The Religious Development of the Negro in Virginia

Total Page:16

File Type:pdf, Size:1020Kb

The Religious Development of the Negro in Virginia HRK.SKXTKI) mC^jO^ The Religious Development of the Negro in Virginia By Joseph B. Earnest, Jr. / The Religious Development of the Negro in Virginia 4^ T?7 A DISSERTATION Submitted to the Faculty of the University of Virginia in Partial Fulfillment of the Requirements for the Degree of Doctor of- Philosophy JOSEPH B.'feARNEST, Jr.. M. A. Norfolk, Va. THE MICHIE COMPANY, PRINTERS Charlottesville, Virginia 1914 (tJ 2^^ 3 ^^\o ^"3 Copyright, 1914, BY Joseph B. Earnest, Jr. Gift The Uijifcrsiiy OCT 27 1914 O' PREFACE. A'irginia is one of the richest fields for historical research; the Negro question is one of the most pressing of our day; the re- ligious is the most neglected phase of the great Negro problem. It could not seem strange therefore that this study should be un- dertaken in the face of such a challenge. It is a fact, not without significance, that of the four disserta- tions issued from the School of History at the University of Vir- ginia, two have had as their subject, the Negro. To the influence of Professor R. H. Dabney, we ascribe this interest. Dr. J. P. McConnell's dissertation, "Negroes and Their Treatment in Vir- ginia from 1865 to 1867," U. Va. 1905, is an intensive study of a strategic period in the life of the Negro, and embraces legal, political, social and religious considerations. This present dis- sertation, in contradistinction to his, is an intensive study of one phase of the Negro's life in Virginia—the religious—from the date of the landing in America up to the present. The effort is conscientiously made to hew to that mark. Apologists and ex- coriators might shout the praises of the Negro or hurl at him verbal damnation, yet Time will record the amelioration of his religious condition while in America, as one of the proudest achievements of Anglo-Saxon Missionary energies. In the South, Virginia has taken a prominent part in this transformation or spirit-worshipping savages into worshippers of one God, men and women who sometimes show characters as deeply devout and conscientious as can be found anywhere. Just what factors and influences brought this about I shall endeavor to indicate. In this study nearly a thousand letters have been sent to prom- inent white citizens, prominent Negro citizens and Negro preach- ers. The endeavor was to secure evidence from every part of the State. About seventy-five per cent of these letters were carefully answered, which might be interpreted to indicate the sensitive state of public opinion on the subject. Of course, no one could expect that 100 per cent of such letters would be an- swered. Human nature is still human. Even in private conver- 4 PREFACE sation a few Negroes evidently invoked the principle, "Doan tell the white man nufifin ;" and in spite of an expression of my in- tention to strive to deal fairly with their much maligned race a few could not be convinced. Several white men answering the letters sent to them frankly confessed that they knew absolutely nothing about the religious life of the Negro and dared not ven- ture any opinion. If these letters served to stir the thoughtful of either race to consider the tremendous significance of the prob- lems presented, they will not have been sent in vain. The more thoughtful elements in both races are anxious for some adjustment in the near future by which the charity of the more highly developed race can aid in the uplift of the more un- fortunate race. That a religious oversight was the fixed policy up to the close of the War of Secession, I believe I shall be able to demonstrate. It is also true that the history of the years since then exhibit the struggles, both successful and unsuccess- ful, of a goodly number of dark-skinned men, single-handed, often burdened by false friends, patiently wrestling with the problem of racial uplift in things religious. No person who has undertaken to write a monograph has had better reason to be thankful to friends for invaluable advice and aid in collecting data, than I have. It almost seems to be their work instead of my own. Dr. R. H. Dabney, professor of History at the University of Virginia, suggested the subject and has ver}- frequently counseled me with his mature judgment. I acknowledge to him, first of all, my debt of gratitude. Among others who have laid upon me by their kindnesses, obligations which I fear I shall never be able to repay fully, are Mr. John S. Patton, Librarian, and Miss M. L. Dinwiddle, Assistant Libra- Libra- rian, University of \'irginia ; Mr. Earl G. Swem, Assistant rian, and Dr. II. G. Kckenrode, Archivist, Virginia