,095 industrial, diversification ILIA- Non-far economy; no 8,296 2 4,148 industrial diversification. IIIB- Non farm economy; industrial 348,697 30 11,623 diversification

Chi square was 9.33 with two degrees of freedom,significant at the .05 level of confidence.

The Relationship Between the Location of theMissionary Schools, .Parentai Attendance, and Doctoral Productivity

Va.helievethatthe geographical association of thelocation of the private "missionary" schools and academies,' whtin related to thebir+...-counties

of parents and of doctorates, and to the family histories of the .. doctoratos; a.s n. more eignf.ficant clue to the mears by which Negro ANItora.11a

126

doctorates were formed. Aninspection of thecps'in the Appendix muggests tha pattern. Because these schools:were frequentlyaccessible to students

livina in several near-by Art.Aleilt4. e+eirtu.spovtdence inetwnnoi. ceaffitien; wilammumpvbe

statistically developed, Butwhen le note Perry county, Alabama that

from statistics of illiteracyof the population, of farm tenancyamong the Negroes,aand of abysmally lowper capita public schoolexpenditures

for the Negro population as,for defected counties in Alabama in19130

1913 Per Capita Child SchoolExpenditures

Count to Neo Lowndes $35.09 1,26 Perry 16095 1434 Wilcox 27.5 . .54

the conclusion is inescapable,that doctorates emerged from suchareas because of the intorventionof such "mission "" schoolsas the Lincoln

Normal School of Marion, PerryCounty, Alabama; of the Camden Academy, and the nuraerous otherPresbyterianand Lutheran schools in lotticox county; and, in Lowndes county,of the Calhoun School that carriedon, in addition to conventionalclass room instruction of caldrons extensive parent-education projects includingthe subsidizing of a community land- purchase scheme thatwas highly successful, I

I By inspection. one notes that countieswhere such schools were active were generallymore productive than counties where the larger, higher missionary and privatecolleges were located; for examplesTalladega county where Talladega college was located;or .even Macon county, ^ here Tuskegee Institute was located. Zi

liawitxuactvki"

127 Another factor, of course, is that these small palliate schools were likely to have in their faculties the teachers with the best pre. ti

paration; and withAsnpArinr nnatiAmin than tha +aarthemonisk the truly wretched public schools. So greata proportion of our

dOctoratesfrom these areas were the children of schoolprincipals, and i 4 of teachers, thatwe7"..(iIstinclude these classes as an important element

in doctoral productivUy.The fact that many of the private academies

and colleges, were staffed with white teachers, reducedthe possible production of Negro doctorates; Tuskegee Institutewas one of the few I such institutions to begin, in 1681, with policy of employing Negro

teachers only; and few Negroes were in Negro collegefacultiesuntil well into the twentieth century.,The growth of the number of Negro

college teachers in integrated and in predominantlyNegro colleges, must lead in the next generationto the productivity of doctorates on a larger scale in this population.

The Inner City,"De Factdi Segregation, and Doctoral Productivity

As has been pointed out above, inthe chapterdealing with the

secondary school origins of Negro doctorates,the productivity rate is low in the large, de facto segregated slum high schools of the North and of theSouth.It is clear that doctoral production begins in the home and family, and is facilitated byexposure to an elementary, and secondary school education where high motivation arises from family aspiration and faculty inspiration.These conditions evidently exist only

in limited degree in those schools that deal withthe lower class child on every level in contemporary large urban centers.It issignificant thatthe enrollment of Negroes in the nollegosinoehahlishea as the CtatZatod.41146,..%LOO'.

. .

moat, prolific detelopiia''ofAoCtorates.. 4 isextremely small; whilestatistics are not available, inquiry id' oificiale.at such institutionsas City College of New York, listedin 1960-1961 as the largest single baccalaureate,. producer . of doctorates in thecountry e(th 1.M of the national total),and Brooklyn ct,.: college (14214%), in ninth place, leads tothe conclusion that lessthan. of the enrollment in regular degreecourses atthese institutions is madeup . of Negroes. A recent survey of the attendanceof Negroes in Pennsylvania colleges suggests that the rate is lowerthan in certain Southernstates, and,

indeed, may be lowerthan'itwas in1952.1 Differential state ratesof, doctoral productivityto population, are difficult to interpret interms of specificcultural, economic, and social indices. It appears that therate :Itself isa sound index to the degree of camprehelsive advantage or disadvantageenjoyed by a population. Massachu- setts Negroes of otherStates in doctoral productivity,because, we think, they have been, during the last century, the most advantagedNegroes in the United States.

110111111.16 MOINNIPOWNIUNNOIffil01.1.1~raimw 3. William H. Gray, agact_galttendance of Negroes in Perris lvania Cone es 1963. Mimeographed:Office of the giate Superinteit ofPublic Ins rucon, liarrisburgg Pennsylvania: 1963a CHAPTER VIII

WERE THESETHE TRULY UNDERPRIVILEGDED?

We have seen that whileour doctorate sample has been deriVed from

an "underprivileged" population, they cannot, in themass, be trulysaid

to have come from "underprivileged"families, as "measured by social status within this population. Befc7eEmancipation, and afterward, the civic, and social restraints on the employmentof Negroes defies applying to them the

usual rubrics of general Americanstratification; as we have pointed out, the amount of "under..employmen.t"- below the level of real ability has. been the rule, rather than theexception.

The writer has chosenoneindex to select from the 517 autobiographies collected, those who mightmostclearly be classified as "underprivileged," or "culturally" or "educationally disadvantaged"as compared to the great majority of their.American fellows, bothamong the doctorates, and the non- doctorates,This one index selected, was that of literacy of theparents.

ible 'found that twenty ofoursubjects had at least one parent who was reported to have no formal schooling atall, while four reported that neither parerrt had received. any formal schooling. It has seemed best to present these twentycases as case-studies letting the presumably "underprivileged"doctorates speak for themselves. It will be seen, that their academic credentialsare of the most respectable; Chicago2, Ohio State 3, andone each from Kansas State, Pittsburgh, Cornell,

Harvard, Michigan., University of California, PennsylvaniaState, University or Pennsylvania.,Indiana, Iowa State, Wisconsin, Indiana, Michigan State, Columbia. They represent disciplines along the entirespectrum of academic offerings, from Mathematics to Education, as coded "by the National. geeeareh Council.

129 130 Permission has been sought from three of thesepersons, to identify them by name; this was principally because theircases seemed peculiarly interesting in studying the rise of _"underprivileged"persons to international acceptance as true scholars, andmen of distinction.Others,. doubtless, would have freely granted such permission, had theybeen asked; it is clear that the children did not think of their parents,'or of them sel.as, as haling been "underprivileged,"nor were they a whit ashamed of them.

MY. Case A took hisdoctorate in Agronomy from amiddle-western University.He was born in 1908 in the country,near a small Arkansas town in Central Arkansas.He attended a rural public school, and the Dunbar High School in Little Rock. For college, he attended Philander Smith

College in Little Rock,His parentswerefarm people, tenants; neither had any formal. schooling. Case B took a doctorate from a Pennsylvania Urban University.in Educational Administration. Born in Walton county,. Georgia, he attendeda rural school near Good Hope, Georgia, and received his high school educate tion at the Morehouse College Academy, that provided a superior high school education for many rural or small town Georgia Negro boys before 1930, when it was discontinued,He graduated from Morehouse College.His father was renorted to have had two months of schooling; his major occupation was that of a farmer, but he also preached, -Nils mother had reached the 4tho gradeo B credited Join Hope, and Samuel Archer, both 'teachers and later presidents of Morehouse College, as having given him the 'greatest encouragement to pursue doctoral studies-.

. . . . Case C has a doctorate in Mathematics. from one of the Eastern Ivy

Si . 131 ./. League Universities.He was born in a coal-min.ingsuburb of Birmingham, Alabama, where his father was a coal miner.C attended public schools in Jefferson County, Alabama, and when his maternal grandlliother b.came his 11, guardian as he reached his teens after the death of his mother..? in Washing- ton, D. C.,He graduated from the Dunbar High School in TJashington, listed. above as the largest secondary school contributor to the production of Negro doctorates of any in the cotufezy.

C reports that hit mothero who finished the seventh grade, liked to read, and encouraged him to do.-So.His maternal grandmother, who became his guardian also liked to read. A domestic servant, she took adult educa* tion classes in the Washington 'Night Schools for adults; "she was constantly e trying to pr ess forward, and to press me forwardoll Case D was the late and- distinguished sociologist, E. Franklin

Frazier.Frazier was born in Baltimore, Maryland, in 1894* He attended public schools in Baltimore, and graduated. from the Douglass High School, then known as the Baltimore Colored High School.Later he graduated from

Howard University, andpursued graduatestudies at Clark University in

Massachusetts before taking his doctoral degree atthe University of Chicago, in Sociology.

Frazier's father was evidently one ofthe "underemployed" men of his generation who had a job at a levelmuch lower than hisabilities, as a

Qonfidential bank messenger.He hadno formalschooling, but he hadlearned: to read, and to calculate;His mother completed the third grade. Frazier received the high accolade of presidency of the American Sociological Society) his scholarly studies took him abroad for international studies, as well ase

in theUnited States inthe study of the Negro family. As to the major

influerces leading him to a life of scholarshipe he cited the work of 132

Rni 9arylri-pother 1.?hrtfennr4 4'4 noel fol.IA a ch4libusr, ÷ktft+. they could have an education, and escape from white control." Case E was borh in a rural region of .Virginia in 1911.He attended a rural elementary school, and graduated frac a.Presbyterian Missionary school at Chase City, Virginia.He. attended the Virginia State College, and took his degree from the University of Michigan.His father was a farm owner, but had no formal schooling; nor did his =there"My parents had a strong desire that the children attain at least a college education." Case F who became a noted historian, author, and University pro- Lessor, was born in Washington, 1). C., in 1897.He was educated in the public schools of Washington, and graduated from Dunbar High School.Because of his superior performance at Dunbar, he was givaione of the scholarshipsto "little ivy league" colleges solicited by nembers of the faculty. He was elected to Phi Beta Kappa, and has had a long and distinguished career as University Professor, and writer on: historical and other subjects, at home and abroad.His father was another "underemployed" of his generation; he was a butler in'a private family and had had "very little education," although acquiring the arts of. reading*. writing, and computation.His mother reached the 4th, grade in a rural Virginia school) she continued her education in night school in Washington, as an adult."For sane reason," said F, my mother was determined that 'I should go to colleges" Case G took a degree in Secondary Education and Student Personnel at a greatWestern University.She attended a private, non-denomination elementary school in Atlanta, Georgia; and graduated from the Atlanta University laboratorylligtr Schpol.Her .father was a farm owner who separated from his wife..Whert,G)Was.two year.s.934, hence "no contribution franthat side of the' faraily§" Her, father had no education; her mother had completed 133 the elementary grades and obtained further education byattending night school and specialnurse training courses.Shewas a nurse attached to the

Public Health Service, attending maternity cases, and giving special care to infants during their first weeks."Mother insisted on education forthe children.This was her major aim in life.We had nochoice but to comply."

Case H is the noted Dr. Bnjarain E. Hays, President of Morehouse

College, whosename is used with permission.Dr. Nays was born in a rural setting Epworth, Saab Ca. in 1896.He attended arural school in Green- wood County, South Carolinas latergraduating from the high school department of the SouthCarolina StateCollege at Orangeburg, South Carblina. He attended and graduatedfromBates College, ispigiwas elected- to Phi. Betta

Kappa there. He took his doctorate in Religion at the University of

Chicago; he is an established scholar as well ashaving attained world distinction as a collegeadministrator and worldreligious leader.

Dr. Hays was the son of a farmer-renter in SouthCarolina.Neither the father nor the mother had any formal schooling. Dr. Hays describes their contribution to his' academic progress by saying: "They taught honesty; hard work; and they were intelligentalthoughunschooled."

Case I who became a collegeDean, was born in a ruralcommunity called Berlin,Florida,He attended rural schools inHarlon, Levy, and Duval counties before entering the Edward Waters College High School,a denominational college in Jacksonville, supported by the African Methodist Episco- pal Church.From this school I, entered Howard University, where he graduated. He took his doctorate in Higher Education at an Eastern Univer- sity.His father was a. farm owner and rural. merchant, who had finished the third gradein amissionary school. His mother had no formal education; 1314

she had to sign her name witha cross. She did know numbers, and couldcount and make change; she could reada little from newspapers.The father was

characterized .by "thriftiness, desiretogetahead, property ownership,race

consciousness, religious lealerShip,love for his fellowmen." The mother is decribed as having "mother-wit,sagaciousness, love of learning,will-power,

frugality, leadership, potentialities;stick-to-itiveness, aggressiveness to

educate."

Case J. was born in 1925 atDover, Delaware,Si was reared by his maternal grandparents, knowingnothing of his father, andnever 31ving with his mother. His grandfather wasa farmer-renter; both grand-parents hadsome

schoOling.The grand- fatherwanted to educate children only throughthe 8th grade; the grandmotherinsisted that he finish high school. J.wont onto finish high school at theDelaware State College, and HowardUniversity, end took his'doctorate in C'nemistryat a Pennsylvania University.

Case g was born in Shreveport,Louisiana, in 1916. He attended public schools in Oklahoma City, graduatingfrom the Douglass High School in that city.He graduated from collegeat Morehouse College, and took his doctorate. in Sociology at a middle-westernUniversity.His fatherVMS butcher-farmer, and had no formal schooling; his motherfinished the 8th grade. Most influential were hismaternalgrand-parents; hismaternal grand-father hada 6th grade education and hismaternal grand-rabther had 2years of college (normal school'? ata missionary-college in New Orleans.

Case L. was awarded a doctorate inPhysical Educationat a Midwestern University.He was born in 1914 ina small Pennsylvania industrial town, where his father was employedas a laborer in a steel mill.L attended elementary and high school ina similar town; his excellence in athletics kJ/A e

135 in high school won hint a scholarship to a Southern Negro State College.

His father hadno=Alit+ ot4 IA.mother. -tten.-'ed1.4g8&school for two years.

Case 11 was born in1890 in a rural county in Virginia.He attended a rural elementary school andcompleted his high school education in the Academy maintained by Virginia Union University at Richmond, Virginia.

This small Baptist institutionig notablefor its production of outstanding ministersandscholars; it had a small but very inspiring faculty of white and Negro teachers.Lattended college atHoward University, and took his doctorate in History at a middle-westernstate University.His father was a farm owner who hadno formal schooling; hismother went to the5th grade.

Case N is an African, born in Nigeria in 1916, andnowteaching in a predominantly Negro state college in the South.Hisfather and mother were illiterate; however, hisfather was g man of substance being chief of his clan and town, and an administratorof the lands held camminaaly by the clan. was the only one of my father's children allowed to go to church and school from birth.The rest wereforbidden and disinherited when they did.lily mother fedall of the disinherited over the secret fence of our compound because none except non-christianswere allowed within the confines of the family. My brother was one of those excommunicated sons and hadso great an interest in my education that he would not allowme to stay hone with the unChristian children ofmy age. My mother too had sympathy on me and vowed that I should becane something if ever thenew culture (Christianity) would be anything.She had to cook a different dish for me on every meal because meat in the main dishes was sacri- ficed and forbidden to Christians.I was the only child of my age in my town to becaae Christian.

I began tostay away from home in dormitories at schools because I could speak well. My mother saw to it that at was fed well there and that I stayed there. I know the Lord smiled upon me all may school days for I led my class all from the grades through college.I won many scholarships which for my size and age I could not utilize because of the distance of Sol:toalai *SIMI6

336 schools where they were tenable.I planned to come to America before I went to hilth school This mind set resulted froma bistnry class on Eninent Africars where I studied the life of Aggrey.l Consequently I had refueed to take 3 offers to study withgovern- ment aid in Universities in &gland.The British saw to it that I should not cane over for at least ten years after I gained admission to a college here.I had to threaten to take the American Consul-General to court before I finally got my visa in'April 1947, after which I happily sailed to America. Host significant of all, my mother had vowed that she would not die until I have left for America.She died a year after I left.)1y father died when I was in the grades. At the death of both parents and my guardian brother few years after, I was always away at school,I know that they were satisfied as loan as I was in school. I worked and studied in America for my eight college years, knowing how difficult it was to get funds from- home.Yet now my spirit is burning still for my return to school- His will be done. Of course I am also anxious to see my people, everywhere sensing the state of the present affairs of mankind." N took his bachelor's degree at one mid-western University, his Hastert s degree at another, and his doctorate in another.Before caning to OP. the United States he had completed the work leading toa Cambridge Certi- ficate (first class, at the famous Hope tiaddell missionary school at Calabar;

and a teacher-trairdng course at Uyo Teacher's College, in 1938.He had taught for ten years in order to earn funds with which tocome to the United States. Case 0 was born at Beaumont, Texas, in 19114.He attended elementary and high schools in Beaunorri.4 and graduated from the Prairie View State College in Texas.He earned his doctorate in Sociology from a mid-western

411111alwiN1011101p.111111=01100111101001116111=MMINNII 11111111MONIMMINOINNOMMININSIONIMMIPMENININYMENIMMIMaglIMIIII01011M 1J.E. E. Aggrey came to the United States in 1898 from the Gold Coant (Ghana).He entered the denominational college- Livingstone at Salisbury, North Carolina- and graduated in 1902. Thereafter he taught- Mathematics in the college for 19 years; he then engaged in several sur- veys of African education under the auspices or the Phelps-Stokes Fund, and was finally appointed Vice-Principal of the Prince of Wales College (the Achiaoto School) in 1423.A most eloquent man, Aggrey had immense influence in encourages Africans from all over the contiront to go on for advanced educationsHis example induced many to come to the United States.See: Edwin W. Sinith, kemotAfrica London:Student Christian Movement, 1929. 1a.rala.a....1.101611.0.4G. /LIN APPOWis awahma. *sr..

137

University.His father was a foundry worker; who hnc3 nn formal nehmTinac

Nor did his pother; the parents were "Creolesn from the Cajun country of

Louisiana, and the mother who worked in domestic service, didnot learn to

speak English until 0 and his sister entered public schools.Both parents

gave the utmost encouragement to their children, to pursue their studies;

the family was subjected to a loving but firm discipline and trained in

habits of careful attention to their dailyactivities, including rigorously

preserved allotments of time for study and "home- work'. 0 has had unusual.

success in high level research, and in the administration of research.

Case P has given permission toquote his correspondence, and to

include in hisaccount a score in annintelligencen test administered then he

entered college in 1920.He was then a Freshman at Lincoln University, in

Pennsylvania;on the ThurstoneExperimentalTest IV, that later became the

American Psychological Examination, Itildras A. Poindexter registereda

14-ile score.The studentstested were college Freshmen in colleges, most

of them located on the Eastern Seaboard, and representing principally the most

highly selective institutions ofthat area.

Poindexter was born on a cotton-farm in Shelby County, Tennessee, in

I A 1901. His father was ashare-cropper, with no formal education; his mother

completed the fifth grade in a rural Kentucky school. After completing the eighth grade in the local school, he was sent to a Presbyterian missionary

school located at Rogersville,Tennessee, in Eastern Tennessee, where he

graduated from high school.From this school Poindexter went to Lincoln

University, inPennsylvania, where hecompleted the four-year course in three

and one-half years - the first time in the history. oftheinstitution that

this feat had been accomplished.He then entered the Dartmouth College, 2- 138 year medical scii.00l, completing the workwith highest honors.He was later to receive an honoraryeintreaa fretn.,.+Yacuth.

He then entered the HarvardUniversity Hedical School,for the completion of the work for theH. D. degree.His research capabilities had been recognized and with fellowship assistance fromthe Rockefeller Fund, he entered Columbia University where he took hisdoctorate in Parasitology in 1931.This is Poindexter's storyas told by himself:

(raramaribo, Surinam,February 7, 1958).4...Now aboutmy parents and grandparents:tly mother reached the fifthgrade in school.She was an excellent mother, quite robustand healthy. She was born shortlyafter emancipation andcame from slave parents. in Virginia. She, appeared to have onlyAfrican blood. She showed considerable native intelligence but hadlimited formal education. She lived as child, wife and motheronthe farms of Virginia,Kentucky and Tennessee all of her life.Ey mother's parents Inever saw, but theywere slaves until emancipation.

'Ay father was a mulatto and took the familyname of the slaveowner. Hy father's mother I havenever seen. My father's father I remember seeing. when Iwas a small child.He was a white man who rode ina surrey drawn by two fine horses.Hy father inheriteda strong body and a rather fierytemper.He never attendedany formal school. He always workedon the farm, rarelyclearing a hundred dollarsa year for the Whole family. Ey father,by Best Tennessee Delta farm standards, wasconsidered a good tenant farmer.He never owneda a farm.He worked the year around farming,hunting, trapping, etc. In spite of the tenantand share-cropper status, hischildren were well fed, poorly clothedand poor]; housed.There was always plenty of meat, potatoes, milt (non-pasteurized),butter, molasses, vege- tables and fruits, freshor canned, available.In spite of the demands of a large family, 2Cbales of cotton eachyear from the land allotted to him,ray father insisted on his rights to plant large wegetable gardens for thefamily and to havecows, hogs, chickens, fruit trees, etc.We, children, never hadmore than a nickle per week to spendon Saturday at the store, untilwe were old enough to go out for extrawork, but we always had plenty toeat. Thus, the childrengrew up physically healthy, but onlyone chose to continue education beyond thehigh school. level. I began primary school atage 7 years.Because of the difficulty of regular attendance at schoolin the rural district (8 miles walk daily), 8 .yearswere required to complete 7 years of primaryschool. Average attendance:4months. 139

There seemed to be no decentfuture for an ignorantNegro farmer in the Delta of West Tennessee,But I noticed as a small boy, that there were certain Negroes who were respected in the community. Among them were a negro doctor, a Negro Ilinister and a Negro school principal,These intellectuals were my inspiration and stimulated my desire to "escape!, from a life of ignorance and poverty,With my life savings of $40.00, at the age of 14years, I left farm, bed, board and security to entera Presbyterian high school andnormal school at Rogersville in East Tennessee. I have not been back except for vacations.

There were three people who supported this rupture with the family and the beginning of an "adventure ";viz,smymothersthe local Negro doctor (Dr. Byes) and the Presbyterian minister who also was my primary school principal, Rev. H, L. Peterson,Itwas Rev. Peterson; a Johnson C. Smith graduate, who arranged for me to enter Swift Memorial High School at Rogersville, Tennessee, as a special student.I could not qualify for regular admission because of the poor ruralelementary background. At Swift Memorial in Rogersville, I had three jobs as well as taking three more extra subjects each semesters than were required of other students,I had no other social ties so Imerelyworked and studied. In order to pay for my board, tuition and buy clothes the three jobs were: a) Firingthe boiler to keep the girl's dormitory warn at night. b) Cleaning up-a bank building in the town of Rogersville in the afternoons- after school hours, c) Milking a cow and makinga fire in the kitchen stove and living room of a rich family in the city every morning. For this I received a good breakfast and a few dollars each week,

I left Rogersville three months before the close of school in 1920, because Ihad finished all the required high school subjects and mat of the normal school subjects.I left in order to work in Detroit to makemoney to caneto Lincoln University.

Even though my marks qualified mefor valedictory of my high school class, as you know my diploma was held up because I left before commencement. The record shows that I finished the4years required high school courses within three years.

A sequel to Poindexter's narrative of his youth, is the following news release based on a PublicHealth Servicerelease of Kay 10,1966. 140

TROPICAL DISEASE FIGHTER RETIRES AFTER 314 YEARS

Norld q-27.66 After 314 years of public service, Dr. Hildrus A. Poindexter, medical director of the U. S. Public Health Service, has decided to roam the world no more. Now 614 - he reached that ageon May 10 - Dr. Poindexter retired on May 25 to his have in Clinton, Md., where he intends to ccmplete work on more than 30 scientific papers and be available for special assignments. During the past 30 years, he has observed or worked to eradicate illness and disease in 75foreign countries and traveled more than half a million miles by all modes a transportation. Commenting on his professional services Dr. Luther L. Terry, the U. S. Governinent Surgeon General, said:'TheGovernment of the United States had formally recognized these efforts, but the wear and tear of assignments in Laos; Iraq, Viet-Mam and many other places have left their market':

Dr. Poindexter's speciality has been in the field of tropical disease. He has received numerous honors and decorations for his work as malariologist andepidemiologist.Looking backshe re- gards his efforts in aiding the development of localpersonnel as "the main thrust" of his success. He has labored sys, to "pass on leadership" in the art of combatting local r,73i:,e?1,:.1)sto officials of developing nations- a thing grossly neglea.', the Colonial system. "I have tried to work with, not for, 1..zsz f.x4tunate people," Dr. Poindexter says, "and all Americans should oto the saw."

