DOCSLIB.ORG

The Evolution of the Furniture Trades at Hampton Institute, 1868-1960S

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Evolution of the Furniture Trades at Hampton Institute, 1868-1960S W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2013 From the Unpolished to the Refined: The vE olution of the Furniture Trades at Hampton Institute, 1868-1960s. Vanessa Darlene Thaxton-Ward College of William and Mary Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the American Studies Commons Recommended Citation Thaxton-Ward, Vanessa Darlene, "From the Unpolished to the Refined: The vE olution of the Furniture Trades at Hampton Institute, 1868-1960s." (2013). Dissertations, Theses, and Masters Projects. Paper 1593092088. https://dx.doi.org/doi:10.21220/m2-v5vy-w191 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. From the Unpolished to the Refined: The Evolution of the Furniture Trades at Hampton Institute, 1868-1960s Vanessa Darlene Thaxton-Ward Hampton, Virginia Master of Arts, Hampton University, 1987 Bachelor of Arts, Virginia Wesleyan College, 1983 A Dissertation presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Doctor of Philosophy American Studies Program The College of William and Mary August, 2013 © Copyright by Vanessa D. Thaxton-Ward 2013 All Rights Reserved APPROVAL PAGE This Dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy fa y * * * * - Vanessa Darlene Thaxton-Ward Approved by the Committee, May, 2013 ^cr~ Committee Chair Professor Grey Gundaker, American Studies and Anthropology The College of William and Mary Professor Michael ^key^fthropcrlOQ^elhd American Studies The College of William and Mary Am— Assoc ate tries McGovern, American Studies and History the College of William and Mary Professor Hoda Zak|, Political Science and African American Studies Hood College ABSTRACT This dissertation looks at the history of Hampton Normal Industrial and Agricultural Institute through its curriculum in the Trade School, concentrating on the Furniture Trades. My study is predominantly concerned with showing how the achievements of Hampton students and graduates in furniture making served as a metaphor for understanding the advancement of African Americans during this period from two perspectives: the history of African American material life in which highly skilled artisanal production promoted social and economic advancement; and the role of Trades curricula in debates about the proper course of African American higher education over time. The dissertation also provides information on the furniture produced at Hampton, the recollections of former students and faculty in the program, and the efforts of the Hampton University Museum to collect and preserve these important pasts of Hampton’s history. I use evidence from history, African American and material culture studies, and public and oral history to present a multifaceted discussion about how from 1868 through the 1960s furniture made in the school provided unpolished functional pieces for the school’s use and refined ones for sale to the surrounding communities. Through these endeavors, Hampton served as one of the many catalysts for the uplift of African Americans. TABLE OF CONTENTS Acknowledgements iii Dedication iv List of Tables v List of Figures vi Introduction Why Cabinet-making 1 Methodology and overview of chapters Chapter I. African Americans’ Search for Education as Enslaved and Freed People 23 Chapter 2. The Curriculum of Hampton Normal, Industrial and Agricultural Institute 43 Chapter 3. Material Representation, Furniture Trades: Cabinetmaking and Upholstery 100 Chapter 4. Building on Tradition: Collecting, Documentation and Exhibitions and Style 165 Conclusion 197 Appendix A. Cabinetmakers at Hampton: Personal Narratives 201 Appendix B. Select Furniture Catalog from the Hampton University Museum 210 Appendix C. Leonard J. Young, Sr. Original Drawings 226 Appendix D. Interviews 234 Appendix E. Trade School Curriculum 264 Appendix F. Select Furniture Glossary 271 References and Bibliography 273 Vitae 293 ii ACKNOWLEDGEMENTS I