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Hampton University 5/12/91 [OA 8323] [3]
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26
21
4
2
A LETTER FROM EX-PRESIDENT
HAYES.
An expression of grateful acknowledge-
ment from Hampton Institute, to ex-Pres-
ident Hayes, for the sympathy he has so
Fremont, Ohio, March 10, 1881.
actively manifested through all his admin-
MY DEAR GENERAL:-
istration, in the causes for which it exists,
I cannot too strongly
and itself as representing them, seemed
express the gratification which Mrs. Hnyes and
but natural and fitting, on his retirement
myself feel in receiving the congratulations
and generous approval of yourself and the offi-
from the Presidential office. A letter of
cers, teachers, and all other friends who uni-
such acknowledgement, signed by the
ted in the letter to us dated March 7th, in be
Principal, officers and teachers of the
half of Hampton Institute. The work the In-
Normal School, and sent to Mr. Hayes,
stitute is successfully doing is so worthy and
has received a response characteristic and
admirable, that we deem it an especial honor
cordial, which the school is honored to
to have its commendation. We shall never
place among its archives. We feel that
cease to be deeply interested in its success, and
the gratification of reading it belongs to
in the personal welfare of all connected with
It. We beg you to receive our warmest thanks,
all the friends- Hampton, and therefore
and to be assured that you have our sincere
publish it, with the letter that called it
wishes and prayers.
forth.
With all respect and regard,
The story of Bethesda chapel, alluded
R. B. HAYES.
to in the letter, is an interesting bit of
General 8. C. Armstrong, and the Gentlemen
unwritten history, which we will give our
and Ladies of the Institute.
readers in our next number.
Hampton, Va., March 7th, '81.
S W.
To the Honorable Rutherford B. Hayes. L.L.D.
ex-President of the United States of America.
SIR:
As officers and teachers of the
Hampton Normal and Agricultural Institute,
for Negroes and Indians, at Hampton, Virgin-
in, WC beg to express to you our appreciation
of the noble work you have done for the
whole country and for humanity, in having
thrown the weight of your influence in your
high official position ns President of these
United States, in behalf of the wenk and long
oppressed races which the providence of God
has made the Nation's wards, and in having
SO wiscly furthered the process of reconstruc-
tion.
We would very gratefully acknowledge the
constant kindness from yourself and Mrs.
Hayes, which, through the whole four years
of your administration, has been one of the
schools' greatest encouragements in its own
work in behalf of these interests.
We recognize it ns the expression of your
estimate of their importance. and your confi-
dence in the school, ns representing them,
and we hope, that in fulfilling its trust, it may
ever continue to deserve your confidence, and
that of the public, 80 largely due to yours.
We would especially thank you for your
last official act in behalf of the school, in in-
terposing to save for its use the chapel in the
National Cemetery within our grounds, cn-
deared to us by 80 many associations of peace
and war.
We know that the good wishes of which
WC are the medium, are a small part only of
those which attend you ns you leave the posi-
tion you have 80 nobly filled. The dangers
that menaced the country when you took the
oath of office, have disappeared ns morning
mists. National prosperity has taken the
place of national despondency, peace the place
of passion. To your Hrm hand on the helm
of state, much, if not all, of this is due.
Congratulating you upon the results of your
administration. and praying that n happy con-
sciousness of them, with all the blessings of
God, may follow you in laying down the ar-
duous duties of your office, for the honorable
repose which they merit,
We have the honor to be &c.
HAMPTON NORMAL AND AGRICULTURAL INSTITUTE
Hampton, Va., March 7, 1881
To the Honorable Rutherford B. Hayes, L. L. D.
ex-President of the United States of America
Sir:
As officers and teachers of the Hampton Normal and Agricultural Institute
for Negroes and Indians, at Hampton, Virginia, we beg to express to you our
appreciation of the noble work you have done for the whole country and for
humanity in having thrown the weight of your influence in your high official
position as President of these United States in behalf of the weak and long
oppressed races which the providence of God has made the Nation's wards and in
having so wisely furthered the process of reconstruction.
We would very gratefully acknowledge the constant kindness from yourself
and Mrs. Hayes, which through the whole four years of your administration has
been the School's greatest encouragement in its own work in behalf of these
interests.
We recognize it as the expression of your estimate of their importance,
and your confidence in the School as representing them, and we hope that in
fulfilling its trust it may ever continue to deserve your confidence and that of the
public so largely due to yours.
We would especiast especially thank you for your last official act in behalf
of the school in interposing to save for its use the chapel in the National
Cemetery within our grounds endeared to us by so many associations of
peace and war.
We know that the good wishes of which we are the medium are a small part only
of those which attend you as you leave the position you have so nobly filled.
The dangers that menaced the country when you took the oath of office have
disappeared as morning mists. National prosperity has taken the place of
national despondency, peace the place of passion. To your firm hand on the
helm of state much, if not all, of this is due.
Congratulating you upon the results of your administration, and praying
that a happy consciousness of them, with all the blessings of God, may follow
you in laying down the arduous duties of your office for the honorable repose
which they merit.
We have the honor to be
Very gratefully and respectfully,
HAMPTON NORMAL AND AGRICULTURAL INSTITUTE
Hampton, Va., March 7, 1881
To the Honorable Rutherford B. Hayes, L. L. D.
ex-President of the United States of America
Sir:
As officers and teachers of the Hampton Normal and Agricultural Institute
for Negroes and Indians, at Hampton, Virginia, we beg to express to you our
appreciation of the noble work you have done for the whole country and for
humanity in having thrown the weight of your influence in your high official
position as President of these United States in behalf of the weak and long
oppressed races which the providence of God has made the Nation's wards and in
having so wisely furthered the process of reconstruction.
We would very gratefully acknowledge the constant kindness from yourself
and Mrs. Hayes, which through the whole four years of your administration has
been the School's greatest encouragement in its own work in behalf of these
interests.
We recognize it as the expression of your estimate of their importance,
and your confidence in the School as representing them, and we hope that in
fulfilling its trust it may ever continue to deserve your confidence and that of the
public SO largely due to yours.
We would especiast especially thank you for your last official act in behalf
of the school in interposing to save for its use the chapel in the National
Cemetery within our grounds endeared to us by so many XSSNEXXXX associations of
peace and war.
We know that the good wishes of which we are the medium are a small part only
of those which attend you as you leave the position you have SO nobly filled.
The dangers that menaced the country when you took the oath of office have
disappeared as morning mists. National prosperity has taken the place of
national despondency, peace the place of passion. To your firm hand on the
helm of state much, if not all, of this is due.
Congratulating you upon the results of your administration, and praying
that a happy consciousness of them, with all the blessings of God, may follow
you in laying down the arduous duties of your office for the honorable repose
which they merit.
We have the honor to be
Very gratefully and respectfully,
3 sides surrounded by water
Uereland Hall - oldertdom in VA
semior Lock- In - union, morris,
hoat ride
Gab & thicken 7ud - familis
Senior picnic
Emancipation Oak
frosh - curfew for 1st six weeks
II, 12 on mukinds
girls only
deen door open both feet on floor
misitation until 12 pm an weekends
Marching Band - the Farce
ranked #/ or #2
Ogden Hall - - will autside, driverway
graduate walk across circle, you won't
"will infront of Ogden Hall"
hiluary - Huntington, historical Warrary
everything is old
Student Union
/ yr fr. May 12, 1990 - 5/12/91
29 civil Suits
racial discrim
38 criminal action S
67
only new suits
un
Convocations -opening of school year
Dis wtl NBCU -
Senior Week - Spirit of norfolk boat ride
Talent & slide show -
Ruflection Mament
& 7alent show
7i midnight 10 yr. reunion & "or class
Tim Allston-
in Ogden Circlo -sing alma mater
alma mater reunion class croases, or class atands
around it -
unfer 11 pm - whole frosh yr, hap girls
Fri Sat / am
extended cafeteria house
III
annual Chicken Gab Flast
4-8 sat.
2 1/2 hr. drive to Wash.
III
MAY- 9-91 THU 17:44 0
P.01
JUST THE FAX!!
91 MAY 9 P5: 18
HAMPTON UNIVERSITY
Hampton, Virginia
FAX # (804) 727-5746
DATE: may 91971
TO:
Kgggy
FROM: Joble
NUMBER OF PAGES, INCLUDING COVER 2
If this material is not legible, please call (804) 727-5231
ALMA MATER
O Hampton, a thought sent from heaven above,
To be a great soul's inspiration;
We sing thee the earnest of broad human love,
The shrine of our heart's adoration.
Thy foundation firm and thy roof tree outspread,
And thy sacred altar fires burning;
The sea circling "round thee, soft skies overhead,
Dear 1 lampton, the goal of our yearning!
Refrain
O Hampton, we never can make thee a song,
Except as our lives do the singing;
In service that will thy great spirit prolong,
And send it through centuries ringing!
Kind mother, we'll treasure the dear happy days,
We've spent here in life's preparation;
Yet go with brave hearts upon our chosen ways,
Of service to God and our nation;
Still wearing our colors, the blue and the white,
As pledge that our fond hearts will cherish;
A love which for thee ever shines true and bright,
A loyalty that ne'er can perish!
Words in SARAH COLLINS FERNANDIS. 1882
Must by CHAUNGEY NORTHERN. 1924
Page Thirty Six
P.02
MAY- 9-91 THU 17:44 0
OF
UNITED STATES DEPARTMENT OF EDUCATION
UNITED STATES OF OF AMERICA
OFFICE OF INTERGOVERNMENTAL AND INTERAGENCY AFFAIRS
May 8, 1991
NOTE TO BILL BURROW:
Polls:
See enclosed testimony for Gallup poll
results. (The section is marked.)
Success stories:
See enclosed testimony for Minnesota,
Massachusetts, East Harlem, and
Milwaukee. (The section is marked.)
Administrative costs:
In New York city, bureaucracy absorbs
over two-thirds of the education dollar.
Only 32% gets to the classroom. (See the
enclosed "Parkinson's Law 101," Forbes,
June 25, 1990.) According to Forbes,
"the Archdiocese of New York's Catholic
schools had 111,000 students last year,
nearly one-ninth as many as the public
schools. The entire staff of the
parochial schools' central board: 33
people." The NYC public schools have a
Bill - NCEAJUST
central office staff of over 4,000,
according to Forbes.
sent some govd strff
According to the National Catholic
Education Association, the average per-
which I'm including
pupil cost for parochial elementary
also, See esp. Peter
school students in 1988-89 was $1,476,
and the average tuition for them was
Flanigon's WSJ
below $1,000; the average cost per child
Column
in public schools (elementary and
secondary) was $4,563.