The tropical disease fighter began his career among the rural communities of Alabama and Mississippi, where he worked from 19314 to 1937 organizing. treatment centers for the control of venerealdisease, malaria, and intestinal parasites.These diseases had brought misery, illness, and even death. to hundreds of underprivileged people in these areas. .. In 1939, he obtained leavefrom s.position on the faculty cf Howard School of Medicine at Howard University to undertake work with the School of tropical Medicine, San Juan, Puerto Rico. This activity carried him into the underdeveloped areas of .seven countries of South America and five major carribean islands in the quest 'of.knewledge for the control of diseases endemic tothese areas..

The years, 19143 to 19115;qwere spent by Dr. Poindexter - then an Army Lieutenant Colonel - in preventing and controlling malaria among personnel in the Southwest Pacific.The Presidential Citations credited him with having reduced the malaria rate among American Military personnel in his imense 900,000square mile area by85% in 6 months. ,- 1

1.4 During this period, he servedas epidemifogist and parasitologist with the 19th MedicalGeneral 'General Laboratoryand as an ins-true,- I for in tropical diseasecontrol.measures with the 93rdInfantry Division.He did special dysenteryvain studies with the 369th Infantry Regiment and carriedout special studies inimmunology, 3 epideMiology and parisitologywith the 27th GeneralHospitals 19th Medical Laboratory and the 318thMedical Battalion. In 1947, Dr. Poindexterresigned his commissionin the Army Medical Corps of the 11. S. Public 4 Health Service. His firstduty assignment in the Health Servicewas as chief of Laboratory andmedical research vith the agency's missionin Liberia. He was appointed to theregular corps of the PublicHealth Service in 190 and promoted tomedical director. Thesame year, he was the recipient of theWelcome Award from theAssociation of Military Surgeons for his studiesof Lymph smallpox vaccines which he was using to controla smallpox epidemic in Liberia. Dr. Poindexter iscredited with providingmuch of the inspiration and leadership toward theestablishment by the FirestoneTire and Rubber interests of the LiberianInstitute of TropicalMedicine. In 195t he was incharge of the health problemscreated by transferring 800,000 refugeesfrom North to South for an honary degree Vietnam.In citing him in 1955, DartmouthCollege said that "Fewmen have had the opprxtunity- and seized it - of saving so many human lives." He has publishedmore than seventy technical articles scientific journals. in 1 3.42

During this period, he servedas epidemiologist and parasitologist with the 19th Medical_ clAnprAlIsaltmitatmstyandso %*14.1stractor in tropical disease controlmeasures with the 93rdInfantry Division. He did special dysentery vaccinestudies with the 369bh Infantry Regiment and carriedout special studies in immunology, epidemiology and parisitology with the 27th GeneralHospital, 19th Medical Laboratory and the 318th MedicalBattalion. In 1947, Br. Poindexter resigned hiscommission in the Army Medical Corps and was commissioned in theReserve Corps of*the U. S. Public Health Service.His first duty assignment of the HealthService vas as chief of Laboratory and Medical research with the agency'smedical research mission in Liberia. He was appointed to the regularcorps of the Pudic Health Service in in 1948 and promoted to medical director.The same year, he was the recipient of the Welcome Awardfrom the Association of Military Sur. geone for his studies of Lymph small pox vaccine, which hewas using to control a smallpox epidemic la: Liberia. Dr. Poindexter is credited with providingmuch of theinspiration and leadership towardthe establishment by the Firestone Tire-and Rubber interests of the Loberian Instituteof Tropical Medicines

In1954he was in charge of the health problems created by transferring 800,000 refugees from North to SouthVietnam, In citing him for an honary degree in1955,Dartmouth College said that "Few men have had the opportunity and-seized it of saving so many human lives." He has published more than seventy technical articles inscientific journals. SUMMARY

It is clear from reading these accounts, thatweneedsharper

definitions of our descriptionsof the "underprivilegad%.and ofthe "culturally disadvantaged."The Negrodoctorates who tell theirstories in this chapter had, almost universally, the"privilege" of being born

to a mother or havingsome other relative in a keyposition inthe family- of indomitable will, and ambition for her childrenand for their future. It was usually the case, likewise, that theywere "privileged" by having contact withaninspiringteacher,- in elementary school, or in secondary school,or in college. Almost all were "privileged" in havingattended a superiorsecon- dary school. No less than six of thesoxteen attended highschool departments of state and private colleges, ata time when public high schools for Negroes in the South were few in number.Two attended missionaryhigh schools. Two attendedwhat was undoubtedlythe best high school for I Negroes in the country: the Dunbar High Schoolsin Washington. Douglass High School, a public institution, inBaltimore; the Dunbar High

School, in Little Rock,Arkansas; the DouglassHigh School inOklahoma

City, also public; and theNegro high school inBeaumont, Text3, were all of superior quality. Even if public, andurban,the Negro High School before 1930 was likely tobe aninstitution witha small enrollment, staffed

principally by graduates of theexcellent though smallprivate colleges maintained by missionary effort, and enrolling studentsfrom whatwere the

Negro upper and middle classesof the times.

Some parts of this prescription for identifying andencouraging the development of "persons of unusualtalent" from an"underprivileged popu-

lation" can be filled by entirelymanageable steps.Others are more diffi-

cult, 143 F

CHAPil:.R IX

SUMMARY, FIADINGS, CONCLUSIONS, AND RECOA.63NDATIONS

Summary: Procedures and Methods

The data for this Studywas derived from four principal sources, and

consisted of six sets of material.

In the first instance, questionnaires were mailed to more than 1,200

I persons, whose names and addresses were taken from (a) a master list of Negro

doctorates collected and maintained by Dr. ;Jew 3. Clement, President of 1 I Atlanta University; (b) Catalogues of predominantly Negro colleges; (c)

1 Letters of inquiry to the Tuskegee Institute Department of itesenrch and

Information, and to various colle,e and University officials. Nearly three 1 1 hundred of these letters were returned forreason of faulty addresses; we

received 517 replies from the remainder, andso can presume that the percentage 5

of response of those receiving the questionnairewas upwards of50,L This

percentage was considered to be quite satisfactory, considering the involved

and personal nature of the questions asked.

I Personal interviews were held witha number of the doctorates, and I

with members of their families. Personal correspondence was instituted with

these persons, to collect additional information about the family history not

called fr.,2 in the .uestionnaira.

The Office of Scientific Personnel of the National Academy of Sciences

and the National Research Council made available to the investigator copies 1145 of 1,478 MI cards, representing all ofthe sr duates of all but four of k owtw the ^o11,=.g. o be predominantLyAgm, whose doctoralproduction was listed in the volume, Doctorate Productionin United States Universities,

1920-1962.Additionally, the Office of Scientific Personnelpermitted this investigator to examine the Hi?,11 School Roster,listing doctoral production by high schools from 1957=1962. By matching this list with the 1952 Office of .education publication,Directory of secondary Day cho_olsj 1952 -3952. that listed high schools byrace; and by applying knowledge about de fact-, segregated .northern high schools, useful conclusionscould be drawn L regarding the production of "Negro doctoratessradwited from these high schools.

Information regarding .Intelligence testscores was obtained from an inspection of several hundred undergr Estetranscripts of doctorates in a number of institutions; and throughcorrespondence Ath several Universities.

Finally, the literaturewas useful, expecially in providing.a number of autobiographical accounts by Aegrodoctorates of theil personal and family history. A number of published and unpublished family histories of white families provided helpful informationregarding certain Negro families who had been associatedas slaves or retainers of those white families.

National, estate, and County archiveswere also helpful.,

Methods

In the original Proposal for theStudy, the Descriptive-Survey method was set forth as the principal Aethod to be used in conducting this Study.

Techniques used included, the uestionnaire;Interviews; review; the collection and analysis of existing testdata: case and group studies based 1146

on life and family histuries; and on school and nnilpgn personnel rannrAc;

and geographical mapping, drawn both from published studies, and from spot

location mapping of the data derived from the materials collected in .the

course of this Study.

Findings

There are approximately from 1,600 to 1,800 living Negro academic

doctorate Percision is not possible because, with the growth of !Fair

Educational Practises Laws' in ffortharn States since 194,5, it has been

unlawful to keep records inmany States and Univelaties by race. r, estimate

the yearly production at about 160.or 1% of the total annual American output.

The location of the birthplaces of doctorates, and of their parents

3 and grandparents, led us to the realization that family relationship, and the

family history, had important influenceson the production of academic

doctorates. The production of doctorates who were siblings, cousins, and other.

wise clo,,ely related,was ina degree far beyond ormal expectation. The

kinship combinations included:

Four brothers andonq sister 3 Two brothersand a sister Two brothers and a female cousin Two instances of two brothers anda male cousin Three first cousins FOrty...one instances of two br^ihers Four instances of two sisters Three cases of father andson One case of a Father and daughter One case of a Mother and son Four cases of an aunt anda niece

More cases of such kinship would probably have been broughtto light,

had the investigator been more specific inre nesting (a) full names of all ..,....<41111424,144.4111isniLIOiSr'g

147

subjects, and (b) full namesof all parents and grand-parents, and of all

close relatives.

In all of the cases identified, save two, the family history show

a history of from three to eight literate generations, and a &imilar

exposure of the family for as many generations to excellent elemntary and 4.

secondary education. One family is known to have produced five doctorates,

six to have produced three, 47 to have produced two, and 313 to have

produced one, an average of 1.17 doctorate to doctorate producing families.

Supplementary inquiries failed to elicit a satisfactory response; butwe

estimate that if physicians, dentists, and lawyers were "sided to the

academic doctorates produced by thes' families, that we would see an average

of approximately 2.25 per family as the number of these professionals

produced by the families concerned.This would mean that approximately

5,200 extant Negro families (out of the 4,250,000 extant in 1966) had

produced all of the academic doctorates (est. at 1,800), the physicians

(estimated at 4,500), the Dentists (estimate at 1,500), and the lawyers

(estimated at 4,000) living and practicing in the United States today.

The Secondary School Background

An analysis of the secondary school background of 566 graduates of

totally segregated Negro high schools, who earned doctorates from 1957-1962,

reveals the fact that there was a wide variation in the rates at which

different high schools did produce doctorates, ranging from one doct' rate for

every seven graduates, to one for every 200 or 300 graduates.Among the high

schools definitely known to be "segregated", whether in North or South, the 1148

high schools that either had been "private" - the schools established and

maintained by religious denominations- or operated on private or state

college campuses as "laboratory" high schools - had a far higher

doctoral production rates than the large urban high schools, and especially

higher than the large urban "de facto" segregated high schools in Northern

slums. It is not clear whether this phenomenon is due to the quality of

the school, or to the differential class structure of the school populations.

It may be that the viddlt. class, or professional classes among Negroes

in large Northern cities, tend to live in areas outside or on the margins

of the ghetto, and send their children to integrated high schools outside

of it.Yet the evidence is, that there have been superior high schools in

large segregated city schools systems; Dunbar, in Washington, D. C.;

Sumner, in St. Louis., Mo.; where the doctoral productivity was much higher

than in such high schools as Du Saible, in Chicago; Benjamin Franklin, in.

Philadelphis (where an examination system channeled some ghetto children

into the city's selective high school, Central); and Attucks, in Indianapolis,

Indiana.

fi Differences between States appear in the productivity of doctorates

by secondary schools, when the number of doctorates produced between 1957

and 1962 by high schools-is related to the 1952 high school graduating class°

The state of Oklahoma is notable among the States with a segregated school

systems prior to de-segregation. This State is seen to enjoy a distinct

superiority in such a comparison; our efforts to test relationships with

such indexes as the amount of literacy in the general population, the 149

percentage of hame.ownershipamong the people; the number of teachers in

the population, yielded positive butnot overwhelningly convincing

coefficients. We do know that,historically, Oklahoma's separate school

system did par higher salaries than inthe older Southern status; and

this presumably. attracted teachersof superior educational attainments.

We may also presume, thata species of "selective migration" was involved

in the settlement of thenew State, Oklahoma, by both Negroes, and by

whites; that the more adventurous,the more ambitious, the more aspiring

aggressive families from the near-byStates of Arkansas, Texas, Louisiana, were attracted to Oklahcma and Mississippi, Toward the end ofthe 19th Century, and the beginning of

the 20th, there were several organizedefforts to organize migrations of 1 z Negroes to Oklahoma and to Kansas.These movements stressed the greater

opportunities for Negroes in these States,for land ownership, for better

employment, and for a better education fortheir children.The great

migrations to the Northern cities hada different motivation, and perhaps attracted (littera kinds of people.

Collegiate Origins

We estimate that upwards oftwo-thirds of all Negro doctorates have been

graduated, from predominantly Negro colleges.Numerically, the leading colleges

have been:Howard University, Morehouse CollegesLincoln University (Pa.),

Fisk University, Hampton Institute, andVirginia State College. In terms of

a ratio of doctorates to the total number of male baccalaureategraduates,

Talladega College (Alabama) leads witha rate of one to 13.3; Fisk University,

Morehouse College, Lincoln (Mo.), follow inthpt order: The median college

/IL 150 produced one doctorate for every 71.0 male baccalaureate;the range was up to one for every 360 male graduates.Talladega, Howard, and Fisk, led in the ratio of productivity of female graduates; Talladega with a ratio ofone female doctorate to every 80 female bacCalaureateq; witha median female to55 baccalaureates; Therange was up to one doctorate to every 1,955 baccalavecatos.

In a composite of va...ious indices of productivity, made in different studies, (.1. 0.3s, academic doctorates, male scholars per 1,000 graduates, science doctorates), Talladega college is shown to lead in three categories,

Fisk University first in two and second in one; Virginia Union University in one. Howard University, Hampton Institute, Morehouse College, Virginia

Union University, and Lincoln University (Fa.) well toward the top.

Evidently what we see here is not a simple exhibit 'of the deVelopment of a few "excellent" colleges; they may be, and probablyare, "excellent" beyond the ordinary of their class.These institutions are also examples cf the development in a racial minority of colleges with a social and class

"elite" enrollment, in which the students tend more andmore to come from

"whitecalar," professional families, than is true in other predominantly

Negro colleges, and, indeed, in the case of a number of "integrated" institutions.

The Graduate School Origins

From 1920 to1962, ColumbiaUniversity (including Teachers College), awarded 144 doctoral degrees to graduates of predominantly Negro colleges.

New York University wao second, with 128; Ohio State gal.() 112; the Universi47 151

of Chicago _ 84; the UnivArsityof hichigan,I .0..0. wcGaz v1tJ. V C11"0 L U.Leti gave doctorates to graduates of theseschools in the decade 1920-1929; 94 graduate schOOls hadgiven the doctorate tograduates of these institutions by 1962.The recent desegregation: ofSouthern graduate schools, and the e;qaansionin other ways ofthese institutions, promises a moderate expansion of the numberof Negrodoctorates in the nextdecade. The Universities ofOklahoma, anti of Texas, haveto date (1966).been the most active of recentlydesegregated institutions, having awardedrespectively t 17 and 15 doctoral degreesto graduates of predominantly Negrocolleges.

So..e General Characteristicsof the NegroDoctorate The Negro doctorate who hasgraduated from a predominantly Negro college and received hisdoctorate between 1920 and 1962 hashad a much longer tire-lapsebetween baccalaureateand doctorate,than the National

sample (13.3 years comparedto 9.8 years). This is true in all fields but

Physics (7.3 to 7.4) andReligion and Theology. The tille-lapse is the

longest; as is true in theNational sample, in Education;but that for persons

from pre-dominantly Negrocolleges is still excessive (17.9-114.9).

The Office of ScientificPersonnel reports thatthepercentage of all doctorates that was fegiale ranged froma high of 15.3%forthe five year period, 1925-1929, to a low of9.3%in the period from 3.9504994.Our Office of Scientific Personneldata involving 1,478graduates of predominantly Negro colleges In 1920 and'1962' shows that 286,or 19.28%, were female.The data from the 51? questionnaireswe roceived shows for integrated and predominantly Negro collegesa female percentage of 15089,4. We believe the t /a wbsiSt

152

higher percentage of females shown inour predominantly Negro college sample

is due to the high concentration in the field ofEducation.

The Education of Parents

The parents of the subjects of this studyare seen to have had

educational and occupational backgrounds dissimilar to those of the parents

of educationaldoctoratesstudied byLawrence Brown, asreported in 1966.

Twenty-four and seven-tenths perc:int of the fathersof our questionnaire

sample were college graduates as compared to 15.9% of Brown's sample.Ten

and nine-tenths percent of the Brown mothers helddegrees of any sort;16.7

of the mmthers in our questionnaire sample had earneda degree of some sort.

This difference comes doubtless from the fact that the Negrodoctorate more

frequently comes from a home -where frequently both the fatherand ,.other are

engaged in educational work. While Brown reports that 39.8% of the fathers

in his study came from professional and manageriallevels, less than5% were associated with Education; in our questionnaire sample, 47.6% of the z. fathers were in the professional andmanager j.al categories, with 17.1% being

related to education, and the Christian ilinistri accounting for the largest number of"professionals."

This difference sets in relief what the effect of the distortions chacteristic of the organization of the Negro couilaunity, and of its cultural and intellectual development, has boon, Note that fin times _as many Negro/ doctorates come from the field of Education,as the Fathers in Brown's sample.

If there had existed a broader base ina Negroprofessional andmanat,erial class from which prospective ricctoratos mieht ho expeettldto come, the onP. 153

to one-and-a-half percent ofthe total Americanoutput Negroes now contribute

to the ranks of Americandoctorates, ;light be ex.,)ectedto be larger.

The "Intelligence" of theNegro Doctorate

The "intelligence" of theNegro doctorate. a quality that we place

in quotation marks,advisedly- is here referred to as shown by "intelligence"

test scores.vie collected suchscores from the files of several predominantly

I Negro colleges, froma list of such scoresas derived from the administration of the American Psychological Examination to a number of Negrograduate

students in 1938 by Jr.Fred McQuistion, then of theGeneral Education Board; and through corresponaence with various institutions,including the University of Chicago. Officials of the School ofEducation at the latter

institution sent me the scores - without namesof sixteen Aegroes who had

earned the Ph.D. from Chicago in i4ducatl.on. The scores were made on a test

originally devised b; L. L.Thurston and associates when Thurstonewas in the University; the norms are those of students in theSchool of .,duration.

The i:ercentilescores ranged from a 9 percentile toa 98 percentile.

Without knouleCe ofthe persons to whom thescores could be attached, a

personal recapitulation ofthe persons whoare included reveals the fact that ten are the children of ministers, and at leasttwo, the children of

people in Education.The median percentilewas 56.

In inspecting the test results as kept in theregistrar's offices of

various colleges,over a period extending backas far as 1920, the investigator

observed how dubious theirvalidity ausx. be. DifferenJes in test administration,

and competence in testadministration and scoring,are obvious, from college to college. It is apparent that theywere administered asJ?e rt of what, for the 17 "

154

most part, has become a collegiate ritual, with little effort made to make

their use functional in the colleges that, nevertheless, have continued,

year after year, to administer the tests to hapless Freshaen in every incoming

class. A

.Recommendations and Conclusions

This caveat noted, when compared withthe test scores made in high

school by3,567doctorates, andreported by Lindsley HarmoninAGCT equiva- lents, our sample of 323scores show a median of 128.14 compared to liarmonts

132.78.In interpretingthe scores made by our doctorates, it will be

remembered that most of our subjects for whomtest scores are available are

both Southern as well as Negroes; andsuch cemparative regional testscores

comparisons as are available (The AmericanPsychological Examination college freshman scores of the19301s; the AGCT scores for two decades, inter alia)

show that Southern colleges and universitystudents of both races tend to

score at decisively lows: levels than Northern and Westernstudents.

The investigator reportsscoresranging from the two-percentile level, to the 98th percentile level.There is a clear positive relation between the

parental, social and econamic class, andthesubjects,test scores.Theinvesti-

gator believes that forpersons who aremembers ofregional and minority cul-

tural groups, who have beenor are isolated from the main stream of the

American culture- and who are, tosome degree, "foreign"to it -the standard

test score has thesamelimitations for predicting academicsuccess for such

persons in academic competition with students franthe "standard" culture, as

test scoresderived frantruly "foreign" students have when such foreignersare

competing with American-born students.Ile do have inevidence some extremely

low testscore percentiles,established by somestudents fromextremelydeprived

cultural settings, that inno way were predictive oftheir true ability to corn-

pete academically,- and at a very high level of performance - while pursuing

doctoral programs.

Geographical Origins

County "spot-mapping" of thebirth-places of thedoctorates, and oftheir

parents and grand-parents, was carried out to testthe initial hypothesis, that an "ecology of talent"existed. 1.0GoaraluraTtalaar.40

156 The invest.gator wouldnow be inclined to re-phrase this hypothesis; and substitute for the word "talent",the phrase, "academic excellence." This is because the word, "talent," suggeststhat the. pattern of the concentration of the doctorates has beendue to a gebgraphical distribution ofgenetic endowment.

The rates established bycounties, and by States; and by high ischiiols; suggest that the "ecology" ofacademic ability must reston factors more decisive than inherited patternsof the genes or of such other arrangements of the heritable mechanismsas may bear responsibility for human thought and action.The rate of appearance of Negro doctoratesin New England to the Negro

population of that Region in1920 was one to4,490;. for Massachusetts, itwas one to 3,1497. The rate forts entire UnitedStates, was one to 20,926, for the lowest Region Ithefist South Central, includingthe States of Arkansas, Louisiana, Oklahoma, .and Texas)it was 30,526, and for.the lowest State, Louisiana, it wasone to 38,903.

An analysis of the geographicdistribution of the birthplaces ofdoctorates in the States of Alabama,North Carolina, and South Carolina,.according to the socio-econcmicareas within these States as arrangedby Ina Corrire Browns yielded a Chisquare of 9.33 with two degrees of.freedcm, significant at the .05 level of conficence .

The Relation of Doctorate-ProdUctivitytothe "Missionary" Schools, and to Parental Education By inspection, thereseems to be little relationship betweenthe effectiveness of publiceducation in variouscounties in the South where doctorates were born;and where, preRuinehly,. theirparenim"-roceived their elementary and seem:viol education. "i '57 Another possibility resents itself when a 1913 map showing the location by counties of "private" elementary and secondary schools is examined. For the most part, these schools were maintained by Northern church and missionary groups* Among such schools were these in Alabama: The Trinity School, at Athens, in Limestone county; the Calhoun School, in Lowndes county; the Lincoln Normal School at Marion, in Perry county; the Knox Academy, at Selma, in Dallas county; anda number of Lutheran and Presbyterian schools, in Wilcox county.In North Carolina were the fine Presbyterian schools, including Henderson Institute, in Vance county; the Albion Academy, in Frarklin county; and the Mary Potter School, in Granvillecounty. It was a doctorate whose father and mother had graduated fran Lincoln Normal School, at Marion, Perry county, Llabama, who called tomy attention the possibility that the basic explanation for the production of doctorates whose roots were in remote Southern counties, might be the small, but amazingly effective, missionary schools located here and there throughout the South. This doctorate was William Childs Curtis; hewas a descendant of the tUtitrican Princessi" but he laid no claim to academic excellence in the familyas a possible derivative fran that legendary "-royal" strain* He ascribed it, rather, to the "excellent American Missionary Association School at Marion" where his father and mother had been schooled, This conviction is shared by this investigator. A factor of perhaps equal importance, is the faailj; and the disciplines, the aspirations, and the social setting in which that Family operates, Were These the Truly Underprivileged? Is a child underprivileged- who may have had one, or even two, illiterate parental Must a child be defined-as an "underprivileged" child, if his 41.3441.30. te.azZazikE6soUldeltazzAiaftaW

158 are near the botta: ofan economic structure? When the parental lack of education:and economic mihotortce,AnInAowww.viNdIG.13111 this child tolife ina stultifying rural or urban setting, that child:to be sures mustbe considered one with extremely limitedprivilege, and oppor-

1. tunity for attainingthe highest academic excellence.Yet there are those who, insome mariner, r7; manage to surmount thosedefects. 4 Is this due to sane super-human mentalor physical endowment with which the child has been endowed1QIt may be; perhapsthere are physiological organizations, glandular, herraonic:even neural, elements, ofwhich we now know practicallynothing, thatmay make the difference. But one will notice in theautobiographies of theseextraordinary Hunderprivilegedu persons who have hadan extraordinary academicsuccess when their educationaland social and economic backgroundis considered, almost always a referenceto an extraordinary mother; or father;or grandparents; to an extraordinary adult who provided earlyInformation or advice;aminister, or a teacher;or to a school above the ordinary,meaning extraordinaryteachers° Each of thesepossible influencing factorss in itsway, has a suggestion for formal education,

The Bypctheses Repeated, and theConclusions The lizpotheses The Conclusions 1, The principle hypothesis of the t Study posited the ,wear- ridingimpor- tance ofcertain enviromental.fantorgs to wit The Family. It is concluded, that theFamily is indeed of decisiveimportance in the production ofpersons of unusual academic abilityfroman under-piivileged population, 3.59 Theagotheses (continusd) The Conclusions

PareDtal education and occupation, %tat is important in the family is a complex; a complex including the nature and amount of fonnal education; and frequentlyrespon. Bible for the occupation pursued by the parent, and the acquisition of aspirations, expectations, and motivations for children.Our Study reveals,we believe, that the early elementary and thesecon nary education of the childare The influence of the school,of crucial; aid that the example given individual teachers, and ofpersons by the religiously motivated in the school or community who "missionary" schools of the lower influenced the aspirational level South, where persons froma class of the children. frau which the childrenwere derived, established and sustained in the students far higher levels of self-expectancey than their accustceed milieu demanded of them, The psychological and motivational The vast differences between climate of the community. different States, and Regions, in doctoral productione.g., Massachusetts and New ;gland, compared to Louisiana the West South Central States;are doubtless due to many basic differences; the paucity of production fray large ghetto high schools in the North, cccpared to the smaller private and public secondary schools of such States as Missouri and Oklahoma, suggest many basic differences between the character of thepopu- lations, the effectiveness of the schools; but also the payohni_orical and motivational climate of the families, and communities, involved. An "Ecology of Talent" exists, There is no "Ecology of Talent" in associated with; the sense that there are family or a) Such econamc factorsas the extent community "banks" of inheritable of farm and bane ownership special abilities and dispositions. b) Such cultural factorsas the acqui- There is, however, a demonstrab.. sition of literacy in the general ecological distribution of high population. academic attainment; it is most c) The distribution of stable families closely related to the tangibles of with accumulated stores of habits superior elementary and secondary and aspirations and learnings schools, and to the intangiblesof acquired through association with thehigh expectancy of high aspiration, main stream of the standard Aramaean motivation and attainment among cultures teadhets, anid. In families, 160 The Hypothesis The Conclusions

II. It was hypothesized, that"talent" 'nig% case for genetic 4:heri:.:41111-7-- may appear in certain familylines, due must remain open until we know either to.social or geneticinheritance. a great deal more about the mechanises ofinheritance among human beings. It is clear tha.4 thenature andstructure of the family is closelyrelated to the developmentof high leve acedemic ability.It is likewise clear, that thepresence orabsence of superior schools; and the involve-. went of superior persons incon- tact with the child, eitheron the fara.i3a or the canraunityor school level, arevital ingre- diants ir/ the process ofpro- ducing superior students. It may be further concluded, that what may be called the "Intellec- tual climate"- including the regard in which the capacities of the child are held by the teacher, the family, and by the child are important aspects of scholarly productivity. For various reasons, itappears that Massachusetts proportionately produced more Negro doctorates than anyother Northen States, because the Negro parents, the teachers, the counselors, and the children themselvesweremore thoroughly pervaded with the idea that they could attain to high scholarly levels.

