Historically black colleges and universities
Black colleges and universities are institutions of higher education in the United States that were established before the Civil Rights Act of 1964 with the intention of serving the African-American community. This was because the overwhelming majority of predominantly white institutions of higher-learning disqualified African Americans from enrollment during segregation. From the time of slavery in the 19th century through to the second half of the 20th century, majority schools in the Southern United States prohibited all African Americans from attending, while historic schools in other parts of the country employed quotas to limit admissions of blacks. There are 101 HBCUs including public and private institutions; this figure is down from the 121 institutions. Of these remaining HBCU institutions in the United States, 27 offer doctoral programs, 52 schools offer master's programs, 83 colleges offer bachelor's degree programs and 38 schools offer associate degrees. Most HBCUs were established in the Southern United States after the American Civil War with the assistance of northern United States religious missionary organizations.
However, Cheyney University of Pennsylvania and Lincoln University, were established for blacks before the American Civil War. In 1856 the African Methodist Episcopal Church of Ohio collaborated with the Methodist Episcopal Church, a predominantly white denomination, in sponsoring Wilberforce University, the third college in Ohio. Established in 1865, Shaw University was the first HBCU in the South to be established after the American Civil War; the year 1865 saw the foundation of Storer College at Harper's Ferry, WV. Storer has now been incorporated into Harper's Ferry National Park. In 1862, the federal government's Morrill Act provided for land grant colleges in each state; some educational institutions in the North or West were open to blacks. But 17 states in the South, required their systems to be segregated and excluded black students from their land grant colleges. In response, Congress passed the second Morrill Act of 1890 known as the Agricultural College Act of 1890, requiring states to establish a separate land grant college for blacks if blacks were being excluded from the existing land grant college.
Many of the HBCUs were founded by states to satisfy the Second Morrill Act. These land grant schools continue to receive annual federal funding for their research and outreach activities. In the 1920s and 1930s the black colleges developed a strong interest in athletics. Sports were expanding at state universities, but few black stars were recruited there. Race newspapers hailed athletic success as a demonstration of racial progress. Black schools hired coaches and featured stellar athletes, set up their own leagues. Many Jewish intellectuals fleeing Germany in the 1930s after the rise of Hitler to power in Nazi Germany immigrated to the United States and found work teaching in black colleges. HBCUs made great contributions to the war effort, including those of the Tuskegee Airmen, who trained and attended classes at Tuskegee University in Alabama. After the landmark Brown v. Board of Education decision of 1954, the legislature of Florida, with support from various counties, started a series of eleven junior colleges serving the African-American population.
The purpose was to show that equal education was working in Florida. Prior to this, there had been only one junior college in Florida serving African Americans, Booker T. Washington Junior College, in Pensacola; the new ones, with their year of founding, are: Gibbs Junior College Roosevelt Junior College Volusia County Junior College Hampton Junior College Rosenwald Junior College Suwannee River Junior College Carver Junior College Collier-Blocker Junior College Lincoln Junior College Johnson Junior College Jackson Junior College The new junior colleges began as extensions of black high schools, using the same facilities and the same faculty. Some, over the next few years, did build their own buildings. After passage of the Civil Rights Act of 1964 mandating an end to school segregation, the colleges were all abruptly closed. Only a fraction of the students and faculty were able to transfer to the all-white junior colleges, where they found, at best, an indifferent reception; the Higher Education Act of 1965 established a program for direct federal grants to HBCUs, including federal matching of private endowment contributions.
The Higher Education Act of 1965, as amended, defines a "part B institution" as: "...any black college or university, established before 1964, whose principal mission was, is, the education of black Americans, and, accredited by a nationally recognized accrediting agency or association determined by the Secretary to be a reliable authority as to the quality of training offered or is, according to such an agency or association, making reasonable progress toward accreditation." Part B of the 1965 Act provides for direct federal aid to Part B institutions. Some colleges with a predominantly black student body are not classified as a HBCU because they were founded after the implementation of the Sweatt v. Painter and Brown v. Board of Education rulings by the U. S. Supreme Court and the Higher Education Act of 1965. In 1980, Jimmy Carter signed an executive order to distribute adequate resources and funds to strengthen the nation's public and private HB
A postage stamp is a small piece of paper issued by a post office, postal administration, or other authorized vendors to customers who pay postage, who affix the stamp to the face or address-side of any item of mail—an envelope or other postal cover —that they wish to send. The item is processed by the postal system, where a postmark or cancellation mark—in modern usage indicating date and point of origin of mailing—is applied to the stamp and its left and right sides to prevent its reuse; the item is delivered to its addressee. Always featuring the name of the issuing nation, a denomination of its value, an illustration of persons, institutions, or natural realities that symbolize the nation's traditions and values, every stamp is printed on a piece of rectangular, but sometimes triangular or otherwise shaped special custom-made paper whose back is either glazed with an adhesive gum or self-adhesive; because governments issue stamps of different denominations in unequal numbers and discontinue some lines and introduce others, because of their illustrations and association with the social and political realities of the time of their issue, they are prized for their beauty and historical significance by stamp collectors whose study of their history and of mailing systems is called philately.
