71-27,453

COURSEY, Leon N . , 1940- THE LIFE OF EDWIN BANCROFT HENDERSON AND HIS PROFESSIONAL CONTRIBUTIONS TO PHYSICAL EDUCATION,

The Ohio State University, Ph.D., 1971 Education, physical

University Microfilms, A XEROX Company, Ann Arbor, Michigan

©Copyright by

Leon N« Coursey

1971

THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED THE LIFE OF EDWIN BANCROFT HENDERSON

AND HIS PROFESSIONAL CONTRIBUTIONS

TO PHYSICAL EDUCATION

DISSERTATION

Presented :ln Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University

By

Leon N . Cour sey, B .A.> M .S.

The Ohio State University 1971

Approved by

Adviser Department of Physical Education PLEASE NOTE:

Some pages have small and indistinct type. Filmed as received.

University Microfilms :

Edwin Bancroft Henderson in 1911

11 ACKNOIVLEDGMENTS

IVhile it is impossible for me to make an individual acknowledgment to all the very kind people who helped me to complete this research project, I shall give special recognition to some of them but I shall always remember everyone in my heart. At the outset, I want to give special acknowledgment to my most sincere and personal adviser. Professor Bruce L, Bennett of The Ohio State

University, for his warm encouragement, criticisms and suggestions. He and I know that without his assistance

I would not have done this dissertation. It was Dr,

Bennett who suggested this dissertation to me and I am profoundly appreciative,

I am overwhelmingly grateful to Mr, Edwin B,

Henderson, Mrs, Henderson, and thé other members of the

Henderson family in Tuskegee, Alabama, for having me in their home and for treating me as one of their family, during the spring of 1969, while I interviewed Mr, Hender­ son, I want to convey ray deep appreciation to Cato W,

Adams, Dr, William Dove Thompson, Mr, Wendall A. Parris,

Frank Bolden, and other very kind people who have answered my letters of inquiry concerning Mr, Henderson and his productive educational career, iii I am indeed indebted to the Library of Congress,

New York University Library, The New York Public

Library, Harvard Library, and Howard University

Library's Moorland Room which is administered by Mrs, Dorothy

Porter and her wonderful staff. I also want to thank the

general office personnel of Dunbar High School and

Armstrong High School for their kind assistance in my

endeavor to collect all pertinent information pertaining

to Mr. Henderson's professional career.

I want to give special recognition to Mr. Ken Burrow

for his incredible patience while proof reading this dis­

sertation .

I want to convey my most sincere respects to Miss

Beverly M. LaBrecque for her kind assistance in photog­

raphy .

I want to give my most profound thanks to Dr. Seymour

Kleinman, Dr. James Sweeney and Dr. Charles L. Mand,

members of my reading and oral examination committee, for

their criticisms, suggestions and total interest in this

endeavor. Also, special thanks to Dr. William Dowling, graduate school representative, for his kind assistance.

Thank you all and may God continue to smile on each of you forever.

XV VITA

January 2, 1940...... Born - Flushing, New York

June, 1958 Graduated from Jamaica High School, Jamaica, New York

September, 1961. Honorably discharged from the Array

September, 1961...... Academy of Aeronautics

January, 1962-1966 ...... Letter Carrier, United States Post Office full time during day and attended Queens College at night

January, 1968...... B.A., Queens College Flushing, New York

January, 1963 - June, 1968 . . Assistantship - Queens College, Flushing, New York

September, 1968 - June, 1969 . Lecturer - Queens College, Flushing New York

June, 1969 ...... M.A., Queens College, Flushing, New York

June, 1969 - May, 1970 .... Teaching Assistant - The Ohio State University, Columbus, Ohio

May, 1970...... Received permanent New York State Teaching Certificate

September, 1970...... Instructor - The Ohio State University, Columbus, Ohio FIELDS OF STUDY

Major Field: Physical Education

Professor Charles L. Mand

Minor Fields: Education Administration

Professor Donald P. Anderson

Secondary Education

Professor Robert Salmons

Study in the History of Physical Education

Professor Bruce L. Bennett

VI CONTENTS

Page

ACKNGI’Æ,EDGMENT5...... '. i ü

VITA ...... V

LIST OF ILLUSTRATIONS......

CHAPTER

I, INTRODUCTION...... 1

II, FAI-1ILY HISTORY ...... 12

The Year of Birth ...... 12 Family History...... 16 Mary Ellen Meriwether and Marriage, • . 23 Family...... 26

III. SECONDARY AND COLLEGE EDUCATION..... 28

High School ...... 28 Normal School #2 and Miss Anita Turner. 29 1904...... 36 Harvard's Summer School ...... 33 Medical School. 44 Howard and Columbia ...... 48

IV. A FIGHTER FOR CIVIL RIGHTS ...... 52

Washington Recreation Department. . . . 52 Y.M.C.A...... 54 Mixed Boxing and the Amateur Athletic Union...... 58 Daughters of the American Revolution. . 62 Committee against Segregation in the Nation's Capitol ...... 64 Uline Arena ...... 65 Colored Citizens Protection League. . . 68 N.A.A.C.P...... 72

Vll CONTENTS (continued)

CHAPTER Page

V. THE DEVELOPMENT OF ATHLETICS AND THE OFFICIATING ASSOCIATION...... 76

Interscholastic Athletic Association. . 76 South Atlantic High School Athletic Conference ...... 78 Public School Athletic League ..... 79 Organizations for Athletic Competition. 82 Public School Elementary Athletic League ...... 83 Eastern Board of Officials and Officiating Problems ...... 87 The Pigskin Club...... 90 Washington School Club...... 94

VI. PHYSICAL EDUCATION IN WASHINGTON, D.C.'S BLACK SCHOOLS FROM 1805 UNTIL 1920 . . . 96

Elementary Schools. « ...... 96 Junior High Schools ...... 105 M Street (Dunbar) High School . . . 107 Armstrong Manual Training School. . , 113 Physical Educational Objectives for Black Secondary Schools from 1805 until 1920 ...... 118 Problems...... 119

VII. PHYSICAL EDUCATION IN WASHINGTON, D.C.'S BLACK SCHOOLS FROM 1920 UNTIL 1954 . . . . 122

M Street High School...... 122 Armstrong High School ...... 124 Cardozo High School...... 125 Physical Educational Objectives for Black Secondary Schools...... 149 Summary ...... 153

VIII. LITERARY ACHIEVEMENTS...... 155

Letters to the Editor ...... 155 Interscholastic Athletic Association H a n d b o o k ...... 159 Books Written by Edwin B. Henderson . . 160

vixi CONTENTS (continued)

CHAPTER Page

IX, EDWIN BANCROFT HENDERSON, HIS FRIENDS AND NON-PROFESSIONAL ACTIVITIES...... 171

Former Students ...... 172 Professional Associates ...... 173 Other Prominent Associates...... 174 Night Farmer...... 179

X, A LIFE IN R E V I E W ...... 182

XI. EDWIN BANCROFT HENDERSON: AN APPRAISAL. . 200

Development of Philosophy ...... 200 Problems...... 207 Personal Assessment ...... 208

BIBLIOGRAPHY ...... 213

ILLUSTRATIONS...... 229

APPENDIX

1. A letter to the writer from Dr. William Dove Thompson, Superintendent of Recrea­ tion, Fairfax County, Virginia, commenting on Mr. Henderson as a student writing his Ph.D. dissertation, as a professional, and as a friend...... « ...... 249

2. A duplication of the Washington Normal School No. 2's graduation program for June 17, 1904 when Mr, Henderson gradu­ ated with honor as number one in his class...... 252

3. A list of special instructors at D%^. Dudley Sargent's Harvard University Summer School for physical training for 1904, 1905 and 1907 when Mr. Henderson attended. 256

IX CONTENTS (continued)

APPENDIX Page

4. Newspaper articles reporting on basket­ ball game in which Mr, Henderson par­ ticipated as the team's captain and high-scoring center...... 258

5. A statement by Mr. Henderson concerning the abolition of discriminatory practices at the National Theater in Washington, D.C...... 260

6. An open letter to American sportsmen by the recreation committee of the Washing­ ton, D.C, branch of the N.A.A.C.P,, of which Mr. Henderson was a member, pro­ testing the local A.A.U.'s policy of segregation in boxing...... \ 263

7. A flyer protesting the discriminating policies of the Uline Arena...... 265

8. A statement by Mr. Henderson announcing the presentation of Washington's first large-scale all-black physical fitness exhibition at the Uline Arena, ...... 267

9. An architectural drawing of Mr. Hender­ son's Falls Church Park and Shopping Center ...... 269

10, An example of the types of written harassment Mr. Henderson and his family had to endure during his productive and extensive career ...... 271

11, A statement by the Fairfax County Branch of the N.A.A.C.P. nominating Mr. Henderson for its highest honor, the Spingarn Medal. 273

12, A section of a basketball game program showing Mr. Henderson as manager of the I.S.A.A.'s basketball program...... 276 CONTENTS (continued)

APPENDIX Page

13, program of the first Interscholastic Athletic Association's I.S.A,A, track and field meet on May 30, 1906 ...... 278

14, A newspaper article commenting on the first cross-country race held for black students in Washington, D.C. in 1911 . . . 280

15, Duplication of the Public School Athletic League's P.S.A.L. Bulletin No, 2 concerning the "athletic badge contest" and "class athletics," This bulletin points that "the exceptional boys are few; the average boys are many," "The athletic badge contest 's a form of athletics that gives the average boy a chance," 282

16, A copy of a speech made by Mr, Henderson to the School Club on March 12, 1960 . , , 284

17, Rationale for the creation of the "Leader­ ship Institute," , , , ...... 289

18, Mr, Henderson's suggestions for teaching leadership theory, ,,,,,,, ...... 291

19, A report by the United Citizens Associa­ tion for Educational Adequacy for all children in the District of Columbia of which Mr, Henderson played a major role in writing in 1949 293

20, A communication sent to the black junior high school physical educators, concern­ ing spring intra and extra-mural physical programs, by Mr, Henderson on March 5, 1951 ...... 306

21, A communication sent to the junior high principals and physical educators con­ cerning the annual junior high tumbling tournament, by Mr, Henderson on April 11, 1951 ...... 308 xi CONTETJTS (continued)

APPENDIX Page

22, A supplement to IVho ' s Who in Colored America which was written by Mr, Hender­ son in 1955 to foster a sense of achieve­ ment, pride, dignity on the behalf of black Americans so as to give them the strength and courage to take an active part in the pursuit of life, liberty, and happiness. 310

23, "Colored Boys and Boys' Clubs," a news­ paper article written by Mr, Henderson , , 314

24, Letters to the editor by Mr, Henderson , , 316

25, A review of Mr, Henderson's Negro in Sports by a black reporter, M, Beaunorus Toison ...... 318

26, A letter from Mrs, Boyle on September 4, 1970 concerning Mr, Henderson, ,,,,,, 322

27, A letter from Mrs, Betty Henderson on September 9, 1970 concerning Mr, Hender­ son ,,,,,,,,,,,,,,,,,,,, 324

28, A letter from Mrs, Mary E, Henderson to the writer on September 10, 1970 concern­ ing Mr, Henderson. ,,,, ...... 327

29, A letter from Jay Henderson to the writer on September 12, 1970 concerning Mr, Henderson, , , ...... 329

30, A letter from Bishop Spottswood to the writer on September 19, 1970 concerning Mr, Henderson...... 331

31, A letter from Reverend Costner to the writer on October 21, 1970 concerning Mr, Henderson, ,,,,,, , 333

XXX CONTENTS (continued)

APPENDIX Page

32, A letter from Paul Cooke to the writer on October 27, 1970 concerning Mr, Henderson...... 336

33, A letter from Benjamin Henley to the writer on October 28, 1970 concerning Mr, Henderson, 338

34, A letter from Dr, J, H, M. Henderson to the writer on October 28, 1970 concerning Mr, Henderson, ,,.,,,, , 340

35, A letter from Wendall Paxris to the writer on November 3, 1970 concerning Mr. Henderson, 342

36, A letter from Master Edwin B, Henderson to the writer, n.d,, concerning Mr, Henderson...... ,,,,, ...... 349

37, A letter from Mr. Cato Adams to the writer, n.d,, concerning Mr, Henderson , , 351

38, A flyer which was composed by Mr, Hender­ son calling attention to the black school conditions in Fairfax County, Virginia , , 354

39, Guy Mason's, Commissioner of Public Health, statement opposing the expansion of physical education to include medical inspection programs in public schools of Washington, DC, 356

40, A roster of the National Committee and Council on Physical Fitness showing Mr, Henderson as a member, ,,,,,,,, 353

41, A document revealing the functions of the National Committee and Council on Physical Fitness 360

xixi CONTENTS (continued)

APPENDIX Page

42, A document written by Mr, Henderson which expresses his sentiments concerning war­ time activity for young boys of Washing­ ton, D,C, ,,,,,,,,,...... 362

43, A letter from Frank P, Bolden, Director of Department of Health, Physical Educa­ tion, Athletics and Safety of Washington, D,C, concerning the physical educational major program that Mr, Henderson institu­ ted at Dunbar High School for young men who wanted to major in this profession in college , ...... 365

44, Recommendations and a proposed health and physical educational program that Benjamin J. Henly, acting Superintendent of Schools, sent to the District of Columbia’s Board of Education on March 18, 1970 in defense of the required five- day-week program that was greatly advocated by Edwin B, Henderson and was enacted into law by Congress in 1942 , , , 367

XIV LIST OF ILLUSTRATIONS

PLATE Page

I. Edwin B. Henderson and others of the I.S.A.A. Games Committee at a track meet in 1906 230

II. Edwin B. Henderson and colleagues, .... 231

III. Edwin B. Henderson and Dunbar High School's 1924 championship track team. . . 232

IV. Edwin B. Henderson and Armstrong Technical High School ' s track team ...... 233

V. Edwin B. Henderson in 1910 as a member and captain of the 12th Street Y.M.C.A. unde­ feated champion basketball team...... 234

VI. Edwin B. Henderson and his family during his 60th birthday celebration in 1943. . . 235

VII. Edwin B. Henderson at his Washington, D.C. desk in 1945...... 236

VIII. Various scenes from physical educational exhibitions in 1946 that occurred under Edwin B. Henderson's leadership...... 237

IX. Edwin B. Henderson (President) and other members of the Affiliated Board of Athletics Officials in 1947...... 238

X. Edwin Bo Henderson teaching basketball fundamentals to some young men of Wash­ ington, D.C. in 1947 ...... 239

XI. Edwin B. Henderson and others who were honored in 1951 by the N.A.A.C.P. for developing better race relations ..... 240

XII. Edwin B. Henderson during a W.W.D.C. radio broadcast...... 241

XV ILLUSTRATIONS (continued)

PLATE Page

XIII. May Day exhibition at ball park...... 242

XIV. Elementary school children preparing for physical education activities during Mr. Henderson's directorship ...... 243

XV. Edwin B. Henderson preparing to start a group of young men in a cross country race ...... 244

XVI. Edwin B. Henderson delivering a speech on W.I.N.X. radio...... 245

XVII. Edwin B. Henderson as a member of the Planning Committee for all recreation facilities in Washington, D . C ...... 246

XVIII. Edwin B. Henderson preparing to make a speech on N.B.C. radio ...... 247

XIX. Edwin B. Henderson, Dr. Bryce L. Bennett and author at the History of Physical Education and Sport Symposium at The Ohio State University, Spring, 1971. . . . 248

XVI CHAPTER I

INTRODUCTION

This is a biography of Edwin Bancroft Henderson.

In general, it deals with the life of Mr. Henderson and, specifically, with the role and contributions he made to physical education during his fifty years in the pro­ fession as an instructor and as an administrator in the

District of Columbia's black school system. Throughout

Mr. Henderson's career, and contrary to his most fervent wish, the Washington, D.C. school system operated on segregative policies; there were the black divisions called

Divisions X-XIII and the white divisions called I-IX.^ To facilitate comprehension of this system a brief historical account shall be given.

As a matter of historical fact, the issue of segrega­ tion in public education in the District of Columbia arose, for the first time, just eight years after approval by

Congress-of an act "initiating a system of primary schools for the education of colored children residing in the cities of Washington and Georgetown, in the District of

^G. C. Wilkinson, paper read at the School Club of Washington, D.C., May 23, 1957. 2 Columbia*" On May 2, 1370, the city council passed the following resolution:

That the Senate Committee on the District of Columbia be respectfully and earnestly re­ quested to report and secure, if possible, the passage of a bill for the reorganization of the public schools in the District of Columbia and give us one common school system by which all children can be educated, regardless of their color, to be governed by one Board of Trustees.3

Pursuant to this resolution, the Honorable Charles

Sumner, Senator from Massachusetts, introduced a bill in the Senate, in the late 1870's, calling for the elimina­ tion of segregation in the public schools of the District 4 of Columbia; however, this bill failed to pass.

In 1896 the United States Supreme Court, in the case of Plessy vs. Ferguson, laid down the doctrine of "sepa- rate-but-equal. While the decision applied specifically to transportation in the so-called "Jim Crow Cars" of the southern states, it was later adjudged by the Supreme

Court to be applicable in cases involving segregation in public schools,^

^Ibid.

^Ibid.

"*Ibid.

^Roald F, Campbell, Luvern L. Cunningham and Roderick F. McPhee, The Organization and Control of American Schools (Columbus, Ohio: Charles E, Merrill Publishing Company, 1965), p. 41. ^Wilkinson, o£. cit. Repeatedly since 1896, until the 1954 Supreme Court decision, the issue of whether segregation, in public schools was constitutional had been raised in the local courts and had been carried to the United States Supreme

Court by litigants from the District of Columbia; Edwin •7 Bancroft Henderson was involved in many of these cases.

Likewise, cases had been carried to the United States

Supreme Court, from state and federal courts, by litigants from other jurisdictions.® During this period, victories were recorded in graduate school cases for litigants against defendant states, "but the defendant states com­ plied merely by setting up separate schools for one or 9 two students." In this connection the distinguished constitutional lawyer, Thurgood Marshall, leading attorney in these school cases, was reported as saying:

It was beginning to look as though every time we won a lawsuit we were working our way deeper into the séparate-but-equal hole. The fact was we just weren't ready to tackle segre­ gation as an evil per se. ^

By 1954, however, Marshall and his associates accumulated "enough" knowledge; they made a frontal attack

?Ibid. O Campbell, e^ a^., o p . cit., p. 42.

^Wilkinson, o£. cit.

l°Ibid. upon segregation itself on legal grounds and with the

assistance of a "small array of psychologists, psychi­

atrists, sociologists, and anthropologists convinced the

Supreme Court that segregated education could not be

equal.

On May 17, 1954, and May 31, 1955, the United States

Supreme Court handed down two decisions, holding segre­

gated public schools in the United States unconstitutional

and ordering the desegregation of all such public schools

"with all deliberate speed.

Consequently, the District of Columbia (through the

Board of Education) gave full faith and credit to the

1954-1955 decisions of the Supreme Court and proceeded to desegregate its public schools "with all deliberate speed," thereby performing what Associate Superintendent of Education Carl F. Hansen aptly called "a miracle of 13 social adjustment."

For Edwin Bancroft Henderson, these Supreme Court decisions were the realization of the profound dream of a

l^Ibid.

12 Campbell, et , o£. ci^., p. 41.

13 Wilkinson, og^. cit. lifetime; the Supreme Court could not have given him a 14 better gift for retirement.

Edwin Bancroft Henderson is an interesting individual

for many reasons. He was the first certificated black

male physical educator in an American school system.

Moreover, an examination of Mr. Henderson's career, lasting

through half a century from 1904-1954, vividly reveals not

only that he was a "natural leader" who worked unselfishly

toward the betterment of educational opportunities for

the black children of Washington, D.C., but also he

eagerly contributed in this regard to the white children of Washington, D.C. whenever he was able or requested to

do so. Dr. William D. Thompson, presently the Superin­

tendent of Recreation for the County of Fairfax, Virginia,

corresponding with the writer by mail and telephone,

irrefutably supports this statement:

When I review what I recorded about Dr. Henderson, I have to believe that I must always have sensed he was a truly endowed leader whose leadership was to help "Fling Wide the Gates" so the black and white man could forge ahead to make our nation a better place to live, work and play (see Appendix 1).16

Impersonal interview with Cato Adams, December 23, 1970.

^^Personal interview with Edwin B. Henderson, March, 1970.

^^Based upon a letter from Dr. William Dove Thompson to the writer, November 19, 1970. It is a further tribute to Mr. Henderson's influence and energy that one is explicitly able to discern a paral­ lel between the development of physical education in the

District of Columbia Public School Systems and Mr. Hen­ derson's fruitful career. Furthermore, by examining Mr.

Henderson's educational career, it is possible to bring the depraved evils of segregated education to the fore­ front; one becomes acutely aware of Mr. Henderson's sincere and diligent dedication to defeat them on every educational and civic front. Dr. Thompson, in his dis­ sertation, "The Development of Physical Education in the

District of Columbia Public Schools" (New York Univer­ sity, 1941), and by letters and telephone conversations to the writer, paid generous tribute to this dedication.

A brief biographical sketch reveals that Edwin

Bancroft Henderson attended school in Washington, D.C.

He graduated from the Washington, D.C. black Normal School

#2 in 1904 (ranking number one in his class) and he was appointed teacher of physical training in the black ele­ mentary schools of Washington, D.C.^^ He attended the

Harvard University Summer School of Physical Training in the summers of 1904, 1905, and 1907.^® He received the

17 Interview with Henderson, March, 1970.

^®Ibid. A.B. degree from Howard University in 1930 and his M.A.

degree from Columbia University in 1934.^^ He started

teaching in the elementary schools and later taught in

the high schools of the black divisions in Washington,

D.C.^® He was responsible for the requisitioning of all

equipment for the black schools' physical educational programs from 1904 on. In the early years, he coordin­ ated the physical training and military drills work along

with the assistance of drill instructors to insure the 21 health of the students. Mr. Henderson served as the chairman of nearly all committees appointed to consider physical training for boys and girls in high schools. As well as this, Mr.

Henderson was responsible for the practical examination of all male candidates for positions in the high or ele­ mentary schools. He devised all questions, either jointly with Miss Turner, Assistant Director of Physical

Education in black schools, or alone, for the written examination for applicants for elementary, high, and normal school teaching positions. In most cases, he was

19 Howard University Calendar, February 5, 1954, p. 1,

20 Edwin Bancroft Henderson papers (newspaper articles, n.d.). Moorland-Spingarn Collection, Howard University Library.

^^Ibid. 8 responsible for judging the results. In addition, he served as chairman of the High School Games Committee for 22 fourteen years.

During his teaching years, Mr. Henderson received a rating of "Excellent" from his supervising principal for each year letter ratings were given, with the exception of three years when he received a rating of "Very Good.

Mr. Henderson served as Chairman of the Central

Board of Officials for Black Colleges in the District of

Columbia and he v/as also a leading official in basketball, track, and football for over fourteen years.

Edwin Bancroft Henderson published the first official handbook on black athletics in 1910, 1911, 1912, and

1913, and these may be found in the Library of Congress; these shall be discussed in further detail in Chapter VI.

In 1925 Edwin B. Henderson became Head of the Depart­ ment of Physical Education in the black junior and senior high schools for both girls and boys in Divisions X-XIII of the District of Columbia.In 1951 he became the

^^Ibid. Z^Ibid.

24 Afro-American, July 24, 1954, p. 5, col. 4.

25 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.). Director of the Department of Health, Physical Education,

Athletics, and Safety of all divisions in the black school

system, and on his retirement, in 1954, he received- the prized honor of being made a Fellow of the American

Association for Health, Physical Education, and Recrea­

tion.^^

It is the purpose of this research project to:

1, Investigate the contributions of Edwin B.

Henderson in terms of their effects on health, physical

education, recreation, and athletics,

2, Provide an assessment of his contributions to the health, physical education and recreation profession in

terras of the period in which he v/orked.

3, To present a document which will show the rele­ vance of Edwin Bancroft Henderson's contribution to health, physical education and recreation today,

4, Investigate significant problems that were unique to the administration of a black physical education department,

5, Provide a personal assessment of Edwin Bancroft

Hender son,

6, Convey professional recognition to a man v/ho has, through his contributions to the profession, exemplified

^^Based on letter from C, L, Brownell, President of A.A.H.P,E,R,, to Edwin B. Henderson on March 4, 1954, 10

the ancient Grecian concept of a true man--a man of action

and a man of wisdom harmoniously blended into one individ­

ual .

This research project, based upon all the available

resources, was limited to Edwin Bancroft Henderson's life

with emphasis on his contributions.

While attempting to collect all information pertain­

ing to Edwin Bancroft Henderson's life and contributions to physical education, the writer used a number of sources and incurred several debts of gratitude. At the outset,

the vnriter wants to thank Dr. Bruce L. Bennett for sug­ gesting this research project during the summer of 1969.

Starting in September, 1969, the writer sent over 200

letters requesting any relevant information from those who knew or worked with Mr. Henderson concerning both the man and his career. The writer utilized The Ohio State

University library facilities in an attempt to locate sources pertaining to Mr. Henderson and his writing career. The writer wants to give special thanks to

Mr. Kenneth Nelson, special physical education instructor at Sharpe Health Institute, Washington, D.C., for pro­ viding him with information which made it possible to contact Mr. Henderson directly at his Tuskegee home; the writer spent the entire 1970 spring vacation at Mr.

Henderson's home in Tuskegee, Alabama, interviewing him concerning his productive career. From the archivist of 11

Harvard University, the writer received invaluable data pertaining to Mr. Henderson's education there. The writer spent most of the 1970 Christmas vacation in Washington,

D.C., visiting the Library of Congress, interviewing

Mr. Frank Bolden, Mr. Hardy L. Pearce, Mr. Cato W. Adams, and scrutinizing the wealth of material of the Edwin B.

Henderson collection in the Moorland room of the Howard

University Library, The writer also visited the New York

University Library to read Dr, William Dove Thompson's doctoral dissertation concerning the development of physical education in the Washington, D,C, school system; the writer also wishes to thank Dr, Thompson for supply­ ing him with xeroxed excerpts from his dissertation, prior to his visit to the New York University Library,

From the beginning of this project, the vnriter has main­ tained constant mail and telephone communications with

Mr, Henderson at Tuskegee, Alabama, and at his Maryland summer home. The writer has also been in mail and tele­ phone contact with Mr. Frank Bolden, Mr. Wendall Parris,

Dr. William D. Thompson and Mr, Cato W, Adams (whose home the writer visited for an extensive interview while he was in VJashington, D,C,), CHAPTER II

FAMILY HISTORY

The Year of Birth

Eighteen hundred and eighty-three was the year of

Edwir Bancroft Henderson's birth.^ It was a year of

great activity by the pioneers of the physical education

profession in an effort to make it a relevant educational

endeavor for all. It was two years prior to Dr. IVilliam

Gilbert Anderson's call to his colleagues to meet and

organize a professional association for physical education,

There v/as a definite need for this professional

association, entited the Association for the Advancement

of Physical Education, in order to institute meaningful

physical educational programs in the American school

systems; at this particular time, instruction was referred

to merely as physical training. As an example of the

^Afro-American, September 11, 1954, p. 3. 2 Deobold B. Van Dalen, Elmer D. Mitchell and Bruce L. Bennett, A t^torld History of Physical Education (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1953), p. 418, 3 Edwin B. Henderson papers (newspaper articles, n.d.), Moorland-Spingarn Collection, Howard University Library,

12 13 inadequacy, only some women’s colleges had physical train­ ing programs; Dr. Edward Hitchcock had instituted a physical training program at Amherst College in 1861 and administered it for fifty years.^ At this time Harvard

University's physical training department, along with a few others, was only getting started.^ As for the public schools, "Chicago was the only city in all of America that had a physical training department at that time and it was, in all probability, as yet unheard of by the people back East.

In offering a reason for development of physical education, in 1883 Dr. Sargent wrote:

. . . the purpose of muscular exercise was not to attain bodily health and beauty alone, "but to break up morbid mental tendencies, to dispel the gloomy shadows of despondency, and to insure serenity of spirit."?

I'Ath particular reference to properly managed and regulated athletics, Sargent declared:

. . . the grand aim of all muscular activity from an educational point of view is to im­ prove conduct and develop character.

^Ibid.

^Deobold, et a^., p. 392,

^Mabel Lee and Bruce L. Bennett, "This Is Our Heritage," Journal of Health, Physical Education and Recreation, XXXI (April, 1960), p. 26.

?Deobold,_et a l ., p. 389. 14

The basic purpose and the highest idea of physical training was the improvement of the individual man in structure and function. This ideal supplied a constant incentive to right methods of living and led to that prime physical condition called fitness--fitness for work, fit­ ness for play, fitness for anything a man may be called upon to do.®

In this same year, 1883, Dr. Sargent participated in

the Intercollegiate Athletic Conference in December in New

York. This Conference marked the first joint attempt by

college faculty representatives to impose some regulations

on athletics, which were beginning to present formidable

problems of student participation, sports rules and regu­

lations and amateurism that individual colleges could not 9 solve alone.

Nine colleges were represented at this conference.

These participants passed the following resolutions:

(1) Eight resolutions aimed at stopping college

teams from engaging in athletic events with

professional teams or players, or having pro­

fessional players as coaches;

(2) Rules limiting the student's playing eligibility

to four years;

(3) Rules requiring a faculty committee to super­

vise all athletic contests;

8 Dudley A. Sargent, "Physical Education in Colleges," North American Review, CXXXVI (February, 1883), p. 296. 9 Deobold, et al., p. 400. 15

(4) Rules requiring the home field of one of the

participants to be used for a given athletic

contest.

This conference was a failure because only three

colleges, Harvard, Princeton and Cornell, ratified its . . 10 provisions. Furthermore, Swedish school gymnastics were not

generally introduced into the United States until Hartvig

Nissen came from Sweden to Washington in 1883.^^ It was compared with the German system which was becoming very popular as the result of work by people such as George

Brosius and William Stecher. The first turnverein was 12 founded by Friedrich Hecker in Cincinnati, Ohio in 1848. The philosophy of the Swedish, German and Delsarte systems constituted a controversy within the physical education profession called the battle of the systems.

It is apparent, then, that in the year of Edwin

Bancroft Henderson's birth, the pioneers of physical educa­ tion were diligently at work attempting to pull the pro­ fession together as a united, visible, functionable and

^*^Van Dalen, Deobold and Bruce L. Bennett, A \'Joxld History of Physical Education (Englewood Cliffs, New Jersey; Prentice-Hall, Inc., 1971), p. 400-401.

l^Deobold, et a T ., p. 393.

1 2 Deobold and Bennett, op. cit., p. 380. 16 meaningful profession. After examining Edwin Bancroft

Henderson's life, one is cognizant of the fact that it exemplifies the spirit of these great pioneers.

While in the physical education profession the fires of innovation and organization were being fanned by the wisdom of these dedicated men in 1883, Edwin Bancroft

Henderson was born in the house of his grandmother,

Eliza Henderson, on School Street in southeast ü&shington,

D.C., on November 24.^^

Family History

Eliza Henderson was the granddaughter of Chief John

Logan, who was killed in a raid in the Powhatan Indian settlement by a band of colonials led by Colonel Broad­ water, a neighbor of George Washington. Chief Logan's youngest child, a baby boy, was picked up by an English soldier with Broadwater's men, and was given to the

Fitzhugh family to raise. The soldier's name, Andrew

Hicks, was given to the Indian baby.^^ Commenting on this, Mr. Henderson remarked:

My mother was born of a Caucasian father and a Negro slave mother. My father and ancestors

13 Afro-American, op. cit., p. 3.

^^Melvin Lee Steadman, Jr., Falls Church by Fence and Fireside (Falls Church, Virginia: Falls Church Public Library, 1964), pp. 207-208. 17

were largely Indian and mixed Caucasian and Negro. Our common Indian ancestor was Andrew Hicks whose mother and father were killed by Colonel Broadwater « This young Indian boy ivas spared and was raised by the Fitzhugh family, living in what is now Fairfax County, Virginia. Part of this legend is due to the loss.of a powder horn on the field during this engagement, which belonged to Broadwater and on which is inscribed the date 1636. We have this momento here in Tuskegee.

Andrew Hicks, Edwin Bancroft Henderson's grandfather, married Elizabeth Mimetov; Foote, a sister of Frederick

Foote:

The Footes and the Hicks all were descendents of the Powhatan dynasty of Indians. Mimetow be­ came an arch enemy of the settlers, led his tribe in massacres and was himself killed in the effort to stem the advances of the English.

The Hicks children were not slaves originally, but they were held on the Fitzhugh plantation and those who 17 attempted to run away, when caught, were sold south. Mr. Henderson's grandmother was sold down in Missis- 18 sippi, where she was married by a chaplain of a Massa­ chusetts regimen who called himself Henderson but whose real name was Shadrach Ridogruiz.^^

^^Personal interview with Edwin B. Henderson, March 1970.

l^ibid.

^^Afro-American, op. cit., p. 3, col. 1. IGlbid.

^^Melvin Lee Steadman, Jr., op. cit., p. 215. 18

At the outbreak of the Civil War, Shadrach Ridogruiz

joined the Confederate Army at Vicksburg and was never heard from a g a i n . ^0 Mr, Henderson's father was born

September 27, 1860, At the siege of Vicksburg by General

Grant, Mr, Henderson's grandmother brought her son out

of the city in a trunk and after the shelling of the city

she followed a long line of contrabands back North,

eventually to Washington, D,C,, and to her sister,

Elizabeth Collins, In the course of time, she purchased the house on

School Street where Edwin Bancroft Henderson was born,22

Mr, Henderson's grandmother, Elizabeth Foote, sent her

son William, Edwin Bancroft Henderson's father, to Howard

University but since the Navy offered a stronger appeal, he enlisted,

On one of his trips home from the gunboat Powhatan, he met Louise Mars,^^ She had come to Washington from

Williamsburg, Virginia to live with her sister, Alice

20ibid,

21 Afro-American, op. cit., p. 3, col. 1.

22ibid,

23 Interview with Henderson, March, 1970,

^'^Ibid, 19

Chew, On February 22, 1883, William Henderson and Louise

Mars were married and Edwin Bancroft Henderson was born 25 the following November 24th,

In 1883 the Hendersons moved to Pittsburgh, Pennsyl­ vania where Mr, Henderson entered the old Franklin School near the Golden Triangle,Mrs, Henderson taught her son to read at an early age and Mr, Henderson related this story:

Because my mother taught me the alphabet and to read early, I was in demand for demonstration. One white teacher of the third grade had me read before her pupils and gave me a quarter, one-fourth of a laborer's pay in those days.27

Reflecting on these early days, Mr, Henderson recalls that his first regularly earned money was made by "laying, lighting, and keeping burning fires for Orthodox Jews on

Saturdays," He and his brother Will could handle about twenty fires a day, for which they were paid five cents a fire until sundoivn, at which time the Jews could take o v e r , Sometimes they would make extra money by lighting the gas burners or doing other jobs that Jews were not

^^Henderson Papers, Moorland Spingarn Collection (newspaper articles, n,d,),

Afro-American, op, cit,, p. 3,

^^Interview with Henderson, March, 1970,

28ibid. 20

29 allowed to do because of their religion. By the time the Henderson family returned to Washing­

ton, D.C., in 1894, it had grown to include four children:

Edwin Bancroft, William A., who was born on April 2, 1885 and died in 1953; Charles M., who was born on December 30,

1890 and died in 1966; and Anne E., who was born on June

15, 1892 and presently lives in Falls Church, Virginia.

She is a business woman who operates a store and deals in real estate in Falls Church. Mr. Henderson's father, v/ho worked as a day laborer most of his life, died in 1934.

His mother died in 1961 at the age of 99.^® Upon returning to Washington, Edwin Bancroft Hender­ son was registered in the fifth grade at the Randall School.

The Hendersons returned to Washington, D.C. because Mr.

Henderson's father sought a better job. From Randall, he was promoted to Mrs. Julia Grant's sixth grade at the

Anthony Bower School at 8th and E Streets, from which, after finishing the sixth grade, he v/as transferred to Miss

Janie Page's seventh grade at the Bell School. The next year he was promoted to Miss Laura Dyson's eighth grade class at Bell.31

29%bid.

30 Based upon a letter from Edwin B. Henderson to the writer, April 12, 1970.

31 Afro-American, op. cit., p. 3, col. 4. 21

Since the Bell School was located at the foot of the

Capitol grounds, Mr. Henderson would frequent the Library

of Congress and the galleries of the United States Senate

and the House of Representatives. He recalled that

during this period he knew many of the great statesmen on

sight: I I recall the great Czar, Speaker Reed; the lame Speaker of the House, Henderson; and the uncomparable stogy chewing speaker Cannon from Illinois.

On the floor of the Senate there were two senators of particularly ill-repute to me: Jillman and Blease of South Carolina who often referred to "damned niggers" in speeches on the floor. Another was the Alabaman Heflin who once shot at a colored man on a Washington, D.C. streetcar because he did not move from the white section.33 It was from these frequent visits to the Library of

Congress and the galleries that Edwin Bancroft Henderson learned a great deal about history and about the perplex­ ing social, economic and political problems of the d a y . 34

While he was in elementary school and until his third year in high school, Edwin B. Henderson spent his summer vacations with his grandmother in Falls Church, Virginia, at her home in the center of the town next to the church

32ibid.

33 Interview with Henderson, March, 1970.

34ibid. 22 after which the town was named.His grandmother, who had suffered many hardships during her struggle to return

to Washington, D.C. after having been sold in Mississippi, was a frugal individual and from her wages as a domestic laborer, purchased this one acre of land.^^ Mr. Henderson

still treasures those summers of vibrant youth and aban­ doned exploration and stated; '

In those summers I enjoyed the best days of my life. We learned a lot about growing and living things. This love of the country has never been diminished.

Many of the things we did in those days could be called delinquent in this decade. Every boy used a bean shooter, threw stones at telegraph pole glass insulators, took fruit from nearby farms, and occasionally visited somebody's cante- lope or melon patch.

In fact to find a young chicken to take to the woods to fry was not considered too bad. I remember one such group leaving a fire still smoldering that later burned down a big section of woods, but because the soldiers were camped nearby and were guilty of many pranks, they got the blame.

It was there that I first saw Colonel Charles Young, then a Major of the 9th Ohio Infantry Battalion. One of the thrilling moments of my life occurred thus: I was seated on the steps of the village feedstore one evening listening to a white Virginia soldier boasting of his experience when Major Young rode past on his

^^Ibid.

36 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.). 23

return to camp. I heard the white soldier say to his companion, 'I’ll never salute a damn nigger.'

I thought Young had not seen the soldier seated on the bench against the wall. In a great cloud of dust, Young whirled his horse around and yelled, 'Get up I' 'Salute.' There stood this soldier listening to as severe a tongue lashing as ever I had heard one adult give another. Young's final words were: 'You're saluting the United States Army.'

He returned the salute, spurred his horse round, and was on his way back to Camp Alger. That evening I went across the street to home a proud youngster.3?

Mary Ellen Meriwether and Marriage

Edwin Bancroft Henderson met Mary Ellen Meriwether while they were attending Normal School #2, where both were honor graduates. He graduated number one in his class and she number three in her class. Mr. Henderson related the meeting and subsequent courtship as follows:

As a result of my reputation for being a good lesson planner and a disciplinarian, one of my classmates, Lottie Wallace, now Mrs. Peter Murray of New York City, told^a girl in the lower class that perhaps I could help her with a project. Until then girls were taboo. So when at a recess period she sat in a seat in front, leaning toward my desk and asked for advice, I gave her nothing but academic attention. But I was invited to call some Friday evening.

^^Ibid.

38 Personal interview with Mrs. Mary E. Henderson, ^]arch, 1970. 24

Back in 1900 social life in Washington was far different than what it is today. There was a social set comprising the so-called well-known families of some tradition. Parents did not let their children get far from their control.

Parties and picnics were always chaperoned. Blinds were hanged by 9:30 and goodnight was said at 10:00. Calls were only allowed on Friday nights and possibly Sunday afternoon. On Friday nights at the Meriwether home at 1822 13th Street, one would be able to count at least a dozen young men calling between 8 and 10 P.M. on the two eligible daughters, Mary Ellen (Nellie) and Agnes.

After a few years, the number dwindled to mainly two. Dr. Ben Brownly and me.

Six years later (1910) we felt my salary might support a wife. Although she and I were teaching, I did not earn enough for marriage. In that period, marriage meant resigning from the school system (for women). My first salary was $45.00 a month for ten months in the year.

I received several increases each year by small increments until in 1910 I think I was getting a magnificent sum of about $90.00 per month. After summer school terms at Harvard, I worked waiting tables at Ocean Grove for three or four weeks. IVhen not in summer school, I became a playground director during summer m o n t h s . 39

It was a practice at this time to pay teachers of special subjects considerably less than teachers of academic subjects, a practice which led to a problem of obtaining and maintaining competent physical training instructors in the Washington, D.C. school system--both black and white.

^^Interview with Henderson, March, 1970.

40personal interview with Cato Adams, December 23, 1970. 25

Mr. and Mrs. Henderson were married in December, 1910, on the eve of his last competitive basketball game at the

Manhattan Casino in New York. The marriage was planned

this way because they were in a poor financial situation,

thus the trip, paid for by the club, served as a honey­ moon trip too.41 In Mr. Henderson's words:

Well, it took six years of courtship and waiting for the time when I thought I could support a wife. Finally, in 1910, she agreed. Since I was to play the Alpha team at the Manhattan Casino in New York on Christmas night and my expenses were assured, we decided to make that Christmas week our honeymoon.

We were married at the 15th Street Presbyter­ ian Church which was then on 15th Street between I and K Streets, NW, at 10:00 A.M. by the Reverend Francis Gremke and we landed on the same day in New York. Incidentally, we won the game which was my last competitive contest.

The Hendersons returned to Washington during the New

Year's holiday and, having decided not to put out the renters of a house that they had started buying, they stayed with Mr. Henderson's parents in Falls C h u r c h . 43

Mrs. Henderson was a descendent of the slaves owned by Lord F a i r f a x . 44 After they were freed, they moved

41 Interview with Henderson, March, 1970.

42Ibid.

43ibid.

44Afro-American, July 31, 1954, p. 3, col. 4, 26 and settled in Wellington, Ohio, where they became pros­ perous business people, and each was very active in the anti-slavery agitation in Wellington. Mrs. Henderson's father was born in Kentucky, but was sent by his father to Canada to be educated. He later graduated from Howard

University Law School and became the first graduate of the Law School to become a Trustee of Howard University

In 1910 Mrs. Henderson accepted a teaching job in

Falls Church; she was offered this job, being a wife, because teachers were very scarce during this period.

She also v/as principal of the Falls Church black school for thirty years, retiring in 1949.

Family

The Hendersons have two sons: one, Dr. Edwin Meri­ wether Henderson, is a dentist in Washington, D.C. He was an Army major in the Korean War and he was the first black dentist at the Lorton penal institution to work on both black and white prisoners.The other son is

Dr. James Henry Meriv/ether Henderson, who is presently the director of the Carver Research Foundation at Tuskegee

45 Interview with Mrs. Henderson, March, 1970,

^^Ibid.

^^Afro-American, August 31, 1954, p. 6, col. 4. 27

Institute. He graduated with a B.A. from Howard Univer­ sity and secured a doctorate in plant physiology and bio­ chemistry from ü&sconsin University at M a d i s o n . ^8

Though Mr. Henderson has been and is currently a member of the Second Baptist Church in Falls Church,

Virginia, Mrs. Henderson is a member of the 15th Street

Presbyterian Church of Washington, D.C., and is a Watch-

Care member of the Westminister Presbyterian Church in

Tuskegee, Alabama, where Dr. James Henderson, her son, is an official.49

^^The Montgomery Advertiser, November 26, 1951.

49 Interview with Henderson, 1970. CHAPTER III

SECONDARY AND COLLEGE EDUCATION

High School

Edwin Bancroft Henderson began his high school career in 1898 at the M Street High School. He walked there and back every day, missing only two days in four years.

M Street was generally accepted as the best black high school in the nation around 1900. Many of its teachers were graduates of eastern colleges.^ There were two courses available: (1) an academic course for which Latin was mandatory, and (2) a scientific course with either

French or German as the language requirement.^ Mr. Hender­ son was on the M Street High School's honor roll throughout 3 his high school days and graduated from the academic course.

In terms of physical education, Mr. Henderson recalled that:

There was no organized recreation. I played baseball games on the monument lot and because

^Personal interview with Cato W. Adams, December 23, 1970, 2 Personal interview with Edwin B. Henderson, March, 1970. 3 Henderson Papers, Moorland Spingarn Collection (News­ paper articles, n.d.).

28 29

there were no automobiles, no green and red lights we played all sorts of games in the streets and on the vacant lots. I was the only pitcher on our M Street High School team and played guard and tackle in football when our big rival was the Colored high team in Baltimore.

Military drill was a requirement unless ex­ cused. I did not relish staying from 2:30 to 4:00 P.M. because I liked to get to the river for fishing or swimming in the early afternoon.

During my high school days I participated in the first intramural track and field meet in the small high school yard where a mile consisted of 16 laps. This was an innovation and sponsored by a.teacher, W.T.S. Jackson who had been a champion middle distance runner at Amherst College. This was probably the first track and field meet in which Negro boys took part in 1901. Another game in which I excelled was handball--one wall court and the use of a tennis ball; this game was brought by one of the teachers who had graduated from an Eastern college.

The girls played basketball under the then girls’ rules. This was taught by the women's physical education teacher. Miss Anita Turner, who had graduated from the Sargent School. However, no boys were introduced to the game.

Our physical education teacher was at first an ex-wrestler who gave the boys calisthenics one period a week. This teacher, white, was supple­ mented by a white coach of Athletics, Bill Foley, who had had no other physical education training. He had been a coach of the track team at George­ town University and became a teacher of physical training for four days in white high schools and one day a week in the Negro high school.4

Normal School #2 and Miss Anita Turner

After graduating from high school as an honor student,

Edwin Bancroft Henderson entered the Minor Normal School--

^Ibid. 30

originally called Normal School #2 and presently called

Minor Teacher's College--in September, 1902. This was a

public school organized to prepare black elementary school

teachers.® It was at this school that Mr. Henderson

received physical training from Miss Anita Turner.^ Miss

Turner was one of the first black women to graduate from

Dr. Dudley Sargent's Summer School at Harvard University

and because of the influence she played in the development of Mr. Henderson's physical educational career, a brief 7 biographical sketch shall be presented at this point. This influence is subsequently discussed in this chapter.

Miss Anita J. Turner was a product of the Washington

Public School System. She attended and graduated from the

Garnet Patterson Elementary M Street High and Minor Normal

Schools.

Upon graduation from Minor Normal in 1891, she was appointed as classroom teacher in the Lovejoy Elementary

School in September of the same year. At that time, the appointment of classroom teachers in the elementary schools was from an eligible list of graduates from the Minor Normal

®Ibid.

^Interview with Mr. Henderson, March, 1970.

7 Henderson Papers, Moorland-Spingarn Collection (news­ paper articles, n.d.). 31

School. Placement on the eligible list was on the basis of one's general average. She served in the capacity of classroom teacher for a brief time and upon request, was

granted an educational leave.

Miss Turner was one of the young women attending the gymnasium class inaugurated by Mrs. Harriet George

Stewart at the Normal School #2. During this course of six weeks Miss Turner demonstrated such extraordinary ability that she was described by Mr. Nissen, the instructor, as a

"native born gymnast." So unparalleled was her work that she was persuaded by Mr. Nissen to enter the Sargent Normal

School of Physical Training, Cambridge, Massachusetts.

When Miss Turner was reinstated in the public schools of Washington, her appointment read "Assistant in Physical

Culture." In fact, her teaching career in the schools of the District was a series of continuous promotions. She was first appointed regular classroom teacher, elementary schools (September 1, 1891), promoted to elementary school,

(Physical Culture, January 1, 1893), and because of her excellent teaching was detailed to high school physical education (September 1, 1898). The next promotion was

(September 1, 1902) when she was made "Assistant Director."

This promotion was followed by the assignment to the direc­ torship on July 1, 1924.

This remarkable series of advancements represents continuous service (except for study) for a period of 32

forty-nine years. Her experience as classroom teacher and

teacher of physical education oh the three levels, elemen­

tary, secondary, normal, made Miss Turner especially

sensitive to the importance of a more articulate program

in this comparatively new field of education. In fact,

she was one of the pioneers in the field and helped to

shape the very program which she was assigned to direct

and carry forward.

She was the first director of Playgrounds, Divisions

X-XIII. During the time that Miss Turner taught physical

education at Minor Normal School, she also conducted

classes for women in physical training at Howard University.

Under Miss Turner's leadership the emphasis in physi­

cal education was shifted from the rigidly formal to the more informal type of program. Games, stunts, and folk dances replaced formal exercises. Physical activities were correlated with classroom work in the development of units of study. Attitudes, interest, and skills with high

carry-over value into outside life now and in years to come were developed.

The breadth of I*liss Turner's philosophy of physical education was manifested in the whole-hearted, enthusiastic, and intelligent cooperation which she gave in 1910 to the organization. Public Schools Athletic League, Divisions

X-XIII, and to its manifold activities throughout 33

the years of its existence. In 1910, she organized and guided an all-high school athletic meet for girls.

Miss Turner was always deeply conscious of the res­ ponsibilities and opportunities of the public schools with respect to the matter of the health of her pupils in rela­ tion to the communities in which they live. In 1926, she inaugurated the annual pre-school examination of children seeking admission to the elementary schools. Division lO-

13. In 1932, she conducted a posture survey at Minor Normal

School and in the Elementary Schools of Division 10-13.

This survey was given wide recognition. In 1934, Miss

Turner initiated and conducted a hearing survey involving approximately eight thousand children in grades 3-6 in the elementary schools of Division 10-13. She was also instru­ mental in conducting health projects in several schools in an effort to disclose remediable defects and to bring about the corrections indicated.

There can be no finer summary to this brief biographic sketch than the following personal tribute from Mrs. Mae

S. Thompson, a former Assistant Director to Miss Anita J.

Turner ;

AS my superior officer for eighteen years. Miss Turner has endeavored and has succeeded to a high degree, to inspire one to always do his best--whether along the line of duty or as a volunteer. She set a standard of performance 34

and achievement which those who have been asso­ ciated with her have strived to attain and main­ tain

Mr, Henderson concurred wholeheartedly with this senti- ^ 9 ment.

The course of study at the Normal School #2 was two years in duration and it consisted of the first year being devoted to theory while the second year was devoted to practice in training the children in the schools. This course of study was designed to develop elementary school t e a c h e r s . Under the classification of "hygiene," the

Normal school pupils studied air, breathing, ventilation, temperature, posture, spinal curvature, adjustable seats and desks, lighting, eyesight, tests for vision, hearing tests, fatigue, school programs, school recess, plays and games, value of exercise, value of school gymnastics, personal hygiene and contagious diseases. There v/as no time actually devoted to physical education during this 11 period. With regards to the curriculum at the Normal

This information on Miss Turner is based on data found in the Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.).

^Interview with Mr. Henderson, March, 1970.

^^Interview with Mr. Adams, December 23, 1970.

l^William Dove Thompson, "The Development of Physical Education in the District of Columbia Public Schools" (un­ published Doctoral dissertation. New York University, 1941), p. 119. 35 school. Dr. Rebecca Stoneroad, a medical doctor and director of physical training in the District of Columbians public schools, proudly remarked;

At the end of the two years' course, the pupils graduate with an intelligent working knowledge of the principles and practice of physical training and have a broad view of the subject in its relation to other lines of school endeavor and other hygiene measures.

Edwin Bancroft Henderson graduated number one in his class of thirty-seven students from Normal School #2 in

June 1904 (see Appendix 2).^* Consequently, because he was an honor student, he was recommended by Miss Anita

Turner and appointed to an elementary school for September 1904.14

The Normal School #2 did not have an athletic program; nevertheless, Mr. Henderson engaged in football as a member of his high school alumni group.Mr. Henderson recalled that the major sport of this era was bicycling and that six-day races were the vogue.A black man called Major

l^Ibid.

13 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.)

l^Edwin B. Henderson, "Progress and Problems," Journal of Health, Physical Education and Recreation, VI (June, 1935), p. 9, 55.

l^Interview with Mr. Adams, December, 1970.

1^Interview with Mr. Henderson, March, 1970. 36

Taylor was the fastest sprint-bicycle champion in the world.Commenting on the recreational opportunities available around 1904, Mr. Henderson stated;

Because of the few sports activities, many of us took to long distance walking as a hobby. Dr. Milton Francis and I would on occasion walk forty-five miles to Highland Beach, Maryland; forty miles to Baltimore or to Great Falls, Virginia, frequently. My wife (prior to our marriage) and many of us often took rides on street cars to Chevy Chase and the Zoological Gardens on Sunday afternoon.18

1904

Nineteen hundred and four was indeed a year of events and a year of decision making for Edwin Bancroft Henderson.

In 1904, R. Tait McKenzie accepted the Chair of Physical

Education at the University of Pennsylvania with full professorship, one of the first of its kind.^^ In 1904

Jessie Bancroft was appointed assistant director of physi­ cal training in the public schools of greater New York

City;^® in 1904, C. Poage became the first black Olympic

1 7 Edwin B. Henderson, The Negro in Sports (Washington; Associated Publishers, Inc., 1939), p. 226.