wish to thank my chair and mentor, Dr. Gray Gundaker. We began this journey at the College of William and Mary together and with patience she has guided me through the dissertation process. I am very appreciative of her careful reading and constructive comments throughout. I would like to also thank the other committee members, Dr. Michael Blakey, Dr. Charles McGovern and Dr. Hoda Zaki for their guidance as well. Kudos to the former museum director, Jeanne Zeidler for introducing me to the American Studies program at the College of William and Mary. I am greatful to the rest of my Hampton University Museum family including the assistance of the Hampton University Archives staff, Donzella Maupin, Cynthia Poston, and Andresse Scott for access and guidance to materials from the Archives. Also, a special thank you to former curator of collections and director, Mary Lou Hultgren for her support through the years. Crystal C. Johnson, associate curator, thank you for photographing a lot of the furniture, listening to me and providing pep talks. Robert Jondreau, your help with relocating the furniture and helping me with the measurements was invaluable. I really appreciate museum volunteer, Darryl Randolph for scanning all of the photographs and charts. Of course, I would not have gotten very far without Reuben Burrell for taking photographs through the years and for informing me of the history of the trade school. Additionally, this work would not have been possible without the assistance of Leonard Joseph Young, and Harold Evans for sharing their days at Hampton with me. Joyce Blair, thank you for sharing the stories of your father, John Hudgens. Habeebah Muhammad and your late mother, Mrs. Della Lowery, thank you for the loan of the tilt top table made by your father, Charles Lowery. To my sister friends, those who have passed on and those who are still here with me: Thank You! Charity Jackson, Heather Ampofo-Anti, Anita Holloway, Cathy Jones, Etta Washington - 1 did it. Dr. Ywone Edwards-lngram, thank you for your editing skills, listening and pep talks; and, to Dr. Rosiland Whitaker-Heck thank you for keeping me on track as we both encouraged each other to complete our task. Members of GWWA (The Greater Williamsburg Women’s Association); SGI Members and Mr. Leroy Graves of Colonial Williamsburg who was very instrumental in aiding me with the identification of furniture. Thank you all. And to my wonderful family, Richard, Heru, and Mettima - thanks for allowing me to hold you hostage. This Ph.D. is dedicated to my family Richard, Heru and Mettima Ward and my parents Willie W. Green, Jr. (September 18,1931 - March 13, 2013) and Louise R. Green Thank You for your support iv LIST OF TABLES 1. 1902-3 Trade School Report on Student Enrollment 70 2. List of Furniture Trade Instructors 130 3. Tools and Supplies 152 4. Jacobean-William and Mary, 1640-1720 185 5. Queen Anne, 1720-1755 186 6. Chippendale, 1775-1790 186 7. Classical Period, 1790-1830 187 8. Early Victorian, 1830-1870 188 V LIST OF FIGURES 1. Trade School Monument 2 2. Thomas Day Secretary 14 3. Early photograph of HNAI, 1868 49 4. A Plan of HNAI, Hampton, VA 57 5. Hollis B. Frissell, Second Principal 67 6. Reuben V. Burrell, 19 years old 85 7. President Alonzo G. Moron 95 8. Mrs. Emma Walker Armstrong’s Desk 105 9. Early photograph of HNAI dormitory 106 10. Indian students mattress making at HNAI 108 11. Interior of Chapel 111 12. Indian Table, c. 1895 112 13. Detail of Indian Table, note beading 114 14. Detail of Indian Table, Exterior Drawer 114 15. Detail of Indian Table, legs with pineapples 114 16. Men in Carpentry Shop, Frances Benjamin Johnston, 1900 120 17. Students at work on house, Frances Benjamin Johnston, c. 1900 121 18. Men Using Machinery in Woodworking Shop, Frances Benjamin Johnston, c. 1900 121 19. Class in Egyptian History, Frances Benjamin Johnston, c. 1900 122 20.Class in Sloyd, Frances Benjamin Johnston, c. 1900 122 21. Graduates Dining at Home, France Benjamin Johnston, c. 1900 123 22. Furniture Trades Workshop, Reuben V. Burrell, c. 1940s 129 23. Replica