International
You are getting these from PES.
comparisons:
Some thoughts:
If possible, talk about choice as a
system. As with free enterprise, which
empowers both entrepreneurs and
consumers, a system of choice empowers
both educators and parents: it gives
educators the opportunity to create of
improved and distinctive schools, and
parents the ability to choose from among
those schools. This kind of description
of choice shows its advantages for both
educators and parents.
It would be desirable to talk about the
need to open up the "supply side," to
make the widest possible range of options
available, public and private.
How about the idea of a "Parents' Bill of
Rights," including the right to choose
schools. (The U.N. Universal Declaration
of Rights says: "Parents have a right to
take priority over anybody else when it
comes to choosing the type of education
for their children." Other democracies
guarantee educational choice an a
constitutional right.)
Some people in the media are (unfairly)
kicking the President around, saying that
when he talks about choice he is not
addressing integration and minorities,
information, transportation, etc. It
might be useful to say, at least briefly,
that choice has special benefits for
minorities and the poor (cite Milwaukee
and East Harlem) ; and that good choice
programs include parent information, and
transportation to make it possible for
poor children to attend schools of
choice.
05-08-91 12:37PM
JACK KLENK
CENTER FOR CHOICE IN EDUCATION
OFFICE OF INTERGOVERNMENTAL AND INTERAGENCY AFFAIRS
U.S. DEPARTMENT OF EDUCATION
CHOICE IN EDUCATION
I am pleased to have the opportunity to outline for you the views
of President Bush and Secretary Alexander, and to represent the
U.S. Department of Education on the exciting subject of greater
parental choice in education. As you know, expanding parental
choice in the education of their children is not only one of the
fastest-growing ideas in American education today; it is also one
of the chief educational priorities of President Bush. As the
President said on April 18 in announcing his "America 2000"
agenda for education reform, "We can encourage educational
excellence by encouraging parental choice. The concept of choice
draws its fundamental strength from the principle at the very
heart of the democratic idea. Every adult American has the right
to vote, the right to decide where to work, where to live. It's
time parents were free to choose the schools that their children
will attend. This approach will create the competitive climate
that stimulates excellence in our private and parochial schools
as well."
As the President's "America 2000" agenda notes, "If standards,
tests and report cards tell parents and voters how their schools
are doing, choice gives them the leverage to act." In fact,
choice will be the engine that drives the President's very
ambitious and dramatic plan for making our schools better and
more accountable. (A detailed outline of that plan is attached
herewith for the information of the Committee.) That is why we
are so gratified at the level of interest in choice here in
California, and why I was pleased to be asked by Assembly Member
Gil Ferguson to participate in this meeting of the Committee.
He, as well as Assembly Member Quackenbush, Allen, and others who
have demonstrated their support for parental choice in education
deserve the strongest possible encouragement in their efforts.
Let me explain why we in the Bush Administration think choice is
so important.
Americans choose where they work and where they live. They also
choose among hundreds, even thousands, of postsecondary education
options. The same logic calls for choice in our elementary and
secondary education system.
"America 2000" encourages parental choice in several ways:
The President's budget request for FY 1992 seeks $200
million in incentive grants to encourage state and
local choice programs;
The budget request also includes a $30 million choice
demonstration program that will seek ways to expand the
choice principle; and
Our new legislative proposal, the "America 2000
Excellence in Education Act of 1991," will urge
Congress to adopt new ways to make existing federal
education programs -- such as the Chapter 1
compensatory education program -- more supportive of
choice.
And, of course, the role of the new American Achievement Tests is
directly relevant to educational choice: by affording parents
better and more detailed information about how their children are
doing in schools -- as well as how their local schools are doing
in general -- these tests will offer parents a sound basis on
which to make informed choices as to which schools are best for
their children.
Why Choice?
Let me share with you a particularly telling statement about
education in America:
"I don't know how we drifted into telling
parents what school their child should
attend. This is America. They ought to be
able to decide for themselves."
The speaker is Lamar Alexander, our new Secretary of Education,
and I think his statement encapsulates the Bush Administration's
common sense approach to choice: Quite simply, people ought to
be able to decide for themselves. That, of course, is the
President's own view.
President Bush has also said that choice is "the catalyst for
change, the fundamental reform that drives forward all others."
While noting that choice has generated its share of controversy,
the President also says, "But it isn't radical -- it's common
sense. It rests on a principle central to democratic society:
the idea that individuals are capable of making wise decisions
for themselves. In education, the concept of choice recognizes
that parents are the real experts on what's best their kids "
3
As President Bush notes, central to democratic societies is
empowering people, not bureaucracies. In American education
today, however, most people -- poor people, in particular -- are
denied decision-making power about where their children attend
school. As the President says, "Often parents with means --
families in the mid-to-upper income brackets -- already have
choice. They can send their children to private schools -- or
move to districts with the strongest public schools. Poor
parents don't have these choices. So let's be clear about who
can benefit the most from greater freedom of choice. It's poor
families who will benefit most from a healthy competition in our
schools.'
A system of choice empowers both educators and parents: it gives
educators the opportunity to create the kind of improved and
distinctive schools the President has called for across the
country, and parents the ability to choose from among those
schools. Good plans for school choice provide students and
parents with real alternatives and allow the flexibility and
parental involvement that are critical to the success of any
choice plan. By so doing, they effectively empower our citizens
to insist on quality schools for their children.
Children, after all, are the key. A free and productive society
thrives when its people have the power to control their own
lives. Empowerment is the wellspring of our free economy and of
American democracy, and it can revitalize schools in the United
States as well. The heart of any good choice program is
freedom -- freedom to select what is best for students and their
families. The opportunity to pursue academic excellence must be
available to all our children, no matter what their financial
circumstances.
David Kearns, the chairman of Xerox, and the President's nominee
to become the Deputy Secretary of the Department of Education,
notes: "To be successful, the new agenda for school reform must
be driven by competition and market discipline the
objective
should be clear from the outset: complete restructuring
The
public schools must change if we are to survive.'
How can choice improve our schools? Well, as Charles Glenn,
civil rights director for the Massachusetts Department of
Education, has noted, choice promotes equity "
by creating
conditions which encourage schools to become more effective
by
allowing schools to specialize and thus to meet the needs of some
students very well rather than all students at a level of minimum
adequacy,
and by increasing the influence of parents over the
education of their children in a way which is largely conflict-
free. We have become excited about the potential of choice for
4
public education." In short, choice recognizes that there is no
"one best way" for everyone. Children have different needs,
teachers have different approaches, parents have different
philosophies. Choice allows schools to draw strength from
diversity by developing different programs of study: It allows
each school to excel.
The nationwide movement for educational choice continues to gain
momentum even as we speak. In March, Massachusetts enacted a new
statewide interdistrict open enrollment choice plan. In 1990
alone, seven states passed legislation allowing greater choice of
school: Wisconsin, Colorado, Washington, Vermont, Utah, Idaho,
and Kentucky. These states join five others that earlier enacted
interdistrict open enrollment choice legislation: Minnesota,
Arkansas, Iowa, Ohio, and Nebraska. Many states have magnet
schools, postsecondary options, and other kinds of choice. Now,
to give additional strength to the choice movement, President
Bush is urging the Congress to allow greater Federal support for
parental choice plans. The President and Secretary Alexander are
proud to take the lead in promoting choice of schools.
Growing Support for Choice
Support for choice comes from across the political spectrum:
Republicans and Democrats, liberals and conservatives, minorities
and whites, support choice. The liberal Brookings Institution
published Politics, Markets, and America's Schools, by John Chubb
and Terry Moe, arguing on the basis of extensive research that
choice is the kind of restructuring needed to bring about
improvement in education. The conservative Heritage Foundation
has also urged the need for restructuring and choice in
education.
POLLS
Even more importantly, popular support for school choice has
continued to grow steadily. The most recent Gallup Poll on
education, taken in 1990, shows that support for public school
choice has increased to 72 percent among minorities (up from 67
percent a year ago), and to 62 percent for the public as a whole.
And there are sound reasons for all of this: the evidence shows
that when schools empower parents -- and when they empower
educators as well, to create schools that parents will support
with enthusiasm -- the record is impressive, especially for poor
families.
Success of Choice
What's more -- choice is working. Minnesota, a pioneer in the
Surcess
use of interdistrict open enrollment, has shown very positive
results, especially among the students most at risk. Within the
first six months after Minnesota offered choice programs to at-
risk students, 700 dropouts returned to high school. To make
5
Success
themselves more competitive, Minnesota schools, without any top-
down mandate from the state, have quadrupled the number of
advance placement courses they offer students. Twenty districts
have "paired up" to share resources, and 55 high schools now have
agreements with colleges to have their students take courses for
credit. A recent survey of students in Minnesota choice programs
shows a significant increase in the aspiration of students to
stay in school and go on to college.
In Massachusetts, over 80 percent of the predominately low-income
and minority urban students attend school on the basis of choice,
with positive results.
And those are not the only success stories. East Harlem, New
York City, which is 96 percent minority, used to rank last in
reading in the 32 districts in New York City. That was before
East Harlem instituted a system of empowerment for parents and
teachers. Now East Harlem has raised its ranking to the middle.
Before choice, fewer than 15 percent of East Harlem's students
were reading at their own grade level; today, 64 percent read at
or above grade level. In the year before choice was introduced
in East Harlem, ten students from the district won acceptance
into the highly competitive New York City specialized schools; in
1989, 250 students were accepted.
The choice program in Milwaukee, Wisconsin, although just
beginning, is already showing promising results. Backed by
$2,500 per child in state tuition assistance, about 300 Milwaukee
low-income children have made the choice to participate in the
Parental Choice Program. What is education like for those
children? According to a recent account in the New York Times,
seven-year-old Javon Williams used to get so bored he would walk
out in the middle of his overcrowded class, and nobody knew where
he was. That was before the state enacted the Milwaukee Parental
Choice Plan, which enables Javon's family to send him to a
private (nonsectarian) school. Now, according to the Times, he
is mastering his multiplication tables, has homework every night,
no longer gets into fights with his classmates, and even helps
clean up the classroom after school. Before choice, Javon might
have become part of the 50 percent dropout rate in Milwaukee
public schools, 85 percent for welfare children.