^®Interview with Mr. Henderson in March, 1970.

F. Leys, "R. Tait McKenzie," Journal of Health, Physical Education and Recreation, XXXI (April, I960), p. 48,

^®Ruth Evans, "Jessie H. Bancroft," Journal of Health, Physical Education and Recreation, XXXI (April, 1960), p. 50. 37

competitor during the Olympic games in St. Louis when he

ran second to Harry Hillman of Dartmouth in the 400 meter

race and the 400 hurdles while representing the Milwaukee

Athletic Clubi^^

This was also a year of much activity for Mr. Hender­

son; he graduated number one in his class from the Normal

School #2 and was appointed an elementary school teacher

in the black school divisions. Furthermore, during the

summer of 1904, Edwin Bancroft Henderson enrolled and

completed a summer course at Harvard's summer school under 22 the direction of Dr. Dudley A. Sargent.

Mr. Henderson gives the credit to Miss Anita Turner

for having directed him to the physical education profes­

sion, She was aware of Mr. Henderson's apparent love for

athletics, his intellectual capacity to learn and his

leadership capabilities. She, therefore, suggested that he

enroll in the Sargent Summer School after completing his

two-year course at the Normal School. Edwin Bancroft Henderson was the only member of his family to attend Normal School and College.His

Henderson, Negro in Sports, op. cit., p. 65. 22 Based upon a letter from Beverly A. McManus, University Archives, Harvard University Library, March 13, 1970 to the vnriter.

23 Interview with Mr. Henderson in March, 1970.

^^ibid. 38

grandmother's efforts to send his father to Howard Univer­

sity were defeated by the appeal of intrigue and adventure

of the United States Navy. His two brothers and sister

were only high school graduates. His father first served

in the Navy and subsequently became a day laborer, and his

mother was a domestic worker. He was blessed in that his

mother realized the importance of a good education and

taught him to read at an early age. In short, Edwin

Bancroft Henderson was by no means--in a materialistic

sense--born with a silver spoon in his mouth. He started

working when he was young and continued to work as he grew 25 into adolescence and into manhood.

Harvard's Summer School

Miss Anita Turner was well acquainted with the world­

wide reputation of the Harvard Summer School when she

advised Mr. Henderson to attend it in 1904. She was a

graduate of the Harvard Summer School which was organized

and administrated by Dr. Dudley Allen Sargent. The

school's first session was held in 1887. Dr. Sargent ad­

ministrated the school until his retirement in 1919 at

the age of seventy.

The Harvard Summer School's reputation emerged as a result of the fact that it only presented the students with

25 Ibid. 39 professional courses. In short, this school specialized in providing instruction only in physical education. Conse­ quently, the students attended the School because they desired this specialized educational experience. Clarence

B. VanWyck, Secretary of the Department of Physical Educa­ tion, Harvard University, wrote:

The Summer School was a common meeting ground of teachers and prospective teachers from many types of institutions: schools and colleges, Y.M.C.A.’s, turnvereims, athletic clubs, play­ grounds, and social settlements.

Speaking about Dr. Sargent's attempt to provide the students with the optimum physical educational environment, attitude and instruction at the Summer School, Mr. VanWyck stated:

Both the Swedish and German systems formed important parts on his summer program and he secured the best exponents available for in­ struction in these systems. Always alert for new developments he welcomed any form of exer­ cise that possessed elements of value.

The Summer School offered the broadest program of recreational plays and games that could be found anywhere in America.

He was a thorough believer in a policy of "athletics for all," but he always recognized the value of intercollegiate competition as a stimulus to a program of intramural athletics.

Exhibitions of practical work were held during the final week at Harvard Summer School.

^^Clarence VanU^ck, "The Harvard Summer School of Physical Education, 1887-1932," The Research Quarterly, XIII (December, 1942), pp. 417, 419. All information per­ taining to Harvard's Summer School comes from this refer­ ence. 40

After graduating from Normal School #2, Mr. Henderson was not financially able to pay the $50 tuition fee at

Harvard.During an interview Mr. Henderson related:

I had planned to work that summer (1904) being depleted of funds. Miss Turner wrote Dr. Sargent asking him to get me a part-time job. I borrowed enough money for carfare and tuition and lodging and waited on Dr. Sargent's table in his boarding house for meals.

The teachers in the old Hemenway gymnasium were some of the noted pioneers in physical training such as Eberhardt, Nissen, Schrader, McCurdy, Dr. Sargent, and others. Some of these were expon­ ents of Swedish and German gymnastics, the Delsarte and Danish schools.

In my classes for three summers were men who have since become the foremost exponents of physical education in our nation.

Dr. Burnett, later director of health and physi­ cal education in Baltimore, was a student instructor. Dr. McCloy, noted western authority on tests and research in physical education, and Leroy Sarase, first man to pole vault twelve feet, were in my classes.

During afternoon periods, I often met and talked with professors at Harvard such as James, the psychologist; Royce, the philosopher who would come into the gymnasium to exercise on the weights or other machines Dr. Sargent had invented.

One of the first lectures I heard on race preju­ dice was given by Professor Royce who during the course of the lecture asked his audience what sort of family reunion would take place if the ancestors of any one person in the room for ten or twenty back generations were to appear.

In the course on the history of physical,. educa­ tion by Dr. Sargent, it was often repeated that the

27 • • Interview with Mr. Henderson, March, 1970. 41 i first director of physical training in a college in this country was a broken down colored pugilist who v/as employed by Harvard to. take charge of the first gymnasium ever to be built at a college, on the Harvard campus.

I was curious about this statement, but not until I was compiling material for my book. The.Negro in Sports, did I find the true estimate of Abram Molineaux Hewlitt, whom Harvard hired as a professor of physical training and director in 1859 where he remained until his death in 1871.

The Harvard Magazine of October 1859 and the Harvard b o o k or 1887 paid high tribute to the work o± Professor Hewlitt. As much as anything else I put in my book, J was pleased to be able to set this record straight.

Judge Hewlitt, prominent Washington lawyer of several decades ago, was a relative of Professor Hewlitt. Mr. Henderson found the Harvard Summer School experi­

ence to be truly enlightening and educationally stimulating,

The summers of 1904, 1905, and 1907 presented him with many

informative and intriguing experiences; he had an opportun­

ity to work with some of the esteemed leaders of the pro­ fession^^ (see Appendix 3). Mr. Henderson related one such

experience;

In 1904 I was attending Dr. Sargent’s Harvard Summer School at Boston and the time came when I found that you could go downtown and enter the theatres and you could eat at restaurants and there seemed to be little or no discrimination. The time came for me to have my haircut. I told the barber that since my hair was rather full and long that all I needed was a trim. But the barber, paying no attention to me, took the clip­ pers and started from the front and went all the

ZGibid.

^^Ibid. 42

way back scalping me. I left the chair and had to go to a Negro barber shop to have my hair shaved for the rest of the summer. I never had the nerve to go into a barber shop operated by white people until I was at the International House at Columbia University in New York,^®

The Harvard archivist was only able to provide a list­ ing of courses Mr. Henderson took in 1907 because the records prior to 1906 are missing.These courses were;

Calisthenics, first year Dancing, first year Anthropometry, second year Apparatus (men), second year Applied anatomy, second year Clubs, second year Dumb Bells, second year Fancy steps, second year First Aid, second year Gymnastics, second year Wands, second year Boxing,, third year Football, third year Games, third year History of Physical Education, third year Physiology of Exercise, third year Wrestling, third year^^

At the conclusion of the 1904 summer session at

Harvard, Henderson returned to Washington, D.C. and took the examination in physical training which he passed with a

S^Ibid.

31 Letter from Beverly A. McManus to writer, March 13, 1970. (Although each course is tagged first year, etc., a student was allowed to take any level course regardless of the year it was assigned.)

^^Ibid. 43

higher grade than the other seven examinees, most of whom

were,women. This success enabled him to teach in the black 33 high schools of Washington, D.C.

Edwin Bancroft Henderson was appointed the first certificated black male physical training instructor in the nation's public school systems. He succeeded his former

teacher and the last white physical training teacher. Bill

Foley, a successful track coach at Georgetown University.

Mr. Henderson taught one day at M Street High School

(presently called Dunbar) and one day at the new Armstrong

Manual Training High School.Reflecting back over these early days, Mr. Henderson made the following recollection:

. . . I taught three days a week in the elemen­ tary school teaching throughout the city, mainly in outlying districts to which I traveled on my bicycle. I returned to M Street and Armstrong in the afternoons, three days a week, that were not used for military training to coach the boys in athletics. I taught the rudiments of basketball to boys for the first time in Washington, D.C. Negro schools. In the next few years I taught and developed a number of teams, trained officials, and had much competition. During this period, I also taught the rudiments of fencing, boxing, wrestling, gymnastics, and track and f i e l d . 35

33 Henderson Papers, Moorland-Spingarn Collection (News­ paper articles, n.d.).

^^Ibid.

35 Interview with Mr. Henderson, March, 1970. 44

Medical School

It was definitely the physical education profession's gain and the medical profession's loss when, early in his career, Edwin Bancroft Henderson was forced by circum­ stances to remain in physical education. During many hours of interviewing at Mr. Henderson's winter home in Tuskegee,

Alabama, Mr. Henderson informed the writer:

There were times, however, when I almost regretted choosing education as a way of making a living. Not many boys went from high school to normal.

Those who did were influenced by the fact that relatives had been teachers, or that teaching was a white collar job that a colored man could get, or because not enough money was in sight to begin a college education.

Most of the boys whose parents could afford it went to college or studied medicine. Some of the boys light enough to cross the line, studied engineering of one kind or another or aimed for jobs no colored boy then could aspire to. Some of them succeeded and are unknown to us today. The rest of us just aimed to make a living behind the "Jim Crow" barrier. This is one reason why colored men were in abundance as teachers in the elementary schools (in Washington, D.C. prior to 1954) whereas fewer than a half-dozen white male teachers were in the elementary schools for white children.

Most of us men who started in teaching hoped not to remain. Because so many of the men who were with me at Howard looked to getting M.D. degrees by coach­ ing at some big university and studying medicine on the side, and because of the low pay of teachers, I too hoped to get a degree in Medicine.

So, after a year or two of teaching, I joined the night class at Howard to study medicine. This desire was also abetted because I came near being thrown out 45 of school by an innocent error of judgment coupled by perversity of some of my seniors.

Just on the eve of a big indoor meet that I was promoting, a reporter brought me a copy of the Washington Tribune in which was a column advertising the meet. At the bottom of the second column was a piece of a story describing how a school board member sought the aid of the late Major Brooks, an attendant to and confidant of several presidents, for a political job but was denied.

I did not see or realize the pitfall involved nor the seriousness of the piece of news remaining with the clipping I had cut and given to a boy to put on the office bulletin board.

At this time there were factions in the school and someone told a Board of Education member of the derogatory statement on the principal's bulletin board.

I admitted that I had put it there, but the Board members wanted me to say the principal was responsi­ ble. I could not say this, and I was told that my resignation would be asked for unless I admitted the principal knew it was there; of course, I refused.

Luckily I had friends among the white members of the Board and many friends in the city. Captain Oyster and Board member, E. A. Daniels, told me not to bother, that it was just a 'tempest in a teapot.' The Board, however, did recommend a censure and later, after the colored member was left off the board, I had the pleasure of noting the censure lifted.

Because of this attack on me, the press and friends from everywhere came to my defense. Bill Chase, editor of the Washington Bee, commended me to the skies in a leading editorial during the contro­ versy. This incident convinced me that I should prepare to eventually get into a more lucrative or independent profession.

So, I entered the school of medicine at Howard which, like most medical schools, held classes at night. After my first year in medicine was ended, the American Medical Association began to require medical schools to hold most of their classes in the day. 4 6

Dr. Shadel, the secretary, told me if I could get a class of from 40 to 50 he would make it possible to have some instructors teach us at night or in early evening.

I did, and we hired Dr. Scurlock, Dr. Mitchell, Dr. Ridgely, Dr. Bartch, Dr. Dunn, Dr. Lamb and others. Dr. Lamb worked at the Medical Museum in the day and got to Howard at 5:00 and taught anatomy.

I remember that I was one of three to get a mark of 100 in the anatomy exam, for which Dr. Lamb gave us each a small pill box of fetus bones which I still have.

About the third year. Dr. Shadel died and Dr. Reyburn also about that time. Since I had no written agreement to have the night classes even on this scale continued, I tried to carry on with afternoon classes but because I was wrapped up in playing basketball and coaching, I had to drop out.

But those teachers like Dr. Bernard Key, Hughes, Wilson, and others, some of whom taught morning classes in the elementary schools, stayed on and today are successful practitioners.

This "doctor" still is applied to me although later I graduated from a course in Physiotherapy and Osteopathy from the Central Chiropractic College, June, 1923, and was given a title of Doctor.

I did a stretch of practice at massage and electrotherapy but the pressure of farm work, officiating, and athletic coaching prevented further practice.3^

After Mr. Henderson began teaching in 1904, it became evident to his superior and the people of Washington, D.C., that he was a dedicated man with an abundance of energy and organizational administrative capabilities. Conse­ quently, in 1913, after he had organized the Public School

^^Afro-American, July 31, 1954, p. 3, col. 2, 47

Athletic League in Washington, D.C., for black children,

Edwin Bancroft Henderson was sought by the renowned Russell

Sage Foundation to join that organization to promote health and physical education. However, he declined this and all subsequent job offers because of his commitment to the task of providing the black children, black young men and women, of Washington, with the optimum physical education curriculum so as to facilitate their individual psychological, intellectual, sociological and physiological growth; his ultimate goal being the development of adults who were capable of creating and maintaining a just, a 37 humane, and an equitable society for all people.

Again in 1922, Edwin Bancroft Henderson received a call from the National Association for the Advancement of

Colored People informing him that he was selected to fill a job vacancy on the national staff but Mr. Henderson did not accept because of the previously mentioned reason.^8

The National Branch of the N.A.A.C.P. had evidently become aware of his administrative ability through his pioneering work in establishing the first rural branch of the N.A.A.C.P. in 1915 in Falls Church, Virginia.

37 Interview with Mr. Henderson, March, 1970.

^^Ibid.

39 Based on a letter from Mr. Henderson to the writer, July 23, 1970. 4 8

Howard and Columbia

In 1930, Edwin Bancroft Henderson received an A.B. degree from Howard University, Washington, D.C., and in

1934, he received an M.A. degree from Teachers' College,

Columbia University, New York, and in later years he com­ pleted more than fifteen credit hours towards a Ph.D. degree at this same University.. All of Mr. Henderson’s undergraduate and graduate college work was done in either 40 night school or in summer school. Being an avid reader and a professional individual,

Mr. Henderson undoubtedly knew of Teachers' College of

Columbia University's reputation as an educational center when he decided to pursue his graduate work in health and physical education.

Teachers' College and New York University were consid­ ered the two best schools in the country for graduate work in the physical education profession in the 1920's and

1930's.

Teachers' College does not and has never had an under­ graduate program in physical education; however, in 1910 it started a graduate program under the supervision of Dr.

Thomas D. Wood. In 1910 it offered its first Master's degree and its first Ph.D. degree in 1924. Dr. Dave K.

40 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.). 49

Brace received the first Ph.D. degree from Teachers' Col­

lege according to Dr, Delbert Oberteuffer. Dr. Oberteuffer was the ninth Ph.D. graduate from Teachers' College. Ethel

Saxman was the first woman Ph.D. graduate of Teachers'

College. The tremendous reputation of Teachers' College was contingent on the phenomenal faculty which served her during this period. This faculty included such people as John Dewey, William Kilpatrick, Jesse F. Williams,

Thomas D. Wood, Edward Thorndike, G. Watson, David

Snedden, Paul Mort, to name a fcw,^^ New York University, as was true with Teachers' Cbl- lege, offered its first Ph.D. degree in 1924. However,

New York University differed from Teachers' College in that it maintained an undergraduate program in physical educa­ tion.

Dr. Clark Hetherington and Dr. Jay B. Nash, along with Dean Withers, are the individuals responsible for the fine reputation of New York University during the early

1900's.

The great success of New York University was precipi­ tated by the fact that it offered the Ph.D. degree, employed Clark Hetherington and Jay B. Nash, accepted

Nash's idea of a summer camp for undergraduate and graduate

41 Personal interview with Dr. Delbert Oberteuffer, April 8, 1971. 50

students in physical education in 1927, and organized

under the supervision of Dr. Lawton, a prominent New York practicing physician, a research laboratory. This labor­

atory was only the second of its nature in the country.

The other one was at Harvard University. ^2

Recalling his days at Columbia in Summer School,

Mr. Henderson remembers the story that Dr. Jesse F.

Williams once related to him about a black girl who, upon

entering the swimming pool as a member of a swimming class,

found that the white girls immediately abandoned it.

Dr. Williams stated that the confused instructor came to him for advice and he suggested that the instructor inform

the black girl that the class was overcrowded and that the

school would reimburse her. Subsequently, Dr. Williams lamented to Mr. Henderson that his action was the most unforgettable and regrettable act that he had ever com­ mitted.^^

As was mentioned in the introduction, Mr. Henderson also completed a special extension course from Columbia

University in School Hygiene. This course helped to pro­ vide him with a base of knowledge for his work in the area

^^Personal interview with Dr. Willard P. Ashbrook, April 13, 1971.

^^Personal interview with Edwin B. Henderson, March, 1970. 51 of health in the District of Columbia; he was a Special

Lecturer for the Washington, D.C. Department of Health on the subject of "Sex Hygiene" and he assisted in the preparation of the many exhibits during lectures.

44 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.). CHAPTER IV

A FIGHTER FOR CIVIL RIGHTS

Washington Recreation Department

At about the time that Edwin Bancroft Henderson began

to teach, the black schools began to move away from the

strict and formal means of physical activity toward the

development of recreational activities for each of the

divisions under his leadership,^ These were largely outdoor

activities until gymnasiums were built. The city of

Washington, D,C, did not organize a playground or recreation

department until approximately 1909 and the first person to

direct it was Mr, James E, West (later to become the Exec­

utive Officer of the Boys Scouts of America), who held

the position for many years. This was, in fact, a political 3 appointment. Prior to his appointment. West had been the

Secretary of the Republican National Committee and he knew

William Dove Thompson, "The Development of Physical Education in the District of Columbia Public Schools" (un­ published doctoral dissertation. New York University, 1941), p. 146,

2 Interview with Cato W, Adams, December 23, 1970. 3 Interview with Edwin B, Henderson, March, 1970,

52 53

nothing of the theories or the activities of recreation.^

Consequently, he often conferred with Mr, Henderson to

obtain advice concerning appointments, facility design * 5 and the purchasing of equipment.

As the Recreation Department grew in the District of

Columbia--on a segregated basis--Mr, Henderson served on

the committee for the coordination of recreation plans.

The committee consisted of the city architect, the recrea­

tion department architect, the school's architect, and

several other similar important functionaries, Mr, Birch

Bayh, who was appointed director of physical training in divisions I-IX in 1936, was also on this committee,

Mr, Bayh is the father of the present Senator Bayh of

Indiana and he and Mr, Henderson were fellow classmates at 6 Columbia University while pursuing their M,A, degrees.

The committee met once a month in the United States Inter­

ior Department and passed on plans for developing recreation 7 throughout the District of Columbia, Mr, Henderson stated:

Here (during the Committee's meetings) I met Oscar Chapman (who was then Assistant to Secretary of the Department of the Interior) and Harold Ickes, and we became great friends throughout the years.

^Thompson, 0 £, cit,, p. 147. 5 Interview with Mr, Henderson, March, 1970,

*Ibid,

^Ibid, 54

The City Park authorities continued to segre­ gate, even going as far as to segregate areas for picnicking in Rock Creek Park, I organized a group of citizens representing nearly seventy organizations to protest the discrimination and it was some time before vie had the signs taken down in the park. Eventually, the Department of Recreation liberalized many of its practices, but continued segregation until about a year before the Supreme Court Decision of 1954, Today the Department of Recreation Director is one of my former students, Frank Bolden

Y,M,C,A,

Mr, Henderson related to the writer how humiliated he felt that day in the so-called *white Y,M,C,A," when he was sitting in the gallery of the Central Y.M.C.A, on G Street with Ben Brownley who later became his brother-in-law,

Mr, Beckett, a white physical director, informed them that the white people objected to black people attending the 9 basketball games and told them to leave. Not a man accustomed to defeat or being subjugated,

Edwin Bancroft Henderson was determined along with Jesse

Moorland and others to build a black branch of the

Y.M.CoA,^® Consequently, when the black 12th Street

Y.M.C.A. was being planned, he vigorously threw himself into the efforts to make the plans a reality. The national

®Ibid,

^Ibid.

^^Interview with Mr. Adams, December 23, 1970, 55

Y.M.C.A. organization had received a pledge from the Rocke­ feller Foundation to donate $25,000 to build the black

Y.M.C.A. if the black community was able to raise $25,000 on its own initiative.

Mr. Henderson was the chairman of one money raising committee and received a ten dolleir gold piece for raising the largest solicited amount of money. The $25,000 was raised and the new building was erected on 12th Street and became known as the 12th Street Branch of the Metropolitan 12 Y.M.C.A. President Theodore Roosevelt gave the dedi­ cating address in 1912.^^

From the time the new Y.M.C.A. opened its doors for operation, Edwin Bancroft Henderson assiduously served it in some capacity.He taught Bible classes to young men and women on Saturdays in its basement; he served on its

Physical Education Committee as Chairman for many years; he served as the Chairman of its Committee of Management and it was in this Y.M.C.A.'s small gymnasium that Mr. Henderson disseminated knowledge and conducted tournaments of basket-

^^Edwin B. Henderson Papers (newspaper articles, n.d.), Moorland-Spingarn Collection, Howard University Library.

l^ibid.

13 Interview with Mr. Henderson, March, 1970.

^^Interview with Mr. Adams, December 23, 1970. 56 ball and other athletic skills to the young black men and women of Washington, D.C.^^ During the 1909-1910 seasons,

Mr, Henderson himself played on an undefeated basketball team which flew the colors of the Y.M.C.A.

However, prior to the 12th Street Y.M.C.A. building, ’ 17 the black populus did not have a Y.M.C.A. building. There was, nevertheless, an official black Y.M.C.A. organization which met and conducted its various affairs in the True

Reformers Hall which was located at 12th Street and

U Avenue.^®

In 1909 Edwin Bancroft Henderson organized a basket­ ball team which played under the auspices of the black

Y.M.C.A.At this time, Mr. Lewis Johnson, the Executive

Secretary of the Y.M.C.A., had just come from Buxton, Iowa where he had worked and played basketball for the Y.M.C.A.; 20 he assisted Mr. Henderson in the organizing of his team.

^^Interview with Mr. Henderson, March, 1970.

^®Edwin Bancroft Henderson, The Negro in Sports (Washington; Associated Publishers, 1949), p. 150.

Based upon a telephone interview between Edwin B. Henderson and writer, January 14, 1971. ISibid.

l*Ibid. 20 Interview with Mr. Henderson, March, 1970. 57

This team consisted of Ed Gray, former Amherst star;

Huddy Oliver, formerly of the Smart Set of New York study­ ing medicine at Howard University; plus Arthur Curtis; Rob

Anderson; Williaan Nixon; Maurice Clifford; Jim Chestnut;

Lewis Johnson; and Edwin Bancroft Henderson, team captain.

This basketball team played all the leading teams in the

East, including the Smart Set, the Alpha P.C.C., the

Spartans, and the St, Christopher, without losing a game 22 in two years of competition.

In 1911, this same team minus Mr. Henderson and two other players became Howard University’s first famous basketball team«23

Edwin Bancroft Henderson, during his playing days, was acclaimed by sportswriter Romeo Dougherty as his best center choice for the man-to-man playing days of basketball

(see Appendix 4)

It was because of Edwin Bancroft Henderson’s unsel­ fishness, perseverance, dedication, and dedicated service

21 Afro-American, July 24, 1954, p. 5, col. 2. Op Henderson, The Negro in Sports, loc. cit.

^^Afro-American, loc. cit.

^^Henderson Papers, Moorland Spingarn Collection (newspaper articles, n.d.). 53

to the Washington Community through the facilities of the

12th Street Y.M.C.A., that he was honored in 1949 with the

presentation of the YoM.C.Ao's Distinguished Service

Award--not a small accomplishment for someone who had been

ejected from the G Street "white Y.MoC.A." because he v/as 2 c black. This event only serves to exemplify the strength

and determination that pervade the man--Edwin Bancroft

Henderson--and make him challenge and succeed when con­

fronted with overwhelming odds.

Mixing Boxing and the Amateur Athletic Union

The organization most closely connected with the begin­

ning of athletics and one which today wields considerable

authority is the Amateur Athletic Union. At first, there

were many athletic clubs sponsoring amateur athletics.

However, the New York Athletic Club assumed the leadership

role in 1879 and formed the National Association of Amateur

Athletics of America to combat the evils of professionalism

and to promote legitimate amateur sports. This association

became the A.A.U. in 1888 with fifteen athletic clubs as

members. In the beginning, the A.A.U. claimed wide juris­ diction over more than forty sports. This number was

^^Ibid. 59 subsequently reduced to sixteen by 1899 in order to avoid conflict with colleges*^^

Furthermore, basketball soon became controversial because colleges played both athletic clubs and independent teams to complete their schedules. Some of these teams were not members of the A.A.U,, and the colleges were there­ fore subject to A.A.U. disapproval. The colleges preferred to keep their autonomy, however, and resisted centralized

A.A.U. regulations.2?

Edwin Bancroft Henderson became involved with the local branch of the A.A.U., which supported the Washington,

DoC. Police Chief’s policy of segregated boxing events, when he endeavored to improve and broaden the recreational 28 opportunities for the black youths of Washington, D.C.

For year^ the Chief of Police in Washington, D.C. would not permit integrated professional boxing in Washington and the local A.A.U. branch would write on the back of every sanction it gave for amateur boxing bouts that '^>ro- motion would be suspended and denied future permits if

'^Deobold B« Van Dalen, Elmer D. Mitchell and Bruce L. Bennett, A History of Physical Education (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1953), pp. 401.

2?Ibid.

2®Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.). 60 promoters permitted mixed boxing.It was not until

September 24^ 1941 when Joe Louis boxed Buddy Baer in the 30 local ballpark that this ban was lifted.

After many years of protest and in response to a letter written by Mr. Henderson to Eugene Myers, President of the

influential Washington Post, Mr. Myers issued a statement

that the Post would no longer sponsor or support the boxing

tournaments so long as black young men were denied. Soon after, Mrs. Eleanor Patterson, owner of another daily, relinquished support of the Golden Gloves Tournament for 31 the same reason. In addition, Mr. Henderson organized picket lines protesting the local A.A.U. discriminating boxing policy. Mr. Henderson stated:

s . . I was approached by some of the promoters, who made money out of the gaone, asking me would I let them go for one season more. I refused to let up the picket lines. Mrs. Patterson withdrew her support when we had two boys of the Y.M.C.A.'s boxing team enter suit against the A.A.U. Attorneys Ransome, Hayes and Cobb gave their ser­ vices and represented our b o y s . 32

The case did not come to trial until the national tournament in Boston was over and the lower court ruled

^^Afro-American, op. cit., p. 3, col. 3.

30 Telephone interview between Edwin B. Henderson and writer, January 14, 1971.

Afro-American, loc. cit.

^^Interview with Mr. Henderson, March, 1970, 61 the case moot; nevertheless, Mr@ Henderson and the attorneys went to the Court of Appeals.After hearing the evidence, the three judges of the Court of Appeals castigated the A.A.U. representative for the monopolistic control and remanded the case to the lower courts for 34 trial on the merits of the issue. But before the case was heard, Mr. Henderson related:

. . . representatives of the A.A.U. were ready to vote to lift its sanctioning edict in boxing and track and promised if v/e would lift the case out of court, they would do so.

With the advice of our lawyers, we withdrew the case in a way that we might re-enter, and the A.A.U. has since raised no barrier to inter­ racial boxing and track, and recently (1954), lifted the bars against racial weight lifting, judo, and wrestling.

Needless to say, these results made it possi­ ble for our boys to measure their abilities against any and all, and did a lot to raise the level of respect of all citizens in our commun­ ity .35

The original court suit concerned interracial boxing but an elimination of segregative practices in track was attained also and Mr. Henderson elaborated on this happen­ ing :

Fortunately, the D.C. National Guard Armory had been built, and the management of the

Afro-American. loc. cit. , col. 4.

S^ibid.

^^Interview with Mr. Henderson, March, 1970. 62

Washington Star wanted to lease it for national track and field events» The managing editor of the Star (who was the recipient of., many Edwin Bancroft Henderson letters) became a member of the A.A»U* Board, Seeing the impos­ sibility of attracting the world's renowned Negro track and field athletes, he began work­ ing toward abolishing the rule.^G

Daughters of the American Revolution

From Edwin Bancroft Henderson's earliest days in

Washington, D.C,, as a black man, he often felt humiliated by segregation. In Mr. Henderson's words:

« « . the lines of separation were drawn, but not as tight as they became during and after the Woodrow Wilson administration, Mrs, Wilson visited the Bureau of Engraving and saw Negro and white women working together side by side and she caused this to be stopped.

In my high school days, I often visited the theatres in D,C, and enjoyed the dramas and musicals like the Prince of Pilsen, the Mikado, and others, even though suffering the humiliation of seeing these from the galleries.

Occasionally my wife and I would attend some of the summer musicals at the National Theatre, largely because we were not too dark in complex­ ion, -One of my teachers, however, from the high, had tickets for a musical at the opera house. He was denied seating. He sued in the courts, and the court ruled that if the management provided on the back of the ticket that it "reserved the right to admit guests of its choosing," it could do so. After this the management of all the theatres, eating houses, clubs and so forth, invoked this rule and denied Negroes.3?

^®Ibid.

37 Ibid, 63

This segregative practice continued through the years with Edwin Bancroft Henderson and others leading the fight to eliminate it and bring social justice to all citizens O Q of Washington, D.C* Roland Hayes and Marian Anderson of Philadelphia, who were good friends of Edwin Bancroft Henderson, were con­ tracted to sing at the Daughters of the American Revolution owned Convention Hall* Hayes, who was black, had given friends tickets for her performance, but when they arrived at the Hall, they were denied their seats. Hayes was noti­ fied of this insult and he refused to sing until they were seated. The performance was delayed a half-hour. Follow­ ing this episode, the governors of the Hall refused to engage or contract black singers. The great Marian Ander­ son was also refused, but at that time, Mr. Ickes who was

Secretary of the Interior, provided her and the public with the facilities of the Lincoln Memorial, and over

25,000 people assembled on that Easter Sunday in 1939 to hear her sing. Writing to editors concerning this effrontery and hypocritical policy of the Daughters of the American Revo­ lution, Mr. Henderson recalled that inscribed on the cornerstone of the Constitution Hall are these words of

^®Interview with Mr* Adams, December 23, 1970*

30 Interview with Mr a Henderson, March, 1970# 64

George Washington; "Let us set standards to which the wise

and honest may repair : the events following will be in the

hands of God," Despite this sincere appeal by Mr, Hender­

son, the President of the Daughters of the American Revolu­

tion stated that "they must follow the standards of the

community•

Committee against Segregation in the Nation's Capitol

The barring of blacks by the National Theatres and

Constitution Hall caused a large number of citizens to organize a group called Committee Against Segregation in

the Nation's Capitol. This organization was sponsored in

1943 by the Pittsburgh Courier, a black weekly news- paper.41

Edwin Bancroft Henderson was elected its Vice-

President and he became Chairman after the lawyer in charge was away with legal cases in Tennessee.Mr, Hen­ derson recalled:

Many white persons worked with us, I went to New York on one occasion and met with the Presi­ dent of Actor's Equity and Mr, Mark Connally,

^^Ibid,

41 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d,). 42 Interview with Mr, Henderson, March, 1970, 65

and the N.A.AoC.P. Secretary, Walter V7h.ite, in the home of Mrs® Cornelia Otis Skinner. We secured the active support of the Actor’s Guild who then said that they would refuse to play where there was segregation. Later I purchased a ticket and presented it at the door of the National Theatre and was refused. We then filed a suit with the help of N.A.A.C.P. lawyers. Before the case was adjudicated, however, the owner, Heilman, gave up the National Theatre as a legitimate theatre and turned it into a moving picture house. Eventually, it returned as a non- discriminatory theatre; one of the first plays seen there was "Porgy and Bess” (see Appendix 5).43

Again, Edwin Bancroft Henderson's success and ulti­

mately some benefit or reward of equity for all the people

of Washington, D.C. lie in his uncanny capacity for per­

severing, organizing, leading, administrating while under

pressure. It is evident that another aspect of Edwin

Bancroft Henderson’s success is inherent in his ability to

think critically and deal directly with the problems and not be misled by its many symptoms. Cases in point would

be his creating and securing the previously mentioned

agreement from the Actor’s Guild and the initiation of the various court cases.

m i n e Arena

Before the Washington, D.C. Armory was erected, the

largest indoor arena was owned by Mr. Michael Uline and it was the scene of many competitive and aesthetic events such

^^Ibid. 6 6 as wrestling, boxing, basketball, ice hockey, and the Ice-

Capades.^^ Black people, in the early 1940’s, were per­ mitted to attend all of the mentioned events except the

Ice-Capades.45 This rule existed in 1942 because Mr*

Uline did not want the black people to attend where the participants were in bathing attire and where the audience was more or less a "social" group.

Edwin Bancroft Henderson was aware of Mr* Uline’s admission policy at his Arena; consequently, he organized the 12th Street Y.M.C.A*, and the N*A*A*C*P* Committee on

Recreation, of which he was Chairman, and started a picket- 47 ing campaign against Uline (see Appendices 6 and 7)* Mr* Henderson reported:

Neither rain nor snow lessened our ardor* After about a year of declining patronage, Mr. Uline called a press conference and announced from then on there would be no limitations in attendance* I later promoted what some say was one of the finest exhibitions of physical educa­ tion ever seen in D.C* at this arena (see Appen­ dix 8) *

At the beginning of the fight against Uline, I took G. Howland Shaw, noted Catholic layman, then a member of the State Department; VÆlbur LaRoe, church lay leader (Protestant); and Oscar

44 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.)* 45lbid*

^^Interview with Mr* Henderson, March, 1970*

4?lbid* 67

Chapman, later Secretary of the Interior under President Truman, to call on Mr. Uline. Mr. Uline routed the group in our conference by saying; "iVlnen you Protestants open your churches in attendance or membership to the extent my church (Catholic) has, I will open my arena.

A statement in the Washington Daily News of May 15,

1943 overwhelmingly concurred with Mr. Henderson's claim

concerning the physical education exhibition when it

reported that hundreds of people were turned away, because of a capacity crowd, from the Uline Arena as they sought

to gain entry to observe the 3,000 performers from the

District's black schools perform in a "war-stressed physi­

cal fitness show." This historical and ironic event occurred under Edwin Bancroft Henderson's leadership. The

irony is inherent in the previously mentioned struggle to

terminate segregative practices and the unprecedented

success of Mr. Henderson's physical education exhibition which was attended by both blacks and whites.

The exercises ranged from baTlet to mass exercises and the exhibition was climaxed by the appearance of three outstanding runners, Frank Dixon, National A.A.U. Champion,

Barney Ewell, and Eulace Peacock.

4Glbid.

49 Interview with Mr. Adams, December 23, 1970»

^^The Evening Star (Washington, D.C.), May 15, 1943, n.p. 68

Colored Citizens Protection League

These were not the only or the last times that Edwin

Bancroft Henderson encountered bigotry and helped to miti­ gate its smothering effect on the black citizenry speci­ fically, and the society generally; moreover, he fought to eliminate it wherever it was possible. For example, when he and Mrs. Henderson moved to Falls Church, Virginia, in

1910, black people were forced to enter and leave by the rear door of the street car.^l Mr* Henderson elaborates;

I began to hate the whole system. For example, I had to walk over a mile in all sorts of weather to the car station. There were two waiting rooms. The one for whites was heated in winter, and clean. The one for Negroes was cold and often stacked with baggage and some­ times livestock*

Once my father was pulled from the steps of a car because a white woman chose to enter by the rear door before him, I secured a warrant charging assault. The case came to court in the town of Falls Church, We crowded one side of the courtroom with Negro citizens, and the Home Guard filled the other seats. The mayor was fair, and upon presentation of the case, fined the white man $20.00 and costs of court* The next day at the station our lawyer was hanged in effigy and v/e received many letters of threats*52

Edwin Bancroft Henderson has many roots in Falls

Church and has maintained a home and property there since

1910. His grandmother and parents lived in Falls Church

^^Interview with Mr, Henderson, March, 1970*

^^Ibid* 69

before 1910; he is considered by the present residents of

Falls Church as being a prominent member of the community 53 (see Appendix 9)«

However, this was not always the case; shortly after

moving to Falls Church, the Town Council passed a residen­

tial segregation ordinance which would have pre-empted the

area where the Hendersons lived in the center of the town

from being occupied by black people once the Hendersons

moved. Realizing the situation that was developing in 54 1912, he organized a Colored Citizen’s Protection League, Attorney Tom Jones of Washington was hired by the League to have the town enjoined from enforcing the ordinance, Mr, Henderson stated;

I carried the Circuit Judge in my buggy to show him what was intended. Later on we hired attorneys George Hayes and Cobb and sought to have the Town Council rescind the action. The Supreme Court, in the meanwhile, had declared the ordinances unconstitutional. When attorneys Cobb and Hayes appeared at the Council, they were informed that the Council would rescind the law,56

Based upon a Resolution that was adopted by the City Council of Falls Church, Virginia, November 22, 1965,

54 Edwin B, Henderson, History of the Fairfax County Branch of the N»A.A.C.P. (as told to Edith Hussey), October, 1965, p. 1,

S^ibid,

^^Interview with Mr, Henderson, March, 1970, 70

It was this court case over residential segregation which launched the Falls Church Colored Citizens Protec­ tion League. On March 12, 1912, the Virginia General

Assembly enacted legislation by which cities and towns might adopt ordinances providing for segregation of the races. 57

In January, 1915, the Town Council of Falls Church proposed a specific ordinance which would have confined black residents to a small section of the town and would have prevented them from living in the area designated for whites even though their homes were already in the restricted districts.^®

Completely disturbed by this action, Edwin Bancroft

Henderson called together some of the leading black people.

They met at the home of Mr, Joseph B. Tinner, and nine people responded to the call. A tentative organization was established with the following officers: Mr, Joseph

B. Tinner, president; Edwin B. Henderson, secretary;

Reverend George Powell, treasurer; the others serving as members of the executive committee were Mr, Melvin Tinner,

Mr, Robert J, Evans, Mr, George W. Simmons, and Mr, William

Carpenter. The name selected for the organization was the

57 Henderson and Hussey, History of the Fairfax County Branch of the N.A.A.C.P., loc. cit.

^^Ibid. 71

59 Colored Citizens Protection League, Mr, Henderson em­ phasized the fact that the Colored Citizens Protective

League was not a vigilante group, and that its work grad­ ually merged with that of the N.A,A,C,P,^®

Letters of protest were sent to the mayor of Falls

Church and to each member of the Town Council, Attorney

Thomas L, Jones of Washington, D.C, was hired to enter suit to prevent the Town Council from enforcing the new residen­ tial ordinance,Associated with Attorney Jones was

Attorney Walter T, Oliver, a former member of the state legislature. Following the filing of the suit. Judge

Thornton of the Circuit Court of Fairfax came to Falls

Church; but, after surveying the town in terms of the proposed ordinances, he decided to hold his determination in abeyance until another case involving residential seg­ regation was acted upon by the Supreme Court, The Supreme

Court ruled the ordinances unconstitutional and they were rescinded by the Town Council in 1915,^^

59lbid,

^®Interview with Mr, Henderson, March, 1970,

^^Henderson and Hussey, op, cit,

62 Telephone conversation with Mr, Henderson, April 21, 1971. 72

N»A>A»CoP 9

Being an intelligent man of experience, Edwin Bancroft

Henderson realized the need for a stronger organization to combat the evil forces of bigotry and stupidity in Falls

Church. Consequently, in 1915 he wrote to Dr » Frank

Cordozo, president of the Baltimore branch of the

N.A.A.C.P. requesting information and advice for forming a branch of the N.A.A.C.P.^^ Mr. Henderson received a reply from Dr. Cordozo and he commented;

I followed up and in 1915 received a charter and Falls Church became the first rural branch to be so identified. Since then my wife and I have been working with either the D.C. Branch or the Fairfax County Branch, or both* For several years I was Vice-president of the D.C. and the Virginia State Branch simultaneously. During 1955 and 1956 I was elected president of the Virginia Branch and might have served longer except I made a condition of my acceptance that the constitution must limit the presidency to not more than two consecutive terms.

My wife has shared this work and also the constant threats made upon our lives through telephone calls and anonymous letters. I have nearly 100 such letters (see Appendix 10),

The Falls Church and Vicinity Branch of the N.A.A.C.P, was given a charter in 1915, Another charter was granted to the Fairfax County Branch in 1944 to recognize the county by name; the original Branch, whose membership quota

G^ibid,

Interview with Mr, Henderson, March, 1970, 73 was 300, operates under this second charterThis branch, out of profound esteem and appreciation for his services throughout the years, nominated Mr. Henderson for the Association's highest humanitarian award, Spingeirn

Award (see Appendix 11),^^

The National Association for the Advancement of

Colored People is the nation's largest and most effective civil rights organization.^^ The N.A.A.C.P. was organized as the result of a historic call issued by sixty prominent black and white publicists, social workers, clergymen, educators and philanthropists on February 12, 1909, the centennial of the birth of Abraham Lincoln. The Associa­ tion's monthly magazine is the Crisis, which was founded and formerly edited by Dr. W.E.B. DuBois.^^

The initial call was the idea of Mary White Ovington, a young, white New York social worker, who was deeply shocked v/hen she read William English Walling's account of a bloody race riot in August, 1908, in Lincoln's home

^^Henderson and Hussey, History of the Fairfax County Branch of the N.A.A.C.P., loc. cij^.

^^Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.).

^^Based upon the brochure of the 50th Anniversity convention (held at the New York Coliseum, July 13-19, 1959, n.p.).

68ibid. 74

city, Springfield, Illinois»^^ Walling's article, pub­

lished in the Independent Magazine, indicated the need

for a "large and powerful body of citizens" to defend the 70 rights of black people. Consequently:

• • • nearly 300 white and negro men and women from all sections of the country met in New York City, May 31 and June 1, 1909,

It was at this conference that the basic policies

and programs to which the N,A,A,C,P, still adhered were formulated,72

Although there were militant individuals, blacks and whites, and short-lived organized groups, as well as the black church and press, to challenge the rising tide of racism, there was, and still remains a need for a national coordinated and systematically sustained attack upom racial discrimination and deprivation of civil rights.

This crusade, launched on the centennial of the birth of

Lincoln has been productive of results which few Americans envisioned in 1909, The Association has survived two world wars, a major economic depression and the continuing and bitter opposition of organized bigotry.

G^Ibid,

7°Ibid,

^^Ibid,

T^Ibid, 75

Mr. Henderson recalled that the Honorable Robert C.

IVbaver, formerly head of the Housing and Home Finance

Agency and presently President of the Bernard M. Baruch

College, New York, started his work in the NoAoA.C.P. by canvassing locally in Falls Church for membership while he lived in the Henderson's home during the summer; he 73 later became the president of the national body.

73 Interview with r-lro Henderson, March, 1970. QiAPTER V

THE DEVELOPMENT OF ATHLETICS AND THE OFFICIATING ASSOCIATION

Interscholastic Athletic Association

The black students in Washington, D . C o had to play in the streets from 1890 to approximately 1898 because they used rented rooms for schools* Prior to 1890, black chil­ dren also played in the streets of Washington, D.C. There were no athletic teams for sport participation.^ Hence, when Edwin Bancroft Henderson started teaching, the pro­ motion of athletics during the winter months was extremely poor, which led to students promoting their own all male dancing sessions. These sessions developed when a few of the older students had begun to make money by playing the piano in the night clubs about the city.^ They would use the armory to practice in and this led to all male dancing after football and on days they did not have military drill.3 Mr. Henderson broke up these sessions by intro-

William Dove Thompson, "The Development of Physical Education in the District of Columbia Public Schools" (unpublished doctoral dissertation. New York University, 1941), p. 166. 2 Personal interview with Edwin B. Henderson, March,. 1970,

^Ibid, 76 77

ducing the young men to basketball and by creating teams

and intramural tournaments beginning in 1904 (see Appen­

dix 12), During these early years when Edwin Bancroft

Henderson was a visiting teacher for the M Street and

Armstrong High Schools, he served as the coach of teams

from both schools/*

In order to provide competition for the boys, Edwin

Bancroft Henderson organized the Interscholastic Athletic

Association (laS.AoA*), from among faculty members of

Howard Academy, the black high schools in Baltimore and

Washington, D.C, in 1906, There were no available facili­

ties at this time for any competition among these

schools,^

Consequently, as the general manager of the I,S,A.A.,

Mr, Henderson supervised the task of securing cinders from

the engine rooms of Armstrong High School using high

school young men to spread them and to roll the track into

shape,^

Subsequently, the first known interscholastic track

and field meet among black schools and colleges in the

^Personal interview with Cato W, Adams, December 23, 1970,

^Edwin B, Henderson, The Negro in Sports (Washington: Associated Publishers, Inc, 1939), p, 238,

^Afro-American, July 24, 1954, p, 5, col, 3, 78 nation was held on May 30, 1906, on the Howard University campus in which approximately 200 young men competed (see 7 fl Appendix 13)• The expense of this meet was 400 dollars.

The I.S.A.A. held the first black cross-country meet on

April 26, 1911 (see Appendix 14).^

The charter representatives of the I.S.A.A. were

Garnet C. Wilkinson, William A. Joiner, W, J. Decatur,

Robert Wo Mattingly, Ralph V. Cook and Edwin B. Hender- s o n . l O

South Atlantic High School Athletic Conference

In later years the South Atlantic High School Athletic

Conference consisting of the local high schools of Wash­ ington, DoC . and the high schools of Maryland, Wilmington, and Manassas was formed, Mr. Henderson was a chief proponent of this formation. The South Atlantic High

School Athletic Conference included many of the original members of Mr. Henderson's 1906 Inter-Scholastic Athletic

Association of the Middle Atlantic StatesThe date of

^Henderson, loc. cit. Q Afro-American, loc. cit.

^Edwin B. Henderson Papers (newspaper articles), Moorland-Spingarn Collection, Howard University Library.

^^Henderson, o£. cit., p. 239.

^^Ibid., p. 238. 79

12 expansion was 1921* The program of the conference con­ sisted of football, basketball, track, swimming, baseball, golf, and tennis, IVinners of the various sports were determined each season* 13

Public School Athletic League

The competitive spirits of physical education reached the elementary schools of the nation in about 1900 and has spread gradually until the present period. The first

Public School Athletic League was organized in 1903 in

New York City* The plan was to stimulate and conduct 14 inter-school athletics among elementary and high schools.

The Playground Association and the Young Men's Christian

Association supported the movement*^^

Mr, Henderson, because of his enthusiasm for reading and desire to learn, was explicitly cognizant of Dr, Luther

Gulick's Public School Athletic League in New York City when he formulated his plans for the Washington, D,C,

12 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n*d*)*

13 Thompson, op, cit*, p * 727•

14 . Ibid,

^^Ibid. 80

Public School League for the black school systemUn­ doubtedly, he was aware of the overwhelming success of the

New York City Public School Athletic League's 1907

championship baseball game which drew a staggering crowd of 15,000 to the Polo Grounds. Moreover, he was aware that

this tremendous success encouraged the New York City

"Board of Education to spend half a million dollars to es- 17 tablish and equip four parks for competition."

Edwin Bancroft Henderson, being aware of the depraved and deprived athletic plight of the black youngsters of the District of Columbia, organized the first Public

School Athletic League in the black school divisions of

Washington, D.C.; he presented his plan to the Boaird of

Education and this body gave its permission on October 19,

1910. There was no Public School Athletic League in existence in the white school divisions of Washington,

D.C.18

The Public School Athletic League arranged the city into various divisions each of which had executive officers

l^Deobold B. VanDalen and Bruce L. Bennett, A t*forld History of Physical Education (Englewood Cliffs, New Jersey; Prentice-Hall, Inc., 1971), p. 449.

17 George W. Wingate, "The Public Schools Athletic League," Outing, 211 (May, 1908), 165-71,

18 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n#d,). 81

and a games committee. The black schools participated in

track, soccer, basketball and baseball with championships

awarded each year* This entire system and the subsequent

Leagues developed from the impetus of the previously men- 19 tioned Interscholastic Athletic Association.

This League afforded each boy an opportunity to earn

awards by his individual performance of athletic ability

(see Appendix 15). The requirements for the "Athletic

Badge Competition" consisted of attaining certain profi­ ciency according to standards for such events as running, chinning, and jumping. Each school conducted its ov/n tests and bronze, silver and gold badges were awarded, depending upon the ability of the performer within his group. Although this was started particularly for elemen­ tary schools in the black divisions, the black high 20 schools also had certain standards and a badge award.

It became evident in 1912 that Mr. Henderson's inno­ vation in the black elementary schools was influencing the physical education and athletic policies of the white divisions too:

Probably the greatest change in the elemen­ tary program occurred in 1912. That year the "Athletic Badge Tests" were made a part of the work for all of the primary schools of the City. The standardized tests of the Playground and

^^Interview with Mr. Adams, December 23, 1970.

20 Thompson, loc. cit., pp. 295, 727. 82

Recreation Associations of America were adopted for the boys. The tests were carried on for twenty-two years. The tests for girls were added in 1915; these were especially adopted for them. The first badges were presented for suc­ cess in three events; chinning, jumping, and running; these were the events for boys. The girls received the same awards for running, ball throwing and balance beam exercises. Later certificates were awarded so that parents might be aware of the accomplishment of the pupils.21

A bulletin concerning the functioning of the Public

School Athletic League was written in 1911 by its secre­ tary, Edwin Bancroft Henderson. In a published article in 1951 Mr. Henderson noted: "In no other school system of this country are colored boys enjoying the opportuni­ ties for athletic exercises which the Athletic League is 22 affording our boys.

Organizations for Athletic Competition

In 1911, the I.S.A.A. along with the P.S.A.L. and the

Teachers Benefit Athletic Association sponsored a mammoth indoor meet at the Old Convention Hall in Washington,

D.C.This meet was instigated by Edwin Bancroft Hender­ son and it v/as the first major indoor meet ever held for

21 Ibid., p. 296. 22 Edwin B. Henderson, "An Experiment in Elementary School Athletics," Journal of the American Association for Health, Physical Education, and Recreation, VXXII (June, 1951), 21-22.

Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.). 83 black youngsters.The meet was a great success and many young men who later became famous in track and field began their career that night. Two of these young men were particularly notable; Dr. Howard Drew, the best sprinter in the nation; and Dr. Binga Diamond, who became the 25 fastest 440-yard runner in the country.

Following the organization of the I.S.A.A. in 1906 and the P.S.A.L. in 1910, the Colored Intercollegiate

Athletic Association and the North Carolina Intercolle­ giate Athletic Association were founded by Mr. Henderson and others. In 1913, some members of the N.C.I.A.A. merged with the C.I.C.A.A. to be known as the Central

Intercollegiate Athletic Association. In 1936, the C.I.A.A. became an associate member of the National Collegiate

Athletic Association and a member of the American Olympic

Association and is presently a viable association,^^

Public School Elementary Athletic League

In 1944 Edwin B, Henderson and others secured the permission of Superintendent A. K. Savoy to experiment with and organize a Public School's Elementary Athletic League.

^^Interview with Mr. Adams, December 23, 1970.

^^Ibid.

Henderson, o p , cit., pp. 280, 293. 84

The Public School Elementary Athletic League differed from

the Public School Athletic League in that the former pro­

vided athletics for elementary school students whereas

the latter provided athletics for both elementary and secon­

dary students* The plan called for teams in touch-football,

basketball, softball and track for boys and volleyball for

girls* Teams were to be formed in the fifth and sixth

grades, and these teams played each other during the season

at their individual schools* Eventually a city champion

emerged as a result of a city-wide play-off* In speaking

about this league, Mr* Henderson remarked:

There is no doubt that supervised and organized games help to offset the limitations of city living and to a recognized degree help reduce delinquency* Children who can no longer throw stones in the streets, run across the line of the curb, or climb trees find in these organized activities a chance to do some of the things every normal growing boy and some girls want to do.28

The letters on the next pag®reveal how the First

Assistant Superintendent of Schools (the black superinten­ dent in charge of the black divisions but subordinate to the white superintendent who was in charge of both black and white divisions) and the Associate Superintendent of

Schools (the black assistant to the Assistant Superintendent

Public Schools Divisions X-XIII Washington, D.C., Athletic Handbook (Washington, D.C*: Department of Health, Physical Education and Safety Division 10-13, 1948), pp. 10, 11 *

^®Based upon a telephone conversation between Edwin B. Henderson and writer, September 11, 1970* 85

PUBLIC SCHOOLS OF THE DISTRICT OF COLUMBIA Franklin Administration Building Thirteenth and K Streets, N.W. Washington, D*C*

Garnet C. Wilkinson First Assistant Superintendent

Mrs. Florence S. Savoy Editor, Athletic Handbook Dennison School 1327 S. Street, N.W. Washington 9, D.C.

