Silent Motives: Why John D. Rockefeller Contributed to Black Higher Education

1. Silent Motives: Why John D. Rockefeller Contributed to Black Higher Education Brian K. Bridges April 4, 2002 American Educational Research Association Annual Conference New Orleans, LA

2. Presentation Outline Influences on JDR�s giving Views on Blacks Support of Spelman Conclusions Questions -Several aspects of JDR�s life influenced his giving. Specifically, his family, religious, personal associations, and business interests influenced to whom he donated monies. He was also influenced by the era in which he lived, which will also be discussed. -JDR�s views on Blacks, although never explicitly stated, will be examined in conjunction with his support for Spelman College. -These aspects of his life will lead to conclusions I have drawn. -Several aspects of JDR�s life influenced his giving. Specifically, his family, religious, personal associations, and business interests influenced to whom he donated monies. He was also influenced by the era in which he lived, which will also be discussed. -JDR�s views on Blacks, although never explicitly stated, will be examined in conjunction with his support for Spelman College. -These aspects of his life will lead to conclusions I have drawn.

3. Rockefeller in his times Massive accumulation of wealth by a small core of northern industrialists who took advantage of the industrial revolution that followed in the wake of the Civil War. The Progressive Era (approx. 1880 to 1925) witnessed great changes in American social and political arenas, including education. Blacks exhibited agency in seeking educational access. �Negrophobia� was prevalent in all aspects of American culture.

4. Family influences Rockefeller�s pious, abolitionist mother indoctrinated in him the values of prudence, abstinence and economy, which he practiced all his life. His son became his primary confidant regarding his philanthropies and himself was known to be passionate about black education. John Jr. was the impetus behind the General Education Board, but his original desire for a �Negro Education Board� became co-opted to appease southern whites. Despite lengthy involvement with the UNCF and the National Urban League he disappeared when his contemporaries attacked plans to educate blacks.

5. Religious influences Rockefeller was a devout Baptist who came of age during the split of the Baptist Church in the 1850s. Believed that �God gave him his money� and that he should disseminate it wisely for the benefit of his fellow man. Believed that he was blessed with the ability to make large sums of money and that his fortune and the causes to which he chose to give were directly linked to God�s Providence. The Baptist church and its affiliate institutions benefited most from Rockefeller altruism.

6. Associate influences Frederick Gates His background as a Baptist minister coincided with Rockefeller�s spiritual beliefs. Became Rockefeller�s primary philanthropic advisor and a key figure in the GEB. Believed that blacks were not ready for high culture. Wallace Buttrick Served as the first secretary of the GEB. Also a former Baptist minister. Devoutly believed that the best educational option for blacks was an industrial education. Believed that �the Negro is an inferior race and that the Anglo-Saxon is the superior race�

7. Business influences Contrary to popular belief, Rockefeller had obscure business interests in the south. Cottonseed oil Oil pipelines Railroads

8. Rockefeller�s views on blacks Difficult to ascertain even though the Rockefeller archives �are more extensive on the subject of the welfare of the Negro race than any other� (Chernow, 1998, p. 240). In his high school essay for promotion he wrote of �Freedom� and stated that it was �a violation of the laws of our country and the laws of our God that man should hold his fellow man in bondage� (Chernow, 1998, p. 39). In this essays he also advocated for universal literacy. Was known to be fond of Negro spirituals and frequented black Baptist churches, especially when he was in the south. Was very fond of the work being done at Spelman.

9. The difference in Rockefeller benevolence by race Despite the original concept of the GEB to assist black education in the south, less than 15% of its early gifts (prior to 1915) were directed to this cause. According to the annual reports of the secretary, there were certain years where no funding was directly distributed to a black institution. When early GEB funds went to black institutions the curriculum tended to be based on the Hampton-Tuskegee model of industrial education. By the time the GEB was dissolved however, its greatest beneficiaries were schools with a classical curriculum. (Atlanta University, Fisk, Spelman, Morehouse, and Dillard, in addition to Tuskegee.)

10. Why fund Spelman? Spelman did not practice a true industrial curriculum, but gave the impression that it did (Brazzell, 1992). Rockefeller and his family became somewhat enamored with the institution and often funded it independently of the GEB. However, Rockefeller never assured the institution�s financial well-being. Rockefeller identified with the Christian nature of the institution taking solace in a Packard letter to him that stated, � the salvation of the race and our country depends upon the Christian training of these girls who are to be future mothers and educators� (Chernow, 1998).

11. Conclusions Due to his abolitionist upbringing and Baptist roots, Rockefeller held amiable views towards blacks, but the issue did not matter enough for him to take a stance against his contemporaries. His philanthropic giving to black education was informed by racists such as Gates and Buttrick who also compromised the views of John Jr. Therefore, he allowed views that may not have been his to be promoted through his giving or lack of it. The nervous nature of John Jr. was not strong enough to fight for what was supposedly one of the most influential causes of his life--educating blacks.

12. Conclusions (cont�d) The desire to please southern whites for economic reasons prevailed over Rockefeller�s innate spiritual belief in the equality of all souls. In conclusion, Rockefeller�s background made little difference in his philanthropic treatment of black educational institutions. He can be characterized along with the other philanthropists of his era on this subject. Worse yet, his actions could easily distinguish him as a hypocrite.

13. References Anderson, J. D. (1988). The education of blacks in the south, 1860-1935. Chapel Hill: University of North Carolina Press. Brazzell, J. C. (1992). Bricks without straw: Missionary sponsored black higher education in the post-Emancipation era. Journal of Higher Education, 63 (1), 26-49. Chernow, R. (1998). Titan: The life of John D. Rockefeller, Sr. New York: Random House. Enck, H. S. (1970). The burden borne: Northern white philanthropy and southern black industrial education, 1900-1915. Unpublished doctoral dissertation, University of Cincinnati. General Education Board. (1913-1918). Annual Report of the Secretary. New York: Wallace Buttrick. Inglis, W. O. (1984). John D. Rockefeller Interview, 1917-1920. (Transcribed interview). Rockefeller, J. D. (1984). Random reminiscences of men and events (Rev. ed.). Tarrytown, NY: Sleepy Hollow Press. Rose, K. W. & Stapleton, D. H. (1992). Toward a �universal heritage�: Education and the development of Rockefeller philanthropy, 1884-1913. Teachers College Record, 93 (3), 536-555.

14. Silent Motives: Why John D. Rockefeller Contributed to Black Higher Education Brian K. Bridges Brbridge@indiana.edu (812) 856-3032