of George Washington Sheraton Desk, c. 1940s 132 24. James Adams in his home 132 25. T. A. Fountain property, c. 1940s 134 26.Mayme Bowman in Upholstery Workroom, c. 1940 134 vi 27. Leonard “Joe” Young with Divan pattern, c. 1940s 135 28. Colonial Revival Queen Anne Style Settee, c. 1940s 136 29. Training in Upholstering, Courtesy of Joyce Hudgens Blair, c. 1940s-50s 139 30. Summer Session, Mayme Bowman and Cabinetmaking and UpholsteringMajors, c. 1940s-50s 139 31 .Furniture Trades Students at Tea 140 32.Mahogany Chest of Drawers Blueprint, Leonard “Joe” Young 141 33.Mahogany Tea Table Blueprint Leonard “Joe” Young 142 34.Furniture Shop, c. 1940s 142 35.Billy Smith carving a Chippendale Ribbon back Chair, c. 1940s 143 36.Original Chippendale Ribbon back Chair, 1754 144 37.Chippendale Shelf made by John Hudgens, c. 1940s-50s 147 38.Training in the Finishing Room, c. 1940s-50s, 147 39.Mansion House Desk made by John Hudgens as a Project, c. 1940s-50s 148 40.Map of the Saw Mill, Furniture Trades Building and Wood Piles, c. 1940 150 41.Interior of George Washington Desk drawer 151 42.Chest of Drawers from bedroom Suite made at Hampton 160 43.Detail of Chest of Drawers, tongue & Groove detail 161 44.Side table 161 45.Headboard and footboard 161 46.Gateleg Dining Room Table 163 47.Dining room chair 163 48.Victorian Headboard 169 49.Detail of Crest from Victorian bed 170 50.Victorian Footboard 170 51 .Back of Indian TableDrawer 171 52.Back of Emma Armstrong’s desk 171 53.Corner Cabinet made in Furniture Shop, c.
Load more

Recommended publications
  • Study Guide Who Is Booker T
    STUDY GUIDE WHO IS BOOKER T. WASHINGTON? KEY TERMS: influential practical education leadership social equality civil rights black achievement NOTE-TAKING COLUMN: Complete this section during the CUE COLUMN: Complete this section video. Include definitions and key terms. after the video. What cause did Mr. Washington dedicate his life to? What was Mr. Washington’s plan for getting blacks from the disastrous state they were in after the Civil War to being equal, successful, and empowered citizens of the United States? How many students were waiting at the Tuskegee Institute when Mr. Washington arrived to take over? In what ways have Mr. Washington’s ideas and actions influenced the course of events for blacks from his lifetime to the present time? What was the theme of Mr. Washington’s speech at the Atlanta Exposition in 1895? WWW.PRAGERU.COM DISCUSSION & REVIEW QUESTIONS: • Towards the beginning of the video, Dr. Green explains what Booker T. Washington decided to do when freed after the Civil War was over: “His journey began in 1872, seven years after the Civil War ended. He traveled 500 miles, most of it on foot, to a small Virginia school dedicated to the education of freed blacks, The Hampton Normal and Agricultural Institute.” Why do you think that going to school was so important to Mr. Washington that he braved such a long and arduous journey? • After Dr. Green shares with us that Mr. Washington was appointed to head the Tuskegee Institute with only 30 students, Dr. Green explains: “Under his [Mr. Washington’s] leadership, they got to work.
    [Show full text]
  • INFORMATION to USERS the Most Advanced Technology Has Been Used to Photo­ Graph and Reproduce This Manuscript from the Microfilm Master
    INFORMATION TO USERS The most advanced technology has been used to photo­ graph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. 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 copyright 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 corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. These are also available as one exposure on a standard 35mm slide or as a 17" x 23" black and white photographic print for an additional charge. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI University Microfilms International A Bell & Howell Information Company 300 Nortfi Z eeb Road, Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9001986 The mission of women’s colleges in an era of cultural revolution, 1890-1930 Leone, Janice Marie, Ph.D.
