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Five Black Educators: Founders of Schools in the South, 1881-1915 Arnold Cooper Iowa State University

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Five Black Educators: Founders of Schools in the South, 1881-1915 Arnold Cooper Iowa State University Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1983 Five black educators: founders of schools in the South, 1881-1915 Arnold Cooper Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Other Education Commons, and the Other History Commons Recommended Citation Cooper, Arnold, "Five black educators: founders of schools in the South, 1881-1915 " (1983). Retrospective Theses and Dissertations. 7636. https://lib.dr.iastate.edu/rtd/7636 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. For blurred pages, a good image of the page can be found in the adjacent frame. If copyrighted materials were deleted, a target note will appear listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photographed, a definite method of "sectioning" the material has been followed. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again-beginning below the first row and continuing on until complete. 4. For illustrations that cannot be satisfactorily reproduced by xerographic means, photographic prints can be purchased at additional cost and inserted into your xerographic copy. These prints are available upon request from the Dissertations Customer Services Department. 5. Some pages in any document may have indistinct print. In all cases the best available copy has been filmed. UniversiW Mici^ilms International 300 N. Zeeb Road Ann Arbor, Ml 48106 8316146 Cooper, Arnold FIVE BLACK EDUCATORS: FOUNDERS OF SCHOOLS IN THE SOUTH, 1881-1915 Iowa State University PH.D. 1983 University Microfilms Intern&ti O nal 300 N. zeeb Road, Ann Arbor, MI 48106 Copyright 1983 by Cooper, Arnold All Rights Reserved Five black educators: Founders of schools in the South, 1881-1915 by Arnold Cooper A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Department: Professional Studies in Education Major: Education (History, Philosophy, and Comparative Education) Approved: Signature was redacted for privacy. In Charge of Major JWork Signature was redacted for privacy. the Major Department Signature was redacted for privacy. For the Graduate College Iowa State University Ames, Iowa 1983 Copyright© Arnold Cooper, 1983. All rights reserved. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS x INTRODUCTION 1 I. The Historical Continuum of Black Education 1 II. Problems of Interpretation 8 III. Purpose and Nature of this Study 9 The selection of educators 10 IV. Survey of the Literature 12 Booker T. Washington 12 William J. Edwards and William H. Holtzclaw 13 Laurence C. Jones and Thomas 0. Fuller 15 V. Approach and Method 16 Assumptions 16 Limitations 17 Format 17 Sources 18 Treatment of the autobiographies 21 Definition of terms 23 Overview of the study 26 FOOTNOTES 29 CHAPTER 1, "THE OPPORTUNITY OF A LIFETIME": BOOKER T. WASHINGTON AND TUSKEGEE INSTITUTE, 1881-1901 35 I. Tuskegee Institute: 1881-1901 35 A brief sketch of the founder 35 The founding 39 The setting 41 Political and racial factors 41 Institution building 43 Students 43 Curriculum 45 Faculty 49 Extension 50 Fund raising 51 Tuskegee Institute in 1901 53 iii II, Booker T. Washington's Relations with the other Black Educators in this Study 54 Publicizing in books and articles 54 School publications 57 Inspection committees 58 III. The Autobiography of Booker T. Washington 60 IV. The Educational Philosophy of Booker T. Washington as Revealed in Up from Slavery 61 Ontology: The world of Booker T. Washington 61 Reality of aspiration 62 Empirical reality 63 Change 66 Epistemology 67 Sources of knowledge 67 Knowledge and experience 69 Learning 70 Axiology 71 Ethical and moral code 71 Character building 72 Religion 74 V. Summary 75 FOOTNOTES 78 CHAPTER 2. "DEEDS NOT WORDS"; WILLIAM J. EDWARDS AND SNOW HILL INSTITUTE, 1893-1915 88 I. Snow Hill Institute: 1893-1915 88 A brief sketch of the founder 88 The founding 90 The setting 92 Political and racial factors 93 Institution building 96 Students 96 Alumni 99 Curriculum 100 Faculty 104 Extension 105 Snow Hill Institute in 1915 109 iv II. William J. Edwards' Relations with the other