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To Advance a Race: a Historical Analysis of the Intersection of Personal Belief, Industrial Philanthropy and Black Liberal Arts

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To Advance a Race: a Historical Analysis of the Intersection of Personal Belief, Industrial Philanthropy and Black Liberal Arts Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2011 To Advance a Race: A Historical Analysis of the Intersection of Personal Belief, Industrial Philanthropy and Black Liberal Arts Higher Education in Fayette McKenzie's Presidency at Fisk University, 1915-1925 Christopher Nicholson Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Higher Education Administration Commons Recommended Citation Nicholson, Christopher, "To Advance a Race: A Historical Analysis of the Intersection of Personal Belief, Industrial Philanthropy and Black Liberal Arts Higher Education in Fayette McKenzie's Presidency at Fisk University, 1915-1925" (2011). Dissertations. 153. https://ecommons.luc.edu/luc_diss/153 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 2011 Christopher Nicholson LOYOLA UNIVERSITY CHICAGO TO ADVANCE A RACE: A HISTORICAL ANALYSIS OF THE INTERSECTION OF PERSONAL BELIEF, INDUSTRIAL PHILANTHROPY AND BLACK LIBERAL ARTS HIGHER EDUCATION IN FAYETTE McKENZIE‘S PRESIDENCY AT FISK UNIVERSITY, 1915-1925 A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY PROGRAM IN HIGHER EDUCATION BY CHRISTOPHER L. NICHOLSON CHICAGO, IL MAY 2011 Copyright by Christopher L. Nicholson, 2011 All rights reserved. ACKNOWLEDGEMENTS My grandfather, who instilled in me a curiosity and love of learning. My parents, for their significant and constant support of my educational journey. Melissa Morriss-Olson, Carl Balsam, Dean Lundgren, Don Cassiday, and Ken Schaefle, each a dear colleague and valued mentor who afforded me opportunities for professional and educational growth. My dissertation co-directors, Dr. Terry Williams and Dr. Noah Sobe. Their encouragement provided confidence, their support fostered motivation, and their enthusiasm sparked determination. Beth Howse at Fisk University Special Collections, Monica Blank at the Rockefeller Archives Center, and Ann Upton at Haverford College Special Collections for their kind assistance in facilitating my archival research. Finally, and most especially, Judith, mi esposa y mejor amiga, for her patience and encouragement throughout this long journey. Muchas gracias, mi amor! iii TABLE OF CONTENTS ACKNOWLEDGEMENTS iii ABSTRACT vi CHAPTER ONE: INTRODUCTION 1 The Study 7 CHAPTER TWO: FAYETTE McKENZIE AND HIS WORK WITH INDIANS 14 Federal Indian Policy: 1860-1900 19 McKenzie‘s Critique of U.S. Indian Policy 23 McKenzie‘s Solution: The Vanishing Policy 36 Indian Self-Responsibility 39 Indian Legal and Political Rights 43 Indian Education 48 The Founding of the Society of American Indians 61 McKenzie and the Society of American Indians 67 Cultivating White Membership 73 The Legal Aid Committee 75 McKenzie‘s Philosophical Influence on the Society of American Indians 77 The McKenzian Approach: Unity and Harmony 83 The McKenzian Approach: Solicting White Cooperation and Support 88 The McKenzian Approach: Upholding Principles and Standards 94 Insights into McKenzie‘s Work with Indians 96 CHAPTER THREE: A COMING TOGETHER: FAYETTE McKENZIE, INDUSTRIAL PHILANTHROPY AND BLACK LIBERAL ARTS HIGHER EDUCATION 100 Philanthropic Motives in Negro Higher Education: The Progressive, New Left, and Revisionist Narratives 100 Black Higher Education: Industrial vs. Liberal Arts 112 Industrial Philanthropic Views on Race and Race Relations 115 Industrial Philanthropy‘s Strategy for Black Higher Education 122 Fayette McKenzie‘s Writings on Black Education 133 Industrial Philanthropy at Fisk: Pre-McKenzie 140 The General Education Board‘s Influence at Fisk 145 The General Education Board and McKenzie‘s Administration 157 The General Education Board and Development of Fisk‘s Board of Trustees 162 Fisk‘s One Million Dollar Endowment Campaign 171 The General Education Board‘s Influence on Fisk‘s Administrative Affairs 178 iv CHAPTER FOUR: FAYETTE McKENZIE AT FISK UNIVERSITY 191 Fayette McKenzie‘s Arrival at Fisk 205 McKenzie‘s Agenda for Fisk 211 Influence of Religion at Fisk 211 Student Conduct and Discipline at Black Colleges in the 1920s 214 Student Conduct and Discipline at Fisk 220 The Fisk Creed 234 Pursuit of Higher Academic Standards and Accreditation 241 Community Engagement 248 Fundraising 253 The Socio-Cultural Context During McKenzie‘s Administration 260 The New Negro Movement 265 The Final Year: June 1924 – April 1925 268 The Greater Fisk Committee 291 McKenzie‘s Resignation 293 CHAPTER FIVE: CONCLUSION 303 The Impact of