Dear Mrs. Savoy:

I want to commend the editorial staiff for this publication. I am sure it will prove stimulating and motivating to the athletic programs on all levels. Without doubt athletic participation affords boys and girls opportunities to in­ dulge in activities natural to them that otherwise would be dangerous to engage in because of the limitations of urban conditions.

It is also my belief that character training is possible through athletics. Good sportsmanship is an asset and an important educational objective. My observation has been that the teachers and coaches have endeavored to conduct athletics so as to secure educational aims.

I therefore want to express my official appreciation of the splendid work the athletic league, the teachers and coaches are doing for the health and physical education of our boys and girls.

Very sincerely yours,

(Signed)

G. C. Wilkinson First Assistant Superinten­ dent of Schools 86

PUBLIC SCHOOLS OF THE DISTRICT OF COLUMBIA Franklin Administration Building Thirteenth and K Streets, N.W» Washington, D.C.

A. Kiger Savoy Associate Superintendent in charge of Elementary Schools Divisions 10-13 December 17, 1948

Dr. Edwin B. Henderson Head, Department of Health, Physical Education and Safety, Divisions 10-13 Dennison School 1327 MS" Street, Northwest Washington 9, D.C.

My dear Mr. Henderson:

Since its organization in 1944, the Elementary School Athletic League, Divisions 10-13, has been a source of pleasure and satisfaction to this office. It has played an important part in the matter of improving human relations among children in our elementary schools, and it is ines­ capable that such improvement must have reflected itself in the community.

Life itself is both cooperative and competitive. Success in life depends to no small degree on one's ability to play vigorously, effectively, and well as a member of a team, in fact of numerous teams, but at the same time to be ever mindful that one's competitors are human beings with sensi­ tivities and rights that must at all times be respected.

The Elementary School Athletic League affords valuable opportunities for our girls and our boys to develop the values which come from team play and to fix in early life wholesome human relations attitudes that will strongly influence for good their conduct both now and in the years that are to come.

Very sincerely,

(Signed) A. K. Savoy Associate Superintendent of Schools 87 of Schools) felt about the P.S.E.A.L. These letters are

in the 1948 official Athletic Handbook /Public Schools,

Divisions 10-13% which was published by the Washington,

D.C. Department of Health and Physical Education and

Safety and they are found on pages 6-7.

Eastern Board of Officials and Officiating Problems

With the creation of the various athletic associations and the active participation of the black people in ath­

letics and the problems of obtaining and maintaining competent officials being a pertinent concern, Edwin

Bancroft Henderson realized that it was imperative that a

sound organization of dedicated competent officials be es­ tablished. Consequently, as Mr. Henderson recalled:

In about 1920, I felt the need for some sort of organization of officials. Before a game, some of us would meet at Garnet Wilkinson’s home, or elsewhere just prior to a game and refresh our­ selves on the rules.

I invited the active officials to a hall on 7th Street to consider organizing. From this meeting the Eastern Board of Officials came into being. Following A. Kiger Savoy, as first presi­ dent, I became president for about fifteen (15) years.

Later as I observed the weaknesses in the method of selecting officials by the C.I.A.A. year after year, by bringing to them evidence of procedures , around the nation, I urged the C.I.A.A. to put the appointing power of officials in the hands of a commissioner.

^Vhile in session one fall at Bluefield, Coaches Hurt and Hill told me the C.I.A.A. was finally 88

about to select a commissioner. The first com­ missioner appointed was that splendid coach and official, the late Harold Martin,

About the same time, I recommended that the officials' organizations in the terriljory of the C.I.A.A. affiliate to coordinate their working together at games and to unite on common problems before the C.I.A.A.

This they did, and at a meeting at Howard University, I became the first president of the Affiliate Boards and held the position until I retired from active officiating.29

The Eastern Board of Officials is presently a competent group and it is composed of all officiating groups in 30 Virginia, North Carolina, and Washington, D.C.

For over two decades, beginning in 1906, along with his other organizing, literary, administration, education­ al and athletic endeavors, Edwin Bancroft Henderson was a major official in football, basketball, and track and field.31 In track and field he served as the referee- star ter most of the time.^^ In the beginning of black intercollegiate athletics there were few trained black officials.^3 Therefore, in major football games, such as

29 Interview with Mr. Henderson, March, 1970.

30 Henderson, og^. cit., pp. 6-7.

31 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d,),

S^ibid.

33 Interview with Mr. Adams, December 23, 1970. 89

between Howard University and Lincoln University, white

officials were used» This was also true In the early black

indoor track meets where several of the key officials were

white men.^^ In this regard, Mr. Henderson remarked:

In my first Lincoln-Howard game, three officials were white men. Howard selected me and a former pitcher on the Washington ball club. Lincoln selected one from Princeton and another from Haverford.

Riding on the train with the white official from Washington, he asked me how I intended to run the game. Asking what he meant, he said, "Well, for every penalty call against Howard, I'm calling,one of the same yardage on the next play against Lincoln,"

Needless to say, this was a shock to a young idealist. Eecause this became the pattern of play, the captain of the two teams asked me to try to do something about it. This I did ^nd had the officials agree to call the game just as they would any others.

I do recall a white coach working with Lincoln, probably thinking I was not colored, said to me on the sideline after I had banished a player on each team for slugging, "IVhy put them out, let the damn niggers play."^^

These were the early pioneering days of black athletics and of black officials; consequently, many of the problems that black officials were confronted with resulted from a basic attitude of skepticism and lack of respect by the black spectators and black athletes. Mr,

Henderson related:

^^Afro-American, July 24, 1954, p. 5, col. 4.

35 Interview with Mr, Henderson, March, 1970, 90

There were many heads of institutions who did not believe colored players would respect colored officials, even the colored heads of some col­ leges, The late Major Moten, following a game at Hampton, congratulated us for being able to run a game with the full respect of the players,

IVhen Howard University athletic authorities decided to use all colored officials in the Lincoln-Howard classic, we put in a bill for our services identical to the compensation paid the former white officials. Professor Kelly Miller of Howard University opposed it by saying this was more money than he got for two week's work. The question was not raised when the fee was paid the white officials. There was a time we would work a game gratis or for two complimen­ tary passes. My first fee was $5. Later I re­ ceived fees ranging from $15 to on one occasion $100.36

The Pigskin Club

The Pigskin d u b was the brain child of the late

Dr, Charles B, Fisher, a famous varsity football player on the Howard University football teams of 1917, 1918, and

1920, Impressed with the benefits that derive from whole­ some athletics and understanding the problems incident to participation in competitive sports. Dr, Fisher conceived the idea of assembling men who had received benefit from such activities and organizing them into cohesive groups.

He discussed these ideas with a member of his friends with like interests and called a meeting for Tuesday, July 25,

^^Ibid. 91

1938*3? The purpose of this meeting was stated on a card

enclosed with the invitation for the initial meeting:

Pigskin Club - Purpose - That there be an ever improving relationship between persons interested in the game of football, that there may be given encouragement for good, clean sports; that there may be a more perfect understanding among such persons; and that there may be mutual benefits and pleasure derived from such associa­ tions *

Eligibility for Membership - Satisfactory evi­ dence of having won a letter in college football competition; satisfactory evidence of having made some outstanding contribution to the sport of football*39

In response to Dr. Fisher's invitation, the following

persons met at his home to plan for formal organization of

the Pigskin Club: Frederick Sylvester Blackwell; George

Edward Brice; Raymond Elmer Contee; Joseph Norman Dodson;

'.Ælliam Henry Green; Harold Appo Haynes; Edwin Bancroft

Henderson; Leo Sigsbee Holton; Campbell Carrington Johnson;

Harold Douglas Martin; Robert Nickolas Mattingly; Charles

Lloyd Pinderhughes; John Randolph Pinkett; John Turner

Rhines; W. Napoleon Rivers; Alfred Kiger Savoy; Emmett J* 39 Scott ; Charles Freeman West; Garnet Crummel Wilkinson.

The formal organization of the Pigskin Club took place on the evening of Friday, October 7, 1938, at the

Based on brochure prepared by The Pigskin Club of Washington, Incorporated for their Twenty-fifth Silver Anniversary Awards Dinner, December 7, 1962.

^®Ibid,

3*ibid. 92

12th Street Branch, YoM.CoA. Officers elected were;

President, Charles B» Fisherj Vice-President, Edwin B«

Henderson; Secretary, George E« Brice; Treasurer,

IVilliam H, Greene*^®

The Pigskin Club extends honors to deserving football personalities all over the nation regardless of skin color

which is directly opposite to the policy of the Washington,

D.C., Touchdown Club which only recognizes white athletes

and coachesFor example, the esteemed Ohio State

University’s head football coach, Wayne W. (Woody) Hayes v/as honored by the Pigskin Club as the 1961 Coach of the

Year.

The Pigskin Club started with a membership of approxi­

mately fifty and today it has a membership upward of five hundred regular members who gather annually at the

Washington, D.C., Statler-Hilton Hotel for its banquet and 43 honor presentations,

Mr. Henderson has been an officer of the Pigskin Club

since its inception in 1938, and he has served as a Vice-

^^Ibid.

41 Based upon a letter from Edwin B. Henderson to the writer, September 14, 1970.

42 Brochure prepared by The Pigskin Club of Washington, Incorporated, loc. cit. 43lbid. 93

President, Archivist, and presently is its Archivist 44 Emeritus.

The Pigskin Club of Washington, D.C., along with

other philanthropic organizations, has achieved nationwide

recognition as an active and constructive community force,

as beneficiary to numerous national and local agencies and

organizations, and in grants to worthy high school seniors.

These grants are in the form of individual $600 scholar­

ships to deserving young women and men to aid them during

their freshman year in an accredited institution of higher

learning. These scholarships, grants-in-aid, and dona­

tions have totaled more than one hundred thousand dollars during the past eighteen years, 1953-1971. The recipient organizations and agencies include the National Associa­

tion for the Advancement of Colored People; Life Member­

ship and Freedom Fund; National and Washington Urban

Leagues; Big Brothers; Boy Scouts of America; Greater

Washington Southeast Community Hospital Building Fund;

Columbus Heights Boys* Club; Washington Inter-Faith Com­ mittee; Police and Citizens' Boys' Club; 12th Street

Branch Y.M.C.A.; Parents and Teachers Association; Franklin

44 Based upon a telephone conversation between Edwin B. Henderson and the writer, September 11, 1970. 94

D« Roosevelt Public School; Voters* Registration Committee ; and the Bakers Dozen Community Center Reflecting on the many fine and humanitarian achieve­ ments of the Pigskin Club, Mr. Henderson is proud to have been a part of it all and he related:

The primary objectives of the Pigskin Club have been to stimulate improvement in programs in physical education and fitness, recreation and good sportsmanship.

Looking back over the years of the Pigskin Club, our members view the Club’s progress and contributions with great pride,4°

Washington School Club

Being a truly dedicated educator determined to initially provide the optimum educational facilities and atmosphere to facilitate maximum physical, psychological, and social development of his students and of the nation ultimately, Edwin Bancroft Henderson became a member of the Washington School Club in 1907.^^ This is a group of sixteen teachers and department heads who were either teachers or administrators in the black schools. Being a closed group of sixteen members, a new member is admitted

45 Brochure prepared by The Pigskin Club of Washington, Incorporated, loc. cit,

46 Interview with Mr. Henderson, March, 1970,

4?Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n,d,). 95

only at the death of a former member (see Appendix 21),

Each month during the school year a member gives a paper

on some educational or social issue which is followed by 43 a dinner and discussion (see Appendix 16)»

Mr, Henderson remained an active member of this group until he left Washington in 1965, but he is presently an honorary member and he has attended some of its annual 49 meetings.

Interview with Mr, Adams, December 23, 1970,

49 Ibid, CHAPTER VI

PHYSICAL EDUCATION IN WASHINGTON, D.C.'S BLACK SCHOOLS FROM 1805 UNTIL 1920

Elementary Schools

In order to completely comprehend and appreciate

Edwin Bancroft Henderson's influence and contributions to

the black schools of the District of Columbia in general

and to the physical education profession specifically, it would be helpful if a brief historical review of physical

education in these schools be presented at this point.

This chapter will present the development of physical

education and educational objectives in the Washington,

D.C.'s black schools from 1805 until 1920,

There was no instruction in physical education from

1804 to 1844 in the black elementary schools; only a

strict adherence to the fundamentals of learning pre­ vailed,^

The instructors of vocal culture, the first of whom v/as employed in 1846 for one school district, were the

William Dove Thompson, "The Development of Physical Education in the District of Columbia Public Schools" (unpublished doctoral dissertation, New York University, 1941), p. 145,

96 97

first teachers of physical exercise in the public schools.^

The policy of having a visiting teacher of vocal culture

for all of the schools began in 1855. From the movements

associated with vocal culture, the classroom teacher ori­

ginated the plan of having the children participate in

physical activity within the room to break the monotony of

a sedentary occupation. Some examples of this activity would be inhaling and exhaling deeply and various stretch- 3 ing exercises.

Instruction in physical exercise was performed by the

classroom teacher who had been trained by the vocal culture

teacher. Until 1864, physical activity was taught as part of vocal culture but in that year the Board of

Trustees instructed the classroom teacher to lead the class

in a daily drill in physical exercise from Ma serf s Manual of Gymnastic Exercises. Although the subject was required,

instruction in physical exercise was not universal because of a lack of supervision and training.^ A rule of the

Board of Trustees, also published in 1864, permitted the teacher of vocal culture to substitute for outdoor play 5 in inclement weather appropriate exercises for indoors.

^Ibid. 3 Ibid.

^Ibid., p. 146.

^Ibid. 98

The way was slowly being prepared for the introduction of a supervised program in physical education in the elemen­ tary schools.

The superintendent of schools recommended in 1887-1888 that two or more teachers be employed to visit all schools regularly to give instruction in physical exercise. The classroom teacher was then to repeat and supplement the lesson until the visiting specialist in physical education returned. The idea was inaugurated in 1889 with Dr.

Rebecca Stoneroad as the teacher and director; two assis­ tants were appointed in 1890. Dr, Stoneroad was a Cau­ casian. She was a native of New York and she was a gradu­ ate of Dr, Sargent's summer school. Some of her classmates at the summer school in 1894 were Dr. Fred E. Leonard,

Dr. Thomas D. '.itood, Jessie H. Bancroft, and William A.

Steches.^ A plan was developed whereby the lesson for each month was taught to the assistants by the director; they in turn instructed the classroom teacher and the children. The lesson was formal; each month the teacher was rated on the progress of the class by the visiting instructor. The teachers of physical education, by rule of the Washington Board of Education and preference of the

Clarence B. Van Wyck, "The Harvard Summer School of Physical Education, 1887-1932," Research Quarterly, XIII (December, 1942), p. 410. 99

7 director, were obtained from the local normal school*

Their training for the field was meager as the subject was not a major course in the local schools. A few of the teachers attended summer schools where they received addi- 0 tional courses in physical education. Carrie H. Thomas was appointed in 1892 to assist the director by assuming supervision of physical education in the black schools, Mary P. Evans, a teacher of physical education, succeeded Carrie H. Thomas upon her resignation 9 in 1893. Lesson sheets were left with the classroom teachers for the first time in 1894. Prior to this date the visit­ ing instructor wrote the lesson on the blackboard. This teaching technique was based upon the Swedish system.

Hartvig Nissen came to Washington, D.C., in 1883 and he was probably influential in this respect. The Swedish system "Day's Order" was originated by Hjalmar Ling, son of Per Herrik Ling, in 1866. This system was designed to arrange "exercises in a fixed plan that would exercise the whole body from head to toe in a single lesson.During

n Thompsoh, o p . cit., p. 146.

^Ibid.

*Ibid., p. 147.

^^Deobold B, Van Dalen and Bruce L. Bennett, A t*>rld History of Physical Education (Englewood Cliffs, New Jersey: Prentice-Kall, Inc., 1971), p. 247. 100 the years 1894-1895, the classroom teachers were asked by the visiting instructor to devote additional time to the individual child,Hattie B, George, a teacher already on the staff, replaced the new assistant director of 12 physical education in 1894-1895,

Instead of meeting the physical education staff once a week for instruction, the director now devoted two and a half days once a month to the teaching of new lessons 13 for all eight grades.

The absence of play at recess was noted by Dr, Stone­ road in 1898-1900, To remedy the situation she planned a number of games which were to be taught by the visiting teachers to the classroom teachers and the children. The director also succeeded in having teachers in each build­ ing assigned to the playgrounds as supervisors during 14 recess.

Progress was made in all phases of the work and the instruction was satisfactory and well adapted to the condi­ tions under which the staff in the physical education

^^Thompson, op, cit,

^^Ibid,

13 Ibid,

^^Ibido 101

•. 15 department and the classroom teachers had to perform*

The reorganization of the schools in 1900 did not

change the methods of instruction for the department of physical education. The resignation of the assistant

director was announced in 1901 and the appointment of one

of the staff, Anita J. Turner, followed; she held the office until 1936,^^ The visiting teachers of physical education graded

the classroom teachers in the progress and efficiency of _ ‘ 17 the program as evidenced by a demonstration of the work.

The first male elementary school teacher of physical educa- no tion, Edwin Bancroft Henderson, was appointed in 1904,

Increased enrollment and the popularity of the program

were sufficient to warrant the asking of additional

teachers by Rebecca Stoneroad in 1902-1903; the request IQ failed, because of a lack of money appropriation.

15 . Ibid,

16 Ibid., pp, 147, 148,

17 Edwin 3, Henderson Papers (unpublished papers per- training to Anita J. Turner, n.d.), Moorland-Spingarn Collection, Howard University Library,

18 Thompson, loc, cit.

^^Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d,). 102

A series of lectures of anatomy, physiology, and hygiene were attended in 1903-1904 by the physical educa- 20 tion staff at the request of the director.

The factors responsible for the educative phase of

the work in the physical education department were listed

in 1904-1905 by Dr. Stoneroad as "the gradual training of the teachers and the education of the pupils." The train­

ing of the classroom teacher was considered the most 21 important.

Instruction in the various physical skills was taking 22 the place of inactive supervision from 1904 on.

The first impetus towards interest in class instruc­ tion, although not as productive in Divisions I-IX as in

Divisions X-XIII, occurred in 1924 when two heads of departments of physical training in the secondary schools 23 were appointed. G. Harris iVhite, a former great major league pitcher, was chosen to direct Divisions I-IX and and Edwin Bancroft Henderson for Divisions X-XIII.The

20 Thompson, loc. cit »

Zllbid.

22 Personal interview with Edwin B. Henderson, March, 1970,

^^Ibid.

24 Thompson, o p . cit., pp. 119, 142. 103

program of instruction did not greatly improve under the

leadership of the former; a movement toward solidarity and

unification of the department resulted but progress in 25 instruction was slow. G. H, IVhite transferred to the

Wilson Teachers College in 1934; the greatest contribution

made by this department head was his effort to have the

teachers undertake a more active participation in the con­

duct of their classes.Teachers appointed by Mr. White

were not, in the majority of cases, any better prepared to

teach physical education classes than their predecessors

and coaching athletic teams continued to be their greatest

point of interest; this interest did not lead to an

improvement of the overall physical educational program 27 of the white school system - I-IX.

The leader of Divisions X-XIII, Edwin Bancroft Hen­ derson, gave much attention to the instructional program of the required classes in physical education and at the

same time he expanded the competitive athletic program in both elementary and high schools.Mr. Henderson attrib­ utes the success of the program in these four divisions

Z^ibid., p. 142.

2*lbid.

27 Interview with Mr. Henderson, March, 1970.

28 Thompson, loc. cit. 104 to the sagacious selection of professionally-minded teachers who attempted to provide physical activity for the entire student body, utilizing the available equipment and space to the best advantage.For example, male members of the faculties assisted in the conduct of intramural and varsity athletic programs in Divisions X-XIII; the physi­ cal education teachers applied modern methods of instruc­ tion where possible, utilizing student leaders; and there was close cooperation between teachers and directors with steady progress in the instruction of the students under 30 the direction of Mr. Henderson.'

After the transfer of G. H. IVhite in 1934, Divisions 3X I-IX were without a department head until 1936. Be­ cause the principal was the actual head of all courses in his school, there was no change in the instructional pro­ cedure in Divisions I-IX after White's transfer and Edwin

Bancroft Henderson remained in charge of Divisions X-

XIII,In 1936 Birch E. Bayh was appointed to fill

G. H. VJhite's position as head of the Department of Health 33 and Physical Education, Divisions I-IX.

29 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.).

^^Personal interview with Cato W. Adams, December 23, 1970. 31 Ibid. 32 Thompson, o p . cit., p. 157.

33lbid. 105

With all of Mr» Bayh’s and Mr» Henderson’s improvement

of instruction in physical education in Divisions I-IX and

X-XIII, respectively, progress was slow due to the inertia

of large classes, over-emphasis upon athletics, absence of proper facilities and equipment, insufficiently trained

personnel., a lack of sufficient teachers and a division of

opinion as to the content of the program and the methods of instruction»^^

Junior High School

Prior to 1929, instruction in physical education for boys in the junior high schools had been limited to the

required class periods» During these early years, in the middle 1920's, there were only two junior high schools, Shaw and Garnet-Patterson in the black divisions» A course of study for ninth grade boys presented in 1925 required the physical education teachers to lead the boys in simple military drill» Student officers were trained to command the squads and platoons, and a competitive drill between schools was held each year until 1929, when the whole program was discontinued.^^ In 1928 Edwin Bancroft Henderson presented to the teachers of physical education in Divisions X-XIII a course

34ibid., p, 152. 35 Ibid., p. 153. 106 of study for these schools» The work was planned by sex, type, and grade, with references for further description of the activities.Progression was provided and achievement scales worked out so that the instructor could permit a pupil to measure his or her accomplishments according to a standard.3?

The work in each course of study was supposed to give the instructors a guide in order that each might introduce the fundamentals of the activities in the proper grade as offered by the department heads. As the programs were enriched by the introduction of modern activities for leisure time and "carry-over" purposes, the teachers endeavored as far as possible to give instruction in them in addition to those named in the previously issued 38 courses of study. Little was possible as far as actual teaching of fundamentals was concerned due to large heter­ ogeneously grouped classes, insufficient personnel, a lack of facilities and equipment, and the brief periods that the students had to learn.^9

3*lbid.

37 Interview with Mr. Adams, December 23, 1970.

38 Interview with Mr, Henderson, March, 1970.

39 Ibid. 107

Each Junior High School always had a physical educa­

tion teacher assigned to the building. Dr. Rebecca Stone­

road, Miss Anita Turner, and Mr. Henderson were responsible,

until 1925, in connection with the Washington, D.C.,

Board of Examiners, for giving examinations for the employ­

ment to all teachers; the selection of all physical educa­

tion teachers from 1925 to 1936 was under the direction of Edwin Bancroft Henderson and Anita Turner of Divisions

X-XIII and Rebecca Stoneroad of Divisions I-IX.^^ After

1936, Edwin Bancroft Henderson and Birch Bayh and the

Board of Examiners were responsible for teacher selection

in the entire X-XIII and I-IX Divisions, respectively.^^

M Street (Dunbar) High School

A brief description of the early program of the M

Street School v/as written by Mr. Henderson in 1935 when he was supervisor of the Department of Health and Physical

Education for Divisions X-XIII;

In 1900-1901, physical exercises were given to boys during the latter part of the year, for fifteen minutes a week, in the corridor of the M Street High School. This teacher was Mr. Loveless, a white man, a former lightweight wrestler. The exercises were free-hand and were performed in unison and were described as a con­ tinuation of the grade school calisthenics. There

40 Thompson, o p . cit., p. 153.

41 Henderson Papers, Moorland-Spingarn Collection (unpublished paper, 1948). 103

was no order of progression and the lesson was quite formal in nature

Another pupil in the school from 1898 to 1902 remem­ bers the instructor leading the class in what were then called Swedish exercises; this former student later was a principal of the Cardozo High School in the District of

Columbia.He also recollects that "Mr, Loveless was of

Swedish descent and spoke with a decided accent." Neither of these men have knowledge of any outdoor class work al­ though there were varsity teams of baseball and football coached by academic faculty men/*^

Another white man followed the first teacher of physical education for boys in the required classes in the high s c h o o l s . 45 in September, 1903, Mr. William Foley, a successful track coach at Georgetown University and in­ structor in physical training in the white schools, began to teach one day a week at the M Street High School. The new instructor directed the boys in the school in the performance of the same type of exercises which they had 46 done in the previous years 1900-1902.

^^Based upon a letter from Edwin B. Henderson to the writer, November 15, 1970.

45xhompson, op. cit., p. 542.

44%nterview with Mr. Adams, December 23, 1970, 45jbid.

45xhompson, o£. cit., p. 343. 109

Fortunately, for the black school specifically and the entire school system in general, Edwin Bancroft Henderson started his career as a teacher of physical education in the Washington school system in 1904. He was appointed to teach physical culture for boys in the M Street and Arm­ strong High Schools, Mr, Henderson spent one day at each high school and three days in the grade schools. He utilized a bicycle to transport himself from school to school during these days. In addition, he coached or assisted in coaching football, baseball, basketball and track at both high schools. He accomplished this feat by devising training programs for the participants in the various sports at the two schools and by selecting male faculty members to supervise the daily practice sessions.

He would review the students' progress during his visits to each of the schools and make the necessary recommendations that he ascertained were necessary for improvement of skill achievement From 1904 to 1909 the basic program at the M Street

School consisted of the same type of exercises that were common in previous years; however, the young men were taught basketball, track and field and were encouraged to par­ ticipate in intramural competition. Beginning in about 1909 the classes were taken outdoors in the small school yard to

^^Ibid. 1 1 0 do the exercises* The time of the visiting teacher, Mr*

f Henderson, had to be divided between several buildings, preventing him from allowing much time for play*^® To in­ crease the effectiveness of his physical education program,

Mr* Henderson did the following:

,In June, 1910, with the approval of Miss Anita Turner, assistant director of physical training, and Mr* Garnet C* Wilkinson, Mr* Edwin Bancroft Henderson presented to Mr* Roscoe C* Bruce, a plan of a Public Schools Athletic League, which received the approval of the Board of Education on October 19, 1910* From then on until the G-3-3 plan of school organi­ zation, this body directed a large and enthu­ siastic athletic program among all.of the elementary and high schools in Divisions X- XIII*49

These activities were similar to those performed in the grade schools, where a student was given certain athletic stunts to perform and when he achieved these he received a small metal badge and a certificate*^® The boy practiced these events under the guidance of his class­ room teacher and when the visiting physical education instructor, Edwin Bancroft Henderson, came to the school, he checked the performance and recommended the awards* The feats consisted of running, chinning and broad jumping for standards previously determined; because the performance

4Blbid*. pp* 343, 344.

^^Ibid*

S°Ibid* Ill was individualized, each boy had a challenge and an opportunity to achieve this athletic award®. The success of

' ». the movement, according to Mr, Henderson, was due to the

r • • "fine cooperation of the women and men classroom teachers,"

AS a result of the stimulus of the achievement tests, track and field days were held with exhibitions and com­ petitions.^^

With a handicap of poor facilities, poor equipment, and a part-time instructor, there was a little advancement in the physical education program made from 1910 to 1916; 52 however, the achievement tests were very popular. When the M Street High School was placed in a new building in

1917 and renamed the Dunbar, there was opportunity for reorganization of physical education. The new school was equipped with two gymnasiums, forty by sixty feet, a swim­ ming pool, and an athletic field which was fully completed after several years. This athletic field was shared with

Armstrong High School students, "The program for the boys in the high school began with instruction in team game skills, calisthenics, apparatus work, tumbling, track and field athletics, handball, boxing, wrestling, fencing and some rhythmetics," As a resident teacher in physical education, Mr, Henderson devoted his time to the

Interview with Mr, Henderson, March, 1970,

52, Ibid O 1 1 2 building and much progress was made. There are no written records prior to 1922, but according to Mr^ Hender­

son, instructor for boys at that time, 1916-1922, the physical education program was highly organized to the extent of the apparatus with which the gymnasium was equipped,The classes in 1916-1918 were given calis­ thenics and marching; instructed in elementary skills on > 55 the parallel bars, swinging rings, and horse and buck. Seasonal sports of baseball, basketball and touch football were played with interclass competitive tournaments being gradually instituted of which basketball became the most popular. Swimming was required of all eighth semester boys. The students were required to attend the required physical education classes--two forty-five minute periods a week— dressed in a specifically designated uniform,

During the years 1919 to 1920, the work indoors was composed of formal apparatus exercises on the parallel bars, the buck and horse, and the swinging rings; marching and calisthenics preceded the instruction on the apparatus

^^Ibid,

54 Thompson, o p , cit,, p, 142,

55 Interview with Mr, Henderson, March, 1970,

■^^Interview with Mr, Adams, December 23, 1970, 113

or mats.During the fall and winter, basketball and

touch football were played, but spring and early summer

were spent playing softball while intramurals were enjoyed

in basketballReflecting on all the above, one is

aware of the progress in the black schools’ physical

education curriculum from Mr. Henderson beginning in 1904

until the 1920's. Because of the frequent lack of equip­

ment or poor equipment, many of the above-mentioned

activities were conducted on public property, such as

parks and swimming pools, by Mr. Henderson and his asso­

ciates while endeavoring to provide adequate physical

educational curricula in the black schools. Moreover,

there were times when Mr. Henderson utilized his personal

funds to purchase needed equipment for the curricula and

athletic events.^9

Armstrong Manual Training School

The Armstrong Manual Training School was opened during the year 1901 to 1 9 0 2 . The importance attached

to industrial arts was responsible for the opening of this

57 Henderson Papers, Moorland-Spingarn Collection (unpublished papers, 1945, 1947). SGibld. 59 Interview with Mr. Adams, December 23, 1970,

60%bid. 114

school for the black and the McKinley Manual Training 61 School for the white. There was no suitable playing

field for the school until 1916 when Armstrong joined

with Dunbar in the use of a common athletic stadium.^2

Writing in 1938, E. B. Henderson said, "In 1902 there were

no gymnasia, no athletic fields, no courts, no pools;

about 1905, the first gymnasium was built to serve as a

gymnasium and assembly hall attached to Armstrong Manual

Training School." An instructor at Armstrong, a former

studentj remembers that the program in physical education

around 1900 was similar to that at the other high

schools.The visiting teacher of physical education,

"Mr. Loveless," came to the school from its opening until

1903,^^ according to Cato W. Adams who attended the in­

stitution from 1902 to 1904, Dr. Thompson quoted Mr.

Adams as stating;

The boys were led In exercises for fifteen minutes once a week by the visiting white teacher. The activity was performed in the corridors or in the classrooms. The work was a military type and done with commands and precisions while standing in the aisles. Occasionally the classroom teacher opened the windows for the admittance of

Thompson, op. cit., p. 346.

G^ibid.

63 Interview with Mr, Henderson, March, 1970.

64 ^Thompson, op. cit., p. 347. 115

fresh air and then directed the students for several minutes in a few stretching exercises*

W. F. Foley replaced the first teacher of physical

education at Armstrong in 1903, and he did not add anything

to the physical educational curricula during his tenure as

a physical educator at Armstrong High School* All of the

schools in 1904-1910 were under the influence of the one visiting instructor for boys, Edwin Bancroft Henderson, for "Mr* Henderson replaced Mr* Foley, the last white teacher to teach in the colored schools*"^^

Commenting on the work done at the school from 1904 to 1910, Mr* Henderson explained;

* * * that he followed a formal calisthenics exercise and marching lesson with an occasional folk dance* The boys were given exercises in their school clothes In the corridors or in a small basement room for twenty-five minutes once a week. About 1905, the first gymnasium was built to serve as a gymnasium and assembly hall attached to Armstrong Manual Training School* The boys did not get the use of this room for their activities; except in connection with varsity basketball practice after school the boys never used the gymnasium j^his gymnasium was reserved for girls' use7* A few track events, running and jumping, and the calis­ thenics drills were done outdoors in a small yard, beginning about 1907 to 1908.6? This school in 1910 adopted, as did its neighbor, the

M Street High School, the Public School Athletic League

G^ibid* GGlbid*

^'^Ibid* 116 achievement tests.From 1910 to 1918, the program at the school in the required classes v/as based on the activi­ ties of this test which were running, jumping, and chinning in order to meet certain standards. The elementary and high schools held an annual field day where the athletic 69 champions in the various track events were decided.

A school publication published in 1918 is the only written record discovered which describes the physical education program at Armstrong. The school has no earlier records and the printed material from 1918 to 1937 is very inadequate and irregular in content and appearance.

The gymnasium was described as a forty by sixty-four foot room fitted with adequate equipment and suitable for basketball.The program being offered was described as follows :

Physical Training is offered to those who wish to take it as a major; and to those v/ho merely like it for the development as a minor. The physical training instructor, Mr. E. B. Henderson, has selected various exercises from the manual of exercises used by the United States A r m y . '2

Interview with Mr. Henderson, March, 1970. G9ibid.

7°Ibid.

71 Based upon a personal visit to the school by the writer, December 22, 1970.

72 Armstrong Quarterly, June, 1918, p. 24. 117

The games of volleyball, handball, and indoor baseball are mentioned, indicating that although the Itorld War in­ fluenced the program in part there was a gradual infiltra­ tion of athletic games. The World War influence on the physical education program was evident through the great emphasis and time devoted to the teaching of military drills, and exercises by the physical educators.

The gymnasium was used by the girls, forcing the boys to go outdoors on a nearby field or, in inclement weather, to receive instruction upon the theory of athletics and health. The limited facilities handicapped the development of the early physical activities work; after 1916, the boys shared the field across the street with the students of Dunbar High School.The outdoor work In 1919 was . based upon doing a few calisthenic exercises, gymnastics, marching and then playing seasonal sports such as baseball, track and touch football; whereas, indoors the executing of free-hand exercises and listening to theory and hygiene lectures were the only activities possible, due to a lack of play space. Intramural games in baseball and basketball and an intramural track meet were held during the years

1916 to 1919. This intramural participation was a direct outgrowth of Edwin Bancroft Henderson's organization of

73 Thompson, loc. cit.

74 Interview with Mr. Adams, December 23, 1970. 118 athletic leagues. Members of the academic faculty assisted in the coaching of these sports

The school developed varsity athletics and was quite successful even though limited in facilities. In 1919, a club of lettermen was formed to assist with the proper conduct of all physical education activities.

Physical Educational Objectives for Black Secondary Schools from 1805 until 1920

There were no objectives mentioned specifically for the secondary schools for the years 1900 to 1919. The objectives for the physical education program were offered in general discussion of the subject, usually in connection with the elementary schools. The general conceptions of physical education were supposedly applicable to all schools.

Dr. Thompson’s review of physical educational objec­ tives of Washington, D.C., Public Schools revealed:

The purpose for which schools were estab­ lished in the District of Columbia was to relieve the poor from ignorance and enlighten them so that the less fortunate might receive the full benefits of religion and freedom. As there v/as no demand for physical activity to be taught, the schools had no such provision in their curriculum from 1805 to 1844.

Physical education was included as a part of vocal culture during the years 1845-1859 but was

^ ^ibid.

^^Ibid. 119

not a separate field for which objectives were stated,

A committee of the Board of Education wrote in 1901 that the objective of the physical education department was to secure sound bodies for the children which in turn insured correspondingly sound mind.

The next published aims of the department were expressed by Rebecca Stoneroad in 1907; to per­ form routine physical movements from habit; to correct poor posture; to condition the nervous system, to develop general physical stamina through regular exercise and to develop deep breathing.

From 1907 to 1920 there were no further state­ ments made of new objectives. Comments were made in 1915 by the director of physical education in which she said that the work of the physical education department was correlated with the ob­ jectives of general education. She did not give the general objectives with which the work was associated, A statement of the objectives of physical education made in 1891-1892 was repeated in 1918,77

Problems

Mr, Henderson was confronted with many problems during his fifty-year period in the Washington, D,C,, Public

School System for black students, Mr, Henderson elaborated on some of the problems he confronted in the early 1900’s:

"M" Street High School had a basement which was used as an armory as well as a gymnasium for boys and girls, but in 1905, an assembly hall gymnasium was built at Armstrong High School which was probably one of the first gymnasiums ever built for colored schools.

77 Thompson, o p , cit,, p, 84, 1 2 0

In the early 1900's, in segregated school systems only the border cities of Baltimore, Wilmington, St. Louis, and possibly Louisville, had anything like a program of physical train­ ing.

As late as 1915, few high schools boasted of more than some kind of football and baseball* When a high school in Norfolk was built for colored children, there was no gymnasium or athletic field included. Once when I was refer­ eeing a game in the city of Norfolk, I asked Douglass, then principal, why the city did not build a gymnasium in his new high school. His reply was, "The director of Physical Training here in Norfolk says that since colored are so largely tubercular, what they need is rest and not more activity."

I am also reminded that right here in Washing­ ton in about 1905, I went to Dr. Montgomery, then superintendent of colored schools, and asked him to try and get a gymnasium into the plans for addition to Armstrong High School.

Laughingly, he replied, "My boy, they may build gymnasiums in our schools in your day, but not in mine." The very next year they planned an assembly hall for Armstrong so as to use it also as a gym­ nasium. This was the first gymnasium suited to basketball of that era in any high school that I knew o f .

Even when Dunbar High School in Washington was built in 1917, it was set right on the curb with a dump in the rear and a stone yard operating with its hammers, drills, dinning in the ears of the classes all day long.

Yet, at the same time an architect named Ittner, famous for school building, was brought from St. Louis to plan Central High School, now Cardozo. Central opened with the best football field and spectator stands in Washington.

Not until a crowd of hoodlums rioting at a football game nearly killed Cato Adams, a teacher, did the Board of Education find money enough to even fence the field back of the school. After years, a track was laid and stands for fans were erected. 1 2 1

This has been the pattern in practically all segregated schools* The philosophy seemed to have been that of a white superintendent in my county of Fairfax who, when I asked him to do something for the colored children, told me, 'they had to look after their own children first*' The implication was that the colored children were ours to provide the buses for and buy land for schools, but that only the white children belonged to the county and were to be provided for by tax money*

Where I lived in Virginia, in Fairfax County, for many years after white schools were built, with running water, inside toilets, fire resisting brick buildings, not a single colored school had any of these facilities ^see Appendix 38Z*

The school of Falls Church, where my wife was principal for many years, was an old frame building of two rooms of a half-century duration with out­ side toilets and no well on the property* For drinking water the children had to walk to a neighbor's house and bring the water to the school* My wife and the boys had to make and keep the fires* Janitors were hired by the County Boards for white schools, but when they were first secured for„ colored schools the parents had to pay them*

Nevertheless, Mr* Henderson never submitted to these problems* He persevered and utilized all available resources at his disposal to overcome these and other prob­ lems as he endeavored to institute the best physical educa­ tional curricula in his schools*

78 Personal interview with Mr* Henderson, March, 1970» CHAPTER VII

PHYSICAL EDUCATION IN WASHINGTON, D.C.'S BLACK SCHOOLS FROM 1920 UNTIL 1954

Chapter VII presented a brief account of physical education in Washington, D.C.*s black schools during the early years until 1920. This chapter provides a brief summary of the black high schools from 1920 until 1954 and continues to reveal the progress of physical education in these schools which directly reveals Mr. Henderson's con­ tributions to his fellow man and the physical education profession. This chapter also deals with the development of specific health, physical education, and recreation objectives for the Washington, D.C. Black Public School

Systems from 1920-1954. The final section of this chapter is concerned with some of the problems Mr. Henderson was confronted with during this same period, 1920-1954, as a physical educator in Washington, D.C.'s black school system,

M Street High School

In reviewing the history of the physical education programs of the black school divisions in Washington,

Dr. Thompson wrote;

The program at Dunbar from 1920 to 1922 was not changed from that of the previous years 1916 to 1919. The program was still essentially

1 2 2 123

calisthenics, gymnastic exercises, apparatus work, swimming, and basketball.

Tennis, volleyball, indoor baseball, dancing and hiking were added to the program in 1923,

Posture exercise and correction of poor nutri­ tion were given special attention in 1924,

A major class /Mr, Henderson organized this major class for those students who planned to major in physical education in college. This course still exists, Frank Bolden, a former student, recalls that Mr, Henderson would bring parts of a pig into the anatomy class in order to make the lesson realistic^,/ in physical education participated in intramural activities in all of the athletic sports. Hockey was first introduced in 1924 and by 1926 intramural matches were being played; this sport was extremely popular with the girls.

Squads composed of ten girls with a student leader were arranged in all classes in 1925, Intramural activities were stimulated to such an extent that all students were reported as being able to compete in an athletic sport.

Swimming just as an after-school club activity was discontinued in 1925 and all senior girls had to swim as a required class activity. An intr- mural emblem was awarded for the first time in 1925 to girls who achieved a required number of points through participation in the contests.

There were no new activities added from 1925 to 1927, Soccer was attempted in 1928 but dropped after one season. Swimming was again organized, but as an intramural activity in addition to the required classes.

By 1933 athletic games were the essential part of the physical education program. Volleyball, baseball, basketball, hockey, swimming and dancing had gradually replaced the formal calisthenics, marching and apparatus work.

There was a gradual infiltration of the "carry- . over" activities beginning in 1935, Ping-pong, paddle tennis and shuffle board were being played 124

by an increasing number of girls but the program was essentially one of participation in the more vigorous team sports in the classes and as intra­ mural activities. There were no new activities added in the years of 1936-1937.

Armstrong High School

In regards to Armstrong High School, Dr. Thompson recorded;

Athletic games in addition to the performance of calisthenics and gymnastic exercises continued to be the essential activities of the physical education program for girls from 1920 to 1930. The introduction of new activities occurred at intervals.

Tennis, volleyball, aesthetic dancing, and hiking were added in 1920»

Inter-class basketball, played since 1905, was stated as having been of more interest in 1923 than at any previous time.

Baseball was the only sport developing enough interest between 1923 and 1925 to become a part of the intramural program. The games were played in the required classes and after school and increased in popularity each year.

The appointment of a head /%win Bancroft Hen­ derson/ of the physical education activities in 1925 was a decided stimulus to all schools. A better class organization was ^oon established utilizing pupil leadership. ^Mr. Henderson created a "Leadership Institute" to train these pupil leaders and presented a theory for teaching leader­ ship (see Appendices 17 and 18,J^

Activities of the girls were selected from a course of study developed in 1928 for the two high schools, Armstrong and Dunbar. A list of activi­ ties being played from that date to 1931 included basketball, swimming, baseball, soccer, volleyball. 125

and tennis. The program from 1928 to 1937 was composed of these athletic games, and the skills of which were taught in the required classes and the playing generally done in intramural contests. Into this basic program there were gradually introduced the more modern "carry-over" sports.

A swimming club used the pool at the Dunbar High School from 1931 onward. Paddle tennis, started in 1931, was the first of the less vigorous non- athletic team games placed in the program.

From 1931 to 1937 leisure time recreational activities with "carry-over" value were gradually added, such as badminton, deck tennis, and horse­ shoes. Dancing became modern rather than entirely of the folk type. Progress toward the development of a program better suited to modern living was attempted as far as facilities and equipment per­ mitted.!

Cardozo High School

Cardozo High School was started in 1933 in the old building vacated by the Business High School, a white school. It had a small gymnasium and no outdoor facilities, with the result that the children played in the small base­ ment room, the basement corridors, on the sidewalks, on a front lawn, and in a police controlled street. The stu­ dents participated in such activities as shuffleboard, 2 paddle tennis, badminton, and table tennis. Varsity athletics were conducted on a public playground about a

William Dove Thompson, "The Development of Physical Education in the District of Columbia Public Schools" (unpublished doctoral dissertation. New York University, 1941), pp. 565-69.

^Ibid. 126

half-mile from the school*^ In February, 1949, Cardozo

High School was labeled by the N.A.A.C.P.'in a written

document as being totally inadequate for meeting the edu­

cational needs of the students and its condemnation

advocated (see Appendix 19)« As an active member of the

N.AoAoCoP», a fighter for human dignity and justice, and

because of his most sincere desire to provide the black

students of Washington, D.C., with the best physical edu­ cational experience, Mr. Henderson wholeheartedly supported

the N.A.A.C.P.*s position and consequently played a major role in the writing of this revealing document.^ Realizing the tremendous need for more competent in­ struction in health, physical education, recreation, and athletics, Mr. Henderson worked diligently to have the two-period requirement modified to a forty-five minute requirement five times a week in 1943. Mr. Henderson was, at this time. Head of the Physical Education, Health, and

Safety Department of the Washington, D.C., Black Schools.

Mr. Henderson's five period proposal was submitted to

G. C. Wilkinson, First Assistant Superintendent (a black man in charge of the entire black educational system), who

3 Based upon a document that was published by the United Citizen Association for Educational Adequacy for all Children in the District of Columbia (Washington, D.C., . 1949). 4 Personal interview with Cato W. Adams, December 23, 1970. 127

in turn submitted it to Chester W. Holmes, Assistant

Superintendent (a white man who was second in command to

the Superintendent over both black and white school sys­

tems) o f schools.^ Mr, Holmes then submitted it to F. W,

Ballou, Superintendent of Schools, who submitted it to the

District of Columbia's Board of Education, The proposal

was passed in 1942 and provision was made for it by

Congress in the School Appropriations Act of 1943,^ This proposal was explained under several divisions with a brief discussion of each item;

Time, The pupils were to attend physical education classes

three times a week; two periods were to be devoted to health education and service. Intramural programs of dancing and athletic games were to be arranged in other than class time.

Class, The students were required to wear rubber-soled

shoes. Pupil leadership was encouraged. Activities were

to be emphasized which included group work rather than individual achievement. The winners of intramural con­ tests in one school were permitted to play with the winners of a similar event in another school.

Athletics and Games, The mechanics of the course of study were arranged so that progression was achieved each school

Sibid.

^Based upon the official duplication of the July 1, 1942 Board minutes. 128 term, A child was required to learn certain games; in four years he completed a course without repetition, and carry-over athletics and intramurals were to be stressed.

Marching Tactics, Military drills arranged in a progres­ sive manner were taught; girls were also expected to learn these fundamentals.

Apparatus, Heavy apparatus work was expected to the pre­ sented differently in each building because of the varia­ tion in equipment. Gymnastics of a "natural order" were expected to be taught insofar as they developed skill and control. The teacher was not limited in his selection of exercises so as to permit corrective exercises to the prescribed for those individuals needing them.

Tumbling and Self-Testing Activities, A list of stunts was prescribed and the instructor permitted to select others if he desired. The reference which the teacher was to read in order to learn what procedure was to be used in teaching these stunts was A Handbook of Stunts, compiled by F. R , Rogers, The stunts were named and the page of the book describing it v/as given, and progression by semesters was provided.

Dancing, The boys in the junior high schools were to be taught clog, athletics, and folk dancing, and again these activities were named and references provided with provi­ sion for learning progression. 129

Health Education» One period a week was suggested for this

subject.

Health Service. A physical examination by the school physi­

cian with adequate follow-up service was recommended. The

department leader stated that there was no provision for

systematic examination of pupils. In the absence of such

service he developed a "five Point System of Physical Fit­

ness." This consisted of an examination by the physical

education teacher to discover defects, a recording of

those, a notification of parents and a follow-up and cor­

rection. Suitable awards were made in the form of certi­

ficates to those pupils who achieved a clear record.

Measurement of Achievement. In order that attainments of

physical growth, knowledge, skills, habits and attitudes

at the several age levels might be determined, Mr. Hender­

son presented scales showing minimum achievement from the

standpoint of his program. The teacher was to stimulate

interest in achievement of the previously determined

standards and grade the student according to the degree of perfection that he attained.

This program was supplemented and enriched when new material was available with accurate records kept at each

school. The program proved to be popular with the pupils 7 and teachers.

7 Interview with Mr, Henderson, March, 1970. All pre­ vious information pertaining to the proposal was obtained during this interview. 130

The following is a duplication of the July 1, 1942

minutes.

Minutes of twenty-second (Advanced) Meeting of Board of Education, June 15t 1942

REPORT ON MODIFICATION OF HIGH SCHOOL PROGRAM OF EDUCATION MADE NECESSARY BY INTRODUCTION OF REQUIRED FIVE PERIODS OF HEALTH AND PHYSICAL EDUCATION LAID OVER FOR ACTION ON JULY 1, 1942

The Superintendent submitted the following report:

"June 15, 1942

"To the Board of Education of the District of Columbia

Ladies and Gentlemen:

Under date of June 12, 1942, the Superintendent re­ ceived the following memorandum from First Assistant Superintendent Wilkinson and Assistant Superintendent Holmes, relating to Modifications of The High School Program of Education made necessary by the introduction of the required five periods of Health and Physical Education, for which provision has been made by Congress in the School Appropriations Act for 1943;

Memorandum for the large increase in the personnel of the staff of teachers of Health and Physical Education contemplated by the appropriation of additional funds in the budget for 1943, it is necessary that administratively the senior high schools be instructed to incorporate the five- period-a-week program in Health and Physical Education in the course of study beginning in September, 1942,

A committee has been appointed from among the teaching personnel in that field to prepare a syllabus which will be ready for the first semester with the opening of schools in September and for the second semester at the beginning of that term in February, 1943, This will be particularly valuable to the newcomers who will enter our service in the fall, (MORE) 131

The introduction o f the required five periods of Health and Physical Education, however, materially affects the total educational setup of the senior high schools because it reduces the availability of one full block of recitation periods and thereby restricts, to a limited degree, the number of studies which students may elect.

The joint Board of Principals, Divisions I-XIII, has studied the matter carefully and has the following proposals to make:

1. That one-half a credit per semester be authorized by the Board of Education for the new course.

2. That the required credits for graduation from the senior high schools be raised from thirty- tv/o to thirty-two and a half for the January, 1954, class, to thirty-three for the June, 1943, class, and similarly by half-credit intervals until thirty-five credits are required for the class graduating in June, 1945; and that the specific requirements for graduation shall be amended to include three credits for Health and Physical Education.

3. That for academic students maintaining an average of B or better who are preparing for college, the requirement of seven periods of work in the sciences and in Home Economics be reduced to five periods; and the same credits still be allowed. This can be done through the elimina­ tion of a certain amount of laboratory instruc­ tion and without harm to the students being recommended for college admission.

4. That for students desiring to take technical instruction, as at McKinley and Armstrong High Schools, provision of the seven-period science program shall be continued; thus students are not prevented from securing full technical instruction in the sciences by the inclusion of the requirement of Health and Physical Education five times weekly.

It seems unwise in the face of the increased demand for instruction in the sciences to do anything which will curtail the opportunities of those who desire to specialize 132

in those fields» At the same time the above provisions make it possible for the able students to continue securing a broad and liberal education and still take the required Health and Physical Education Work*

(Signed) G* C, Wilkinson First Assistant Superintendent

(Signed) Chester W. Holmes Assistant Superintendent

In June, 1942, Mr. Henderson was in charge of a com­

mittee to prepare procedures and policies for the previously mentioned five period a week health and physical education

requirement. The finished document was some three hundred and fifty-eight pages long. The next four pages are excerpts from the document: (1) Foreword; (2) Activity

Program in Physical Education; (3) Policies of the Depart­ ment of Health and Physical Education; 10th grade; (4)

Proposed Plan for Five Periods per Week of Physical Educa­ tion in the Senior High Schools,

A review of these pages reveals that Mr, Henderson was aware of some of the concerns of the physical educational profession during this period. For example, his educational philosophy was student-centered rather than curriculum- centered. Another example was his implementation of co­ educational activities in the physical educational programs in the black schools* 133

FOREWORD

This Course of Study combines the results of the work of a committee selected in June 1942 from the Department of Health and Physical Education, Divisions 1«9 and 10-13, of the District of Columbia Public School System. It repre­ sents the best efforts to meet the responsibilities brought about by the war.

Since five hours a week of health instruction and physical activities is an innovation in most schools, this plan is necessarily tentative and subject to change. Even in the short time spent by the present committee in develop­ ing this Course of Study, it is realized that many phases have probably been neglected and that after a trial use much of this material will have to be re-editcd, changed, and even eliminated to meet conditions. However, this will offer a framework on which to build.

Naturally each school will have to adapt the program to fit its particular staff, equipment, and physical plan, but it is desirable to hold to the general outline as far as possible. With the aid of additional teachers in the high schools this year, individual instruction and guidance work should take their proper places in the program. Only by an honest effort can the best results be obtained, and it is hoped that by the use of this material the results desired will be achieved.

The program of health instruction is a totally new phase of our program, and will have to be adjusted after the introduction of health instruction at the lower grade levels. The material included herein is suitable for use during the next two years, and it is hoped that teachers will realize the importance of this angle of our program and accept the important job ahead.