Because collectors buy stamps from an issuing agency with no intention to use them for postage, the revenues from such purchases and payments of postage can make them a source of net profit to that agency. Throughout modern history, numerous methods were used to indicate that postage had been paid on a mailed item, so several different men have received credit for inventing the postage stamp. William DockwraIn 1680, William Dockwra, an English merchant in London, his partner Robert Murray established the London Penny Post, a mail system that delivered letters and small parcels inside the city of London for the sum of one penny. Confirmation of paid postage was indicated by the use of a hand stamp to frank the mailed item. Though this'stamp' was applied to the letter or parcel itself, rather than to a separate piece of paper, it is considered by many historians to be the world's first postage stamp. Lovrenc KoširIn 1835, the Slovene civil servant Lovrenc Košir from Ljubljana in Austria-Hungary, suggested the use of "artificially affixed postal tax stamps" using "gepresste papieroblate", but although civil bureaucrats considered the suggestion in detail, it was not adopted.
Rowland HillIn 1836, a Member of Parliament, Robert Wallace, gave Sir Rowland Hill numerous books and documents about the postal service, which Hill described as a "half hundred weight of material". After a detailed study, on 4 January 1837 Hill submitted a pamphlet entitled Post Office Reform: Its Importance and Practicability, marked "private and confidential," and not released to the general public, to the Chancellor of the Exchequer, Thomas Spring Rice; the Chancellor summoned Hill to a meeting at which he suggested improvements and changes to be presented in a supplement, which Hill duly produced and submitted on 28 January 1837. Summoned to give evidence before the Commission for Post Office Enquiry on 13 February 1837, Hill read from the letter he wrote to the Chancellor that included a statement saying that the notation of paid postage could be created "...by using a bit of paper just large enough to bear the stamp, covered at the back with a glutinous wash...". This would become the first unambiguous description of a modern adhesive postage stamp.
Shortly afterward, Hill's revision of the booklet, dated 22 February 1837, containing some 28,000 words, incorporating the supplement given to the Chancellor and statements he made to the Commission, was published and made available to the general public. Hansard records that on 15 December 1837, Benjamin Hawes asked the Chancellor of the Exchequer "whether it was the intention of the Government to give effect to the recommendation of the Commissioners of the Post-office, contained in their ninth report relating to the reduction of the rates of postage, the issuing of penny stamps?"Hill’s ideas for postage stamps and charging paid-postage based on weight soon took hold, were adopted in many countries throughout the world. With the new policy of charging by weight, using envelopes for mailing documents became the norm. Hill’s brother Edwin invented a prototype envelope-making machine that folded paper into envelopes enough to match the pace of the growing demand for postage stamps. Rowland Hill and the reforms he introduced to the United Kingdom postal system appear on several of its commemorative stamps.
