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Sahra Ahmed Bordentown Manual Training And SAHRA AHMED BORDENTOWN MANUAL TRAINING AND INDUSTRIAL SCHOOL THE TUSKEGEE OF THE NORTH ED P&L 863: AFRICAN AMERICAN EDUCATION 1700-1950 NOVEMBER 24th, 2010 BORDENTOWN MANUAL TRAINING AND INDUSTRIAL SCHOOL “For a seventy year period, when America cared little about the education of African Americans and discrimination was law and custom, The Bordentown School was an educational utopia. An incubator for black intellect, Bordentown taught values, disciplines and life skills to generations of black children. The school closed in 1955 in the wake of the Supreme Court Brown vs. Board of Education decision. What was lost and what was gained in the march toward integration and equality?” (PBS- A Place Out of Time: The Bordentown School, May 2010). The Bordentown Manual Training and Industrial School went by many names; it was called The New Jersey Manual Training and Industrial School for Colored Youth, Ironsides Normal School, Old Ironsides, and it was also referred to as “The Tuskegee of The North.” Tuskegee University in Alabama was founded by African American educator and leader Booker T. Washington (1856-1915). Washington1 believed African Americans needed vocational and manual skills in order to prosper and “disparaged literature and philosophy as unnecessary for and unsuited to agricultural and industrial2 menials” (Dennis 1998:146). Washington’s biggest nemesis in regards to what constituted as proper education for African Americans was historian, educator and civil rights activist W.E.B. Du Bois3. Du Bois encouraged “the talented tenth” of black people to strive for the highest education possible to uplift and elevate the masses and advance civilizations to come. The Bordentown Manual Training and Industrial School was established in 1886 by Walter Rice, an African American Methodist Minister who was a former slave from Laurens, South Carolina. Reverend Rice wanted to provide educational opportunities for black youths who were migrating to the north in large numbers. In 1894, the state of New Jersey became aware of the school’s potential and took it under its control by 1 Washington declared: “In all things that are purely social we can be as separate as the fingers, yet as one as the hand in all things essential to mutual progress” (Anderson 1988:93). He insisted that teaching African Americans to love labor for labors own sake would enable them to be economically prosperous and self reliant. 2 Washington continued with the legacy of his teacher- Samuel Armstrong (1839-1893) with whom he studied under at Hampton Institute that education was not “found in books but rather in the rigors of labor.” 3 Du Bois stated that the purpose of education was “not to make carpenters out of men, but men out of carpenters” (Du Bois 1930:315). assigning it to a special Board of Trustees. By 1897, Bordentown Manual Training and Industrial School was eligible to receive money from the federal government under an act Congress passed in 1890, enabling the state to lease property at “the banks of the Delaware River as the site for a new and larger school” (Adams 1977:6). The school consisted of almost four hundred acres that was once residence to the great Irish patriot, Charles Parnell and Admirable Stewart, commander of the battleship, Old Ironsides - one of the names of “endearment” by which the Bordentown Manual Training and Industrial School went by. BORDENTOWN CAMPUS The Bordentown Manual Training and Industrial School was a four hundred acre Georgian style boarding school that was filled with lush, green lawns and imposing architecture. The school consisted of roughly thirty buildings with co-ed dormitories, trade and academic buildings (students studied a variety of trades in addition to the academic curriculum), a spacious dining hall, farming structures, and private residences for the school staff. The school’s buildings and dormitories were “of red brick and of colonial architecture except for the private residences and farm houses which were frame structures” (Adams 1977:9). Visitors who went to Bordentown were immediately taken away by its immense beauty. One such visitor, Benjamin Brawley, wrote in a journal- The Southern Workman about his visit to the school in 1930. He wrote: “It is impossible, even with the assistance of photographs, to describe the striking beauty of the grounds. The graceful lines of the Citizen Gateway, the imposing columns of the Administration building seen through the trees, the green of the Campus lawns against the white facing and the red brick buildings with the Delaware River as a background, all go to make up what is one of the finest natural school sites be found in the country, and one of which New Jersey should be justly proud” (Brawley 1930:412) SCHOOL PHILOSOPHY