III. It was hypothesized, that there are The dataproved too scanty to certaininternalcharacteristics in attempt the analysis projectO. a test performance profile forper- Studies by Clark and sons derived from generally low Plotkina' do show that Negro highschool scoring populations, thatmight become graduates frau Southern high the basis for developinga formula by schools, when enrolled in Northern which a better interpretationmight integrated colleges, make higher be made of their significance as academic records than Negro better predictive instrumentsfor graduates of Northern high schools

'Kenneth B. Clark and LawrencePlotkin.The Nero Student at Inteesatel Colleges. New York; National Scholarship Serviceand Fund for Negro Students,1W. .161 The The Conclusions III.Cont. persons derived from "foreign' sub- who score significantly above cultures The reason for establishing their Southern bretheren in this hypothesis was that preliminary standard tests of ilaptituden. A examination of test data did disclose study of this question projected a number of very low scores, that were on a wider basis is now being con- belied by the actual performance in ducted by the Educational resting graduate disciplines in pursuit of the Service. Otherwise, it was found doctorate. that test scores followed the expected pattern, with the high scores invariably-caning from persons with high.level parental educational backgrounds; and the low scores costing from persons from law level backgrounds in education and social class.

3V6 It was hypothesized that there may be Evidence abound in the history of a special motivational structure ineducation, to suggest that an volved, that would help explain the enthusiasm flu* learning accompanied emergence of instances of outstanding a revolutionary change in the academic attainment from isolated, status of various populations. underprivileged populations. Examples are: theresponse of African populations. to education with the approach and .realization of independence; the reaction of the Russian masses to the:nef educational opportunities created by the revolutiont...anct of course, the religious -like fervor with Which the, recently emancipated Negro Freedmen prusued.educational goals immediatel7 aftlsr the Civil War.

In the case of the American Negro, the first.flush of the inspiration emancipation carried z-,-; its train suffered diminution realities of their status became clear. Viihittier what has been called the rvaw emancipationi, sought to be conferred byrecent civil rights legislation, will be effective is yet to be seen. Recommendations

It is clear thatsystems of segregated education depriveunder-privileged populations of thegreat and powerful educational opportunitiesthat come from the formal andinformal associations with personsccstudents, and teachers who are assumed to be theexemplars of more standard classes ofthe American social order. It is therefore recommended, that allnecessary steps be taken in the desegregation of school and of teaching enrollments, and administrativestaffs, as possible,

II The strong motivating influencethat can be provided by teachers and -51 rY other cormaunityleaders ia a recurring theme ofthe autobiographicalaccounts of a great many of the doctoratesinclrded.in this Study.Cur educational q systems are counitted to secularforms. At thesame time, it must be obvious that the problemsof the ghetto student call fora type of advisor andcoun- sellor who has the capacity, first,.to have faith inthe potentialities ofthe student; and,asecond, to infusethe studentwith confidence inhimself. 14hat is needed,istto establish a means by whichpersons with a sense

of commitment,and devotion,beplaced in contact association with thestudents Much of the attentionnow being given to developing specialtechniques for teaching the disadvantaged is tothe points.80, also,,is theconception of "VISTA," and of thePeace Corps. A special kind ofdedication is calledfor. Perhaps a eyeem can be devised, by which the secularposture of.the public school systemcan be maintained, but where persons whoare "lay" workers sofar as professional. educationis concerned, but "specialists" in the arts ofcharacter building and the psychology of motivation,find a prominent.place in the machinery of the schools°

162 163 Ea IIVIALlUg of twocua..A. prujavaiti dolliiiggid to expose prusising yo- daps to spceial short-term coaching experiences are now in process. These projects generally include short-term coaching experiences during summer terms, and in some cases extend the program on week-ends during the reeilar session. These projects have been financed, principally, by private philanthropy, It is obvious that these projects are devices intended to remedy defects induced by earlier deficiencies in the social and educational experiences of the child, In shorts they are now trying to supplement weaknesses in the equipment of the student that are at least partially rooted in prior deficiencies .of the schools. It is recommended, that these_ experimental devices be incorporated in the regular practise of schools,

Beyond these specifics, it is clear that the possibility of improving

the productivity persons of unusual academic promise from underpri.vileged

populations is so involved in massive reasons for non-productivity, that no

simple set of recommendations, and no conceivably simplistic pattern involving

the formal educational,systems can be very useful,The tutchword must be that description of the early nineteenth century huivonitarianimmi what is needed is a spirit and program of ituniversa3. reformist:mos, Conversely, this author is convinced thatan index of doctoral produc.. tivity to population may well beamong the best indicators of the comparative absence or presence, of a total climateof intellectual and moral wellbeing in I. the lives of American citizens.

I T filY2 7. ( A PPES3I )

cam OF BIRTI/Ct DOCTORATES, AND tTHEIR PMENTS AND LTAND.'PARENTS

WITT rag OF DOCTORAL PRODUOTPUT Y PPMH Native County of a oaaaa Doctorates tttttt 1920 Negro 'the es° rrOGGGs sFHFII STATE AND COMM MAINE 1 11310 1,31.01 Cumberland 416 416 Sagadahoc

MASSACHUSETTS 12 45,466 3,789 2 21 1 Barnstable 1 Berkshire 2 978 489

Bristol 3. 6,223. 6,221 2. 3. Essex Hampden 1 3,149 3,149 Middlesex 2 9,953 4,976

Suffolk 6 16,880 2,813 11 111111111=411111manar1111NNIMUNNIONIIMMINWIMPINMEW A.M. ~Mal RHODE ISLAND 2 2

Nimrport 1 Providence

CONNECTICUT 2 21,04610, 5232 2 Fairfield

Hartford 1 5,985 5,985 1

New Haven 1. 7,080 7,080 2 A.2

TABLE I (APPENDIX)

COMM OF BIRTH 0' DOCTOUTES, AND OF THEIR MEWSA D GRAND -PARENTS,

lint AN INDEX OF EOCTORILL FRODUCTIM.TY FMPPMH Native County of aoaaaa Doctorates tttttt 1920 Negro h 6 0 0 e rrOGGOseFMF STATE AXW COU riTY No.Po ticaa. Rate NEW YORK --:. 6 198,48333,080 Cattarauga Chenaneo 1 139 139 Columbia 1. Erie Herkimer Kings 2 31,91215,956 Monroe 1 1,886.1,886

New York 2 109,13354,566 1. Oneida Queens:

St. Lawrence 1. Stauben

Washington 1. Yates 111.wa.100.011MmilellEMIIMIIIMMINPIINIMAININIMMIMINftWallieWMa NEW JERSEY 8 117,13214,64113 Atlantic Eeugen 2 4,1362,068

Caudell 1. 12,10712,107 4:1:1a.czagosaoitsiagg1

A-3

TAMS- 1:(APPEIMIX)

Conn OF BIRTB OF DOCTORATES,AND OF THEM PARENTS AND GRAD- PARENTS?

WWI AN INDEX OF DOCTORAL PRODUCTIVITY FMPPXN Native County of aoaaaa Doctorates tttttt 1920 Negro hheeee rrssFNFHGGGG

STATE AND COUNTY No.Po ulation . Rate Cumberlan:1

Essex 1 28,956282956

Hudson 1 9,351 9,351

Hunterdon 1 359 359

Middlesex 2

Mommouth 1 8,938 8,938

Passaic 1

Salem 1

Union 1 8,087 8,087

PENNSYLVANIA 20 244,568 12,228 2 6 2 1 2 2

Alleghany 6 53,517 8,919

sucks 1 1

Chester

Dauphin

Delaware 3 15,717 5,239 2

Franklin 1 1,467 1,467

Monrgomery 1 8,326 8,326

Philadelphia 8 134,22916,778 1 4 1 1 2 2 West Moreland 4,240 4,240 A.14

TAM I(APPENDIX) cam OF BIRTH OF maraca, AND 4 fP%11ECIR PARENTS AND GRANDPARENTS,

WITH AN rata OF DOCTORAS PRODUCTIVITY

FMPPI4 II 1 Native County of aoaaaa Doctorates ht heectettttt 1920 Negro r r 0 0 0 0 Et elFMF14 RATE AND. COMITY No,P.....42,..1.s...... _n. R ...ate .

=WARE 1 30,335 30,335 2 21 1 1 I.

Kest 1 6,753 6,753 2 3. 1

g i Nev Cestlt 1 t

Sussex 1 2. 1 ANIIIIMENINNINNIIMININ1111111111111, MARYI AND 7 244,479 34,925 S:17 1.1 2 2. i Baltimore 3 9,099 3,0331 Baltimore City 1 106,322 306,322 Carroll 1

. Merles 1 1. Dorchester 2

Kett 1 1. Mongolism* Prince George

Somerset 1 6,889 8,8891 3. 1 Talbot Wiscomico 2 6,407 3,203 3 21

worcester 1 1.

District of coLUMBIA ID109,966 6,1.097 4 11 53 TABLE I(APPENDIX)

(.1)aun=petnies COMM OF BIRTH OrDOCTMICESIAIM CZ TOM 11,11ENTS

VITH AN INDEX OF DOCTORAL PRODUCTNITT ANINIIIIIINCI11111111WOOMAR F 14PPM14 Native County of aoaaaa Doctorates tttttt 1920 Negro eee rrGGGOderMFM STATE AND COMM' ate IMMOIPX.

VIRGINIA 54 690,017 120800 5 8 272526 34 Amebae 1 13,21313,213 1 2 Albemarle 3 7,569 2,5235te 2 2 3 4 Alexeiadar 2 Allegheny 1 2,528 2,528 Amelia 1 5,4705,4701 1 AsetArst 1

Appooa t lox 1. 2,838 2,83822 1 11 Augusta 1 4,188 401118 2 Bleed 1 lt,rnetrick

Campbell. 1 6,597 8,597 1 1 1. 1 Caroline 1 1 11

Carroll 1. ete:rlies city 11 11 11 Marlette 2

Cbeaterriald 1. 7,084 7,084

Cull*PPar 11 1. Cumberland COM OF BIM OF DOCTOVATE3, AND OF TRIM PANDITS AND GRAND-PARENTS,

ten AR THEY OF DOCTORAL PRODUCTIVITY

Fl4PP1411 Native County of aoaaaa Doctorates tttttt 1920 Negro rrGOGOhheeee ssFEF14 STATE AND COM NO. on Bate

Dinwiddie 7 10,817 1,5456 43 11

Fairfax 2 4,546 2,273 12

Pauquier

Franklin

Fredrick 1 499 4991 1 1 1

Glouester 1 1 1 1

Goochland 1. 4,783 4,7831 1

Grayson 2 901 450

Greensville 1 6,826 6,826 1

Halifax 1 1 1

Hampton (Eliza 1 96052 6,352 beech City)

Hanover 1 1-1

Henrico 6 5,877 969 5 82 1. 1

Henry 1 7,417 7,417 1 11 1

James City 3 2,034 2,034 1 1 21 1 King and Queen

Lancaster 1 5,003 5,003

Lee A.7

TABLEIappmero

cuminOFmanOF DOCTURCES, AND OF THEIR PARENTSAND GRAM-PARENTS,

WITH ANramOP DOCTORAL PRODUCTIVrer

14 PPliM Native Countyof aoaaaa Doctorates tttttt 1920 Negro rrOGOGbheeee 0eFXF ...... jmuLAE.90=0...... L.....EL.It:.;.&EIL...... -4...... /...m...Rate . Loudon 1 1 1

Louisa 41

Madison 1 I

Mathews 1 2,363 2,363 L 1 1. 11 1

1 Necklenburit ... 16,58616,586222 42 Middlesex

Nansemond 3. Newport News 2 4,167 2,083

Norfork 8 41,392 5,424443 22 3

North Ampton 1 9,587 9,587 1 1

Nottoway 1 1

Orange 223 12 2

Pittsylvania 2 20,00010,000 291 11 1

Powha tan

Prince George

Prince Edward 2

Rappahannock 1 2,154 2,1541 1 1 1

Richmond 1 1 I Roanoke 1 12,20812,208 1 1 _Ls

TABLE I(APPENDIX)

CO M OF BIB OF DOCTORATES, Ali) OF TEEM PARENTSAND GRAND-PARENTS,

WITTi AN raMEX OF Dooratt PRODUCTIOTTT aluoiloraftwIlalt Paoaaaa MPPMN Native County of t ttttt Doctorates h heeee 1920 Negro rrOGGGoeFMFM

Rockingham Rockbridge 1 1 Russell 1 Scott 1

Smyth 1 925 925

Spotcsylvamia 1 1-1

Sussex 2 1

Tazewell 2 2,894 1,447

Warren

Wise 11 Wythe 04...... 001.....1 WEST VIRGINIA. 2 86,34543,172 3 51 1 1 2

Boom 1 759 759 1 1

Fayette 1 9,636 9,636 1

Jefferson

Nanawha 1 1

McDowell

Mercer 1 Ohio 1 114

comaOF MATE OF DOCTORATES, AND Cr TI PARENTS .AND °P.M-PARENTS, WIN AN MX OF DOCTORAL PRODUCTInTY FMaoaaaa P PMIti Native County of tttttt Doctorates hheeee 1920 Negro rrOGGG MFM stfinHD jar .% tion.. sate Raleigh 1

Ritchie 1

Wayne Webster 1 Wyoming Wowl..eirarft...... 1011 1 NORTH CAR.OLINA 45 763,407 16,96447.3625242122

Ala roe 1 1

Allegheny

Avery 1

Beaufort 2 12,093 6,04622 1 11

Bertie 1 13,639 13,639 11

Brunswick 2 5,373 2,686 22 1

Buncombe 2 9,618 4,809 11 21

Cabarrus 2 2

Caldwell 1 1

Camden

Carteret

Chatham

Chowan A.10

StisIEI(APPENDIX) count OF -BIRTH CF DOCTORATES, AND OF THEIR PARENTS AND GRAND-PAIENTSI

WITH AN INDEX OF DOCTORAL FRODUCTITITY

FI4 P P 1414 Native County of aoaaaa Doctorates tttttt 1920 Negro rhheeee r 0 G 0 0 salt' M F 14 1...tiinD COUNTY No.Pbpu1ation. Rate se..M Cleveland 1 Cumberland

Davidson

Davie 2 2,039 1,01922 12 11

Duplin 1 11,116 11,11611

Durham 2 13,168 6,584321111

!-dEe Combs 1 1

Forsyth 1 .26,121 25,121 1 1

Frznnlin 11

Gaston 1 9,226 9,226 1 1

Gates 1 5,082 5,08211 Granville

Guilford 2 17,359 8,679 21

nalifex 1

Hertford 3 9,954 3,31831 33 21

Iredell 2 7,369 3,684 21 22

Johnston 1 11,502 11,502 1

Lenoir 1 Lincoln 41

TABLE I(APPE1DIX)

COUNT! OF BIRTH OF DOCTGRATES, AND OF THEIRPARENTS AND ORAID.PARENTS:

WITH AN MEI OF DOCTORAL PRODUCTIVril FNPPMNaoaaaa Native County of t ttttt Doctorates h beeee 1920 Negro rrOGGO saFtiF 14

STATE AND COUNTY No. Po tion . Bate

Martin 1111 1 1

Mecklinbarg 3 26,657 5088:-; 2 3 1 2

Moore

Nash 3 17,413 5,80k2 2 1 1 1

New Hanover

North Ampton.. 1 13,82513,825 1.1 1 1 1

Cnalow 1 4,439 4,439 1

Orange 3 1

Pamlico 1 3,214 30214

Pasquotank 1 7,838 7,838 1 1

Perquimans

Person

Polk 1 1 1

Pitt 1 1

Kichmond 1

aobeson 2 20,30710,153 2 1 1

kockinghae 2 10,656 5,3i8 1 2 1

Rowan 3 9,233 3,07711 1 12

kutherford 1 TABLE I (APPENDIX)

COUNTY OF BIRTH OF DOCTORATES, AND OF THEIR PARENTS AND

GRAM) -. PARENTS WITH AN INDEX OF DOCTORAL PRODUCTIVITY FMP.PMM 3 a oadaa ,Native County of t ttttt Doctorates h h eee 1920 Negro r GGGG 3 S FMFM STATE AND COUNTY No. Po ulationRate Sampson

Scotland

::token 1 I. waln, I Union

Vance 10,171 3,390 l I. 1 1

ake 2 3 1 1 1 1

"arren 3 2 2

cishington 1

'ay me 1.

ilsor 2 1.9261 8,130 1 1 Yancey SOU'r 33 864,719 26,50u443828262633

Abbeville I. 15,436 15,436 1. 1 1

Anderson 2 26,312 13,156 1 1 1

3arnwell 1. 15,4583 15,583

Beaufort 2 17,454 8,727 1 2

Calhoun 1. 12,6iA 12,604 Colleton 1 A.I3

TABLE I (APPENDIX)

COUNTY OF BIRTH OFDOCTORATES, AND OF THEIR.PARENTS AND GRAND-PARENTS WITH ANINDEX OF DOCTORAL PRODUCTIVITY F M PP M M Native Countyof ao aa a a Doctorates tttttt 1920 Negro h h e6 ee r r G GG G as FM F M STATE 'AND COUNTYNo,Po ulation Rate Charleston 2 64,236 32,1181 3 2 3 1 3

Clarendon 1 1 1 /

Chester 2 19,338 9,6691 1. 1 1

Cherokee 1 1 1

Chesterfield 12,633 12,6331 1 1

Dar/ington 1 .22,196 22,1963 2 Dorchester

7,dgefield 1 1

Fairfield 3 20,672 6,8907 5 5 3 6 5

Greenvilli 3 2 Georgetown 1 14,4461 14,4612 2 2 .1 1 1

Kershaw 1 17,065 17,0653 2 1 1. 2 2

sorry 1

Lauvens 1 1 Lee 1 /8,050 18,0502 1 1 1 1 1 C '7- Ccnwood 2 2 1 1 1 1 Marlboro

Marion (Mame 1 6,398 6,3981 1 1 1 ( ,..,ii:434.44044r;00

L1h

TABLE I (APPENDIX)

awn OF BIRTH OF DOCTORATES, AND OF THEIR PARENTS AND GRAND-PAR :3 WITH AN INDEX OF DOCTORAL PRODUCTIVITY FNPP 1414 Native County of aosaaa Doctorates tttttt 1 1920 Negro -hheeee sFMF 14G STATE.AND COUNTYNo:Po ulationRate Orangeburg 3 42,718 14,239 3222 22

Richland 4 36,499 9,121:33 2 33 Saluda 1 1.1 SpartanbUrg 2 27,392 13,061 1

Sumter 1 30,508 30, 5082222 1 2

Uniou 2 14,076 7,038442 3 2 3

York 1 24,230 2 3. 24,230 40 .rwgillograpernpreasuro&ratesamigaillsiNINEilltisellilliONNO

GMAGIA 351,206,365 34,467343312 1.2 1716

:arrow 1 3,051 3, OSL

aibb 3 43,025 1.4,9413 2 2 Brooks 1

Burke 1 24 ,.775 24,775 .11

Carroll 3. 7,265 7,255 11

Chatham 2 49,238 24,6191. 3 1. 2

Chattoga 1 2,299 2,299 2 Cherokee 1 Clarke 1I 21 Cabo 1

u. ag au a rel 4..r.

TABLE I (APPENDIX)

COUNTY OF BIRTH OF DOCTORATES,AND OF THEIRPARENTS AND GRAND-PARE F7S WITH AN INDEXOF DOCTORAL PRODUCTIVITY

P 14 a o Native County of a a a a Doctorates tttttt 1 heeee 1920 Negro rrGGGG I ssFMFM STATE .AND COUNTYNo. Po ulationRate Comte I Daugherty 2 1

rlbert 3. 10,726 10,72 1 '1

Falton 10 70,200 7,023 2 5 2

Myatt 3 9,850 3,2831, 11 Greene .1 I I

Hart 1

Jasper 1 11,618 11,618 1 Jenkins

Jones Y 1 1. 3. 1

Lauvens 2 18,C)1 '9,300 1

Liberty L 1 1

Lowndes 2 2 21 Madison

11,3nm* 1 1. I

$ozgn 1 12,886 12,896 13 1 3. I

Muscovite 1 1.60251 169251 L Peaa 2 nke 0.16

TABLE I (APPENDIX)

COUNTY OF BIRTH OF DOCTORATES, ANDOF THEIR PARENTS AND

GRAND PARENTS WITH AN INDEX OF DOCTORALPRODUCTIVITY P 14 M Native County-of aoaaaa Doctorates tttttt 1920 Negro hhee.ee ssPHIPMrrGGGG STATE AVM COUNTY No. Po ulation Rate'

Pulaski 1. 7,164 7,1641 1 3. 1 1 Randolph 1

Richmond 1 28,639 28,639 2 3. 3.

f Spalding 1 10,206 10,206 1 2 3. 1

Stewart 1 1

Sumter 1 Talbot 1. 2 1 3. TattnaU. 1 3,550 3,550

Telfair 3. 5,005 5,005 2 "L 1

Terrell 3. 14,055 14,055 L I

valton 1 9,715 9,715 2 1 Wheeler 1 1.

Whitfield 1

Wilcox 1 1 140110111010101.11111111=4111011111.011011111111r imaxIiftsgtiMilitmale YLOAIDA 11 329,487 17341;6 7 3 5 3 1

Froward 1 1,572 1,572 1 1 Citrus 1 2,525 2,525 Columbia Dade 1 12,680 12,680 1 A-17

TABLE I (APPENDIX)

COUNTY OF BIRTH OF DOCTORATES, AND OF THEIR PARENTS AND

GRAND-PARENTS WITH AN INDEX OF DOCTORAL PRODUCTIVITY

FMPP Ivi o a a aa Native County of tttttt Doctorates hheeee 1920 Negro srrGGGG sFMFM STATE AND COUNTY No Po.ulation Rate pixie

Juval 2 47,9a9 23,994 1

scambia 15,221 7,610

Gadsden /4,312 14,312 1 1 1 1

Jackson 1 1332:) 13,520 1 2 11 1

Levy 1 1

M'adison i 8,492 8,492 /

Marion 3 12,.87 4,329 1 1

Monroe 4,315 4,315 1

Orange 3. 5,464 5,464

Pinellas 1 4,S53 4t553

t Mgt I. 6172 6,742

Union 1 2046 2,845

Volusia 1

.:shington 1 2,957 2,957

itsrrtiC.,"(1r 14 235,938 16,a52 17 L4 8 13 9 5

Anderson 2

Bell 2

Bourbon

S A.18

TABLE I (APPENDIX)

COUNTY OF BIRTH OP DOCTORATES, AND OF THEIR PARENTS AND

GRAND-PARENTS WITH AN INDEX OF DOCTORAL PRODUCTIVITY FI4PP24/4 Native County of a oaaaa Doctorates t ttttt 1920 Negro h heeee s 81714FMr GGGG STATE-AND COU1111412pulation Rate ......