James ChalmersIn the 1881 book The Penny Postage Scheme of 1837, Scotsman Patrick Chalmers claimed that his father, James Chalmers, published an essay in August 1834 describing and advocating a postage stamp, but submitted no evidence of the essay's existence. Until he died in 1891, Patrick Chalmers campaigned to have his father recognized as the inventor of the postage stamp; the first independent evidence for Chalmers' claim is an essay, dated 8 February 1838 and received by the Post Office on 17 February 1838, in which he proposed adhesive postage stamps to the General Post Office. In this 800-word document concerning methods of indicating that postage had been paid on mail he states: "Therefore, of Mr Hill’s plan of a uniform rate of postage... I conceive that the most simple and economical mode... would be by Slips... in the hope that Mr Hill’s plan may soon be carried into operation I would sugg
Secondary education in the United States
In most jurisdictions, secondary education in the United States refers to the last four years of statutory formal education either at high school or split between a final year of'junior high school' and three in high school. The United States had a demand for general skills rather than specific training/apprenticeships. High school enrollment increased when schools at this level became free, laws required children to attend until a certain age, it was believed that every American student had the opportunity to participate regardless of their ability. In 1892, in response to many competing academic philosophies being promoted at the time, a working group of educators, known as the "Committee of Ten" was established by the National Education Association, it recommended twelve years of instruction, consisting of eight years of elementary education followed by four years of high school. Rejecting suggestions that high schools should divide students into college-bound and working-trades groups from the start, in some cases by race or ethnic background, they unanimously recommended that "every subject, taught at all in a secondary school should be taught in the same way and to the same extent to every pupil so long as he pursues it, no matter what the probable destination of the pupil may be, or at what point his education is to cease."At the turn of the 20th Century, it was common for high schools to have entrance examinations which restricted entrance to fewer than 5 percent of the population in preparation for college.
Most were expected to be ready for a family after junior high school. The first public secondary schools started around the 1830s and 40's within the wealthier areas of similar income levels and expanded after the American Civil War into the 1890s. Between 1910 and 1940 the "high school movement" resulted in increasing founding of public high schools in many cities and towns and with further expansions in each locality with the establishment of neighborhood, district, or community high schools in the larger cities which may have had one or two schools since the 19th Century. High school enrollment and graduation numbers and rates increased markedly due to the building of new schools, a practical curriculum based on gaining skills "for life" rather than "for college". There was a shift towards local decision making by school districts, a policy of easy and open enrollment; the shift from theoretical to a more practical approach in curriculum resulted in an increase of skilled blue-collar workers.
The open enrollment nature and relaxed standards, such as ease of repeating a grade contributed to the boom in secondary schooling. There was an increase in educational attainment from the grass-roots movement of building and staffing public high schools. By mid-century, comprehensive high schools became common, which were designed to give a free education to any student who chose to stay in school for 12 years to get a diploma with a minimal grade point average. In 1954 the Supreme Court case Brown v. Board of Education made desegregation of elementary and high schools mandatory, although private Christian schools expanded following this ruling to accommodate white families attempting to avoid desegregation. By 1955, the enrollment rates of secondary schools in the United States were around 80%, higher than enrollment rates in most or all European countries; the goal became to minimize the number who exited at the mandatory attendance age, which varies by state between 14 and 18 years of age, become considered to be dropouts, at risk of economic failure.
In 1965 the far-reaching Elementary and Secondary Education Act, passed as a part of President Lyndon B. Johnson's "War on Poverty", provided funds for primary and secondary education while explicitly forbidding the establishment of a national curriculum, it established high standards and accountability. The bill aimed to shorten the achievement gaps between students by providing every child with fair and equal opportunities to achieve an exceptional education. After 1980, the growth in educational attainment decreased, which caused the growth of the educated workforce to slow down. Under the education reform movement started in the early 1990s by many state legislatures and the federal government, about two-thirds of the nation's public high school students are required to pass a graduation exam at the 10th and higher grade levels, though no new states had adopted a new requirement in 2006; this requirement has been an object of controversy when states have started to withhold diplomas, the right to attend commencement exercises, if a student does not meet the standards set by the state.
Pressure to allow people and organizations to create new Charter schools developed during the 1980s and were embraced by the American Federation of Teachers in 1988. These would be and financially autonomous public school free from many state laws and district regulations, accountable more for student outcomes rather than for processes or inputs. Minnesota was the first state to pass a charter school law in 1991. By 2009 charter schools were operating in 41 states and 59% of these had waiting lists; the No Child Left Behind Act of 2001 required all public schools receiving federal funding to administer a statewide standardized test annually to all students. Schools that receive Title I funding must make Adequate Yearly Progress in test scores and Schools that miss AYP for a second consecutive year are publicly labeled as in need of impro
James Buchanan Jr. was the 15th president of the United States, serving prior to the American Civil War. A member of the Democratic Party, he was the 17th United States secretary of state and had served in the Senate and House of Representatives before becoming president. Buchanan was born in Pennsylvania, to parents of Ulster Scots descent, he became a prominent lawyer in Lancaster and won election to the Pennsylvania House of Representatives as a Federalist. In 1820, Buchanan won election to the United States House of Representatives becoming aligned with Andrew Jackson's Democratic Party. After serving as Jackson's Minister to Russia, Buchanan won election as a senator from Pennsylvania. In 1845, he accepted appointment as President James K. Polk's Secretary of State. A major contender for his party's presidential nomination throughout the 1840s and 1850s, Buchanan won his party's nomination in 1856, defeating incumbent President Pierce and Senator Stephen A. Douglas at the 1856 Democratic National Convention.