The activities program is geared for the first time to meet a 3-pcriod-a-week schedule. For this reason it, too, is more or less in a formative stage. It is set up on a progressive basis and all teachers are expected to follow as far as possible the plan as suggested by the committee. 134

ACTIVITY PROGRAM IN PHYSICAL EDUC/vTION

CONTENTS

Policies of the Department

Activities Program for Boys 10A-12B Girls 10A-12B

Proposed plan for five periods a week

Units of work Archery

Badminton Baseball, regulation Basketball, boys Basketball, girls

Campcraft

Dancing, American Country Dances Dancing, Folk Dance, Modern Dancing, Social

Fencing

Golf

Hockey, Beginning Hockey, Advanced

Intramurals

Marching

Setting up Exercises

Soccer

Softball

Speedball, boys Spcedball, girls

Squad Work, Indoor Tennis Tennis, Paddle Tennis, Deck

Touch Football

Track and Field Activities

Volley Ball

Rules and Regulations Governing Interhigh Athletics 135

POLICIKS OF T!S DEP.yîïî.ïKT OF Hb/iTli A2iD PHYSICAL EDÙCATICY

Explanation of Proposed Senior Hlph School Program

. »1 standards used in planning 1. A good program should recognise individual differences C, A good program should serve individual needs S. A good program should provide progression and gradation 4. A good program should achieve the accepted objectives of physical education a. bodily strength and organic vigor b. citizenship c. recreation during school years and afterward, etc. £, A good program should bo flexible

Instruction in Health and Physical Education A. The Health Instruction Program 1. The course and units of study as outlined should be followed 2. Homework and suitable tests should bo given 3. Standardized health knowledge and attitude tests should be given at regular intervals ?. The Physical Education Program 1. The course and units of study as outlined should be followed 2. Suitable tests in skills and knowledges of each activity should be given 3. A suitable pretcst-rctest program should bo carried out 4. Class period should be considered primarily a learning period 5. Emphasis should be placed on a vigorous instructional period 6. Calisthenics should be included in each class period 7. Students should bo required to take showers

Th;e Extracurricular Program

Intramural activities should be an outgrowth of and a continuation of the class work. It is hoped that from the instruction or class periods we can carry on Into the laboratory or intramural, periods, where skills, tech­ niques, attitudes, etc. may be perfected under actual gone conditions,

A. The Intramural Program 1. .A year's schedule should be made according to seasons 2, Some activity should be in progress at all times 3, A faculty member not coaching an interschool activity or .not assigned to a special project should be responsible fcr the conduct of the activity scheduled for that season 4. Other staff members arc to assist whenever and wherever possible 5. Students should be encouraged and trained to conduct intramural activities as much us possible. This is not to take the place of adequate faculty supervision 6, Provision should be made for co-rucrcational tournaments B. Clubs ' • 1, Clubs should be c? rot rational wherever possible and require the ci.c-r'"ifior of only one faculty member 2. Students she aid to encouraged- and supervised in leadership of clubs Proposed Plan For Five Periods Per Week Of Physical Education In The Senior High Schools

Monday Tuesday Wednesday Friday

Health Instruction I, Health Instruction I, IDA P.E. I Functional Anatomy and P.E. I Functional Anatomy and P.E. I Physiology Physiology (boys and girls) (boys and girls)

Health Instruction II, Health Instruction II, lOB P.E. II Basic Nutrition P.E. II Basic Nutrition P.E. II

Health Instruction III, P.E. Ill Health Instruction III, llA P.E. Ill Personal Appearance, Personal Appearance, P.E. III Rest and Relaxation, Rest and Relaxation, Alcohol Alcohol (boys and girls) (boys and girls)

Health Instruction IV, Health Instruction IV, IIB P.E. IV Required First Aid P.E. IV Required First Aid P.E. IV (boys and girls) (boys and girls)

Health Instruction V Health Instruction V 12A P.E. V Home Nursing (girls) P.E. V Home Nursing (girls) P.E. V Safety (boys) Safety (boys)

Health Instruction VI Health Instruction VI 12B P.E. VI Mental Health and Social P.E. VI Mental Health and Social P.E. VI Relations Relations Class selected problems Class selected problems W (boys and girls) (boys and girls) O' 137

After the implementation of the five-day physical

educational requirement, Mr, Henderson continued to work

for the improvement of the total physical educational 153 curricula in the black schools of Washington, D*C.

In the 1950-51 school year Mr, Henderson sent the

following bulletin to his subordinates in the black elemen­

tary schools in an effort to improve their total physical

educational programs. Bulletins for the school years 1950-

1951, 1952-1953, 1953-1954 were the only ones the author was able to locate although Mr, Henderson sent them out

annually from 1928 until 1954, In this bulletin Mr, Hender­

son reminded the instructors that "physical education is a

Daily Activity, and should be taken out of doors whenever possible,"

During this same year, Mr, Henderson endeavored to

improve the intramural program, and the locker room pro­ cedure in the black high schools as part of his overall effort to increase the effectiveness and the relevancy of

the students’ physical educational experience (see

Appendices 20 and 21), 138

/ lei'AKIHaiT OF HEALTH, PHYSICAL EDUCATION AND SAFETY ■ Horse School n Street bet, N. J. Ave., & ?th Street, N, W. Vi'ashingten 1, D. 0. Ele.xentary Schools Telephone NA 6000 Ext. 2lilO 1950 - 1951 BULLETIN’ NO. 2 (Second Semester)

Physical education is a DAILY ACTIVITY, and should be taken out of doors whenever possible.

INTEPlfEDIATE GHADE3 (U,5, and 6)

I. Review Fundamentals at the beginning of the semester. (See Bulletin No. l)

II. Program of Regular Physical Activities

Rhythmical Activities - Review fundamental steps (Bulletin No, 1)

Hinuet Norwegian Mountain March The Crested Hen Old Dan Tucker Come, Let Us Be Joyful ’ Polly-.Volly-Doodle * Swiss May Dance Badger Oavottee Creative Rhythms

Athletic Games of Low Organization and Fjndamental Athletic Skills See Bulletin No, 1

Organized Athletics (5th 6 6th grddes)

Softball Track and Field Volleyball (6th grade girls) (broad jump, relays, sprints)

Games'

Catch of Fish Bear and Cattle Maize Tag The Boiler Burst VlS-a-Vis Corner Ball proad Jump * Circle Chase ’ Line Zig 2ag One, Two, Three, Change *

Individual Athletic Events (Achievement Tests) • GlHbS ' • BOYS Standing Broad Hop Standing Broad Jump LO yards dash ' liO Yards dash Playground Ball Throw for Accuracy Playground Ball Throw fer Accuracy nineties and Free Exorcises Consult Neilson and Van Hagen on any grade level

Relays

Attention Relay Shuttle Relay Circle Relay Over and Under Relay In and Out Relay Rescue Relay

Stunts (Mats or grass should be used when tunbling) 139

Coffci Gririding Jur.pin^ Jack Tccc and Turn N'ovnlt/ V.alk Juggling Y.'oni Walk Kr.eel and Spring Keel Grasp Race Elbow Bend Leap Frog ' Full Squat Sit l!p

Setting-Up Exercises

Grade li - Lesson No. 3 Grade 5 - Lesson No. 5 Grade 6 - Lesson No. 6

III. Safety Education

Use "Suggested Units in Safety Instruction" Unit No. 2 Hone Safety Unit No. 3 Coir.nunity Safety Also, "Suggested Guide for Elênent.ary Instruction", Upper Elementary Grades - issued by the American Red Cress Association Units for February thru V.ay (incL.) . ....

IV. Posture Consult Bulletin No. 1

Games

One, Tw’c. Tlnee, Change

Divide the players into two equal groups. They line up so that they are parallel, a good distance apart, and facing each other. Choose three extra players to stand in the center area. The center players and the line players number off by three. When the teacher calls, "Two, change I" (cr one or three) the number two players exchange sides, and the center number two player attempts to tag as many as possible. The tagged players are eliminated from the gar.;'. Each time a .lumber is called, the canter player with that number tries to uag the players as they exchange sides. After a given time, the center player who tagged the greatest number of players, wins. Change center players and repeat. The teacher shsuld call the numbers quickly so that the line ar,n center players arc taken unaware.

Broad Jump

Simple line relay formation. Players stand behind the starting line. Several yards .away from the starting line, in front of the team, mark the take off line and about 1 yd. away from the take off lire, mark the finishing line. The captain of each team stands at the finishing line to keep score. At a signal the first player on each tedm walks to the take off line, and witn both feet toeing the lint, he bends his knees, tilts his body forward, and jumps forward landing on both feet. If he clears the finishing line, he scores one point for his team. He touches off the second player and stands at the end of his team. Continue until all have had a turn. The team with the highest score, wins. Choose new captains and repeat.

Notes See Neilson and Van Hagen and your regular Course of Study for the activities listed.

( ■> Directions are attached.)

(Signed) E.B. KEtiD.iRSON Head of Department

-2- 140 -ISI '

• Pol lv-V

Oh, I went down south for to see my Sal, Sing polly-wolly-doodlc all the day. My Sally ao a spunky gal, Sing pi lly-wolly-doodle all the day. Chorus Fare thee well, fare thee well. Fare thee well, ny fairy fay. For I'm going to Louisiana For to see my Susyanna Sing polly-v.’olly-doodle all the day.

Divide the children into sots of two couples. The sets are in a large circle formation. The couples in each set face each other. The backs of ere set are toward tlie backs of another set. Children sing the words.

Verse Line 1: forward and back (Join inside hands and walk forward four steps to opposite couple.) Line 2: iValk backward four steps to place. Line 3 and lii Four children in a set join hands aiid skip around once in a circle. Chorus Lines 1 and 2; Drop partner's hand and join both hands with opposite child. Take four slides to the center of the circle and four slides back to place. Lines 3,h, and 5: Join rignt elbows with same child and turn around once (eight skips.) Verse Linos 1 and 2; All cnildron in a sot join right hands together overhead. Skip around to the right, eight steps. (Windmill) Lines 3 and L: All children in a set join loft hands together overhead. Skip around to the left, eight steps. (Windmill) Chorus Lines 1 and 2: Forward and back. (Join hands with partner and walk forward four steps to opposite couple.) Walk backward to place, four steps. Lines 3,L, and 5: Drop hands and pass forward to meet the next ^ couple.

-3- 141

In the 1952-1953 school year, Mr. Henderson sub­

mitted Bulletin No. 1 to the black senior high schools of

Washington, D.C. This document reveals Mr. Henderson's

interest in attempting to improve the over-all physical

educational programs in the black high schools.

Some of the main parts of this bulletin is as

follows: %)ecific procedures for class organization;

teaching of season activities; time allotted for students

to shower; procedures for testing students' skill achieve­

ment level; specific physical skill tests for girls and

boys; an intramural requirement for all black high schools;

a health and safety educational requirement for all black

high schools.

PUBLIC SCHOOLS OF THE DISTRICT OF COLUMBIA DEPARTMENT OF HEALTH, PHYSICAL EDUCATION, AND SAFETY OFFICE IN MORSE SCHOOL R STREET BET^VEEN NEW JERSEY AVENUE AND FIFTH STREET NW. WASHINGTON 1, D.C.

NA-6000 Ext. 2410. 2543

SENIOR HIGH SCHOOLS FIRST SEMESTER 1952-1953

Bulletin No. 1

A. Physical Education

1. Program Teachers in Health, Physical Education, and Safety are requested to plan lessons to include the following outline in keeping with content and methods of the approved course of study. 142

2» Class Organization a. Organize pupils in squads and platoon, b. Classify all boys for testing programs.

3. Class Procedure (suggested) a. Dressing and class attendance.o,,., 6 minutes b. Setting-up exercises».. 6 minutes Co Season activities...... 20 minutes d. Run...... 1 minute e. Showers and dressing...... 10 minutes

4. Testing Procedure a. Test by squads so that groups not being tested may engage in other activities. b. Prepare Achievement Scale charts for skills in activities to be taught this semester, c. Post these charts in gymnasia where they may be easily seen and read. d. Discuss results with individuals tested. e. Work out a program of remedial work for those in lower 20 per cent of the scale scores. (See testing bulletin for Achievement in Physical Education for suggested exercises.)

Classification and testing should be done dur­ ing the first two weeks. This will help in pupil motivation. Among other things, test results indicate the quality and content of the teaching program. Information tests should be used by all physical education teachers. This will develop a background of sport's knowledge and a vocabulary of correct sport's terms.

5. Tests

For Girls For Boys

a. Push-ups Push-ups b. Sit-ups Sit-ups c. Standing Broad Jump Jump and reach d. Potato race or SO yard dash 40 yd. dash e. Basketball throw- Football throw- distance distance

B. Intramurals

Each school should plan for intramural schedules in activities of team and individual gaune types. Such a program should be as extensive and as varied as the 143

facilities and personnel make possible* A "Spot’s Club" organized of pupils with pupil leadership is valuable* I recommend intramural programs in handball, table tennis, archery, shuffle board, tennis, golf, etc*, among the individual events. IVherever possible intramural schedules should exist for games like bas­ ketball, touch football, volleyball, hockey, etc*. . Please note any plan for intramurals on your advisory lesson plan*

C. Safety Education

Teachers are urged to give every consideration to plan­ ning for the safety of children in all of the activi­ ties they engage in. Apparatus should be inspected periodically for loose bolts, and evidence of wear and tear. Mats for protection should be used wherever needed. In short, plan to prevent accidents* Have you ^ First Aid Kit available?

D. Lesson Plans

Building chairmen are requested to secure copies of lesson plans and program cards for each teacher in the department and send them to ray office by the following dates with the initials of the principal or assistant principal :

September 29th for 1st Advisory Plans and Program card giving (teaching assignments, kind of work, number of pupils in class, pupil load) October 17th for 2nd Advisory Plans November 28th for 3rd Advisory Plans

tVhenever weather is suitable activity program should be out-of-doors. However, an alternate plan should be sent in for indoor work when outdoor programs are not possible* Teachers should plan "squad" programs and indicate the stations and events for indoor apparatus or outdoor stations. Use setting-up exercises from the Bulletin on Setting­ up Exercises.

E. Health Instruction

Senior High Schools aore expected to teach Health Units for the semesters indicated* Because in 1951-52 all senior high pupils were required to be taught First Aid and, or. Home Nursing for Civil Defense, the units of work for 1952-53, and 1953-54 had to be changed to make 144

it possible for boys and girls to be instructed in the units normally graded for each semester*

Revised Plan for Senior High School Health Units

First Semester Boys 1952-53

lOA lOB

Personal Hygiene ^Personal Hygiene

llA IIB

Mental Health Nutrition

12A 12B

Community Health and Disease Five hours of Control activity (boys)

First Semester Girls

lOA lOB

Personal Hygiene Nutrition

llA 118

Mental Health *Mental Health

12A 12B

*Home Nursing Community Health

*These units were replaced in 1951-52 by First Aid and Home Nursing*

E. B, Henderson Director Division 2 145

The next four pages are a reproduction of Bulletin

No, 2 which was sent to the black senior and junior high

schools of Washington, D.C. for the 1953-54 school year

by Mr. Henderson. During a telephone conversation on

March 30, 1971, Mr. Henderson informed the writer that

these bulletins were distributed annually but the writer was

only able to locate this one. An investigation of this

document reveals Mr. Henderson's efforts to give the stu­

dents the best physical education, health and recreational

programs. Specifically, one can discern some differences

in this bulletin and the previous year's bulletin.

These differences are: (1) Students are given a pre­

test and a post-test to determine the degree of skill im­

provement at the conclusion of the training period; (2)

each class was instructed to maintain class records of

students' achievements on skill acquisition; (3) there are

suggestions to school faculty concerning circumstances when

students should function as members of squads in order to

facilitate the accomplishment of specific objectives; (4)

school faculties are given suggestions regarding the

utilization of teaching aids in physical education and health instruction curricula. 146

r::a7C ;;ci!cc;i> ov t»f district ci" ccl't-'bia DKTA-iT’ISrT CF tr.A!.r:i, riA7,IC<.L roUCATlOl;, ATKUhTICS AIO SAFETY VIOl&XFn SCHOOL 3/,th STRE:'T AHD PRC3: KCT AVTCniF., f!. V.'.

WA-F-40C0 Fjct. 2A10-25A3

S'l.lOR HÎOH SCHOOLS SECOND SFJIiSTER 19)3-54 JUIIIC-: HISH SCHOOLS * ,

PuLletln Mo. 2

A . Physical Education

1. Frcgra.Ti Tpaciiers in Health, Physical Education, and Safety are requested to plan lessons to include the following outline in keeping with content and i.':cthods of the approved course of study,

2. Class Orraniration a. Organize pupils in squads and platoon. b. Classify all boys for testing programs,

3. Class rroccdure (surnc sted) a. Dressing and class attendance A minutes b. Setting-up exercises...... 6 minutes c. Doascnal activities 20 minutes d . Run 1 minute o. '.I'owers and dressing...... 10 minutes

L. Testing Procedure a. lest by squads so that groups not beiiuj tested may engage in otr.er activities. b. ! repare Achievement Scrle Chart s for skills in activitifs to be t.au(;ht this semester. c. lost these c.'.arts in ryr.'r.asia where they may cc easily s-’m and reed. d. Discuss results with individuals tested. e. V.'cr); out a program of remedial work for those in lower 2 ‘1'S of ttie scale scores. (See testing bulletin fsr Achievement in ihysioal '/iucation for su^pgest ed exercises.)

Classification and testing should bo done during the first two weeks. Tliis will help in p.ui.il .motivation. Among other tl.ir.gs, test results indicate the quality and contort of tt.c teaching prorra,m. Infoioralicn tests should b»i used by all physical education teachers. This will develop a background of sports knowledge and a vocabulary of correct sports terms.

5. Teachers arc requested to test pupils to ascertain initial abilities and imprcve;'ier.ts in the following tests; For Girls For Hoys 40 Yard Run PO Yard Low Hurdle (herdor High) dump and Reach 50 Yard Dash (Au:,!or High) I'laygroitnd Hall Throw for Accuracy Running High Jump or for Distance Playground Throw for Accuracy of for Distance (12-inch ball)

Use class record forms. Secure a supply of foi-ns from this cffice. I 1 4 7

- 2 -

f~. F.vnry teacher is requested to send to this office lesson plans for each ad%'ir.cry pro%rar. of physical education, and for senior high schools health eiiucation, on or before the following dates; February 15, Xarch 15 and Kay 2, 195^.. Plan foras are available at this office.

7. Kach derartT.ent - i.’.en and women - is asked to send in a floor and/or field plan indicating stations for a varied number of activities to be conducted one or more days â week as squad activities. Seme departments have shown initiative and thought to this. Others have not. Some have indicated stations for the following:

For outdoors For indoors Jumps of many types Eancing Parallel Bars bashes and Runs Jumps Ropes Throws Dashes and Runs Stall Bars Batting Shuffle Board Tumbling Pitching Ping Pong Game Skills Catching Goal Throwing Achievement Tests Varied athletic events Target Throwing Game skill practices Apparatus: Achievement tests Horse Horizontal Bar

8. Fach teacher is asked to send in a program card not later than Feb. 15. Prceram cards shouln show the classes taught at each period, the kind of v;ork (activity or health instruction), number in each class, extra assignments, and total teaching hours. Please indicate the time schedule for class periods in your school.

B. Intramurals bach school should plan for intramural schedules in activities of team and individual g.ane types. Such a program should be as extensive and if varied as t'nc facilities and personnel make possible. A "Sports Club" organized of pupils with pupil leadership is valuable. I recommend intramural pro­ grams in nandball, table tennis, archery, shuffle board, tennis, fJoif, etc. among the individual events. Wherever possible intramural schedules hnculd exist for gam.es like basketball, touch football, volley ball, hccke.v. etc. Please note any plan for inlramurals on your advisory lesson plan.

C . Safety Kducation Teachers are urged to give every consideration to planning for the safety of children in all of the activity they engage in. Apparatus should be inspected periodically fcr*loose bolts, and evidence of wear and tear. Mats for protection should be used wherever needed. In short, plan to prevent accidents. Have you a First Aid Kit available?

D. Health Instruction S-ar.ior H i .?h Gchools are expected to teach Health Units for the semesters indicated. Because in 1951-52 all senior high pupils were required to be taught First Aid and/or Home Nursing for Civil Defense, the units of work fo," 1952-53, and 1953-54 had to.be changed to make it possible for boys and girls to be instructed in the units normally graded for each semester. 1 4 8

- 3 -

Revised Plan Tor Senior Hlph School Units

Second Serrr.ster Boys 1953-5A

lOA lOB

Personal Hygiene Pirst Aid

IIA -- Mental Health Nutrition

12A 12B

Community Health and Disease Control Five hours activily(tovs)

Second Semester Girls 1953-54

lOA ion

Personal Hygiene Nutrition

llA IIB

Mental Health First Aid

12A 12B

Home Nursing Community Health

SUG3FSTFD PR0CFDURF3 FC'P. SQUAD ACTIVITY

1. As soon as classes are adjusted on the opening of a semester, tt" rupiis should lie organized as platoons and squads. (See previous bul.i-’‘ i'. for such organization or consult military personnel in the senior hi.’h renvois./

2. As pupils enter the gj-muiasiun, they_ should proceed to change ijitc ,.r.i f ir.'-.is, hand over valuables for safe keeping to a leader or teacher or. cutin the dressing rooms.

3. Have pupils "fall in" as platoons on the letters painted on the floor de­ signating platoon and squad stations. Let the roll be taken rapidly in this foiuiation. (Note if other methods for roll taking are used, cor.nand "fall in" after roll.)

4. Wheel or march platoons into formation for setting-up or varmirg-ur exerC'Pes. Use sot "ROTO" commands for separation and giv- several exercises. 149 "

- A -

5t Command a^uads to proceed to designated activity stations. Thon by whistle sound, denote beginiüng of activity:

a. Leaders should bo trained and stationed at the several activity posts. They should be trained in the type of activity and in safety measures.

b. Keep squads on line in designated area permitting only one pupil to leave his position in line. The other members hold the line.

c . Teacher gives closest attention to most hazardous exercise or difficult situation.

6, Plan to give two or three squad activities each squad activity day. On the next day have squads rotate.

7. have class move orderly to showers, dressing, and assemble for dismissing.

P. Dismiss orderly.

TE/.CHIt.'G AIDS

Physical Education 1. Pare ;'."er-nraticns in advance of class. Pe sure materials are available; bills, ip'paratus, mats, markings, etc.

2. Have printed on the wall, where permitted, Achievement Tests Scales for the events, used in the gymnasiums. Por outside Achievement Scales, nave charts made to be used when these events are scheduled.

3. Squad i.'tders should be assembled occasionally for training as class leaders, locker and dressing room attendants, equipment .and office assignment, a.cd activity leaders.

Health Instruclicr. (Denior Hirh School) 1. I'.’.an i( sv: : ' and | rtpare daily fcr each unit of work : a. Uni ere '^ytbcoks have been issued on a per pupil basis, hav- on textbook; for eacn unit of work in the class. b. futli.no on t‘'.e blackboard the assigned unit of work fcr the w.-' k 'r advl'.K-ry period. c. If i.-pi.F ta'r.inj- two or more grades of work are in th.e same cl:.; - poricd, di yide the class into groups. Provide assignments for each u:.:t hy pa y . t:pic or otherwise. d . h':.u recitation of and instruct orally one group and "oquir- o' c r groups to read, write, study or prepare for the next rc-c’ta* io” . e. Assign home work.

2. Clea'iiness - Health cn.i cleanliness and education and cleanliness are ir.'iiv. klo. Teachers are lu-gcd to keep clean d-cssinc routs, offices and vus, and teac.u pupils this cultural side of life, .:-l = o '.v s'.ire of good vcn'-ilation.

Teachers arc at liberty to use any organization or modification .of this p ’ a.i that will miet the objectives of health, physical education ana s.ifc:y or. .'. brcar scale. However, I suggest that if this organization cannot 'je ]-lsr.r.»d. should like a conference to discuss reasons. S . 3. lienierson, Director 150

Physical Educational Objectives for Black Secondary Schools

Specific objectives for the secondary schools' physi­

cal education program were not stated until heads of departments for the two divisions of the school system were

first appointed in 1924, In 1928 Mr, Henderson, head of

Division X-XIII, stated that the objectives for his

Division were » physical, mental, moral, and social adjustment of pupils to their environment during childhood and to develop power for adjustments in adult life,"^

The objectives for the program of Division I-ÎX were not stated at this time by G, Harris IVhite, Head of 9 Divisions I-IX,

According to a discussion by the heads of the depart­ ment of physical education, Mr, Henderson and B, E, Bayh, those objectives accepted in 1934 were to "increase health and permit worthy use of leisure time,"^^

Mr, Henderson, the head of the physical education work for the secondary schools. Divisions X-XIII, pre­

sented a course of study in 1928 in order to achieve these objectives. The course has continued to be adhered to in

g Thompson, o p , cit,, p, 84,

9lbid.

l°Ibid, 151 all of the schools as far as personnel, equipment, and facilities have permitted,

Realizing the importance of explicitly stating a philosophy and objective for their educational divisions, in 1939 Mr, Henderson and Mr. Bayh drew up the subsequent document ;

PHILOSOPHY OF EDUCATION as drawn up by The Heads of Departments, Divisions 1-13

Education on all levels must give equal opportunity for all in order to promote the progress of our democracy itself through the development of each individual * Every child should be given an opportunity to have the education that will fit his needs.

I. Learning is a process of growth as a result of the pupil’s own mental and physical experiences. These experiences must be purposeful and chal­ lenging, and productive of satisfaction to the child.

IIo Teaching should generate: respect for the feel­ ings, opinions, and judgments of others; respon­ sibility for social situations; an understanding of the values of work; cultural appreciations; integrity and sincerity.

III. The programs of instruction must fill conscious needs and offer close contacts with life and reality. They should assist pupils in adjusting themselves as integral and self-sustaining members of the social group. They must be presented to the pupil as a challenge to work creatively and analy­ tically.

IV. Since much of this program devolves upon the per­ sonality of the teacher, rigorous training, deep and sympathetic insight into pupil development.

^^Interview with Mr. Henderson, March, 1970. 152

and the capacity to inspire should be among the teacher's minimum professional qualifications.

March 31, 1 9 3 9 I2

Along with these problems, which resulted from insti­ tutionalized segregation, Mr, Henderson confronted problems which resulted from perverse beliefs by top school and other officials. A case in point would be Commissioner Guy Mason,

Commissioner of Health, who opposed expanded physical edu­ cation and health improvement opportunities for all junior students and senior high school students of Washington,

D.C.--both black and white— with the following rationale;

Expansion of the school medical inspection program in the public junior and senior high schools is a means of improving the physical fitness of Washington youth of wet nursing the children. . . . It's a job for the parents. , .

If the parents or the children themselves don't look out for their physical fitness, then it's too bad for the children. .

Furthermore, Commissioner Mason opposed the idea of instituting a "comprehensive health program" in the junior and senior high school and stated: "(Vhy stop there? Why not follow the children right on along into their stores and offices until they die? iVhere are you going to draw the line?"^^ (See Appendix 39.)

^^Edwin B. Henderson papers, Moorland-Spingarn Collection, Howard University Library (March 31, 1939). TO Based on a newspaper article written by John W. Thompson, Jr. (n.d.).

l^Tbid. 153

Along with the insidious forces of institutionalized racism and shortsightedness of top officials hammering away at Mr, Henderson’s efforts to provide the black children of Washington with the optimum physical educa­ tional program, Mr, Cato Adams elucidated the opposition that was expressed by some of the black theologians,^^ In essence, Mr, Adams disclosed that these opposing theolo­ gians were of the conviction that in order for one to gain favor in the grace of God and ultimately be blessed or saved was for one to constantly work because idle hands were tools of the devil. These theologians believed that playing of any sort was the fulfillment of the devil's most fervent desires and that he encouraged and promoted play so as to win more people over to his depraved ways,

Mr, Adams emphasized the fact that these theologians were strong oppositional forces with which Mr, Henderson and others have had to deal with during the early years,

Summary

In summary, one is aware of a steady improvement of the physical education, health, intramural and recreational programs in the black schools of Washington, D,C, during

Mr, Henderson’s career.

^^ersonal interview with Cato W, Adams, December 23» 1970, IGlbid, 154

This chapter also discussed the five period a week

proposal which was initiated by Mr. Henderson in 1942.

In addition, Mr, Henderson was the chairman of an elected

group of educators who devised policies explaining this

five period a week physical educational requirement.

In addition. Bulletin No. 2 for black elementary

schools (1950-1951), Bulletin No. 1 for black senior high

schools (1952-1953), and Bulletin No. 2 for black junior

and senior high schools (1953-1954) were presented in this

chapter so as to vividly and objectively reveal how

Mr. Henderson endeavored to institute the same types of

physical educational program in the black schools that

were discussed in professional circles, written about in professional literature, or that were found in some white

schools.

This chapter also traces the development of

specific educational objectives for the secondary schools of Washington, D.C.

Finally, this chapter concludes with a presentation of some of the secular and ecclesiastical problems that

Mr, Henderson had to deal with during the latter part of his career. CHAPTER VIII

LITERARY ACHIEVEMENTS

This chapter deals with Mr. Henderson’s prolific writing habit during his career. The first section is concerned with his practice of writing letters to newspaper editors commenting on many controversial matters in society#

The second part of this chapter addresses itself to books that Mr. Henderson wrote or that he greatly assisted in writing.

Letters to the Editor

Beginning in Pittsburgh, Pennsylvania at an early age,

Edwin Bancroft Henderson demonstrated his intellectual precocity through his ability to read in front of a class#

During his high school days, Mr# Henderson’s intellectual ability continued to grow# This growth was manifested through his writing for and to newspapers; he started by reporting sports events and later wrote letters to editors#! He wrote letters about the crucial issues of the day, mainly to controvert discrimination and the in­ humane denial of basic human rights; it was also his intent

^Afro-American, August 28, 1954, p. 3, col# 1#

155 156 to foster a sense of awareness and dignity on the part of 2 black people. This desire motivated Mr. Henderson to publish a supplement to Who *s IVho in Colored America in

February, 1955 entitled "Progress of Colored Americans in

Metropolitan Washington" (see Appendix 22). These letters 3 brought many praises as well as condemnations. Mr. Hen­ derson ralated;

In 1964 the esteemed Robert Kennedy, at whose house we (Mr. and Mrs. Henderson) some­ times met, praised me for my letters and said he hoped that more Negroes would answer the people in opposition to our views.^

Mr. Henderson revealed that neither he nor his family has ever been physically molested as a result of his letter writing, but added;

Not only have I a large collection of anonymous letters but so virulent were the telephone calls to my home all through the night dating back in 1915 that my phone was unlisted from that time until 1964.

One time when the K.K.K. was parading regularly throughout Arlington County and our N.A.A.C.P. was making headlines, I was threatened so much that I went to Superintendent Kelly of the Washington Police and asked permission to carry a pistol in my car. This he granted and told me to 'Kill any of the God-damned K.K.K. people who bothered me on my ride to and from Washington.5

2 Edwin B. Henderson Papers (newspaper articles, n.d.), Moorland-Spingarn Collection, Howard University Library, g Personal interview with Edwin B. Henderson, March, 1970.

^Ibid.

^Ibid. 157

Henderson has had over three thousand letters pub­ lished and there are over 1,000 in a collection in the

Moorland section of the library at Howard University,

Washington, D.C* (see Appendices 23 and 24).^ d. Waldo Fawcett, an associate editor of the Washington Star, in

1954 said that Mr, Henderson had contributed more letters to the editors of Washington newspapers than any other 7 citizen.

He has had articles and letters published in the

Washington Star, the Washington Post, the Times Herald, the Washington Daily News, the Washington Tribune, the

Baltimore Sun, the Richmond Times Dispatch, the Norfolk

Journal and Guide, the Afro-American, the Pittsburgh

Courier, the Atlanta Daily World, Birmingham World, the

Florida Sentinel, the Ohio State News, the Call and Post of Washington, D.C., the Cleveland Call and Post, the

Detroit Tribune, the Savannah Herald, and the St. Paul g Recorder « Contemplating his productive letter writing career, Mr. Henderson remarked:

Perhaps the beginning of my hobby of writing letters to the editor began before I reached

^Henderson Papers, Moorland-Spingarn Collection (news­ paper articles, n.d.), 7 Afro-American, op. cit.

^Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.). 158

high school. After a ball game between my team and an opponent I wrote the results of the game and walked a couple of miles to the office of the Washington Star newspaper to have it pub­ lished for which I was paid a penny a line. I appeared on the then single sports page. This began my thousands of letters to the editors which I write down until today

Mr. Henderson's most recent article entitled "The Negro

as Athlete" appeared in Crisis magazine's February, 1970

edition.

During the early years, Henderson and Curly Byrd,

who later became President of Maryland University, were

fellow sports writers on the then one-page sport section

of the Washington Star. Mr. Henderson recalled;

When I refereed a football game or came from a meet, I would usually write it up and send it to the Star. These were the days when there was very little in the sports columns of the papers. I also used to select, after the fashion of Walter Camp, an All-American Football Team among the Negroes. This was accepted as our All- American team and this was published also in both the newspapers and in my book,^^

In 1911 (following the practice of Walter Camp)

Mr. Henderson selected the following men to the black All-

American team and annual selections were made thereafter.

9 Interview with Mr. Henderson, March, 1970,

^^Edwin B. Henderson, "The Negro As Athlete," Crisis (February, 1970), pp. 51-56,

Interview with Mr. Henderson, March, 1970.

12 Edwin B. Henderson, The Negro in Sports (Washington: Associated Publishers, Inc., 1939), p. 112, 159

Ends - Oliver and Slaughter of Howard Tackles - Aiken of Hajipton and Goss of Lincoln Guards - Johns of Shaw and Clelland of Howard Centers - Warner of Hampton Halfbacks - Pollard of Lincoln and Gray of Howard Fullback - Brown of Shaw Quarterback - Collins of Lincoln

Interscholastic Athletic Association Handbook

Commenting further about his writing in general and

about his writing of the I.S.A.A. Handbook specifically,

Mr* Henderson recollected;

I was living in Falls Church in 1910 following my marriage which was about nine miles from my office. I was forced to remain in Washington, D,C* for four hours in mid-day when there were no recreational activities scheduled was in charge of recreational activities as an employee of the Recreation Departmenj^. I began to write stories of athletics and secured the help of the Spalding Sporting Goods Company to write one of their manuals about the work in Washington, D,C« and Negroes in athletics. I wrote many articles and wrote to Negro coaches and beginning directors in the South, I wrote ghost articles for several I.S.A.A. members and published records and pictures sent to me from the southern schools. This was the first book on athletics by Negroes,

I published this book, known as the I.S.A.A. Handbook for 1910, 1911, 1912, 1913 and was prepared for 1914 when the beginning of the war with Germany in Europe caused a closing of the Spalding stores abroad and curtailed publications.

Altogether, 15,000 copies of the booklet were published. These books were sold to us at 5d for each copy and we retailed them at lOd to cover expenses to the colleges and schools. I think we sold about 10,000 of them in the South in those years. Dan Ferris, who was then the Executive 160

Officer of the Amateur Athletic Union, was a great help in bringing the first publication into being

The Interscholastic Athletic Association Handbook had the distinction of being the first book that was ever written by a black man which dealt specifically with black athletics in black schools*

Books vVritten by Edwin B. Henderson

In addition to letter writing, handbook publications and professional articles, Mr* Henderson is also the author of the first historical textbook. The Negro in Sports, of black athletes and their accomplishments*^*

The Negro in Sports was the first major book to deal comprehensively with black athletics in 1939* Inciden­ tally, this was the same year that Menkes* Encyclopedia of

Sport was first published* In fact, the only books that preceded The Negro in Sports were; John L* Krout’s Annals of American Sport, 1929; Jennie Holliman's American Sports i.1785-1835) , 1931; Herbert Manchester's Four Centuries of

Sports in America, 1490-1890, 1931* However, these latter books did not deal with sport or athletics in terms of black participation or involvement as did The Negro in

Sport* This is also the first major text, concerning black

13 Interview with Mr* Henderson, March, 1970*

^*Personal interview with Cato W* Adams, December 23, 1970* 161

athletics, that was written by a black man.

The Negro in Sports provides a historical account of

black participation in interscholastic, intercollegiate

and national athletics. This book also provides a

historical account of the efforts to organize interschol­

astic, intercollegiate leagues and officiating groups.

This book reveals many of the hardships that black athletes

were forced to contend with during their endeavor to par­

ticipate in athletics.

The idea for this book was conceived in 1938 by Dr,

Carter Woodson v/ho asked Mr, Henderson to write a book on

the Negro in sports,Dr. iVoodson was a dedicated

educator and historian from the hills of West Virginia,

Dr, Woodson worked in the coal mines to finance his educa- 17 tion at Virginia University, He received his M.S. at 18 Howard and his Ph,D. at Harvard University in history.

Dr, Ut)odson was a high school principal and a college dean who gave up teaching in the early 1920’s to organize and administer the Association for the Study of Negro

Life and History in Washington, D,C,^^ With Dr, Wbodson's

^^Afro-American» op, cit,, col, 3,

l*Ibid, 17 ^'Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d,), IGlbid,

l*ibid. 162 constant support and encouragement, and after having spent

many days examining old newspapers and other relevant

sources in the Library of Congress, Mr, Henderson pub­ lished The Negro in Sports in 1939.20 The book was an

instant success and the first edition of about 10,000 21 copies was soon exhausted. Some of the reviews and comments regarding this book were as follows (see Appendix

25):

Jay B. Nash

(Professor of Education, School of Education, New York University; Former President of the American Association of Health, Physical Education and Recreation)

Please accept my very sincere congratulations on the excellent piece of work you have done in the collecting of your data on The Negro in Sports. I took the book home over the week-end and went over it carefully. This is a very valuable contri­ bution to our literature and it has been done in a very excellent way. It is a book that ought to be in the hands of everyone who is interested in the history of physical education in America,^

Jesse Feiring Williams

(Head of the Department of Health and Physi­ cal Education of Teachers College, Columbia University in New York City; Former Presi­ dent of the American Association of Health, Physical Education, and Recreation)

2®Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n,d.).

Interview with Mr, Henderson, March, 1970, 22 Based upon a brochure prepared by Associated Pub­ lishers, Washington, D.C,, 1939, This is true for foot­ notes 23-25, 163

This is an excellent account, and you are to be congratulated indeed.

Frederick Maroney

(Professor of Physical Education at Teachers College, Columbia University; Former Presi­ dent of the American Association of Health, Physical Education and Recreation)

I have gone through it with interest and profit. It is a long needed book. It contains a wealth of information. It should be a challenge and an in­ spiration to all of us.

James Edward Rogers

(Director, National Physical Education Service, of the National Recreation Asso­ ciation)

. . . Your fine book arrived. Good job. There has been a need for just such a book. / T V con­ gratulate you on doing this necessary job. 5

A. Kiqer Savoy

(Assistant Superintendent, Public Schools, Washington, D.C.)

You have gathered a wealth of authentic infor­ mation as to the contributions made by Negroes in and to the world of sports and have ma^e such data available to the public in such /anZ effec­ tively impressive way as to be a service of in­ estimable value. . . . It is my sincere hope

^^Ibid. 24ibid.

25 . Ibid. 164

that Negro in Sports will enjoy a widespread circulation that it merits.^®

E. D. Mitchell

(Editor of the Journal of Health and Physical Education^

• • • I have glanced through the contents and find them very interesting. The chapters are well organized and contain a wealth of informa­ tion which I am glad to have for reading and reference purposes

Arthur Carter

(Sports Commentator for The Afro-American)

The publication (The Negro in Sports) is, by far, the most valuable volume ever printed on the history of the colored man in sports. For years, there has been a decided need for such a book in the study of American Athletics, and Dr, Henderson who has been identified with sports and physical education since his child­ hood days, has delved deep into his personal experiences as well as the research laboratory for material for his enlightening literary con­ tribution, This most timely publication traces the work of colored men in sports from the memorable days of Abram Molineaux Hewlitt, described as "the first teacher of gymnastics in Harvard College," to the present parade of stars who are blazing brilliant trails in collegiate, amateur and professional feats of endeavor, , . The 360 page publication is full of such inter­ esting and enlightening facts on colored sports history and many illustrations. It should prove valuable, too, to the schools and colleges which offer courses in the study of physical education as no study along this line would be

2*lbid.

27 Ibid. 165

complete without knowledge of the doings of dark- skinned athletes.28

John Lardner

(North American News Alliance Sports Writer)

In his new book, The Negro in Sports, Edwin Bancroft Henderson, head of the department of health and physical education of the Washington, DoC., colored public schools, traces the history and the development of Negro baseball and the long, losing struggle to introduce colored players into the National and American Leagues where--as anyone who has watched the better colored teams will tell you--a good many Afro- Americans belong, on their merit. .

T. J. Anderson

(Assistant Director of the Washington, D.C,, Recreation Department)

The book is written in clear, simple and vivid style with seldom a tendency to overstate the facts. It tells what the recreation leader wants to know; is accurate and authentic; and profusely illus­ trated. . . it should become an essential_part of the recreation worker's reference shelf

Buster Miller

(Writer for the New York Age)

Here, in one compact volume, is the best chron* icle to date of the deeds of great Negro athletes of the past and present. Long obscured by time and prejudice, unfamiliar names at last come to

^^Afro-American, November 11, 1939, n.p.

^^The Washington Star /Washington, D . C . % , November 2 1 , 1939, nip:------

30 Brochure prepared by publishers, 1939. 166

light as the forerunners of our contemporary athletic stars. The volume covers a span of some seventy years and is packed with fact.

It is a far cry in football from Jackson and Lewis of Amherst to Washington and Strode of U.C.LoA., yet Mr. Henderson has managed to bridge the gap successfully. Wider still is the span of years between Bill Richmond and Joe Lewis in the prize ring, yet the author covers the dis­ tance as if by magic. And indeed it is magic, this dogged persistence it must have taken to dig out the facts surrounding the performances of the earlier Negro athletes. Yet from Marshall of Harvard to Woodruff of Pitt, and from Rube Foster to Satchel Paige, Mr. Henderson has gathered a most amazing amount of data and put it together in readable form.

In his book, the chapters on the athletic development of the Negro colleges does much to acquaint the reader with the extent of our own conferences and athletic associations. . . .

Fans in practically any sport known in America will find their favorite listed. Golf, tennis, soccer, weight-lifting, and a host of others are all adequately treated. . . .

Mr. Henderson has done a grand job and one that deserves the heartiest applause. With the Christmas season so close at hand, we can think of no better gift for a father to give an athletically inclined son. The only trouble is that the son will have to wait until the old man is through with it after he sees its handsome jacket and large readable print. There are nearly one hundred illustrations from photographs, an appendix, and an index. Don’t pass it up.

P.S. Gals, get in here too. There is a chapter on "Negro Girls in Sports" for the benefit of the feminine fans.31

31 The New York Age /Washington, D . C j j 7 , November 18, 1939. 167

Lewis Atchxnson

(Writer for The Washington Star, commenting on the 1949 revised book)

• e • Those interested in Negro athletes and their rise in the world of sports will find here­ in all the stars of that race, from the outstand­ ing boxers of a bygone era to the modern crop of collegianso Dr. Henderson used his book to con­ tinue his fight against racial bias, a cause he has championed all his life, and the work thus becomes a cross between a readable resume and a textbook.32

Shirley Povich (Sports writer for The Washington Post, commenting on the 1949 revised book)

0.0 These last 10 years were a decade to delight a chronicler of the feats of Negro athletes, Henderson's original edition received polite notices as an adequate study of the progress of Negroes in sports, but now he has more to work with because, at last, the Negro athlete has truly gone big-league— in baseball and football, , , , He resists what might have been the high temptation to gloat at the sensational success of the Negro boys when finally they got their chance to play in big leagues. Instead, he pays tribute to the American sportsmanship that sufficed, finally, to provide equal opportunity.33

Sam Lacy

(Sports writer for The Afro-American)

0.0 Right away, my mind ran back to my boy­ hood days and that shelf that had been put aside for my use in the family bookcase. I thought how

32 The Washington Star (Washington, D.C.), February, 1950, n.p,

33 The Washington Post (Washington, D.C*), February, 1950, n.p* 168 readily I would have traded any four of those volumes given me each year on a Christmas morning for just one copy of a book like Ed Henderson’s The Negro in S p o r t s .

N« Po Neilson

(First Executive Secretary, American Asso­ ciation for Health, Physical Education, and Recreation)

. • • A book by Edwin Bancroft Henderson entitled The Negro in Sports, published by the Associated Publishers, Incorporated, should be listed either under classified title No. 27 (Negro education) or under title 23 (health, safety, and physical education) and should receive a rating of 1.35

W. Montague Cobb

(Howard University)

Particularly commendable is the objective tone in which the book is written. There is no spirit . of racial boastfulness or resentment. The "Intro­ duction" and the closing chapter on "The Meaning of Athletics" show clearly that this recital of deeds and doers is intended as evidence of the constructive value of sports in a democracy for building good citizens and promoting mutual good will among them.

The Scholastic Coach

The American Negro has written one of the most stirring chapters in the history of sports. To appreciate his achievements on the athletic field.

34 Brochure prepared by publishers, 1939,

^ ^Ibid,

36 Ibid, 169

you have to know something of the tremendous barriers he has had to surmount

In 1949 The Negro in Sports was revised,^® The first edition had 370 pages whereas the revised edition has some

500 pages, and includes new feats of black athletes from

1939 through 1949.^^ The worth of this book is attested to by the fact that it was and is used to "settle many barber­ shop disputes and is used as a textbook in many school systems«"40

Mr, Henderson informed the writer that Dr, Charles

Wesley, former president of Central State College in Ohio and presently director of the Association for the Study of Negro Life and History, sought to have him revise The

Negro in Sports a second time,^^ However, Mr, Henderson apprised Dr, Wesley of the fact that the growth of black athletes' participation in athletics today is so exten­ sive that it would necessitate an encyclopedia to deal effectively with such a revision,

3?Ibid,

^®Henderson, The Negro in Sports (revised, 1949),

S^ibid.

Interview with Mr, Adams, December 23, 1970,

41 Interview with Mr, Henderson, March, 1970,

^^Ibid, 170

Nevertheless, as a result of Mr. Henderson's sug­ gestion, Dr. V\tesley was able to secure the assistance of editors of Sports Magazine in order to obtain pictures and 43 official records to supplement The Negro in Sports. Mr, Henderson collaborated with Sports Magazine's editors and re-edited the book and in late 1969 the Black Athlete came off the press.

IVhile speaking about the significance of Black Athlete in September, 1968 Dr. Wesley stated:

. . . The book represents a serious effort to put before the youth of our country the story of the contributions of a few outstanding black athletes.45

A summary of the Black Athlete reveals that it is basically the same as The Negro in Sports in subject, content and approach. However, Black Athlete is more cur­ rent and provides facts pertaining to contemporary black athletes and problems that they face in sports.

43lbid.

^^Ibid.

45 Based upon a letter from Charles H. Ufesley to the writer, September 17, 1970. CHAPTER IX

EDWIN BANCROFT HENDERSON, HIS FRIENDS AND NON-PROFESSIONAL ACTIVITIES

Edwin Bancroft Henderson made many acquaintances and friendships with renowned and esteemed people during his long and productive career in the District of Columbia's black school system and as a fighter for black civil rights specifically, and for a better country ultimately.

The writer wrote a letter of inquiry to two hundred people with whom Mr. Henderson had maintained some type of relationship who perhaps could provide some enlightening information about him and his career. Mr. Frank P.

Bolden, former student of Mr. Henderson, with the assis­ tance of Mr. Hardy L, Pearce, former subordinate of Mr.

Henderson (Supervising Director of Athletics, Public

Schools of the District of Columbia), aided the writer in this endeavor by supplying him a listing of such people and for this the writer owes them a profound debt of gratitude.

It was interesting to learn that Mr. Henderson had political, professional and social contact with people from all segments of our society.^ Commenting on some of his

^Based upon a telephone conversation between Mr. Hen­ derson and the writer, February 28, 1970.

171 172 former students, political and professional associates,

Mr, Henderson stated:

Former Students

The present Senator Edward Broke is a former student of mine, and we are in touch with each other very frequently.

Also one of my pupils. Judge William A. Hastie, became the first colored Federal Circuit Court appointee, and he is in charge--! believe--of the Fourth Circuit District Court that operates out of Philadelphia,

Duke Ellington was also a pupil in my early physical education class. He would playfully thump on the piano whenever he came in the gym­ nasium and he often remembered it today how I would say to him, when I wanted him to line up for exercise: "vvhat do you think you will amount to?” or "You won't amount to muchI” He always remembered that,

Robert Weaver the first secretary of HUD was one of ray pupils and he used to come to my house to help in the farm work in Falls Church,

Frank Bolden, Director of Recreation in Washing­ ton, D,C, is one of my former students.

One of my most noted pupils was Charles Drew, the late Dr, Charles Drew, who is famous for his bloodbank work. He graduated from M, Street High School and then went to Amherst where he was an allaround football player. He went to McGill and finished his degree in medicine. He then began to work in the bloodbank when Mayor La Guardia organized a bloodbank in New York, Charlie Drew was placed in charge of this organization. In May, 1940> Charlie Drew received the degree of Doctor of Science in Medicine from Columbia University, At the same time he wrote a wonderful letter to me a part of which I will talk about just to show how proud I was to have a student think well of you after finishing school. He started with: 173

Through great want of time I've put off too long congratulating you on the splendid book you got out on Negro athletes* It’s a grand job:

I want to thank you for autographing a copy of your book that Francis Gregory and my sister sent me for a Christmas present, and express my appreciation for your generosity in the amount of space you allotted to me* I doubt if anyone has really told you how big a part you have played in the lives of a lot of the men you wrote about in your book, * * * not so much by the things you've said, or by the things you have done or by the lessons in physical education, but rather by virtue of the things you have stood for and the way you have lived throughout all those years* The big thing that in those days of fallen idols of all types, it is particularly refreshing to know of a few people who we thought were just about tops when we were kids, when looked at in the sober light of more mature years, to find that they still are tops, that they have been consistently through the years, standing for things which they have said other folks should be, that they have tried to do the things which they have said should be attempted, I personally feel a great debt of gratitude to you* Some few always have to set the pace and give the others courage to go on into places which have not been explored* We have so few things to be proud of, that the presentation of so much that is good in one book is sure to have results far beyond your farthest dreams. You have set the pace continually, and we who have had the privilege of coming under your influence cannot but feel just a bit 'chesty' when we say, "Mr* Henderson, sure I knew him, he taught me in high school and you bet he's O.K."

Professional Associates

At Harvard, I earned part of my expenses waiting on Dr* Dudley Sargent's table in the dining house of the home that he owned right next to the Summer School and had many talks with him*

I also met Carl Schrader, who was one of the gymnastic teachers there (at Harvard)* There were 174 many German teachers (at Harvard) who had left after some of the wars had practically made it impossible for them to live there. I played handball after class at Harvard, occasionally with Professor Royce, the great philosopher, and with James, the esteemed psychologist, and others.

Other Prominent Associates

I was in the company very frequency of Mrs. Eleanor Roosevelt, the wife of President Franklin Roosevelt, and we would meet at the Y.W.C.A. and she was very helpful in the many fights for equality that we had; and when I was treasurer of the War Worker's Association during the Second tVbrld War she invited me to the IVhite House on several occasions.

I also met Oscar Chapman, who was then the Assistant Secretary of the Interior; Mr. Ickes was Secretary of the Interior. I knew him personally and we met on many occasions. Later he became one of the Trustees of Howard University and also became the Secretary of the Interior.

I knew the first Negro Congressman, Oscar De Priest from Chicago, Illinois. I knew Congressmen Arthur Mitchell and William L. Dawson, both retired from Congress. Mr. Arthur Mitchell came to Virginia to live after retiring from Congress. Mr. ivilliam L. Dawson who is about to retire this year has probably served longer in Congress than any other one of our race.

I was personally acquainted with the Honorable William H. Lewis a lawyer in Boston and Assistant Attorney General in President Taft's administration. He was appointed by Walter Camp as the All-American Center for 1892-1893 and for ten years he was con­ sidered tops in that position.

I also knew General Benjamin O. Davis, Senior, the first Negro General, who graduated from M Street High School in 1898; this is the year I entered high school and we have had many meetings since then. I also knew his son who was a Lieutenant General in the Air Force and who has retired recently to become the Director of Safety in Cleveland. 175

Walter White was also one of my favorites, the Secretary of the N.AoA.C.P. One of the men I ad­ mired most, who was killed some time ago, is James Weldon Johnson, one-time secretary of the N.A.A.C.P. and who wrote the so-called Negro hymn "Lift Every Voice and Sing" and many other poems and songs.

Ralph Bunche and I were very friendly and we still are.

Another man that I admired very much was Oliver Randolph, who is a Vice-president of the CIO-AFL. He and a friend of his. Chandler Owens, organized and published a magazine called The Messenger way back there in the early days when they were fighting the war for labor. They paid me--a lot of money then-- ten dollars per month to write the athletic story in this magazine. I knew many editors of the Washington newspapers and I met Booker T. Washing­ ton on several occasions and I gave away my wife's sister to be married to his son, David, in 1914 in Washington, D.C. Booker T« Washington died the very next year.