1 Boyle 1 3,19;1 391.9a 1..1 . 4.

Calloway 1. '4.

s be1 I 4. 93k 934 4 . Clark. 1

`clay 1 1 1.

Cizab rlund 1 915 915. 1 1 1.

ta '11 1 2 -4.4 204 1

/ 1 Fayette 22 .. ... I. onry 1 1,46a 1,486 11 L Jackson 1 1I. Je f fe rs on 3 44,443 8,339 22. 22 Jessamine 1 leAcCracken 2 7,O)6 3,303 1 Itudisom 1 41,910 4,910 22221

dr444300 1

Montgomery I 1. 1 Scott 1 Simpson 1 A.19

TABLE I (APPENDIX)

COUNTY OF BIRTH OF DOCTORATES, AND OF THEIR PARENTS AND

GRAND-PARENTS WITH AN INDEX OF DOCTORAL PRODUCTIVITY

17 NP1)14M aoaaaa Native County of tttt Doctorates hhe e e e 1920 Negro rr GG s s FMFM

STATE-AND COUNTY 1112.4, PopulationRate

Union 1 2,193 2,193 1 1

Vlarren 1 1 MINNI111111411111111,011 TENUESSEE 20 451,758 22,58712156 5 4a Blount

Bradley 1

Campbell.- 1 1,272 1,272 1

Carroll 1 1.

Crockett 1

Davidson 6 44952G 7,4212 1 3 Grainger

Hamilton 2 27,120 13,5603 2 1 1

Haywood 1 16,959 16,9591 1. 1

Knox 2 13,310 6,6501 2

Maury 1 3 2 2

Mndison 1

McMinn 1,923 1,923 1 1

Morgan 1. Nontoraery ,61/44:44'

1.20

TABLE I (APPENDIX) I

I COUNTY OF BIRTH OF DOCITRATES, AND OF THEIR PARENTS AND GRAND - PARENTS WITH AN INDEX OF DOCTORALFMPPMM PRODUCTIVITY Native County of a taaaa Doctorates tttttt 1920 Negro .hheeee I srrGGGG sFMF 14 STATE-AIM...COUNTY .2.122.populaion Rate' Roane 1 1,918 1,918

Shelby 3 98,962 32,987 3 1

Sullivan 1 '/,691 1,691

Sumner 2

Tipton 1 13,130 13,139

Washington 1 2,250 21250 Weakly

Williamson

ImmIlls11111.111111M111111111111 -ALABAMA 33 900,652 27,2923224171318 21

Baldwin 1 4,781 4,7811

Barbour 3 1 1

Bibb 1 7,817 7,8171 1 1

Butler 3.

Bullock 1 1 1 Calhoun 1 12,089

Chambers; 11 Chaktaw

Dallas 4 42,265 10,5663 1 1 1 aLore A-21

TABLE I (APPENDIX)

COUNTY OF BIRTH OF DOCTORATES, AND OP THEIR PARENTS AND GRAND-PARENT'S WITH AN INDEX OF DOCTORALFMPPMM PRODUCTIVITY a o a a a a Native County of tttttt Doctorates hbeeee 3.920 Negro rTGG G G s srMFM STATE 'AND COUNTYNo. Po elation Rate. Eseambia 6,293 6,293

towah 1

Greene 1 1. 1

Bale 1 17,896 17,896 I. 1 1 12

Henry 1

Houston 1 10,421 10,421

Jefferson 7 130,291 18,613 22 2 2 2 3 Lavderdale I

Lee 2 I8,784 9,392 11 1 1

Lo rides 3 22,016 7,338 3. 2. 1 2

2 19,314 9,807 1 1

Madison I 1

Marengo 3 3. 1

Marion 1

Mobile 2 39,667 19,833 2 1 1

Montgomery 2- 48,463 24,231 2 1 1 1

Perry 1 18,258 18,258 34 3 2 5 5

Pickena 1

aandolph 1 1 1 A-22

TABLE I (APPENDIX)

COUNTY OF BIRTH OF DOCTORATES, AND OF THEIR PARENTSAND

GRAND...PARENTS WITH AN INDEX OF DOCTORAL PRODUCTIVITY FMPFMMa oaaaa Native County of tttttt Doctorates hheeee 1920 Negro rrGGGG a sl? 14 FM STATE AND COUNTY No. Po ulation Rate

.t. Clair 1 1

Sumter 1

Shelby 1 7, !!;:-: 7,0441 Talladega

Tuscaloosa 1 1

7ashington 1 5,856 5,856 1. 1 1

'f lcox 2 25,009 12,5043 2 I 1 2 2

MISSISSIPPI 30 935,134 31,172252810131012

../corn 1

'.mite 2, 9,343 4,671.1 1 Attala

Carroll 1 11,353 11,353 2 1

Chickasaw 1 11,057 11,057 2 L 1

Claiborne 1 9,591 9.591 1

Codhama 1 53,204 35,205 1

Forrest 1 7,249 7.249 1 1

Harrison 2 1 12 1

Hinds 3 35,728 11,938 4 2 1 Humphrey 1 A-23

TABLE I (APPENDIX)

COUNTY OF BIRTH OF DOCTORATES, AND OF THEIR PARENTSAND

GRAND-PARENTS WITH AN INDEX OF DOCTORAL PRODUCTIVITY F P PMN a0aaaa Native Countyof t t t t t t Doctorates e e e 3.520 Negro rr G G GG a S F F STATE AND COUNTY No. Population ate

1 1 Jit:Zerson "tavis 1 6,751 6,751& & 1

_;041cs ,1

1.1z:mpe 2 11,080 5,54:i2111 1

:.-.A.4ar 1 ..,2d6 3,2& 1

/ ..4..;:mye L. t a 4. 1

LaLidord4le 1 16,749 18,7491 1 L 1

I 50770 5,7711111 1

1 17.944 17,944 ) 1 1 1

:Z1538 22,635

LOUrQe 1 15,352 15,352

ercy 1

"?e1 P 2 1.3,443 44"- 3 3 2 3 3 3 lharigcy 2 11,744 5.892 2 12 34anflower 3 34,397 11,493 Tallahatace 1 25,317 259317 1 5,666 5,666

,tshington 1 141,6/0 41,643 I 1. 1 ',arren 1 1 11,31142 2 A.24

TABLEI(APPENDIX)

COUNTYOF BIRTH OF DOCTORATES, AND OF THEMPARENTS AND

GRAND-PARENTS WITH AN INDEX OF DOCTORALPRODUCTIVITY FMPPMM NativeCounty of aoaaaa Doctorates tttttt 192 0 Negro hheeee rrGGGGsFMFM STATE AND COUNTYNo.Pool1at3on Rate Yazoo 1 1 ...... ~0~041swiume.raMIN1001100~Nor ARKANSAS 13 472,220 36,324 711 2 5 2 Conway

Dallas 1 1 Desha Dm,

Franklin

Garland 1 3,426 3,426 2 Grant

Hempstead

Lonone 1

Jefferson 2 39,493 19,7461 3 1.

Latta.: River 1 6006 6,006

Monroe 1 1

Ctuachia

Polk 1 9 9 1

Pope 1 1%751 1,7511

Pulaski 4 36t439 9,1,09 1 f!'

A..25

TABLE I (APPENDIX)

COUNTY OF BIRTH OF DOCTORATES, AND OF THEIRPARENTS AND

GRAND-PARENTS WITH AN INDEX OF DOCTORAL PRODUCTIVITY FMPPMMaoaaaa Native County of tttttt Doctorates h h e e e e 1920 Negro srrGGGG sFMFM STATE AND COUNTY No. Po p

1 St. Francis 1. 19,97/ 19,971

Ohion I Wilkinson 1

Woodruff 2 11,434 5,717

Yell 1-

LOUISIANA 18 7001257 38,9'33 13 IS 5 5 1) 10

Acadia I 7,526 7,52(\

Ascenslon i

Aveyelles 1 1. 1 1

1 Fast Datbn ,loagc 2 23,S98 11,549 2 L A.

Cast Feliciano2 12,)J4 6,n0 1 2 1 1

rberia 1

, 1 _ 1. I.aPourche ..2

Orlelzns 6 10Z),930 1:,:pea21 1. 5 1 1. 2 1

, Po me Coupee A. 14,9,11 14,9811 1

. 1 1 2 2 Rapidos J. 24,992 24,9921 2

It, James I. 11,632 11,6021 1

st, John (Baptist) 1

St. Nary 1 15,174 15,1742 1 2 TABLE I (APPENDIX)

COUNTY OF BIRTH OF DOCTORATES, AND OF THEIR PARENTS AND GRANDPARENTS WYMAN INDEX OF DOCTORAL PRODUCTIVITY

14 PP 14 aa aa Native County of tt t t t Doctorates hItee e 1920 Negro GG GG FNF 1.1 STATE AND COUNTYNo. Po u ation Rate

Terrebonne S,742 8,742 1 1

Vernon 1

. 'ashington 1 7,391 7,391 I

'ebster 11,367 11,387 1 1 1 1

Feliciana 1 1

12 149,408 1.2,450 3 2 1

-,?cyun 1 1,19

a:era:Le

Carfieie 591 591

Lincoln 3,965 3,955

Logan 1 66,422 6,422

McIntosh 1 5,953 1 1

'1.:uskooe 2 15,313

2 11,401

Ovmulgee 2 9,791

Seminole 1. 4,517 4,5171

24 741,(S94 30,8211413.2 li 7 8

Dexar 2 1.5,58:) 7,790 1 X 421 #1 0.0 X r4 '.4 N X I* 41 41).0 44 r4 3-.4 1-4 134 4 4.1 4 0 X -.4 P.4 04 410 44 til 0 Cu el X 0 41 40 $4 ca .4 re4 ...4 cki r4 9-4 N 1St a 44 4 14 tO . 44 C14 04 ..-1 r4 ..4 44 % C') 164 () 1%. %0 O't -) .4 r*. op ko WI (7% 46 .4.4 el In Cl VI VI p4 el) 03 O 0 0 0 44 ON -t r4 VI r4 r-i 04 %0 c O el Isl 4.4 .4 : 2 0 ... 41 b0 vl 4b t".) ..'t ce., elz co tes C: rd. C1 4 g g ill Cii c 0 4 N. *0 LYI UI CA O 0 rof 4' r4 tel 01 Ch4 WI in 4 fee. CO 1*. a ft a O 0 41 Q 410 0 milb * 0 CS ...A CN .4 r4 Ll r4 r4 C4 0 0 0 cel 4 04 1.4 b Cit-i 04 (44 43 .

g r4 r.41 0.1 .-4 r4 6.1 r-1 r4 444 Ir4 .-4

r4 0 = el 0 0 0 a o.., ..!4 Ca 44 00 ms, ..4 .V.,: a C 02 co O 0 0 r$ 44 4 .r4 4 0 4 44 43 - ..40 c., e.) 4r4 .74 0. C'. 01 th r4 ...., = = ',4 >I, $4 '$.4 ft 14 0) :44 e6 rd P .-40 r4 IP' a :j r4 0A $4 c.d 2 O iii e) 1.1 ,..... 0 C) vi C. ...4 ci .4. ?) $4 tmo cs 0 0 Sr I:. ) t. ) L., .:3 c., f., n :s I.?, -.... 0 0 0 10.41 41 "sor _ 4,4e446--- -,Z5.Ac , ...-,Asizzk ":17

A.28

TABLE I (APPENDIX)

COUNTY OP DID OF DOCTORATES. MD OF THEIRPARENTS AND GRAND-PARENTS WITH AN INDEX OF DOCTORAL PRODUCTIVITY MPPNI4 a Native County of to taaaattt Doctorates h 1920 Negro h OGGGeeee .ssFMFM STATE AND COUNTYNo Po uiation Rate

aunt 2

Jefferson 2 19,586 19,586 I L: star

Lampasas b 274 274

Marion 6,6:i7 6,647 1 Navarro 1 12,100 12,1001 2 1 1 1

Panola 1 1 1 :bobercson L 12,474 12,474 1

..usk 1 12,713 12,713

Lt. 43121pstine a. 1 Smith 1

Taylor 1 461 481

yler 1 2,195 2,195

alkcr 1

3. J.

toed I

S =.*QMEERAMMXIMIXONIPOAIIIMMIREMZLGEIWAACVOZZISEalkiiSM.:*E.

. A.29

TABLE .I-,(APPIODIX)

COUNT! OF BIRTH OF DOOTORATFS, AIDCP MIR PARENTS AND MAND.-PARENTS

'tait41,1.1.47E1 sau"VrattsL PRO DIVara! FHPPNN Native County of aoaaaa Doctorates tttttt 1920 Negro hheeee -rrOGGOssF14F14 Bate sr.=AND PalrY 04.tion . OHIO 10 186,187 18,618 5 7 3 2 4 3

Athens

Belmont 1

Champaign 1

Clark 1 7,586 7,586 1 11

Clermont 1 793 793

Cuyahoga 1 35,34735,347

Fayette

Franklin 2 23,91711,958

Geauga I.

Greene l 3,751 3,751

Guernsex 1 456 :456

Hamilton 2 33,74716,873

Highland 3.

Jackson

Lawrence 1

Logan 1

Lorain 1.

Mdskingum 1 1,787 1,787

11111POIVI '4±.:4W4W-L DN

;.;

A:.30

TABLE I (APPENDU)

-e. cower OF BIRTH OF DOCTORATES AND OF THEIR PARENTS AND ORAND4ARENIS

wt'i AN reara ov DOMORAL NIODUCT/VITY 1111 morramoZ.'4,=:*:=0sourammorrers~~.~~~IMMINNIIIIiiimialbsolftholes10.1"."1"1". 1 4 P. P 14 Native County of aoaaaa Doctorates tttttt 1920 Negro theses,rrOGGO sarel4FX STATE AND COM No. PO 4111.11Pubsom....10.10"..ofteasormerlow Ross

Scioto 1 INDIANA 8 80,81010,101.44 12 Allen 1 Clark 1 Floyd 1 1 Grant 1 Marion 3 35,63411,878 1 Steuben 1 10 10

Tipton 1. 397 39711

Vanderburgh 3. 6,368 6,5681 Vigo 2 4,478 2,239 1 1 ILLINOIS 15 182,27412,15126 2

Alexander 1. Bond 1 104 104 Champaign 1 1,620-1,620 1 Cook 6 115,23819,206 4 Edgar 1 Jacks .on. 1 2,733 2,733 1

tcf Al3P--,7,,,,,:c4,11itgoki0Weavvaxlittsftitta&AF4aAiroWagWW-41:4

A.31

TABLE I IAPPEDID/X)

COULT OF BIRTH OF DOCTORATM9 AND OF THEIRPARENTS AND GRAND-RUENTS, WTI AN IHDEI OF =Mat Pft.ODUCrInt

FMPP 1424 Native County of a oa. a a a Doctorates tttttt 1920 Negro hheeee rrsell4 GOO FM 0 SPATS C01311.Rate LaSalle 2 332 166 McDonough 1 126 126

Madison 1 3,981 3,981 1 Marion

Pulaski 1 Vermillian Warren 1 500 500 Williamson 1 1,825 1,825

MICRIGAN 1 60,08260,08211 3 Bevinen 1 Cass

Ionia 1 112 112 Isabella 1

Mecosta 1 Monroe 1 Wayne 1 WISCONSIN 1 5,201 5,201. 1 1 Milwaukee 1 2,346 2,346 Rock 1 A.32

TAME (APPENDIX)

COUNT! OF BIRTH OF DOCTORATES, AND OF TEEM PARENTS MID GRANDPA EM

wisp AN Tim pv DOCTORAL PRODUCTIVECT FMPPMM Native County of aoaa a a Doctorates tttttt 1920 Negro hhee e e rrGGGOaFMFM

STATE MD COUNTY No Po tion . Rate Waukesha 1

MISSOURI 17 178,24110,48414 82 2 1

Buchanan 2 4,325 4,325 1 /

Butler 1,449 1,449

Cape Girardeaw 1 Chariton 1 1,809 1,809

Clay 1 1 Cole

Cooper 1 2,404 2,444

Daviess 1

Greene 1 2,261 2,261 1 1

Howard 1

Jackson 4 3,869 967 3 1 Jasper

Jefferson 1

Johnson 1

Lincoln 1 1,105 1,105 1 1

Marion 1 2,410 2,410 1

Monroe 1 1 r-1*-",115

CC-Y

. 2103r I. (110143cIdT) moo .O zurret at) essinomoa cow go am swain amv gsarawa-mmto

NV nala a rnrimszryi Ilan:MS(10Zr ANN. W~MONMSNWRAMOViNgII~POPraNaa*N/00,00~$0~~~1~1WOM

aivog £$tmo3 Jo Tivveos seqsaoq.00a q. eiseett oza *am 0 0 0 0

SIVLS Qttd IMOD on od II uoTI. w41% .com ninr4 90/ 90 I en pueag 2s oral T 6gisZ 6Zisg 1 1 1 .4S eTna7 A470 C 1,58469 *WU azo3s

VOTAlibi rlsrgin S SteLS sesltt z t c wahloa

unnuszil 1 105 LOS Sabi wit newts,' xpaoh uun uoTavx t Z6 V6 TaniTH

miN t ZCS ZS'S acql

imunims t 9/14S 91I4S t I opue4m t 91 eSi Wen I

*IT

r. Lah

TABLE I (APPENDIX)

.11 COUNTY OF BIRTH OFDOCTORATESIAND OF THEIR PARENTS AND

GRANDPARENTS WITH ANINDEX OF DOCTORALPRODUCTIVITY F141)PMM VltavaCounty of ao a a & & Doctorates tttttt 1920 Negro hheeee a,a1412417MrrOGGG STATE AND marNo Po elationRate

:3TkinkA:JO 2 11,318 5,659 1 .1 ;Ilso 3. 1,088 1,088

Larimer 2L 20 :ever

1 1,46

3top Lake .71.ty I 810 81.:t

CALIF:ANL'. 2 33,702 19,381 1 Alameda 1 6,323 :),323 1 Lake L 6

041101MperistraiNa.assestrasimaralsdrit~lateMathalftwaslastamirseammeiVNIMONEINISIOOMINMINVOMINMeragarsINIMOVarimsliwie *41r4:3T IMIFS 10 4 LI9 8 7

*TC:A.P. 1.9,0CiS 3 1 3uchanan

P.:Maas/Ay Polk 1 Poveahlok Scott TOTAL*** 499 371 375 168 164 182 200 **Include all Caribbean countries A**Discrepancy in numbers dueto lack of knowledge;or omitted answer in questionnaire or biographical sketch from whichdata was derived. ap, . , r"! Os

L.35

TABLE II."APAIIII01 RATIO FOB. 3.957-191k! =TIMM TO 1952 GalIDUATES (W E1121102CDIMIEZ. ING10.111.011: SCHOOLS

NM AID IA10.101011 0? fiCIVICIL _ =MR OW DI ON if 190 . IINCTOIATIm RS oseqwwomemsoormainssumemesswirteassumerweemesuommosismistmeniemarmumomminbasinsowlaamlimallwahastNAMommiliM000111roMmulmi= litNtiO 010 Thisbari NO= 211111141111, LiacollnIhransr111.4 2 55 2705 iatzwashams itidianktaptop 3 297 99d0 Ulizois . Disable, Chicago 2 448 214400 Pitillipag Maze* .6 410 4843 Linsecilny It. St.. Louis 4 1'79 .144 INISSOURRI liblecarrt Zona Cit3r S leit 2340 eurtymp M; 41 Louis 7 312 444 him, aft. rails 3 354 116466 MOANS ors ltsmas City =mum 5 2.44 2.14 *ward 111411 Salad 2 91 ,454.5 11113011AND Batmen Altliillpelle 2 95 .4745 Donetiqt, Bataan* 9 561 62.3 DISTIII0111 OF COLIWISIA firsiVavag 2 188 911.0 Ikabar *V1 16 503 1144 Douglaess, biota 2 33 745 Va. altridaph 74, 3. altmnmalks 2 So 2$04 Udall, C.. T. S. Lomita 2 47 23.5 Unbar Mel Saimaa Zraelistrit 2 36 12.0 1313.ker ire likaltimitimi H. S. . 4 290 7245

Sarfallk . Hastingta n Iffich licheats Sm. 3 irt. 5940 aorta men ram 111811i Sclicol; %italic/at& 2 66 3".$40 Arsetrave; 111. S. Hialinciadl 3 147 734,5 lacy ilalame6 Roanoke 2 1/2 .6140 /Inut.art an, Villbigo . 2 4. .. NICE C1 E0101111A1 Ittailtd.de IL 34 Dathen, 5 VA 2946 Abase B. Mau IL 3« 3 127 .4243 ersensbara inamadersori Imetautep. 2 45 22.5 Humidartami loamy Patter Rig &boas Ward S 76 1542 4.1,3 -a. Igt:-4742, gyfj* 4 . , 4-1

A-36 TABLE U ME= (antinued.)

PATIO OF 19574962 DOCTORATES-TO 1952 GRADUATESOF PhEDOKENAIITLY NeetatolaGn SOHO=

NORTH CAROLINA. Washington High School Raleigh 3 io5 35.0 Washington High School Reidsville 2 53 26.5 **Palmer Memorial. High School Sedalia 2 62 31.0 Chas. H. Darden High SchooX Wilson 2 78 39.0 AtkinsHigh School Winston Salem 3 356 52.0 SOUTH CAROLINA West Side High School Anderson 2 37.0 **father Academy Camden 2 149 24.5 **Avery Institute Charlston 2 6o 30.0 Thirke High School Charleston 2 307 353.5 Booker T. Washington H. S. CoIubia 6 92 15.11 Butler High School Hartsville 2 22.0 Pickens High School Pickens 2 01111011, apwaS111 GEORGIA Booker To Washington H. S. Atlanta 8 351 43.8 **Lucy Laney H. Institute Augusta 3 labow wilN414". **Paine Coll. High School Augusta 3 MissOM 111,410011e. Wm, Spencer High School Columbua 2 89 44.5 Wayne County Tr, School Jesup 2 214 7.0 ii*Ballard-Rucison High School Macon 2 5145 222.5 Beach High School Savannah 3 207 72.3 Center High School Waycross 2 011400 ailloMINMS1111 FLORIDA Attucks High School Dania 2 41140,011 ett*W44111m Stanton High School Jens 3 3o1 100.6 Douglass High School Key West 2 21 10.5 Booker T. Wadi:641*ton H. S. Miami 2 178 89.0 Middleton High School Tama 2 123 61.5 na***0 111A 5.14 MO .411. FAMILY DIAGRAM 1111313301 1401.SHASCIPAIRDOPMT AhLOOS= MAIM! VAS mum. US SLATS FLAMM, AID MPS00101011411 WAILS& VIPS ZS: I " FOUR =MIS= TOOK T8S NAio 07 LAMM,. - WITH I= MST COLD DM IN LII COLLIS/I115ALPSSONS znsim ATgmmas IT DIAIS.TOLOOT mO2112. LOOM: RS EIS wan MRSTO COM. JOSIPSTUTORS.mazt, POW= 3011 SD 11110 ixINANCIPATID 2801, HAD 313X 1,05 A AID MUM°SLAVIC ammo OPDT HIS1809.GUS= ArISNIZIICH MIDIWAS BONNPROM AT IN ONAMIIIZ 1817. WAS VII 13011DM JOSSOSSIZIN18291 ORM MODAIIID =MGRWAS MS IS 1M9;IN EON/.RIRIN PAWL 3/01 IS SAID TO HATS HAD MUT/ SCHOOL N&INTAINSD II HR CILLOSEI. WHO WISH MUT ATTANDIDSTOIetoororHUY.THS FAMILY=RIM TRI aamnrs ACAD. LAID-' GIORISA. ANDB8PMTS.DANTESMALIN Anna= TEAT IZART.WIDOW 11110 A,CALINT, KI TM KORI3D HAS CP NI..ULM SCHOOL SITTOP1854:warmSCHOOL PLIGINIA INXINESD TO IN OPOBIO 1868; STAIRSWARD TES BAR LAWmazeCOUPON, DIIITYam IN 03:10DIATI01TOFIRSTono PSIC Iii wemoo AT 11113 THIRD ODIUM IMMO TSB OHASLISILANGSTOSnints.SAIDIS AB OS The DROVSIS ORANDKII.WOWS PM.Mane IS COMO,10854887t 1684. SLEW TO 521:0 WASLUCINDA /DUCAT= POWELL, PItIYATSLY. SO NORM mown or MARIA, 1 FAISOID.ISATHSPAICIIIRMBWILLIAMMS PATOIS ST vsDAM. AND ars A1/103A3LYIN SLOB 1650. MOTOR, IS fin WAS VS WAS OF A HT AID SHOIMUJOIS, IMO ALSO ANDCOMIJilISCHAIMOM= 1884,ACIADZMIC J. J.ATWM,0. OB633, Man TES BORN CM=TONT 101 AS OPAT110101 1845, HINSM.T 39;ml =MOND TaliGSADUIT3MD, MDT= =MX 1916, ISENOIMIOLT. TOLAYOF /MIND CIVILWAILUD 101 010OAR1113 WAR, INSTITUT/ 811I1IAMY.LIAR El AT ?LOLLYJ. (NON OSlU,HOWARD a MANN VISHNU 0121P11111811011I DRIPIRSITT.=BMW Walt 1866, AID1/111111SITY), DIID, BLISIX155 U KAMM 1943; 111.111., 111024Aisi =AlaDORMOPPICItt A TIM FAMILY OP PALSIIINGY TES OP TIRGIIIIA HIGAT OP HIS NORMAL CUMIN 0PHAT.41110/3, 01AID ml COLLSOIATB CAMPUS; Jou Kamm PITS INSTITUT'IANIWKIN. USD TO OM 1845.1887. ICIOSIVI MG M& MU =tom COMM), mum INV M: IN I MM. 00011 VA.18001TAMS,: Mat, A.B., 3. A.B.,DUNISAM 1892;TISK. M., A.B..Ionommu. FAT.18931 A.B.,BO=WILLIAM, 1695; A.3au=BOSH . v., 189?; A.B.,IOUCO213001. IIHKs 1899; =DTSOU 19021 A.3.,3035WALVIS VA. 1905. 0., 192431914;COLORADO, PH.D. .16, DISTRICTPROZASSOR,OGROCSI4.819114; AA., OF Li' ITILIaNUTIACMIS.STAT5 COLLIS& TMCN.- =UCHSOLINTIST.SOCIALMOSSO.MOM R&D, PROMtaX3333MUM =IMAMWILLIAMKAMM MeA.M.88101,192111A.b.,PH.D. 1928$ 002,014. , 001. COLOSITAOnnait,3.ID.1927: , CM. PS.14.111011,1926 I ALA.liA0011HARHIRDCOLLINS1940.maim(1122/1111)). BATS BROMI.Mil, CIAIRHAM==CMS0010431AMIS WI. /11011830.11.comma PRISIDIPT.TAILOR;SWIMMM.NURIILD, 1932. THHODORAKARRnID1941. I COLLINTA. stsas HOKUMsmolt,SOURVALimams.01 UM U. I .114 VW* -_-41451LIAMM}411113ainMat JOAN W6131°31111 1.11462:03U111. 1."--.--171gM1=MZia;MINMUMMEZUMEMMINiarl51MFM,SE,I 1?14PP...)11g11.7* A.38 was C Ottlattaigeti): mixej or X9574962 IliWririniSlITI 1952 DitfiginsitS ifitYMOCA:My MEM Ylta 3/2.00,1.1V