State Li- brar}^; Mr. C. H. Ryland, Secretary and Librarian, Richmond College, and Librarian of Baptist Historical Collection, Rich- Morrison, Chief As- mond, \'a. ; Messrs. J. G. and Hugh L. sistants in Reading Room, Library of Congress; Mr. Wm. An- thony Aery, Press Service Manager, and Misses Leonora E. Herron and Mary E. Lane, Librarian and Assistant Librarian, Hampton Normal and Industrial School ; Mr. Edward C. Wil- son, i)rincipal of Friends' School, Baltimore, Md., and Mr. PREFACE 5 Kirk Brown, Keeper of Friends' Records at Park Avenue Meet- ing House, Baltimore, Md. It would constitute a book in itself should all the individuals, white and colored, be enumerated that have so freely given time and information to this work. I am deeply grateful to these many benefactors. It would be impossible, however, to fail to mention the names of the following, gentlemen, for signal serv- ices rendered me : Dr. Lyon G. Tyler, President William and Mary College, and Rev. E. Ruffin Jones, Rector of Bruton Par- ish Church, Williamsburg, Va., Dr. C. H. Hovey, President Vir- ginia Union University, Richmond, Va., and Hon. Rosewell Page, Hanover County, Va. It seems that it is not the custom to dedicate such studies as this to anyone. Were it the custom, this would unhesitatingly be dedicated to my mother, whose tenderest love and unbounded patience early taught me to see the good in everybody and in everything. J. B. E., Jr. University, Va., June ly, 1914. ; The Religious Development of the Negro in Virginia. INTRODUCTION. If the Negro is more susceptible to any other influence than to reHgious fervor we fail to know it. Whether propitiating the anger of enraged spirits in his African home, or in the ecstasy of narrating in America the details of a harrowing religious ex- perience at the time of his conversion, he is instinctively religious. Some think he is too religious ; others that he is not religious at all ; we believe that he is religious and is improving relig- iously. It seems that an average Negro is much sought after in this day for purposes of study. Where is an average Negro? One might point out a man like Major R. R. Moton, commandant at Hampton Normal School, and the world acknowledges his worth, yet he is not average ; he is nearer the ideal Negro. One sees elsewhere ragged, besotted, cursing black men bringing dis- grace upon themselves and their race. Neither are they aver- age; they are below normal. Objections are raised to individ- ual characters as fast as they are presented. One is uppish after an education in the North ; another is toO' backward for refusing an education in the South : one is too temperate to be average another is too intemperate : one is too pert, another is too sub- missive: one is too ambitious, "another lacks ambition. This bewildering list of pro's and con's could be prolonged indefi- nitely, since we insist not only upon the possession of many qualities to satisfy ourselves, but also upon the fact that an average Negro from our viewpoint need not necessarily be an average Negro from the Negro's viewpoint. It is likely that our estimates will differ. \\'hom shall we have in mind as we trace the Negro's religious development in Virginia? It would have been delightful if in this study an average Negro could 8 RKLIGIOUS DEVELOPMENT OF THE NEGRO ha\e been selected in each decade and by simply watching him move and have his being, we could have thus traced the relig- ious development in X'irginia from the arrival of the Dutch ship to this present day. But the world is all different from such a theoretical dream, and in absence of an average Negro we shall strive to indicate the race's religious evolution in Virginia. \'ery briefly, we must see what the Negro brought into Amer- ica religiously before we can appreciate this development. There are no contemporary records of what the Negro did religiously before 1619. We have to rely on observations of travelers of a later day and reports of students and missionaries who have lived among them. Even though R. E. Dennett has written a book entitled "At the Back of. the Black Man's Mind," we can be very sure that no white man has ever known what is, or was, back there. It is one of the inscrutable things of the universe. We can imagine, surmise, guess, but knowledge on that subject is forbidden to the white man. That there was something in the back of the black man's mind religiously before he came to America likely seems to be true. From what we can gather, it was a very disappointing something—yet it was something. The surest thing about their religion was the fact that it was a very low form, if, indeed, it could be called a religion at all.