Transportation
Transportation is always an important issue in developing in a
choice plan. As a matter of equity, low-income students,
particularly, will require assistance with transportation.
Minnesota, which has the country's largest interdistrict public
school choice program, provides low-income students who attend
school in other districts free transportation the whole way;
6
other students receive free transportation within the receiving
district only. Other states have adopted similar transportation
plans.
Of course, the purpose of educational choice is not to make
children travel long distances. Ideally, a choice plan will
stimulate schools to create attractive offerings that are
accessible to the children; schools will come to children rather
than forcing children to go to schools, thereby reducing the need
for transportation. If educators have the ability to create new
and improved schools and parents have the right to select from
among those schools, an environment will be created in which
educational entrepreneurs will be able to bring alternatives
closer to where students live, minimizing the need for them to
travel in order to exercise choice. When schools come to the
students, then there is less need for students to have to go to
schools long distances from their homes.
Creating New Choices
There are a number of ways that attractive alternatives can be
made available to students without requiring extensive new
transportation. Following are a number of ideas that are being
implemented or considered today. First, a district can create
two or more schools within the same building, where large public
schools are converted to "schools-within-schools, with each
school having a distinctive educational approach, thereby giving
students a variety of choices within the same building, and, if
the new mini-schools meets their needs, they won't need to travel
elsewhere. This is being done very successfully in East Harlem
and other places. One large school in East Harlem was closed
down and reopened as five separate schools, all within the same
building, one on each floor.
Second, rural districts can pool their resources to make
offerings more accessible to students. For example, they can
share language teachers, or cooperate on technology ventures, and
thereby bring choices to the students rather than requiring
students to travel to other schools. The interdistrict choice
plan in Minnesota has had the effect of encouraging this
beneficial reform. Third, educators can use technology to make
greater choice possible. By importing instruction into any
classroom via fiber-optic cables, etc., choice can be expanded
without additional travel. Lewis Perelman of the Hudson
Institute argues that "techno-choice," as he calls it, can give
any child in the country access to the best teachers in the
country, without raising overall costs. Fourth, parents can be
7
permitted to enroll their children in schools close to where the
parents work (or even in the building where the parents work).
This is being done in Miami. This arrangement allows parents to
spend the time they drive back and forth with their children, and
it allows the parents to be move involved during the day with
their children's schools. It also reduces the need for public
schools to provide transportation.
Fifth, teachers and nonprofit organizations can be chartered to
open their own schools. This "charter school" concept is being
discussed in Minnesota and elsewhere. Under it, new schools
could be created close to where students live. Sixth, private
schools can be included in the choice plan. If private schools
are included, children will have access to more schools that are
located close by (or can be opened close by) where they live.
For example, under the new Milwaukee Parental Choice Plan, low-
income (mostly minority) children who used to be assigned to
schools across the city are now able to attend schools closer to
home, because they now have access to the private schools in
their neighborhood.
Finally, in situation where students live in districts where they
travel long distances to their assigned schools, even though they
live closer to other schools across district lines, interdistrict
choice will allow them to attend closer schools. In Minnesota,
some students used to have to travel many miles to their district
high school, even though they lived just a few blocks (but across
a district line) from another high school which they preferred.
When they were allowed to choose the closer (but nonresident)
school, they were able to walk to school.
Priority for the President
President Bush continues to make school choice an important part
of his domestic agenda of empowering families. The focus of the
Administration's efforts to promote choice in education is the
new Center for Choice in Education, which functions within the
Department of Education as a resource for information and
assistance on choice. The Center's services include a toll-free
Choice Hotline (1-800-442-PICK).
The President, in addition to his innovative proposal for
directing Federal education assistance to the children
themselves, also has proposed, as part of his budget for 1992, a
$200 million program to give incentives to school districts that
have qualified parental choice programs, and a $30 million fund
to support state and local efforts to determine how best to
implement choice. In sum, this President wants to put his money
where his mouth is. He is convinced that real reform in our
educational system through school choice and greater local
8
control and flexibility is the best way to improve our schools.
That is why our "America 2000" agenda puts the primary focus,
responsibility, and challenge in the thousands of local
communities around our nation. That is where change will occur,
and that is where the President and Secretary Alexander want to
drive their efforts -- with the strong support of America's
business community as well.
My purpose today is not to prescribe a particular solution to all
the educational challenges we face, but to share with you the
Administration's views regarding an initiative that is bringing
about important changes throughout the country. I hope you will
give educational choice serious consideration at the top of the
public policy agenda -- where the quality of our schools is
concerning there is no more important issue before the American
people.
Thank you.
05-08-91
Numbers Game
The educational lobby demands more money for schools. But a
study of the nation's largest public school system reveals that less
than a third of what we already spend ever reaches the classroom.
1988-89 NYC High Schools Per/pupil $ 6,107(10
Overhead, bureaucrag
-
4,135(68
Parkinson's Law 101
-
Classroom
1,972 (3
his student, Robert Sarrel Sarrel was
nance crews, librarians and the like.
By Dana Weehsler
then budget director of the New York
Professor Cooper suspected that the
M
ANY PEOPLE STILL think the
City Board of Education's high school
situation was even worse-and his
quality crisis in U.S. public
division. The results would not have
suspicions were confirmed.
education can be dealt with
surprised C. Northcote Parkinson,
The actual work on the study was
by throwing more money at schools.
whose Parkinson's Law, promulgated
done by Sarrel as his dissertation for
A lot of well-meaning people accept
in the Fifties, says that work expands
Fordham's doctoral program. Cooper
this argument. On closer examina-
to fill the time available for its com-
was Sarrel's dissertation adviser. Sar-
tion, it just doesn't hold up.
pletion and that administrators make
rel knew his way around the New
The spend-more-to-educate-better
work for one another.
York City education bureaucracy and
argument received yet another factual
In 1987-88, according to the Depart-
could decipher computer printouts
setback with the release of a. recent
ment of Education, the nation spent
detailing spending on everything from
study analyzing where New York
$157 billion on public elementary and
pencils to pensions. Here was the per-
City's public high: school spending
secondary education, of which 62%
fect person to cut through the mass of
goes. In 1988-89 less than a third of it
was spent on "instruction" and the
education statistics and get right at
reached the classroom.
rest on various forms of support and
the facts.
The study was the brainchild of
overhead-administrators, mainte-
Sarrel's dissertation catalogued
Bruce Cooper, professor at Fordham
where every dollar of the $1.4 billion
University's school of education, and
spent on New York City high school
students went in 1988-89. That in-
volved reviewing time sheets of
16,000 Board of Education employees
to see which employees were actually
teaching. Sarrel allocated their sala-
ries, hour by hour, to overhead or
Ches a Studentsm
classroom activities.
Here's what be found: New York
City spent $6,107 per high school stu-
dent in 1988-89. Overhead (nonclass-
room services) ate up $4,135 of that
leaving only $1,972, less than a third,
For the classroom.
HOME STRETCH
Let's get more specific. The $6,107
per high school student came from
city, state and federal funding, and
was the total amount that the New
York City Board of Education got to
spend. (This excludes federal funds for
special education programs.) Much of
that money stayed in the board's own
eight buildings, which house a staff of
over 4,000 and are colloquially re-
ferred to as 110 Livingston Street, the
address of the Large main building in
Brooklyn.
What do all these people do? Some
departments run school bus programs
and assign security guards. There is an
office of public affairs (60 people) and
an office of strategic planning (161
"What's the best way to
spend $6,000 per student Is
it giving it to the guy who
says, 'ru to it that $2,000
of it goes to the students? -
people). All in all, 110 Livingston
Street's salaries and programs ab-
sorbed $2,969 per student, almost half
of the total funding.
After the central bureaucracy took
SAA we order our aircraft
its cut, New York City's high school
custom-tailored not to suit us.
division got $3,138 per student. This
but to suit our passengers. This
bureaucracy is fairly frugal compared
with the central board, but it is still
gives you that rare commodity in
bureaucracy. It spent $133 per student
an airliner. room. Unlimited room
on overhead and passed the remaining
in our famous VIP Blue Diamond
$3,005 per student on to the schools.
Class. Room to work in Gold
So the city actually did spend a bit
Class. And in Silver Class. room
more than $3,000 per pupil on actual
to cross your legs in civilized
teaching? Oh, no. There are yet more
comfort.
layers of bureaucracy. Aside from cer-
All of which means that in
tain guidelines, like limits on class
the long run you can stretch out
size, each high school principal can
as if at home.
spend the money as he wishes-on
classroom or nonclassroom items.
And that. together with our
Classroom items include the salaries
incomparable service and cui-
of teachers and teachers' aides (for the
sine. is a very pleasant way to
portion of their time spent in the
spend your flight.
classroom), textbooks, other equip-
For more information.
ment and supplies. Nonclassroom
con tact your travel agent or call
items include the salaries of the sup-
1-800-722-9675. in New York
port staff and the individual school's
(212) 826-0996
own bureaucracy.
A typical New York City high
school with 2,500 students might
have an administrative staff of 1 prin-
cipal, 9 assistant principals, 18 school
SOUTH AFRICAN AIRWAYS
aides who distribute books and do
clerical jobs, a stock handler, a group
of about 30 teachers spending part of
Where education dollars go
every year I got their lovely rejects,
like pregnant girls."
More than two-thirds of New York City's spending to educate
Pregnant girls and incorrigibles cer-
public high school students was eaten up by bureaucrats' salaries
tainly do burden the public school
systems, but to write off the differ-
and other nonclassroom expenses, according to one study. Is this
ences in Catholic and public school
division of the pie typical?
spending so easily would be to miss
out on some important lessons. The
New York City Board of Education spending per student
Catholic schools also get by with less
$6,107
overhead spending because funding
and decision making take place at the
school level. Rather than from a cen-
tral office, most of the money comes
divisions
from tuition and fund raising by indi-
$3,138
vidual schools. Performance stan-
51.4%
dards are set by shared values, not top-
down controls. If the schools don't
perform well, the market sees to it
that they fail
Say a high school wants to hire an
extra security guard. At a Catholic
school, the principal simply hires one.