LODUIANA **Leland High School Baker 4 *So.U. Laboratory School Baten Rouge 3 Gilbert Academy New Orleans 3 '40 McDonough High School New Orleans 9 190 21.1 **Xavier Prep. School New Orleans 5 81 16.2 OKLAHOMA Man. Ting. School Maskogee 3 77 25.6 Douglass High School Oklahoma City 4 155 38.7 tz.tbar High School Oknulgee 3 23 7;6. TEXAS Anderson High School Austin 129 18.6 Lincoln High School Dallas 2 109 54.5 4 Booker T. Washiregton High School Dallas2 139 69.0 Blackshear High School Hearne 2 20.0. Booker Z. Washington High School Ibiston 2 135 67.5 Wheatley Sr. High School Houston 2 246 48.2 Jack Yates High School 'Bouston 3 187 62,3 P. Wheatley High School San Antonio 2 :147 73.5 Eau J. Scott High School Tyler 3 77 25.6 i r.

FAMILY DIAGRAM EMBER 1 SAIDas Ammo TO Savi PRINCESS BERN uznoUr.JACICDDII - TEN FIRST-osuRATIoN IN RICA FltalSULANSIMUSIEMIK A MINCH SHIP, BY All GUNN AWAYAl:ERMAN AS A WIDDLIG Partiazsal, Mina 3011.ND IN 3149. PCB FIRST THE !HERMANPHIAFRANCE AND WHO SOLDFOR FIRST A INTOCONVENT MARRIED SLAVERY. EDUCATION CARRIED TO NORFOLK, 1 RCe4 A ROW, FAMILY IN VIRGINIA, silt BECAME THE pROPIXT OF MADAGASCAR, SHE WAS BROUGHT TO PHILADEL- ;WOES MERL- TION BENCE.NARY APPARENTLY PROMO DB. BURKS MARRIED DR. THOMAS PEREZ,CAPTAIN LATER JOHN FIRST MoXERRILL,AND THE CHILDS, AND FAMILY MOVEDGOVERNOR TO ORANGE OF NORTH COUNTY, CAROLINA NORTH AMERLATER MARRIED CAPTAIN )1712CIS CAROLINA, AND INDSPEN..CHILDS. THE WHOraz TOOKDIED spitnims INTHE 1783; °PRINCESS° WITH ELEM. HAD A CHILD, WEOsE NAME WAS MARIA; SHE IS MENTIONED IN THE WILL OF GOVERNOR BUM, GINXBASIONAND SECONDTHIRD AND CHILD. A PATSEY COLORED" IN ORANGE AND IN TM WILL OF CAPTAIN FREEMAN, A FELNIWOMAN OF COLOR, LISTED FRANCIS CHILDS, WHO DIED IN 1792, 'WEBBING AS OF AGE 45, OCCURS IN THE LIST OF TO NMAILIA AGEDTHE FAMILY'S ORAL TRADITION, 65, IS LISTED AS HEAD OF A COUNTY, NORTH CAROLINA, IN 1850; HERAND A DIARY HOUSEHOLD THAT INCLUIED ONE NANCY HUSBAND, WILLIAM ;BEEMAN, ALSO 75231463. LISTED AS 20 YEARS OLD. /133, NAIUTEACTUREDPATSY HAD EIGHT UNIFORMS CHILIM. FOR A BOY'S INCLUDING TWO BOYS AND SIX MILITARY sCHool, AT HILLSBORO. KEPT BY PATsEyeS GIRLS. THE FIRLS WEBS EXPERT GRAND-HAMMER, PATTY CHILDS, STATES TUT TREY ME ALLOWED TO WORK OPER.TIO SNAMSTRESSIES, AND SISTER,FOR WHICH NANCY.THEIR THEY FREE ra7S WPM MOTHER,wHEN PAID. THE PATSEY,FA SIX AND VIII PM SISTER,ELI= NANCY. CHILDRENENOUGH WERE MONEY TAKEN TO TOBUT THE RT=DC*1 ALABAMA IN 1834 OR 1835, OF THEIR MOTHER, AND MIR BABY THEY LEFT BEHIND ANDMWSCOTUS AFEET1,1850. PATSEY TOOK acirsoN, A maim GOMM LISTED HER ME CHILD. RAM* TO ALSO AS A CARRIAGE MAIM OlarlItIN OaIO. IN OBERLIN. NANCY MARRIED L / ,,,,...7 kt7 UNI*1*101, WANVINMALINLigAna...44.0*.a.M...}..1.44.4 n.0 e 080,*.611-...11/14.124.144.0.ALAKIC40.. liELY DURAN IRO= 2 NID4HIR2INS,ABBY07 PATSZTIS COUNTY, AND BIGHT AIABANA. WHO ountatir,1i123 THU 07THN HAMM7511 YOCUM? SAMOYER atIPMR-CLUSSII SLAM ISLONGING SIAU TO CUSSTHI TOREAIRD WHICH TRY MOSCOW: BOUM SWRVANTS, AFRICAN P2763922UalaBaigEDUABLU NANCY - WAS Ens AND HAREM) AND EARED KEW IN OBERLIN, OHIO. SIVEI I= SLURS IN WILLEI IA1411123 WHO HAD COLON:MID MARION, SIAMSTRISSIS, OR CALITSKItt ALCM, IN THI IT IS BRPORIICD THAT US FATS; SRASIMIO 2E0 THI WHITS 'BACH AMR THS CIVIL WAR AND B- JOIN MUM- mann VETS WONIN. PATSITIS 01111DRIN MN: PACTSMOTMAIT NOT KNOWN) ACTSMA' (EMILY NOT =OWN) PACTSNANSUSAN (WILLY NOT yges- KNOWN) WILSONPACTSMAN NOT FM- MELT MOUS,NORTHaim1823, PIBBYCAROLINA: ORNISiscarnil COUNTY, 00taiTT, DUD, COUNTY,finariire1826.MEW ORAN= NOES (son, ANDInftirigarIMMIN111117MAN (MYRIAM{ wanUNEKWI) CAROLINA,COUNTY,3011, CRAM NOES 1833; MO) BYHISHAtsJAMSALABAMA, ANKAMM CHILDS, MOUSE ONZIPLID1672. SAID 13 WEND TO ISSI TEC SON OP RIDALARM.Pnitz1908,CAROLINA: ALCM- COUNTY,MARION, M3 DIMM4 TRBSPATSNYiBYCEOTALK MIR ARMIAD 14011111, TO 10.038TSIR 1850: (5 WS. Eli Frt TOMCHILDHOOD, TO 31 WS A WASMILLED nut a. CURTIS, MIR mitamxmr, DONEtFORSSHOWAIER.?EATS= BOWE AND TSB WORBH HISTHATCIVIL 11111N- WSW 07WAR,AND HIS MIMI,DUDNona3911,COUNTY,MAX CAROL'S., ,1826, 1878,ONPERT covirrr,MA- zuarANDRNWWINNCHI7IGEr1H0NAM=LID sumo 011111111- JAMISON,R&D EMT= In= 1300LIIWM. 70UNICIR1867. HINORIALL WAS 07 SCROOLA TEC 00- LI& is alni0I-WAS LIT- LLIIIRSEPTRACTOR.WELDINGBYUNA, TAADNI A BARER ASSIBODCOS. ALSO,IN THE ISSOINDANISMILLEN.ANDII TIN IN 0121LIN OWEIS URUBLIO SOLOCCIS, ANNANSCHOOLTIMCrILDNINsumPATIO!". LINCOLN TOMaul ALTHOUIR EIS HAMDID YOUNG= ATISND BUN ALL )CINBN1NORMAL70tElIDINORO CCIORINITY; LINCOINANDSCHOOL: 710181.. PRO-151N, AIDPROIRS5SONIM1.IQN.TIAMOIRS,CLQi MILLION ANDSOROOL OMER CIELY- LIISRA/S. 07MEERAIABANASTRIATI 00IMIXD IBMS- OAP =RS;BOARD IRISINCAM720P1115 ORILDNINI 1872. AT 111111118MARION IN TO SET FIRM LO TWONALTES LIN00111BOYSSCHOOL, TO ICID/CALION. AID ZSII I ...orrarMrAIP!rorre7077. -alLa./41.1k, AI- - - _ -we-v*4ra .0 of PARTLY DIAGRAMViNag...0.!..0.0141.4,4,3hte NUMBER WAS. 3 1 6.1, 0, ,..0:Jie4,A.'.1444.1. ,,,4:110,4,44" voi ...et. ...a.....,..1.111.11.1.7.4...A.A4***411/WISISAWAIONNIUdir THE AFRICAN PR/NCISS t 41., 1 a ol ti.o it - ) :e SLaZOLMLW.LZIiiMIZXfafilLigUNDLaUSLIaliLAnaUGZ2IMi0,AU31. OHIO PIRST GENERATION HER ' _ _ 1 _ r" :41 41.11010011.110111. wan THIRDSECOND GENERATIONMODERATION .. MARIA (1756182,5) wafm-1/1=1Me4MMULIN,.MARIA'STmE PRINCESS CHILD (1785 Gaga -1850) i 1736-1800 r. HERNIGHTSLAVEWHOYOURTH BABY MARRIEDours CHILDREN DAUGHTER,GANKRATION GHILICHINNYAMM. WILLIAM WERE NANCNI, TAM IN TO ALBAMA. 7EXEMAN. APATSEY NMI MAN,FREEMAN AND (1805HAD -1859) NHANCIPAISD183i, WITH HER SEVEN ?Ana's lurri CHILD WAS 0H104.A.80ELMs1851PROBABLY OR SOONAFTER AFTERWARD, WITH HER PAT= DAUGHTER MOVED TONANCY. TIM MEATH OP HUSBAND IN IN 1835. OBERLIN, 1 r. MAMMA.TAKENCOUNTY,PRINCESS AS IN A NORTH 1835,SLAVEWEBB CAROLINA, PREEMAN, TOMARRIED PERRY BORNIN 1829, IN ORANGE AND COUNTY, ..TAKEN TO PARRYHEA/1WD=INSUAVE BOUGHT MANCE H. HIS COUNTY,CURTIS, WIPE'S ME AISEEDOM FELLOW.1826, ANDAND WHO LIKEWISE HAD BEEN CaINTY, AIABANA. BORN BANCET, IN OBERLIN, MARRIED CARRIAGZMAXER=SSW JACKSON, OP A PROSPIROMOBERLIN. WITHMARION,THU OTHERHAD ALABAMA, FOR)ZEDONIIMENNI CHILDREN. .N; THAT IN 1568,ALEXANDER ALL ATTENDEDTHE H. CURTIS SCHOOL WAS DEL/OD TO mac AMERICANTEE LINCOLN NORMAL SCHOOL HIS OWN BEIMABOUT TO1859. FOUND IN 1867 AT ORARLIN.THEY HAD WILLIAMSEVEN CHILDREN, MONTGOMERY WHO .IACKSON, ATTENDED THE PUBLIC SCHOOLS IN OLDEST, bilmal101 THECIATIONMISDIONARY CHILDREN PLEDGING ASSOCIATION WERE; ITsza OY TO THE SUPPLY I. ALEX CURTIS, JUNIOR. COlanEGATIONAL CHUM, WITH THE ASSN. SUPPORT AND TEACHING STAPP. THEHEBECOMEIN104, LATEROTHER LEXINGTON, THE BECAMECHILDREN PRINCIPAL ANKENTUCKY. WERE;EPISCOPAL Es PRIESTMARRIED MARIA AMID= OBERLIN COLIZGE TOR TWO 071 MISSIONARY SCHOOL FOR PREEIMEN IN NORTH CAROLINA. YEARS, LEAVING TO BYRD HUDBABD; 10011 II- 3. 2.THOMAS WEBB AUSTINCURTIS. CURTIS, BOISE, 18620 HE WAS .C.ILE TO ATTEND 2.I. MATERJOBS OBARL3SEEBEGOA MEEHANJACKSON, JACKSON, WHO TAUGHT WHO NASAINBUILDER,CHATTANOOGA, TENNESSEE, NCR NIFTY TAARS. AND TAUGHT MANUAL LABOR 11 OBERLIF THE SCHOOLS OP CONTRACTOR AND CENTRALGRADUATEDTHE LIaCOLN TENASSEE PROM NORMAL ITS COLLEGE SCHOOLHIGH SCW.OLAID IN 1867 WAS NISIVILLE, TEMESSEE, WHERE WHEN IT OPENED. HEM LATER SENT TO THE 4,3. GEORGE JACKSON, WHO ATTENDED ANDREWOBERLIN JACKSON, JUNIOR. WAS WACKER. ACADDIT 1 AND ACRD! fI. THE (TomSAINGTOR,SCHOOL,HE GRADUATED MPTHE MARION, WITH/MURRY TH2 WHOSE DELIMEDICAL MOTHERES OP mum. IS SAIDHE WASTO HAVE A SLOE) THE SCHOOL FOR WHITE GIRLS IN D. D. S. PROM ITS MEDICAL MARRIED TO LUCY MARION, JUDSON ATTENDED 5. ROBERT JACKSON: BECAME A TEACHER IN ST. UNIVERSITYSONG,ITDRUGSTORE IS "THESAID INST.THAT MEMPHIS, LOUIS THE COMPOSER,BLUES TERN., ", FOEW. C.MORE 07 MICHIGAN; PHRAMADIST, TABLE IN HIS SWRE. HANDY, WROTH THR THAN 40 OPRHATIZ0 A TSARS; 4. WILL/AMPARRISH CURTIS, Ph.D.LINCOLNINSEMINARY, HER NORMALMASTER'S AS SCHOOL.SHE FAMILY. SIM= Tian ASINT SININGTOB IN NOSNONICS !ROM CHICAGO. BOHN, 1865, GRADUATED PROM TEE SON,COMMON LUCITE NOR SIMIOCTON.TAO MITE TOOKGIRLS HIS GRADUATED FROM THE 6. 7LOSS1371. JACKSON; ATTENDED MURRY:COLLEGE, SHE RALEIGH, DRUGSTOREWAS EMT? IN MEMPHIS.CAROLINA. PHARMACIST IN HER BROTHER'S ?ISE UNIVERS.TY, OBERLIN,Ma AUGUSTINE'S MUM.Ph.D.IRONUNIVERSITY.LINCOLN UNIVERSITY. YRONTIM NORMALLINCOLN HAMAD HIS SMOOL, SECOND NORMALTHEIR RECEIVED WIPESON,SCHOOL, WASWILLIAM 14.ANDJULIA UNIVERSITY D. DSGREEEARNED FROM HOWARD A D. S. CHILDS, WHO GRADUATEDCHILDS CURTIS, TOON HIS IMMO FROM .""k1410,111WWWW1,141IPPY.,tmooxer,...rm ,.*,. waer v'n .emr itg2tialiahlakasialuatuNu.L' utWitouiliitutAacauallocoui FAMILY DIAGRAM EMU 4 FIRST GEISRATICSI - THI PRINCESS (CIRCA 1736-1$300) 4., is ..111112A-DIVAL- 4 Ivt I : 4' I 1,: ZWALSIMMMR=THIRD=COD ORRIRTIcli Ginuans MIMI= - Main-mAR1A /arm FWD (178124.4110:,MIKA (1785485451 (1805-ien) MARRIED CHI MG= CHILDS: LIT= CHILDS: Wm. NENRY sinsPATS= CHILDS: GMNZRATION JULIA CHILDS: JAHNS CHILDS, Jit.s CEDE= MALA '-'.ENDTALLIUMANOVALINFORWICOI: SCHOOLMR COLLEGELINCOLN NNE AND DID NOR- Ti l ISPARTKENT: MAL. JORNSTONGSMBODYb., 18i&6; GEORGESERVANT AT WAS D. FORMOMS;INC=INFORMATION MANY LIM; ger adua t dLincolnb., Lin-1952. 1856; Attendoe.Norval; d., momsML;GRADUATED rait- FROM MATION.NOGRAM=LINCOLN FURTHER SCHOOL:FROM INFOR- LINCOLNTEDCHILDS; PROM - Dm&LINCOLNOBANIASID=MU AND WILDS; SCHOOL; KNOX- FROM TALIA- RIZDZEG&ONCII JIM COLISOR.ON PARXER: WAS SZATP AT ANDAMAUGA;RATTLEOUSFUL OF OPIRATSD BAKERY, CHICK- HIGHLY SW- PUTISE!,THEYEARS, CHICAGO'OLION WAS DE- asmBER OF BOHMNPIR1ENanddeescoln f AS-cm =choraleCollogs A IE MATTO.AMU WHITS;BRESCCAHARRIEDSCHOOL: GRADUATZTEACHER,VI=MARRIED COLLEGES: HOLLOW-AND or AmNR.- SERV=MARION;MALIONERY STOBZ =CORDS AIDHIS GIN- A dailtST- IMPREC=ENTSDREACHINGOFFICNRS.FOR MORO RUE 1876. RIOSTELFOEtZNAS-POINTEDWAS OF AP-DU- NA.. MOBILE,SONSCHOOL/CAN MISSIONARY=STIR= ALABAMA WILLIAM- SKSH- AT - HANKY ANDALSOTONTIADIN $ SHOW IZISTANTIAL 1PUittRill ISLONG COT- WITS MAIL STRUT /889-1,11XRING!STUMM,oN sHARRIS- ADMIX- 1902;AMHERST,HISTIZ,Rant; ROMERA. b.,B., (PM,07 WILLIAM H. N4- 110AUSWIN;TOOKWM=rum TWO MD. JULIA OFAT IFNOK Mix-1906. 0031- IWNSILORIS 3rdCOURTHARVARD:HARVARD;L. L. OF JUDGE, DISTRICT B., S.J.D.,030, 1111111n1LEILISILm111MOINWIIMMIIMIOM.0111 AMNIAISPANEIGNIRONELL GPADIJATSD ilONAL 111111112.. AT ISMAISITT; APPEALS. .<1 -"`"*.111111Metaiiiii111.11111114111111110111111011111141101W