Recommended publications
  • Educational Directory 1°30
    UNITED STATESDEPARTMENT OF THE INTERIOR RAY LYMAN WILBUR. Secretary s. OFFICE OF EDUCATION WILLIAM JOHN COOPER. Commissioner BULLETIN, 1930, No. 1 EDUCATIONAL DIRECTORY 1°30 1 --"16. ,0 DANIA el 9-111911,- , Al.. s."2:1,_ 111 %. a a. Al. UNITED STATES GOVEANNIENT PRINTING OFFICE WASHINGTON:1930 - bes oh by the Swerintendept ofDocuments, Yashington, D. C. e . Price 30 casts o ) ..:41 1\1 456391 g. JUrl-71118 AC4 1,69 \ '30 ,1101141117111.... swim r-" R :7) - - -.40- - t .1.111= CONTENTS I 1 Page I. United StatesOffice ofEducation___ _ _ 1 II. PrincipalState schoolofficers .. ______ .. ... s .;2 III. Countyand other localsuperintendents of schools'_ _...... _ .............. 16 Iv. Superintendentsof public schoolsin cities andtowns 40 I V. Public-schoolbusiness managers_______- ____---.--..... --- 57, VI. Presidentsof tiniversitiesand colleges 58 VII. Presidents of juniorcolleges _ , 65 VIII. Headsof departmentsof education_ 68 "P r Ix. Presidentsor WM OW .N. deans of sehoolsof theology__ m =0 MMM .. ../ Mt o. w l0 X. Presidentsordeans of schools oflaw _ 78 XI. Presidentsor deans of schools of medicinP M Mo". wt. MP OM mm .. 80 XII. Presidentsordeans of schoolsof dentistry__.---- ___--- - 82 XIII. Prusidentsordeans of dchoolsof pharmacy_____ .. 82 XIV. PNsidentsofrschools ofosteopathy : 84 XV. Deansof schools ofveterinary medicine . 84 XVI. Deansof collegiateschools ofcommerce 84 XVII. Schools, colleges,ordepartments ofengineering _ 86 XVIII. Presidents,etc., of institutions forthetraini;igof teachers: , (1) Presidents ofteachers colleges__:__aft do am IND . _ . _ 89 (2) Principals of Statenormal schools_______ _ N.M4, 91 (3) Principals ofcity public normalschools___ __ _ 92 (4) Principals ofprivate physicaltraining schoolss.,__ _ 92 (5) Prinoipals ofprivatenursery,kindergarten, andprimary training schools 93 (6) Principals of privategeneral training schools 93 XIX.
    [Show full text]
  • Professor JO Williams
    Professor J. O. Williams J.O. William born around 1891 in Halletsville, TX. Lavaca County. Parents: Bill and Bessie Williams Graduated from Prairie View Univ. around 1920 Graduated from prairie View Univ. Prairie View, TX. Prairie View A&M University (PVAMU or PV) is a public historically black land-grant university in Prairie View, Texas. Founded in 1876, it is one of Texas's two land-grant universities and the second oldest public institution of higher learning in the state.[5] It offers baccalaureate degrees in 50 academic majors, 37 master's degrees and four doctoral degree programs through eight colleges and the School of Architecture. PVAMU is a member of the Texas A&M University System and Thurgood Marshall College Fund. Professor Joseph Williams returned to Texas Southern Univ. 1950 where he received a Masters Degree in Education Texas Southern University was established by the Fiftieth Texas Legislature on March 3, 1947, under the provisions of Senate Bill 140 as a state-supported institution of higher education to be located in Houston. Family Joe William and first wife, Weaser Jo had a son Joseph William. Weaser died during child birth of their second child. Several years later He married MS. Sonora Lathem, better known by children, grand children and most neighborhood children as “Big Mama”. They made their home in Dickinson, Texas. To this union was born James, Marion, Howard, and Bobbye. Sonora Lathan Williams BIRTH 1 Oct 1901 DEATH 1 Dec 1989 (aged 88) BURIAL Magnolia Cemetery, League City, Galveston County, Texas, USA MEMORIAL ID 104196096 · View Source May 1972 (aged 52) BURIAL Magnolia Cemetery League City, Galveston County, Texas, USA MEMORIAL ID 11495971 · View Source Joseph O Williams Jr.