At a public school, it's much more
complicated.
Here's how it might work: The
principal fills out a request form, and
the superintendent of high schools for
the region approves it. The form is
curriculum planning or academic
walk to school.
sent to the central Board of Education,
counseling, and 8 to 10 secretaries.
But one cannot minimize the im-
where a budget officer verifies that
On average, New York City's high
pact of Parkinson's Law on education-
funds are available and passes the re-
schools spent $1,033 per student on
al spending. Compare the New York
quest on to the director of school safe-
nonclassroom expenses.
City public high schools with paro-
ty and security. Someone in the high
That left $1,972 per high school stu-
chial schools. For example, the Arch-
school division transfers the money
dent for classroom expenses. In short,
diocese of New York's Catholic
to school safety and security, which
more than two-thirds of the educa-
schools had 111,000 students last
then assigns the guard to the school
tional spending never reached the
year, nearly one-ninth as many as the
and pays him. Phew.
classroom.
public schools. The entire staff of the
Some public school administrators,
"The findings are absolutely stag-
parochial schools' central board: 33
including New York City Public
gering," says Chester Finn, former as-
people.
Schools Chancellor Joseph Fernandez,
sistant secretary of education under
in 1988-89 Catholic high schools
are trying to pare down the central
Reagan. "I wonder how many other
nationwide spent an average of $3,000
bureaucracy. In London, in part be-
school systems this applies to."
per student, less than half as much as
cause of the same problem of bloat,
Many others, most likely.
New York City's public high schools.
the entire central board of education
Teachers' salaries in public schools
But, according to Thomas Vitullo-
was closed down in April, shifting
nationwide rose a modest 24% during
Martin, a New York-based education
jobs to the district offices, which have
the 1980s-much below inflation-
policy consultant, they spent at least
begun reducing the bureaucracy. In
while overhead spending rose 110%-
50% of that in the classroom.
Chicago, where the number of bureau-
much above inflation. The more the
Most honest observers would con-
crats per student had grown steadily
nation spent on education, the more
cede that despite the leaner budgets,
throughout the 1980s, a major experi-
bloated the educational bureaucracy
the parochial schools as a group do a
ment was launched last year, shifting
became and the less proportionately
better job of educating people than the
some control of the schools from the
reached the classroom.
public schools do.
central board to local school councils.
As a percent of operating budgets,
"Their very poverty forces them to
Over $40 million was cut from the
teacher salaries have been declining
focus on fundamentals," explains Vi-
central board's budget.
for decades. Teachers were 70% of all
tullo-Martin, speaking about Catholic
But these are halfway measures. In
adults in the school system in 1949.
schools. Catholic-school students
an era when socialism is being reject-
50, but by latest count they were
score higher than public school stu-
ed almost everywhere, it is ironic that
down to 53%.
dents in reading, science and math.
the U.S. government continues to
Not all the blame attaches to bu-
The comparison makes public
pour the bulk of its $157 billion a year
reaucratic bloat. Schools operate
school administrators bristle. "They
of elementary and secondary school
within a society, and the problems of
have advantages over us," objects
education spending into a rigid, state-
society have influenced the mix of
Patricia Black, superintendent for
run, essentially socialistic structure.
educational spending. The overhead
high schools for New York City's
Education consultant Vitullo-Martin
portion of New York City's spending
borough of Manhattan. "We say, give
includes salaries for bus drivers and
asks: "What's the best way to spend
me your tired, your poor. They reject
$6,000 per student? Is it giving it to
security guards. A few decades ago
the behavior problems and send
the guy who says, 'Hey, give it to me
Wednesday,
Split-decision on school
P04
voucher system proposal
by Tara Locke
distressed communities
lead the fight if such a voucher
Reactions were mixed as to
throughout Chicago.
system is proposed.
Several respondents, however,
Edward Young, one of the per-
whether the Chicago Public
stated those residents have to
sons polled, said, "I don't see how
Schools would benefit from the
worry about paying rent and pur-
trying the system could hurt.
voucher system, which, in effect,
chasing food for their families be-
could create two tiers of educa-
Nothing else seems to be working
fore the parents can entertain the
and something must be done to
tional standards, according to a
Chicago
Chicago Defender polf.
thought of school needs.
save the school system."
Cornell Colvin said: "The money
Newty twe-thirds of respondents
believe the voucher system should
will be available to the financially
be given a trial run in the Chicago
Opinion
Public School system, before it is
Bill This Black poll new
totally dismissed.
Poll
OSRR
The poll comes in the wake of a
suggestion by Mayor Richard M.
Daley that a veucher system may
be the answer to the lingering pro-
blems experienced by the Board of
paper's Found that
Education.
*DE
iie acided, Handaid' solutions
will not solve the critical problems
"nearly 2/3
of Chicago's system nor a quick
infusion of cash.
"Dramatic ideas, such as
AM
respondents
voucher pregrams," stated Daley,
could very well become a reality if
the public schools do not shape
up."
Albritton
Young
However, many misority leaders
were outraged at the notion of even
stricken school system if the
Some respondents said it has the
Vorcher believe syste
initiating such a voucher program.
voucher system is put in place and
possibility of becoming the solution
"I am bitterly opposed to the
that is what is needed."
to the financial problems of the
voucher system because I think
A Mr. Simmons noted, "I don't
public school system, which faces
should a be
this is a move to privatize the
know if such a system would work.
a $315 million shortfall next year.
school system to the detriment of
The voucher will only help so much
Almost 70 percent of those polled
the poor kids all over this coun-
and that won't help too many peo-
noted it would not hurt to try the
try," commented U.S. Rep.
ple in our community."
system despite the outery from
Charles A. Hayes (1).
According to James Albritton, it
05. 08.
many political movers and shakers
Aldermen Bobby Rush (2) and
such a system would not necessar-
will split the school system down
Jesus Garcia (22) are severely op
ily hurt say children's chances for
the middle: "A voucher system
given that Chicago. run
posed to the voucher system as
a good education.
will not only split the system, it
well.
will help finance the cost of private
Jan
Nearly 30 percent of those polled
Rush said, "This is going to be
education while subsidizing public
said the voucher system would on-
detrimental to the citizens and
education and separating 'the
7v hort the muse economically
school students Garcia choco in
MAY- 8-91 WED 13:17
P.02
IUESDAY. FEBRUARY 12, 1991
Wall St. Journal
A School System That Works
By PETER M. FLANICAN
lished a study of New York inner-city high
districts. which two generations ago edu-
New York City is in danger of losing
schools. primarily public and Catholic, and
cated children of Italian background now
one of its more valuable resources. The 140
its findings echoed those of Brookings. The
,has an almost entirely black and Hispanic
inner-city schools of the Roman Catholic
study compared children from single par.
student body. And for its solid education It
Archdiocese of New York, which educate
ent poverty-level families in Catholic high
charges $1,000 a year tuition. though the
50,000 disadvantaged youngsters a year.
schools with their peers in zone public high
cost of that education is $2,000. The differ.
many of them non-Catholic. face closure
schools. and the difference in results are
ence is made up by contributions. either di.
unless the Archdiocese is successful in its
equally impressive. Only one-sixth of the
rectly to the school or through the Archdio-
recently announced campaign to raise $100
students entering the zoned public high
cese.
million for them. Wholesale closings of in.
schools in the Rand study. clearly the most
Cardinal Hayes High School on the
ner-city Catholic schools have already
talented students. took the SATs in their
Grand Concourse in the Bronx was solidly
taken place in Chicago, Pittsburgh and De
senior year. That top one-sixth earned an
Irish two generations ago. Today It too has
troit, and are threatened in other cities
average combined score of 632 points out
an almost wholly black and Hispanic stu.
that can III afford to lose them.
of a possible 1600. Three-quarters of com-
dent body. Yet three quarters of its Stu-
The Catholics and non-Catholics who
parable students in the Catholic high
dent/Sponsor Partnership graduates went
will be asked for contributions toward the
schools took the SATs. They earned a com.
on to college last year. two of them to Col-
$100 million needed to save New York's
bined score of 804. While the Catholic
gate, and one to Trinity. The tuition at Car
Catholic schools may well reply. "Why
school students average score may not be
dinal Hayes is $2,100; the actual cost per
bother? We have & public school system
impressive in itself. the dramatic differ-
student is about $3,500.
that I already support with my tax dollars.
ence in the proportion of the classes taking
Among the most fundamental explana-
Why should 1 give to a private school sys.
the tests clearly demonstrates the aca-
tions of the achievements of the Archdioce-
tem that serves the same kids in the same
demic superiority of one Inner-city school
san system is that it is based on educa-
neighborhood?" Fair question. Why not let
system over the other.
tional choice. The principal has chosen to
New York's public schools do the job for
I can support the claims of Brookings
be at his or her school. and has chosen the
which they receive an annual budget of $6
and Rand from personal experience. I
school's educational program and faculty.
billion?
have worked for the past five years with
Each teacher has chosen to work at that
two programs that sponsor average and
particular school. Each student has chosen
Top 25%
below average inner-city students. one in
to study there. Everyone involved in the
The answer lies in the difference in the
enterprise has "bought into it. has he.
educational results the two systems obtain.
come involved by choice. In the zoned in
The public system does well with the top
New York's public
ner-city school. the principal is assigned to
25% of its students. Magnet schools like the
school system supports
the school, the curriculum is determined in
Bronx School of Science are every bit as
detail by the central bureaucracy. the
good as the best high schools in the coun-
more than 7,000 bureau.
teachers are assigned and finally the stu-
try. They have low drop-out rates and &
dents are required by law to attend. No-
fine record of sending graduates to com-
crats; the Catholic system
body has "bought into" such a school-no-
petitive colleges and universities. But the
employs fewer than 35
body has made a choice. Every aspect of
inner city "zoned" high schools-the
the school is dictated from above. The New
schools to which average and below aver-
age kids are assigned are an entirely dif-
people in its central office.
York City school system Is like the Soviet
economy. where everything is also dictated
ferent story.
from above, and both are failures.
In many of these schools only one-quar-
Catholic high schools and one in zoned pub-
ter of entering students graduate on time.
Minority Familles
lic high schools. These students' back-
and many of those who do graduate read
grounds are similar in every way. The dif-
So why should New Yorkers respond to
and write far below grade level. Those who
ference in results is due entirely to the dif.
the campaign to keep the 140 inner-city
do not graduate run & high risk of being
ference in schools.