Of course, living in Washington and Virginia I have made many friends among the white people. One of my best friends is Patty Boyle, Mrs. Roger . Patton Boyle, who lived in Charlottesville, Virginia. One of her co\’sins was General Patton in the Army, and her grandfather was one of General Lee's personal scouts, and the other was a Brigadier General in the Confederate Army. IVhen the first Negro student entered the University of Virginia to study law, she and others began to campaign for equal rights for all Negroes. She has done a wonderful job over the years.

I also had the pleasure of meeting Dr. King in Montgomery and talked to him at his home during the time of the bus boycott. It was very interesting, ^ and I have kept up with what he has done ever since.

Some of these previously mentioned people are cited on the subsequent list of people who have responded to the

^Interview with Mr. Henderson, March, 1970, 176 writer’s inquiry concerning their relationship with Mr * Hen­ derson» The letters are found in Appendices 26 through 27.

1, Religion - Bishop Stephen Gill Spottswood, D.D., Superintendent, African Methodist Episcopal Zion Church; Rev. W. E. Costner, D.D., Second Baptist Church, Falls Church, Virginia.

2. Former Students - Robert C. Weaver, Professor of Economics, The City University of New York; Mercer Cook, Instructor of Howard and former Ambassador to Niger, Africa; Frank P. Bolden, Director, Public Schools of the District of Columbia, Department of Health, Physical Education, Athletics and Safety.

3o Falls Church and NUA.A.C.P. - Roy Wilkins, Executive Director of N.A.A.C.P.; Sarah Patton Boyle, author; C. M. Hailey, ex-mayor of Falls Church, Virginia.

4. Family - Jay Henderson, grandson; Mrs. Mary E. Henderson, wife; Mrs, Betty F. Henderson, daughter-in-law; j, H. M, Henderson, son, and director of Carver Research Center of Tuskegee Institute, Alabama; Edwin B. Henderson, grand­ son,

5. Professional - Edward L. Jackson, Vice-President of Academic Affairs, Tuskegee Institute; Benja­ min J. Henley, Vice Superintendent of Schools, Public Schools of the District of Columbia; Cato W. Adams, ex-assistant Principal of Dunbar High School; L. H, Foster, Ph.D., President, Tuskegee Institute; Paul Cooke, Ph.D., President, District of Columbia Teachers College; Wendell A. Parris, a health and physical education teacher for seventeen years under Mr, Henderson’s supervision .and his assistant for five years prior to Mr. Henderson’s retirement.

It has been shown in the previous chapters and in the letters that Edwin Bancroft Henderson as a physical educator is an individual of profound dedication, of sincere com­ passion for his fellow man, and of great integrity. In addition, it has been revealed that he is a man of incredible 177 perseverance, and a man who is totally committed to the cause of justice. The previous chapters and letters have also made one aware of Mr, Henderson's uncanny leadership abilities during his career and it is vividly clear that he was a leader who led.

Now, a short resume of Mr# Henderson's private or non-professional life will be presented in order to further illuminate the previously mentioned facts about the man,

Edwin Bancroft Henderson, The writer feels that a review of Mr, Henderson's professional career shown against the backdrop of his non-professional life gives a more vivid depiction of the greatness that Mr, Henderson has mani­ fested through the years.

Highland Beach

Mr, Henderson began to visit Highland Beach, Maryland, near Annapolis, Maryland, in 1900 while he was still in high school. This was a summer colony established by Major

Charles Douglas, son of the world renowned anti-slavery proponent, Frederick Douglas, about 1889,^

Because of his love for the water and general outdoor life, Edwin Bancroft Henderson started purchasing a lot from Mr, Charles Douglas in 1907,^

3 Personal interview with Edwin B, Henderson, March, 1970,

"*Ibid, 178

In 1922 Mr, Taylor, Mr, Haley Douglas, Dr, Milton

Francis, Mrs, Eula Gray, and Mr, Henderson signed papers of incorporation granted by the Maryland State Legislature,

This was the second all-Negro Chartered Township in the nation; Mr, Douglas was the first Mayor and Mr, Henderson

Was president of the Citizen Association, Incorporation was sought to secure tax money equitably to do work that was needed in the community, Mr, Henderson was later elected MayorReflecting back on this experience,

Mr, Henderson recalled:

The people wanted improvements and I seemed to have the energy and push to get things done. Here I found the way of an office holder is hard. This was my first lesson in small town politics.

The people wanted electricity brought in and electric lights. This was done but some did not want the lights on the corners where they lived. Lights attracted mosquitoes and at that time the only protection was mosquito netting thrown over the bed at night. You had to duck under quickly. This bit of progress made a few voters sore*

Although Major Douglas had made a good plan and the streets were on the plot, great trees grew up in the center of some of the main streets. Auto­ mobiles were beginning to tsike place of the horse and buggy.

By vote of the commission body, I was given authority to remove the trees from the middle of the streets, I went to the Beach at Easter, hired farmer Mr, Pinckney and two teams of horses and rooted up the trees. This made a few more voters angry because certain trees they loved were in front of their homes.

^Ibid, 179

Then, there was a habit of stepping off lots or measuring with a tape. People built on lots by estimation. So I had the county surveyor come over and survey the streets.

To the amazement of some and consternation of others, some found parts of their lots in the street. One owner had a fence put in the street to claim possession of certain trees. Well, I made more voters angry and after three years, I gave up the Mayoralty and declined to run for re-election.

Later, however, I became active in the town to insist that the act of incorporation and the very existence of a recorded plot give the Commissioners the power to run the affairs of the town under terms of the Charter,

I also claimed that by virtue of the plot and four other reasons, substantiated by various supreme court ruling, the beach and streets were not personal property of one man's to dispose of as he desired, but that every lot owner had certain rights.

This has been a bone of contention ever since and will be until somebody carries the matter to the Supreme Court of Maryland for final adjudication.

I was one of Dr, Hartwell Burrell’s Pier Com­ mittee which raised over $2,000 to build the pier which affords so much pleasure, I have seen scores of children gain strength and maturity, marry and bring families back to spend summers at the beach.

Some of the happiest times of my life have been spent at Highland Beach despite my civil interest,6

Night Farmer

After moving to Falls Church in 1910, Mr, Henderson purchased a few acres near his father's home and soon

started building a house. During this same period.

6 Ibid, 130

Mr, Henderson was approached by a Captain Norman with a

proposition to purchase his farm. Captain Norman's farm

was the headquarters site of Camp Alger, Hr, Henderson

informed the writer that;

I entreated Garnet C, Wilkinson, and three other teachers and v/e scraped together enough for a down payment, Sam Compton and I lived on the farm, Wilkinson spent his summer there since he v/as a principal of a high school.

It was a hard work trying to farm and teach school, I was known as a night-time farmer. We had horses, cows, a grand orchard and raised garden and the usual farm crops. But we were always strapped for money with which to pay the notes and renew loans.

It is my regret that we could not keep the big farm which is now the beautiful National Cemetery and Park on the Lee Highway, However, with my property in the center of the city and some land, I recently bought straddling Holmes Run in the midst of the Sleeping Hollow development of fine homes; I still have roots here in Falls Church,^

In 1914 Mr, Henderson completed his own house. When

the state built the Lee Highway, it came through his back­

yard, Mr, Henderson remarked that "my property in 40

years soared in value over 20 per cent," Today, where

I once grew flowers and garden vegetables, there are six

stores." Because of this success and success in other business undertakings, Mr, Henderson has been cited in the

Jet and Ebony magazines as being a millionaire,

Mr, Henderson's great love of the outdoors and farm­ ing, which was ignited as a youngster visiting his grand'»

n Interview with Mr, Henderson, March, 1970, 181 mother during the summer vacations, was kindled and fanned by this farming experience and it has not diminished to the present time. Mr. Henderson gave the writer a personal tour of his fifty-acre farm, which is planted in pine trees and has an artificially added three-acre lake which is stocked with bass and bream. The vnciter was also shown Mr. Henderson's personal garden which he works 8 yearly.

®Ibid. CHAPTER X

A LIFE IN REVIEW

This chapter presents a review of Mr* Henderson’s life

with emphasis on the fifty-year period from 1904 through

1954 while he was working in the W&shington, D*C. black

school system. This chapter starts in the year of 1904

and progresses chronologically until 1954 while providing

a comprehensive review of Mr, Henderson's professional

career•

When Nîr, Henderson first began teaching, the physical

training curriculum usually included setting up exercises, work with Indian Clubs, dumbbells, wands, heavy apparatus work, and elements of track and field. These were the

major elements taught at Harvard University Summer School

of Physical Training under the directorship of Dr, Dudley

Sargent, Basketball skills were also taught by Mr, Hen­ derson in 1904 which he learned at Harvard,^ In 1906, Mr, Henderson organized the Interscholastic

Athletic Association, This v/as the first such organiza­

tion in a black school system and it included representa­

tives from the black high schools of Washington, D,C.,

^Interview with Mr, Henderson, March, 1970,

182 183 the black high schools of Baltimore, Maryland, and the black high schools of Wilmington, Delaware*^ This organi­ zation held the first outdoor track and field meet on

May 30, 1906, on a track built by young black men and women on the Howard University campus* The Howard University

Preparatory School was also represented in the 1*8,A*A. and this group sponsored basketball competition*^

About this time, Mr* Henderson began to emphasize the use of basketball, softball, soccer and volleyball in the physical training curriculum*^ With the emphasis placed on these activities, there was a drifting away from the customary practice of stressing heavy apparatus and mat work*^ Mr* Henderson later organized the physical education curriculum so as to include the teaching of carry-over games or leisure time activities such as handball, tennis, golf, swimming, hockey, and archery; because of a tremendous lack of equipment, many times Mr* Henderson often spent his own money and utilized public park facilities in order to

o Edwin B* Henderson, The Negro in Sports (Washington, D*C*: Associated Publishers, Inc*, 1939), pp* 238, 239* 3 Edwin B* Henderson Papers (newspaper articles, n«d*) Moorland-Spingarn Collection, Howard University Library* 4 Interview with Mr* Adams, December 23, 1970*

^Ibid* 184 conduct his physical education programs.^

In 1910, Edwin Bancroft Henderson organized the Public y School Athletic League in the black divisions. The I.S.A.

A. and the P.S.A.L, were the first athletic associations 0 that were ever organized in an all-black school system,

Washington, D.C.*s first undefeated black Y.M.C.A. basketball team was organized, coached and captained by Q . Henderson in 1909. The team played all the recognized black teams in New York, Philadelphia, and Baltimore and won all games played in 1909-1910.1° Edwin Bancroft Hen­ derson retired from active play at the conclusion of the

1910 season.11

Edwin Bancroft Henderson was a co-founder of the

Eastern Board of Officials in 1912 and served as its presi­ dent from 1923-1933. He was also a co-founder and presi­ dent of the Affiliated Board of Officials for black schools and black colleges of the Southeastern part of the United

States. In 1910 Edwin Bancroft Henderson became a member of the Washington School Club, the objective of which was

^Ibid.

?Based upon the Athletic Handbook of the Public Schools, Division X-XIII (Washington, D.C., 1948), p. 12.

Gibid.

^Henderson, o p . cit., p. 128.

l°Ibid.

l^Ibid. 185 the betterment of the Washington, D*C. educational system and of which he is still a m e m b e r *12

In 1911 Edwin Bancroft Henderson selected the black football All-American team after the practice of Walter

Camp, and held the first cross-country and the first indoor 13 track and field meets*

Edwin Bancroft Henderson wrote with assistance from co-editors Joiner and Wilkinson, the first published hand­ book of black athletics. Interscholastic Handbook of

Athletics during the years of 1910-1913; he also "ghost wrote" many of the articles which appeared in these volumes 14 under another neone*

From 1911-1913, Edwin Bancroft Henderson served as the president of the black Public School Athletic League*

In 1917 Edwin Bancroft Henderson provided material for instruction in sex education dealing with instruction of the dangers of venereal diseases, and the evils of narcotics, and the use of tobacco*^^

He served as the Chairman of the High School Games

Committee for Black Schools of the District of Columbia

12 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n*d*)*

13 Henderson, op* cit*, p* 112*

14 Interview with Mr* Henderson, March, 1970*

15 Ibid* 186

from 1923-1951.16

In 1925, Edwin Bancroft Henderson was promoted to the

position of Head of the Physical Training Department in 17 the black high schools.

Mr. Henderson was responsible for the creation of a

competitive intramural program in the black schools, a

program which was an outgrowth of the various athletic 18 leagues and associations that he organized. In 1926, Edwin Bancroft Henderson wrote the first

concrete list of objectives for the black Physical Training

Department of Divisions X-XIII; this was the first set of

objectives ever written for either Divisions I-IX or

X-XIII in Washington, D.C.^^

In 1926 Mr. Henderson also instituted a Major Physical

Education course for students in high schools who wanted

to major in it in college. This was a ten period per week

course; five periods were devoted to theory and five were 20 devoted to practical skills acquisition in various sports.

After 1926, Edwin Bancroft Henderson held citywide

individual school May Days in the black schools during the

l^ibid.

l?Ibid. 18 Interview with Mr. Adams, December 23, 1970.

^^Thompson, o p . cit., p. 87.

^^Interview with Mr. Henderson, March, 1970, 187 month of May*^^ On this day the students would participate in well-executed physical activities such as the previously mentioned (see Chapter IV) exhibition that was held at the

Uline Arena. Mr. Henderson also has delivered major speeches on radio programs; for example, in 1932 he deliv­ ered a nationwide radio speech on the radio program Wings over Jordan in Cleveland, Ohio, extolling the black 22 athlete.

He served as a member of the Committee for Coordinating

Recreational Plans in the District of Columbia from 1934- 1954.23

Mr. Henderson published his first article, "Progress and Problems in Health and Physical Education among Colored

Americans," in the Journal of Health and Physical Education 24 in 1935.

In 1939 Edwin Bancroft Herideirson published The Negro in Sports, the first book of its kind in the history of 25 our America.

^ ^ Ibid.

^^Ibid.

23 Edwin B. Henderson, "Progress and Problems in Health and Physical Education among Colored Americans," Journal of Health and Physical Education, VI (June, 1935), 9, 55*

24%bid.

25 Interview with Mr. Adams, December 23, 1970. 188

Edwin Bancroft Henderson was a member of the Management

Committee of the 12th Street YoM.C.A, and was its Chairman from 1948-1950.26

Edwin Bancroft Henderson wrote "Participation of Negro

Youth in Community and Educational Programs," in the Journal 27 of Negro Education, in July, 1940.

He was a member of the A.A.H.P.E.R. Committee to work with the American Institute of Architects from 1943 to 1944, and served as a member of the A.A.H.P.E.R.*s Facilities

Committee from 1944-1947.He founded and was the Presi­ dent of the first Washington, D.C. branch of the A.A.H.P.E.R, for Black Schools, and later became a Consultant to the

National Fitness Committee of the Federal Security Agency 20 in 1945 (see Appendices 40 and 41).

Congress, in the School Appropriations Act of 1943, instituted a five period requirement of Health and Physical

Education in the entire Washington School S y s t e m . ^ ® This

2 ^Ibid.

Edwin B. Henderson, "Participation of Negro Youth in Community and Educational Programs," Journal of Negro Education, IX (July, 1940), pp. 416-24.

28 Edwin B. Henderson Papers, Moorland-Spingarn Col­ lection, Howard University Library. 29ibid.

30 Based on an official duplication of the Washington, D.C. Board minutes of July 1, 1942, 1968. 189

requirement was conceived in the black Divisions X-XIII»

and it was greatly advocated by Edwin Bancroft Henderson;

this is still the physical education requirement of the

District of Columbia's secondary schools*

In 1945, Edwin Bancroft Henderson wrote "Wartime

Activity for Pre-Adolescent Boys," in the January edition of

the Journal of Health and Physical Education (see Appendix 32 42), In 1945, Mr, Henderson v/as a member of the U,S,0,

Board of Directors,and in the following year wrote

"Tolerance, An Objective," for the Journal of Health and 34 Physical Education, In 1949, Mr, Henderson revised The Negro in Sports,

Edv/in Bancroft Henderson is a co-author and co-editor

of The Black Athlete, which was published in 1969 as a part

of a series concerning black history in the United States of America, as well as the author of "The Negro as Athlete,"

31 Personal interview with Frank Bolden, December 22, 1970,

32 Edwin Bo Henderson, "Wartime Activity for Pre- Adolescent Boys," Journal of Health and Physical Education, XVI (January, 1945), pp, 16, 17,

33 Interview with Mr, Henderson, March 23, 1970.

34 Edwin B, Henderson, "Tolerance, An Objective," Journal of Health and Physical Education, XVII (February, 1946), p, 76, 190

35 in Crisis, in February, 1970* Moreover, Edwin Bancroft

Henderson has written a phenomenally large number of letters

to newspaper editors throughout the United States of

America* Mr* Henderson showed the writer the following poem which was sent to him and Mrs* Henderson out of great respect and appreciation by a "well-wisher" on the occasion of his retirement in 1954 as a tribute to his prolific

letter writing and to his wife's dedicated educational career :

I'm going to sit right down and write the press a letter And tell them all a thing or two About democracy About the M*A*AoC*P* About our football heroes Be they white or Negroes; I'm going to tell them how the world could be much better And of the good things men have done; I'm going to sit right down and write the press a letter And sign it E*B* HENDERSON

I'm going to write the News, the Star, the Post-Times-Merald The Times Dispatch, News-Leader, too In letters to "ye ed*" I'll say what must be said About events of moment Make my timely comment; In times of stress the press will know that they will get a

35 Edwin B* Henderson, The Negro as Athlete," Crisis, XXII (February, 1970), pp* 51-56*

36 Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n«d*)* 191

Statement from my fruitful pen; I'm going to sit right down and write the press a letter And sign it E. B. HENDERSON.

School days, school days, Good Old Falls Church School days We carried water and fetched the wood We had a teacher who understood. All of. our needs and what to do She taught us reading, numbers, too. She taught us to respect all men: MISS NELLIE HENDERSON!

School days, school days Good old James Lee School days Our teacher helped open wide the door To all the good things we're living for All of our teachers v/e revere Some of whom were kind.and some severe. But there is one to us most dear, MISS NELLIE HENDERSON:3?

Reflecting on his career in general and about some of his contributions to the physical education specifically,

Mr. Henderson remarked:

During the time of my directorship, physical education was engaged in five days a week. Two periods were for health and safety and the other three periods were for physical training. We also instituted a major physical education course (see Appendix 43).

I organized a chapter of the American Associa­ tion for Health, Physical Education and Recreation and was in attendance at many of the national con­ ventions. Unfortunately, in all the southern states, there had to be two separate chapters. I worked with Dr. Jesse F. Williams of Columbia University and Dr. Maroney of Brooklyn College to break down the separation which did not afford Negroes a chance to vote or hold office in the

37 Based upon an anonymous letter sent to Edwin B. Henderson and his wife on the occasion of his retirement in 1954. 192

national association, but it did not occur until 1954 after the Supreme Court decision.^®

It was because of Edwin Bancroft Henderson's dedica­ tion to humanity which was vividly expressed in his efforts to create the optimum health, physical education and recreation curriculum in the Washington, D.C. school system and the consequent contributions to the physical education profession and the city of Washington, DoC., that he was justifiably the recipient of these honors and awards:

1940 - Afro-American newspaper's Citizen of the year.

1948 - Chairman of Commission of Civil Rights in Nation's Capitol.^

Omega Psi Phi Honor Fraternity's District of Columbia's Man of the Year. 1949 - American Veteran's Committee's District of Columbia Honoree.^^

1950 - District of Columbia Basketball Commission's Distinguished Service A w a r d . 43

1953 - Howard University Physical Education Department's Award for S e r v i c e s .44

^^Interview with Mr, Henderson, March, 1970, OQ Henderson Papers, Moorland-Spingarn Collection (newspaper articles, n.d.). 40lbid,

Ibid,

^^Ibid.

^^Ibid,

44ibid, 193

1954 - City Wide Testimonial on occasion of retirement Charter Day Award in Education for Post Graduate Achievement from Howard University, Washington, D.C.^O

Elected a Fellow and presented an honor award in the American Association of Health, Physical Education and Recreation*47

Dr « Brownell, who was the President of A.A.H.P.E.R* in 1954 sent the following letter to Mr. Henderson notify­ ing him of his great honor of being elected "Fellow";

45lbid. 46 Based on program card of Howard University’s Charter Day Award Ceremony, March 2, 1954,

47 Based on a letter from Dr. C. L. Brownell to Mr, Henderson, March 4, 1954, 194

AMERICAN ASSOCIATION FOR HEALTH, PHYSICAL EDUCATION RECREATION

A DEPARTMENT OF THE NATIONAL EDUCATION ASSOCIATION 1201-16th Street, NW Washington, D.C.

March 4, 1954

Dr, Edwin Bancroft Henderson, Director Health, Physical Education and Recreation D.C. Public Schools Washington, D.C.

Dear Mr. Henderson:

As President of the American Association for Health, Physical Education and Recreation, I take pleasure in in­ forming you of your election as a Fellow in this Associa­ tion, This is an award of honor in recognition of dis­ tinguished service to the profession of Health, Physical Education and Recreation.

The official presentation of your Honor Award will take place at the opening general session of the AAHPER National Convention, April 19, 1954, 8:00 p.m. in the Ball Room of the Hotel Statler in New York City.

You are invited to be a platform guest for this meeting. Guests will assemble in the East Room at 7:40 p.m. Official dress is informal.

May I add my personal congratulations to you on this note­ worthy achievement.

Faithfully yours.

C. L. Brownell President

48 Letter from C. L. Brownell to Edwin B. Henderson, March 4, 1954. 195

Mr, Henderson attended the convention and received his award. Eleven days later the following press release was made by Florence S, Savoy, Assistant Director, Depart­ ment of Health, Physical Education and Safety, Dennison

School, Washington, D,C,, commenting on Mr, Henderson’s life.

March 15, 1954

RELEASE

Following upon the heels of his award from Howard University, as one of three alumni selected in 1954 for distinguished post-graduate work. Dr, Edwin B, Henderson, Director of Health, Physical Education, Athletics and Safety in Division 2 of the Washington, D,C, Public Schools has been elected a "Fellow" in the American Association for Health, Physical Education for 1954,

The official presentation of this honor will be made at the opening session of the Association’s National Con­ vention, April 19, 1954, 8:00 P,M« in the Ball Room of the Hotel Statler in New York City, This award to be made bn Easter Monday night is the first to be made to a colored American by the AAHPER, and the first to come to a member of the Association from the Metropolitan Washington area. Recently since the D,C, Chapter of the AAHPER has become an integrated unit. Dr, Henderson was elected to serve on the local Board of Directors,

To become qualified for this honor, the recipient must be at least 40 years of age, have at least a Master’s Degree, and at least ten years of experience as teacher, supervisor, or director. He must have rendered plus service in the field and have served in local, district or national committee work. He must have made at least 20 major addresses, had published articles for periodicals and the press and have been an author. The Honor AWARD Com­ mittee consisted of C, H, McCloy, State University of Iowa; Minnie Lynn of the University of Pittsburgh; Dorothy LaSalle of Wayne University; Clair V, Langton of Oregon State College, and Katherine Montgomery of Florida State University, 196

The AAHPER is one of the largest sections of the National Education Association, and comprises over 10,000 members from schools and colleges throughout the natione • a •

(Signed)

Florence S, Savoy Supervisor

1956 - Seventh District Branches of N.A.AoC.Po's Honoree.49

1964 - Award of Merit by the District of Columbia A.H.P.EoR.50

1965 - Edwin Bancroft Henderson and Mrs. Henderson received the following tribute at the 50th Anniversary Banquet of the N.A.A.C.P. on October 15th and it was delivered by Reverend Milton Sheppard:

Master of Ceremonies, Dr, and Mrs, Henderson, Honored Guests, Ladies and Gentlemen:

I have been asked by the Program Committee of the Fairfax County NAACP to perform the most painful duty of my lifetime, I have been asked to present to two of the finest citizens of Fairfax County a going away gift.

Dr. and Mrs. Henderson, your decision to move from our County and State has been received by all of us with deep regret. We, the members of the NAACP, regard your departure as a great loss to the cause of civil rights in the State of Virginia and to our organization here in the County, I am sure your deep interest in the civil rights movement in the State of Virginia and your devotion to the Fairfax County Branch have made this a very difficult decision to make. However, you have the satisfaction of knowing that everything you undertook was ably and conscien­ tiously performed. Dr, Henderson, your service as chairman of the Executive Committee covered a good part of the history of the Fairfax County Branch, You participated in planning policies which have increased its efficiency and its prestige. Your faith­ fulness in attending and participating in the meetings of the Executive Committee has not gone unnoticed. 197

My own work as president during the years I served benefitted from the example and counsel derived from your seniority in years and experi­ ence. For that I am thankful. We shall long remember you for your courage and fearlessness in the civil rights movement. Like a silver tongued orator you lifted your voice loud and strong in protest of the injustices heaped upon Negro Americans, not only in Fairfax County and the State of Virginia, but all over the United States. When you felt not enough of the people heard your voice you dipped your pen in ink and carried your protest through the news media. You spoke out when it v;as dangerous and unpopular to do so. In spite of the threatening letters and telephone calls you continued to speak. Your outstanding work in the voters' campaign cannot be expelled.

Mrs,Henderson, we cannot ignore the outstanding contribution you have made to our community. Like your husband, you worked long and hard in the NAACP. We shall long remember your outstanding work in our membership drives. Year after year you won the highest membership awards.

As a public school teacher you served well. There were times when you were janitor, fireman, water boy and teacher. The two of you worked together as a team--I like to refer to you as the Nell and Ned team. Wâ know you spent many restless nights waiting the return of your husband from speaking engagements praying that no crackpot would gun him down. We know your heart has been made heavy when the telephone rang and you listened to someone threatening the life of you and your husband. Wa thank you for having borne this suf­ fering with courage and dignity.

Now Mr. and Mrs. Henderson, we feel that as you leave us you leave with a deep sense of joy and gratitude to almighty God for the changes which have taken place here in Fairfax County and the State of Virginia as a result of your unmatched service. You have seen the old one and two room schools with pot-belly stove pass out of existence. No longer do Negroes have to go all the way to Washington up to your street to get something to eat. Right here in Fairfax County we can eat in nearly any eating place with pride and dignity. 198

We are indebted to you for these golden oppor­ tunities which have come to us, to our children, and grandchildren.

tVhen the final pages of history are written and the names of great men and women are recorded there, we are sure that the names of Edwin Bancroft Henderson and Nellie Henderson will be among them.

We pray that God's richest blessings may be upon both of you.

In his eighty-eighth year, Mr. Henderson presented a

major address at a symposium. The History of Physical

Education end Sports, sponsored by the Big Ten Universi­

ties with the cooperation of The Athletic Institute at

The Ohio State University, March 1, 1971, The title of

his address was "Rise of the Black Athlete and Physical

Education" and it was well received by all in attendance.

Summary

After having read this chapter and previous chapters, one becomes more aware of some of the theological, political, social and economical problems that Mr. Hender­

son had to contend with during his long tenure in the

Washington, D.C. black educational system.

Moreover, one is able to discern the tremendous educational and social significance of Mr. Henderson's career achievements in physical education and other social areas in Washington, D.C. This significance, at times, is not readily measurable because its essence is mani- 199

fested in the complexity of individual pride, individual

dignity, human fellowship, and honor among men*

It is also a fact that Mr, Henderson's professional

achievement and contributions were quite unknown to many

of his white professional colleagues and the general white populace at large. However, those that were cognizant of

his great professional and civic deeds paid him many deserv­

ing respects towards the conclusion of his career, Mr, Hen­ derson assured the writer many times that the 1954 Fellow

award by his professional colleagues of the American

Association of Health, Physical Education and Recreation v/as one of the highlights in his life. CHAPTER XI

EDWIN BANCROFT HENDERSON; AN APPRAISAL

This chapter shall present many people who helped to shape Mr, Henderson's educational philosophy. This phil­ osophy was eclectic in nature. The first part of this chapter deals with the development of Mr, Henderson's philosophy. The second part concerns itself with some of the problems that Mr, Henderson confronted during his tenure in the black schools of Washington, D,C, This chapter concludes with the writer's personal assessment of Mr, Henderson's extensive and productive educational career in Washington, D,C,

Development of Philosophy

Mr, Henderson was influenced by many people in his life and he readily acknowledges this fact. The first person who influenced him considerably v/as his mother who taught him to read at a very early age, 6 years old.

Professionally, his first influence was W,T,S, Jackson who was an Amherst graduate and former track star. He later became a teacher and principal at the M Street High

School, presently called Dunbar, Washington, D,C. Mr,

Jackson conducted the first interclass track meet at

200 201

M Street High School in the late 1890's. Mr. Henderson participated in this meet where twenty-four laps around

the small school ground constituted a mile.

The next professional influence was Miss Turner (see

Chapter III) who taught Mr. Henderson at the Normal School

#2 and persuaded him to attend Dr. D. A. Sargent's summer

school at Harvard.

Undoubtedly, Mr. Henderson's next great professional influence occurred at Harvard. It was at Harvard that he came face to face with some of the giants of the physical education profession (see Chapter III and Appendix 3),

Furthermore, it was during his summers at Harvard that he acquired the knowledge of and skills of many of the physical educational activities that he employed in his physical educational curricula during his career. For example, he learned to play basketball at the 1904 Harvard Summer

School and later that year started basketball programs in the Washington, D.C. black school system.

Moreover, education between 1900 and 1930 underwent tremendous growth and change which affected the entire system. There was a strong drive for universal and free public education which continued unabated during this period. Consequently, the attendance, during this period, increased 11 per cent in elementary schools and 66 per cent 202

in high schoolsThe primary reason for this growth was

the influence of William Kilpatrick, Willia, Jeunes, G.

Stanley Hall, Charles Eliot, Edward L. Thorndike, and John

Dewey. This influence was felt in a new understanding of

child nature. It was an aggressive enthusiasm for "inter­

est versus effort" in the learning process, and the begin­

ning of an appreciation of individual differences. Being

an avid reader, Mr, Henderson was quite familiar with the

works of these men as a student and as a professional

during his long and productive career; he was a student

in one of Dr, William Kilpatrick's philosophy classes at 2 Teachers College, Columbia University,

The events of Mr, Henderson's professional career

conclusively attest to the fact that it personifies

the spirit of this early "development" and later "accept­

ance and rapid growth" in the physical educational pro­

fession, This growth was manifested by the new community

concerns for health education, the efforts to bring about

greater community use of schools, the enlargement of varsity athletic objectives, and the first insistent

Deobold B, VanDalen, Elmer D, Mitchell and Bruce L, Bennett, A Vtorld History of Physical Education (Englewood Cliffs, New Jersey: Prentice-Hall, Inc,, 1953), p, 422,

2 Personal interview with Edwin B, Henderson, March, 1970, 203

3 demands for intramural athletics»

In 1910 the concept of the "new physical education"

was expounded by Wood and Hetherington in "Health and

Education" and "Fundamental Education," respectively*

Furthermore, Dr, Elmer D, Mitchell, intramural director

at the University of Michigan, published the first book on 4 intramural athletics in 1925. Actually, Mr, Henderson wrote the first published handbook concerning intramural athletics during the 1910,

1911, 1912, 1913 school year. This book. Official Hand­ book, Interscholastic Atlantic Association of Middle

Atlantic States, contained many articles pertaining to intramural activities which were "ghost written" by Mr,

Henderson,

This is not to state that Mr, Henderson originated the concept of intramural athletics because, in 1909,

students at Princeton organized an intercollegiate athletic association and sponsored intramural contests in basketball auîd baseball* Moreover, Harvard’s students organized dormitories into competitive units and conducted contests in rowing, football, basketball, and track and field.

Furthermore, the University of Michigan and Ohio State

University officially organized a department of intramural

3 Van Dalen, et aA,, pp, 467-68*

‘^Ibid*, p, 440, 204 athletics with the assistance of their intercollegiate department. With the knowledge of Mr. Henderson's love for reading and the acquisition of new knowledge, it is not a surprise to know that he was aware of these occur­ rences and that they helped to influence the organization of his intramural programs in the black schools of 5 Washington, D.C.

Also, in 1927 Dr. Wood and Rosalind Cassidy wrote the notable book. The New Physical Education. Hence, at the end of this period health, physical education and recreation had achieved considerable stature and had become accepted components of the American v/ay of life,^ and a large part of this acceptance in Washington, D.C, is directly attributable to the invaluable work of Edwin 7 Bancroft Henderson. In the early 1930's the former social concept of individualism was replaced by a more humanitarian concept of equal opportunity and "abundant living" for all which was advocated by President Roosevelt and the Democratic party. Three billion dollars were allocated by the Public

^C. W. Hackensmith, History of Physical Education (New York: Harper & Row, Publishers, 1966), p. 399,

^Van Dalen, et al., op. cit., pp. 467-68. 7 Based upon a telephone conversation with Dr. William D. Thompson, November 19, 1970, 205

Wbrks Administration to provide for public facilities. One- sixth of this allocation was primarily for the building of school facilities.

Nevertheless, as a result of the depression, the public schools were in a dire financial state and from

1932 through 1934 they began to feel the pinch of reduced budgets. For example, during this period, budgets and physical education personnel were reduced in "seven per cent of the public schools." Furthermore, approximately

40 percent dropped physical education from the curriculum along with other so-called "frill" subjects.

During the period from 1930 through 1940, there was great emphasis accorded the concept of individualized training in physical education. The proponents of this concept sought to reevaluate the objectives of physical education in terms of individual and social results rather than the number of skills learned.

Also, in the same period, there was some progress being made by the black school system of Washington, D.C. under Mr. Henderson's leadership. He reported in 1935, in an article entitled "Progress and Problems in Health and Physical Education among Colored Americans," that

. . . There are thirty colored physical education teachers in the public schools with salaries ranging from $1,800 to $3,700 annually. All but four have college degrees. Seven have A.M. degrees, and some are pursuing work toward the doctorate. 2 0 6

This report reveals his early concern for quality

among his teaching personnel. The first conference dealing

with teacher preparation was held with the assistance of

Athletic Institute at Jackson's Mill, West Virginia, in

1948. This conference was, indeed, a professional land­

mark. Another conference concerning graduate education

was held at Pere Marquette State Park in Illinois in 1950.

Mr. Henderson earned his Master's degree at Columbia

University in 1934 at its Teachers College. This experi­

ence at Columbia University was a tremendous influence on

his professional philosophy (see Chapter III). It was at

Columbia that he was directly exposed to Dewey's philos­

ophy of developmentalism whereby the emphasis shifts from

a curriculum-centered to a student-centered approach.

A review of Mr. Henderson's Bulletin found in Chapter VII

irrefutably attests to this statement.

In addition, there was a loud cry during the second

World War which asserted that the young Americaui soldier v/as physically unfit to serve in the military. This cry played an influential role in shaping Mr. Henderson's philosophy concerning physical educational curricula in the black schools of Washington, D.C. This statement is based greatly upon the fact that Mr. Henderson was a member of the 1943 Committee of Physical Fitness which was part of the office of the Administrator, Federal Security

Agency. This Committee was established by President 207

Roosevelt with John B. Kelly as its Chairman.

Moreover, Mr. Henderson was influenced by the dire

need on the part of young black men and women to have an opportunity to participate in a challenging, vigorous and physical experience in order to facilitate the development of a sound mind within a sound body. Ultimately, this development would create a more humane and rational citizenry.

Problems

During an interview at his winter home in Alabama,

Mr. Henderson stated that the only singulax differences that occurred between administering a black physical education department and administering a white physical education department resulted from the evils of de^ jure

^by law7 segregation. This ^ jure segregation deprived the black children of apparatus and other major and minor facilities and opportunities to interact with other peoples which would have enriched their overall physical g educational program immensely. Nevertheless, Mr. Hender­ son was able in some cases to circumvent some of these evils by using his own money to purchase equipment and by using segregated recreational facilities to operate his

Q Interview with Mr. Henderson, March, 1970. 208 programs.^ Mr, Henderson also mentioned that in the beginning there was a lack of faith in the effectiveness of black administrators by members of the black community; however, the overwhelming success of his programs quickly erased these concerns,

Personal Assessment

The period of 1900 until 1930 was a period of acceptance and development of the physical education, health and recreation profession. It may be stated that

Mr, Henderson through his dedication and personal sacri­ fices contributed to this end of development and of acceptance by the people of Washington, D,C,; his writing, his organizing, his teaching, his unending struggles for civil rights, and his accomplishments as the administrator of the department of health, physical education, athletics and safety in the black schools certainly attest to this facto Consequently, Mr* Henderson was truly a major force for the profession during his fifty fruitful years as a physical educator and as an administrator.

The relevance of Mr, Henderson's contributions to the profession in terms of contemporary times lies inher­ ently in the fact that Mr, Henderson's work provides the foundation for the present-day Washington, D,C,, physical

Q Interview with Mr* Adams, December 23, 1970, 209 education system» Therefore, by understanding Mr. Hen­ derson's contributions one is able to gain insight into the development and functioning of contemporary Washington,

D.C.'s health, physical education, recreation, and safety policies. For example, in 1969 a group of students wanted the District of Columbia Board of Education to abolish the physical education requirement and to eliminate the grading system in the same classes; however, Mr « Frank

Bolden, Director of the Department of Health, Physical

Education, Athletics and Safety, referred back to the 1942 document that Mr. Henderson was instrumental in writing to substantiate his conviction that the five-day require­ ment should remain with some corrections in terms of grading and credit point value (see Appendix 44).^^

The writer shall close with the presentation of a statement by Mordecai Johnson, President of Howard

University, on March 2, 1954 when Mr. Henderson was presented an Alumnus Achievement Award:

EDWIN BANCROFT HENDERSCN

Fifty years ago you were appointed teacher of physical education in the M Street High School of the District of Columbia. This was the first appointment of a Negro man in the history of the United States, to the teaching of this subject.

From that day until this day you have made that work the calling of your life. You have pioneered

^^Personal interview with Frank P. Bolden, December 23, 1970. 210

that calling from the local classroom of one school to the full breadth of the City of Wash­ ington, and to its widest and deepest bearing upon the life of the nation; and into that work you have poured a growing stream of intelligent energy which has been creative in the first degree.

You have organized and steadily revised a vigorous and progressive program of instruction and activities in health and physical education for Negro youth in all the public schools of the District of Columbia; you have pioneered in the organization and promotion of games and sports, in interscholastic competition and associations; and in the development and organization of able and trustworthy officials in all the athletic sports. You have pioneered in the editing and publishing of the first annual interscholastic handbooks of athletics. You have been a writer of articles and books on the Negro in sports, giv­ ing national and world-wide currency to the progress of Negro youth in these fields; and for more than a quarter of a century you have been a persistent and able worker to remove the blight of segregation and discrimination from the field of sports, and from every area of the public life.

You are not a man unaccustomed to honor. You have been elevated from teacher in one school to the head of your work in all the Negro schools of the District of Columbia; you have been honored by membership and leadership responsibility in thirty-four organizations bearing upon your field; again and again you have been cited by athletic, civic, veterans, universities and national or­ ganizations for outstanding service in the promo­ tion of physical education and sports and for distinguished effort to end racial segregation in sports and all of civic life.

In addition to your vigorous activity, the thousands of letters which you have written to the daily and weekly press in pursuit of your cause have constituted one of the most remarkable examples of the sustained effort of a private citizen to persuade public opinion toward constructive change, anywhere to be found in the United States.

When the work of removing segregation from the District of Columbia is finished, and when the 211

participation of Negroes in collegiate.and national professional sports, novv so inspiringly widespread in the North and West, extends, as it will, all over the South, men everywhere will remember you as among the first, the ablest and the noblest who worked for this all the days of your mature life, and that you worked for this with remarkable energy and with unflagging good­ will characteristic of American citizenship at its best.

Edv;in Bancroft Henderson--your Alma Mater is proud of you. By virtue of the unanimous vote of the University Council representing all the ten faculties of the University, and by authority of the unanimous vote of the Board of Trustees of Howard University, I do not confer upon you the Alumni Award for distinguished postgraduate service in the field of Education,

Reflecting on the purpose of this research project which was propounded in Chapter I, one is made explicitly av/are of the fact that Edwin B, Henderson played an integral role in the great success that the health, physical education, recreation and athletics profession experienced in Washington, D.C. in the above-mentioned period. He made people cognizant of the importance of accepting, developing and utilizing the profession to eliminate ignorance, to build strong minds and bodies, to foster fellowship between mankind and ultimately to create a congenial society where free men were able to pursue the utopian dreams of longevity of life and happiness.

^^Remarks made by President Mordecai Johnson on Pre­ sentation of the Award on March 2, 1954, 12 Personal interview with Cato W. Adams, December 22, 1970, 212

The writer is absolutely confident that anyone, be he or she a professional or layman, would not hesitate to shake Mr, Henderson’s hand in sincere fellowship and felicitate him for a job well done, Mr. Henderson's career has personified the ancient Grecian concept of the "man of wisdom" and the "man of action" harmoniously blended into one individual to create a true man. BIBLIOGRAPHY

213 BIBLIOGRAPHY

Primary Sources

A. The following sources were found in the Edwin Bancroft Henderson Papers, Moorland-Spingarn Collection, Howard University, Washington, DoC .

1) Letters from Mr, Henderson to various members of his department during his directorship,

2) Documents written by Mr, Henderson

Bulletin concerning the Uline Physical Education Exhibit, May 14, 1943*

Bulletin No, 2 (Second Semester) for black elemen­ tary schools, 1950-1951,

Bulletin concerning the Spring Intra- and Extra­ mural Programs in the black junior high schools, March 5, 1951,

Bulletin concerning the annual black junior high school tumbling tournament, April 11, 1951,

Bulletin No, 1 (First Semester) for black senior high schools, 1952-1953,

Bulletin No, 2 (Second Semester) for black junior and senior high schools, 1953-1954,

Bulletin concerning bath and locker room duties (n,d,) ,

Bulletin concerning the elimination of segregation in Washington, D,C, (n,d,).

Bulletin concerning the Leadership Institute for Student Teachers in the Secondary Schools, Divisions X-XII (n.d.)»

P,S«A,L, Bulletin, No, 2, "Intra-School Athletics" (n,d,)*

214 215

3) Miscellaneous

A copy of the Normal School No* 2's June 17, 1904 Graduation program card*

A copy of the 1912 basketball game’s program card*

A copy of the School Club's 1930-1931 meeting program card*

A statement by Mr * Birch Bayh and Mr * Henderson, Heads of Departments, Divisions I-IX and X-XIII, respectively, stating the "Philosophy of Education," of the Washington, D*C* Public Schools, March 31, 1939.

A copy of the National Committee and Council on Physical Fitness's program card for its January 26, 1944 meeting*

A statement by the Recreation Committee, Washington, DoCo, Branch, N.A,A*C*P*, protesting the A*A*U*'s segregation policies, January 9, 1946*

A statement by a committee of which Mr* Henderson was a member concerning an amendment in the School Club's By-Laws, March 13, 1965*

A copy of an architectural drawing of the park and shopping center owned by Mr* Henderson in Falls Church, Virginia, Caputi and Associates designers and Caputi Realty Company Developers (n*d.)«

B* Sources at Mr* Henderson's Tuskegee, Alabama, Horae:

1) Anonymous threatening letters

2) Photographs of Mr* Henderson:

With others at the first I*S*A*A* Track Meet in 1906*

In 1910 as a member and captain of the 12th Street YMCA's undefeated basketball team.

For an advertisement for the 1911 I.S.A*A* and P*S.A*L* indoor games competition.

With family during his 60th birthday celebration in 1943* 216

At a tribute for him at Dunbar High School, Washington, D.C*, in 1945*

A photograph of various scenes from 1946 physical education exhibitions that occurred under Mr* Henderson's leadership*

l\dth other members of the Affiliated Board of Athletic Officials when he was its president in 1947.

With others who were honored in 1951 by the N*A*A. C*Po for developing better race relations.

With colleagues at the steps of Dunbar High School (n.d.)*

A photograph of a May Day exhibition at a ball park during Mr* Henderson's directorship (n*d*)*

As a member of the Planning Committee for all recreation facilities in Washington, D.C* (n.d*).

During a W*W*D.C. radio broadcast (n*d*)*

Preparing to make a speech on NBC radio (n*d.).

Preparing to start a group of young men in a cross country race (n.d.).

Teaching basketball fundamentals to young men of Washington, D.C.

V/hile delivering a speech on WINX radio (n.d*).

3) Pamphlets;

Howard University, Charter Day, the Eighty-Seventh Anniversary of the Founding of Howard University, . Washington, D.C* (n.p.), February 5, 1954,

Spingarn High School, Testimonial Reception in Honor of Edwin Bancroft Henderson, Retiring Director, Department of Health, Physical Education, Athletics, and Safety, Division 2, Public Schools, District of"* Golurabia Washington , D.C. (n*p.)7 June, 1954*

Edwin B* Henderson, History of the Fairfax County Branch of the N*A*A.C*P* (as told to Edith Hussey), October, 1965* 217

4) Tributes to Mr. Henderson:

Florence S. Savoy, in a news release concerning his retirement in 1954.

Reverend Milton Sheppard in October 15, 1965.

City Council of Falls Church, Virginia, November 2, 1965.

Fairfax County Branch of the N.A.A.C.P., nominating him for the Spingarn Award (n.d.).

5) Reports and Brochures:

Edwin B. Henderson, et al.. Report of Program Committee for a Five Period Physical Educational Requirement, 1943.

Citizens Committee on Race Relations, Inc., Race Relations in the District of Columbia Second Annual Report of Citizens Committee on Race Relations, Inc., Washington: Investment Build­ ing, September 18, 1945.

United Citizen Association for Educational Adequacy for all Children in the District of Columbia, Washington, D.C., 1949.

G.C. Wilkinson, The 50th Anniversary of the School Club, May 23, 1957.

National Association for the Advancement of Colored People, 50th Anniversary Convention, The Coliseum, New York, July 13-19, 1959.

Mr. Henderson to the School Club concerning the progress of desegregation in Washington, D.C., March 12, 1960.

Pigskin Club of Washington, Incorporated, Twenty- fifth Silver Anniversary Awards Dinner, December 7, 1962.

The School Club’s Committee for Considering Amend­ ing its By-Laws, March 13, 1965.

Associated Publishers, Washington, D.C., concerning Mr. Henderson’s The Negro in Sports. 218

C. Personal interviews with:

Cato W. Adams, intimate friend and ex-colleague, Washington, D.C,, December 23, 1970,

Administrators of Dunbar and Armstrong High Schools, Washington, D,C,, December 23, 1970,

Dr, Willard P, Ashbrook, April 13, 1971,

Frank P, Bolden, former student and ex-colleague, Washington, D.C,, December 21, 22, 1970,

Ted Chambers, former student, Washington, D.C,, December 22, 1970,

Betty F, Henderson, daughter-in-law, Tuskegee, Alabama, March, 1970,

Dena Henderson, granddaughter, Tuskegee, Alabama, March, 1970,

Edwin B, Henderson, grandson, March, 1970,

James H, M, Henderson, Tuskegee, Alabama, March, 1970,

Mary E, Henderson, wife, Tuskegee, Alabama, March, 1970,

Edward Jackson, Tuskegee, Alabama, March, 1970,

Mary H, Lewis, Administrator - Dunbar High School, December 20, 1970,

Dr, Delbert Oberteuffer, April 8, 1971,

Hardy Pearce, ex-colleague, Washington, D.C,, December 22, 1970,

Dorothy Porter, supervisor of the Moorland Spingarn Collections, Howard University, Washington, D.C,, December 21, 1970,

D, Personal correspondence with:

Cato W. Adams, intimate friend and ex-colleague, Washington, D,C, (n,d,),

William M, Bell, professional associate, Iowa State University, January 21, 1971, 219

Frank B. Bolden, former student and ex-colleague, September 17, 1970; October 21, 1970; January 15, 1971.

Sarah Patton Boyle, professional associate, Virginia, September 4, 1970,

Edward W, Brooke, professional associate, January 18, 1971.

Art Carter, Sports Editor, Afro-American, Washington, D.C., January 23, 1971.

Joseph H. Cole, professional associate, Washington, D.C., September 30, 1970.

Mercer Cook, professional associate, Washington, D.C., October 27, 1970.

Paul Cooke, professional associate, Washington, D.C. October 27, 1970,

Reverend W. E. Costner, intimate friend. Falls Church, Virginia, October 21, 1970,

L. H. Foster, professional associate, Tuskegee, Alabama, September 9, 1970.

C. M. Hailey, ex-mayor of Falls Church, Virginia, Falls Church, Virginia, October 7, 1970,

H. A. Haynes, professional associate, Washington, D.C., November 4, 1970.

Betty F. Henderson, daughter-in-law, Tuskegee, Alabama, September 9, 1970.

Edwin B. Henderson, Tuskegee, Alabama, January 26, 1970; January 28, 1970; February 19, 1970; March 3, 1970; April 12, 1970; August 12, 1970; September 14, 1970; October 23, 1970; November 3, 1970; November 10, 1970; February 6, 1971; March 19, 1971; May 10, 1971.

Edwin B. Henderson, Highland Beach, Maryland, July 25, 1970; July 29, 1970.

Edwin B. Henderson, grandson, Boggs Academy, Georgia, September 9, 1970»

James H. M. Henderson, son, Tuskegee, Alabama, October 28, 1970, 220

Jay Henderson, grandson, Wisconsin University, Madison, September 12, 1970.

Mary E. Henderson, wife, Tuskegee, Alabama (n.d.).

Benjamin T. Henley, professional associate, Washington, D.C., October 28, 1970.

Leo Hill, former student, Washington, D.C., September 10, 1970.

Edward L. Jackson, professional associate, Tuskegee, Alabama, September 9, 1970.

Mabel Lee, first woman president of the America Association of Health and Physical Education, Lincoln, Nebraska, October 4, 1970.

Beverly. A.^.McManna, Archivist, Harvard University, March 13, 1970; March 19, 1970.

Wendall A. Parris, professional associate, Washington, D.C., November 3, 1970; November 11, 1970.

Bishop Stephen Gill Spottswood, intimate friend, Washington, D.C., September 19, 1970.

William D. Thompson, Director of Recreation - Fairfax County, Virginia, Fairfax, Virginia, November 17, 1970; November 19, 1970.

Robert C. Weaver, professional associate. New York City, October 1, 1970.

Charles H, Wesley, professional associate, Washington, D.C,, October 15, 1970.

Roy Wilkins, Executive Director of N.A.A.C.P., September 17, 1970.

Correspondence to Edwin B, Henderson from;

Cato W. Adams, Presentation of Gift to Dr. Henderson, June 22, 1954.

Renah F. Camalier, Commissioner, The District of Columbia, Washington, D.C., June 14, 1954.

Howard P, Bailey, President, D.C.A.A.U., June 18, 1954. 221

William H, Barnes, Director, Division of General Education, Central State College, June 8, 1954*

Birch Bayh, Spingarn High School, June 22, 1954*

Boise L, Bristor, Statistician, Public Schools of the District of Columbia, June 15, 1954.

Robert F. Brooks, President, Washington Congress of Parents and Teachers, June 21, 1954.

C. L. Brownell, Washington, D.C., March 4, 1954»

Ralph J, Bunche, United Nations, New York City, June 11, 1954.

Reverend W. E. Costner, Second Baptist Church, June 22, 1954.

Hon. William L, Dawson, The House of Representatives, October 22, 1965.

Francis A. Gregory, Associate Superintendent, Public Schools of the District of Columbia, July 2, 1954,

Walter E. Hager, President, Public Schools of the District of Columbia, June 15, 1954.

Charlotte Moton Hubbard, Assistant to Director, TV Promotion, OTOP-TV, June 18, 1954.

Alice C. Hunter, Secretary, D.C. Recreation Board, June 22, 1954,

Edith Hussey, June 15, 1954,

Phineas Indritz, National Counsel American Veterans Committee, Inc., Washington, D.C., May 24, 1954.

Clair V. Langton, Director, Oregon State College, May 13, 1954,

Sidney Lovett, Rock Spring Congregational Church, December 8, 1960,

Howard H. Long, Dean of the College, Central State College, June 11, 1954,

Thomas E, Mattingly, M.D., Washington, D.C., May 29, 1954, 222

William Hunter Maxwell, Newark Star Ledger, Newark, New Jersey, June 8, 1954,

To G. Nutter, Attorney, June 18, 1954,

Eleanor Roosevelt, New York City, May 26, 1954,

Walker L, Savoy, Principal, Public Schools of the District of Columbia, June 13, 1954,

Katherine Scrivener, Director of Instruction, Public Schools of the District of Columbia, Washington, D,C,, June 11, 1954,

Samuel Spencer, President, Board of Commissioners, Washington, D,C,, June 15, 1954,

Stephen Gill Spottswood, Superintendent, African Methodist Episcopal Zion Church, Washington, D,C,, March 25, 1954,

Mrs, Kathryn H, Stone, House of Delegates, December 12, i960.