    [Show full text]
  • Agency, Work and the Great Migration in Houston, 1900-1941
    THE HISTORICAL SOCIETY “Beautiful People” Community Agency, Work, and The Great Migration Phenomenon in Houston, Texas, 1900-1941 Bernadette Pruitt 6/5/2008 The following essay outlines African American self help in the first half of the twentieth century. Specifically, it highlights two well‐known self‐help strategies utilized by internal migrants who moved to Houston, Texas, between the years 1900 and 1941. Motivated by the city’s numerous socioeconomic determinants, African American newcomers from eastern Texas and Louisiana uprooted to Houston for three fundamental reasons: to better provide for their families; to become beneficiaries of individual and collective civil liberties, thereby spurring racial advancement; and to regularly visit loved ones back in the nearby countryside. They not only found decent‐paying jobs, better schools, spirit‐filled congregations and numerous social clubs; in doing so, newcomers showed their gratitude by helping others, even when unable to adequately do so. Motivated by cultural tradition, familial/community obligation, and political climate, internal migrants provided for both their communities of origin in the surrounding hinterland and recent places of settlement in Houston. Migrants and established residents—whose parents moved to the city as slaves right before or immediately following the Civil War as freed people—alike, regardless of class, ethnicity, hue, and political affiliation, invested in the welfare of others, through charitable means and relationship building, and in doing so, helped formulate two well‐known self‐help strategies. From the days of slavery to the end of World War I, African Americans utilized accommodation as an effective political posture; then from the end of World War I to the end of World War II, Blacks adopted the “New Negro” philosophy of the interwar era.
    [Show full text]
  • The History of Bishop College a Curriculum Guide Prepared by Lee Mosier Michael Phillips and Betsy
    1 “God Carved in Night”: The History of Bishop College A Curriculum Guide Prepared by Lee Mosier Michael Phillips and Betsy Friauf Copyright, 2011 2 Contents Introduction ……………………………………………………. 3-6 Chapter One: Black Education in Texas During Slavery ………..7-21 Chapter Two: “Aroused to the Possibility of Educating Their Children”: Black Education During Reconstruction …..............22-40 Chapter Three: Buying Back What Was Always Theirs ………...41-46 Chapter Four: Reaching a Higher Plane ……………………….47-61 Chapter Five: On the Move ………………………………………….62-82 Chapter Six: The Storm Gathers ………………………………..83-99 Suggested Readings ………………………………………….100-109 Suggested Class Projects ……………………………………..110-113 3 Introduction To a large degree, the history of Bishop College, a school founded in Marshall, Texas, in the 1880s and that closed in Dallas in the 1980s, is the story of black Texans. Former slaves bought the former Wyalucing plantation house in Marshall with the assistance of the Baptist Home Mission Society. In the late 19th and early 20th century, the school primarily provided grammar school education for black children and adults, but offered high school and college courses as well. The college and its teachers often faced the threat of terrorism from white racists in its early years. Yet the Bishop community persevered and by 1925, it offered a two-year training program for ministers. Soon, it offered graduate courses. The school relocated to Dallas in 1961. Chronically battling for adequate funds and fighting off challenges to its accreditation, Bishop College nevertheless could claim a rich intellectual tradition that promoted the values first inculcated in slave times. Numerous prestigious students and first-rate intellectuals attending Bishop included Dr.