Catholic schools open? Because the gap be.
marginalized. unable to compete in today's
What makes the differences even more
tween what single-parent. minority. pov.
complex workplace. Time and again. lead-
startling Is that: the Catholic school system
erty-level families can pay for their chil.
ing New York corporations have agreed to
is so much less expensive than the public
drens' education. and what It costs the
provide jobs for all qualified graduates of
system. The public schools serve about 900.-
archdiocese to provide it, has grown be.
a given inner-city high school, only to find
000 students from pre-kindergarten
yond the archdiocese's capacity to fill.
a majority of those graduates unable to
through high school. at a cost of $6,700 per
Unless those families get help with that
perform simple entry level jobs.
student. about :wice the cost per student in
tuition. either by contributions or
In contrast. 95% of the students enter-
the Catholic schools. There are many rea-
vouchers. many of these schools will close.
ing the Archdiocese's high schools gradu-
sons for the cost difference, and one of
And if these schools close. all of their stu-
ate on schedule. and four out of five of
them is, as defenders of the public system
dents will be returned to the public school
those graduates go on to post-secondary
point out, that Catholic school teachers get
system. They will add costs that the city
education. Those who find these compara-
smaller salaries than their public counter.
cannot afford to meet. The workforce able
tive results difficult to accept often claim
parts. But another, less often mentioned. is
to function in today's world and available
that the basis for comparison is unfair-
that the public system supports more than
to the City's employers will shrink even
that the Catholic students come from in-
7,000 bureaucrats in its headquarters and
further. A yardstick by which to measure
tact homes. with parents sufficiently inter-
Community School Districts: the Catholic
the job being done by the public schools
ested in education to pay the modest tu-
system employs fewer than 35 people in its
will be lost. And most important. many
ition required. But a massive nation-wide
central office.
kids will lose their only opportunity to
study published by the Brookings Institute
The Archdiocesan school system was
learn their way out of pcverty and into the
last spring. which factored out differences
created to Integrate newly arrived Immi-
American dream.
05-08-91 12:50PM
MAY- 8-91 WED 13:19
.
P.03
NEWS
NCEA
RELEASE
NACIONAL
CATHOLIC
EDUCATIONAL
Public Relations Office
ASSOCIATION
FOR IMMEDIATE RELEASE
CONTACT: Barbara Keebler
October 26, 1990
or Marianne Rosica-Brand
(202) 337-6232
NEW HIGH SCHOOL STUDY BY RAND APPLAUDED BY CATHOLIC EDUCATORS
VASHINGTON, D.C. .. A new study on U.S. high schools by the Rand
Corporation has received applause - with 8 cavest -- from Catholic
educational leaders who find the conclusions about the academic success of
Catholic schools strong but the support for educational choice weak.
"The report clearly holds up Catholic high schools as models," said
Michael Guerra, executive director of the Secondary Schools Department of
the National Catholic Educational Association (NCEA), which represents
200,000 Catholic educators. "At the same time, in the study's conclusions
and recommendations, the authors fail to make a strong case for parental
choice in education which is a key factor in the success of our schools."
According to an executive summary published by the non-profit Rand
Corporation, the study "analyzes big-city high schools: how they function
and how the education of low-incone minority youth in these high schools can
be improved." The research, which was conducted with the organization's own
funds, compares neighborhood public high schools, special public magnet
schools and Catholic high schools and "identifies school features that
motivate low-income children to learn."
Rand found that the Catholic and magnet high schools have clear
missions linked to "student outcomes* (as opposed to public schools seeking
to deliver programs and follow procedures) and that they are strong
organizations "with a capacity to initiate action...solve their own problems
05-03-91 12:51PM
MAY- 8-91 WED 13:20
-
P.04
Page two/NEV HIGH SCHOOL STUDY BY RAND
and manage their external relationships."
Rand concludes that Catholic and magnet schools "are probably the best
form of school for the vast majority of students now served by New York
City's zoned comprehensive high schools."
SAT SCORES
Mr. Guerra said that some of the most revealing data tracking the
academic excellence of Catholic schools can be found in the report's
comparison of the SAT scores of graduating seniors.
The report compares the achievements of students in neighborhood and
magnet public schools with students in the New York City Student-Sponsor
Partnership. & program which pays tuition in inner-city Catholic high
schools for New York City students from disadvantaged environments.
"The results are remarkable. and they underscore the study's conclusion
that some schools can make a difference in the lives of these students,"
said Mr. Guerra. Catholic partnership students, most of whom are black or
Puerto Rican and non-Catholic, averaged 803 on the SATs, while comparable
students in the neighborhood public schools scored 642 on the SATs and those
in the magnet public schools scored 715, according to the Rand report.
Percentage Graduating
The graduation rates for the partnership students in Catholic schools,
most of whom come from single-parent families, and had poor academic records
before coming to Catholic high school, are also encouraging, added the NCEA
executive. Eighty-two percent of these students graduate, compared to 55
percent in neighborhood public schools. The graduation rate for all
Catholic students in the study is 95 percent and, for magnet schools, 66
percent.
"The 27 percent spread between the Catholic partnership students and
05-08-91 12:52PM
P 1 9
MAY- 8-91 WED 13:20
.
P.05
Page three/NEW HIGH SCHOOL STUDY BY RAND
those students in neighborhood schools is a tremendous statement about the
benefits of Catholic schooling." said Mr. Guerra. "Stripped of any
questions about the advantages of selectivity or environment in determining
student outcomes, these partnership students beat the odde when given the
advantage of the values-based Catholic school," he added.
Mr. Guerra said that providing similar opportunities for all students
was linked to support for educational choice.
"The extraordinary success of the Catholic partnership students was
possible only because private philanthropy enabled poor families to choose
Catholic schools," said Mr. Guerra. "While we are pleased that the Rand
research identifies Catholic schools as models for our colleagues in public
education, public support for the right of all parents to choose the school
that works best for their child should be a fundamental conclusion of this
study."
NCEA is the largest private, professional education association in the
world. Founded in 1904. the association's membership represents more than
200,000 educators serving 7.6 million students in Catholic education at all
levels, including preschool, elementary and secondary schools, colleges and
universities, seminaries and religious education programs.
-30-
05-08-91 12:52PM
MAY- 8-91 WED 13:21
.
P.06
Comparative SAT Scores of Graduating Seniors
in Zoned, Special-Purpose, and Catholic Schools, 1990
Average
Percentage
Percentage
Percentage
Combined
Above Mean
Schools
Graduating
Taking SAT
SAT Score
for Blacks'
Zoned public"
55
33
642
<30
Special public
66
>50
715
>40
Catholic Partnership students
82
85
803
>60
All Catholic school students
95
85
815
>60
Estimates of the proportion of students in each school scoring above the mean for black students
are calculated from national SAT norms provided by the Educatonal Testing Service.
The New York City Board of Education provided the data.
The data do not include seniors in special-purpose public schools for students who had failed in
zoned schools. The excluded students tend to be older and more troubled than the average zoned-
school students and to come from lower-income environments. They graduate at near the average
rate for zoned-school students, but are unlikely to aspire to four-year college.
d
Individual schools and the Partnership Program Office provided the data.
Source: High Schools with Character: Executive Summary: Paul T. Hill. Gail E. Foster, Tamar
Gendler; Summary of RAND Report. 1990.
CHICAGO SUN-TIMES. TUESDAY, MAY 7. 1991
5
Highlights of Daley talk
Excerpts from Mayor Daley's inaugural address Monday at
Navy Pier:
From crime and drugs on our streets. to failure in our schools,
to economic decay. cities everywhere are under siege. And Chicago
is not immune.
But my greatest concern is not the problems we face. It's our
willingnoss w confront them
Our problems are more complex.
and our financial resources more limited. than at any time in
recent history.
We should never forget that our mission is to serve people, not
to perpetuate needless bureaucracy. That lesson is important. not
just for city government, but for the local agencies beyond our
direct control who, too often, seem unaccountable
My goal in the next four years is to mold a government that is
smaller in size, but greater in performance.
And those who manage our schools. our parks and our transit
system must do the same, or these vital services will collapse
under the weight of their financial problems.
As for the city departmonts-which are under my control-I'll
continue to search for every available avenue to save money and
improve services.
Now that we've freed Kuwsit, it's time we bring the same level
of commitment to the liberation of Lawndale and Pilsen and
every community that today is held hostage to drug-related crime.
And we also have to liberate ourselves from the power of the
1 Hein
national gun lobby
nau-
With blood running in America's streets, it'm time to seriously
left).
consider a total han on the manufacture and sale of handguns in
smp.
this country.
It's a drastic measure. But with handguns becoming a leading
cause of death in our communities, we need drastic action.
With each passing year, thousands more young Chicagoans are
doomed to a life of ignorance and failure.
Many are not being equipped with the skills and training they
need to win and hold the jobs of the future. They are being
warehoused and forgotten; often in schools that are crumbling.
So the call for now money to sustain what many see as the same
old system simply will not fly.
The people of Chicago are frustrated. The General Assembly is
skeptical. The pace of real reform has been too slow.
his
The school bureaucracy still stands in the way of change, rather
uncil
than leading it. And the current financial crisis threatens to
sol-
trigger another round of doubt and finger-pointing
Some cities are experimenting with even more dramatic ideas,
nder
such as youcher programs, to upgrade their schools. And if we
can't break the stranglehold of bureaucracy and School Board
nony
of 8
politics in Chicago, we may have to take that next step.
d, a
and
Let's unite as a city behind essential building blocks such as the
new [Southeast Side] airport, the McCormick Place expansion
! col-
and downtown circulator
sky.
More than a century ago, Chicagoans rebuilt this city from
city's
ashes and rubble. Faced with disaster, Chicago emerged stronger
Sen.
than ever, thanks to a determined people.
Gov.
Today, the danger is not R Kreat fire, but indifference and
cats,
conventional thinking in the face of changing times.
We can either rise to the challenge of these times, or be
[ the
engulfed-not by flames, but by decay, despair and defeat.
the
aid a
at. 2
But Daley would hear other tion, I have to stand in that line?"
Maybe the guy should have
Another $350. That
P03/**
10:30AM 16-80-90
CHICAGO SUN-TIMES, May 8, 1991 P- 12
7.