411101MKIMIIIMMIC TIM *MICAH PRINCESS: TEM FAMILY DIAGRAM NUMB 6 nOCTORATES WHO WERE PRODUCED Tt/RD7/11S!1SECOND GEMRATION GENERAT/ON GENERATION - THE - MARL& PRINCESS: (1782-1840) BT THE SEVENTH AND EIGHTH GENERATIONS MARIA'S CHILD (1785 -1850) CIRCA 173 4111111111111=1110.1CX SI3C121TITTH70t21TH GEHERATIONCCENER&TION GENERATION - PATSY FIT - THOMAS- PRINCESS AUSTIN W)113B 71011EMANSTEPHENMARTHA CHILDS(1826-1909)MEW (1823-1872) (1846-1906) MARRIED WHO MARRIED =MISRMARRIED JULIA. H. omens JAMES GOONWIN (1829-1878) CHILDS ( (1822 -1870) MMI (1805-1859) CURTIS, D. D. S. (1862-191+3) MARRIED -1898) -1, L.44.. TIO WILLIAM PARRISHCHILDSSIMINGTON CURTIS1, 9187?-1955) .1,21:14. D. (1865-191+5) MARRIED JULIA OBRTRUIN V. , uu: ; (1862 -1935) yi D ULDS M8549611 (2nd) LUCY TaN &NESTE GliNBRATIOH LUCY SNINGTON WILL TIE; sassza GENERATICSI MOMS AUSTIN CURTIS MONTGOMERY,LUCII11 SIMINGTON ALABAMA: CURTIS, GRADUATED, BORN 1393, SUMNER NUR 'D CHILD:(1) LILLIAN GUY P. CURTIS, SSPARItISH curais CONSTANCECHILDREN:(2) A. CURTIS, 14. A., JULMIATALIDTRUDE CHILDS HARRISUNIVERSITYHARVARD1916,HIGH HOWARDTEACHNP.SSCHOOL, LIEIVERSITY; OF CHICAGO. ST.UNIVERSITY; COLLEGE: LOUIS, PH. PROISSOR D., IECTURER, MISSOURI; ECONOMICS, A. B., OF 1919; ECONOMICS, A. B . D. D. S. ILLINOIS;MO.;CURTIS,PUBLIC B. RELATIONS; BORN, PH. 1904, WILLIAM ST. LOUIS, came S., H. D., 8., =GUMMING,UNIVERSITY OF .WASH/NGTON UNIVERSITY. TAUGHT ATENGINEER. 18PHYSICS,TUSKEGEE YEARS: RADIOHARVARD NOW INSTITUTE SENIOR CORPORATION UNIVERSITY; FOR IIESEARCH OF 21.0.1 HENRY W. PORTER MARRIED FRANCES CHILDS THE EIGHTH GENERATICI1 WEIMMUL AIMTENNESSEE,_1902;SCHOOL, PORTER BURRELL,PHI GRA.DtAIED, BORN, KNOXVILLE. GIRLS HIGH ANDMON,LATICESYOREVIRS/TY PSYCHOLOGY, BUFFALO,UNIVERSITY, WCRISHOP,07 PENNSYLVANIA: DIRECTORNEW PRO/23SOR STATE ICES. OFUNIVERSITY HUMAN PH.0) EDUCATION IL, RE-NIN COL.. IA: B. 13., N. S., MI- MILT DIAGRAM MAIM 7 I lioASUIPATEDwarOP Hit WITH HER IIRALMYLA1109E011 VIRGINIAWAS CM SLAVE FLAMM, AND C0101011.40 JAWS WM& WUI NZ f I CHILD 3051 131 ULMSONS qUARLIS ST LUCY SINT MISS MIN TO OM- MARIA 1801. BA POO MUM TOOL MB mar wal as Lamm LIN MOON;EIS WWIAT nun, TO az inian tumorm. EIRJOSSESTIONTY-0131MOM 7ATBIR. BOMA. 813 CBILDEU. WHO IS SAID IUD WHO TOBUli WIRD BM AA =APB HADTAUGHT BORN IN 1801 WAS IMAM BY IMANOIPATBD AID MAMBA OP NHLHIS1809.NUM ATTENDANCII ASIDRTOM MAS ORMA. FROM BOB' AT IN OBNBLIN ACAD. ANDHI0338111ixCHARM AMU= 1817. ACADINT,WAS WI 1513 VOW TEAT NI MIMEO BONN 1851ADM=COMMIE18291Jm POMO=0310121311) TO 0011101 Ma TEl SAX LAW II 1849; IN MCI RAS BM IN E.IN MUTE SCHOOL MIMI= IMES& ATTIMICIZOOa,GEHRRATIalt,STOICSource MIunix LANG. WAS NM TEA THIRD SAIDBOMATS,TERIN WIDOW JOUmar,ON WHO DARIIRIS3RO101.11 WAS 07 IBM. =LID A SCHOOL CONGUSS,18854887:!VITTOPSCHOOL VIRGINIA IN OP 1868:1888.IOC= HOWARD STAYS TOmum= COLUMN, 5ZAD LUCIA:O POWILL, A DALOVTIR TOFIRST PBS MIRO AT MUM 'LRCM CHAMPMGMFM!. THE HUGONGRANDSON. P074 IS rirommorm.rff WAS =MATED PRIUTSLY. S101 WARBIRD OF NAM, PARMID.LEAT10111.11DRZIRPMMaWILLIAM PATEIR BY NIS DAN AND WITH A AID SLOB IN SHOINA1011, 1850. MODIRR, RN WASWHO WAS ALSO SIT , IIOSASLT Sal EON OP ANDWHIRINCHARLESCHARM ACADEMIC 2884, J.J. 0. ORM,ATDANIEL. COURSE 3AMIELTID: Al AGBSOLEATBORNTAUGHT MROP GRAMM 1845RICHMOND39; IMMIX WSDEAD,OP STUDIEDBUMTREOLWICALWAYLAND 1916,TKO LAWCIVIL SIIIIIARY.NAMED INSTITUTE705 WAS. ONNCARR/B NSLIAR (NOWRIFINALLY J. 3SCA101AT VI:WIWI* ORM,HOWARD CCRIVLIMID ?CSSW UNICEUNIURSITY. 'AMY USIVERSITY),TAX AND 'NORMAL' HIMINUS HAREM flfielf1111MMII. 1866, DM, 19431 RUUDDURING0.1710111 TM PR6bIDENCY OP TEl VIRGINIA OF HIS ORWAT-UNCLN, NORMAL AND COLMIATRJONI MUM LANGSTON,INSTISVIS 1885-1887.(NOW VIRGINIA SA 00UFLI OATS COLTFAMILY Os), OP IIGAT MUM Ok MN CAMPUS: 12113 'MR TO INCIOVI DOCTORAL MONS rear PA.10°;VAS= =ION.A.B.. 0: 3. BUBIIA.B..SAM FISK. len; A.B..3051Cann. 1893; PA A.B.,BORNWILLIAM. VA.1895; A.B.,BonCAREEN Ping W., 1897; BORNCORIM, 1699; A.B.BORNROMT VA. P., 1902; A.B.,WALMBon VA.Go, 1905. ChICA000192A3COLORADO.1914; AA.. PROZISSOR.ILLOOLUMBIk:1914; A .M.. ; EVAVILLNIRSSTA= OOLIMON. TRACE- MUNCHUMIOMtSOCIALCHI0400. ER.D, ULTSSISHARRIEDMITT CHRISTIANWILLIAMA.B.,KARRIR11 1155: BUDA.M.UltION190: CON19281 N. ormallVIIION,1926 0131. AIA.COLLJGI1940. ISTAT2 MOD HAMMISAMUCOLISSIDISTRICT 07 TIMM. PROMISOR.COLLMOB001*7212/9 SIAMTAYLOR;MABRIID,0)04A, 1932. 001 - OOLVMBIA,OREMTaBODORA1941.1927; PL D.. MUMMA00IB(UMW) SHOWN. CLAIMIMMI ST. aaulatPRESIDED%TA. STA= IDUCAT/01007JOIMIIALMUMSZDITOR, ISCORO "144;mcwg4 ayvw,..--- cSOUBCB JOBI Mat= _.....ALNALENMIONtASILOAL DOCUMTS DArlIZLIS IfiDa7112enraThoor errrizt"b:rtr::Zagirr--" HOWARDLIBRANIAN, U. mats MORAN ism; SIGN =BHTNALDAM TURNER SCHOOLING;COUNTY, CZ N. MINT, CAROLINA. won= BORN SCA.CI NO1838, NOR. lalLaiSnaniaLatkan(T12 =ONE MICR) SCHOOLING;comm. NORTH CAROLINA. AMMON SOW NO 102MAL WHOM cask 30Mie lebikt DIAVU GEORGE CLINTCW, BETTTr"-. BORNTRADEmats OF 07 READING SWIMMER; AND WAS WRITING. ALSO A NINISINR. /WWI SLAVE; NIXED IN 1A65. NOON/ 07 731/110e. 3=IN A 1865. SLAVE; NMANCIFAISD LEGE*LIVINGSTON]:SCHOOLEDCOUNTY,BORN SALISBURY, 1871, AT N. COLDAVIN CA. - lalinzilurvirnwslinnwh A WHOATTNNINDFARM.MINSTURM wars= ammcomsat; COLIDGE. STARSFAMILY10th st GRAIN WAS SCHOOL,MARRIED DIAGRAM S.AT =CUR LIVING. D.LIVIIM. 7.nom STEM,AID .CAFE BISHOPZIONODISTT11898,N. CHTIHM.CA.; BPISCOPAL 07 A,M., A.B., 190A. AIRICAN METH- NM NOR ISM STU= ZANILY. RHOIX7.:JIASCHOOL,1874;:4E4, C. ISLAND: ALEMEN2ARY VIRGINIA,WILLIAMS, PROVIDE. HIGHMan TEAR.CANWASLIVINGSTONESCHOOL MOTHER SELECTED AIM COLLEGE, 07OGLING/1. THEAS A36111. AMIE,AT:ENDED B., CHEYNEY 1899; NOTUS ZAILLY, HIGHTEED. SCHOOL, ALSER21 LIVINO- A.B.,MU ELIZA/01MS Lxvnipsirome BIOS0201102 SCHOOL WILLIAMS; AND GRADUATED,JANIS ADDISON; CENTRAL IMOD,SM. MILLS; TaTEAL GRID. HIGH CLARENCZLION.LIVINGSTONENORKAL MARRIED SCHOOL Po JACKSON COL- A303 AIDnoe3., LIVING..STONESCEL.9 ACADEMY1900: COI H. A.B.,NORTHWESTERN;B.S.,STCEZ H. COLLEGE. S., CHILDREN.BOND.NORDENNIRTIOIESTEFOLcomma. TIMM J. MAXM. A. mcuTra.1101.LIVINGS/CUCOLLEGECHILD. UMW* CSI COL.. COLLBONsA.VILTB,RIM B. SCHOOL, ICLITUCET. B. D..LOUIS.. LIVINGSTONE ATLANTASTMNESTUCVI;SCHOOL, COUTO, TXI1NPSITY. LOUISVILLE, A.B., N. LIVI26. A., mu.CHILDREN.OFFICER,(D.,1958). KENTUCKY. CHURCH LOUIS- NO NORTIO/ASTENN.14.11110GARNETT,1919:rAGE3 13. A.B., D1922; WESTMATZPROF., VIRGINIA COLDNXE. MATH., HARRIS))MILADY:LEM,agent(DIED,!SWIMS. BIBLICAL MARY 1956); PASTORS ILIAPA.; SIB CANDID=MARRIEDUNIVERSITY. 707WRINGERTCHATS, DOC. SAUNDERS CHI0 INITITUTS:TEACHER, JOHNSON;MARRIEDPHIATIANT.A!WWI NAIL001 A. T. NAPPA. , 1937.. URETER.TUSIEGU.WALTER. PROIESSOR, ONE MT411.,,,,p.er.1".11.0,,VOVV.Vtornocy sw* er- 7IMS1721.10,1T tow ta.V...... a.,...47LColidtamMilmakro11,1401411.44414 4.1.1.4.W.A1414.1+11.0ablsi OviStalthaktlainiSwstile...`...at FAMILY DIAGRAMZUIERE142a132814111 NUMB EU ZILAIMUUMIgi ALBERT TURNER M. EVTLEANOR CARTER CORNELIA: BORN A MEANT I ABNERLIMA;'BEDELL SIZES:DIED, COUNTY, 1906. NORTHNO FORMAL CAR&. BORN 1828 DELLCAROLINA.SLAVE, COUNTY, 1858, NO NORTH FORIRE- - I HISSCHOOLING; NAME, COULD READ,FARMSLAVE. SIGN APIIR TRICEDOM. WAS BOTH AND CIPHER. BOUGHT M LYCOULDMAL IN BIBLE.BEAD HALTING- SCHOOLING; *VIEFINISHEDNORTHBORN,MARY LIRDSLEYCOUNTY CAROLINA;2865, ELEENTARY SCHOOLS. CLEMENT: DUD, SCHOOL, WAS192?. LAVIN COUNTY, --- ..NAREINDMNOM NDVCATZDNORTHDAN=BORN,SCHOOLS, CAROLINA;1858, IN AND DAVIE FINISHED DIED, COUNTY,COUNTY 1944. THE FORREST STEELE: NORTHALGERNON CAROLINA; °NELL,HOUSEWIFE, EDUCATEDBORN 1900, FAR IN DAVIEPUBLIC COUNTY, SCHOOLS, 'S WIFE. LEON, BORN 1906, MOCESVILLIn NORTH CAROLINA. NORTHWESTERS.=RN M. A., TEACRNHCOLLEGE./DWI GRADE HE AT LIV/NOSTCNE TERRY, M. A., IOWA UNIVNRSITY WASFARMER. RURAL SCHOOL tiNIVEPSITY).VERSITYTHEMOCKSVILLE, HIGH (PRESPITERIAN: SCHOOL DAVIE A. B.,DEPARTMENT COUNTY;PIDDLE NOM TJETIZRSZTT; GRADUATEDJOHNSON C. PROM SMITH A. WPM= UNI- 07EDUCATEDDAVIS MOCXSVILIZ;:4., COUNTY, P.9IN THEJOHNSON HIGH FLBLIC SCHOOL,O. SMITHSCI0OLS AT JORNSCIV C. SMITH UNIVERSITY; BIBLICALNORTRWELVERR:PHILOSGSZY,PH. YODoe UNIVERSITYINST7TUTS;CHILDREN. JOHNSON UNIVERSITY; 07 A. CHICAGO.C. SMITH B. D., PROFESSOR OARRETTUNIVERSITY. OF M., NORTHIMSTABX; ALBANY!Ire,:IIHICTOR, K.V u;A., NEW DIVISION YORK UNIVERSITY, STATE COLLEGE,UNIVERSITY 07 INDIANA. OF EDUCATION, ALBANY, 0.1.17.11 FAMILY DIAGRAM NUMBER TEN ZEIE RABBIT ZANILY IN:411iCaearaairbiAtiYa.A.11i02414444a0:64.641.4b..+44*aatveSuuot ta.ra14.1 .11111 SOME CAROLINA JACK MABRIT/800.4862 SOUTH CAROLINA HARRIETT1815-1898Ims1., JASPER COUNTY GEORGIA1802IEID PETTY-1898 JASPER COUNT! 1818 -1903 GEORGIADILLIE CLARKS IAIINIT 1835-1922 LEARNED TOsr MARGARET PETTY 18554923 nvz TO HENRY WEST1855-1938 DINtd, 1901 XLLA MEMORIZED MUCH ON THEslaw= WILL-DIOGIR; =.D AND CHILD: HZ WAS UMW? HIMBIBLE:TAT BY HIMI? HIS WAS TO READ READ TO AID TO inan WIDE, WHO WRITETOSHE BEAD TAUGHT AS ANDA SIMI HER TO HUSBANDWRITE. TO RIADWRITE AAED SLAVEIS CHILD =WATER TO MI GRADE, ATLANTA MIMIC scaooLs: JAMES MADISON RABBIT, Sr. 1S7S-1947 FINISBED dth GRADE AUGUSTA18801 WEST 952 DDT".THEOLOGICAL1898.NOUSElima SCHOOL, FURTHER COLLEGE); ATIANTA. SIM STUDY, A. BAPTISTVIRGINIA 11.4. /SEAM ACADEMY SEMINARY, BAPTIST (NON CHICAGO MORE-MUM, Y; MINISTER, COLLEGE PICISI. CUTHBERT, GEORGIA 1 JAMESMIN, ATLANTA,M. a JR.; GA., 1905,SAMUEL MACON, N., BOEv GA. HOUSE,HERBY; B.A. D.,B., CROZIERMORE- SPUMES;MARGARET: M. A.B., A., A.B.,ORRTRVEN: COLLEGE;ULLA- UNIVERSITY;LOIS: .L.B.,F/SE 14.11$., HEADA.B..CECELIA: ACCOUN RSA; UNIVERSITY,passrnswp,HOUVC,1900; A. B., '23.NORTHWESTERN, HOWARDMORE- 1961J. D., . '27; AMERICUSELEMENTARYVALUEGUSTA;INSTITUTE; BAPTISTHIGH AND SCHOOL, AU-SCHOOL, B. S., TIMEMARRIEDREMPHIS,1stTHEO. BAPTIST CHILDREN, SEMINARY:PASTOR, TENNESSEE.MINCES CHURCH, HENRY, SMITH; AT MICHIGAN;MRRactunagmensELM=MICHIGAN: DOCTORATE, COURSE COM- RETIREDLANTAmakSOCIALM. S. U.; W.,WORK:PROM AT NW , VILIE COLLEGE;CLARICE,MARRIED,LIBRARIAN,PEABODY DECEASED; COLLEGE;J.H. WOE- BOARD,BAPTISTTOR,TANT. NAT'L DIREC- NASH-PURL. M.,WALTON;MARRIED, JR. ONE NORMA SON, CLARKE JAMES TEXASKAPPA;VERSITY;PH.MOREHOUSE, D., PRESIDENT,SOMME BROMMI M.BETA UNIS., CHARLES, & YARBASA ANN. ay.CURRY.COLLEGE.TEACHER, T. LEE MARRIEDsIELMAN THOMAS,MARRIED JM. D. JUNIOR. CYNTHIA,TWO CHILDREN, AND J. H., TICIAN.MARRIED,VILLE, TENN.;J .WVEINS, . MOR- EMMYMPRIED,19654966,1955 COMMISSION CONSTANCE ATOMIC . . WOOER, o...... ,...... /.1MIN.11/.14.*11.4 41,..,

A-57

keigNQ FOR MAP 4. Type(s) of Negro college(*) in county & County VP. composite symbol 6 (UMW rank of county (with mforenc 1. Number of Negroes m county:1930 <>- 4-yeor public college offering Basic economy: to 979 counties) on basis of numb (:=3- Less than woo graduate work I - Forming: cotton of Negroes in Negro collegesper ip IIFarming other Man cotton Negroes opt 15-19 in county ',.;- 1poo -4.999 ....- 4-yeer private caltv. MS- 5,000- 9,999 offering gradiade work M -Non-form economy 1- First (highest) quartile 0 4-por public college Industrialization: 2 - Second (next highest) quortili II 11111010H- 10,000 - 19,999 A No industrial diversification - 4-yea privets college 3 Third quartile - 20,000 - 29,999 8 -Industrial diversification 4- Fourth (lowest) quartile V= tO 3-yeor public college - 30,000 or more Urborizolke: County not ranked because les: D - 2-yeor public college 0- No urban area in county than 100 Negroes age 151S 21=3- A Wade ones' 0 2-yeor private college I- Urban cue* of 2,500 9,999 resided in aunty in19X) 3. * Location of a trade center 2 Urbivi moil 01 6." Urban are* of 00 or2m momore Ihrollo ems from J. WollorTheopme- Pods,. Ma Dioinbofts. NostIWO, Mow mid Soft flora WM. 1931

NORTH CAROLINA SCAltsaffireates If II . e IS

STATI COUNTY MAP 10. SOCIO4CONOMICCLASSIFICATION OF COMM IN NORTH mama IN 1940. Taken from InaCorinne Brown, Sasiseleanacji Ulitigalany p. It/.. National Surveyof the Higher Nducation of Negroes, Misc. No. 6, vol. I. Federal SecurityAgency, U. S. Office of Education, 1942, VabAllarlalaagi6:144J644 i.a16144416 Adit.4.1,1160.W4Aftb*.4.10174.A.C. 4NiaL.4414,4,*...../Y{ S. ,....6.1*.n.o.O.erarow*es.4 ,` 5 ASHE Mitchammoodurs SORRY STOKES NOMINGHATA CASWELL PERSON vntE***M- u. WARREN ..=0. NoormAsanco HERTFORD GATES fa. AVERY WATILUGA MIKAN YADKIN FORSYTH GUILFORD 0 GRANGE FRANKLIN BERTIE c l4 p4S MAOISM. Me BURKE CALDWEIL RANDOLPH CHATHAMMA WAKE tosicomn PITT 0 Unfit 00Mitt I BEAUFORT GRAHAM RUTHERFORD LINCOLN 44*. 11 ROWAN GOMERV1AONT MOORE LEE HARNETT O. JOHNSTON GREENE HYDE CHEROKEE CLAY MACON WAAL VARTAN CHEROKEE CLOWN° YORK GAir HOKE SAMPSON WAYNE jam JONES CRAVEN 0 IMAM° 0. PICKENS ANSON ONSUIN 0 `41KrOCONEE NOERSON LAURENS CHESTER0 0 LANCASTERUNION CHESTERFIELD ROBESON MADER DURAN 0 0 NEWBERRY 0 FAIRFIELD 4 KERSHAW LEE DARLINGTON DILLON MARION COLUMBUS MOEN Atom SALUDA LEXINGTON RICHLAND SUMTER FLORENCE EINIENCLO CAU4011N HORRY WIVE OON WIWANSKURO STATE COUNT! MAP 2. BIRTHPIKri 01 ONO BARNWELL rt BERKELEY er MOIN NOR US 07 =TORO= AND SOUTH CAROLINA, Br COUNTIES 5 \tattle CHAIDISTON equals one mother ZUE2 JASPER oft 40 0 equals five mothers ALABAMA

INCOME Or SCHOOLS PERCENT/ISE NEGRO k...) MEN $2,500 THE POPULATION $2,500 TO $5,000 QUNDER 0 IC TO 50% 0115,000 TO $t5,000 EDse% oft oval s15,000 TO S 30, 000

$30,000 OR OVER STATE COUNTY MP 3. kRIVATE SCHOOLS FOB NEGROES IN ALABAMA.

IN 1913. TID.: CIRCLES ::LOW TH:0 LOCATION AND THE ANNUAL LICCIS

OP Tice IMI-OR'2ANT SCHOOLS. THE SHADING INDICATES ISRCEUTAGE

OP NEGRCES IN T1 TOTAL PORTLATION. Tal'an from r. 31' Thomas Jesse Jones, 'T cats 9B111 le tine 1916, 39, Department of the Inter or, eau of Bement/An. v o7;.. teco, 40/ , /.... v.:. -1 - ogy. fz 9 ;7/3,fiii ./.4'iD;4(4447eV.4 .111 o ACV/t---r - / / "*.:***2 / ,

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offtt 9.20 .8. Nig 2.18 29 09 C0C7AV mem 2.0 9 .90 ' taecouv L0.67 -16.43 1*-* .1 7 1411ri:4. .1C01,41r.UPt if. 'x7 E,1111.1 11114:11; .;L.:172.00.1:;:g a - : 6.03 97 iff46411,CaNWIATt'a. --CGVIUMN:1 . 42-1k"v(`. .

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MAP 2.-rElt CAP:; tIrr; .1;;1 t' it islti:ii AI.AltAMA UN TIII; BASIS 03: !-Al 'Elie upper km.- in t.u1ienuny is fir %%bite t:1i1(lr. cates tht: itercenawf It. the hmcr for coeltirc(1,The shading indi- Nv,:rcs iii 11.v t. Tt11'a:"11. C:::17.;TY ..11P .K CA. Pa 191? '41:;P. CA1-ITA CHILD ..11 RIME Li itIAL 1910 Tv ...az. from Jont.v.,04. c t .p. 27. I 111 ti A4 ... . : ...... : ...! - .. . 7 .... 41' 4 -C.:, + - . Ns; ...... 7*".11 ...: saes t. ... ::=:4 ...... 4 gee. im, . 1 1 4 4,;, .441, Icilf ...1 ll ...... 1 . :1:" e' " :: : :71 ....-...... -EL,.r ,Im , 1 :::,-..-,i % ;U. .l.ii t.: L'..;;S.P.:astrf:!.,C :: If VIt.:: . * : ...... -1-1 :::.41\1m '11 .:.; ..... f :::: 11 I: i"-.) ,...c.",.. : t. ,...... -.:7%.14 ... -;:t 4314 .... f:i...... 1'4 ;A :.1.. ... She ...... ) Ifri ,,,:j.,...1> ,(111,.. : ' * .. ":::31 r Z, ..... n tr: VC %It n*.M.*1ri 7t::121,:jaltL .n.r1. , ...... Rr. 7.47.-4I!:itl'i.::'\1::;:::::;,...1.:(..1rC. 1,b..... Yd': '...SZ:...... h.,::::.,. ,VA' . ;46L93Clitl...... :IL: ii? , ,:k.., . 1.-bo : f:,'I,146 A 1 ii - ... . it , Ji /4 F ii...... 4.45ria: (11..44...... JI r r. .- ii- .m 7':: r- * 1 145

5.7V.1.; C01^.1TY YAP 8ITP. Dittrells IN 1913 F.R C;..PITA WLD IttAl rts 8#:1!7d CA.11011-11.. Talen frog Jones, On. ci.,p. 114.

.71 3.1 41. 2.11 7, 1 ea

Percentage Nes.eoin the pustulation Undertoper cent. to tts :c jlef CCM. 3cin co percent. vattalc ;re rent. .4 71 75 per centTS' OVef.