    [Show full text]
  • Five Black Educators: Founders of Schools in the South, 1881-1915 Arnold Cooper Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1983 Five black educators: founders of schools in the South, 1881-1915 Arnold Cooper Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Other Education Commons, and the Other History Commons Recommended Citation Cooper, Arnold, "Five black educators: founders of schools in the South, 1881-1915 " (1983). Retrospective Theses and Dissertations. 7636. https://lib.dr.iastate.edu/rtd/7636 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed.
    [Show full text]
  • How the House of Morgan Cooperated to Develop the Large-Cap US Multinational Corporation, 1895-1913
    How the House of Morgan Cooperated to Develop the Large-Cap US Multinational Corporation, 1895-1913 The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Sawe, Joseph. 2015. How the House of Morgan Cooperated to Develop the Large-Cap US Multinational Corporation, 1895-1913. Master's thesis, Harvard Extension School. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:24078367 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA ! How the House of Morgan Cooperated to Develop the Large-Cap US Multinational Corporation, 1895-1913 Joseph Sawe A Thesis in the Field of International Relations for the Degree of Master of Liberal Arts in Extension Studies Harvard University November 2015 ! ! ! ! ! ! Abstract The following investigation is intended to determine how the large-cap US multinational corporation was further advanced during the pivotal years of 1895-1913 by a leading private unincorporated institution—House of Morgan. Historical review and assessment focused on the broader US society, government, monetary landscape, the House of Morgan, leading large cap US multinationals; looking at both the key organizations and underlying people in power. The report framework focuses upon the development of the US super structure within which all major companies work down to the way actual institutions organize economic assets in the form of a multinational corporation. Questions that have been considered include: how was business conducted globally with so little formal mechanisms in place, the importance of the various forms of capital for business, and the various roles politics played in business development.
    [Show full text]
  • Mary S. Peake Barbara Johns
    MARY S. PEAKE + BARBARA JOHNS A FIGHT FOR ACADEMIC EQUALITY 1 In a partnership with VMHC, the John Marshall Center has created a set of lesson plans to complement the VMHC’s exhibition, Determined: the 400-year struggle for Black Equality This is lesson 4: MARY S. PEAKE + BARBARA JOHNS A FIGHT FOR FREEDOM AND EQUALITY (MS) Triangular Civil War 13th Barbara Civil Rights Slave Madison begins Amendment Johns Fugitive Act of 1964 + Trade Declaration of Washington + ratified leads Slave Voting Rights Established Independence leads a Peake starts a + student Act Act of 1965 rebellion on school near Chimborazo strike the Creole Fort Monroe School opens 1964- July 4, January June 2, January April 1954 1500s 1619 1841 1849 1850 1861 1863 1871 1965 1776 1787 1854 1865 1951 First James Henry “Box” Anthony Burns Emancipation Peter Brown v. Enslaved Armistead Brown ships convicted of Proclamation Jacob Carter Board Africans Lafayette himself to being a signed elected of arrive in receives Philadelphia fugitive slave Education Jamestown freedom 2 THROUGHOUT U.S. HISTORY, AFRICAN AMERICAN WOMEN HAVE PLAYED AN UNDENIABLE ROLE IN FIGHTING FOR FREEDOM AND EQUALITY. VISIONARY TEACHERS AND STUDENTS ALIKE RADICALLY IMAGINED A NEW WORLD OUTSIDE OF WHAT THEIR EXISTING CONDITIONS PRESCRIBED. BY UTILIZING EDUCATION AS A PRIMARY TOOL FOR THEIR RESISTANCE, TEACHING BECAME A WAY TO FIGHT FOR EQUALITY, BOTH IN SLAVERY AND FREEDOM. -OUR ANCESTOR’S WILDEST DREAMS BY DUNN + NEAL O B J E C T I V E DESCRIBE HOW THE ACTIONS OF MARY S. PEAKE AND BARBARA JOHNS SHOW THEIR COMMITMENT TO THEIR FIGHT FOR EQUALITY, DESPITE THE CHALLENGES THEY FACED.