    [Show full text]
  • The Religious Development of the Negro in Virginia
    The Religious Development of the Negro in Virginia A DISSERTATION Submitted to the Faculty of the University of Virginia in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy K} V d g; ,4 JOSEPH B. EARNEST. In. M. A. Norfolk. Va. 511' I u ‘.'a ll. VI. mu m G: ‘l 5 7.4.- $ 3 ' COPYRIGHT. 1914. BY Josmz B. Exxxzs‘r. In. PREFACE. Virginia is one of the richest fields for historiml research; the Negro question is one of the most pressing of our day; the re- ligious is the most neglected phase of the great Negro problem. It could not seem strange therefore that this study should be un- dertaken in the face of such a challenge. It is a fact, not without significance. that of the four disserta- tions issued from the School of History at the University of Vir- ginia, two have had as their subject, the Negro. To the influence of Professor R. H. Dabney, we ascribe this interest. Dr. J. P. McConnell’s dissertation, “Negroes and Their Treatment in Vir- ginia from 1865 to 1867,” U. Va. 1905. is an intensive study of a strategic period in the life of the Negro, and embraces legal. political, social and religious considerations. This present dis- sertation, in contmdistinction to his, is an intensive study of one phase of the Negro’s life in Virginia—the religious—from the date of the landing in Amerim up to the present. The effort is conscientiously made to hew to that mark. Apologists and ex- coriators might shout the praises of the Negro or hurl at him verbal damnation.
    [Show full text]
  • Lincoln, University Herald
    Lincoln,University Herald. VOL. XXII LINCOLN UNIVERSITY, PA., JANUARY, 1918 No. I .- Roll of Honor; Lincoln Men in the J. H. Scott, '17, First Lieut., Camp Dix. National Service ; J. C. Sherrill, '18, First Sergeant. W. M. Slowe, D.D.S., First, Lieut. - ,. Following is a list of the 'students and H. K. Spearman, '00. A. F. White, Iz5. former students of Lincoln University who are ., , now in the National Service. We- give in Following ar.e .the students or graduates ,who order name, class, rank or branch of service, are now engaged in the Army work of. the and present location, so far as known. Colonel \ Y. M. C. A.: Franklin A. Dennison, '88, Colonel of the H. E. Caldwell, '12, under appointment for Eighth Illinois National Guard Regiment, is work in France. the colored officer of highest rank now in A. W. Doyle, '19. active service. R. A. Pritchett, '15, with British native troops S. J. Baskerville, '20, Camp Lee. in South Africa. T. J. Batey, '17, First Lieut., Engineers, Camp W. P. Stanley, '16, en'route for South Africa. Sherman. C. H. Steward, 'IS, Camp Meade. Frank E. Boston, M.D., 'IZ~, First Lieut: Several other students are .awaiting their H. F. Bouyer, '18, Engineer Corps. call to the training camps. .L:,L. Lewis, who W. Bowser, M.D., '09, First Lieut. Ilas been baker for several years at the Re- W. A. Bragg, Jr., '17, Camp Meade. - , fectory, is First Sergeant at Camp Meade. T. J. Bullock, '17. -4 Roll of Honor, containing these names, G.
    [Show full text]
  • Accredited Secondary Schools in the United States. Bulletin 1928, No. 26
    DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1928, No. 26 ACCREDITED SECONDARY SCHOOLS IN THE UNITED STATES PREPARED IN THE DIVISION OF STATISTICS FRANK M. PHILLIPS CHIEF W ADDITIONAL COPIES OF THIS PUBLICATION MAY BE PROCURED FROM THE SUPERINTENDENT OF DOCUMENTS U.S.GOVERNMENT PRINTING OFFICE WASHINGTON, D. C. AT 20 CENTS PER COPY i L 111 .A6 1928 no.26-29 Bulletin (United States. Bureau of Education) Bulletin CONTENTS Page Letter of transmittal_ v Accredited secondary school defined_ 2 Unit defined_ 2 Variations in requirements of accrediting agencies_ 3 Methods of accrediting___ 4 Divisions of the bulletin_x 7 Part I.—State lists_ 8 Part II.—Lists of schools accredited by various associations-__ 110 Commission of the Association of Colleges and Secondary Schools of the Southern States_ 110 Association of Colleges and Secondary Schools of the Middle States and Maryland___ 117 New England College Entrance Certificate Board_ 121 North Central Association of Colleges and Secondary Schools_ 127 Northwest Association of Secondary and Higher Schools_ 141 in • -Hi ■: ' .= LETTER OF TRANSMITTAL Department of the Interior, Bureau of Education, Washington, D. C., October 26, 1928. Sir: Secondary education continues to grow and expand. The number of high-school graduates increases from year to year, and the percentage of these graduates who go to higher institutions is still on the increase. It is imperative that a list of those secondary schools that do a standard quantity and quality of work be accessible to students who wish to do secondary school work and to those insti¬ tutions to whom secondary school graduates apply for admission.