MAP 23.. PERCAPITA EXPENDITURES FOR WHITE AND COLORED CHILDREN TIM DASD; OF IN 5OVT11 CARW.INAON TEACHERS'SALARIES. The upper figure in cad)county is for white the percentage of children, the lower Negroes in thetotal population. for colored. Theshading indicates

worree!e",., 2 Counties in?.a*. qrs

ALABAMA OCAlf NAM'S /NUS IIa SO IS SI

STATE COUNTY MAP 9. SOCIOECONOMIC CLASSIPICATION OP COUNTIES INAIABAMA IN 1940. Taken from Ina Corinne Brown, ,Sqcio-Ecopoisio Am:coach tklidugations, p. 67. National Survey of the HigherEducation of Negroes, Misc. No. Vol. 1. 'Federal Security Agency, U. S. Office of Education, 1942. A-57

LEGEND FOR M6P 4. Type(s) of Negro college(*) in county 5County type composite symbol 6 Quartile rank of county (with referenr 1. Number of Negroes in county:1930 *- 4-yeor public Wage offering Dosic economy: to 979 mantles) on basis of numb - Less than 1,000 graduals work I - Farming: cotton of Negros in Negro collegesper 1p IPOO -4,999 4-yeor priest* College II - Forming* other than cotton Negroes age 15-19 in county III NO11-101111 - 5,000 - 9,999 offering granola work economy 1- First (highest)quartile O - 4-year public college Industrialisatico: 2- Second (next highest) quartile ,1 nrumm- 10,000 - 19,999 A No industrial diversification 4-year private college 3- Third quartile 1////////- 20,000- 29,999 0-Industrial diversification 4-Fourth (lowest) quartile JO 3-year public college - 30,000 or more Urboribaffoi: - County not ranked because les: D -slur publiccollege 0- No wbon area in county than 100 NegroesOgg15-1E 2=1- Atrade areal/ - 2 -year private college 1- Who areal!) of 2p00 9,999 resided in county in 1930 -3. * 2 - Urban ne* of -24P99 Location of offside unreel/ 3 -Urban are* of - or more liTiele arms has MAW thwesesPaNisa ad itt DisosAo. lissaWk, Wow OM Sift Fs* Wks. 1931

t 1. 11110111111114 II. ILO 1W Is aSassa :UN Ws. 1

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NORTH CAROLINA ==mscoilneSCA*811111Itaiti *81.411 MP

STATE COUNTY MAP 10. sonaloolioncCLASSIFICATION OP COUNTIES IN BATH CAROLINA IN 1940. Taken from InaCorinne Brown, ,Socio-Egonoinic korsottc4 to Educatio4, p.1)7., National Surveyof the Higher Education of Negroes, Misc. No.6, vol. Jew:Ural Security Agency, U. S. Office ofEducation, 1942,

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Ice'Tto,f144 t 'WA 2 14 6$14041Zral'f0 lt "is LIPP' q eirlOpil 11r4 1 pliflau-lialw pr I 1 il i it , \ aitiiiginIIIka 44.11:11ilititll#11111je-il.09.,*'16a, :?irli 0114: tr I 1 1r 11''lelfiviiNfAil.NitigOalni Imola611E_NalitpItt**pril4,4iiiii'lAlanei avaihk_(1,1111''4011,,,,yrrili,. 4iVP1Nlri.grit erlArritti. 11,17valringiliiii-inarroJitvklImeIar, 4. trevt illimai t , iffm -...\Marinuivillit11-1 1111111,4tripititt* fin, 1 1111 P' 1 Illi AN aihat14414111114111111 jelliff4P 11114/4614174110 nil lel-Pei MI 4-fralli-1 ,osiilln .!-T-12 ' *I ii Isiiil Mg,1 tillitisii : to 11-10_,,i_ci::.,rIrmiiimoritiiialaslarairstordit- Viiimeli inTiArtilvadint--fitito illf #11% 4Piti i 4.143,11111 Lnieratila231174**i*M 1 tkerIPEONI my 4 , 114Mitotrilaimintli,.7 visifictoiferilikri41.LA* ii.' id 111-7 4. pi stisitir keijiii mom, IIIIi It' Ai*I 21110 a...411/11iiihifilimm....11111 Dr. Hildrus Poindexter A42 Tropicor Disease Fighter Retires Aft-r 34 Years Sy DAN Pal WASHINGTON(NNPA)Atter 31 years of public service, Dr. Hildrus A. Poindexter, medical director of the U. S. Public Health Service, has decided to roam the world no more. . Now 04 - he reached that ap The years. 1913 to 1945. were spent on May 10 - Dr. Poindexter retiredby Dr. Poindexter.- then an Army The?resilential citatinns on May 25 to hts home at Clintm,lieutenant colonel in nreventlne credited hint with haviagre."' Md.. where he intends to completeand eentrolling malaria amen!Per- work on more than 30 scientific: sonnet in the southwestPacific.the ma.laria rateamong .ame."..'.. , nevem and be available for specialto thin, famed World War II thea- militar7nersonnel in his :z.,-,ne:131 aseignments. ter of operations, int -staffper- Miring the pest 30 years, he hasfermanee alainalariolnetet and9009 000 square miles by G.5 ;e..:.- observed or worked to eradiegteenideminforest earned tom teen in 6 montlis, illnese and diem(' in75 foreignArmy erimmendetion awards foe,. countries and traveled more thanBattle Stars, thePrnnzPStar MedIi.. F1a3.954 he laas in charge orthc a half million miles by all modesand the Meritorious Service unithealaA problens created by of transtamention. Plaatu for superiornerformangs, tran::.** Commenting on his professionel Divine thisperind, heterm.-4'erri.r.t,e, BOOe 000 refugeesfrom eervices Dr. Luther L. Terry, theenidemiolomstandrorasit ainent..TOrtil to `.)outh VietnamsIn T.T. S. eitreenn Generel. enid: "Thewith the 19thMedical C.leneral eit Csovernmert of the United StatesLeboratory and as an irettnietor ing }tit for an honorary degree hae fn: molly rem:mailed tl'ese et-in tropical disease controlmet- in 1955, Oartmouth College sali forte.bin the wrar and, tetteofsures with the 93rd Infantry Di- esstenmenis in Too-. freq. Viet-Namvision. Ite did special dysentery,t4.hat.t oFew men have had theav :,r. 171(1 twine ether places have left,VliCill.j studies with the 369thIn- vtut.ty 4. and have se.'zed it- u:. their marje.." fentry Regiment and carried outsavIng special studiesIn immunology, se puny hunan lives. ii Dr. Peineexter's:snecielit hasepidemiology and pariaitology with here) in the field of tropical dis-the 27th GeneralHospital, 19th *MANTA DAILY WOW W Thiiridiii. eel..Iletelerereived numerous"-weal General Laboratory and MO- mtivr hennrs end de:lorennne for his worktin 318th Medical Battalion. melertolnelet said epidemiologist. ?peeing heck. he vented% his ef- In 194, Dr. Poindexter resigned forte in aiding the develooment ofhis commission in the Army Medi- Ifteqlnerrnrinelac "the mein thrust"cal Corns andwascommissioned in of his snteeqe He has trainee& hethe Vsvorve Corps of the U. S. Pub-. snee. to leedershin" in thelic Rental Service. His first duty eri of nerenattine local diseases toass:et/Meat in the Health Service sa riefielple of develonine nations awas as chiefofLaboratory and thineerorely neglected by the, medical research with the agency's system. "I have tried tomission in Liberia. rot for, lext; forttimitz:F He was appointed to the regular neople:." t.r. Postidoxter sTirs. "andIcorps of the Public Health Service all hinerienne shnidd do the Fame."in 1948andpromoted to medical Teo tropleal disease fiehter be-director. The sameyear.he was the gan his eareer *alone the ruralrecipient of the Welcome Award communitiee of 41ahsnia and Mils-from theAssociation of Military wnere he worked fromSurgeons for his studies of lymph 1934 to 1937 organizing avatmentsmelt pox vaccine, which he was ' centers for the control of venerealusing to control a smallpox epidemic diseeee. malaria. andintestinalin Libreria. nsarstites. These diseases had brought misery. illness. and even Dr. Poindexter is credited with death to hundreds of underprivi-providing much of the inspiration ledge monis these areas. and leadership toward the estab- FIRST LEAVE lishment by the Firestone Tire and In 1939. he obtained leave fromRubber interestsof the Liberian Position on thefacultyof theInstitute of TropicalMedicine rata School of Medicine at Howard Ifni-the firstcontinuousmedical re- **, vereity to undertake work with thesearch institution inthat West School of Tronical Medicine. SanAfrican country. He is still a mem- Juan, Puerto Rico.This activityber of both its board of directors carried him into theanderdevelon-and itsparentinstitution,the edareas of seven countries of SouthAmerican Foundation of TropicalDE. HILDRUS A. POINDE America and five major CaribbeanMedicine. reviewingsome ofthe medic, islands In the 4:sliest of knowledee des he hog written, for the control of diseases endemic to these areas. Wa..J.WLI.S.*oar

A-79

PATERNAL ANCESTRY OF JEANNEANDO. IlL801...X01,8f0t

FACTS COCONINO =GLUM&GENERA1/028

L JAPES COLSONs On &quit 18, 2000 JamesColson of V.., firstgeneration in this genealoct vas describedas a dark brown, near black, %%gra high, about 32years old, with bushy thick War.. man, 5 ft. ? inches It appears that heGame to Petersburg severalyears before this tins. ne had been, the slave of WilliesNelsen of York aountiendwas Skanctipated at Williamsburg about 1791.The Nelsonswere among tise leading, aristocratic families of Virginia in theRevolutionary days.Jests Colsonwas married more than once as the tableshows.It appears thathis three childrenwere born of a free wits although not thesane /ifs. Under the loose maritalcode of that day among Negroes thisphase of his life is difficultto determine. James Colson quickly tookrank among the leading fee*Negroes of Petersburg. His AMP appears againand again in the earlyreoGeds of Petersburgas a par- tioipart in worthy enterprises.Firat":of all hewas a barber which trade his son also followed.He beeesse the.owner oftwo pieces of property, in 1803and 1811, and engaged in othertransactions of a real estateand personal property nature. He was affiliated withthe Benevolent Societyof Free lien of Color,an organisation which embracedAmoy persons who could read, write,end speak with intelligence.Be was one of this number.

James Colson died witha debt on him.His property As tiedup in the heads ti of white trustees undera deed of trust.Shortly atter his death hissea William. Nelsonoaele forward to redoes* the debt and thussave the property in the family's hands.However, this was acoomplishedonly by Srasan Celeou, sister, renouncing all her right toher father's estate. hie hair-

2. NILLIAN NELSON CCLSONsAs a barber, businessam, and SOV/OUS student of world affairs this aszt attained preeminent:44His ()hie *lain to teasrests in his business venture whereby with JosephJenkins Roberts andsl,ne or two other . Petersburg free It:canoewas organised the mercantilepomp-.Any of Roberts, Colson, and Company, about 1832.This enterprise was located inl4 i3eria while the 'merchandise they soldwas bought in the U. S. by William Colsonand his *ife before he sailed for that oountty in1835.Is, the years 1834 and 1838he traveled widely vas the U. S. in the interestof his company in Africa. Colson' a barber shopwas located on Syoonore Street about whorethe Western Union i* located today.This was ea shop of several chair.and considerable equipment.He also had half interest ina shop on Bollingbrook Street withhis brothertin-law Mammary Niebeok.With the patronage of theleading 'hite citizens of .Petersburg and a high degree of businessability this eau accumulatedcon. siderable money *Leh he invested in themercantile ocapany.Jsmes'Colson and William Nelson Colson, father andson, had a barber shop connection with Petersburg dont:eats% overa period of thirty-five years. William Nelson Colson was serried toSarah Elebee1/4 in 182$ to *hoerive :children were born. The chief. of these for theproposes of tttie genealogywas .0.1411 Major.sirs. Sarah Colsonwas left a widow nine year after. theirmarriage due to the untimely death of herhusband in Liberia onlya few rooks after he landed. SU was apt Anted sdninistratrixof hire *state in Petersburg bythe Court :and became the beneriolary of hisinterests in the firm of Roberts,Colson earl . ConparAy. Three years after Colson'sdeath the widow marriedBooker Jackson, a well 4e-do free Negro ofFilwerille. UNITED STATES OF AMERICA OPERATIONS MISSION TO SURINAM

AUTOBIOGRAPHY OF HILDRU$ A. POINDEXTER., 14. D.,PH.D.

Paramaribo, February 7, 1958.

Dr, Horace Mann Bond School of Education Atlanta University Atlanta 14, Geoftie

Dear Dr. Bond :

Thank you very much for your recent letter and the kind and generous evaluation of me. They represent a high opinion of me, one which I do not at present merit but one which I shall endeavour to merit by further efforts.

Now in regard to your latest request, may I reply at some length:

1. You have my permission to use for educational purposes any of the informations rich I have sent you or will give you now. There are several reasons why any publicity of material givoil to you, should be carob:11y screened. Bare are some of then; a) I as a regnlar corps career officer of the U.S. Public Health Service, and while assigned abroad in the present capacity .I have diplomatic status with some privileges and many responsibilities. My Foreign Oervice rank or grade is FSR 2 (6).

A.73 A-ing

Drell. M. Bond 2 "abr.?, 1958.

b) Inmy foreign postI are amemberof the U.S. Department of State Foreign ServiceStaff. In such a capacity, the Department of Stateand the Senate and House of Representative Members of the Foreign AffairsCoeraittee of the Congress, have the right tostudy any statements or publicity by, from or.aboutme Their interests however,is In determining %Mather what I have saidor done reflects credit to the foreign policyor program of the United States.

0) You may see Dr. Bond, that theymay take a jaundiced view of too much publicity given to one or theirstaff while hele.still on active duty abroad.

2. Now about my parents and grandparents: a) Mymother reached the 5th grade in school. She was an excellent mother, quite ;robust.end healthy. She was born shortly atter emancipation and came from slave parents in Virginia. She appeared tp have only African blood. She showed considerable native intelligenCe but had limited formal education. She livedas a child, wife and mother on-the farms of Virginia, Kentucky and Tennessee ailof her life.Mymother's parents Inever saw, but they were slaves until emancipation. b) My.father was a mulatto and toqkthefamily na of the slave owner. My father's mother I have never seen. My father'sfather I remember seein$ when I was a Mall child. Be was a white man who rode in a surrey drawn by two tine horses. My father inheriteda strong body and a rather fiery temper. Be never attended any formal school. Be always worked on the farm, rarely clearinga hundred dollars per yearforthe whole family.my father, by West Tennessee Delta termstandards, was considered a good tenant farmer. Benever owned a farm. Be worked theyear round farming, hunting, trapping, etc.

bakia4Ced.i4(.4,--

A.46

Dr.}1.M.Bond 4 Febr.? 1958.

minister who also wasmyprimary school principal, Rev.E.L. Peterson. It was Mev.Peterson,a Johnson C.Smith graduate, who arranged forme to enter Swift Memorial High School in Roger- villa, Tennessee, as a special student. I could not qualifyfor regular admission because I of the poor rural elementary school background. At Swift Memorial in Rogerville I had three jobs as well as took three more extra subjects each semester, than that required of other students. I had no money nor social ties so I merely worked and studied. In order to pay for my board, tuition and buy clothes-the three jobs were: a) Firing the boiler to keep the girls dormitory warm at night. b) Cleaning up a bank building in the town of Rogerville, Tennessee in the afternoon- after school hours. c) Milking a cow and making a fire in the kitchen stove and living room of a rich family in the city every morning. For this I receiveda good breakfast and a few dollars each week.

I left Rogerville three months before the close of school in 1920, because I had finished all the required high school subjects and most of the normal school subjects. left in order to work in Detroit to make moneyto come to Lincoln.

Even though my Larks qualifiedme for valediction of my high school class, as you know my diploma was held up because I left before commencement. You may recall that I had to take an entrance examination to enter Lincoln. The record shows that I. finished the 4 years required high school courses and most of.the normal school courses within three years.From the time I entered Lincoln to date, Dr. Bond, you know the story. 7, .

- - . -

"11 , _ ' -

Dr.B.M.Bond A.71 Fehr. 7, 1958.

Summary- Primary school Shelby County Tennessee generalrural school. High school SqiftMemorial at Rogerville, Unnesase.

Thank you foryour interest in my life.

Sincerely yours,

ldrus A. Potndexte,Med.Dir. Chief Public HealthOfficer ICA/SURINAM Paramaribo, Surinam. DOCENT

THE PATERNAL ANCESTRY OF JEANNE AND WILL JAI NELSON COLSON CHILDREN OF COR2LANDT .AND ELSIE DURBAN COISON AUGUST 114, 1938 by lather P.Jackson

1, morns* 11, bons De died Generation IJAM COMP ...... M...... c...... ( 1) ,t, 17684824 2) Elite, a said servant in *a family of Vointr4

t.sogioioomos44,0001lomeolkeomoos000mootootfornolefkikib0404,411,040,0**02

1 JANES 8. TIILLIAN MON NOUN D. 1630 1808-1838 1798.1830 11. SARAN RUM= (um) Bair elate. of William !. 1810;1865? Colson Daughtor of Major Ilaboaki afterwards married Woolmr &hos of Parmorillo vir s gise4s sgiolles44 ME A. 1111t011048 JAM WA* WIU IMOJ11 WISLE! 1827.438? 15. 1829 1880489* B. 1812 B. 1834 N. FA21112 &DI 10111.110 (11152) kt.-3.11%k.S.k.vg. 1833491? Dora a awe; ammeipatod by father Thosits Dolling, 1844 7.1 111. 11 116 1,.....0 00 a S. KammEMU Y. HATTINmumsJANIS MAJOR WNW H. WAG NARY OWE (I.at)(lawtrin) (Prism) 1884490=9 ("oklow)(lrood7) (Jerre: V. s...... :16TAUma ) !DIA MIAMI WILLIAM MUM CC UNDT Mk RILL JAMS WOE D. 194 14 mow (Canis) Y.EAUcams 1. 111,812 DM! J MAJOit

$ JUNKS WILIAM NELSON No 1931 % Di 1938 A.78 FINAL-RAI* Contract VWSAB 8028 Project Ho, 5.085?

A STUD! OF FACTORS INVOLVED IN THE IDENTIFICATION ANDENCOURAGEMENT OF UNUSUAL ACADEMIC TALENT ANONG UNDERPRIVILEGED POPULATIONS

January, 1967

U. 5, DEMMER OF HMIS% EDUCATION, AND WELFARE

Office of Education Bureau of Research A-79

PATERNAL ANCESTRY OP J1 SE ANDfit. NILSCS.COLS01..

PACTS CONCERNING SUCCSSSYSIGENBUTIONS

le JAMES CZ.SONt On August 18, 1800 James Colsonof V.., first generation.in this genealocr was describedas a dark brown, near blank,I:ngro man, 5 ft. ? high, about 32years old, with bushy thick hair.. limbed It appears that hecame to Petersburg severalyears before this tines had boon the slave of WilliamNelson of York countiandNis emancipated at Williamsburg about 1791.The lielsosnwere among the leading, aristocratic families of Virginia inthe Revolutionary days.Jaws Colson was married*ore than mule as the tableshave.It appears thathis three childrenwere born of a free wife although not thesame wife. Under the loose maritalcod* of that day among Negroes thisphase of his lite is difficultto determine. James Colson quickly tookrank among the leading feelsNegroes of Petersburg. His mute appears again andagain in the early recordsof Petersburg asa per- t/apart in worthy enterprises.Pirat':of all hewas a barber which trade his son aleo followed.He became the.owner oftwo pieces of property, in 1803and 1811, and engaged in othertransactions of a real estate,and personal property nature. He was affiliatedwith the BenevolentSociety of Pre. Wen of Color,an organisation which easbrenedmany persona who could road, write,end speak with intelligence.He was one of thislumbers Janes Colson died witha debt on him. His propertyfigs tied up in the heads of white trustees undera deed of trust.Shortly after his death hisson. Willies. Nelsen caw forward toredeem the debt and thussave the property in the family's hands. Honever, this was acoomplisked only by Sr,sanWean, his half- sister, renouncing all her right toher father's estate.

2. WILL= ULM COLSONeAs a barber, businessman, and serious student of world affairs this man attained preeminence.Nis ohief claim to fano restsin his business venture whereby with JosephJenkins Roberts and.nie or two other Petersburg free liegroesiwas organised the mercantilepomp?,..Ty of Roberts, Colson, and Company about 1832.This enterprise was located inLii3eria while the mercluuldise they soldwas 'bought in the U. S« by William Colsonand his Wife before he *ailed for that *mutt? in1835.In the years 1834 and 1835 hetraveled 'widely in the U. S. in the interestof his company in Africa. Colson's barber shopwas located on Sycamore street about whorethe Western Union is locatedtoday.this was a shop of several*hairs and considerable equipment.He also had half interest ina shop on Bollingbrook Street withhis brotherTin-lez, Henry Hlebeok.With the patronage of theloading whits citizens of .Petersburg and a high degree of businessability this an accumulatedco n. adorable money which he invested in thenerosintiln cowpony«James' Colson and 7fil1.im Nelson Colson, father andson, had a barber shop connection with Petersburg extending overa period of thirkrfive years. William Nelsen Colson MS married toSarah nebeek in 1828 to whomfive Athildren were born.The 'kite. of those for theprupossis of this genealoa was Jakes Major.Mrs. Sarah Colson was letta widow nine year after their marriage due to ;the untiaely death of herhusband in Liberia onlye. few Winks after he landed. ges was ay Anted administratrixof his estate in Petersburg bythe Court .. 'and. became the beneficiary of hisinterests in the firm of Roberts,Colson end Company.Three years after Colsentsdeath the widow 3listrriodBooker Jaokson, a. wellte-do tree Negro ofParsiville. '14.71iiA04.11/... ta=41,41.*5>...1Ar...-. .114....1.+1

A..80

Page 2

MUM. A1t=11:7 OP MINSAID U. WILSON C(LSON

On July 8, 1835 Colsses,spaesport ia> Africa gives tion t his the following descrip- statures 5 ft. ill Inaba*,foreheads ordinary;eyes, gray; noses mediums mouth, small; chin, round;hair, black; complexion,dark; faces long.Since other descriptions of thisman do not ere him a dark caaplexion rated as brown skin. he should be 3. JAMES MAJOR COLSON) This Colson, theson of billies Nelson, probably derived his name free his twograndfathers41 James Colson on his fathers* side,and Major filebeak on his mother'sside.Sims his mother SarahColson married Booker Jaekson of ?anilineit is likely that James years, in this town. Major Colson spent his early

Ptuntie Meade Boiling whomJames Major Colson marriedin 1852 was anes.- satiate.' WORM. Shewas born a atom.' In 1844 at theage of ten she boom* tree throuch. the aot ather father Thomas Bollingwho likewise had gone through this same process.She learned to read andwrite while still in slaveryand in later life displayed talentas a writer of poems. After thewar she opened one of the first privato schoolsin Petersburg.This woman lived until 1917. Jamu Major Colsonwas a shoemakers not a shoe repairer.Ns owned no property by the time of theCivil War! by 1870 he hadadvanced to this position. For thirty-sevenyears he was a member of the UnionBtreot C. M. E. Church and served as stewards clems leader,and trustee. E.was also a member and founder of the Pocahontas lodgeof Masons. At thetime of his death in 1692 he referred to as *aman that few people disliked.* wars 4. JAM MAJOR COLSON, a.James Major Colson, Jr.seoond child of Janes itajor and AMA, Meade Colson,distinguished himselfas a Gallop bred man, the recipient of the Phi BetaKappa from Dartmouth, anda teacher and school administrator over a period of twenty-fiveyears.?roe 1883 until 1904 hewas a teacher. of soienee at the VirginitNormal and Collegiate.Institute (Virginia State College), and fres 1904 until his deathin 1909 he w's prinoipakl and Industrial 80)1001 of the Dinwiddie Normal at Dinwiddie.Colson graduated tram Dartmouthin 2883.On the occasion of hisgraduation one of his professorssaid of him, "06 Colsonca os out *WV: the best scholarsof his class, and thereare few, if any, who have in they the premise ofso such usefulness and efficiencyin the active life of the outside worlds* NU firsttraining was obtained in Giles B. Cooke. Petersburg at the school of .

James Major Colson marriedfate Bill in 1886.She too had 'outstanding forbears in Petersburg* Rerfather, John Henry Hill,diatinguishod himselfas fligitive from slavery andas resident of Canada byway of the Underground Railroad. During his entire lite hefeared no whitemin.Eats Hill's grandfatheron her zother9s side vas Jack McCrea,the operator ofa auooesstul oyster house,or reatatvents in Petersburg fora umber of years. Meve.e free.Megro and thepur. Omer and liberator of his wifeand children.Mrs. late Bill Colsonas Kiss Mill beeline one of the first coloredteohere in the public schoolgates of Petersburg. She entered the system in 1882at the Peabody School andtaught until her marriage in 1880QMrs. Colson died in 19290 5. COWSLaIDT M. COLSON°Cortlandt Colson, thetither of Jeanne and WilliamNelson Colson, is the youngest child ofJanes Major and tats Sill Colson.Be attended Dartmouth, graduated at VirginiaState College, and isnow (1938) principal of the D. Webster Davis aigh Schoolslaboratoryhigh sohool of the Virginia StateCollege. ec" .54 k, No. Respondent A1111110 QUESTIONNAIRE: A STUDY OF THE EDUCATIONAL ANCESTRY OF A SELECTED GROUP OF..6. Arte Questions es orn, .g State(1 Your Record City or Pe Coe Fathers Record ...ID Notherts Record 3. Where horau rinir=Rur orWan Fare---71.WIT=5. State or Ur an County Rural or grbial tally or). Other places y Rur 1111111M 4 Formal Schooling: A. Grades (longest attendance): b. Sponsored Elementary a. Where? strirr'arr State City State City B. High School (Long attend.) Where? b4 c.htme Circle of lastHigh gradeschool... completed 1 2 StatePM= a 4 5 6Prifirer1531.icCity 7 8 - -1 2 State 3 4 5 6 7 dig State 8 2 3 4 5 6 7 8 Private City d.co sponsored by Circle last grade complet. ...so"ases mmirr 2 Private Public 3 Is Private . Public ---Triiate C. (IfCollege Church (Long. give Attend)denomination) a. Name 13.c. SponsoredCircle last year comOlets 7rmi2 warr--4.------m° 1 3 4 11 2 2 3 1 2 3 4./4 D. Graduate and/Or Professional b. a.Name of institution DegreeName of received institution Oillk 6.5.E. UniqueOccupations.Describe characteristics important informal educe. c. Name of institution JOBENAMOONO (Additional70 List kinfolk with advanced degrees, stating degrees, and institutions spaces requested the same information for grandparentsi and for any other ulcers' rally) Pt MW7Va.144-nezr Fr.99e,,Arm,,".1 ratiMailioLiga:

& P. MOSEL Chasm PHELPS.STOK.tFUND mum*j PAliTSSION. hosightsw VICKI a.mart,irkottrinwoo VANS S. 31.41411,Samgoary IDAvociik.mserispotabbsavior IntlINSINI &IL SPANS. Wooster 297 'PARK AVENUESOUTH . r.i,r SIOUX *OM ekaraa. Istdrinms riaprer xurscrom RT. RSV. BMWS IV. laieellnea. Su Opla . L I A O D W W I #11.111111161 loyienstioa JAMS 11.:111811111. Phii. Pi. Ir. nolo., is ow. NEW YORK, N. Y.100110 SALIM L SIMMS 110)11117 S. IrttlIWill,.eater11,0111413401 Gr.oacil cere.131TEl1 I.A.13SLISLL X, (21111S1112 ',CIUDAD AN nil MON P. IXV1.r44 MIMED 1100115a1 11)101014 Ttltilg Milt= Si ssieS Patiashi.; CAIMOILL i. 11111111901 GUT 114 MOEN :1 WI= L SUSILIU.N.:Saisteta4tes14ecum $161:41112CS PASTRION June 294.: 1961 REV. AMON NISTAI MIMS, jti. coritirmeaminam ;IVAN 7. TAMS C1141111101( 1. 'STAMM illeminst somaair' 001.11 Nitatels:WI:1M WAX*!1WV IN AttilitY POISIJ?S SOWS ItI115131 ItIAZ,REWItt falter*,WKS C ARM: "DistrAmlisoi"..46.Yak

Dr. Horace M. Bond 672 BeckwithStreet, S.. W. Atlanta 13, Georgia

Dear Dr..Bond:

I receivedyour letteron my return to the

2 can see noreason why there willbeaAy con- flict between theuse of some of the materialin yaar article for THE AMERICANNEGRO MIERENCE BOOK in the reportyou are doing for theAlnitedStates Office of :Education. 7 assume, however,that. you. watad not use the entirearticle..