Bo Cortez Tipton,.Washington, D,C,, Assistant Director, Bureau of Rehabilitation, March 24, 1954,

Joseph E, Trigg, M.D,, June 21, 1954,

Mrs, David L, Wing, The Madeira School, Washington, D.C,, May 29, 1954,

F, Telephone conversation between author and;

Frank P, Bolden, W&shington, D,C,, September 16, 1970,

Edwin B. Henderson, Tuskegee, Alabama, February 28, 1970; September 11, 1970; January 6, 1971; January 14, 1971; February 20, 1971; February 25, 1971; and March 9, 1971; April 20, 1971; May 2, 1971,

Edwin Bo Henderson, Highland Beach, Maryland, July 8, 1970; July 23, 1970,

Leo Hill, Washington, D.C,, August 28, 1970,

William D, Thompson, Fairfax, Virginia, November 16, 1970; November 18, 1970,

Wendall A, Parris, Washington, D.C,, November 19, 1970; November 27, 1970, 223

G. Publications by Edwin B» Henderson:

1) Articles:

"Against Segregation Now," Washington Post, June 25, 1951.

"An Experiment in Elementary School Athletics," Journal of the American Association of Health, Physical Education, and Recreation, XXII (June, 1951), 21-22.

"Arlington Race Progress," Washington Post, February 19, 1951.

"City College," Washington Post, June 3, 1931.

"Participation of Negro Youth in Community and Educational Programs," Journal of Negro Educa- tion, IX (July, 1940), 416-424.

"Progress and Problems in Health and Physical Education Among Colored Americans," Journal of Health and Physical Education, VI (June, 1935), 9, 55.

"Progress of Colored Americans in Metropolitan Washington," (Mimeographed), February, 1955.

"The Negro as Athlete," Crisis, LXXVII (February, 1970), 51-56.

"There’s Still Much To Do," The Birmingham News, November 18, 1968.

"Tolerance, An Objective," editorial. Journal of Health and Physical Education, XVII (February, 1946), 76.

"Wartime Activity for Pre-Adolescent Boys," Journal of Health and Physical Education, XVI (January, 1945), 16-17.

2) Books:

l\dth the Editors of Sports Magazine. The Black Athlete: Emergence and Arrival. International Library of Negro Life and History. New York; Publishers Company, Inc., 1968, 224

Interscholastic Handbook of Athletes» (Joiner and Wilkinson, co-editors), Washington, DoC.; Spalding Publishers, 1910» (This handbook was published for years 1910, 1911, 1912, 1913, and with the 1914 publication stopped because of World War I),

The Negro in Sports» Washington, DoC.: The Asso­ ciation Publishers, Inc., 1939.

The Negro in Sports. Revised, Washington, D.C.: The Associated Publishers, Inc., 1949.

Ho Publications concerning Edwin B. Henderson:

1) Articles, Books and Dissertation:

Afro-American (Washington, D.C. , November 11, 1939,

Afro-American (Washington, D.C. , July 24, 1954.

Afro-American (Washington, D.C. , July 31, 1954.

Afro-American (Washington, D.C. , August 24, 1954.

Afro-American (Washington, DoC. , August 28, 1954.

Afro-American (Washington, D.C. , August 31, 1954.

Afro-American (Washington, D.C. , September 11, 1954.

"Alabama Best," The Montgomery Advertiser, November 26, 1951.

"Association Committee 1944-1945," Journal of Health and Physical Education, XV (September, 1944), 382.

"Big-Time in Baseball and Football, A Happy Decade for Negro Athletes," The Washington Post, January 22, 1950.

"Branch Honors 50-Year Veteran, Crisis, LXXIII (January, 1966), 46.

"Citizen Henderson," The Washington Evening Star, October 27, 1967.

Thompson, William Dove, "The Development of Physical Education in the District of Columbia Public Schools," (Unpublished doctoral disserta­ tion), New York University, 1941, 225

Henley, Benjamin J., Acting Superintendent of Schools to the Washington, D.C», Board of Educa­ tion on March 18, 1970. A statement concerning the status of Health and Physical Education in the curriculum.

"Dr. Edwin Bancroft Henderson Community Leader and Civil Rights Hero," Congressional Record, Appendix 6516, November 12, 1965.

"Dr. Henderson Still Fighting Injustices." Afro- American (Washington, D.C.), Majcch 4, 1967.

"Edwin Bancroft Henderson," Journal of the American Association of Health, Physical Education, and Recreation, XXV (October, 1954), 34-35.

"Henderson Still IVrites Despite Failing Eyes," The Tuskegee Progressive Times, July 2, 1970, p o 3 .

"Henderson's Book on Sports Off the Press," Afro- American , (Washington, D.C.), November 4, 1939.

"Henderson's Departure Noted in Congressional Record," Afro-American (Washington, D.C.), n.d.

"His Pen is a Strong Weapon for His People," The Washington Daily News, November 27, 1953.

"National Association News," Journal of Health and Physical Education, XV (March, 1944), 134.

New York Age (Washington, D.C,), November 18, 1939.

Official July 1, 1942, Washington, D.C., Education Board Meeting minutes.

Public Schools, Divisions X-XIII, Washington, D.C., Athletic Handbook. Washington, D.C.: Department of Health, Physical Education and ScUfety Division, 10-13, 1948.

"Reception will Honor Dr. auid Mrs. Henderson," A Clipping from a Falls Church Newspaper (n.d.).

Rogers, J. E. "Around the County," Journal of Health and Physical Education, V (June, 1935), 42. 2 2 6

Steadman, Jr«, Melvin Lee. Falls Church by Fence and Fireside. Falls Church, Virginia: Falls Church Public Library Publishers, 1964.

"The Association Pays Tribute," Journal of the American Association of Health, Physical Educa­ tion, and Recreation, XXV (October, 1954), 382.

"The 1957 State Convention," (editorial). The Candle, (N.A.A.C.Po), (December, 1957), p. 3.

The Washington Daily News, May 15, 1943.

The Washington Evening Star, February, 1939.

The Washington Evening Star, November 21, 1939.

The Washington Evening Star, May 15, 1941.

The Washington Evening Star, February, 1950.

The Washington Post, February, 1950.

Thompson, Jr., John W. "Commissioner Mason Opposes Expanded Physical Education, Favors Limiting School Program to Pupils in Six Elementary Grades," The Washington Evening Star (n.d.).

"Three Noted Civic Leaders to Get Annual Alumni Achievement Awards, E. B. Henderson; J. A. Thomas, Jr.; A. R. Jureauh to be Honored at Charter Day Ceremonies," Calendar (Howard University), XXVII (February 5, 1954), 1.

"3,000 Boys and Girls Present at Program of Physical Fitness," The Washington Evening Star, May 15, 1943.

Other Sources

1) Banks, Theodore P. "Army Physical Conditioning," Journal of Health and Physical Education, XIV (September, 1942), 195-197.

Evans, Ruth. "Jessie H. Bancroft," Journal of Health, Physical Education and Recreation, XXXI (April, 1960), 50.

Howard, Glen W. "The Part of Physical Fitness in the Natural Program of Physical Education," Proceedings, The College Physical Education Association, 1941, pp. 59-61. 227

Kraus, Hans and Hirschland, Ruth P. "Muscular Fitness and Health," Journal of the American Association for Health, Physical Education, and Recreation,XXIV (December, 1953), 17-19Ô '

Lee, Mabel and Bennett, Bruce L. "This Is Our Heritage," Journal of Health, Physical Education, and Recreation, XXXI (April, 1960), 25-95.

Leys, J. F. "R. Tait McKenzie," Journal of Health, Physical Education, and Recreation, "XXXI (April, 1960), 48.

"Our Heritage," Quest, XI (December, 1968).

Van \^ckf Clarence, "The Harvard Summer School of Physical Education, 1887-1932," The Research Quarterly, XIII (December, 1942), pp. 403-431.

IVingate, George W. "The Public Schools Athletic League," Outing, LIT (May, 1908), 165-171,

Williams, Jesse F, "Education Through the Physical," (editorial). Journal of Health and Physical Education, XIII (November, 1942), 523-524,

2) Books, dissertations and thesis:

Betts, John R, "Organized Sport in Industrial America," (Unpublished dissertation), Columbia University, 1951,

Burke, Arvid J,, and Burke, Mary A, Documentation in Education, New York: Teachers College, Columbia University, 1967.

Campbell, Roald F., Cunningham, Luvern L., McPhee, Roderick F, The Organization and Control of American Schools, Columbus, Ohio: Charles E, Merrill Pub- lishing Company, 1965.

Davis, John P. (editor), The American Negro Reference Book. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1966.

Hackensmith, C. W. History of Physical Education, New York: Harper and Row, Publishers, 1966,

Holliman, Jennie, American Sports (1785-1835), Durhsim, North Carolina: The Seeman Press, 1931. 228

Krout, John L. Annals of American Sport. New Haven: Yale University Press, 1929»

Manchester, Herbert» Four Centuries of Sport in America, 1490-1890» New York: The Derrydale Press, 1931»

Menke, Frank E, Encyclopedia of Sports» New York City: Fo G. Menke, Inc., 1939»

Menke, Frank E» Encyclopedia of Sports» Roger L» Treat, editor. Fourth Revised Edition» New York: A» S» Barnes and Company, 1969»

Ploski, Harry A., and Brown, Roscoe C», Jr» The Negro Almanac» New York: Bellwether Publishing Company, Inco, 1967»

Van Dalen, Deobold B., Mitchell, Elmer D», and Bennett, Bruce L» A World History of Physical Education» Englewood Cliffs, New Jersey: Prentice-Hall, Inc», 1953»

Van Dalen, Deobold, and Bennett, Bruce L» A World History of History of Physical Education» Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1971»

Weston, Arthur » The Making of American Physical Education. New York; Appleton-Century-Crofts, 1962»

IVhitman, Malcolm D. Tennis Origins and Mysteries» New York: The Derrydale Press, 1932»

Young, Andrew S. Negro First in Sports » Chicago: Johnson Publishing Company, Inc», 1963» ILLUSTRATIONS

229 230

Plate I

Edwin Bo Henderson and others of the I„SoA*Ao Games Committee at a track meet in 1906* 231

Plate II

Edv/in B. Henderson and colleagues (n.d.). 232

Plate III

Edwin B. Henderson and Dunbar High School's 1924 charç)ionship track team* 233

Plate IV

Edwin Bo Henderson and Armstrong Technical High School's track team* 234

Plate V

^dwin B, Henderson in 1910 as a member and captain of the 12th Street Y.M.C.A* undefeated champion basketball team. 235

plate VI

0

Edwin B« Henderson and his family during his 60th birthday celebration in 1943. 236

Plate VII

&Iwin B» Henderson at his Washington, D«C« desk in 1945. 237 Plate VIII

*

Various scenes from physical educational exhibitions in 1946 that occurred under Edv/in B* Henderson’s leadership 238

Plate IX

Efîwin Bc Henderson (President) and. other members of the Affiliated Board of Athletics Officials in 1947. 239

Plate X

*9 6? \i\uir 2627 3

Edwin Be Henderson teaching basketball fundamentals to some young men of Washington, B.C. in 1947. 240

Plate XI

Edwin B. Henderson and others who were honored in 1951 by the N,A.A.C.P. for developing better race relations* 241

Plate XII

Edwin B. Henderson during a W.W^D.Cc radio broadcast (n.d*). 242

Plate XIII

l'I" Y •

r

May Day exhibition at ball park. 243

Plate XIV

Elementary school children preparing for physical education activities during Mr. Henderson’s directorship 244-

Plate XV

Edwin B» Henderson preparing to start a group o f young men in a cross country race» 245

Plate XVl

Edwin B. Henderson delivering a speech on W.I.N.X„ radio. 246

Plate XVII

Edwin B* Henderson as a loeraber of the Planning Committee for all recreation facilities in Washington, D.C. 247

Plate 3gVIII

Edwin B. Henderson preparing to make a speech on N*B*C. radio. 248

Plate XIX

i

Edv/in B. Henderson, Dr» Bruce L, Bennett and author at the History of Physical Education and Sport Symposium at The Ohio State University, Spring, 1971 APPENDIX 1

A letter to the writer from Dr. William Dove Thompson, Superintendent of Recreation, Fairfax County, Virginia, commenting on Mr, Henderson as a student writing his Ph.D. dissertation, as a professional, and as a friend.

249 2 5 0

commonwealth o f V IR G IN IA

BOARD OP SURtRVlSOnS C o u n t y o f F a ir f a x WILLIAM 9. mOOPnaolC

FAIRFAX. VIRGINIA 22030 JOSCPM ALCIAUOCR DONALD n.l'OWMAN M»s.«A*»Rier r.BOADLcr HCRocnr c.MAnnis.ii CHARLC9 HAJCR HAROLD O.MM.LCR OFFlC« OF MRS.HART MA V.PCNKIHO SUPERINTENDENT OF RECREATION THOMAS O.nRIOHt November 19, 1970

Kr. Leon Coursey Department of Health, Physical Education and Recreation Ohio State University Columbus, Ohio 43210

Dear KrJ Coursey;

Hopefully, the enclosed will be of some assistance. The material is taken from: The Development of Physical Education In The District of Columbia Public Schools by William Dove Thompson, 1941, a study submitted in partial fulfillment of the requirements for a doctorate from Me,; York University. The pages forwaroed are those from the document which is 731 pages in length; each is documented and guaranteed to be correct. It not only reveals the history of health, physical education and athletics but also depicts the general development of the schools. Vnat happened in physical education In the District of Columbia schools included the trends elsewhere in the United States. There is a parallel pattern of development as the subject grew in our country based at first on European influences and later becoming eclectic.

Last night I went through the "tome" page by page and hopefully came up with every reference to Dr. Edwin B. Henderson, the people, facilities, programs and policies with which he was associated. It is astounding how much of his activities are noted as, of course, the study is broadly histor­ ical covering a period from 16G8 to 1937, and not a review cf his particular • contribution to physical education. But, from the early 19CC's he did play a very important part in the establishment of physical education and athletics in the black schools. His influence was felt also in the white schools as the District of Columbia during his period of service practiced segregation. Through his chosen profession Z. B. Henderson assisted materially in preparing young people of his race to be an intimate part of society through knowledge and participation in health, physical education, recreation and athletics. In conversations with him, he in a constructive fashion pointed out that the black man could through leisure time mutual participation learn to know his brother better and eventually live together in peace and harmony. He was not militant but wise, perservering and unbending in this philosophy. By far, he outstripped 2 5 1

those with whom he was associated either black or white and his work through personal on the scene observation and study revealed to me his dedicated interest, energy, initiative and foresight which he applied in behalf of his black and white brethern. E. E. Henderson lived to improve the quality of people especially through the professional opportunities and means available to hlra. He believed and taught the dignity of the individual regardless of race, creed or color. This man afforded every person of his race with whom he came in contact through his profession the opportunity, if he would take it, to build and maintain a worthy self-image. Boys and men especially of black color were encouraged to live right, train and compete in sports to prove to themselves, their peers and white associates that color was not , the prime requisite for recognition or success. The came philosophy was - engendered in these individuals whom he planned for and/or led in the study of and participation in physical education, intra-murals and recreational pursuits. His influence was great and timely not only locally but world wide as he was associated ahead of his time with national and international competitive sports. He knew that given a chance the negro athlete cculd and would more than hold his own in the best of competition in all sports. Through his influence and encouragement selected secondary students were guided into higher education especially in the field of physical education, health and recreation. Dr, Henderson knew that physical educators and recreators would be in a leadership position with young people which is where change and encouragement is most fruitful.

Fortunately, E. B. Henderson has lived to see most of his concepts .accepted and proven. Hopefully, he gets much satisfaction from this kno.ving that he was right and ahead of his times. Those with whc.m he case into contact are better persons for this association; I'm one who Icnows it. In writing the thesis, I never realised how much he really contributed or did I? When one observes the time and attention given to him both directly and indirectly I must even as a young man realized his importance, when I review what I recorded about Dr. Henderson I have to believe that I must always have sensed he was a truly endowed leader whose leadership was to help, "Fling Wide the Cates," so the black and white man could forge ahead to make our Nation a better place to llve^ work and play.

It's nice to knew someone is devoting a full account of his life and contributions. The things I discovered upon re-reading are much more than I had remembered. The best of luck and call upon us again if we can be of further help.

I would first read the separate pages; in doing this you will note repetitions whicr are intentional as the study was divided into different categories. E.B.K's name as did that of others appeared in various aspects of the document. Singled out it reveals overlap. Otherwise the reader would probably not notice the redundancy which is purposeful, corroborative, and substantialive especially for research evaluation.

Tours sincere

William D. Thompson Superintendent

HDX/ers

2809 3 U h Place, H.W. Washington, D. C. 2000? 703-691-2671 (Office) 202-333-7194 (Home) APPENDIX 2

A duplication of the Washington Normal School No. 2 ’s graduation program for June 17, 1904 when Mr. Henderson graduated with honor as number one in his class.

252 2 5 3

53onr& of iGbiicatioii of tbe district of Columbia

. . . . Aniuiol Grcicliiciîion of . . . . Wmhinolon Normal School No. 2

m ■ \

V . I

' .'Miner Building, 5evenfeenfl\ and Madison Sfrcefs : Trlday A\oriiing, June r/fh, Ig04, al 10:30 .. 254

D k . W .S . M O N T C O M E R Y , PiiEsioiNQ'-. ■ • . -Vi I n v o c a t i o n , R e v 'w . B . J o h n s o n , LL. D-

- ? ■ ■ • Song . . Bui/d Thee p.Tore Slately MiXnsions . Farxvelt

C o n f e r r i n g o f D i p l o m a s . HO N. H e n r y Ù. F. M a c f a r l a n d

COMMISSIONER DISTRICT OF COLUMBIA

Class Song . . . . . ICords ôy Smilh IVomtley

A d d r e s s . , ,

REV. A. c. G a r n e r . , . • • ' “ ■

Songs—ChilJren's Songs • ; ■ , , Legend of Dregenz . . ’ ' / ' . .. . • . . . Bendall

BENEDICTION . ' i,' 255

r I i * d^vabuates '.i

* iîT K.ithleen McCook Ambler If Beatrice Finetta Kalle , ' Georgia Clarissa Prown 4 Rosetta Kloise Ornie * ■ -jj Mattie I^awreiice Brown 2^5 Gerster Mary Smallwood t ?.Iargarot Mabel Bruce 1 üjulia Hamilton Smith ' ,. Anna Serena Carter Û Rosa Belle Stokes V iL Rosa Belle Chibis liJ-ula Vasbti Turley • ■ II Joscpbine AYillis Clarke • Frances Rachel Turner , 1 ■ ’ -j3Julia Beatrice Collier SDlIcleu lilizabeth We b b . > in^S.irab Agnes Davis Mary Fli/.abeth Wilson r Ï 53 l.illian Hall I'ord Cornelia I.ec Young ^ . n r,tl;el Mac Gibbons , [oMaiul l-.li/abctli Green iC;Maiy Viola Hamilton lyM.nion Curmciicita Harris 2.4Alfrc(l Percival Brent 7

. Class ©fflccrs . . . ■•.'Vi

President . . . George Luther 'Sadgwat I'ice-Presideiit ■' . . Slaud Elizabeth Green Secretary • Rosa Belle Stokes Treasurer . ' . . Sarah Agnes Davis - 'r: APPENDIX 3

A list of special instructors at Dr. Dudley Sargent's Harvard University Summer School for physical training for 1904, 1905 and 1907 when Mr. Henderson attended.

256 257

SPKCIAL INSTRUCTORS IK 1904 SU7g-ÎER SCHOOL

Carl Schrader, Physical Director, State Normal School, Geneaeo, N.Y.

Dr. Peirson Page, Physical Director, Phillips Academy, Andover, Hass.

Charles Lewis, Physical Director, Allegheny College, Meadville, Pa.

SPECIAL INSTRUCTORS IN 1905 SlKPglR SCHOOL

Charles Lewis, Physical Director, Tufts College, Mass.

J. Leonard Mason, Instructor in Physical Training, University of Pennsylvania, Philadelphia.

SPECIAL INSTRUCTORS IN 1907 SIDÎMER SCUOOL

Wilbur Card, Physical Director, Trinity College, Durham, N. C.

Francis Dohs, Instructor of Gymnastics, U. S. Military Academy, West Point, N.Y.

Emile Barrier, Physical Director, Y.M.C.A., Hyde Park,

Charles Lewis, Physical Director, Tufts College.

Carl Schrader, Instructor in Gymnastics, Harvard University.

Louis Burnett, Physical Director, Public Gymnasium, Milton.

Christian Eberhard, Instructor in Gymnastics, Boston Athletic Association.

Howard Reiter, Physical Director, Wesleyan University, Middletown, Conn.

Dr. James McCurdy, Instructor in Physiology, International Y.M.C.A. Training School, Springfield.

Ernest Hermann, Instructor in Swedish Gymnastics, Dr. Sargent's Normal School, Cambridge. APPENDIX 4

Newspaper articles reporting on basketball game in which Mr. Henderson participated as the team’s captain and high-scoring center.

258 259

LOCAL COLORED BOYS W IN,

Y. M. C. A.'Basket Ball Quint Out­ plays the Brooklyn Smart Set. Hcforc the largest crowd iliat lias ever wiuifsscd Ü basket bill game in True J:efurinrrs* I fall, or among colored tcama !. ill t!»o s o r lb . tl*.»- r l ?»•! b: > l:"t b a ll |j I'Niiu of nninkl: n, X. V.. I • i'tv T Jlli s tre e t Y. M. A. by a soon; to to lô. : T b iP tbr first 5,'ainc. tlm t the fm att i;fct yggre;;.ttion bus lost in two year?, ; having «bfratcd the champjon Sai>ph!n % :im| I'nrdln.'il basket ball teams of \Thltc *' iil.'iyiTs ill lîrooklyn and New York, } I'ig lil from the jump In center to Cur- I tjs rnd back to n^'iidersmn and a shot from mi'lliold scored for tbr V. )T. C, A. ‘ A foul tbro'Mi by n-md.-i -^-a. anotbei . j| goal by Cm Ils ;ind tip- V. A. buticb I J wu? nevrr headed. Th.o s .e at the ••nd i j of the llrsl half stood IT to •» In favor of Î th*' home team. Tiie Sm.irt ?* t from Mart‘ (i In fast In I- the >('( ond halt make up ground, but Ij f ;r arid T.» b«r 'mashed up their team- m-u hf loir » • " hnneo to shoot came, .'•■(•titlron ntl»s-.d ]>n:s after pass trying M avoid IM Cray. T jyhir and Giny play» *••1 ;i spJi ndid yame at guard, while Cur* lis. just froT;) y sick h d. starred In for­ ward. Tor th" \ isllm s >looro and Oliver played the stead)* r game. The game was fast and rough. The fm art S«t were tihdiy, but slow, while the Y. M. <\ boys traveled fast am! ployed a clean-. !1 cut game. The Y. M. r. A. buys .will 'play the r»rooklynites a i turn game Am il I in Urooklyn. X V. Y. M .C , p. '"Mum. ». S. <. . . . ,i f f* . %* ,11'd. »3 1 yix* Ti fot r. :it»|...... I |Tb-nd»vsen.. #.. t i'tiii'r.A»*co'jI ....Uik'lit i:nar-1.!..aiTlm«*re, llm w fi I . . . l.cit c. •>llv'“r| , \ M- ;i > t\. IV . li-'K' I I s.lit» - M r. lU'n.'U' ;h ilVtd'e. i'r . 5«t*. APPENDIX 5

A statement by Mr, Henderson concerning the abolition of discriminatory practices at the National Theater in Washington, D.C.

260 2 6 1

Opening of the National Theater in May, 1952, is another step forward in the

struggle against racial discrimination in the nation's capital. Aldrick and Myers,

New York Theatrical producers will open on a non-segrogatcd basis. Washington

will thus have at least two legitimate theaters.

The Opening of the National climaxes a battle in which the Pittsburgh Courier

sponsored Committee for Racial Justice in the Nations' Capital led the opening

fight. Allied with the Courier in this action were the efforts of many other groups and supporting editorials in Washington papers and from around the nation.

It was in 1946 when the concentration of effort was placed against the Nation.

Pickets were thrown across the entrance and printed appeals to fair play were dis­

tributed. Many patrons of the theater signed pledges not to attend segregated shows.

In 1947, Dr. Edwin B. Henderson the Vice President, then acting president, of the Committee for Racial Democracy in the Nations' Capital entered suit against the National Theater Corporation for $500. With attorneys Janes Cobb, E. C. Hayes, and Andy Ransom arguing the suit. The case was stymied later when Marcus Heiraan president of the E. St. Theater Corporation gave up the ghost in fighting Actors'

Equity and the sympathetic Washington public. A great part of the influence in favor of non-segregation came from vote of the League of New York Theaters, 29 to 7, to accept Actors' Equity's clause in its 1948 contract permitting performers to refuse engagements at the National as long as the Jim Crow policy continues. Others leading the fight were former presidents of Actors Equity, Clarence Derwent, Edith

Atwater, and Cornelia Otis Skinner.

The opening of the National signals another victory for the Negro citizens who have shaken off the Jim Crow mantle and shackles of slavery. Owner Heiman threatened to close the legitimate theater and open it as a movie house which he did, saying in 1948, "They (Equity) will never use me as an opening wedge in this 2 6 2

■Page 2.

matter. I believe the attack on discrimination should be broader and not against

one theater." So said the owner of Uline's arena, and the concessionaire in charge

of the Washington Zoo restaurant, both of which have given up segregation on the

Washington scene.

The National Theater new policy follows the pattern of all the victories human

decency has won here in Washington. First, Washington citizens become determined to

work for their civil rights, then the owners or public accomodations are respect­

fully requested to meet the demands of citizenship. Often picket lines and the

passing of literature and other action devices are used. The owners or controllers

usually refuse to act while pressure is on. Eventually after much mind searching

under less steady pressure the controls are lifted and democracy wins. This pattern

is coming about faster than we had hoped for less than a decade ago.

************************

Personally I take a lot of satisfaction in seeing the walls of bigotry tumble.

For more than a decade as a member of the Committee of Management of the 12th St.

YMCA I lead the fight against AAU controls which in part has been won. As a member

of the Board of Directors of the Washington Branch of the KAACP I formed the Committee

Against Segregation in Recreation which spearheaded the fight against the policies

of the Recreation Board. With Paul Cooke, Attorney Cobb and others we attacked suc­ cessfully the segregation phase of the Zoo restaurant. We worked with others to break the race pattern at Uline's arena. And of course we have helped do the same

thing in many other areas. ******** ************

Looking over my scrap book of clippings the story of these fights are vividly refreshed. Perhaps sometime you might want to look them over. You can quote from or use any of this statement Truly, EBH APPENDIX 6

An open letter to American sportsmen by the recreation committee of the Washington, D.C. branch of the N.A.A.C.P., of which Mr, Henderson was a member, protesting the local A.A.U.’s policy of segregation in boxing.

2 6 3 2 6 4

Hashing ton, D. C, January 9, J946.

TO: AHERICÂN SPORTSKAH:

Over 700,000 colored and white Americans died in the effort to kill Hitler's race theories, but racial fascism is still alive in Washington, D. C. The National A.A.U.has no color barrier. The Local A.A.Ü. re­ fuses to sanction any amateur event unless the sponsors ban colored boys.

The TIIES-HERALD \,LLFARE ASSOCIATION submits to this ban without any published protest. The result is no colored boy ma y enter the National Golden Gloves Championships from Washington, although white and colored boys from all other areas of the United States box each other.

Hr. Dan Peris, secretary-treasurer of the National A.A.U., has said that the use of the "serctioning” cower by the local body to restrict com­ petition to only white boys is totally unwarranted.

All boys, colored and white, are required to pay a 25d membership fee and register in the A.A.U. to compete as amateurs. They are guaranteed the right to enter ALL activities in this Jurisdiction --- Then they are barred.

Twenty-five thousand Washington colored boys were in the Armed Forces to do a Job for freedom. Yet, they come back, they find the forces of reaction still in power. Our children may be fighting in Mo t h e r war be­ cause of the intolerance we show today. Washington city is one of the cities turned down as a homo-site of the ll.N.O. Most nations look upon Washington as a poor place from which to preach peace or democracy. // you believe in Democracy and Christianity, and ore opposed to Hitlerism, will you not write to the local A.A.U, ofjicers and ash them to remove racial barriers? The officers of the local A.A.U. are: Dr. 0 . V. Singer, President, 31ns 38th Street, N. W. Mr. Joseph Arnoff, Vice President & Chairman of Registration, 647 E Street, N. E. Hr. Edward Rosenblum, Vice President, i6th and Que Streets, N. W. (Jewish Community Center! Hr. kinfred E. Johnson, Secretary-Treasurer, 4009 47th Street, K. W.

Kindly send copies of any letters, or for information, address:

THE RECREATION COMMITTEE, 0. C. BRANCH, N.A.A.C.P. 100 Massachusetts Avenue, N.k'. Washington 1, D. C. APPENDIX 7

A flyer protesting the discriminating policies of the Uline Arena.

265 266

@ F T i H l

T 7 ^ n = diJîl-JLjLàVis» iEj Va^iLii

fiîîY INSTITUTION that enforces SEGREGATION should forget this shameful tack, as it is one of the same tactics employed by the Axies, which later destroyed a Nation of great possibilities, leaving only shambles and wreckage in their wake.

this cancer Lefcre it engulfs our own democracy ! I ! For Êct’s Sake. Therefore we continue to< ^ 3 : . all good Americans to help break this Un-American ban. AmEESA't©EFT @ 2 ALSTOn & AUT O » APPENDIX 8

A statement by Mr. Henderson announcing the presenta­ tion of Washington's first large-scale all-black physical fitness exhibition at the Uline Arena.

267 268

A ll niSPmiuG EXHisinoN o r som ep h a s e s o f t h e ic g e o 'Scohtjusiwoh t o th e w a h p eg g e aa j o r PlIYSICiU. HTKESS FOE TIΠNATION

^lu'ougfi j^ltijâîcai^jJ'itueâA

Sponsored by Iho Public Sc-'ioolj ond Dis’Jict of Cclumbla Aicoclolion for Heallh, Physical Educoton and Recreation

ULIOT ARENA nUDAY, MAY 14, 1943 3rd ond N Slt^ H. C. Eight Oaock P. M.

Dear Friend:

GCfKF.AL COMMITTEE Wore this simply a demonstration of the Nocjro's contribution to tho E. B. Henderson, Chairman war effort, it would indeed be on interesting evening for you. This unique event however, v/ili be a spectacular program of seventeen PROGRAM COMMOTES events v/ith more than 3,COO participants in well presented numbers Mrs. T. L Robinson, ChaLTT.cn ■which vrill be cr//e inspiring. This is the first time a show of this type has ever been attempted in V/oshington. nXAXC E COMMITTEE A.. L DcMcnd, Chairman Massed Drills, Commando Tactics, Victory Corps Marches and Drills, Military Ponds, Mess Singing and exhiloiating music, end a SALES PROMOTION track meet featuring local and nationally famous stars of track and Mrs. Dorcnco S. So*/oy, Cnairraca field are some of the features now being prepared for you.

ADVERTISING AND PUBUQTY Plans are being perfected v/hich v/ill secure the attendance of FL L Aljxcndor, Chairman Mrs, Eleanor Roosevelt, Paul V. McNutt, Secretary Ickes, John W. Studeboker, Dr. Mordecai Johnson, Mas. M. M. Eelhune, Judge William BUDGET AND AUDIT COMMITTEE J. Hcstie, The District Commissicr.ers, Recorder of Deeds, Members W. T. Da*/is, Chairman of Congress and many other equally important personages. Seats may be obtained by forwarding immediately the enclosed ARENA COMMITTEE form with your remittance to the Finance Committee. The finest seats C. L Pindeihughoa, Q iclnaca are at the center of the arena. These ere to be distributed in the order of receipt of application v/ith payment end ere to be mailed to you direct TRACK EVEfJTS from the Arena box office. Early action v/ill assure you choice seals C. L Davis, Chairmen which may be selected from the arena seating chart by you.

INVITATIONS The cttendance at this grand affair w ill constitute a V/ho's Who L R. Evans, Chairmen for Negroes of V/oshington. Demonstrate your interest in the Negro's war effort by reserving your scats. We can assure you that an evening MASS ACTiVITiES of rare enjoyment v/ith distinguished company is in store for you. Joseph Coles. Chalnnon Sincerely yours,

E. B. HEÎTDERSON. Chairman* APPENDIX 9

An architectural drav/ing of Mr, Henderson's Falls Church Park and Shopping Center,

269 R ' CNJ r »

FA LLy CW U E.CH PA E.K i^J-UOP CENTER. e.- a u EMÜEEJOM c.. LOUiy CAPvTl ^AlSOC'ATE/

d ,x APPENDIX 10

An example o f the types o f written harassment Mr, Henderson and his family had to endure during his productive and extensive career.

271 272

Professor:

Some night when you arc peacefully dreaming in your clowncy couch of the cliarming BA1300NS you have been instructing, and sniffing in the delightful odor exuding from their bodies, you will be rudely awakened by GHOSTS standing on either side of your couch and after you have been gagged, you w ill be borne to a tree nearby, tied, stripped and given thirty lashes on your E T H IO P IA N back, and left to be found by some passer-by.

We are for law and order just so long as you aforesaid ETllIOPL\NS behave, but when you thrust yourselves on your superiors, the white people, your doom is sealed.

You had better consult with your advisors, the W. & Va. Railraod officials, and say to them that you will not be their cats-paw.

A word to the wise is sufficient.

(Signed) K.K.K. APPENDIX 11

A statement by the Fairfax County Branch of the N.A.A.C.P. nominating Mr. Henderson for its highest honor, the Spingarn Medal.

273 274

NOMINATE A VIRGINIAN

FOR THE

SPINGARN AWARD

Suggested Konlnoe*

Dr. E. B, Henderson Vicc-Hrcsldcnt, Virginia State Confcrcncc-ÎÎWCP Chairran, Stale Life HcnbcrsMp'Corr.ittce Chairr.an of Executive Ccrrr.ittcc, Fairfax Branch Henber of Executive Ccnrrdttce, Washington, D. C,

The Fairfax County Branch and the 7th District of Drenches hereby endorse . the nane of Dr. E. B. l'cndcrson for consideration by the A;.‘ard Ccnnlttco for the Spingarn Medal, b^o believe that his 'vrork for the objectives of our association norit for bin this coveted award.

Over the years since the inception of the HAACP, Dr. Henderson has been on the firing line for hur.an rights. He has the distinction of organiring the first county branch of the Association when he organised the Fairfax County Branch In' 1920 in Falls Church, Virginia, He has been an active ncr.tcr of the Washington, D. C, Branch and the Virginia State Conference. He is presently Chaiz-ran of the Executive Ccmittcc of the Fairfax County Branch and a ner.ber of the District of ColuTibia Executive Ccrr.ittee, as veil as Vicc-Bresidont of the State Conference* He has consistently declined the presidency of either branch feeling his services could be better used than as president.

There is probably no one living in the r.etropolltan area vho has been ccn- ncctcd vith r.orc groups vorking for full rights for Ar.erican citizens of color than has Dr, Henderson. A.-.ong sor.c of tho things he îiao done in cooperation Kith groups •re the follm;ing* ■’ Ag Chalman of the Citizens Comittee on Recreation, ' spearheaded fron the chairrvinsiiip of the Recreation Comittee of the D, C,-.’-lACP, Dr, h'cr.icrcen led the fight again.st segregation in public recreation, segregation in the theaters, and ecgrcgaticn or exclusion in sports# : • . .

It vas ho vho led picket lines against the Ana tour Athletic Union and the Golden Gloves r-inagcrcr.t vhcrcver their events >:erc held vhich created sentinsnt In favor of eliminating the color barrier. Eventually he pushed this into the courts vhich resulted in a unanimous decision of the D, C, Court of Appeals to request the lover court to reverse its decision and consider the cases presented on their r.crits, This eventuated in the /JiU and the Golden Gloves managcnent capitulating so that no*.; the color barrier no longer exists#

As Chairman of tho Committee Against Segregation in Recreation, Dr, Hcndcrron p-rcscntod the speakers before the D. C. Board of Recreation protesting against the passing of a by-law vhich in effect gave official sanction to the practice of segregation on public playgrounds. Eventually on the occasion of the SuprcT.o Court decision outlawing public school segregation, the Board of Recreation clinlnated cegregation in the operation of public recreation#

As Tlcc-Cfiairron of the Comnlttce for Racial Democracy in the Hation*® Capital - Initiated by the Pittsburgh Courier - Dr, Henderson was acting Chair- nan during the period Chairman Andy Ransom was engaged in the HA/.C? Tennessee riot 0.3CCS, During this time the fight against exclusion frcn theaters vas launched vith Dr, Henderson as loader. He las instnrxatal in organising effective picket lines before the î’ational Theater and the Eisner Auditorium and Uline Arena, A suit vas instituted in the local courts in which Dr. Henderson sued tho Hational Theater for 05OO.OO, vhich case became moot i:hcn the late Judge ^^rgraff died and the theater closed its doors as'a legitimate play house. The picket line against % i n o Arena became so effective, Mr, Uline declared an open policy for his arena vhich has existed ever since#

In large measure as a result of hlo leadership, the Fairfax County Branch has boon one cf the most effective in the state of Virginia, and at cr.e tire the honored county Branch of the nation# In cooperation vith others he has pursued continuously efforts to secure equal educational opport'^nities for the colored children in northern Virginia# As a result of continuous pressure agsinLt the Board of 'Education of Fairfax County thcj*o new exists the Luther Jackson High School equil to any of its size end suitable to Integrated education#

As Vlce-ftresident of the State Conference, Dr, Henderson has er/cr the years ïcâde many siy^gestlons for furtherance cf the vrork of the Association and given (onr) 275

Pag# Z _

wotiJitlncly of hia tire for thlo work.

ft*ûbûbly no writer of lcttcrc-to«the-Editor has dono norc to affect public opinion in favor of riphts for IJcprocs than has Dr, Henderson# Tho Asscciate- Edltcr of tho Wachlnpton Evening Star has said that no one over the past fifty years has written nore letters to the Washington dailies than has he. His scrap bock carries rcvcral thousand different letters that have been published, Hot onlytho Washington papers but county papers and tho press of Virginia and Baltl- norO| Maryland have carried his letters.

Last Juno he retired fron the public schools of Washington after o career of fifty years, 26 of vhich as head and director of tho dcpartnent of Health, Physical education and Safety, During his period of service he has constantly battled scgrcpaticn and discrimination often at the risk of his job. For many years he has headed the r.er.bcrchip campaign for i^.ACP r.cnbcrships among teachers arid officers, averaging annually a thousand r.cnbors.

For years he has written articles against ’iscrir.inatlon in the American Association for Health, Fh^'sical Education and Recreation, and was rewarded last yqar when ho was elected a nember of the Board cf the District Chapter and saw the color Wrrier to rcnbcrship eliminated. Following this ho was given the high honor of being inducted a 'Fellow" in the Haticnal Association at its annual convention in the Hotel Statlcr in Hew York City on April 9th, 1959.

On March 2, 1959» Howard University, his Aina Mater, selected him as one cf the three rcceipicnts for honor at its Charter Day celebration. His award car.o for outstanding irork as an alumnus in the field of Education and Civic work.

During his life time he has battled against discrimination in the field of sports and has won r^ny victories in this campaign. He wrote The Hcrro In Srorts in 1939'at the behest of the late Dr, Carter Woodson, and revised it to 5l5 pages in 19Î9, the last publication in the life of the late Dr. V.'ocdson, This book has had vorld-v-'idc circulation and has been widely distributed b>* the U.S. Department of State and tho agencies related to tho armed forces»

A list of the many activities Dr, Henderson has been engaged in over the years would take too much space to be enumerated here# However, a few of the r-^ny activities he has engaged in accompany this letter.

During his teaching career he has affected the lives of many students vho have paid tribute to his character teaching. Seme of his students have been the late Dr, Charles Drew who shortly before his death wrote a glowing account of the influenco cf Dr. Henderson upon his life, Others of his former students Include Dr, Robert Leaver, Judge Lu i i a n Has tie, Dr, I'cntague Cobb, "Duke" Ellington, and thousands more, . • .

Vo believe a life like this merits the honor of a Spingarn Medal, We therefore submit his name for your consideration. APPENDIX 12

A section of a basketball game program showing Mr, Henderson as manager of the I.S.A.A.'s basketball program.

276 277

BASKET BALL , • The only uililulic contt**'ls of any Idnd dm ini; winler months foi* oui.’s ^ h.»\N aniî youn;: mon of Wiishinutnn aro hoin^r oonduotcd iiador tlic uu* M>ioosof tho lutcr-Scholastic A thletic Association ut Truc no/or-* . mors Ilall on Saturday XiTdjts at o'olüok. Tho si'irit of poi's(»n:il houur. of square, manly spoil and of contempt for trieUory and f.ilsehond. uhloli has been oroaioil, due to those jranios, is n.oAi orodiiabJe and oannot but have an im porlanl and vahiuble eiTect In nioldin;.' the oharaoHr of the youth of lo day. The physique ami health of lho>o parliolpaiimr undo\ihicdly are Improved. là. II. HV;NDi:itsON\Manaucr ^ KEEP IN MIND. Jsn. 8 — Y. Til. C. A. t's M St. High M St. L illip u tia n s rs M St. Giants Jan. IS— Frogs of H. U. vs Elite A. C. "Volley Ball Game." Jan. 22— Crescents r.s- Hovyard Varsity Gymnastic Drill. Potato Race. Jan. 2 9 — M Si. Hight .-; Hov/ard Academy Northv/cstern A. C. vs Elite A. C. Admission (above games) 25 Cents Feb. 2 Y. M. C. A. rs Alpha P. G C. MANHATTAN CASINO, NEW YORK CITY Admission - 40 Cents Feb. 5 Howard Varsity Frogs Balto. High vs M St. High Admission - 25 Cent! Muirty Stoi. Prc<«, Wiihington, O.C. IJ APPENDIX 13

Program of the first Interscholastic Athletic Association's I.S.A.A, track and field meet on May 30, 1906.

273 279

O fîicials n«fc»te— Mr. 0. C. Wilkin«of). If SI. II. 8. Rlartcr— W. T. Sjfickv.n. M. St. (I. 8. (J I. s. A . A . (.Tcrk of Coutfio~l>. Ik HcmlcrM'n. Atblwtic iDilructOT, P. 8. f Clia^. Cool.e, )I. Ü. Tr*ck Judge# 4 Junic# \VulJ.cr. I). C. N. O. { U vjM . N. A. M. T. S. I W.J. PM'ntur. II. U. KielJ Juilye» Ilm cy (J. I>ou;;l.nv'«. M SL II. S, f Thu# Johf'«ofi. Y. fl. C. A. • ■ Dwjj;lit lln liiirs, Jl. II, 8. Jn#. Allpn. M St. H. S. W. I* A. M. T. S. IVi'f. Win ,A. Joiner, II- U. A. J. Sivoy, r. S. lo4j»«b(urfi {W l)od-on. A. M. T. S.

A. II. ülenn. M- fl. 11.8, Wal'or D vm»ii. II. U. Anniiuiiirr—» III. WiiUnoLlnii. A M T. S. I . FrcrinüM. If. Ü. Josfpli Ma#on. II U. flay'-nn. Cnpt iDiI.t. Tnylor. ' f’fljil. Til"', (in en. ASfl-lunt# to I'ricy ' Lieutetifttil SvMrllon Suvoy, ' Olflc/»!# I.if ufen.iot Jlrool't Caplaio GorJao. JoKfpli Manoo. Cha#. Moore. Order of Events 1 lOO yard dasli—Grntril Scliools, Trlul Hrala. S •• SelJll Pifliit#, t " " iDter-Sclxilkkllc, Trie) IlcKte. 4 •* •* Semi Kino)#. t * ** OjKa, Trie) ffeaf*. # " " Stnii Kins)#. 7 J.^Oyan) HurJIi*/î#re. oyen. Trill Heal». ‘ 8 220 y;ird Da'h.oppn, Triil He^ti. 8 220yard tlurJle Have. o;»t3,1 rial Eleata 10 " f^liot put. 12 lb. 0|»eo, 11 1 Milu llim. open. Track and Field Games 13 IfO y;«fd Cmdi'd ScliArtJ*. Kioell, 13 12U yard lluidte Kate, Kioal#. CNOKtt TitR At'sricrs or 14 IKgli Jump. open. 15 Pol# Vaulk ■'OlVard University, fil Street High and 1C Dioiid Jump. ir 109 yard Intnr SrlioIniKc. FIral% Armstrong '.'anual Training School 1* ysid D-.fli, opro. Fmul#. 19 220yard Dash,open. S^ml^FInale. CO htO y ard Pun. 0|>fO. . KOWAf'D UMVERSITY, CAMPUS 21 . SJOyntdDiih. Kinril. 330 Tird Hurdle Race. Final 2-1 Iln'iict null. M St. ILS. % I. A.M. T. 8. • May 30.1006 24 Inter-Stliolantv Kitay, one mile. S.) 12 lb. ll.ainmar tliniw, open. 2d Kntalo Pace. 21 » titoiM. nnd u" tooo a# tlieit event i» EDWIN D. IleNDnft&oN, ClerU of Course. ever will kindly Irave the iiM loj-uro at once. The ni«*nhnl will rvc tkit till" rule ii; ftricily vnforcrd. Til# (lack ntramirct iiv f |:»i>i lo the mil#. Pi*tOl will t# . fired. . at beginning of •last lap of unU ' ' and. Ii-*t t#l»j. ( APPENDIX 14

A newspaper article commenting on the first cross-country race held for black students in W&shington, D.C. in 1911.

280 2 8 1

A., coiisisiin;,; of l;, x . Matliniily,!: chairman ; W. ,\. DcCatur and E. fi Jt. nendcrson. • ■ Cov.tinurH fro-.n Pa n e 1,

n c rs som e surprises w ill be in , The six-,h animal track and field rd er. . ^igames of the Intcrscholastic Atb- jktic Association arc s'clicdulcd to trcholastic ■ athletes ' in nearby .lake place on May 27th h, this etr.tc.s arc making ]ire|iaratinn.s to ' city.. This meet is the largest of enter llic events. .\n interesting the few meets held anywhere fur 'cr.tnrc of tlic meet this avinter [colored alhlrtc.-.'and has been an-1 -.T-s the precision with which en- nually held on. the campus of triescanic in and trcrc closed. 1 he Howard L’nivcrsity on Decora- ' association intends in the future tion Day sit'.cc 1905, but owing to , , , ... ,, stated times, to start events wnctt f/lfJOTHuR DIG ATHUTIC the tlnrt.oth falling on Tuesday, : carry them along. it was thonght wise for the bene- • j„n„g the progtcss o( a ?.VcnïFoni7ASDK:r,TOf. fit ot visiting athletes to hoW the ■ meet on the Saturday preceding. (St.aff Correspoiidencc.) . The first cross-country run for Xol only docs the Intcrscholas- ^ j meet. I 1 he events planned for the 2/th colored scholastic athletes to be tic Athletic Association provider'OWUCI.' , ,, held under the auspices of the Ip- . 1 arc as follows: for scholastic competition, tut I ... (open . . to sch c l atb- tc'rscholastic .\thlclic .Associ.itioti open events are featured for thejj ^nder 21 years of age), lOO- w ill take place ott • .April. 26, at reason that no other meet in this !. 220-vard dash, ddO-yard 3.30 P. M. The athletes trill as­ section provides for competition semble at Armstrong Technical among colored athletes. The very dash, SSO-yard run, onc-milc run, High School and from there leave successi'ul indoor meet held at 220-yard hurdle race, 12-lb. shot put, for the start of the race of three Convention Hall this winter has,'; broad jmnp, relay race, one mile. tnik's to finish at .Armslroitg. provoked a wider interest in the!' Open (handicap) 100-yard dash, track and field .sports which w illj -1-IO-yard dash, onc-milc run, 12- Tile event w ill he open to stu- dotibtlc.ss mean a greater meet. pound shot put, running high Iplenls of .M. Street High School, . .- . - . . . I jump, 100-yard d.ish, novice, 'Armstrong fJttsiucss High School.) V p "'' rcguesl e.f the Iioard -aij scratch. Elementary school, 60 iJîaltiini’.re High School, llnsinc.s.sj.hreclr^r.s.of the ,1'nhlic Srhrol.s. yard dash, boys not over 95 High School and Howard .\cad-|-'H't«t'c- I.eague. four cK-tnentary pounds in weight: 100-yard dash, c:r,y. Only athletes tvho arc 17 school yaee.s arc included in the boys of any weight; relay race, years old ami who have not oh- program events; Tuat these 359 yards, runners limited to 115 tained the scholastic lim it of 21 events will he hotly com este. I it pounds: relay race. oOO yards years may compete. Each high. is .safe to assume. So many su- runners unlimited race weighti .scit'.ud hoy must he examined by pcrior rminc.c.s were disguaiified For blanks and informataio^f the medical iitspeetvir -heforc being at the indo^ir meet due to tecnni- send to E, !!. Hcmlcrson at M permitted to run. jcal violations of the rules, which Street or .krm.s. ,v.,; 1'echnlcal A ll cniric.s must be in by .Mon- 'Vcrc strictly enforced, that nhvn High School. day. A pril' 24, i'o r information{(hcse unfortunate athletes c..m II address any member of the cross-j pete again w itlt the former w:n \ > ■ ■ ' country ccenmittce of the I. S. A. APPENDIX 15

Duplication of the Public School Athletic League’s P.S.A.L. Bulletin No, 2 concerning the "athletic badge contest" and "class athletics." This bulletin points that "the exceptional boys are few; the average boys are many." "The athletic badge contest is a form of athletics that gives the average boy a chance,"

282 2 8 3

p. s, A. L. BULLETIN NO. 2

911-12

TO THE PRINCIPAL:

We have sent you Bulletins and other information regarding "Intra-School Athletics" known as "The Athletic Badge Contest" and "Class Athletics,"

The Athletic Badge Test is planned to reach every boy and give him a definite physical standard toward which to work, lie may win without defeating other boys. It is necessary only for him to bring himself to a prescribed standard of physical efficiency. Many boys who greatly need physical develop­ ment take no part in athletics because they feel that there Is no chance for them to succeed in competition with those of exceptional ability. In the Badge Test the competition is against standards instead of against individuals. These standards are within the reach of the average boy.

The exceptional boys are few; the average boys are many. The Athletic Badge Contest is a form of Athletics that gives the average boy a chance.

In the Class Athletics a record is made by the whole class instead of by the individuals. At least 80 per cent of the boys enrolled must take part in order to have the record stand.

The number taking part must not be less than eight (8).

This form of athletics especially appeals to class pride. A 6th grade school at Stevens Building, for example, may be considered -- in making its record -- in competition not only with another 6th grade in the lOth Division but with the 6th grade at Garfield or any other school in the District. Each boy may be so urged by his classmates to qualify in scholarship, attendance, and deportment in order to be eligible to compete, and under the influence of his classmates will strive harder to improve his individual ability that his class record be higher.

Fifth, sixth, seventh and eighth grades may enter any of the three events (chinning, jumping, or running), or all of them.

Further information may be obtained from Secretary E. B. Henderson, M Street High School.

Very respectful y, (Signed) E. B. Henderson Secretary

(Signed) J. Moria Saunders Chairman Com. on Pub. APPENDIX 16

A copy of a speech made by Mr, Henderson to the School Club on March 12, 1960,

284 285

School Club, March 12, 1960 -- EBH

Some of our older members «ill recall how our former member. Dr. Howard Long, would return a Dr. Abou biennially to discuss events of the past related to the present. Tonight 1 am reverting.to my paper of April 10th, 1948, in which I closed with these words, "I can conceive of no greater educational program in these days of international turmoil and uncertainty than to begin at once to prepare our chil­ dren in the public schools for a world of tomorrow when 'segregation like slavery will bo but a system we will remember with shame'." Earlier in the same paper

I was urging methods by which this preparation of our children might begin and ended that paragraph with this sentence, "Since it must be patent to all that some­ day,. somehow, separate schools must go, why should we not now be planning against the abrupt social change when that day comes."

Not I was not presuming to be a prophet, nor did anyone have any idea of when or how de-segregation would take place. And although segregation applied to public school education has not yet ended in practice, in 1951 the Supreme

Court of the United States ruled that public school segregation was unconstitutional.

Since 1955 public school de-segregation has made progress in Washington, D. C.,

Maryland, West Virginia in large measure; token de-segregation forced by court action has occurred in all but a half dozen deep south states.

Although litigation is proceeding all over the south to nullify the decisions of the Supreme Court or to limit the effectiveness of its decisions, it is my belief that more and more Negro children will be attending de-segregated public schools year by year. The forces of the die-hard opposition to any de-segregation are being met by an ever-increasing grouping of the "Freedom of Choice" element and those who would rather have some integration than no public schools. Georgia will soon be faced with the problem of closed public schools or some de-segregation. 286

Page 2.