Black Educators in this Study 110 William H. Holtzclaw 110 Booker T. Washington 111 Fund raiser 112 Advisor and critic 115 Tuskegee Institute visitors 117 III. The Autobiography of William J. Edwards 120 IV. The Educational Philosophy of William J. Edwards as Revealed in Twenty-Five Years in the Black Belt 121 Ontology: The world of William J, Edwards 121 Reality of aspiration 122 Empirical reality 123 Change 124 Adjustment 125 Epistemology 126 Sources of knowledge 126 Knowledge and learning 128 Axiology 129 Social efficiency 129 Religion 130 V. Summary 131 FOOTNOTES 134 CHAPTER 3. "WE RISE UPON THE STRUCTURE WE OURSELVES HAVE BUILDED": WILLIAM H. HOLTZCLAW AND UTICA INSTITUTE, 1903-1915 148 I. Utica Normal and Industrial Institute: 1903-1915 148 A brief sketch of the founder 148 The founding 152 The setting 153 Political and racial factors 154 Institution building 159 Students 159 Alumni 163 Curriculum 163 Faculty 166 V Extension 169 Utica Institute in 1915 172 II. William H. Holtzclaw's Relations with the other Black Educators in this Study 173 William J. Edwards 173 Booker T. Washington 174 Fund raiser 175 Advisor and critic 177 Tuskegee Institute visitors 177 Emmett Jay Scott 179 Fund raiser 179 Tuskegee strategist 180 III. The Autobiography of William H. Holtzclaw 184 IV. The Educational Philosophy of William H. Holtzclaw as Revealed in The Black Man's Burden 186 Ontology: The world of William H. Holtzclaw 186 Reality of aspiration 187 Empirical reality 188 Change 189 Adjustment 190 Epistemology 191 Sources of knowledge 191 Learning 193 Axiology 194 Character building 194 Community reformation 196 Religion 197 V. Summary 198 FOOTNOTES 202 CHAPTER 4. "LIGHTING A PINE TORCH": LAURENCE C. JONES AND THE PINEY WOODS SCHOOL, 1909-1913 218 I. The Piney Woods School, 1909-1913 218 A brief sketch of the founder 218 vi The founding 224 The setting 227 Political and racial factors 228 Institution building 233 Students 233 Alumni 238 Curriculum 238 Faculty 241 Extension 243 Fund raising 246 The Piney Woods School in 1913 252 II. Laurence C. Jones' Relations with the other Black Educators in this Study 253 Booker T. Washington 253 William H. Holtzclaw 255 III. The Autobiography of Laurence C. Jones 256 IV. The Educational Philosophy of Laurence C. Jones as revealed in Up through Difficulties 257 Ontology: The world of Laurence C. Jones 257 Reality of aspiration 258 Empirical veality 259 Change 260 Adjustment 261 Epistemology 262 Sources of knowledge 262 Learning 263 Axiology 266 Regeneration 266 Religion 267 V. Summary 269 FOOTNOTES 272 CHAPTER 5. "AN EDUCATOR AND AN HUMBLE CHRISTIAN WORKER": THOMAS 0. FULLER AND HOWE INSTITUTE, 1900-1910 287 I. Thomas 0. Fuller; Principal, Preacher, Politician, 1867-1900 288 vii Early life and education 288 School founder and pastor: The Girls' Training School 290 Shiloh Institute 293 Politician 297 II. Thomas 0. Fuller at Howe Institute, 1901-1910 301 The founding 301 The setting 304 Political and racial factors 306 Institution building 310 Students 310 Alumni 314 Curriculum 315 Faculty 319 Extension 322 Fund raising 326 Howe Institute in 1910 332 III, Thomas 0. Fuller's Relations with the other Black Educators in this Study 333 Booker T. Washington 333 IV, The Autobiography of Thomas 0, Fuller 335 V, The Educational Philosophy of Thomas 0. Fuller as Revealed in Twenty Years in Public Life 337 Ontology: The world of Thomas 0, Fuller 337 Reality of aspiration 338 Empirical reality 339 Change 340 Adjustment 341 Epistemology 343 Sources of knowledge 343 Learning 344 Axiology 346 "Beacon Lights" 346 Religion 347 VI, Summary 349 FOOTNOTES 353 viii CHAPTER 6. CONCLUSION 371 I. The Philosophical Perspective 371 II. Theory into Practice 377 Methods of teaching 377 III. The Ties that Bind 380 Setting and sentiments 380 The allegiance 382 IV. The Inside View: The Autobiographies as Sources 387 FOOTNOTES 395 SELECTED BIBLIOGRAPHY 399 I. The Autobiographies Used in this Study 399 II. Primary Sources 399 A. Manuscript collections 399 B. Official records and documents 400 1. Publications of the United States Government 400 2. Catalogs, directories, documents, reports, and proceedings 400 C. Newspapers 402 D. School newspapers and newsletters 402 E. Oral history transcripts 402 F.
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