Daley adds limit to
school voucher plan
By Fran Spleiman
Of Chicago's 601 public schools,
The mayor's inaugural homb-
and Maribeth Vander Weele
409 have some soft, of program
shall drew opposition from older.
theraccepts children from outside
men and school officials who fear
Stall Writere
their neighborhood attendance
that vouchers applicable toward
Mayor Daley on Tuesday took #
area, said Patricia A. Helbig. di-
private school tuition would leave
step back from his proposal for a
rector of the school system's Op-
the public schools with only poor.
school voucher system and said be
tions for Knowledge program.
underschieving students.
envalops a program that allows
The school reform act requires
Aid. Patrick O'Connor (40th).
freedom of choice within the pub-
open enrollment for all schools by
the City Council Education Com-
lic schools.
September. 1991, but the School
mittee chairman who reacted cool-
Under fire from aldermen and
Board is just now assembling a
by to Daley's initial suggestion,
school officials for suggesting pub-
committee to study how to meet
was relieved to learn that the
lic subsidies
that goal, she said.
for private
The board currently has 115,000
mayor envisioned a program con-
fined to the public schools.
school tuition,
of about 409,000 students who
"If we're talking about just ex.
Daley backed
participate in the programs, which
panding the current options pro-
off and talked
range from magnet schools to
community academies, both of
gram, that would be a great idea,"
about
a
said O'Connor, a Daley ally. "It's
"voucher Bys-
which offer special curricula.
important for people to have
tem" confined
Magnet schools take into con-
to the public
sideration the race of the student
choices among public schools that
are producing better than those
schools akin
applying for the program, based
that are not. It will spur those
to open enroll-
on desagregation decrees. Only
schools on to either improve or
ment.
gifted programs take into consid-
Mayor Deloy
face the loss of their student body
The concept
eration the acadêmic abilities of
outlined by the mayor Tuesday
the child.
and ultimately face closure."
However, James Deanes, presi-
would free parents to send their
"There's been a lot of work and
dent of the Parent Community
children to any public school in
effort put into implementing
Chicago instead of being limited
school reform. There's a commit-
Council, a school reform advocacy
to neighborhood or magnet
ment on the part of the superin-
group, branded the mayor's open
schools.
tendent to improve or assist all
enrollment idea a "flight from re-
Dalay said the Increased compe-
schools in providing enriched op-
ality."
tition would force city schools to
portunities for all students, but
He said, "If 20 schools in a
shape up to attract students or
the plan itself has yet to be cutub.
neighborhood were considered bad
risk being closed because of a
Hished," Helbig said.
and two were considered good,
shortage of enrollment. Schools
Anked about Daley's remarks,
everybody would decide to send
would receive federal and state
Helhig said. "I don't understand
their children to the good schools
funding based on the number of
the concept [of vouchers within
and the buildings would not be
students they attract, under the
the system]. As it stands now, the
able to accommodate the influx of
plan.
child who, for instance, maybe
students." Principale whose per-
The mayor did not explain how
lives in Cabrini-Green and Mom
formances are judged, in part, on
schools with an oversbundance of
taken advantage of enrolling her
student performance would admit
applicants would decide which
son In Belding Elementary
applicants with the highest test
ones to admit. Magnet schools and
School-that money for that
scores, Deanes said, exacerbating
other public school academics cur-
child-free lunch count and Chap-
what is already & "two-ticred"
rently hold lotteries among quali-
tor One-follows that child to the
public school system.
fled students.
school."
"We're talking about & voucher
The mayor raised the possibility
system within the public school
of a Chicago voucher system dur.
system. You relect the school you
ing Monday's insugural address
went to go to because it has the
after Inmbusting the Board of
best principal and the best educe-
Education for "standing in the
tion," Datey said.
way of change."
"I think they should look at it.
Noting that other citles are ex.
You're really shaking up the
perimenting with "dramatic
whole idea of education in this
ideas" such as vouchers, Daley
country and there's nothing wrong
warned, "If we can't break the
with that The competition brings
stranglehold of bureaucracy and
out the best. That's why you have
School Board politics in Chicago,
sports teams. We should have
we may have to take that next
competition. A classroom is com-
step."
petition. Life is competition."
**/20d
10:26AM 16-80-90
P04/**
Chicago Sun-Times
MER
Pages 2. 58
TUESDAY, MAY 7. 1991
5*
Sports Final
Daley demands
05-08-91 10:31AM
school reforms
Mayor raises
voucher threat
By Fran Spielman
and Ray Long
Staff Writers
Mayor Datey, in his inaugural
address Monday, accused the
Board of Education of standing
"in the way of change" and
warned of a school voucher system
"if we can't break the stranglehold
of bureaucracy and politics."
At Navy Pier swearing-in cere-
monies that included City Clerk
Walter S. Kozubowski, Treasurer
Full coverage, Pages 4, 5.
Mirium Santos and the 50 alder-
men, Daley launched his second
term with a blistering indictment
SUN-TaMES/John H. White
of the school system.
Judge Abraham Lincoln Marovitz (back to camera) elicits grins from Mayor Daley and family before
And the mayor said it was time
Daley look the oath of office Monday at Navy Pier. The Daley family includes (from left) son Patrick,
15. daughter Nora 17 and will Maggie Daumhter Flizabath 7. is hidden bv Marovitz.
for Congress to "seriously consid
Turn to Page 4
1986-90%] US exp to:
world 73%
EC 87%
Taiwan 122%
Singapore 138%
Hang Kong 126%
Korea 144%
Jopan 82%
Germany 80%
05/08/91
13:08
HAMPTON UNIVERSITY
001
FACSIMILE DOCUMENT
FROM
91 MAY 8 P12: 28
STATE UNIV
202/
456-6218
*
1868
HAMPTON UNIVERSITY
HAMPTON, VIRGINIA 23668
Home Of The
"Fighting Pirates"
DATE: 5/8/91
TO: REGGY Design WHITE HOUSE RESEARCH
FROM: TIM ALLSTON, CONSULTANT, HU
PAGES - IF ANY - TO FOLLOW THIS SHEET. PLEASE
NOTIFY SENDER OF ANY MISSING PAGES.
CALL (804) 727-5384 or FAX (804) 727-5084
MESSAGE:
48 HU Army ROTCograds servedin Operation
Desert Storm. Callif names Jan meeded
05/08/91
13:09
HAMPTON UNIVERSITY
002
tudent Keported Infor mation.
GRAD SCHOOLS
Source by Survey Places of
cited
Employment
Cuted
ODU
ABC News Network
RAdford
AT IT
SUNY
CHUBB
Carnegie Mellon
Am Red cross
HARUARD u
md utility Co
HAmptoN 4
Aetna Ins.
Rutgers u
RAdnor Corp
Howard 4
Self-Employed
u of and
Johnson Johnson
TEmple u
Red Lobster
Columbia 4. (Teachers Coll.)
IBM
Atlanta u.
ZeRok
Albany state
GE Auto Space Dir
univ of GA.
NASA
Bowie State u
NAACP Legal Defense Dir
u. of Mich. Ann Arbor
MCI
Mich. State 4.
DUN 1 Bradstreet
u. of Rich
GSA
u. of DETROIT
Clemson
Westinghouse PhillipMorris, N.J.
BostoN a.
First Fidelity Bank
Coupers ! Lybrand
Northwestern NYU I
Bd of Ed=Md, = VA. N.J. N.Y. GA.
Coll. of New Rochelle
D.C. S.C. PA. MA. MI, CT.
unin of VA
FL. CA
uner of Miami hawschool
Sentara - NorfolK/Hamp Hosp.
PENN State
VA Hosp - - UA. N.J. N.Y.
unin of Delaware
LI univ Hosp.
NCCU
u. of Miami
Panasonic Military Dealership N.J.
WdM
Independence Mortgage Corp.
Parsons child FAM CNtr. N.Y.
State university systems:
(N.Y. N.J. GA. PA. MA. D.C.
S.C. Md.
NEWSPAPER -Duluth. GA.
AiRliNes U.S. Govern ment agencies
05/08/91
13:09
HAMPTON UNIVERSITY
003
Places of Employment
cited. con'T.
Minority owned Constr. Co. N.Y.; VA
NN Lifectns .Co
Int'l Co GenevA Switzld,
canom Co. advertising
C184-Geigy pharmaceution
Memorial Sloan Kettering
Providence Hosp. D.C.
Shoreman Hosp. N.J.
Carolina medical Center
N.C. Mutual Ins.
Woodward } Lothrop - Mgmt
-Time Life Books Inc
Research Triangle PK, N.C.
emorandum
JUSHI
The
Heritage Foundation
214 Massachusetts Avenue N.E. Washington, D.C. 20002-4999 (202) 546-4400
4/9/91
299
Number
CONGRESS VS. MINORITIES
THE NEW DAVIS-BACON RULES
The Department of Labor wants to create job opportunities for tens of thousands of American
workers, many of whom are minority, poor, or unskilled. The Department plans to do this by expand-
ing the use of helpers on federal construction projects regulated by the 1931 Davis-Bacon Act. Yet
Congress is attempting to block these efforts. To protect high-paid union workers at the expense of
low income workers, Congress has tacked provisions onto the Persian Gulf emergency spending bill
(H.R. 1281), soon to arrive on George Bush's desk for signature, that would prohibit the Labor
Department from using funds to relax the regulations now preventing less skilled minority youth from
working on federal construction projects.
The Bush Administration correctly opposes this provision. The big labor lobby reckons apparently
that Bush will feel that he has to sign the bill to cover the war costs incurred by non-defense agencies,
even though the bill now contains the anti-minority provisions regarding federal construction. The
Davis-Bacon Act for years has denied federal contracts to small construction firms, many of them
owned by minorities, and jobs to low income workers. Bush should veto the bill, telling Congress that
he will not allow the Persian Gulf bill to be held hostage to such anti-minority measures. Or the
President might use his power of "constitutional excision" and simply cross out the offending
provision from the bill. In either case, the President then should throw his political weight behind the
effort by Representative Charles Stenholm, the Texas Democrat, to repeal the Davis-Bacon Act
altogether and thereby provide job opportunities for tens of thousands of Americans.