Returning for the moment to my paper of 1948, in it I was making a plea for preparation of our children then in segregated school systems for the day when schools would be de-segrcgated. I felt that we should consider that simply being segregated in so-called public schools suggested a mandate that teachers vary from the prescribed curriculum and teach our children that segregation negated the fun­ damental principles upon which our government was founded, that the day must surely come when segregation must disappear. Further I suggested some method and content for so teaching. Let me quote what I said then:

Some ask, 'Hay such teaching be justified in a public school system?" For many years it has been the theory of colored public school administra­ tors, that to subscribe to differentials in courses of study would lead to further inequality and discrimination. Dr. Dubois, who originally was the most uncompromising advocate of the idea that no difference at all should be made in teaching Negro and white students, later came out with an opin­ ion that, "The Negro student should not only be taught general history and social subjects as they were taught to white students, but also Negro his­ tory and Negro problems as well, and indeed a special race strategy for meeting their individual and collective problems in America."

It was also suggested that although schools for Negroes were supported by tax monies from all citizens, nevertheless, Jim Crow school systems were not equal to or identical with public schools for all pupils in the truest sense of the meaning of public schools. And since they were separate this fact suggested some separate phases of teaching. I read now a quote from the talk of 1948:

Here Is a challenge to teachers and administrators. Parochial and Jewish schools justify exclusion from public schools for the purpose of indoctrination in a way of living or a particular faith. Since Negro children are forced to attend separate schools this fact should justify instruction that différa from the public school curriculum. They should be taught that segregation is undemocratic and un-Christian, that the rationalizations for segregated public schools because of race are neither honest nor logical.

Of course this idea was nothing new. Many of our former teachers in out high schools were teaching against the segregated school and the segregated way of living for years. There were many, of course, who did not or dared not to depart from the prescribed subject matter but many did. I think the most brilliant of our students ’ 287

Page 3. - graduating from M St. or Dunbar High School who later became most outstanding In many fields were those who sat in the classrooms of Neval Thomas and other I could mention as teachers who bent their subject matter to Inspire their scholars to (far against prejudice and Jim-Crowism. I might mention just a few who were motivated by the teaching of "Cap'Thomas. The Late Charles Houston, Bill Hastie,

Bob Heaver, Monte Cobb, and others, have often commented upon the "radical" views of Keyel Thomas.

In another paragraph of that talk, I commented as follows:

It is suggested therefore that educators and administrators defy bigots and racial fascists and begin now to develop courses and methods for teaching white and colored children to learn respect for each other across the barriers imposed by racial separation and isolation. It is hard to conceive that intelligent socially minded educators believe In public school segregation based on race. Jim Crow education is founded on prejudice. It denies the truest ideals of both democracy and Chris­ tianity. Failure to remove the frustration colored children develop living in Ghettos,going to separate schools and seeing nothing but white pictures in white textbooks, lays the ground work for the growth of subversive ideologies. Segregated schools intensify the fascist con­ cept of race superiority. Every colored educator resents second class citizenship- except those whose sould have been seared from constant submission to prejudice and Jim-Crowism. Some of our universities and teacher training colleges could lead the way by Instituting credit courses in ways and means to end separation. School systems could begin curriculum studies designed to remove prejudices, lessen frictions and frustrations, and improve race relations even while children are now In segregated schools.

Among the specific phases of teaching, I suggested the following:

1st Negro History, as a means of overcoming the feelings of inferiority that are the heritage of the great masses of Negro children who are born into families and communities where little is known of the achievement of people identified as Negroes in this nation or in the world. The late Dr. Carter Woodson thought so much of this need in education that he left high salaried posts of ease and se­ curity to devote his life to making history a motivating force in our lives. For a long time we were forced to learn the history of the Greeks and Romans, other ancient histories, and our American history where almost nothing is told of the 288

part our people played in developing this nation. Fortunately, today some of our

Negro colleges offer Negro History to students. Through the work and publications of the N.A.A.C.P., the Johnson publications, our adults and children are learning more of current history and some past history.

2nd. My paper dealt with a subject sometimes designated as Inter-Cultural Educa­ tion, or Human Relations. I have had many reservations as to the overall values for Negroes of these studies. Too often the most vital problems were obliterated or obscured by the academic teratement or the attempt to limit controversial as­ pects. Inter-faith or Inter-cultural were respectable where often racial problems were soft-pedalled or avoided. APPENDIX 17

Rationale for the creation of the "Leadership Institute."

289 290

THE LEADERSHIP INSTITUTE FOR STUDENT LEADERS IN THE SECONDARY SCHOOLS - DIVISIONS X-KIII

At Armstrong High School Saturday, Kar. 4, and !!ar 11, 9:30-12:45.

As a natural consequence of the nan-power demands made by the present war there has been a decrease in the number of available teachers and replacements in the field of Health and Physical Education, The Leadership Institute is an effort to overcome this shortage by the use of gifted students in educationally sound ways. Teachers in Health and Physical Education in the Mens' Division of the Junior and Senior High Schools will be asked to select fifteen boys of promise and ability to meet during two Saturday mornings and to take physical education activity courses and theory classes so that they cay return to their schools better equipped to aid the teacher and during short intervals supplant the teacher so that the school program may continue without Interruption.

The Institute should be attended by boys who have shown evidences of skill and leadership power, and by boys who have demonstrated that they have the potentiality of leaders. The boys should be those who are physically presentable and pleasing, boys whose bearing and actions place them above the average, boys who combine with these qualities those which make up normal or superior intelligence.•

It is hoped that the Institute will develop in the boys some of the skills or apparatus work, obstacle course running, calisthenics exercises, tumbling and other activity skills. Functioning with the aid of the teachers in our schools it is hoped that the Institute will be a model for leadership training.

Signed,

C. W. Davis, Director

The following teachers constitute the faculty for the subject matter indicated: Class management and control ....Messrs. Stewart, Trigg, Gwaltnoy, Drew, Graves. Class organization, platoons, etc...Messrs. Drew, W. Jackson. Setting up exercises.,.Messrs. W. Jackson, H. Jackson, Drew, Harris, Graves Apparatus work.... Messrs. Evans, Porter, Cupid. Volley Ball and Softball....Messqf. Harris, Jacobs, W. Jackson, Jacobs, Harris. Tumbling and Handball....Messrs. Parris, Cupid, M. Jackson, W. Jackson, Pinderhughes Achievement testing .... Messrs. Pinderhughes, Hall, Parris, Adams. Track and Field....Messrs. Adams, Drew, Williams. Objective and General Direction,...Mr. C. W. Davis

Signed

E. B. Henderson, Dept. Head APPENDIX 18

Mr, Henderson's suggestions for teaching leadership theory.

291 292

Suggestions for Theory Teaching for leadership

Activities That Can Be Handled by Pupil Leaders

1. Squad Leaders or Captains:

a. Management of squad activities. b. Care of squad equipment. c. Keeping squad attendance d. Assisting squad members in developing skills e. Keeping score and officiating. f. Creating good morals in group. g. Seeing that time is not wasted byt used purposefully.

2. Special Leaders:

a. Assist instructor by taking attendance and keeping records, distributing and collecting equipment, giving demonstrations of techniques, helping students acquire skills.

b. Promoting high standards of sportsmanship.

c. Coaching and officiating.

d. Teaching classes in teacher's absence.

e. Assisting with noon-hour activities in gymnasium or on playground.

f. Helping organize, promote, and conduct special activities.

g. Petroling locker rooms.

h. Helping care for and assisting in repairing equipment.

1. Stimulating interest and enthusiasm in program.

J. Helping to further democratic processes in the program.

k. Acting as sports' managers by arranging, teams and playing schedule, providing officials for afternoon games.

1. Assisting in teaching activities such as apparatus, gymnastics dancing, sports, tumbling, etc., in which he possesses special ability.

m. Acting as team captains to help develop best playing ability of teammates and team unity.

The organizing of pupil leaders may look like a tremendous task to an already busy teacher. It is, but the results are worth the time and effort. Success will not come overnight, but time will bring achievement to both the pupil and to the teacher.

E. B. Henderson, Dept. Head. APPENDIX 19

A report by the United Citizens.Association for Educational Adequacy for all children in the District of Columbia of which Mr. Henderson played a major role in writing in 1949.

293 294

CENTRAL FOR CARDOZA

All The Cardoza High School Students Should Be Transferred to The Central High School Building - IMMEDIATELY I

We are not educational exports -- in fact, you don't have to be an expert to know that the education afforded some children in the Nation's

Capital is vastly inferior to educati n for other children. For instance, more than 2500 Negro boys and girls of kindergarten age are not in school because the Bo rd of Education provides no facilities. For another in- stince, Negro Junior high school children are housed in elementary schools because sufficient junior high school buildings are unavailable.

But we find the most glaring example of unequal education at the senior high school level. The eight white high schools are rated by the Strayer Survey as superior to all of th’ Negro high schools. On a thousand-point scale the white high schools average 711, which means

"very satisfactory school buildings." On th: same scale the pitifully inadequate Negro high schools average 404, which is more thin 300 points below the othe group. And Cardoza has a score of only 375. The eight white high schools are located all over the city, whereas, the Negro high schools are clustered together within a quarter mile radius of each other. Some Negro children tr ivel more than five miles and no white child need tr vel more than one and a half miles.

Not only are the Negro senior high schools inadequate but they are overcrowded. Although seven of the eight white high schools are under capacity -- actually, 6,000 additional children could be housed in 295

Page 2

these seven schools -- all three of the Negro high schools are overcrowded.

According to the figures of the Board of Education, 1,000 more children are in Negro high schools th h should be housed in their three senior high school buildings. In the past, white high school students have been overcrowded -- but they occupied very satisfactory buildings at the time. Furthermore, there was not sufficient space in a colored high school to accommodate them. So the situation today is vastly different.

The history of high school building shows sharp discrimination. No

Negro high school has been built since the first World War. But six white h-'gh schools have been built. Further, the Board has been "con­ sidering since 1929... according to the Superintendent, a new high school for Negro children; but, in 1949 no new school is available. In fact, it is very likely that a new school will not be ready until 1952 following twenty-three years effort."

Effort to relieve Cardoza' has been slow. The Board of Education has been well aware that Cardoza was inadequate and overcrowded and that the white high schools were half.empty. The lite Congressman George

Bates in 1948 in open hearing asked why t)ie overcrowding in Negro high schools wasn't ended by using Central high school or other white high schools.

Cardoza Must be Abandoned.

DO you KNOW THAT -- Cardoza's Major Problem is "Building Inadequacy?"

Both the Washington Board of Trade and the Strayer Survey have carefully examined Cardoza High School and have judged the school as completely unsatisfactory. The Middle States Association of Secondary Schools and 296

Page 3

Colleges In 1943 rated the school as "grossly inadequate." Strayer

"recommends that the Cardoza plant be abandoned as a school."

The Board of Trade points out that the "interior of the building

is of frame construction and neither fireproof nor resistant." The

Board of Trade also notes th,t it was abandoned in 1931 as a white high

school.

The Bo.ird of Trade points out the complete absence of playground or stadium facilities for a school located on two well-traveled highways.

The Board says the "cafeteria seats only 248 pupils" or only one fourth of the capacity and 13.87. of its enrollment. The Board says the gymna­ sium is "only about half the size of a standard gymnasium," and we note

that two gymnasiums should be provided in a high school. The Board says the "library can accommodate only 84 pupils," or but 4.7% of the present enrollment. The auditorium, which seats only 490 pupils of an enrollment of 1796, is also a "fire hazard" because of its second floor location.

The cafetevia has a capacity for only 248 peûple at one setting, approxi­ mately one-seventh of the current student enrollment, as shown by a recent official survey.

The Board of Trade was further concerned because lonly "four single shower heads" for the boys. Th • Board noted the inadequate storage space for musical instruments, unavailable study hall space for boys and girls who must lise the assembly hall while orchestra and choral groups rehearse.

The Board of Trade, in addition to noting that the interior was a fire hazard, reports that the Fire Marshall rates the stairwells as unsatisfactory to meet fire regulations. 297

Page 4

DO YO'J KNOW THAT -- Cardoza is highly overcrowded?

1796 boys and girls are crowded into a school for which the Board

of Education sets a capacity of 1,040. (Incidentally, Strayer sets

different standards -- the capaci y is 845, and the excess is 931

children).

Cardoza must operate on a triple-shift to accommodate all the chil­

dren. Some children come at 8 a.m., others as late as 10 a.m. to get

six hours. But the school day with inadequate facilities means simply

putting time in, not learning.

Cardoza's site measures less than an acre although the standard

recommended by Strayer is twenty acres and although the white high schools average more than ten acres.

Cardoza's general classrooms are far from adequate for 1,796 or even fur its capacity of 1,040 pupils, and the special cl issrooras are

scored 40 points out of a possible 140 points (by Strayer).

The Bo :rd of Education also recognize the need to replace this unsatisfactory building.

WHY SHOULD NEGRO CHILDREN SHARE INADEQUATE FACILITIES WHEN AVAILABLE

EMPTY PUPIL STATIONS ARE AVAILABLE IN OTHER DISTRICT HIGH SCHOOLS?

PARK VIEW IS NO SOLUTION

The Superintendent's recommendation to the Bo rd of Education that 500 girls be transferred from Cardoza to Park View Elementary School is no good. We strongly object to this inadquate remedy.

500 girls to Park View will end co-educational work for these stu­ dents, who thus will be denied a progressive educational opportunity pro­ vided for white pupils. Page 5 298

500 girls in 14 classrooms me ms an average of 35.7 girls per class­ room, whereas, the Board of Education standard is 25 students per class­

room. Forty percent overcrowding results, a poor solution for the present overcrowding at Cardoza as long as empty pupil stations arc available in wh te high schools.

Park View is an Inadequate school for high school instruction. It has no science laboratories, (biology, chemistry, phsics). The school rates very low in general classrooras--36 white elementary schools have higher ratings.

In fact, the rating that Park View did receive from the Strayer re­ port resulted from its classification as a platoon school--but of no significance for high school instruction.

Many Negro girls who already travel five miles to reach Cardoza

(although white schools are conveniently located) will have to travel an additional distance to reach a school at the northern limit of Negro residences.

One school official. Dr. Garnet C. Wilkinson, considers the combina­ tion of elementary and senior high school students in one building as the least desirable,education situation. (Interrogatory in Bishop vs.

Doyle, 17, Februa y, 1949).

Superintendent Corning recommended transfer of 500 girls in order that cadet activities of boys at Cardoza might not be interfered with.

Whit about the girl cadet training for those transfered to Park View? 299

page 6

We oppose the transfer to Park View because opportunity for these girls

to participate in school wide activities -- the newspaper, orchestra, glee club, athletic teams, dramatics, school clubs — would be lost.

We question whether transfer of the girls means that the Board in­

tends to abandon the reading clinic at Park View. Cardoza will still

30 percent overcrowded -- even after the transfer, and its major problem of building inadequacy remains untonched. No space will be available for expected increase in the number of elementary school pupils at

Park View.

CENTRAL MOST BE TRANSFERRED

Superintendent Corning Lists the following advantages of the transfer of Central High School to house Cardozo.

1. "Immedi te and full relief would be provided Cardozo.

2. Such a transfer "would remove danger of loss of accredita­

tion of Cardozo High School."

3. "Some specialized facilities would be supplied which are

either lacking or inadequate at Cardozo, such as gymnasiums,

cafeteria, swimming-pools, stadium, armory, and r'fle range."

4. "An economy of approximately $3,500,000 not including site

would be affected by making unnecessary the construction of

the new Cardozo High School."

We add the following advantages:

1. For the f'rst time since the first World War Negro high school

students would be housed in an adequate high school building. 300

Page 7

2. For the first time Negro high schools would begin to be located

on a regional basis--as the white high schools are located,--

instead of clustered in one quarder-mile radius.

3. For the first time Negro high school children would have an

opportunity to select from a comprehensive high school curri­

culum, as the white high school pupils can do, instead of being

limited to a specialized curricula.

4. Central is an adeq late high school for high school children--

Park View at best is an adequate elementary school.

5. High schools will be used more economically according to in­

tended use and size. Specifically, Central now has but 822

high school students in a building intended by the Board of

Education for 2,400 children. And the Central High School

population is on the decrease. The current enrollment (Sep­

tember 15, 1949), repr sents a loss of 72 senior high school

pupils in the past year, as shown by the administration's

official report dated September 19, 1949.

6. The 434 Negro high school veterans co Id be housed in a high

school building instead of a "cast-off" elementary school

building; the total of 135 white high school veterans always

have been housed in a high school building, with adequate

physical plant facilities.

WHY DOESN'T THE SUPERINTENDENT RECOMMEND THE TRANSFER OF CENTRAL

TO HOUSE THE CARDOZO BOYS AND GIRLS?

HE SAYS--

1. Central must be kept for white students to house an intended

Institute of 13th and 14th grades. 301

Page 8

WE SAY--

Put the institute at McKinley Technical High School, obviously

a counterpart of Armstrong and a half empty school with 1,200 vacant

pupil stations and with excellent cqu pment for post-high sc)iool

work. Or pi ce the institute at Roosevelt, no less empty, with

50 percent available space or more than 1,000 vacant pupil sta­

tions and similar fine equipment. Or place these grades at

Eastern with 1,200 vacancies.

HE SAYS —

2. Central must be kept for white children in the area of this

high school.

WE SAY--

The 513 junior high school children now at Central can be

easily located at Hacfarland, which has 489 empty stations;

at Langley, which has 582 vacant stations; or Gordon, which

has 532 vacant stations. Actually, the white school children

live equally close to McKinley, Roosevelt, Western, Wilson,

and even Eastern--and can conveniently be transferred to

those schools.

HE SAYS--

3. Strayer did not recommend the tr nsfer of Central to house

Negro children.

WE SAY--

Liteially, Strayer recommended that Central "be opened District-

wide as a technical institute." Is the Superintendent ready

tojopen Central Institute to all children without regard to

race or creed -- which is our understanding of "District-wide?" 302

Pago 9

KE SAÏS--

4. Transfer of Central’ on a permanent basis will effect the

Board of Education "building progrim" for Negro high schools.

WE SAY--

Well, the transfer of Central certainly can't affect the

building of Spingarn, which is authorized and partly appro­

priated for. The transfer of Central shouldn't affect the

new Armstrong, which is a repl iccment for the most inadequate

high school in the city.

Will ft prevent a new Cardozo? In our considered judgement

the Board has no bui ding program that includes a new Car­

dozo as long as Congress has not authorized nor appropriated

for a new site (now estimated to cost $2,000,000),plans, or

school. A new Cardozo is a myth in spite of the Board's

good intentions. Fimlly, we honestly don't believe that an

appropri tion of three million dollars (or even double that

sum) could build a Cardozo equal to Central High School.

Retention of Central High School in its present partially^

used state merely because of the sentimental attachment of

former students cannot seriously be defended in the face of

the PRESENT NEED of the children at Cardozo High School. The

welfare of the children must be the basis of the Boird's

decision, not selection of a plan "most favorable to Central,"

as Mr. E. T. Dunlap, of the Central Alumni, requested in

his statement on August 20, 1949, in which he also admitted

that "the interests of the Alumni are based on sentiment." 303 Page 10

6,000 EMPTY SEATS IN SEVEN HIGH SCHOOLS FOR WHITES MEANS AN UNJUST

WASTE OF MILLIONS OF DOLLARS OF THE TAXPAYER'S MOŒY -- mil LE NEGRO STU%

DENTS AT CARDOZO ARE PRESENTLY THREATENED WITH A LOSS ACCREDITATION.

THE BOARD OF EDUCATION MUST ACT UNIFORKALLY FOR ALL CHILDREN IN

THE DISTRICT OF COLUMBIA. IÆ STRONGLY URGE -- WITHOUT RESERVATION OR

EQUIVOCATION -- THAT THE. BOARD OF EDUCATION TRANSFER CENTRAL HIGH SCHOOL

PLANT TO HOUSE CARDOZO CHILDREN.

EVERY CITIZEN SHOULD WRITE OR WIRE THE BOARD OF EDUCATION IMMEDIATELY.

UNITED CITIZENS ASSOCIATION FOR EDUCATIONAL ADEQUACY FOR ALL CHILDREN IN THE DISTRICT OF COLUMBIA

REV. STEPHEN SPOTTSWOOD President, United Citizens Association

BELFORD V. LAWSON, JR. Alpha Phi Alpha Fraternity

ELMER HENDERSON American Council on Human Rights

VINCENT BROWNE Americans For Democratic Action

HARPER FORTUNE Bannekcr Junior High School P.I.A.

LT. COL. ROBERT POLLARD Blooraingdale Civil Associ ition

EDITH B. PORTAL Central Northeast Civil Association

RICHARD F. WARE, JR. Central Northwest Citizens Association

GARNER L. BISHOP Consolidated Parents Group

BERNARD C. CHAPMAN Far Northeast Council

JOHN B. DUNCAN Benning Heights Civic Association 304

Page 11

REV. S. EVËREXTE GUILES Hillsdale Civic Association

REV. J. F. WHITFIELD Interdcnomlnatloial Ministers Alliance

DOROTHY D. DAVENPORT National Council of Negro Women

WILLIAM D. NIXON Oldest Inhabltats, Inc.

PAUL COOKE Local 27, American Federation of Teachers

ROSINA C. TUCKER Public Interest Civic Association

RICHARD R. ATKINSON Sou beast Civic Association

EDWIN HENDERSON N.A.A.C.P.

DOUGLAS MORRISON Wesley Foundation

REV. W. H. JERNIGAN National Fraternal Cornell of Negro Churches

JAMES M. COGGS Kappa Alpha Psl

REV. J. HARVEY RANDOLPH Baptist Ministers Conference

W0ILLIAM S. THOMPSON Sigma Delta Tau

DR. EMERSON WILLIAMS Medico Chirurgical Society

BURMA A. WHITTED Consolidated Parent Group

WOOSLEY W. HALL Federation of Civic Associations

LEON A. THOMPSON Carfleld-Douglass Heights Citizens Association 305

Page 12

GEORGE GREGORY Ivy City Citizens Association

ANTHONY PIERCE Kedidian Kill Civic Association

ARTHUR W. JACKSON Midway Civic Association

B. SCOTT Northeat Women's Club

DAVID E. WELLS . Pleasant Plains Civic Association

MYRTLE K. HANSBERRY Sloue Hall P.T.A.

LEON S. CALHOUN Southwest Civic Associ tion

PATRICIA ROBERTS National Council of Negro Women

CATHERINE G. KAYO Trinidad Community Association

DR. WALTER BOOKER Alpha Phi Alpha

TAFT FEIMAN American Veteran's Committee

REV. J. H. PETERS Methodist Ministers Conference

MAURICE R. WEEKS Washington Bar Association APPENDIX 20

A communication sent to the black junior high school physical educators, concerning spring intra and extra­ mural physical programs, by Mr, Henderson on March 5, 1951.

306 307

torch 5, 1951

To Junior High School Physical Education Teachers of Boys:

Gentlemen:

As a result of the recent questionnaire sent out we arc now ready to plan our Spring intra- and extra-aural programs. The following will serve as Chairmen in the respective sports:

Softball...... Hr. I. N. Cupid..... Mr. Van Harris, Mr. Davis Tumbling...... Mr. W. E. Jackson---- Mr. K. Jackson, Mr. Bridges Track & Field. .Mr. Waller------' Mr. Trigg, Hr. Temple

I am requesting the Chairman to consult their committee members and select dates. Submit to me your plans by March 20, 1951.

Then this office will submit schedules to all schools.

With your cooperation we expect to have a strong Junior High program of Spring athletics. The success will be due to your getting together and timing the events. Also a strong teaching program in the respective schools will mean a good intra-mural program.

Truly yours, E. B. Henderson Dept. Head

Report on Participation

School Softball Tumbling Track Host ... .Sport

Bannekcr Yes - all grades None Yes None Browne Yes - all grades Yes Yes Yes Softball Kelly Miller Yes - all grades Yes Yes Yes Softball & Tumbling Garnet-Patterson Yes - all grades Yes Yes Yes Tumbling Francis Yes - all grades Yes Yes Yes Softball & Tumbling Shaw Yes - all grades' Yes Yes None Randall Yes - all grades Yes Yes Yes Softball & Tumbling Terrell Yes - all grades None Yes None

P.S. One game an afternoon Time of game 3:15 p.m. APPENDIX 21

A communication sent to the junior high principals and physical educators concerning the annual junior high tumbling tournament, by Mr, Henderson on April 11, 1951,

308 309 : April 11,1951.

To Junior High Principals To Teachers of Physical Education.

ladies and Gentlemen: .

The annual junior high Tumbling Tournament is scheduled for Thurs­ day, 3, beginning at 3:30 P.M. at Bannoker Junior High School.

Eligibility- Seventh Grade boys only, ; - Events; 1. A series of forward rolls 2. A series of backward rolls j, !i series of head flips 4. A headstand 5. A series of alternate forward rolls and iklps 6. A series of alternateforward rolls and dives.

Note- 1. Each school team will be composed of 5 boys, 2. There will be no optional stunts. All six are required, 3. Stunts will be graded on the basis of 10 points each. a. 2.5 points for approach, b. 2.5 for recovery,c. 5 for execution.

Kindly confer with Kr. "elford Jackson for information as to tournament.

The annual track and field meet for junior high boys will be held at Brooks Stadium on Tues.,June 5th, beginning at 3 P.H. Note- This date has been cleared with Kr. Lofton. In case of rain,June 6th. Although the time for preliminary events is set for 3 P.M. students who purchase tickets at their schools need not attend until 3:30.

We hope to attract a number of junior high school students as spec­ tators for a small fee. This feature of spectatorship brings together students from all or most of the junior high schoolsand is a lesson in spectatorship beyond the tight controls of individual schools. It is the one time in the year when students have a chance to learn personal controls away from the authority of the hone school. It leads to a regular senior high school practice.

The events as in previous years are: 85 pound class 100 pound class .115 pound class Unlimited

50 yards 60 yards '60 yards 169 yards Run.Bd. Jump Run. Bd. Jump Run.Bd. Jur.p Run. Bd. Jump One Lap Relay OneLap Relay Two Lap Relay Two Lap Relay 100 yards 220 yards Run. High Jump Run High Jump Entry blanks with more detailed information will be sent to your school, and all entries must be in my office by Hay 31.

In order to give more opportunity to junior high track boys, there will be two relay events for junior high boys only in the Senior High School meet on May 11, These are: a two lap relay for 115 pound class boys, and a two lap relay for unlimited weight class boys in junior high schools.

For more information consult Mr, Arthur Waller at Terrell, or Mr. Parris at Shaw Junior High School. Signed, F. - BHenderson APPENDIX 22

A supplement to Who ' s IVho in Colored America which was written by Mr, Henderson in 1955 to foster a sense of achievement, pride, dignity on the behalf of black Americans so as to give them the strength and courage to take an active part in the pursuit of life, liberty, and happiness.

310 311

PROGRESS OP COLORED A//,ERfCANS IN METROPOLITAN V/ASPIINGTON

Flrot It should "bo undors-cod that the "ollowlng cocmznto are fragmentary. Even Vho*n Vho In Colored Anarlca, a volun? of over 3,000 "blographleB* la voefully lacking in r«any areao.

DoBplto loglelatlve harriers end prejudicial practices In America, the progress of the riogro has been phénoménal. Bocauao the press does not emphasize the social, civic, and economic life of the Negro, vhlle at the same tins it does place undue emphasis on delinquency and the Identification of criminals by race, fcv average citizens can loam of the culture end standing of the Negro la society. This, of course, tends to perpetuate a concept of the Negro vhich la far removed from reality.

At the present time especially grave concern is developing la other countries over this inconsistency; and vlth the world becoming ecaller, thlt can no longer be concealed.

As an example, the follcvlng may introduce for the first time some.^out­ standing Negroes in Metropolitan Washington vho should already bo known to you.

Signed: E. B. Henderson Vice President 7a. State Conference N.A.A.C P. 307 V. Fairfax Street Falls Church, 7a.

February, I955

FOR ADDITIONAL COPIES, VBITE P. 0. BOX 218, AKKANDAIE, 7A. ENCIOSS FOR 5 COPIES (MD:IMUM ORDER) PER HUNDRED

Education - In November, 195** there were in the public schools of Washington, hi,358 ' white children enrolled and 6h,501 colored children taught by 1677 white and I9h3 colored teachers. The groat majority of these have A.B. degrees, and more than one- third have A.M. degrees or higher.

Locally, colored students are attending Bcvord University, Cethollc University, American University, Georgetown University, George Washington University and Wilson and Miner Teachers Colleges, Under the leadership of President Mordecal W. Johnson, Howard Itolvorsity has advanced to rank among the foremost Institutions in the country.

Negro Homes - Since the Supreme Court invalidated restrictive covenants, Negroes'have purchased homes valued up to $6 0 ,000. hJany have moved Into modem homes In the far northeast section of Washington. In the northwest section, $20,000 and $30,000 homes have been sold to Negroes and are being kept up In accordance with the high standards of the neighborhood.

In the older part of the city, large houses receive migrants from farms and slum clearance projects. Owners charge those people high rents, make few repairs, end crowd In a dangerous number of tenants Thus a constant cycle of slums Is created for which a hapless minority are often unjustly blamed.

Although colored citizens of means end culture do not move from the city to the suburbs, Negroes in many parts of metropolitan Washington live In good homes surrounded with accommodations for high cultural living. A reason for the lack of outmigration is the existence of segregation and exclusion from theatres, restaurants end public recreation places.

Negro Churches - No group In America subscribes more heartily to the tenets of Christianity than the Negro. Even when slave holders decried the teaching of Christianity to Negroes and forbade them to assemble at church meetings, they found ways to worship end to develop preachers. Some of these preachers vho saw the incon­ gruity between slavery and Christianity were foremost loaders in rebellion against _Bla,Tori. 312

It has hoen ostiinatod that In Vaohlngton there are 200 Baptist congregations^ 60 Methodist, 7 Episcopal, 7 Catholic, 3 Congregational, 3 EresbyterJan, 2 Lutheran and many other denominational groups. Soao of these churches record nearly 5,050 members.

As the vhlto population moved northward and out of the city, Negro congrega­ tions have bought"up rviny of the larger, modem church buildings. Many cf the Negro ministers are highly trained theologians. Among the best-known ministers are: W, H Jeraagln, E. C Smith, C.T. Murray, Jerry A. Moore, Joseph A. Edwards, Jam. 0, Vest, Dillard Brown, J. L. S. Holloman, Robt. Johnson, Robt. Pierre Williams, Robt. Williams, Smallwood Williams, J, T Whitfield, A. F. Elmsa, G, D. Robinson, C. Shelby Rooks, and R. L. Jeans. Soma ministers have presided over or held high places In ths synods or associations. Besides affiliating with Interracial associations of ministers, the . Negro clergy have their own denominational organizations and training conferences. It has boon consorvatlvely. estltrated that over 50 per cent (or about 150,0 0 0 ) of colored citizens In D. C belong to some church. The work of many of these ministers end church members extends to welfare and social agencies,

lawyers - There are more than 3OO Negro lawyers in the catropolltan area. The Washington Bar Association (colored) lists approximately 200 members. Colored lawyers practice before the Supreme Court of the United States and d am the Jlne. Among the best-known lawyers are: Geo. E. C. Hayes and Jaa. M. Nabrit, who argued the recent D. C segregation case; the Bon. Jes. A. Cobb; Perry L. Howard, National Republican Committeeman; W. S. -Thompson, President of the Washington Bar Association; Margaret Harwood, J. C. Vaddy, Frank Reeves, and many others.

Quite a few lawyers hold appointive positions. Some are serving in the DepartEsnt of Justice, on various commissions, and In other Government Lepartcsnts. Austin Flckllng, Joel D. Blackwell, and Harry T Alexander are Assistant U. S. Attorneys, Among the Assistants of the Corporation Counsel ere: Julian R. Dugas, Carl Coleman, Hubert B. Pair, and Robt. B. Campbell. There are two colored Judges, Armond W, Scott and Andrew J. Ho-ward.

Howard University Law School (whose dean Is George Johnson), has graduated some of the most outstanding civil rights lawyers in the Nation and most of the Negro lawyers now practicing*

Physicians - Howard University Medical College, headed by Dr. Jos. L. Johnson, graduates most of the Negro doctors. All over the country Negro physicians have mace enviable reputations In their communities. Nor Is their practice confined to minority groups. Here In Northern Virginia, two colored physicians number hundreds of white families among their patients.

Two hundred and ton colored physicians are listed as membors of the Modlcô- Chirurgical Society (counterpart of the District Medical Society - white). Recently colored physiciens have been.eligible to ramberahip in the formerly exclusively white societies in Washington, Virginia and Maryland. Forty-two colored doctors ere currently members of the D. C. Ktedlcal Society. Several Negro doctors are members of the Virginia Medical Society.

For years Negro doctors were not permitted to eejrvo on the staffs or follow their patients into the Washington private hospitals. Today Dr. Frank Jones and Dr. Edward Kszlque are serving at Georgetown Hospital and Dr. John B. Johnson, Professor of Medicine at Howard University, has been added to the staff at George Washington University. Miny colored doctors, Interns, and nurses serve at the D. C. General Hospital. Dr. Harold M. Johnson Is highly respected for his work at Arlington Hospital. Dr. Howard M Payne Is one of the best-known T, B. specialists In the area.

Dentists - Howard University’s now Dental College, whose dean is Dr. Russell A. Dixon, has a faculty of UO teachers of whoa six are white. Hundreds of dentists have been trained at Howard and at Meharry College In Tennessee, the only two colored Institutions for such training. There are, however, a few white dental schools vhich have been available for Negro students.

In Washington, D C., the Robert T. Freeman Dental Society lists over 100 members, most of whom are In private practice. Some have national reputations. Many have white as veil as colored patients Both Negro doctors and dentists give time to welfare and civic work.

Social Work - Dr. InabeX B. Lindsay is dean of the School of Social Work at Howard University. The school has an Integrated staff of U white and 5 colored Instructors. 313

Currently Dr. Llndoay la Chalriran of the D. 0. Chapter .of the Air^rlcan Aaaoclotlon of - Social Workers, which hac never had a racial barrier to msniborohlp. Soro local authorities In this field ere; Mrs. Annie Lee Sandusky, Consultant, U. S. Children'a Bureau; I'xs. Buth Taylor, Medical Social Consultant In T. B. in the Federal Service; Mrs, Mary Weaver, Medical Social Consultant vlth the Federal Security Agency; Mrs. Benlta Levis, Social Sej*7*ce Consultant, Bureau of Indian Affairs; Mj^s . Viola Lee, Supervisor, Field Services, Public Assistance Division; and Mr. Jes. Burrus, Federal Vocational Bohcbllltatlon Services, Many others are doing work In this field.

En.rlneerln.7 and Architecture ~ The new School of Engineering and Architecture at Howard University has 3V0 students enrolled in civil, nechanical, electrical, and sanitary engineering, surveying end architecture. Lewis K. Downing is dean.

Two of the best'kno-KTi architects and builders in the Washington area are Archie A. Alexander, now Governor of the Virgin Islands, and Albert I. Cassell. Alexander's fira built the Whitehurst Freeway connecting Key Bridge with K Street, Independence Avenue Bridge over the Tidal Basin, and riany other large projects in the metropolitan area. Alexander and Repass have fulfilled contracts all over the country. Cassell has built some of the large buildings at Hcrward University, the Mnyfair Gardens hocues In northeast Washington end zany other projects on the Atlantic seaboard,

Hilliard Boblnscn end Bernard Mackoy ere prominent architects. Robinson Is retiring this yoar from the Park and Planning Committee of Washington. Mackey, at present; Is consultant to the University of Mary lend Mission in British Guiana. Gran­ ville and Howard Woodson are well-known engineers, Grenville is presently serving as assistant to the Superintendent of Public Schools Building and Grounds.

Science - M^ny Hogroes are members of the American Association for the Advanceir.ent of Science. Some hold responsible positions In the various sections. Dr. W. Montague Cobb, Professor of Anatorry at Howard Univers'ty, for two years ves a vice-president of the AAAS and Chalrmn of the section on Anthropology for several years. Dr. Kerman A. Branson of Howard University is a nationally Known physicist. Dr Jas. H, M. Henderson of Falls Church, an associate Professor at the Carver Foundation at Tuskegee, working in cancer research, presented papers before the International Society of Botany at Paris and at Briancon, Switzerland, la l$pL.

Military Service - From 1776 to Korea, Negroes have served their country faithfully. Among the high ranking officers living In the metropolitan area ere two Negro Brigadier Generals, one active and cnc retired: BenJ. 0, Davis, Sr., vho enlisted as a private In the Spanish-Amerlean War and now serves on the Commissioner's Advisory Committee end is a member of the National Battlefields Monur.ents Commission; and B 0. Davis, Jr., a graduate of West Point, vho was recently appointed to the above rank after serving as on Air Force pilot orji Flight Commander during World War II.

Col. Campbell Johnson, holder of the DEM and other honors served during World War I. He organized and commanded the first R.O.T.C. unit at Hcr«*ard University. Ho Is presently Assistant to the Director of Selective Service, and also Chairman of the D. C. Board of Parole, Member of National Capital Housing Authority, and President of the Washington Housing Association.

Col. West A. Hamilton served in the first World War and Is presently a member of the D. C. Board of Education.

Other commissioned officers serving In the District Area are: Col. Geo. Webb, USAF - Bolling Field; Lt, Ccl. Rajtcond Contee, Parole end Clec.ency Board, USA; Lt. Ccl. H^-msn Y. Chase, USA; Lt, Col. Steve G. Davis, USA; Lt. Col. Jas. D. Fowler, Logistics USA; Lt. Col. BenJ. Eunton, Department Head, Military Science, public schools; KaJ. Albert J. Parker, Office of Secretary of Defense; MaJ. Jag. T. Tolliver, ROTC, Howard University; KaJ. Joel 0. Adams, Selective Service System; MaJ. Wm. D. Brooks, Jr., Selective Service System; MaJ. John J. Suggs and Maj, Eugene Tyree, Air Force ROTO, Howard University; MnJ. Edwin H. Henderson, Dental Corps, Ft. Belvolr end KaJ, Luciua E. Young, parole Review Board, Army and Air Force.

or course, there are many officers cf the rank of Captain and Lieutenant, living in end around D. C. Hundreds of enlisted men are serving in military unite in the Washington area.

Music and the Arts - Tcdd Duncan, singer and actor lives In D. C. Wnmer L?vson, Dean of the Music Department of Howard University, pianist, teacher, conductor recently appearing as guest conductor of the National Symphony Orchestra when the Howard University APPENDIX 23

"Colored Boys and Boys' Clubs}' a newspaper article written by Mr, Henderson,

314 315

Colored Boys and Boys' Clubs ■ / To thousands of Washington's colouad citizens the operation of the Police Boys’ Clubs and of the Boys’ Clubs of Wash­ ington In some respects parallels the Nazi and Italian Youth movements of pre-Hitler days. Not only are colored boys denied admission to neighborhood clubs and must travel miles and miles If they want such activities, but the teams of such clubs are not allowed to meet each other in athletic tournaments or play pame.s with each other. W hat : Is more galling to the sensitivities of colored citizens is that no colored citizen has ever been invited to serve on the Boys’ Club board of directors of more than a hundred ciurens, yet colored citi­ zens serve with cirtincrion on the policy­ making boards of setileinent houses, education, recreation, library, welfare and many others. In a short while these kids are going to be forced into the armed services to live with each other and fight and per­ haps die in the same outfits. Yet as young citizens they are being taught to distrust, despise and perhaps hate each . other. That is what segregation does. This is what the adult leadership, either bec3U.se of timidity or social fears, does to our youth. ' E. B. Henderson. APPENDIX 24

Letters to the editor by Mr. Henderson,

316 3 1 7

Letters To The Editor

The V.^hington Post June 3, 1951 “ CiCy College'* We commend your May 23 com- plim cn'ary to the superintendent of schools fo r proposing the city college plsn for Washington. Ex­ cept fo r vested Interests in the educational world wluch once op­ posed the idea, today the proposal meets with almost universal ap­ Against Segregation Noto proval. There Is, however, some sur­ The current suits before the carry half-empty white schools and prise occasioned if \\c assume that courts to seek judicl.il ban on jammed Negro schools within a The Woshinplon Post favors two segregated schools arc causing block of each other Is not only » idenlicaJ city colleges. Of course, turmoil in the minds of politicians, burden on taxpayers but poses the school administration presum­ racial bigots, whites and Negroes the pocsibility of constant appeal ably must assume that legally who profit by or exploit segrega­ to the courts for equal Justice racial segregation must obtain in tion. To listen to the dire predic­ under law. any planning for extension of the tions or threatened destruction of Just as white and colored chil­ educational system. Vet it takes the publir-sehool systems of V ir­ dren and adults have adjusted all no visionary prophet to read the ginia and South Carolina or Geor­ cner the Nation In areas where 'handwriting on the wall" as to gia, would lead one to think that formerly there were racial bar­ legregation in the not too distant white and colored children were riers, right here in Washington future. segregated in public schools all and in r>?Itimorc and In Richmond, Georgetown University, Catho­ over the Nation. Then there are people of good w ill have been able lic University, Maryland Univer- those who fear the suddcness of to withstand the trouble makers The Washington Post alty and American University al­ this change. They favor gradualis- and live In peace and mutual re­ February 19, 1951 ready have colored cnrollces in tic lowering of the barriers over spect. 10. or 20 or 30 years. Always there is the opiwrtunity either graduate or undergraduate Arlington Race Progrès» schools or both. With the excep­ In. fact. In those social areas under democratic government for tion of a few Southern Stales where sudden elimination of .seg­ the less easily adjusted to attend The news that the Arlington where court cases await rulings, regation has come about, almost private or parochial schools. In County Medical Society voted to Negro students arc increasingly nowfjere have any of the fears Virginia there is still the prej­ extend membership to colored matriculating in the Southern col­ materialized. For example, .Ne­ udice among the privileged against physicians Is rtimulating to lib ­ leges. In Virginia and clsewiierc groes who have fo r a long time the common school. It was the eral-thinking people in the metro­ the courts arc being asked to rule been conditioned to accept see- Negro and white legislatures of politan area. This may or may not on the consistency cf segrégation ond^lass citizenship and denied reconstruction days which in iti­ have been an outcome of the ac­ on any public school level « nd (ne Ircc access to public o/ferings, do ated public schools for all. Even tion of the Virginia State Medical fundamental laws of the Nation. not rush in when the pates open. if short-sichlcd governors do try Society which last year cast a Economically, two equal colleges Some are so thoroughly indue- to subvert the rulings of the majority vote to include Negro would cost twice the cost of one, trincd with inferior status that courts. In a little while the good doctors tnit failed by « few votes besides perpetuating the caste they will never sock to be where sense and good will of the masse» of the necessary two thirds. system. In the face of the evident formerly unwanted. of people w ill bring back a bet­ Not long ago the Arlington trend, an approach to dual city This present effort (o seek ter, less expensive and sounder Federation o f Citizens Associa­ colleges is not realistic. through the courts for a changed public school system. tions voted down a constitutional Day by day w* see pictures r f philosophy and ruling ms to com­ In preparation for the eventual­ provision to exclude Negro mem­ our boys, both colored and wlnte, patibility of segregation and prin­ ity of free public schools for all bers. Colored citizens arc member* in the Korean casualty lists. They ciples cf our basic laws is due to the pupils there is time before a of the planning boards and other m ight have been more easily ad­ the fact that even where colored possible outlawing of segregated civic groups. Last summer the county recreation council favored justed, psychologically, for com­ children have new schools.* re­ schools to reduce the friction of radeship had they been normally duced travel distance to school, the change. The technique and content the public transp'^nalion of col­ associated in th& community. same curriculum and acceptable of wn«t is known as mier-cullural ored and white children to the Then, too, Dr. Hager and Presi­ teacher loads, they are being made or inter-group education have D.C. Potomac Park swimming pooL dent Clark have advanced the one to feel Inferior. They cannot be­ been used in many of our cities. Negro and white amateur base­ college idea. Our youth are ready. lieve in truths of history or cf Already in some of our cities chil­ ball teams occasionally meet on democracy, and their teachers are dren and teachers are learning the diamond. The colored high E. B. HENDERSON, Vie» preildfnl D. c. Branch. Nftttsnal less convincing. through the media of music, sci­ school basketball team practices From the standpoint of schools, ence, art and athletics to respect rnd plays in the white junior gym. the problems of dual school ad­ each other and live In peace. There Colored children attend one or ministration are almost impossible Is still time. A future test of the more of the private schools in the o f solution under the theory of ability and statesmanship of our county. Negro and while minister* enforced separateness and yet city plcnners and school adminis­ meet in respective churches In equality. The fluidity of white and trators w ill be seen in how much church federation mover.jents. Negro po ulation, the out-migra­ or how little they did to meet the Much of this is due to groups in tion of wDites from and the in- challenge of nonsegregatcd pub­ the county such as the League of migration to urban centers of Ne­ lic education. Women Voters, the Arllngtoa gro families add to the diAlculty E. B. HENDERSON. Branch o f the Ahicricin Associa­ of ffqualiiing school facilities. To Falls Church, Va. tion of University Women, and thé Community Council for S c d tl Ap» Mondaf# June 25,1951 (Ion tentatively sponsored by Ih# I k s i Arlington Unitarian Church. la V. e. otnc* E. B. HENDERSON. Falls Church- 3 1 8

VOJÇE OF TIÎK rpOPLE

Thet'e’s Slill M u c h T o ,D o

Your müçp.zinc section of OclcWr 27 If going by boat between Waphfngtnu carried an cxecJIrni stury of Her project of our young people do not realize and and Norfolk, Negroes w tc permitted uîicicr’.nkcn hy a T in r l of AnuTican today would not sustain. only berths below feck where the Women.’* It vas an cxcrîinnt project and throbbing engines defied -lea». Nor did mc as far as the laws of the should cb;.ilcn?c the iinrrest ami ener­ day would permit. In 19J5 1 organized U a dining car vuf n.e tn.in, when gies o! v jn the 1'niti‘U Human Kclalions to protest and_ .•'Ci’k. States. Although my vocation was that of through the courts the elimination of 1 v.as most affcclnd tn the nccounl of leaching physical education and athletics legally sustained segre;;ation. in a segJv,:aiorf school system. J was not Mrs. John Dicw, a "m ixed" colored For years I was an officer in Ndh American uho told of a fcv.' of tin* gfjouvd to visit a "while" sc)io»‘ l. %hen wc sought lo hold a track meet or other orgahiZHtions in Virginia and Washinit- incidents suffered bv her children be­ ton and for several- years I served ns tournnmcnl under auspKt*s of ;he Ama­ cause of race and r (dor. It recalled to president of the Virginia Confv-rcnce of teur .Mhfctic L’nion which was nc. ew« a me to >ii in the chii*»* .Negroes a drmk a; the soda fountain ond < and with on»* m ut" i f cl5p;,(*rs ran h some would allow a mille shake at one * stealh from front :« L irk. J lc mos ;• end of the fountain. i Southerner zm c .Vo.-*'; » These ore just a few samples how 1 Jim CroA- cars wm* the only mm ./ of Negroes were* forced to submit or do t travel Ix'luceo n:y ‘.o.nic in I’lrgim.j anrf without in the earlier days, a fact many Washingtcn. V. C.. whiTC 1 work. : Jt was hard to rxpla.n to my \oun%&tcrs why Mc had to sit in the rear. As a footb'J) cf/icsjl Ï often Ir.vi'led south in Viruini.-t and N:>rlh Carolina. The tram to fFchmocd «arr.cd a fore* sbnrle'ird imp j£j;ii behind the corfi burning engine f *r Negroes, although the fare was fust class. APPENDIX 25

A review of Mr, Henderson's Negro in Sports by a black reporter, M, Beaunorus Toison,

319 320 C a v i a r ^

- . • { ^ C a b b c ig e ' oy M. Beaunorus Toison L v"

Negro Heroes of the Oar, Track, Diamond, Court, Gridiron and Ring To scl the caiixe. abnre vr.noion, To love the game hcgnnct the pmo. To honor0.1 you etrike him down. The foc'thoi comes with fearless eyes. To count the life of battle good. And dear the land that gave you birth, But dearer yet the Brotherhood, That binds the brave of all the earth. W ith these spprts-inspircd lines from Sir Henry New- bolt, Mr. Kdwin B. Henderson, the dean of Kcxro track and football oflici.ila, opens his drama-packed book, "The Kegro in Sports." This is a two-fisted, pioneering volume produced by its champion of Xepio youth throujeh tlic urgency of that father of Negro historians. Dr. Cartel s:. Woodson. From Herodotus of Greece to H. G. Wells o f Great Britain, historians ha\> painted the march of Man. Per­ haps tomorrow some scholar unburdened by academic de­ grees w ill give us a profound history of Man revealed through the pageantry of sports. The sports of .a people are socially significant. Mr. Henderson is vitally alive to this fact. Therefore his study of Negro athletes gain added depth and scope, THE TIMELINESS OF THE BOOK Man is both animal and human hcing—Body and Mind. That’s the rc.ason great scholars, both ancient and modern, have declared that education is the developing of a sound mind in a sound body, Mr. Henderson points out that Rome was con

NEGBO PIONEERS IN SPORTS Eni|)hatically, this is a pioneering work. While vve may. bo fam iliar with contemporary Negro athletes like Joe Louis, Henry Armstrong, Kenny Washington, and Wilmeth Sidat-Sinph, we may he unaware of the existence of such early heroes as Bill Richmond and the "Morocco Prince." It is interesting to observe that the first college director ' of physical education was a Negro. Professor A. Molineaux Hewlitt. I wonder how many Negroes are taught this when they take their degrees in physical culture at Harvard and Columbia. The gentleman was de.scribed by T. W. Higgin- son in the Harvard Hook published in 187.5 as a "respectable estimable character." Professor Molineaux—a full-fledged professor, by the way—taught Hanard gentlemen, the manly sp... is in 18.59, while members of his race were being .sold along the Potomacl APPENDIX 26

A letter from Mrs, Boyle on September 4, 1970 concerning Mr, Henderson,

322 323 “ ao5b

Sept. 4, 3.970 Kr. L. iJ. Cours ay Ohio State Univ.

Dear Hr. Coursey,

I have ycrar le'oter statin? that you are vrritln« a blo-ranhlcal dic- . sertatlon on Dr. D. 3. Henderson and as’.cln? for ny conno.nts concern­ ing "things that wake hin ti:o unique individual that ho lo."

I think first of his extraordinary consistency. Great icon often are contradictory and tsmar.anental, cut I nosed neither trait in hlrj. .It all ti:.;es he o.ooerred to ho totally hire elf— courteous, considerate, objective, cai.u, Mail focussed and pertinent, effective, enerretic, unflinching.

Klo natural, easy courte.sy Is a good exanple of "nobility In little things." If one ones hln a letter,for instance, he writes and says, not "I haven't heard froic you," but "It seems a long tire since I wrote you."

■■/hen he receive? an honor, the thine tha.t often scens to concern him cost Is the neonle who didn't receive it. I don't think I have ever been at a neetin? v’ith hin where he didn't direct the attention of the audience to the ;;ood work of several other ncoule. Throuvh his unfailing apnlsusc for otherwise unnoticed r.chleverenus of others, he cay 'Toll be resnonsible for the continued service of r.ore discoure.red wai^ors in ths huta.n rights revolution tnan anyone else In the South. Thus in évalue tin": hir. contributions to the cause one .rust add to his renarkaclo achievecents also the acnioverents of countless other oerscns who would huv'e dro-.oel out of the fight hud not been for hi.t. i.y o:'h trlfflln? efforts,are only one tiny exaaple of this fact. In recent years Hiy creativity, energy and persistance seem as evidentas v.heh I first knew him. Do.y after day he uours himself out to rid, defend ar.C support others, and he does it all vrith such zest that it is inoo.sslbls to think of it as self sacrifice, though it rust often have been very costly for hi.uAX tVrneS •

One of the secrets of his cany achievements may be his ability to do everything viith efficiency and disoatch. ' He acts cuickl.y and scooc.nly wherever ho sees a need, seemingly without either indecision or iiuier conflict.

He is ?i.ro a rah of --re-.t coura-e, both coral and ph.'-cicrl, but he frees d; nvors of .11 kinds so uutter-of-factl.v that one thinks of him as bclnv calm and strong rather than brave.

I home you intend to ur.ke .a cony of your dissertation for him. I knoT' he would value it.

Sincerely,

jr.rbh rc.tton Soyle 1154 kakefield Gt. Arlington, Va. 22204 APPENDIX 27

A letter from Mrs, Betty Henderson on September 9, 1970 concerning Mr, Henderson,

324 325

l O Û C

-'V7 -> (/■'t.y / ‘•e-'

C < ^ /^ 1^6. c<^^- ,^é

~^/i-^-^ -^^e't,\^f'‘C-(i., ytî^- X ^ V ^ < ? ■')A^'î^

Ûtiv^-'U /2''d/"'/^r^c-^^ C e xC-^L./ £>->:e:,-‘^ / / /' / /“ . ^ C^C<- tf_jt!!{(^ y/L

^ yJ

. / / ' —r y> ' ^ : .

^ f —/-v_^

"41^. '-^4- ^'e)-r^ ;:^.j 3 2 6

tic:jSt'^it^c^C/C c i . Z é <'^^\.'<-■^/i''^^.£’~^^^^-^y. 7

c\.-j-t-y yyiCt- i. ^

r-f-o .^v^ycy

/ L.V4 APPENDIX 28

A letter from Mrs. Mary E. Henderson to the writer on September 10, 1970 concerning Mr. Henderson.