    [Show full text]
  • African American TOUR
    AFRICAN-AMERICAN HERITAGE IN HAMPTON - ONE-DAY TRIP • Arrive in Hampton and visit the Hampton History Museum. Even as the history of Hampton is aligned with major events in American history, so too is the city’s history intertwined with the story of African Americans in this country. From the Seventeenth Century Gallery with its commentary on the coming of the first Africans to Virginia in 1619 through the descriptions of black sailors on merchant ships and the bravery of the slave Cesar Tarrant in Virginia’s Revolutionary War Navy, each gallery addresses the contributions of African Americans to Hampton history. • Visit the Hampton University Museum, one of the most outstanding multicultural museums in the country. Founded in 1868, the same year as the university, it is among the oldest museums in Virginia. The collection of more than 9,000 objects and works of art is representative of cultures and nations from around the world and is the largest of its kind in southeastern United States. • Continue your Hampton University experience with a tour of the waterfront campus. The campus contains five National Historic Landmarks. First opened in 1868 as the Hampton Normal & Agricultural Institute, the school was dedicated to the education of thousands of newly freed Southern slaves. The school provided African Americans with the manual and teaching skills they would need to survive in post-Civil War America. Campus sites include the Memorial Chapel, the Booker T. Washington Memorial Garden & Statue and Emancipation Oak, where Hampton residents gathered in 1863 to hear President Abraham Lincoln's Emancipation Proclamation read for the first time.
    [Show full text]
  • National Landmarks at Risk How Rising Seas, Floods, and Wildfires Are Threatening the United States’ Most Cherished Historic Sites
    National Landmarks at Risk How Rising Seas, Floods, and Wildfires Are Threatening the United States’ Most Cherished Historic Sites National Landmarks at Risk How Rising Seas, Floods, and Wildfires Are Threatening the United States’ Most Cherished Historic Sites Debra Holtz Adam Markham Kate Cell Brenda Ekwurzel May 2014 © 2014 Union of Concerned Scientists All rights reserved Debra Holtz is a communications consultant for the Union of Concerned Scientists (UCS). She is also a professional journalist whose work includes the book Of Unknown Origin and many articles for publications including the San Francisco Chronicle. Adam Markham is director of the Climate Impacts Initiative at UCS. He has more than 20 years of experience working on conservation and climate change issues in the United States and Europe. Kate Cell is a senior campaign organizer at UCS. She specializes in involving new expert constituencies such as economists, social scientists, and health professionals in the work of the UCS Climate & Energy Program. Brenda Ekwurzel is a senior climate scientist with the UCS Climate & Energy Program. She is leading the organization’s climate science education work aimed at strengthening support for sound U.S. climate policies. The Union of Concerned Scientists puts rigorous, independent science to work to solve our planet’s most pressing problems. Joining with citizens across the country, we combine technical analysis and effective advocacy to create innovative, practical solutions for a healthy, safe, and sustainable future. More information about UCS is available on the UCS website (www.ucsusa.org). Designed by: Tyler Kemp-Benedict, Bangkok, Thailand www.hardworkingtype.com Cover photo: © William Trinkle Photography North America’s oldest masonry fort, the Castillo de San Marcos in St.
    [Show full text]
  • Wooden Bedroom Furniture from China
    Wooden Bedroom Furniture from China Investigation No. 731-TA-1058 (Second Review) Publication 4665 January 2017 U.S. International Trade Commission Washington, DC 20436 U.S. International Trade Commission COMMISSIONERS Rhonda K. Schmidtlein, Chairman David S. Johanson, Vice Chairman Irving A. Williamson Dean A. Pinkert Meredith M. Broadbent F. Scott Kieff Catherine DeFilippo Director of Operations Staff assigned Amy Sherman, Investigator Vincent Honnold, Industry Analyst John Benedetto, Economist Jennifer Brinckhaus, Accountant Russell Duncan, Statistician Michael Haldenstein, Attorney Elizabeth Haines, Supervisory Investigator ~ Address all communications to Secretary to the Commission United States International Trade Commission Washington, DC 20436 U.S. International Trade Commission Washington, DC 20436 www.usitc.gov Wooden Bedroom Furniture from China Investigation No. 731-TA-1058 (Second Review) Publication 4665 January 2017 CONTENTS Page Determination ......................................................................................................................... 1 Views of the Commission ........................................................................................................ 3 Part I: Introduction ................................................................................................................ I‐1 Background ................................................................................................................................ I‐1 The original investigation .....................................................................................................