Buchanan and his running mate, John C. Breckinridge of Kentucky, defeated Republican John C. Frémont and Know-Nothing Millard Fillmore to win the 1856 election. Shortly after his election, Buchanan lobbied the Supreme Court to issue a broad ruling in Dred Scott v. Sandford, which he endorsed as president, he allied with the South in attempting to gain the admission of Kansas to the Union as a slave state under the Lecompton Constitution. In the process, he alienated both Republican abolitionists and Northern Democrats, most of whom supported the principle of popular sovereignty in determining a new state's slaveholding status, he was called a "doughface", a Northerner with Southern sympathies, he fought with Douglas, the leader of the popular sovereignty faction, for control of the Democratic Party. In the midst of the growing sectional crisis, the Panic of 1857 struck the nation. Buchanan indicated in his 1857 inaugural address that he would not seek a second term, he kept his word and did not run for re-election in the 1860 presidential election.
Buchanan supported the North during the Civil War and publicly defended himself against charges that he was responsible for the war. He died in 1868 at age 77, was the last president to be born in the eighteenth century, he is the only president to remain a lifelong bachelor. Buchanan wished and aspired to be a president who would rank in history with George Washington, by using his tendencies toward neutrality and impartiality. Historians fault him, for his failure to address the issue of slavery and the secession of the southern states, bringing the nation to the brink of civil war, his inability to address the divided pro-slavery and anti-slavery partisans with a unifying principle on the brink of the Civil War has led to his consistent ranking by historians as one of the worst presidents in American history. Historians who participated in a 2006 survey voted his failure to deal with secession as the worst presidential mistake made. James Buchanan Jr. was born in a log cabin in Cove Gap, Pennsylvania, in Franklin County, on April 23, 1791, to James Buchanan, Sr. a businessman and farmer, Elizabeth Speer, an educated woman.
His parents were both of Ulster Scot descent, his father having emigrated from Milford, County Donegal, Ireland, in 1783. One of eleven siblings, Buchanan was the oldest child in the family to survive infancy. Shortly after Buchanan's birth the family moved to a farm near Mercersburg, in 1794 the family moved to Mercersburg itself. Buchanan's father became the wealthiest person in town, having attained success as a merchant and real estate investor. Buchanan attended the village academy and, starting in 1807, Dickinson College in Carlisle, Pennsylvania. Though he was nearly expelled at one point for poor behavior, he pleaded for a second chance and subsequently graduated with honors on September 19, 1809; that year, he moved to Lancaster, which, at the time, was the capital of Pennsylvania. James Hopkins, the most prominent lawyer in Lancaster, accepted Buchanan as a student, in 1812 Buchanan was admitted to the Pennsylvania bar after an oral exam. Though many other lawyers moved to Harrisburg, after it became the capital of Pennsylvania in 1812, Lancaster would remain Buchanan's home town for the rest of his life.
Buchanan's income rose after he established his own practice and by 1821 he was earning over $11,000 per year. Buchanan handled various types of cases, including a high-profile impeachment trial in which he defended Pennsylvania Judge Walter Franklin. Buchanan began his political career in the Pennsylvania House of Representatives as a member of the Federalist Party; the legislature met for only three months a year, Buchanan's notoriety as a legislator helped him earn clients for his legal practice. Like his father, Buchanan believed in federally-funded internal improvements, a high tariff, a national bank, he emerged as a strong critic of the leadership of Democratic-Republican President James Madison during the War of 1812. When the British invaded neighboring Maryland in 1814, he served in the defense of Baltimore after enlisting as a private in Henry Shippen's Company, 1st Brigade, 4th Division, Pennsylvania Militia, a unit of yagers or light dragoons. Buchanan is the only president with military experience who did not, at some point, serve as an officer.