327 328

Sept. 10,1970.

Dear Hr. Couroey:

I am happy Jo reply to your Invitation to comment on

my hushaid with regard to our relationships.

We have enjoyed over a half century living toge hei. If living

on Decen.ber 10th, we will have been married 60 years. We became

sweethearts while he wgs a senior and 1 a junior In the Wash­

ington Kormal chool In 1904 and wei-e na; r cd Decesber 24th,1910.

We have two fine boys, one a dentist In Washington.,D.C. ,and the

o ’.hor Director of the Carver round'^tlon In Tuskegee Institute In

Alabaxa.

We struggled together to own a lioc.e,raise the children and earn a living, I as a principal of a ecu. try school and he-as

Director of health and .hyslcal Education In the V.’ash.ngton public schools where I taught a few years as an elet..cntary school model teacher.

Like all peoples we have ad good and bad times togetl.er but he has always managed to come thru successfully and In B;y

* r . older days he has been a constant loving husband, h’ls oi e bad habit is pipe smoking with Its little dlsconccrtln. household prob­ lems. Eecanse of my continuing arthritis he is always doing everything possible to relieve c.e of some suffering, he has been a good companion aid since hi: retlrment In 1954 we have enjoyed many ocean going trips about the C rrlbean. We spe.t several months In parls v/h.n my son was studying ther.We lived In hexlco a month and a i cnth in' haltl I-.y condltl- n prevents continuai l : n of these excursions, his g nerally good health Is possibly due ^ to cent nued exercising and working about the home and garden. * Jlncerely,

C'. J Ù : I ^ APPENDIX 29

A letter from Jay Henderson to the writer on September 12, 1970 concerning Mr, Henderson.

329 330

/Zy^^fyg,^ ^,^^i£^t:i.t.

- j 2 ^ y C ^ ~ ^^iiPeuyi^o ■

- ^ -\^ X" -'■W^ ^ J ^ ^ ^

/ ^ ^ . y «-^ X l o ^ X ^ £ 7 ^ -Xi~'Z£*<>’ _ APPENDIX 30

A letter from Bishop SpQttswpod to the writer on September 19, 1970 concerning Mr. Henderson.

331 CONFCnCNCE# n MCMGKm GUYANA _ _ BO/AO OF TnU&YM, 3 3 2 M,CM,CAN CZ Z3 LIVINGSTONC COtLtC* N e w Cn c l a n d c h a i r m a n rW ILADrLPM IA CONNCCIIOHAL BUDGCT DOAHD AND DALTIHOAC BOAAO OF TAANCi'ORTATIOH VIRGIN I s l a n d s ^ C h a p l a in s * c o m m is s io n B o a a d Of DiiircTons, N.A.A.C.P. PAtsiDcriT, O h io C o u n c i l o p C k u r c h i ;*

ORGANIZIID 1706 THIRD ElMSCORAL DISTRICT

BISHOP STEPHEN G ILL SPOTTSWOOD. D.D.. Su p c RIn t e n d c n t 1031 IC t h St r e e t , N .W .. W a s h i n g t o n . D. C. 20009 T c l c p h o n Ci (Are a C o o c 20%J 332-7958

Septenber 19, 1970

Mr. Lecn N. Coursey Ohio State university School of health. Physical Education end Recreation 337 Viest 17th Âvenue Columbus, Ohio 45210

Dear Kr. Coursey:

Trusting that ell things are moving well with you, I an writing in reply to your letter of Sepcesiber 2nd requesting me tc list items of biographical interest concerning Ur. Edwin Henderson,

ED Henderson is one of the remarkable r.en of the century. He has been a freedom fighter from his youth up. Despite the handi­ caps of his position of Director of Physical Education in the then segregated './ash ing ton Public School System, he strove for the complete dese.gregation of the public schools, recreation facilities and all other institutions of public accomodations.

Dr. Hencerson was an inccfstigable worker in the Rational Associ­ ation for the A avancement of Colored People. He served both the District of Columbia Branch and the Fairfax County Branch. Hs rose to the Vice Presidency of the D. C. Branch NAilCP and was my indisuensible aid (I served as President, 1947-52) in bringing about much of the desegration of the nation's capital by 1952, eight years before the 1964 Civil Rights Legislation of the Con­ gress. Dr. Henderson served as Presiaent of the Virginia State Conference of Branches, HnACP and was frequently a delegate to the national conventions of HAACP»

Your subject was always uncompromising, forthright and insistent in the pursuit of full human rights for ell Americans under the Constitution. He was champion of an unpopular cause in the days when the United States paid little attention to the fulfillment fif the 13th, 14th and 15th amendments to the Constitution, Another great contribution of Dr. Henderson was his freouent letters-to-Che-editor" concerning the cause of human rights. He always pointed out in sharp relief the inequities of the United States system and his sugrestions for reform were rea­ sonable and just.

Dr. Edwin 3. Henderson was a great col]ege athlete, a construc­ tive teacher, an efficient administrator, a wonderful family man, a practicing Christian and a warm friend.

I hold the subject of your work 3n the highest esteem and admire nis qualiu,;.es superlotively | i hold him as one of tho truly great Americans of our time.

With best v/ishes, I am

Yours very sincerely. APPENDIX 31

A letter from Reverend Costner to the writer on October 21, 1970 concerning Mr. Henderson.

333 334

l-03fc> AI-UCN GOLDMAN , * /iT f tf MRS. BCOECCA WAimCN CHAIRMAN o r DEACON nOARD ^iUMIlSl vLLl j IH.‘CIT CHURCH CLERK

ROOERT A. TATC. OR. MRS. CTHCL K. OCSKINS C»

t-ALLS CHURCH, VIRGINIA MRS. CLYDE h u n te r REV. W. E. COSTNER. D. D.

REV. JAME3 E, RROWNC MRO. DCRNICE TATE ASVI*. PASTOR - MINISTER OK DOI NORTH VAN BUREN ST. CLERK TO THE PASfTOR CHRISTIAN EDUCATION CHURCH PHONE RESIDENCE PHONE

JE3-H2IT B31-1343

October 21, 1970

Hr. Leon Coursey Ohio State University 137 W. Seventh Avenue Coluinbus, Ohio

Dear Hr. Coursey:

I hope you will pardon me for my long delay in answering your letter, but some­ how I misplaced it and only found it yesterday morning as I was leaving for a conference in Richmond, and did't have time to answer it then.

In regards to Dr. E. B. Henderson, he is a member of the Second Baptist Church here, and was quite a figure in promoting educational and recre­ ational activities among our young people. His contributions to the civic, educational and political live of the community was outstanding. He is a charter member of the Fairfax County Chapter of th e tJ.A.A.C.P. In fact he organized this chapter which was, if not the first one of the first chapters in Virginia. For his loyal service, wise leadership and contri­ butions to th c cause of equality and freedom, this chapter gave him a life membership in the National organization. He also honored him on other occasions. He gave freely of himself, his time and money to espouse the cause of justice and equality.

In the field of education, his contributions were great. He encouraged and by his example inspired so many young people to go forward. Perhaps his greatest work was in sports. For a number of years he was the super­ visor of physical education in Division 10-13 in the public schcols of the District of Columbia. He wrote a book entitled "The Negro in Sports", the only one of its kind. A few years later he revised it, making it a fuller and more comprehensive piece of literature.

He was .a-.leader in the great fight for school buildings and facilities to be equal even before the fight for integration in the schools began. Here again he put everything he had into the fight. 335

He is a great writer. It would take a tremendous large room to hold all the letters he has written to politicians, school boards, Newspapers and what have you, against the injustices and unfair treatment accorded the negro, not only did he write but he headed committees to the V/hite House, to Senators,Officers and to power structures in the State Capitol -Richmond. He has had many insults, had to have his telephone number changed to a secret number that only his friends knew. His life was threatened, but none of these deterred h era from the work to which ho had dedi catcdhiraself. And even while he was employed by the School Board of D. C. and his wife by the School Board of Fairfax, Va, he spoke out fearlessly through the press, in both conferences and public places, for justice.

It would take a book to tell of how valiantly and courageously he contended for equality in employment, education in the courts and fair housing.

I am glad to have been associated with him in many of these endeavours for about 35 years. He and his wife have done more for our people than many people know.

When he was leaving Falls Church, We gave a testimonial to him and Mrs. Henderson at Second Baptist Church. The City Council ad­ journed their meeting and came by, the Mayor presented him with a citation.

The Hendersons are great and extrordinary people.

I hope this will be of some help to you on your dissertation. I am very glad to give it, and I thank you for giving me the opportunity to tell of some of the things I know about ray good friend.

Yours truly,,

Rev. W. Earl Costner APPENDIX 32

1 A letter from Paul Cooke to the writer on October 27, 1970 concerning Mr, Henderson,

336 1 0 7 ^

DISTRICT O F COLUMBIA TEACHERS COLLEGE 337 IÎOO MAftVAHD C7«!:LT, N.W. V.-a CIUNGTON. O. C. 2QOO» ornce or the rncBiotHT

October 27, 1970,

Mr. Leon N. Coursey The Ohio State University School of Health, Physical Education and Rccrcat ion 337 West 17th Avenue Columbus, Ohio 43210

Dear Hr. Coursey:

I regret not w riting you e a rlie r, knowing that you are working on a doctoral dissertation.

1 regret further that I really cannot supply the information that you want because I did not know E. B. Henderson, as he was most often known, in the capacity of the teacher in a defined educator’ s role - - toward which your questions appear to g ra v ita te . For more than a score of years E. B. was Head of Health, Physical Education, and Safety for the Negro schools and hadn't been an actual teacher.

I knew him, however, in his role as the community leader, c iv il rights cru­ sader, organizational vjorker. He could communicate exceedingly well. He had a good clear voice - - probably what the speech teachers might call resonant.

He wrote incessantly to the newspapers, to the "Letters to the Editor" column. He v;as inveterate in pointing out racial discriminât ion especially in the segre­ gation of the Nation's Capital and its segregated school system.

Vfhile seeking rights for Negroes, he would also oppose prejudice and discrim­ ination toward Jews (although once I heard him refer to '.'jewing" somebody down, in speaking o f a price.)

He was a leader in his own Virginia community — he did n't live in Washington, 0. C. I recall once I received an invitation from the pastor of his churchto speak during Negro History Week, an invitation lik e ly instigated by Dr. Henderson. He was a student of Negro history, especially the evolution of leading Negroes in topflight competitive athletics. You no doubt arc familiar with his book and a multitude of writings in the field. His wife was a leader, too, an elementary school principal in V irg in ia , Fairfax, I believe. . . His two sons have earned doctor's degrees, too — one in dentistry and the other a Ph. D. in biology. Uni­ versity of Wisconsin.

E. B. had a ho.me at Highland Beach, Anne Arundel County, Maryland, a resort s ite said to have been begun by Frederick Douglass at the turn of the century. He liked swimming and boating and crabbing. It was (or is) a firs t-c la s s summer home.

Back to his speaking. He was on effective speaker. He rarely used notes, appeared organized, was never nervous, always seemed in command of the situation, was possibly a b it verbose but persuasive.

I always like to see him and in fact would seek him out when I visited Highland Beach. I think 1 came to his Virginia home only once, that time to t r a il him to the V irgin ia church.

1 understand that in Tuskegee, Alabama, where he now lives with son, the biologist, he continues to w rite letters to the editor.

YoQ-s tr u ly .

Cooke resident

PC/geh APPENDIX 33

A letter from Benjamin Henley to the writer on October 28, 1970 concerning Mr, Henderson.

338 îoîy?

PUBLIC SCHOOLS OP THE DISTRICT OF COLUMBIA 33.9 VICE EUfCnINTENDCNT OF SCHOOLS f’RCSIDCNTIAL OUILDING 4IS . UT M tlflECT, H. W. WASHINGTON. D. C. 20004

October 28, 1970

Mr. Loon M. Coursey The Ohio State University School of Health, Physical Education fi Recreation 327 V.'est 17th Street Columbus, Ohio 43210

Dear Mr. Coursey:

I regret the delay in responding to your letter dated September 1, 1970, in which you requested my personal comments on Dr. Edwin B. Henderson.

As I think of Dr. Henderson, two things stand out in my mind.

One of these is his interest in sports and athletics with particular reference to the role of the Hegro in college and professional sports events. As a result of his knowledge and research in these areas he wrote a book entitled, I believe. The Negro in Sports.

The second and more important is the fight that he waged for the rights of the Negro minority and for the correction of social injustices.

This is a popular movement now but when Edwin Henderson was involved in it 30 or 40 years ago, it seemed almost hopeless and he seemed to be waging a war against insurmountable odds.

At that time, the press had little concern for civil rights. The only way that he. Dr. Henderson, could make his feelings known was through the writing of letters to the editors of newspapers.

He became a prolific writer, pointing out injustices, correcting inaccurate press reports and giving the public the results of his historical research.

Dr. Henderson and I belonged to the School Club which was made up primarily of Washington, D.C. school officers. At each monthly meeting of the Club, a member presented, for discussion purposes, a paper dealing with an educational problem of the day. There was a saying among Club members that no matter what the topic for discussion was, Ed Henderson would always deliver the •second paper" on tlie "Negro problem."

What I am trying to indicate is that in these earlier years. Dr. Henderson was one of the few people who consistently worked for the correction of social evils as they related to the Negro at a time when the general climate for the achievement of these goals was unfavorable.

My regard for Dr. Henderson has grown over the years because of his work in the civil rights movement and because of his unflagging perseverance in the face of personal abuse.

Sincerely yours.

Benjamin J. Henley (f Vice Superintendent of Schools

EJH;m APPENDIX 34

A letter from Dr. J. H, M. Henderson to the writer on October 28, 1970 concerning Mr, Henderson,

340 1 0 6 d

p. 0. Box 247 Tuskcqoe Institute, Alabama 36038 October 28, 1970

I.’.r, Leon N. Coursey The Ohio State University School of Health, Physical Education and Recreation 337 V.'est 17th Avenue Columbus, Ohio 43210

Dear Mr. Coursey:

Let m.e first apologize for the long delay in responding to your letter of 28 August. I have been av;ay and on tries, both official and unofficial a good deal of the time for the past two months.

My delay could be due to the fact that my admiration for and the acco.x- plishments and attributes of my father are so many that I hesitate to start enumerating then for fear I will not be. able to finish writing about them.

I will try to be brief and state only those which may be unique to me without elaborating on them.

'.’/ithout doubt my father. E.3. Henderson, is one of the unique sages of the century. His wide scope of comretencies arc only ex­ ceeded by this willingness I sometimes excessive) to talk about his many topics of interest.

He can talk on almost any subject (except those of the hard sciences and technology). He can engage in converation with the most conservative and nonagenarians ta the v/ibest radicals and teenagers.

One of his greatest contributions to my family has been his influence and relationship on our two boys-one 13 and one age 15. They have delighted in his presence here with them for the past five years.

He possesses the traits of an urban intellectual, where as at the same time he portrays the agrarian characteristics of a country philosopher.

His continued alterness, keeness of mental faculties-even with the be­ ginning of physical failure: eyes, walking, lifting at the age 87 interest in social and cultural activities, all make him a delightful person for younger people to be around. His jovial and light sense of humor are a delight to all.

Let me close with a comment made by a former student of mine who was one of the militant leaders during the activist movements in the late 60's, and who during the summer of 1 9 6 7 had made a worId tour and had a long in­ terview with Sir Bertrand Russell of England. After a long evening of discussions among several friends of both this young militant and ours, including m.y father, much of the dialoguq had been between or by the yaung militant and my father he said that the only person other E.B. Henderson v;hom he encountered who had such a depth of understanding and range of background in history and knowledge, v;as the English philosopher, Bertrand Russell.

I too, think my father ranks among the sages and great men of our age,

Very truly yours.

J, H. M. Henderson^

JHf.lH:hw APPENDIX 35

A letter from Wendall Parris to the writer on November 3, 1970 concerning Mr. Henderson.

342 343 EMI

^ifciucatiotial <^'tcc(ia *^neorperalcJ westoveb ontvE. s. c.. Washington, d. c. zoozo / W tN D A tt A. PARRIS _____ / MCSIOrNT 202.563*0594

%~7o

y Om-ca-o^.^ ' ' _ , ^ — â-4— /7 " y, _

t-.vn^ Æ - 0

/Oxxj-jT £^x, -

s j y é : ^

. y^/EEE\.^-yK^^LP. ^C-A-^U^ /0^-i.y^,ccr~l^.->.f,e^j^— -— _

JlA~

-^N)2-C7 344

EMI

Sj„c«tio.,alJ\Uia 3norpor«lJ =■»> w estover or.ve. s. e„ W ashington, o, c. 200:0 / W tN D A ll A. PARRIS

y . 202.583.0594 '

X" X /I — -/~/7 / X ^ -* '•

X%A.^—t^J-C-a-K—1^ ^'T,~^f-^^£..^'-^^‘J ^ i^jz::fet'>i^ M À i ^ i L , / % .

./_ 4 , . .. V "1^ j^r/6

y^r— L^L/ ^ w*v * ^ X • IJ

/ ^ ’ y ____ Z _ . ' - /7 4_Z_y /7 A/— X " X / 345

EMI

/ W«,DAUA.,A,M Î02.5B39594 ' « tllO IW

Cc /K^-CZ^ 1^ — 0^/^Ay /^/i yi ^ ia J â ^ ^ ^ 1 ^ V ^fjâ _ ^/y n ^AÂ /\—rf -m. y^ ^

à—CC^~

{i\-Ai y^O-'^-l^-'^l

/^AtL<7 ^

P ^ , y i i > ^ ^ ^ c^c-/<6

~ P Z^^A jL J ? ^ Z Ù î y

f 9 ^ 'C.O-^-r^ iZ^ j é j i C î ^

j^:^xÂe-èz:iz .a ^-^i^ ^ A j

!L^ A^^-tAty:/ <^i/L-, A^~Ç- yUfi.^

A U M N I ^ y^47ty 3 4 6

f/- EMI

J\U;„ 3nco.po.«uJ " " " " T o v M omvE. s. c. w«h,.=.on, o c. .ooao / W tN D A ll A. PARR.S

202.583.959* M KlO tW /(II,

Q x. l u ^ ! 9 ^ ^ ^ c\_ C U i t j

jLjr-t^'-X. yÂ^ 'Tû 'IX^U 347 6*^ , EMI

westoveb dbive Ejucatlona!>ÿ\icJia >3itcarparaltJ s. E„ v/aSMINGTON. D. c. 20020 / W EN D fltl A. PAKRIS

cuz.583'9594202-=a3-9SS« '

y 2 ( 4 ^ Æ

'/ ./ e - ^ /I - -f :ijC ci^t-iiCrÿ

■■ ' ' ■ • -

^ O Â J X Â ^ - ^

3, 7/^ ^EEE^M, ^ ^ ,

'5~. (?. â n ^^- 348

EMI

Ejucatio»alJ\Ujia Sncorpcr^tcJ " = ' westover drive, s. e„ washingto.m. o. c. ic « o / V.'£NDAll A PARRIS . M M M M ' ««SIDtm

/ / / J y / ' 9) ^ ^ ^ C T ^

^

' " ^ l p 0 ^fiSÊÿ£?^Bl

-jc&j^ '(U^tie^

Æ - 1 ^ J-^riy£^^o yé^.u'^ir^

A / , / C\ /g; / y

J - ' ^ Xv^v«v.^./

. „ J ^ - ■

yc^^L.^ J/'u.v^-P / f e u ^ ( _ £ - < 9 ^ . 'yp APPENDIX 36

A letter from Master Edwin B. Henderson to the writer, n.d., concerning Mr. Henderson,

349 350

-...... <,L^<^>t,üi;liv À*Ji . jfjl._ v t t t , yfck'-i L

J / / ( . ( L T l W , ;H .<./.V J t . t , 'K'-~c;u- iiw J.'Xe&iyj.

h - j . i -v-5’'“ &-;.j^ a cyoAV û.'lni^'iyCJLr- ii -l-i yU -?

^ V /.vxk'.L'^ (j,^J-j-x):'/~l.Jl'-x!^ j ,".^0*1.1 /c / l s is lr k '/-

"ii'i ii_c. < 4

\Z^t^j_cWL,ccfi (X tiJ ~:k^sj^-LLi^k^JuJ. / T i j f ,j-o-'<'->‘-(J-‘u

^ j - J J 9 , cA/w,

.e-j, Q-y’Jj^ KjjZoAJL .J. eJ-ind/r^ ^ J ' ^ J j L

A%. A&cÜi

— - - cJ- J - t j j J J- J'uuXl ^-siîj-'’-^ ^ ^6-« a 1 U &

~ •yi^ÿ'^i<- - ...... — ...... — ..,. .. , , .

- ......

— — -... . . — - — - ' - -.,.... - . — . - .....

—~———— - —..— —— —.— . — — ■ - — .— ... - — — — -_.». —.. „ — .... APPENDIX 37

A letter from Mr, Cato Adams to the writer, n.d., concerning Mr. Henderson.

351 352

Memo, to Mr. Leon N. Coursey: Ohio St. Univ. 337 W. 175h Ave., Columbus, O,

Dear Mr. Coursey:

With respect to Dr. Edwin Bancroft "Ned" Henderson, I would say that he is one of the rare personalities that you would meet in a lifetime.

He is a man of action and although past his mid­ eighties, he is still busy writing letters to the press and attending conferences which have to their objective the securing of human rights for all states and conditions . and wholesome contributions toward maJcing Democracy, the type that one believes in, work.

His mother and ray mother were former schoolmates and life-long friends. Our fathers became pals throughout their lives.

I lived at the residence of Dr. and Mrs. Henderson for 22 years until my "social status" changed in 1935.

As Director of Physical Education and Health in the D.C. public schools for 50 years, he was courageous, in challenging the "Powers that be" for (before the Supreme Court Decision of 1954) and for additional space for athletic and physical activities.

He was far-sighted and diplomatic when necessary, but never sold you out when he appeared before the D.C. Board of Education, the District Commissioners or investigating committees or committee of inquiry of the Congress of the United States.

Dr. Henaerson built and made his home in Falls Church, Va., when Jim Crow cars, segregated housing and discrimination were supposed to be "a way of life." Lynch­ ing was at its worst prior to World War I. Again Henderson rose to glorious heights with letters to daily papers, local and national.

The Klu Klux Klan was in the saddle in fringe areas around Falls Church and more than once the symbolic cross was burned on the Henderson's lawn.

Annoying phone messages continued until the Hendersons, against their desires, had their phone changed to an unlisted number. 353

Dr. Henderson has had several invitations to speak at important gatherings in the deep South where he took up residence at Tuskegee, Alabama where his younger son, Dr, James H. M. Henderson, is on the faculty of Tuskegee Institute, and a member of the Board of Education of Macon County, Alabama,

The E. B. Hendersons maintain a beach home at Highland Beach, Md, where they spend most of the summer. He enjoys fishing, crabbing, boating, swimming, and semi-relaxing. He just can't refrain from writing.

He professed religion at an early age, and although a Baptist, he is a believer in the Christianity that kids were introduced to when he was a boy,

Vlhen in school he won letters in baseball, football, and track and field, and upon completion of his undergradu­ ate courses he introduced basketball in the Metropolitan Washington Area, and played on a championship team that traveled to Baltimore, Philadelphia, and New York,

He edited several handbooks and published the Negro in Sports, the firat contribution of its kind. He has also written a volume titled the Black Athlete; it's a publication of International Library of Negro Life and History,

It may be added that he was an honor student through the elementary, secondary, undergraduate and graduate schools. He earned credits far beyond the Master's degree at Columbia University,

Very truly yours,

(Signed)

Cato W, Adams APPENDIX 38

A flyer which was composed by Mr, Henderson calling attention to the black school conditions in Fairfax County, Virginia,

354 355

The following flyer, which I composed, was issued by the Fairfax County NAACP Branch and the county-wide Colored Citi­ zens Association, to call attention to the school conditions^ and distributed about the county and to the press.

OUR DISGRACE AND SHAME SCHOOL I'ACILITIES FOR NEGRO CHILDREN IN FAIRFAX COUNTY WHITE SCHOOLS NEGRO SCHOOLS 1 All brick or stone, cxcc])t 4 1 One to three room wooden wooden buildings buildings 2 H.ivc running water, janitor­ 2 All have outside "p it” toilets ial service, inside toilets, cen­ for teachers and children, no tral heating running water; all stoves in 3 Children ride in heated busses. the rooms 3 No janitorial service—teach­ ers do all cleaning, haul water, make fires 4 Three schools have no water on pi omises 5 Some children walk from 4 to G miles to school G Duses are old and rickety and are not heated. now SCHOOL FUNDS ARE SHARED In 1030 the School Board sought a grant of .St.03,022.GO from PWA and a bond issue (which was d.'feated) to raii o .SI37,027..GO. Of this total of 3310,050.00 it was proposed to spend for: WMITF SCIIOOI.S...... 3330,750—07.4 per cent COLORED SCHOOLS ...... 9,000— 2.C per cent In 1935 this county owed the State Literary Fund $188,739.32 fall of which had been spent on white schools). In that year the coloi'.d inpulation of the county was 19 per cent. The 1915-IG I’ROI’OSED budget provided among other items; FOR WHITE SCHOOLS FOR COLORED SCHOOLS .Administrât io n ...... $18,380 0 Operation of School Plant ...... 80,350 (S'la I y of janitor, light, telephone and fuel) Capital Outlay ...... $715,000 $45,000 The following pro|insed expenditures of a proposed loan from the State Literary fund were approved: WHITE SCHOOLS COLORED SCHOOLS $.50,000 for Herndon High School 0 $40,000 for 2 classrooms, wa.sh room and cafeteria at Vienna 0 S20.000 for 2 classrooms at Lin- colnia 0 $10,000 to complete 2 class­ rooms at Groveton 0 $40,050 additional was secured to add elementary rooms to Madison School APPENDIX 39

Guy Mason's, Coromissioner of Public Health, statement opposing the expansion of physical education to include medical inspection programs in public schools of Washing­ ton, D.C.

356 357

St:c:i :cr An':T7:a— '

Ma 'OfO,"05SS axparjjQfi I ‘byssca'J i:L:mHson' ; • Favors Li:niîinq School Program to. ’ X •■ -Pupils in Si;: IZioinontary Grcocs '.

CA'o. S 0/ a Senci. ,^cj rtfi/or/j:, "CccfdJinj rr.d II ■ •:. r.y J o n x v/. aiio:\:?soN, Jr. • { j Fvr.in'îion 0Î tho school medical Lnsicc'.lon pro.';ram In the » ' p'ibhc jur.ior ami S'-nior hirrh schools .as n. iiicr.ns oi improving the ; ; pliv.^îcal Illness o: Wa-hinr.ton youth is ' wet r.'.ir;,:nn’' the children Î ' and ijsurpln; the rc'ponsioUitles ol the parents,, according to /.i Ccp-.iA’.rsioncr Guy Mr.son, - : j Any Kind ct p. h‘.*lih p:c:.ri»m In-:* ;ilh e ju ricr ?.::d ?cnl:r hi ;li rrhcols. ‘ cats CO net Kno w what to do, Mr, i • h<* Inf’.ic.'icd. v.-.'s a ' and Mr.rcn s-'id t in t v.iih ell the cp- Jar from cxiendinr: Id he T.culdn’t poriunhiea to Know sda the press, jn'Jitl feeing T;hafs done r.c?; dis­ r.acîu. fcco-'.'s, lectures, etc., i f they continued. didn't Itnotv nor? they were • just "B u t the elementary school pro- ignorant. gram—th a t's . dh'Tcrcnt.” he raid. Ahiiough It was pointed cut that ‘•I’m In favor of even doubling our {he schcol n-.pùcal l.nsnccib.n fe rr­ p-ctnr.'Ji at that le-.-el brcausc the ies only notes licfecta end refers children are ycur.n enough lo be the child to the family phyricla.n or conlroncd. But I'm oppoicd to ccntl'^t for di' cnc'.is end treatment, fixn cin g nny public mcr.cy for the the Ccm;ni‘ :;oner raid It res up to vvorh In the junior and rcrior high the parents to send the children to schools." • the family physician, ro t the public. P.arcnls* Job In lïi-.h Schools. Wit ere parents cannot rllc rd to In the junior and s?n:or high have ft family physician, he con­ schools the children r.re old enough ceded. the puohc chnics thould pro­ vide the service. !0 hnovr what’s gcrd for l: r m and old enough to be •unrc.iv.ro'.l.-.ble as W icre to Draw Line. to their h rn lih habits, ho comenricd. " I f you put In ft co.mprchsru-ive * li‘s & job for th: parents," he program In the junior and csnior said. high zchcols,'* he raid, "'why flo p A:hert If the rejections of District there? Why ro t fellow the children men by the Army for physical rea­ r/Tht on rlo.Tg inio their stores and sons v as not tn indication parents ciPiccs until they die? Where are were fa'dtr.g dov;n cn such a respon­ you going to drew the line? sibility, Mr, Masrn. v.hcFe juris­ Asked why he was drawb? the diction includes the Health Depart­ line n: the sixth grade, Mr. Mason ment, said that did r.ct alter the rcilcrrilcti that the children were ct two-thl.-ds of the junior high school 1 course, turning them out as physical situation. I f the parents cr the an cge when they could be taught pupils and ihreo-fcurths of the I fcucailon instructors. children themselves.cont Joolc out and con'.rollcd without benefit of renier high pupils t.lih dental de­ , rrefer# Hospitals for Fonds, for their physical f.:nc*s, then it's the movies and soda pap they crave fects. he IS oppo-^cd to any kind of too bad for the children, he indi­ a t a later age. He did not explain a dental program in the schools. Told that the entire expansion cated. why the clcmeni.ao* schcol child's "Aren’t you going to leave any­ program to provide a sysUm many health was not also a parental ic - To suggesiicns that perhaps par thing to the home? ' he asked. officials believe •s.’ould be a substan­ rpo.TslbiJjty. ' In connccilcn with follow-uns by Other officials have contended school public health nurses, he taid tial improvement In the physic# that TT.'iny of the defects for which students or parents could not be fitness of the Junior and s:n:cr higl D istrict men havè been rejected by compelled to correct defects and pupils, would cost an cstimatec the Army could ho eliminated v.-irh would not do so simply because of f2:r).o:o. Mr. Mason said: "We eouh an expansion of the medical inspec­ rchcol nurscis. Told of the c:me- build a nice hocnilal or hopsiia tion. dcnral inspection, mnd follow- jri.T.ent c t Calvin Ccolidge High wing with that amount." up through public health nums to i Gchoel, where within a school year fcc if the parents would correct the n.cre than "0 per cent of d^'fects Hrs.'dos. he added, the services ar defects through the family doctor cr 3-Ttcd In physical cxaminràlcns at tal::::g them so young many are no d în fiît. Iliis prc.TTftm plus an en­ the bemnning of the year were finishing tiic senior high schec larged h ia lth ftnd physical educa­ cleared up, he Insisted: "You can’t cour-cs and ft strong eie.menl.xr prozrrm would give them all'the tion prorram In the rchools. It is rrnke them do It. " need to know. contended, would • go far toward A3 far as expanding the health giving the Army the physically fit and pkyslcr.l education pre-rum In E!-:D up physical fltn>ss In th rolrilrr now available to the Axis the r -nior high schools to the five i junior and rcnior high fc.ncols as forces. périras n week now In effect at.' nit.ar.--: cf cutting down District d rii M r. Mflson said that la asking the Coc.AlgC, Mr. Mason ram th a t V::S , r : j * :? icn cr ot.korv.ise? n schools of the Nation to provde ft rr.at'.cr for the Board of Bducntlon | "1 am opposed to It," uld Jt physically fit men and women the to C'.CJde, but pointed out t.hs board j Mruon. 1 Army was only pointing out a need had ii;'t nrkrd for any rdUitionall everybody had known about and he physical edur.’.tlon teachers. J fcro-nl:rd no patriotic obligation cn Kc fdrerved that good physical: the pait of District schools to ex­ education teachers, n-i pu’rllc health pand the "business ns usual" pro­ nursci. would be d-.t.jcult to get and j gram In physical educatlcn.'*' that many coll . r t were ntvlrg j Opposes Dental rro;ram. physical edufoilbii dc-rer^ to r:n-J . 'JIUSSIOSSU Cl'Y riASON, Although iurveya have shown Icfcs who couiv.n’t Daa% la c a / other | APPENDIX 40

A roster of the National Committee and Council on Physical Fitness showing Mr. Henderson as a member.

358 i'59 wflKOKfis. eor;;r.ai:xrE5 courjcïi. o w p i î y s e c h i :. p e 'ï w s s s * Kc:.Lci» ol CocLUiiie* Ainocîio, Don ...MoJion PicJiuos Badger, Philip O ...... Nolionol Collcgiats Athletic Association *Boni:, Colonel Thoodoio P...... United States Arm y . . Bingham, Î. Lymon..._...... ------Amalcui Athletic Union ^ Binner. C. P ...... Athletic Institute Blossom, George Uniird Sides Gcll Association Biundogo, Avory,. _U.iited Stales ol America Sports Fed srolioa •Btishnoll, Asa S...... Central Oilice Eastern Interccllogiato A thlelici Byrd, Dr. lîo n y ClUlon ...... »...... President, University oi Maryland Collins, hcufontine...... Assiston» Director, Board ci Educolion, Detroit Public School» *Crcr.ip!on, Dr. C, Wood ...... Author. Acministrcior ond Advisor on Physical Fitness Ciislcr, H. O ...... —...... ^Football Coaches Association •Draper,Dr. W cr.cnr ...... - ...... Uniled States Public Health Service Ecslv/ocd, Dr. Floyd...... Industrial necrcction Association Eby, Kcrmil ...... Ass't. Diiccior, Bcseaich 6 Education. CJ.O. Emerson, Dr. Kendall ...... Nationol Tuberculosis Association Emerson, Dr. W. R. P...... Director, llic K ulrilicn Clinic English. Charles H ...... Society ol I\ccrcolion Workers of America Enlows, Harold F...... - ...... American Hciional Bed Cross—Director, First Aid, Wotor Safely end Accident Prevention Ecpcnschodo, Dr, Anna...... Women's Athletic Seclicn, A.A.H.P.E.6R. Fishboin, Dr. Morris ...... Editor, Jouincl cl American Medical Association Gales, Edith ...... Director, Health Education ol XcUonol Board, Y.W.C.A. Gorshovilz. Samuel D...... National Jcwirh Wellcre Board Director, Camp and Health •Griffith, Major lohn L ...... Chairmen, Eig Ten Conference Hastings, Mrs, W illiam A ...... '•...... Noticncl Parents end Teachers Association Hecht, George ...... Parents' Mcco:;ne and Wollare Henderson, Dr. Edwin B ...... Health a n d Physical Educotion, Public School», V/oshinçlon, D. C. Higgins. Robert A - ...... Veterans of Foreign Wars Hughes, Dr. W. L., ...... Physical Education. Teachers College, Columbia •Jcely, L. B ...... Athletic Goods Manufoclurcrs Advisory Committee Jacobs, Dr. W. P ...... President, Presbyterian College Johnson, lee F...... Project Management, National Housing ' _ •Jones, Dr. Hiram A...... Director of Physical Fitness, New York Stat* Jordon, C. L ...... N. W, Ayer Advertising Agency "Kelly, John B ...... - ...... Chairman, Committee on Physical Fitness Kessler, AKred E...... Junior Chamber of Commoice Klusmon, W. H ...... —...... American Camping Association Ixrndo. Daniel W...... - V/ar Production Board Loydcn, Elmer F ...... Ccminisr.ionor, National Football league Ixîhman, The Honorable Irving ...... State of New York Court of Appeals Loisor, V/illiam ...... Sports Editor, Sen Francisco Chrcnicln •Lloyd, Dr. Frank S._ ...... Executive Officer, Committee on Physical Fitness •McCloskcy.Mork A ...... Director, Office ol Community Wax Services, FSA J.CcCloy, Dr. C. H ...... University of Iowa Moore, Edward R.. Monsignor....- New York Catholic Welfare Noidly, Dr, Carl L...... University of Minnesota • Perry, Captain l^ m a n S ...... - Unfled States Navy Poling, Dr. Daniel A ...... Baptist Temple, Philadelphia. Pennsylvania •Porter, Henry V ...... National Federation Stale High School Athletic Association •Pritzloff, A. H...... President, A.A.H.P.E.&R. Raycrofl, Dr. Joseph E ...... Chairmen, A.M.A. Council on Student Health •Reynolds, Ccplcrin John ...... United Steles Navy •Rowutree, Colonel Leonard G ...... U. S. Selective Service. National Hcadgucrtcr» Sawyer, Dr. W illiam A ...... Anie/ican Medical Association Spuik, J.G.Taylor.%...... Spoiling Now* Scholl, Dr. Carl P ...... President, College Physical Education Ans'o. - T-»- •Stonsbury, Major Edgar B ...... Army Air Force* Slcinhcms, Dr. Arthur...... George Williams Colleg# Stem, BilL ...... Nationol Pioadcasting Company Stevenson, George S ...... National Cor.nmillco for Mental Hyglen» •Studebakcr, Dr. John W...... Commissioner of Education •Switzer. Mary E...... Assistant to the Administrator, Federal Security Agency •Troutman, George M...... A m e ric a n Association of Professional BcseboU Van Elton, Dr. Nathan 6 ...... Former President A.M.A. •Ward, Arch ...... Chicago Tribune Wonen, Mrs, Gertrude L...... 4 H Clubs. Department of Agriculture Wall, Robert ...... Inlcmnlioncl Reprcsentctivo A. F. of L Wbils. Captcfa C. Raymond-...... U. S. Selective Service Whitehurst, Mr*. Jolm L ...... - ...... Gcne:al Federation V/omen*» Club* Wilcon, Dr. M L ...... Nutrition Food Consorvoiion Branch, Department of Aoricullure Bell. Dr. Margaret ...... Choitmon, Dept, of Physicol Education for Women. Univ. ol Mich. Dudley, Ed...... Professional Golfers Association of America McBride, JonosA-, .,,,..^...,..^,,.^ .Brotherhood of Locomotive Firemen and Enginemon ;■«««.» a*, iim APPENDIX 4 1

A document revealing the functions of the National Committee and Council on Physical Fitness,

360 361

ruracsTorjs o f'znz goiæmîïïee

Tho Commilloe cn Physical Filocss was cstabîished by Administrative Order No. 42, A p ril 29, 1943. Its functions ore to:

1. Define end study problems relating to the promotion of physical fitness, in cooperation with national agencies end organizations, qnd encourage the development of cooperative programs for their solution. 2. Serve cs a center for the stimulation of Stele, district, and local programs for the promotion of physical fitness. 3. Mche available to States, localities, and organizations and agencies, upon reguest, the services of specialists in physical fitness. 4. Prepare materials and serve os a clearing house on irJonaalional matters pertaining to the development of a national program of physical fitness.

The Committee oa Physical Fitness at its first meeting, June 16, 1943, defined physical fitness cs follows;

1. A fitness that w ill result in a minimum of disability due to sickness of any typo. 2. A fitness that w ill result in the ability to recover rapidly from fatigue and exhaustion. 3. A fitness that w ill insure the ability to perform our tasks (whether m ilitary or civilian), efficiently and well within the limitation of the human body. 4. A fitness based on an ideal which w ill demand a continuous effort on the port of individuals for cm oppeciance, representative of a high degree of health and vigor, cs well as a pride in rugged endurance. 5. A fitness based on sound home, school, and community training which produces well-disciplined individuals who reject soft living end lake pride in physical vigor. 6. A fitness resulting from self-direction end inner propulsion rather than compulsion.

Tho Corrunittec believes that in promoting physical fitness for all of the people it must aid in the provision of conditions conducive to physical fitness including;

1. Adequate medical super\'Ision and services for the correction of remedial defects. 2. Proper nutrition. 3. The practice of personal hygiene including adequate rest and sleep. 4. Healthful living conditions.

The peculiar responsibility of tho Committee on Physical Fitness is w ith the development of strength, agility, stamina, end endurance in the civilian populolion. This demands daily participation in vigorous athletics and other physical training activities. Consequently the Committee is particularly concerned with the development of the "peoples" attitude of mind for daily participation in such activities under cesircbl® conditions; with the provision of adequate leadership, facilities, equipment and supplies; with the development of the fullest assumption of responsibility and the establishment of organization which w ill result In effective coopération and coordinated efforts.

The Committee, in planning for effective coverage for the promotion of physical fitness, recognizes that there must be developed an altitude on the part of all the people that w ill make a high degree of physical fitness an essential port of their personal daily living, end, secondly, that there must be made available every means so that people can readily, v/iih minimum inconvenience, participate in effective programs for physical fitness. - APPENDIX 42

A document written by Mr. Henderson which expresses his sentiments concerning wartime activity for young boys of Washington, D.C.

362 3 6 3

Gcn:ooLS c t -hj p i s i s i c t or ccluî/p i a D.j'D!-: / nt of n^)s.lth crd Physical Education Cf.;...-I Aùr.i.cistr&ticü Anr.ox JIo^ Z . I 14th ar.d Cuo Ctrcots, U. IT. . ' . ■ TTtshincton, D. C» •

.T7-rt’.r.3 .Ictivitv for .You»» Peyg. (A cu'coctod cc^ydtlti'v-j'iip'JiVS yroj:u n o’u~cn ôr%a:îlt(;d city*wids basis)

• ■ Pony nuthorltlss he?a crrood that coT.petitiro epoi'ts for pro-adclorcont and adolescent youth oro unsurnaesod as a tiadlua for harnessing tho c.-.eryics and intoroct of vlrilo bays. It lo nast c.’-j.zing to noto that this phasa of activity gota to littlo r.antion in tho plans of tnoto >^ho tro studying and cuggasting r.anr.3 to rodvco dalin-^uoncy, Alfnourh rocrcatlon is noted in all planning, llttlo prc.Tln-ancs is pUoa.to, v.hat to ocv.o ebcarvors is tho rest vital coction.of recreation - ru-ged cc-r.potitivo sports.

Dances, traeio, dra.vo.tlcs, car.toons, j'/as -boxos for asser.bliee and soda fountain patlicrlngs nay bo lolsuro tins devices of value. Cood grades in school nay servo to hold in checlc er.bitious youngsters of beyond averare ."I. Q." Unless ho io ft “nicsy" or physically a Y.'oclcling, tho ccnpotitlva urgo to engage in vigorous or cklllful r.uscular rvtivi'ty drives ovon the ftvorago hoy to' da things, ccr.o of mhich c.ro latollod dblir.quer.t acts. Pays Trho do not get tha satisfaction: la acada.vlc school wori: cay bo held in line through participation in cocpotitlvo physical activity.

Since cccplex urban llfi does not afford tho running, jic.ping, throwing tnd clir.bing stunts our city streets ond vacant lots used to pemit, and sicoO c-.'/irsr.ir.r, in the ctroan, n.td the adventurous hazards of country 11 (o are today cilcs rccovod frcn where the boys live, rar.y boys are deprived of opportunities for thrcr.vir.g, running, clir.bir.ç or eiricninr. To run the streets courts daath. To thrcv etonos is hatardous to Ufa, linb or autccoblle vrindcr.Tc, Io there any vroncsr that the century-old urr.es of growing youth, sublimto in vicarious and often vicious sxporionces? ' How otherwise con you account for sor.i of the increaco in sox perversions in our cities wliich naw aro crov.dod and as conducive to çdnorcal living as wore the older types of orphan hocee or I'ofom schoolst

Ihny teachers of the past svcidod disciplinary.prcblens bydissinatlrg energy thrr.igh a vigorous gor.o. Even a little lighting was o-verlooSccd. A boy tlrod out by rugged play, long walks, r'xnning or a hard gone is loss likely to create behavior problems. ^ .group o r gang that d.evolves into a team, boec.v.ea a conctructivo social unit, '.he desire to excel or win can r.otivate to nr.v.e dagrao, tho business of getting and keeping fit, healthy and strong. Sr.ula- tion of a leader or hero in sport aticulates wholeso.tc habita and actions by those who want to succeod.

As a part of the "soft” psychology, the "soft" physical education, and tho stress upon the "roft" nlernnts of the recreation program, wo have emas­ culated (flvurativoly) r.any of our boys, Tts need to revise soma of our ath­ letic programs that wu have dispensed vdth for one reason or another, public School Athletic Loaguis once flourished in our cities but lost out becaueo they "aped” the varsity «ports of our colleges, end also because s o n educa- ticr.al guessers suggested olamentary school boys v.-ura not suitod for strenuous competitive games. Recently tho Anorican lUdical Assoclaticn ccmmitt.e, working with tho American Association for Physical Education, Health, nnd Rocrcatlon outhoritatively stated that "Proeluding accldjr.ts, abnormal healthy child cannot do hinsolf permanent organic injury by physical exertion.” 3 6 4

• 5 ♦

Office of Education Ins BUf.costod tho uslr.j; of those boys in leadership capacity by tralr.inc thon tlu'ouph leadership institutes. Recently, under ny supervision, one hundred and fifty boys selectod IVon all junior and senior hiph schools ware riven a t.vo day training inctituto on successive Saturdays by all tho ran teachers. The theory of the course, and tho prac­ tice, enabled these beys to render valuable assistanca at thair respective schools. As tho r.-nr progresses, such leadership boconas core essential.

In nany cities, tho recreation daports'.ont worts with tho schools in developing such a program in addition to encouraging other city i n w compet­ itive sch.edules. This program uses tho homeroom, tho teacher, and the various health and other knowledges of the school pupil. T,'c could do this here. Revival of organised, city-wide, at.hlctic competitive sport will go far toT.-ard reducing delinquency and putting a premium on physical and emotional fitness. It can bo done, why notl If wc don't do more in our schools to make our youth physically and enotionally fit, a post vnr world may find compulsory military training offered as a solution.

Respectfully suggested,

E. B. KE1KERÜ0H

Head, IVepartmont of Health and Physical Education Divisions X-JHI APPENDIX 43

A letter from Frank P. Bolden, Director of Depart­ ment of Health, Physical Education, Athletics and Safety of Washington, D.C. concerning the physical educational major program that Mr. Henderson instituted at Dunbar High School for young men who wanted to major in this profession in college.

365 3 6 6

PUBLIC SCHOOLS OF THE DISTRICT OF COLUMBIA DLTAtlTMCNr OF HCALTN, FHTFtCAL COUCATIOM. ATHLCTICI AND «AVCTT

MALCOLM SCATES BUILDING

4IZ I - I3TM STREET, N. W,

WASHINGTON, D- C, ZOOII o r r i c c o r t h e d ir e c t o r September 17, 1970

Kr. Leon M. Coursey Tlie Ohio State University School of Health, Physical Education and Recreation 337 - W. 17th Avenue Columbus, Ohio A3210

Dear Hr. Coursey,

Your letter arrived at a most Inopportune time - the opening of school. May I ask that you excuse my delay In replying.

In regards to your specific request, I am submitting the following comments.

My first recollections of Dr. Henderson are those of a third grader In the D.C. Public Schools, His son. Dr. James Henderson of Tüskegee Institute, and 1 were In the same class.

Several school years later 1 had the privilege of being a member of Dr. Henderson's "Physical Education Major's" class at the Dunbar High School In Washington, D.C. As the name Implies the class was for those boys who Intended to major In Health and Physical Education upon matrl* culatlon in college. The year was 1934-1935, 1 can remember vividly Dr. Henderson bringing to class "joints" from beef and hogs, and also "hearts", to teach us structure and function of main body organs.

I again had the privilege of teaching in the Department, during the last three years of the fifty Dr. Henderson served in the D.C. Public Schools.

I am enclosing for your perusal and further Information additional data that I tried to collect for you.

May I wish you every success In the completion of your study.

Sincerely,

Frank P. Bolden, Director

FPB/nms Enclosure APPENDIX 44

Recommendations and a proposed health and physical educational program that Benjamin J, Henly, acting Superintendent o f Schools, sent to the District of Columbia's Board of Education on March 18, 1 9 7 0 in defense of the required five-day-week program that was greatly advocated by Edwin B. Henderson and was enacted into law by Congress in 1942.

367 3 6 8

r e v ised c o ~v ■

PUBLIC SCHOOLS OF THE DISTRICT OF COLUMBIA . SUPCRINTtNDCNT OF SCHOOL» FRCGIDENTIAL DUILDING 4IS • IITM BTnCCT. H. W. WASHINGTON. D. C. 2000«

March 18, 1970

To the Board of Education of the District of Columbia

Ladies and Gentlemen:

SUBJECT: HEALTH AND PHYSICAL EDUCATION

The recommendations regarding Health and Physical Education are in response to the action taken by the Board of Education on AF^February 12, 1969, when it adopted a "Bill of Rights" submitted by SCEN (Student Coalition for Education Now) which included the statement "Physical Education - Non-Compulsory, and/or Ungraded." Since that time there has been much discussion among students, parents, teachers, and administrators. Numerous reports have been presented to the Board in support of a viable health and physical education program for students of the District of Columbia Public Schools. The recommendations submitted are the result of careful study of practices in other jurisdictions, testimonies on the subject, and information discussed at numerous meetings.

Leading medical specialists encourage vigorous physical exercise for people of all ages in varying amounts, especially those whose bodies are in a stage of growth and development. The require­ ment of health and physical education and the granting of credit for this course is in line with current practices throughout the United States as indicated in the Office of Education booklet entitled High School Graduation Requirements Established by State Departments of Education.

The majority of states require physical education, ranging from ^ to 3 years. The same group of states give credits for . ' required physical education, ranging from % to 3 credits. The credits for physical education are included in the total number of credits required for graduation. Only sixteen states do not have any requirement for physical education. Of these states, a number strongly recommend participation in physical education and give credit for such courses. ''The recommendation is also based on the fact that the Board of Education required the five-day-week program 369

To the Board of Education of the District of Columbia - 2 - March 18, 1970

of Health and Physical Education and prescribed that credit be given for the successful completion of these courses. This action was • taken in June and July of 1942.

The recommendations also reflect an attempt to meet the needs of students. For example, the emphasis on health education in the twelfth grade Includes general preparation in the area for adult life and intensive drug abuse programs. The nature of the physical education electives in the twelfth grade indicates the possibility of the continuing development and use of the skill in adult life, i.e., golf, tennis, badminton, etc. Physical Education (physical activity) will be taught in nine week units in the twelfth grade. Teaching physical education in this manner in this grade will enable the school to offer activities demanding varying levels of skill. The elective indicates the total content of the course. The Health and Physical Education Department will continue periodically to evaluate its course offerings to insure their meeting the changing needs of students.

^ We realize that all schools will not have the capability for 7 the implementation of the total physical education program due to f the lack of facilities. This is especially true of some vocational schools where there are no gymnasiums and of some secondary schools where the facilities are in a state of disrepair.^ Until such facilities are provided or repaired, the Health and Physical Education Department in cooperation with the local school health and physical education department, will jointly develop a program that can be implemented in that school. In the event facilities in nearby schools are unavailable, additional alternatives will be explored through the same process. |wc will evaluate the physical facilities in two areas — improvement and adequacy. On the basis of these findings, we will submit another recommendation concerning facilities and the physical education program. ^

The Health Education component will meet the requirement for Hea^h and Physical Education in any of the situations listed below:

' 1. Student la excused from Physical Education

2^ Physical Education facilities are being repaired or replaced.

1 ^ 3 . Physical Education facilities are non-existent.

•^'4. Physical Education facilities are inadequate.

T (The Deputy Superintendent for Instruction will make the % ^ determination as to the adequacy of the facilities) S 370

To the Board of Education of the District of Columbia - 3 - March 18, 1970

Twelfth grade students entering D. C. Public Schools for the first time from other scliool systems, shall be allowed, where necessary, to adjust their schedules to meet the D. C. Schools health and physical education course requirements. Tliey will be permitted to pursue health and physical education courses needed to fulfill this requirement for graduation.

^Tlie Acting Superintendent recommends that credit be given for 10th grade Health and Physical Education - 1/2 carncgie unit; 11th grade Health and Physical Education - 1/2 carnegie unit; 12th grade Health Education - 1/2 carnegie unit and that there be established at the 12th grade,electives which will give 1/8 credit unit for each nine week period. \

The requirements for graduation will then be raised to 17 1/2 carnegie units.

It is further recommended that where the school docs not have the capability for implementation of the total physical education program, due to the lack of facilities, that the Health and Physical Education Department in cooperation with the local school health and physical education department jointly develop a program that can be implemented in that school.

We are suggesting that these recommendations concerning Health and Physical Education be made effective September 1, 1970, with the exception of those relating to facilities non-existent or those being repaired or replaced. Recommendations concerning these should be made effective immediately.

Respectfully submitted,

Benjamin J. flenleyTien ley Acting Superintendent of Schools

Attachment 371

HEALTH AKD PHYSICAL EDUCATION PROGIWt

The Health and Physical Education Program would comprise the following:

10th grade - Health and Physical Education % Carnegie Unit (Required)

11th grade - Health and Physical Education % Carncgie Unit (Required)

12th grade - Health Education % Carnegie Unit (Required)

12th grade - Physical Education 1/8 Carnegie Unit for each nine week course successfully completed (Elective)

Suggested electives:

gymnastics tennis fencing archery modern dance volleyball physical education major soccer