    [Show full text]
  • Memorating the 150Th Anniversary of the Passing of the Emancipation Proclamation
    Media Release FOR IMMEDIATE RELEASE January 15, 2013 Contact: Ryan LaFata, 757/728-5328 [email protected] Calvin Pearson, 757/380-1319 [email protected] Project 1619 Celebrates Emancipation Proclamation Day of Remembrance on January 26 -- Emancipation Proclamation anniversary events to be held at Hampton History Museum and Emancipation Oak-- Hampton, VA- On January 26, Project 1619 Inc., the Contraband Historical Society, and the Sankofa Projects will sponsor an Emancipation Proclamation Day of Remembrance with two very special events commemorating the 150th anniversary of the passing of the Emancipation Proclamation. “Although the Emancipation Proclamation did not free any Africans who were enslaved, the Proclamation has become one of the most important documents in America’s history,” said Project 1619 Inc. Founder Calvin Pearson. Beginning at Noon, the Hampton History Museum (120 Old Hampton Lane Hampton VA 23669) will host a panel discussion on the cause and effects of the Emancipation Proclamation. Panelists include Dr. William Wiggins, Professor and Historian of African Culture and Politics; Professor Robert Watson, Hampton University History Department; -More- Project 1619 Celebrates Emancipation Proclamation Day of Remembrance on January 26- Page 2 and Dr. Cassandra Newby-Alexander, History Professor at Norfolk State University. A Q & A discussion will follow on the strategic implications of the contraband decision. At 2:00 p.m., the Emancipation Proclamation Day of Remembrance concludes with a Ritual of Remembrance ceremony at Emancipation Oak (Emancipation Drive, on the campus of Hampton University). Sankofa Projects Founder Chadra Pittman Walke will coordinate the Emancipation ritual that includes an invocation by Dr. Joanne M. Braxton, Founder and Director of the Middle Passage Project at the College of William and Mary and a drum call to the ancestors.
    [Show full text]
  • Jeanes Fund on Black Schooling in the South, 1900–1930
    The Next Needed Thing: The impact of the Jeanes Fund on Black schooling in the South, 1900{1930 Daniel Kreisman Georgia State University [email protected] December, 2015 Abstract At the outset of the 20th century, two large philanthropies targeted southern black schools to combat \separate but equal". The first, The Rosenwald Fund, built nearly 5,000 school- houses. The second, The Jeanes Fund, built a corps of trained \Supervisors" who undertook tasks ranging from teacher training to fundraising { hence their motto, \the next needed thing." I exploit variation in the timing and placement of Jeanes and Rosenwald to esti- mate the impact of the Jeanes Fund, to revise estimates of the effects of Rosenwald, and to compare per-dollar effects of investments in human resources (Jeanes) and physical capital (Rosenwald) respectively. JEL No. I24, I25, N01, N32. Keywords: Education, Achievement Gap, Philanthropy, Jeanes, Rosenwald. ∗Dept. of Economics, Georgia State University, P.O. Box 3992, Atlanta, GA 30302-3992. Thanks to Jeff Grog- ger, Kerwin Charles, Bob Lalonde and two anonymous referees for two rounds of suggestions and insight, to Dan Aaronson and Bhash Mazumder for Rosenwald data and helpful suggestions, to Celeste Carruthers and Marianne Wanamaker for county level educational records, and to Josiah Pamoja, Kayin Shabazz, Katherine Hollis and Peyman Firouzi for archival work and research assistance. Thanks also to seminar participants at the University of Chicago, the University of Michigan, UPenn and UMass Amherst, and to Chicago's Committee on Education and the Institute of Education Science for fellowship support. This research was directly supported by a grant from the American Educational Research Association which receives funds for its Grants Program from the National Science Foundation under Grant #DRL-0941014.