An active Freemason, he was the Master of Masonic Lodge No. 43 in Lancaster, a District Deputy Grand Master of the Grand Lodge of Pennsylvania. By 1820, the F
Tuskegee University is a private black university located in Tuskegee, United States. It was established by Booker T. Washington; the campus is designated as the Tuskegee Institute National Historic Site by the National Park Service and is the only one in the U. S. to have this designation. The university was home to World War II's Tuskegee Airmen. Tuskegee University offers 40 bachelor's degree programs, 17 master's degree programs, a 5-year accredited professional degree program in architecture, 4 doctoral degree programs, the Doctor of Veterinary Medicine; the university is home to over 3,100 students from the U. S. and 30 foreign countries. Tuskegee University was ranked among 2018's best 379 colleges and universities by The Princeton Review and 6th among the 2018 U. S. News & World Report best HBCUs; the university's campus was designed by architect Robert Robinson Taylor, the first African American to graduate from the Massachusetts Institute of Technology, in conjunction with David Williston, the first professionally trained African-American landscape architect.
The school was founded on July 1881, as the Tuskegee Normal School for Colored Teachers. This was a result of an agreement made during the 1880 elections in Macon County between a former Confederate Colonel, W. F. Foster, running on the democratic ticket and a local Black Leader and Republican, Lewis Adams. W. F. Foster propositioned that if Adams could persuade the Black constituents to vote for Foster, if elected, Foster would push the state of Alabama to establish a school for Black people in the county. At the time the majority of Macon County population was Black, thus Black constituents had political power. Adams succeeded and Foster followed through with the school; the school became a part of the expansion of higher education for blacks in the former Confederate states following the American Civil War, with many schools founded by the northern American Missionary Association. A teachers' school was the dream of Lewis Adams, a former slave, George W. Campbell, a banker and former slaveholder, who shared a commitment to the education of blacks.
Despite lacking formal education, Adams could read and speak several languages. He was an experienced tinsmith, harness-maker, shoemaker and was a Prince Hall Freemason, an acknowledged leader of the African-American community in Macon County, Alabama. Adams and Campbell had secured $2,000 from the State of Alabama for teachers' salaries but nothing for land, buildings, or equipment. Adams, M. B. Swanson formed Tuskegee's first board of commissioners. Campbell wrote to the Hampton Institute, a black college in Virginia, requesting the recommendation of a teacher for their new school. Samuel C. Armstrong, the Hampton principal and a former Union general, recommended 25-year-old Booker T. Washington, an alumnus and teacher at Hampton; as the newly hired principal in Tuskegee, Booker Washington began classes for his new school in a rundown church and shanty. The following year, he purchased a former plantation of 100 acres in size. In 1973 the Tuskegee Institute, now Tuskegee University, did an oral history interview with Annie Lou "Bama" Miller.
In that interview she indicated that her grandmother sold the original 100 acres of land to Booker T. Washington; that oral history interview is located at the Tuskegee University archives. The earliest campus buildings were constructed on that property by students as part of their work-study. By the start of the 20th century, the Tuskegee Institute occupied nearly 2,300 acres. Based on his experience at the Hampton Institute, Washington intended to train students in skills and religious life, in addition to academic subjects. Washington urged the teachers he trained "to return to the plantation districts and show the people there how to put new energy and new ideas into farming as well as into the intellectual and moral and religious life of the people." Washington's second wife Olivia A. Davidson, was instrumental to the success and helped raise funds for the school. A rural extension program was developed, to take progressive ideas and training to those who could not come to the campus. Tuskegee alumni founded smaller colleges throughout the South.
As a young free man after the Civil War, Washington sought a formal education. He worked his way through Hampton Normal and Agricultural Institute and attended college at Wayland Seminary in Washington, DC, he returned to Hampton as a teacher. Hired as principal of the new normal school in Tuskegee, Booker Washington opened his school on July 4, 1881, on the grounds of the Butler Chapel African Methodist Episcopal Zion Church; the following year, he bought the grounds of a former plantation, out of which he expanded the institute in the decades that followed. The school expressed Washington's dedication to the pursuit of self-reliance. In addition to training teachers, he taught the practical skills needed for his students to succeed at farming or other trades typical of the rural South, where most of them came from, he wanted his students to see labor as practical, but as beautiful and dignified. As part of their work-study programs, students constructed most of the new buildings. Many students earned all or part of their expenses through the construction and domestic work associated with the campus, as they reared livestock and raised crops, as well as producing other goods.
The continuing expansion of black education took place against a background o