Similarly, we wouldcertainly be very happyto grant permission for use of much of.the materialin F .you fortWa.oming volumeonNegro eduteatio.

. It was very kind ofyou tosee me in Atiaita and 1 look forwardeagerly to your siOconddraft. . Cordially y6ursl

3.4", .1 I gidn*

. John P. Davis tPD: 1.1; Poraiiesioa to Use CopyrightedYaterial

SCO141 log the material ixChapter II visa pult:Liohosi thts books, halal Callt Xert* Roforestee looks,edited by Mut P. Darts,C:opyrIghtoi, Imam w--A-;izsrzrrr.soz Wins, 11. J. Ow lebteirabove g,roz:to permission touse that aateral in iisio Veldt.

A4412 . e

A-83

Notes for Chapter .1

3..Horace M. Bond, The Search forTalent pp. 12-14. city Press, 199. Cambridge:Harvard

2.. Joseph Schneider, "SocialOrigin and Fame: The United Statesand England," Americanp9.2,ic2g.o LealRevaler X, 52.60 (Feb., 19145). 3.Pitirim Sorokin, SocialMobilitE.New York: Harper and Company, 1927. 4.Juv. Philiptschenko,in SocialNobility,ed. Fitirim A. 50rd:dn. New York:Harper and Company,. 192?, Chapter12. .Fritz Maass "Veber die Herkunftsbedingunger der geistigen Fuhreri" Archiv Fur Sozialswissen cheftand Sozial olitik XLI, 154-177, as gutted in LurceBoolc Pitirim A. Sorokin, Carle C. Zirnmermar.andCharles J. pin. Minneapolis: University of Minnesota Press,1932, III, 313-315. 6.J. IIcKeen Cattail. andDean R. Brirnhall, American Men ofScience A Bio a hical Direct Garrison,New York: 2nd. Edition, 1910, 3rd. Edition, 1921,th Edition, 1932.New York: The Science Press2 1932. 7.Logan Wilson and William Kolb,quoting North and Hatt,"Jobs and Occupations: A PopularEvaluation," In Sociolocal Anal sis p.473,New York: Harcourt, Braceand Company, 19 9* 80 G. Franklin Edwards,The Neo Professional Classp. 66. Glencoe, Illinois:The Free Press,19 90

9.Franci3 Galton, HereditaryGenius.London: Ltd., p. MacMillan and Company, 10. Op. Cit.

13.. As, in Lesis Ii. Terman,Genetic Studies of Genius,Vols. I-V.Stan- ford, California:tr vers yess; and, R. M. z Yerkes, Ps cholov. cal iExamimin in thelL. Memoir, Nationallbademy of-Scierice, 1923415.S*4-albo, Journal of lie ftro Education, 1:389-395;3:205-22; 513418; 10:2W-38; 650-52; 27:i9 -23.

12. Edward W. Gordon,"Characteristics of SociallyDisadvantaged Ch:n.dren:" p. 377.Review of Educational Research, oom) No. Tr December 1965, 'AI

13. Leon F. Litwack, Northof Slaver :The !fieo in the Free States .3390.1 8(t. -7:n;-71`1)..,cago:The Univers ty of cago Press, 1965. A-84

14.Horace Mann Bond, The giucaion of the Neo in the American Social Orderp. 47i.New York:Oc agon Baoks, 1 15.Horace Mann Bond, "The Productivity of National Merit Scholarsby Occupational Class,"pp. 267.68.School and Society, 'September 28, 1957, Volume 85, No. Erb 16.Lindsey R. Bannon and Herbery Szold, Compilers,- Doctorate Production in United States Universities1920-1962.Publication No. a oSciences - National Research Council. Washington, D. C., 1963. ... 17.Harry Washington Greera, Holders of Doctorates- Amon Ameriaanlegroes.: Boston: Meador Publishing Canapny,

`.. " r" A..85

NOTES FOR CHAPTER II 1.JacquesDirectory:Nir-Serere" Caton, Directory of American Scholars, A Biographical Press, 1942.

2. Will W. Allen and Daniel Murray, Banneker, The Afro-American Astronomer. Washington:PublishedTriErEITll.ors, 921.

3. Hugh Hawkings, "Edward Jones:First American Negro College Graduate," School and Society, (November 4, 1961), 89:375- 376.

4. See: (1) Kelly Miller, "Historic Background of the Negro Physician,"

. p. 1014; Journal of Ne ro History Vol. 1, No. 2 (Apr., 1916); (2 Martin R. Delany, Condition, education, emi ration and dent' of thrEZI570176357767Te United States Philadelphia; the 'au hor, p

5. His last publication was Principia of Ethnology, The Origin of Races and Colors with 37IFEENTATIEUTBERREEOrgthiopian and _EmotionCivilization (Philadelphia: Harper

6.Benjamin Brawley,_A Social History of the American Negro (New York: The Macmillan Co., 1921), pp. 165-67. See also, Martin R. Delany, Chief Commissioner, Africa, Official Report of the Niger Valley Exploriug Party (New York: T. Hamilton; 1861)

7. James A. Moss, Ph.D., and Herman A. Mercer, Ph. D.,1....SILlidufthe PotentiRIamptlf of Ne ro Teachers for the Colleges of New LIEUIE11,mimeographed report chenectady: Union o ege, May, 1961), p. 22f.

8. William H. Ferris, Alexander Crumnell, An Apostle of Negro Culture, (Washington, D. C.:American Negro Academy,19207T35:72.

9. Some of the other persons elected to membership in the academy were: J. E. Moorland (YMCA executive, bibliophile), Anna Julia Cooper (1859-1964; the only woman ever elected a member of the Academy; A.B. Oberlin, 1884, Ph.D., Sorbonne, 1925; teacher of the classics and principla, K. Street High School); Edward C. Williams (Phi Beta Kappa, Western Reserve University; Principal, M. Street High School); L. Z. Johnson (A.B., A.M., S.T.B., Lincoln University, A.M., B.D., Princeton Theological Seminary, Professor, Howard University); Wendell P. Dabney (editor, bibliophile); Henry P. Slaughter Bibliophile); Monroe N. Work (Director, Department of Records and Research, Tuskegee Institute); Arthur A. Schomburg (book collector, antiquarian); JohnE.Bruce (Bibliophile); J. E. Kwegyir-Aggrey (then Professor, LivingstoneCollege, later Vice Principal, Prince of Wales College,Achimota, Gold Coast); Carter G. Woodson (A.B4, University of Chicago, Ph.D. Harvard University,FounderandDirector, Association for the Study of Negro Lifeand History); GeorgeW. Cook (Professor, Dean, Howard University); and Bishop R. R. Wright, Jr., (Ph.D.,University of Pennsylvania).

10. This statement ofpurposewas printed in eabh of the twenty-two "Occasional Papers" published by theAcademy from 1897 to 1920.

11.The 113 percent growth ofthe Negro population from 1900, when it was8,833,994, to 18,071;831 in 1960,is sufficient answer.

12. i1. E. B. DuBois has paid a...gratefultribute to the Scholar in his essay, "To AlexanderCrtunmell," published in his Souls of flack Folk (Chicago:A. C. McClurg & Co., 1904),Tirs after Crurnmellts death.--.

13. Francis P. Weisenburger, "William Sanders-carbrough," Ohio History, N71, No. 3 (October, 1962), andp. 2 and 72, No. 1 (January, 1963).

14.Henry Lee Swint, The Northern Teacherin the South,- 1862-1870, (Nashville:Vanderbilt UniversityPress, 19141).

15. .W. E. B. DuBois, Duskof Dawn (NewYork: Harcourt, Brace & Company, 1940)2 p. 13. 16.Mrs.Hary G. Hundley, nowretired from teaching in the Washington public schools andaformer member of theDunbar High School faculty, has kindlyprovided thewriter with material she used in preparation of her book, TheDunbar Story (New York; Vantage Press, 1965).

17. Harry Washington Greene, Holders ofDoctorates Among American Negroes(Boston:Meador Publishing Company, 1946),p. 22. 18.Albert S. Foley, S. J., God's Menof Color (New York:Farrar, Straus & Co., 1955Ypp. 23-31. 19.Charles R. Drew, "Negro Scholars in ScientificResearch,"Journal ofNeeroffiAglogy XXXV,No. 2 (April, 1950),o.140. \

A-87

NOTES FOR CHAPTER. II/

1. E. Franklin Frazier, Tne Negro Family in the United States.Chicago: The University of Chicago Press, 1939.

2. Ibido, p. 623.

3. Office of Policy Planning and Research, United States Department of Labor, The Ne ro F ,The Case for National Action, March, 1 , Washington: United States Government Printing Office. p. 60. (This is the Report widely known as The Moynihan Report.

40 In Frazier, sacit., p. 9.

5.Ibid., pa 21

6. The three doctorates submitting autobiographies and familyhistories,

descendants of "The Princess", are: William Childs Curtis,

Harvard University, in Engineering and Physics; Dr. Curtis isa

Senior Research Engineer for RCA, Lexington, Massachusetts; Lucien

Simington Curtis (a cousin), Ph. D., University of Chicago, in

Economics; formerly Profespor, Harris Teachers College, St Latii8,

Mo.; another cousin, Anna Porter Burrell, Ph. D., Psychology

and Human Relations, New York. Another cousin is William Henry

Hastie, Phi Beta Kappa, Amherst, Sc. J. D., Harvard University; Judge,

Third Federal District Court of Appeals.

7. The reconstruction of the family history here set forth has necessitated

the cooperation of the descendants, and considerable research in the

National Archives in Washington, and the State and county Archives

of Alabama, North Carolina, and Virginia.Mr. Arthur Childs, of

Atlanta has been an indefatigable co-researcher on the roots of this u:iird.datialtaaairwhigr"

Notes for Chapter 112 (conk.).

family.Another helper has beed*rwlifilliiii-POellnitzJohnston, of

Birmingham, Alabama;a thorough family historian of a family history thit

includes the association of his white familywith the "Princess" and her

descendants, many of whamwere owned'brMr.'Ohnstonts forbears.. Mr.

Johnston reports that the legend of the "Princess" was preserved in his

immediate family; and even includes thestory, that when. the "Princess"

was brougL_ 'rst to the Virginia plantation where shebegan her mmer

as a slave, the other slaves acknowledged her royal originand gave her

the respectful homage dueone of her background.

Professor Deschamps, Professor of AfricanHistory at the Sorbonne,

and a specialist in Madagascar history,wrote in answer to an inquiry

about the probability of the legend, under dateof August 18, 1964,

"...Notre histoire Le princesse Malgacheenvoyee faire son education en France puis captureepar un corsaire Americain et devenue d une famille Le Virginie a lestpas absolument inoraisemblement."

Professor Deschamps went on to mentionone case, where the Madagascar

student was sent to England, and returned,to found a dynasty on the

Island. It should also be noted that the practiceof sending African

4ollth to Europe for an education duringthe eighteenth Century was much more common than has been imaiined; ChristOpher Fyfe (seefollowing reference, in A History of Sierra Leone,p. 11 ; London:Oxford

University Press, 1962)says that the practice of sending the children

. , of Sierra Leone royalty and the Childrenof English traders by African women, to England for schooling, was a commonone. There were fifty such children in Liverpool in 1789, and othersin other English cities. Irilntvokoveft ?TV aw %meg &Ara vaLcAy %ova. .11. J.& vaav.,/

The wills of Governor Thomas Burke (Orange County, North Carolina,

Wills, 1753-1819, Vol. I,p. 32), and of Captain Francis Childs (Orange

County Will Book B, p. 2014), are of interest (See, North Carolina by William P. Johnston Archives).One, Maria, believed/to have been the "Princess% wasskleft to

Burke's daughter, Mary, in a will dated November 14, 1783.The name of

Maria occurs again_in a will dated July it, 1792, left by Captain

Francis Child, who was Burke's brother-in-law, having married sisters

(Freemanfs). We believe that the "Maria" mentioned in these wills was

the "Princess", and that the "child" was the mother of Patsey, born in

1805, who numbered thenumerous brood that was carried to Alabama when

the various white families from the Orange County, North Carolina,

community, - the Childs, the 'lebbts, and Mary Burke Freeman- moved

there in 1835.

8.0William Montgomery Jackson, "The Great-Great-Grandson ofa Madagascar

King becomes A Priest of the American Episcopal Church," pp. 946-948.

Spirit of Missions. Vol. MEI, 1906,

We do know that Father William Montgomery Jackson was born at

Oberlin, Ohio, in 1854, the son of Andrew Jackson, b. 1828, and Nancey

Freeman, born in 1834.We know, also, that Nancey Freeman was the

daughter of Patsey Freeman, -and of William Freeman; and, judging from

the 1850 Census Report, Patsey was born in 1805.If the "Princess" was

sold into slavery in 17148 or 17149, she was scarcely the mother of Patsey,

who must have been her grand-daughter, the child of the "child" mentioned

in the 1792 Will of Captain Frances Child. Father Jackson, therefore, must have been the "Great-Great-Great-Grandsonnof the Madagascar "King" A-90

Not.ca, for ,Chapter -Zip. (con't)

who was the father of the "Princess",also called Maria; his account

misses one generation.

Father William Montgomery Jackson attendedOberlin College, as

did several of his brothers andsisters. His branch of the family

has produced several generationsof school and college teachers,

physicians, and other professionals.But our concern here is with

the descendants of the otherchildren of Patsey Freeman, who were

taken in slavery to Perry County,Alabama, while the emancipated

mother took her baby daughter,Nancey, to Oberlin, Ohio, with her.

The search for the roots of these familieshas followed a

tedious path of confirmingoral tradition and legend through

laborious and time-consumingresearch.The search is an illuminating

education in the true social brutalityof the institution of chattel

t. slavery; and in the implicationsof the "Peculiar Institution" for the

acculturation and education of futuregenerations that were involved in

it.For all of their exotic history,these particular families had unusual endowments; circumstancesthat gave them a motivational tradition of sorts; circumstancesthat gave them contact, and daily association,with relatively well-educated, cultured, membersof their communities; and directadvantages of the best education, through informal means, andeven in formal ways, available to a slave population; and for Patsey!sone child, Nancey, And for Nanceyts children, the advantages ofeducation in a community affording the best example of the American culture then available.For, as we shall see, the children of Patseyls enslaved children, inAlabama, were to receive A-91

Notes for Chapter III (conft)

the benefits ofa Now England, Puritan educition, quite as excellent

in Perry County, Alabama,as did Patsey's grand-children who ,were

born and educated in the Oberlincommunity.

The great mass of the slaves hadneither a family history, nor

even a family of iniifferent sorts.One should essay tracin; the

history of a typical Negro family,and contrast the task with that of

doing similar generalogicalresearc!'..for a typical white American

family.Even in the United States Census, thenames of Free Negroes

only were recorded duringantebellum rimes. The only genealogies of

animals kept in the ante-bellumSlave South were those of pedigreed horse

racing stock, or in occasionalcases, those of prized hound dogs. The

Negro slaveswere unrecorded animals.This fact of life, together

ff with enforced literacy,may help explain both the scarcity of Negro

academic doctorates, andthe widespread contemporary disorganimtion of

the Negro family.

t 9. American Missionary AssociationPapers, Fisk University Library.

a 10. Horace Mann Bond, Educationin AlabasaLady in Cotton and Steel, Washington: The Associated Publishers, 1939,p. 73.

11. Carleton Putnam, Race andReason, A Yankee View. Washington, D. C.: Public Affairs Press, 1961.Mr. Putnwn argues that Negroes who are intelligent-invariablyhave "white blood". George Washington Carver, utnam states, had blue eyes, that "prove" his white ancestry." Afavored witness for the case for genetic racial inferiorityhas been the late R. Ruggles sates, British Botanist andgeneticist. Among the cases Gates discusses, isone of the descendants of a mixed misalliance, where unusually high "I.7s3are found, especially among the girls; Gates concludes thatthere is in this family a case for the evidence for 'sex-influencedgene for intelligence," but certainly "...the recordof inherited intelligence is clear." F. Juggles Gates, Pedigreesof Nearo Families, p. 252. Philadelphia and Toronto: The Blakinston Company, 1949.

4Q' A ..92

Nat for Chapter (const)

12. Minut...... :stConeationalChurcMesoftheFiarionAlabl868ama-1898. Ms. A photostatcopy is in the Library of the Interdenominational Theological Seminary Library, Atlanta,Seorgia.

13. Walter Lynnwood Fleming, CivilAar and Reconstruction in Alabama. New York: Columbia University. Press: Macmillan Company, /905.

14. Patsey Childs, Autobioisranlw.Ms., provided for inspection by Mr. Authur Child.

15. Thomas Jesse Jones,Elv.moiElojialtsLIEW.olPrivate and Higher Schools for Colored Pto lein the United States, p. 80, Vol. II. Bulletin, 191 No 39,Department of the Interior, Bureau of Education, Washington:Government Printing Office, 1917.

16. Christopher Fyfe, A Histor of Sierra Leone, p. 10, ff. London: Oxford University Press, 1962.

17. Ibid. This iliVastigatorowes much to supplementary information .provided by ProfessorFyfe. In corresponding, he points out that the Singlish Cievelandsare listed in Burke's Landed :Gentry; and that the arrivalof the Queen of Barrow in Charleston, Captain Taylor, iiaster,is confirmed in

18. Elizabeth, Dounan, DocumentsIllustrative of the History of the Slave Trade, Vol. IV,pp. 386...399. Ashington: Carnegie Institutions, 1930. Laurens, a signatory of the Declaration ofIndependence, was in his time the largest importer of slaves, rindthe largest slave trader, in theAmerican colonies.

19. This account is taken fromfamily papers perserved both by the American, and by the Nigerian,branches of the family. They have been placed atmy disposal by Mrs. Josephine Dibble Murphy, of Atlanta, Georgia

20. From manuscript by Mrs. AdaArabella Stradford, of Lagos, Nigeria, Circa 1958. In the possession of Mrs. Josephine Dibble Murphy

21. John Mercer Langston,From the !Lavinia Plantation to the National' Cantiol. Hartford Conn.: American Publishing Company, 1893. Also, autobiographical. replies to questionnaire,by Vattel, Walter, Anima, and Robert Daniol: also, letter from C. N. Langston, December 11, 1962.

22. Langston, Ibid., pp. 78-79. Notes, .tarter. III (aonit)

23. Letter of James F. 2134' Child to the AlumniSecretary, Fisk University, March 27,1951. In Alumni Files,Fisk University.

2L. Langston,op. cit., pp. 80-81

25.Richard R. Wright,Jr., 87 Yearsjiehind The Black Curtain, 17, Philadelphia: P. The------77RaxeBookiCoilly,19.------65------26. Ibid., p. 7.

1 27. Ibid., p. 29.

28. Ibid., p. 31.

29.Ibid., p. 3.

30.Ibid., p. 140.

31.Ibid., pp. 140-1.

32. ,Ibid., pp. 141-2. I

33. Documents referring to the Bustillfamily have been presentedby Mrs. Maisie Griffin, of Philadelphia, thedaughter -f Dr. Mossell of Philadelphia, and thegrand-daughter of Cyrus Bustill, who lived in the LincolnUniversity Village from 1868-1880. This Cyrus Bustinwas the grand-son of a Cyrus Bustill who belonged tothe Quaker Community of Philadelphia until1787, when hewithdrew from the Quaker Community in protestover the institution ofa 1 "Negro Pew", in a Quaker meeting House, andassociated I himself with Richard Allen, whofounded the African 1 Methodist Episcopal Church in protest ata similar discrimination atSt. George's Methodist. See, also, Church. Theophilus GouldSteward, Gouldtowna very remarkable settlement of ancientdate. PhiAadelphia: J. B. LipancatCo., 1913.

1 eliaakteeillanfXibtaiwithuraiterAsaradava.Fsfalsagrzahgvaa.

A.94

Notes for Chapter IV

The Seovadary, Collegiate, and Graduate

School Background of the Negro Doctorate

The basic references, and documents, for this chapter have been:

Lindsey R. Harmon and Herbert Szold, C,),40.1ers$ Doctorate Production in United States Universities, 19204027-- IuiWMIltNosin,National Academy of Sciences-National Research Council, Washington, D.C.

The High, School Roster.This is an ma. tabulation of doctorates that includes the data from the Directory Lacondary_pm Schools 1951-1952, and the nunber of soctorates from IM:1962.

Five hundred and seventeen questionnaires returned from subjects of this Study.

Other references have been:

1.Mary Gibson Hundley, The Dunbar Story (1870-1955). New York: The Vantage Press, 1965.

(1). William A. Manuel, 144., and ,Marion E. Altenderfer0 Public Health Service, Public Health Monograph No. 66, "Baccalaureate Origins of 1950-1959 Medical Graduates," pp. 22-29. Washington: United States Government Printing Office, Public Health Service Publications, No. 845, 1961.

(a).Knapp, R. H., and Greenbaum, J. J., The Young American Scholar: DM:His Colleiate Origins. Chicago: University of Chicago Press,

National Academy of Sciences-National Research Council: The Baccalaureate Ori ins of the Science Doctorates Awarded in the United States om 19 to 19 0 elusive.Publication 382:-." Washington, D. C.: 19b3.

Notes for Chapter V

Sane Characteristics of the Negro Doctorate

L Laurence Li..,Brown Doctoral Graduates inEducation,An Inquiry Into Their Abtives As iM=lsa=dPercetions of-tdie7Eo ram. Pro- ject O. dime iniversiyoundation, ..x , Bloomington, Indiana. A Project of the Cooperative Research Program of the .Office of Education, United States Office of Educations U. S. 'Department of Health, Education and Welfare.

2.G. Franklin Edwards, p. 7. Glencoe, Illinois: Tha Free Press oi Glencoe, 1959. 4 At, AW:447,744 1%4'14 V --42#44; 4%;:t-f '

Aw95

Names for Chapter. VI ' . ;%"031

',1, .:,, THE "INTELLIGENCEOF THE NEGRO DOCTORATE

1. Charles S. Johnson and Horace M. Bond, "TheInvestigation of Racial Differences Prior to 1910, "The Journal of NegroEducation, Vol. III, No. 3 (July, 193 h),Pp. 328-339. 2. e.g., Charleton Putnam, Race and Reason, it YankeeView. Washington: Public Affairs Press, 1961._

3. C. C. Brigham, A. Study of AmericanIntelligence. Princeton: University Press, 1923.

4. The most vigouous representative of thisgroup is Dr. Henry E. Garrett, formerly Professor of Psychology at ColumbiaUniversity, andmore recently a Lecturer in Educational Psychologyat the University la of Virginia. Dr. Garrett isa frequent pamphleteer indefense of his opinions.

5. The statement was made at a Conferenceon the Higher Education of Negroes held in Washington,D. C., in 1956.

6. Lindsey R. Harmon, "High School Backgroundsof Science Doctorates," Science, Vol. 133, 11C3454, March 10, 1961,pp.. 679-688. Reprinted withoutpaging.

7. Ibid.

8. Ibid.

9. Mr. H. A. Whiting's records are now filedwith the Dean of Morehouse College, Atlanta,Georgia.

10. Letter from HermanA. Richey, March 15, 1962.

11. Cp. cit.

12. See Manuals, Graduate Record Examination;National TeacherExamination. 13. Harmon, Op. cit. ). 4 4. Of,x0-....& "Qs!" -444) ,

A..96

Chapter for ChapterVII Georgraphical Origin ofthe Negro Doctorate I. Ma Corinne Brown,Socio..Economic Affroach toEducation Problems, pasthm National Survey of theHiiher -.tducation ofNegroes. Misc. No. 6, Vole;10 FederalSecurity Agency, U. S. Officeof Education. Washington:United States GovernmentPrinting Office, 19142. 2. William H. Gray, Report on Attendance ofNegroes inPennsylvania Cala:12.262.MimeOgraphed:Office of the StateSuperintendent of Public Instruction,Harrisburg; Pennsylvania,1963.

NotesforChapter VIII Were These the TrulyUnderprivileged? This chapter,was derived principally from autobiographicalaccounts in the questionnaires,from supplementaryaccounts submitted by the subjects, and from interviews.Published sources include: I.Edwin W.Smiths Aggrey of Africa.London:Student Christian iiovement, 192.9. Notes for Chapter IX Summary, Findings,Conclusions, and Recomaiendations leKenneth B. Clark andLawrence Plotkin.The Negro Student at Integrated Colleges. Nei: York: NationaiMholarshipService and Fund for NegroStudents, 1963.