Industrial Philanthropy on McKenzie‘s Administration 310 McKenzie‘s Legacy in Black Higher Education 315 McKenzie‘s Personal Legacy 318 APPENDIX A: LIST OF NOTABLE EVENTS IN FAYETTE McKENZIE‘S LIFE IN CHRONOLOGICAL ORDER 322 REFERENCE LIST 326 VITA 335 v ABSTRACT This dissertation used archival and historical methods to examine Fayette Avery McKenzie‘s tenure as President at Fisk University from 1915-1925. Specifically, this project investigates the influence McKenzie‘s work with Native Americans, industrial philanthropy, and American culture of the period played in McKenzie‘s administration. The research seeks to provide a more complete narrative of McKenzie‘s administration that is absent from current scholarship, and examine how McKenzie‘s work at Fisk helped advance Black liberal arts higher education. Analysis of McKenzie‘s personal papers and other primary and secondary sources provide a strong scholarly basis to examine his administration from multiple perspectives. Through an enhanced understanding of the forces that shaped McKenzie‘s presidency, the research will contribute to existing scholarship on the history of higher education in the United States (and specifically histories of Black higher education and Fisk University), industrial philanthropy in Black higher education, and presidential leadership at Black colleges and universities in the Progressive Era. vi CHAPTER ONE INTRODUCTION Fayette A. McKenzie‘s place in historical scholarship is one of contrasts. During a six decade career in education spanning from 1897-1941, he was one of a handful of men intimately involved in the effort to educate and advance socio-culturally two of the United States‘ most marginalized groups early in the early twentieth century: Native Americans and African Americans. While scholars applaud his work and contributions on behalf of Native Americans, they harshly criticize his efforts among African Americans. Indeed, tenor of the scholarship regarding McKenzie‘s career largely demarcates along the racial group with whom he worked. Born in 1872 in Montrose, Pennsylvania, Fayette McKenzie graduated from Lehigh University and taught a variety of subjects at Juniata College prior to pursuing his Ph.D. in sociology and economics at the University of Pennsylvania in 1900. In 1903, he took a position for nine months as a teacher on the Wind River Indian reservation in Wyoming. Two years later, he accepted a position as an associate professor of economics and sociology at The Ohio State University, continued his work with Indians, and completed a Ph.D. in 1908, self-publishing his dissertation, The American Indian in Relation to the White Population of the United States. One of the few sociologists of his generation to focus his research on Native Americans, McKenzie was a leading White 1 2 voice in America advocating for Indian civil and political rights.1 In 1911, he co-founded with six other Native Americans the Society of American Indians (SAI), the nation‘s first pan-tribal Indian advocacy organization designed to advance the political, cultural, legal, and economic interests of Native Americans. Contemporary scholars examining the Indian movement in the early decades of the twentieth century routinely praise McKenzie‘s work with Native Americans, and he played an important role in the SAI‘s early success. His writings on Indian policy display a deep and comprehensive understanding of Indian affairs, and his ideas for Indian advancement parallel many of the reform efforts undertaken years later. He urged White policymakers to grant Indians citizenship status, and encouraged academicians to focus their research on Indian issues. Historian Hazel Hertzberg characterized Indian scholars‘ common impression of McKenzie‘s when she described him as ―a modest man of great tact and sensitivity, intensely concerned with Indian welfare, who believed in the inherent equality of Indians and whites.‖2 In addition to his involvement with the SAI, McKenzie served in various capacities on government committees studying Indian issues and policy, including the Advisory Council on Indian Affairs, a group of leading public figures – both Native American and White – assembled to review and advise President Warren G. Harding‘s 1 Frederick Hoxie, The Final Promise: The Campaign to Assimilate Indians – 1880-1902 (Lincoln, NE: University of Nebraska Press, 1984), 133. 2 Hazel Hertzberg, ―Nationality, Anthropology, and Pan-Indianism in the Life of Arthur C. Parker (Sencea),‖ Proceedings of the American Philosophical Society 123, no. 1 (20 February 1979): 59. 3 administration on Indian policy.3 In 1910, he served as one of two ―special expert agents‖ selected to conduct
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