"Super-Minimum" Wage. The Davis-Bacon Act, passed in the depths of the Great Depression,
requires contractors to pay all workers on federally funded construction projects valued at more than
$2,000 the "prevailing wage" as determined by the Department of Labor. In practice, however, the
Labor Department has tended to avoid making the complicated wage calculations for each job
classification. Instead it uses local union wage scales as a proxy for the "prevailing wage." Since the
union wage is significantly more than the market wage, this sets a "super-minimum" wage for each
classification. This higher wage in turn sharply reduces the pool of eligible workers likely to be hired
at that wage. Usually only union workers meet the wage test. Traditionally the big losers in this
process have been minorities - those who are at the entry level or those who cannot break into the
union ranks. Yet individual workers are not the only victims of Davis-Bacon. Minority and small
contractors suffer also. Most of these contractors are non-union and feel that paying Davis-Bacon
wages on a few federal projects a year would so disrupt their pay scales that it is not worth the trouble
or the administrative costs even to bid on government projects. Most of these contractors, therefore,
never bother to bid on a Davis-Bacon regulated project.
Davis-Bacon openly was intended to discriminate against blacks, and that is precisely what it has
done. The original Davis-Bacon Act was drafted in 1927 by New York Republican Congressman
Robert Bacon after an Alabama contractor won the bid to build a federal hospital in Bacon's district.
As Bacon stated in the first hearing on the bill, "The bid was let to a firm from Alabama who
Note: Nothing written here is to be construed as necessarily reflecting the views of The Heritage Foundation or as an
attempt to aid or hinder the passage of any bill before Congress.
brought some thousand non-union laborers from Alabama into Long Island, N.Y., into my
congressional district." What Bacon was hinting at was that many of the workers were black, and
willing to work for less than local building tradesmen. The debate on the bill took matters beyond
hinting. When the final bill was debated on the House floor on February 28, 1931, Alabama
and it is labor of that sort that is in competition with white labor
Congressman Miles Allgood argued for the Act, stating: "That contractor has cheap merit colored [and] labor it is
This
bill
has
very
important that we enact this measure."
Poison to Minorities. For nearly six decades Davis-Bacon has harmed minorities. According to
Ralph C. Thomas III, executive director of the Washington, D.C.-based National Association of
Minority Contractors, "The law in its current form is poison to minority contractors [and to] minority
employment in general The law stifles the minority contractors' efforts to not only hire as many
minority workers as possible, but it also hinders minority contractor efforts to introduce new workers
into the construction field."
In an effort to give more opportunities to lower skilled workers, the Department of Labor set out in
1982 to change the regulations that generally had precluded "helpers" from working on federally
funded construction projects. Lower-skilled and thus lower-paid "helpers" systematically were
excluded from federal construction projects by regulations that were "rigged" in favor of higher paid
skilled workers regardless of the tasks required. Example: if a worker who was really a low-skilled
"helper" picked up a hammer, he was declared a "carpenter" and, therefore, must be paid a higher
wage. Not only does this discriminate against minorities, it adds billions of dollars to federal
construction costs, contributing to high budget deficits and high taxes.
The American Federation of Labor-Congress of Industrial Organizations (AFL-CIO), whose
members often benefit from Davis-Bacon, sued the Department of Labor in 1982 to block any further
enforcement of the new regulations. After nearly eight years of litigation the Department of Labor
won on appeal and last February renewed its efforts to enforce the regulations that would allow
contractors to use the lower-paid helpers on federally supported projects.
Big Labor Roadblock. The big labor lobby then struck back through an amendment attached to the
emergency spending bill by Congressman John Murtha, the Pennsylvania Democrat. The amendment
effectively would withhold the funds that the Labor Department needs to carry out the new policies
and prevents the Department from administering "any other regulation that would have the same or
similar effect." The White House's Office of Management and Budget declared its opposition to the
Murtha provision this March 7 in a "Statement of Administration Policy."
Bush can make a strong statement of his support for expanding employment opportunities for
minorities and low-income workers by vetoing this bill and sending it back to Congress for revision.
Given the President's popularity, Congress would not be able to hold Persian Gulf money hostage to
its job-destroying agenda. Or to avoid such a situation entirely, Bush could take an even bolder
approach. A number of constitutional scholars suggest that Davis-Bacon violates the Constitution
because it discriminates against minorities. If this is the case, as it clearly seems to be, Bush has the
power through "constitutional excision" to eliminate the offending sections from an appropriations
bill. In his only previous use of this power, on November 3, 1989, when Bush struck a provision from
an appropriations bill, Congress did not challenge him. Whichever approach he takes, however, the
President should announce his support for efforts by Congressman Stenholm and others to repeal the
Davis-Bacon Act entirely as a means to provide job opportunities to minorities.
Scott A. Hodge
Grover M. Hermann Fellow in Federal Budgetary Affairs
Andrew J. Cowin, J.D.
Research Associate
MAY- 8-91 WED 8:59 FORWARD HAMPTON ROADS
P.02
MAY- 7-91 TUE 10:57 VIRGINIA PORT AUTHORITY
P.02
VIRGINIA PORT AUTHORITY
Economic Impact
Port of Hampton Roads
Calendar Year 1990
Revenue Per Ton
Total Revenue Collected
Type of Cargo
Revenue/Ton
Tonnage
Total Revenue
General Cargo
$80.84
7,161,335
$573,307,483
Container
$76.30
6,125,616
$467,384,501
Breakbulk
$102.27
1,035,719
$105,922,982
Bulk Cargo
$18.27
70,083,513
$1,280,425,783
All Cargo
$23.91
77,244,848
$1,846,924,316
Percent
1990
1989
Change
Coal
61,863,413
55,639,661
+11.2%
JOBS - WAGES MW TAXES
Number of Jobs
116,760
Wages
$2,419,225,000
Taxes
$273,014,750
P.03
MAY- 8-91 WED 8:59 FORWARD HAMPTON ROADS
MAY- 7-91 TUE 14:54 DEPT. OF ECONOMIC DEV.
P.02
VIRGINIA'S 1990 TRADE
An Analysis
I.
Since 1987, when state export data first became available, Virginia's export of
goods rose nearly 64 percent through 1990 (from $5.8 billion to $9.5 billion). In
1990, exports continued to grow.
A.
Total exports in 1990 were up 19 percent, with nonmanufactured exports
up 16 percent and manufactured exports up 22 percent. (In contrast, total
U.S. exports increased only 8 percent in 1990.)
B.
The growth in Virginia's trade in 1990 was led by tobacco and coal exports
(which represent over 50 percent of all exports), but nearly all other
commodities experienced an increase in exports as well. In fact, together
the eight leading export commodities after tobacco and coal (industrial
machinery, chemicals, transportation equipment, electronic components,
fabricated metal products, agricultural products, medical/optical products,
and rubber) exceeded $4 billion in exports, or 43 percent of all exports
from Virginia.
C.
Factors behind Virginia's 1990 export growth:
I.
The steady drop in the value of the dollar since 1985 vis-a-vis other
major currencies continued in 1990. It made Virginia goods more
price competitive overseas.
2.
Foreign markets for tobacco have expanded dramatically in the past
few years with the opening of formerly restricted markets in Asia,
which now account for 45 percent of Virginia's tobacco products
exports. In September, the Soviet Union opened its market to U.S.
manufactured cigarettes as well.
3.
Foreign demand for Virginia coal continued to be strong because of
it's high quality and low-sulfur content, which make it ideal as
either a coking coal in steel production or a clean burning coal for
power generation.
II.
Though Virginia exports to nearly every country in the world, four-fifths of its
foreign sales in 1990 were concentrated in major industrialized nations.
A.
In 1990, Western Europe accounted for 53 percent of all exports, while the
Pacific Rim made up a 24 percent share. The continued economic growth
of the so-called newly industrialized countries (NICS) - such as South
Korea, Taiwan, Thailand, Singapore, and Hong Kong, should make Asia
an even stronger market in the future.
P.04
8-91 WED 9:00 FORWARD HAMPTON ROADS
P.03
MAY. 7-91 TUE 14:35 DEPT. OF ECONOMIC DEV.
B.
Markets in Canada, Latin America, Africa, and the Mid-East made up an
additional 13 percent of the Commonwealth's foreign trade market. In
Latin America and Africa, the debt crisis and shortages of foreign exchange
limited their potential to purchase foreign goods. However, certain
developing nations such as Brazil and Mexico have managed to overcome
those problems somewhat, and represent good export opportunities.
C.
Eastern Europe and the Soviet Union remained relatively small importers
of goods from Virginia in 1990. This was true for the U.S. as a whole as
well. However, 1990 Virginia exports doubled to the region, reaching over
$120 million (1 percent of total Virginia exports).
III.
Prospects for 1991 remain good, but growth may not be nearly as dramatic.
The rise of the dollar thus far in 1991 has been slight and most experts
believe it will not amount to a significant increase. But, the U.S. is not the
only nation in R recession. Canada, Australia, and the United Kingdom are
mired in their own recessions right now. Even Germany and Japan are
experiencing economic slowdowns. So, Virginia's exports are not likely to
grow at 1990's rate.
VIRGINIA'S TOP MARKETS
P. P.05
P P.04
$1,823
BELGIUM/LUXEMBOURG
$1,184
JAPAN
$802
CANADA
...
$584
GERMANY
:
MAY- 8 8-91 WED 9:01 FORWARD HAMPTON ROADS
R Y MAY- 9 7-91 TUE 3 14:35 E DEPT. OF o ECONOMIC DEV.
$505
NETHERLANDS
......
$473
UNITED KINGDOM
$456
FRANCE
$338
:
ITALY
$324
:
BRAZIL
$282
HONG KONG
-
$0
$500
$1,000
$1,500
$2,000
(MILLIONS OF DOLLARS)
1990
1989
1988
1987
Represents a united Germany
SOURCE:USDC
P. P.06
P.05
Annual Va Exports
1987-1990
12
ROADS
10
9.5
8
8
7.2
5.8
MAY- 8-91 WED 9:01 FORWARD HAMPTON
MAY- 7-91 MAY-7-91 TUE 14:35 DEPT. OF ECONOMIC DEV.
D-LL-020 OF 0 $ F
6
4
2
0
1987
1988
1989
1990
manuf. goods
tobacco
coal
other non-manuf.
BOURCE: USDC.FT900
P. 06 P.06
1990 VA Export Growth Exceeds US's
(percent increase over 1989 totals)
25%
20.6%
20%
19.4%
16%
15%
A 7-91 MAY-'7-91 TUE 14:36 DEPT. OF ECONOMIC DEV.