The school was a co-educational boarding and vocational school for both middle and high school students that was run by the state of New Jersey. Ezola Bolden Adams, author of “The Role and Function of the Manual Training and Industrial School at Bordentown,” describes it as a “an alternative school that provided a choice other than public school or no further schooling at all” (Adams 1977). Students arrived in Bordentown in September and stayed through May where they were instilled in strict discipline and self confidence and a sense of Black pride. Bordentown was more than a school, it was a community in which students and staff lived, worked, studied and enjoyed the extra-curricular school activities. Alumni, scholars and historian in the PBS documentary titled: A Place Out of Time, describe the Bordentown School as “an incubator for black pride and intellect that taught values, discipline, and life skills to generations of Black children, despite institutionalized racism, limited resources, and political interference” (Incollingo 2010). It was therefore quite possible for over four hundred African American boys and girls to receive a well rounded education and strict social discipline. In order for students to graduate Bordentown they had to not only complete their academic studies, but also obtain mastery in one of the trades that was offered by the school. For example, in 1915-1930, girls in sixth to eight grade were taught skills such as “plain sewing, dressmaking, laundering, housekeeping and millinery” in addition to their academic classes. Ninth grade girls were taught all the above and they also took culinary classes and beauty culture classes. Sixth through tenth grade boys during the same time period, did their academic classes and also took up trades in areas such as “agriculture, woodworking, printing, carpentry, painting, blacksmithing, auto repair, farming, and horticulture” (Adams 1977:46). Figure 2: Students in beauty culture classes at the Bordentown School SCHOOL PRINCIPALS In 1897, James Gregory, a professor and dean of Howard University became the first principal of the Bordentown Manual Training and Industrial School. He served as a principal until 1915 when his duties as a principal were transferred to Dr. William R. Valentine. Dr. Valentine was a Harvard graduate who had worked as a principal in one of the poorest townships in Indiana. He is noted to have graduated from Harvard “in the distinguished company of classmate Franklin Delano Roosevelt” and also taught at the famous “Tuskegee Institute” in Alabama (Adams 1977:71). Dr. Valentine was an outstanding leader who served the school for the longest period of thirty five years; he retired from Bordentown in 1950. During his time at Bordentown, he brought significant distinction and praise to the school and to the African American community at large. He is known to have instituted the “Annual Parents’ Day” where parents visited the Bordentown campus and interviewed their children’s teachers and learnt more about the school’s rules and regulations and student expectations. Another event that was begun by Dr. Valentine was the “Annual Memorial Day” celebration where students performed many activities for their parents and the African American community in New Jersey. The “Memorial Day” festivities was one of the “grandest, most colorful, and most gratifying celebrations” for the students and the entire Bordentown community. The students performed military drills going in perfect motion with the school band, there were also racing and relay matches, tennis and baseball games, and dances to mention but a few. As the number of spectators rose every year, the school choir joined in to entertain the crowds and partake in the celebrations. Concerning the jubilation of the Bordentown festivities, Dr. Valentine stated the following: “More and more people of the State are looking toward Bordentown as their Mecca, a place where they can go which they feel to be their own. The influence which the school can exert for the improvement of Negro life is inestimable in its possibilities and reaches far beyond the confines of the campus” (Adams 1977:98). Figure 3: William R. Valentine, Principal: Bordentown Manual and Industrial School FACULTY AND STAFF The staff at Bordentown School were divided into five categories; agricultural teachers, boarding supervisors, industrial instructors, academic teachers, and miscellaneous employees. These incredible and outstanding staff worked seven days a week, including most holidays to keep up with the maintenance of the spacious campus and the supervision and teaching of the Bordentown students. The main responsibility of faculty members was to teach students both the academic and the vocational trades of the school that they will find
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