    [Show full text]
  • Michael Robert Heintze
    © 1981 MICHAEL ROBERT HEINTZE All Rights Reserved IDH^ ^.»p«»!»)^,.A^*A!«»«»^i»»S3»y^^ r'SB*- A HISTORY OF THE BLACK PRIVATE COLLEGES IN TEXAS, 1865-1954 by MICHAEL ROBERT HEINTZE, B.A., M.A. A DISSERTATION IN HISTORY Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Approved August, 1981 V PREFACE Following the Civil War, black Texans began the long and arduous journey to integrate and advance them­ selves within the mainstream of American society. Not surprisingly, they judged education to be one of the best vehicles for facilitating that process. The record of this state-wide struggle has been partially recorded in such state studies as Frederick Eby, The Development of Education in Texas (192 5), and E. C. Evans, The Story of Texas Schools (1955). Regrettably, these works focused upon the problems surrounding primary and secondary education, while skirting or ignoring the issues and situations affecting higher education. To date, there have been only tw'o studies of black college education in Texas: The Development and Present Status of Negro Education in East Texas (193 4) by William R. Davis, and T. S. Montgomery, The Senior Colleges of Negroes in Texas (1944). Davis, in his regional study of black education, devoted a single chapter to the founding and development of colleges for blacks. While the white educator produced a pioneering work, its usefulness is diminished because it omitted Paul Quinn College, Tillotson College, Guadalupe College/ ii } 111 Samuel Huston College, and St. Philip's College which were located outside East Texas.
    [Show full text]
  • Biographical Catalogue 1918
    n- COLLEGE AND THEOLOGICAL SEMINARY BIOGRAPHICAL CATALOGUE 1918 ?HE NEW ER!$%l~~G COMPAllY LANCASTER, PA. 191s PREFACE Up to and ihcluding the year 1907-08 it was customary to L:." print a list of the graduates of the College and of the Theological 1 Seminary in the annual issues of the University catalogue. In ** the year 1912 there was issued a Statistical Catalogue of the Stu- dents of the Collegiate and Tlieolo~icalBepartme& of Lincoln I University. Of this catalogue the present publication, with the name changed to Biographical Catal,ogue, is a second edition, re- vised and corrected so far as possible to date. I Several new features should be noticed. The students are ar- ranged not alphabetically (escept in the general index at the back), nor by year of matriculation, but in their proper classes, I although in some eases, especially with the first few classes, it has , 1 been impossible, owing to lack of records, to make an accurate classification. The classes have been divided into two parts, those who completed the course and received a degree, and those who did not. In the case of the latter the letter b is printed after their names in the general index at the back. A compact system of 1 abbreviations has been adopted which it is thou& will be self- 1 explanatory. The biographical notes are printed once with each name, viz., where it is mentioned in the depaytment, college or theological seminary, first attended. I 'Thanks are given to the professors, alumni, and students who have helped in the compilation of the present volume.