    [Show full text]
  • The Education of African Americans INTRODUCTION the CONTEXT
    100 Chapter 6 The Education of African Americans Jayne R Beilke Ball State University INTRODUCTION The education of African Americans includes both formal and informal attempts by Blacks to gain literacy and develop skills that would allow them to survive in a racialized society. In the nineteenth century, literacy was perceived as a means of emancipation from a life of servitude and a path to eventual citizenship. When slaves were emancipated in 1863, churches, benevolent societies, and philanthropies addressed the need for educational services. During the Reconstruction Era (1865-1877), Black leaders and White elites debated the issue of “Black education.” The outcome was industrial education and second-class citizenship. The existence of the slave economy, an agrarian society, and a dispersed rural geography circumvented the development of a systematic approach to education by Southern states for both Whites and Blacks. With the founding of the National Association for the Advancement of Colored People (NAACP) in 1909, political and legal action overturned the segregation codified in Plessy v. Ferguson (1896). Currently, school integration has been eroded due to White flight, the abandonment of busing, and residential segregation. THE CONTEXT FOR BLACK EDUCATION PRIOR TO THE ANTEBELLUM PERIOD The Africans who were brought to North America as a result of the slave trade represented a variety of languages and cultures. Nevertheless, Africans were able to preserve and transmit their cultural customs and traditions to the New World. According to historian Ira Berlin, “Slowly, almost imperceptibly, transplanted Africans became a 101 new people. They spoke English, worked with English tools, and ate food prepared in the English manner.
    [Show full text]
  • The Traditionally Black Institutions of Higher Education 1860 to 1982
    e radfronafi aBcK Lnstllwtoms o r d~nucanonil AD0 --': ThYj7 Chant A.-I'storic landmarks =dgrowth of the black pop dafion: 1854-1982 Historic landmarks 1854 Lincoln University, Pa., is first black college founded 186 1-18 65 Civil 'War divides the North and South 1862 Morrill Act (Land-Grant College Act) is passed by U.S. Congress 1865-1872 Freedmen's Bureau operates in the former Confederate States 1890 Second Morrill Act provides impetus for establishing black land-grant colleges 1896 U.S. Supreme Court, Plessy v. Ferguson legalizes "separate but equal" doctrine 1917-19 19 United States fights in World War I 1929 Stock market crashes; Great Depression begins 1941-1945 United States fights in World War II 1944 U.S. 'Congress passes 6.1. Bill, providing benefits for veterans to attend college 1950 Korean conflict begins 1954 Brown v. Board of Education - U.S. Supreme Court declares that "racially separate schools are inherently unequal" 1956 Civil rights demonstrations begin 1963 Civil rights march on Washington, D.C. 1964 U.S. Congress passes Civil Rights Act 1965 U.S. Congress begins grant programs for needy college students 1970 Adoans suit is filed to desegregate higher education 1972 Congress greatly expands grant programs for needy college students 1973 American combat forces leave Vietnam 1982 Public colleges and universities in most Southern States still involved in desegregation plans or in Adams litigation Population (in millions) 30 25 20 15 10 5 0 1860 1880 1900 1920 1940 19640 1980 SOURCES: U.S. Department of Commerce, Bureau of the Census. The Social an d Economic Statis of the Black Population in the United States: An Historical Viewv 1790 - 1978, p.ll3; data for 1980 obtained from 1980 Census of Population and H ousing; Advance Report PFi-C80-'/-1, p.
    [Show full text]