    [Show full text]
  • Guadalupe College
    GUADALUPE COLLEGE: A CASE STUDY IN NEGRO HIGHER EDUCATION 1884-1936 Approved : 'L,l. -74--tit. Ddan of the Graduate School ... ' GUADALUPE COLLEGE : A CASE HISTORY IN NEGRO HIGHER EDUCATION 1884-1936 THESIS Presented to the Graduate Council of Southwest Texas State University in Partial Fulfillment of the Requirements For the Degree of MASTER OF ARTS Anne Brawner (Seguin , Texas) San Marcos, Texas May 1980 TABLE OF CONTENTS PREFACE ........................ iii Chapter I . BLACK EDUCATION IN TEXAS: AN OVERVIEW ...... 1 I1 . GUADALUPE COLLEGE: THE EARLY YEARS. 1884-1906 . 27 I11 . HARD TIMES. 1906-1921 .............. 50 IV . THE COLLEGE COMES OF AGE. 1921-1936 ....... 69 V . GUADALUPE COLLEGE IN HISTORICAL PERSPECTIVE ... 80 SELECTED BIBLIOGRAPHY ................. 84 PREFACE As a resident of Sequin since 1945 and a member of a third-generation Guadalupe County family, I have long been exposed to the stories and legends that form the tradition of this area of Texas. In pursuing a thesis topic, I was interested in adding to the historical knowledge of my com- munity. For this reason, when my friend and fellow Seguinite Ann Malone suggested that a comprehensive study of Guadalupe College would be a worthwhile project, my curiosity was imme- diately aroused. The ruined buildings and deserted campus of the old school had fascinated the youth of my generation. Isolated from black history by the wall of segregation, we had viewed the defunct college as somewhat of a mystery. Like most area citizens, I possessed a little knowledge about the institution, but I had no understanding of its true significance. The search for a factual history of Guadalupe College proved to be a challenging and rewarding endeavor.
    [Show full text]
  • University of Florida Thesis Or Dissertation Formatting
    PUBLIC 4-YEAR COLLEGE AND UNIVERSITY FINANCE: EQUALITY OF STATE FINANCIAL SUPPORT TO PUBLIC HISTORICALLY BLACK COLLEGES AND UNIVERSITIES By CHRISTOPHER WEAVER A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2018 © 2018 Christopher K. Weaver To my mother, Dianne Weaver, without her none of this would be possible. ACKNOWLEDGMENTS I would like to acknowledge my dissertation Chair and Co-Chair Dr. David Hedge and Dr. Sharon Austin. I would also like to acknowledge my committee members Dr. Lynn Leverty, Dr. Beth Rosenson, and Dr. Paul Ortiz. This also would not be possible if it wasn’t for the support of the University of Florida’s Office of Graduate Minority Programs administered by Dean Henry Frierson, Dr. Tyisha Hathorn, Earl Wade, and Sarah McLemore. I must also acknowledge Florida A&M University, for this illustrious institution is the inspiration of this study, the provider of my doctoral fellowship, and the institution that helped mold me into the man that I am today. FAMU taught me how to do more with less, that excuses are tools of the incompetent, and the meaning of “Excellence with Caring.” I would also be remised if I did not acknowledge the greatest fraternity ever organized, The Omega Psi Phi Fraternity Incorporated. Through my association with this fraternity, I was able cultivate life long friendships with brothers who inspired me to be great. These brothers included but are not limited to: Tallie Brinson, Dr. Terrell Coring, Robert Little, Malachi Green, Reynaldo Russell, Riccardo Jean, Gregory Boler, Quinton Stroud, Quinton Strother, Derrick Heck, Zeddrick Barber, Omari Crawford, Brian Freeman, Jared Fields, Bradford Moye, Royle King, and Iman Sandifer.
    [Show full text]
  • A Case Study Approach to Developing Financial Bases for Selected Historically Black Institutions Moses S
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1987 A case study approach to developing financial bases for selected historically black institutions Moses S. Walker Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the African American Studies Commons, and the Higher Education and Teaching Commons Recommended Citation Walker, Moses S., "A case study approach to developing financial bases for selected historically black institutions " (1987). Retrospective Theses and Dissertations. 9313. https://lib.dr.iastate.edu/rtd/9313 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS The most advanced technology has been used to photo­ graph and reproduce this manuscript from the microfilm master. UMI films the original text directly from the copy submitted. Thus, some dissertation copies are in typewriter face, while others may be from a computer printer. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyrighted material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are re­ produced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps.
    [Show full text]