010311 LWHOUZH
10%
7.9%
7.5%
4.9%
5%
0%
non-manuf. exports
manuf. exports
total exports
VA
US
SOURCE: USDC
MAY-
VIRGINIA'S TOP EXPORTS: 1987-1990
P. P.08
P P.07
$2,7
TOBACCO
$1,980
COAL
$1,186
INDUSTRIAL MACHINERY
$684
CHEMICALS
:
...
$690
MAY- 8 8-91 WED 9:03 FORWARD HAMPTON ROADS
MAY- 7 7-91 MAY-7-91 TUE 3 14:36 DEPT. OF ECONOMIC DEV.
TRANSPORTATION EQUIP
$427
:
ELEC. COMPONENTS
11
$354
...
FAB. METAL PROD.
:
:
:
$305
....
AGRICULTURE
:
$202 :
MEDICAL/OPTICAL PROD
"
$197
:
RUBBER
Textiles
$0
$500 $1,000 $1,500 $2,000 $2,500 $3,000
(MILLIONS OF DOLLARS)
1990
1989
1988
1987
SOURCE:USDC
8-91 WED 9:03 FORWARD HAMPTON ROADS
P.09
- 7-91 TUE 14:36 DEPT. OF ECONOMIC DEV.
P.08
VIRGINIA'S TOP MARKETS
(Million U.S. dollars)
Percent
Change
Country
($) 1987
($) 1988
($) 1989
($) 1990
1989-1990
Belgium/
Luxembourg
973.8
1,238.8
1,242.3
1,822.8
46.7
Japan
652.6
693.6
812.0
1,164.0
43.3
Canada
524.9
747.7
788.5
801.7
1.2
Germany
192.0
399.4
634.1
583.9*
-8.0
Netherlands
233.2
259.8
302.7
504.8
66.8
United Kingdom
300.6
373.9
397.6
472.7
18.9
France
265.1
344.9
394.7
456.4
15.5
Italy
325.7
284.6
385.7
338.4
-12.3
Brazil
303.4
317.7
364.4
323.8
-11.2
Hong Kong
210.1
235.4
293.9
281.5
-4.2
Other
1,846.2
2,184.2
2,354.8
2,768.1
17.6
Total
5,833.6
7,180.0
7,970.7
9,518.1
19.4
* Represents a united Germany
Source: USDC
8-91 WED 9:04 FORWARD HAMPTON ROADS
P.10
FORWARD
HAMPTON
ROADS
THE ECONOMIC DEVELOPMENT ARM OF THE HAMPTON ROADS CHAMBER OF COMMERCE
NORFOLK
PORTSMOUTH
CHESAPEAKE
SUFFOLK
VIRGINIA BEACH
FOR IMMEDIATE RELEASE:
Contact: Gregory H. Wingfield
(804) 627-2315
Hampton Roads, VA: (October 12, 1990) Forward Hampton Roads (FHR),
the economic development arm of the Hampton Roads Chamber of
Commerce, recently released the 1990 Directory of Foreign Firms.
The Directory was compiled and published by FHR and contains
information on the foreign owned and managed businesses in Greater
Hampton Roads. *
The 103 firms listed in the Directory employ nearly 11,000
people and represent 19 foreign countries. Three companies are
joint ventures with other local firms.
"The Directory will assist FHR when marketing Hampton Roads
internationally by confirming the commitment by foreign companies
to Hampton Roads. It will also serve as a resource for the
Chamber's International Business Council; a newly-formed group of
Chamber volunteers addressing the issues and concerns of foreign-
based businesses, 11 said William K. Butler, Chairman of FHR.
F I more
555 MAIN STREET 1214 FIRST VIRGINIA BANK TOWER/NORFOLK, VIRGINIA 23510 / TELEPHONE 804/627-2315 804/623-3081
MAY- 8-91 WED 9:04 FORWARD HAMPTON ROADS
P.11
"Hampton Roads has been the gateway to North American markets
for foreign enterprises for nearly 300 years," Butler continued.
"And the momentum has continued through the centuries. Since 1985
Greater Hampton Roads has welcomed forty-one foreign firms."
Many of the region's European based firms began their
operations in the 1970's with successful sales and service offices
before adding manufacturing facilities. Most recently Far Eastern
companies, primarily Japanese firms, have established manufacturing
facilities from the onset.
German based businesses lead with 20 companies, followed by
18 Japanese subsidiaries and 14 divisions of British companies.
Based on employment figures, German companies also dominate the
region with 2,826 employees, again followed by Japanese
subsidiaries with 2,274 and British firms with 1,774.
" There is no question in my mind that one of the outstanding
features of Hampton Roads is the availability and willingness of
a good labor market," said Stihl, Inc.'s President Fred J. Noe.
"Stihl, Inc., which has a reputation for excellence in quality
throughout the world, has achieved that same reputation with
product produced in our Hampton Roads location. We have found men
and women in this area who are dedicated, motivated, loyal and take
pride in their work."
- more -
MAY- 8-91 WED 9:05 FORWARD HAMPTON ROADS
P. 12
Approximately 50% of the foreign firms are engaged in
manufacturing in Greater Hampton Roads; 39% are involved in sales;
31% are service centers; and 27% act as distribution centers.
Thirty-three percent are U.S. headquarters and one, Tarmac
Virginia Holdings, Inc., is a regional headquarters.
"Eighty percent of our customers are east of the Mississippi
between Maine and Florida. We wanted a location geographically
accessible to this market. And, if you look at a map, Hampton Roads
is right in the middle of this Atlantic Coast sector," said William
M. Lechler, Executive Vice President, General Manager of Sumitomo
Machinery Corporation of America. "For access to Asia, we also
required an efficient deepwater port, a need effectively served by
the ports of Hampton Roads. These factors, plus the availability
of an adequate workforce, made Hampton Roads a logical choice for
Sumitomo's U.S. headquarters."
The listed firms are located throughout the cities of Greater
Hampton Roads. Chesapeake leads the region with 31 of the firms
followed by Norfolk with 18, Virginia Beach with 16 and Newport
News with 15. Nine foreign firms call Portsmouth home, six call
Hampton home, while five operate in Williamsburg and three in
Suffolk.
The directory includes the name, parent company, address,
telephone number, date of establishment, number of employees, type
- more -
MAY- 8-91 WED 9:05 FORWARD HAMPTON ROADS
P.13
of U.S. operation and the product manufactured or service provided.
Information was gathered by the FHR Research Department.
The Directory is available for purchase from the Hampton Roads
Chamber of Commerce offices and FHR. Copies are $5.00 to Chamber
members and $8.00 to non-Chamber members plus sales tax and
postage.
##
*
Greater Hampton Roads consists of the cities of Chesapeake,
Hampton, Newport News, Norfolk, Portsmouth, Poquoson, Suffolk,
Virginia Beach and Williamsburg, and the counties of
Gloucester, James City and York.
MAY - 8-91 WED
9:06 FORWARD HAMPTON ROADS
P. 14
FHR Research Corner
Foreign Firms in Hampton Roads
Firms by Country of Parent Company
Gemany:19%
Other European
Countries:
33%
Japan:17%
These two graphs represent
the foreign firms in Hampton
Other Far
Roads. The pie chart
Eastem
illustratos the variety of
Countries:3.8%
countries represented by the
region's foreign firms, while
Other Countries
(S.&N.
the bar chart highlights by
American):4.6%
United Kingdom:13%
global region, the years the
France:9.6%
firms established operations in
Hampton Roads.
Number of Companies by Year Established and Global Region
40
30
20
10
Prior to 1969
1970 1974
1975 1979
1980 1984
1985 1990
68853
Far Eastom
European
Other
Countries
Countries
Nations
Hamplon II University Brochure
Visions of Our Past
In 1868, Hampton Normal and Agricultural Insti-
tute was founded by General Samuel Chapman
Armstrong. That name was shortened in 1930 to
Hampton Institute. In 1984, Hampton's Board of
Trustees established Hampton University. Today,
the University, which is the parent institution,
includes Hampton Institute as the undergraduate
college, a Graduate college and a College of Con-
tinuing Education.
Booker T. Washington
Hampton University's most illustrious alumnus
Published by Office of University Relations
Special thanks to Mr. Fritz Malval and the Archives Staff for supplying the historical
pictures for reproductions and to Reuben Burrell for his photographic expertise.
H
ampton Normal and Agricultural
teach the dignity of labor.
September 19, 1974 - Fifteen acres of the Hampton Institute campus designated a
Institute was founded in 1868 by 27
From the beginning, Hampton's goal
National Historic District citing the historical importance of
year old Union Army Brevet General
was to train teachers who would go
Virginia Hall, Academy Building, Mansion House, Memorial
Samuel Chapman Armstrong.
back to their rural southern communi-
Chapel, Wigwam, and Emancipation Oak.
He remained the principal of the
ties to found schools and serve their
April 24, 1976
- Dr. William H. Robinson Lecture Series begun by the Depart-
school until his death in 1893 and it
people. Hampton's program was suc-
ment of Secondary Education.
was his philosophy and vision which
cessful, for by 1880 Hampton's gradu-
October 9, 1977
- Carl M. Hill inaugurated as eleventh president.
guided the early development of Hamp-
ates were teaching over 10,000
ton. Beginning with a 120 acre farm,
southern African-American children.
January 29, 1978
- Dedication of Early Childhood Laboratory School in honor of Dr.
Eva C. Mitchell.
few buildings, little equipment or
In 1878, ten years after Hampton
money, 15 students and two teachers,
opened its doors, the school began a pio-
March 11, 1978
- Dedication of Jerome H. Holland Physical Education Center.
Armstrong set out to build a school that
neering program in American Indian
May 20, 1978
- Dedication of Ethel C. Buckman Hall, the Business School.
would be second to none. "I wish to
education. Hampton Institute was the
March 24, 1979
- William R. Harvey inaugurated as twelfth president.
make my institution excel in whatever
first, off-reservation, eastern boarding
March 12, 1981
- Rededication of Charles White mural, "The Contribution of the
it undertakes," he wrote in August,
school for Indians supported by appro-
Negro to Democracy in America."
1868.
priations from the federal government.
May 11, 1981
- The Class of 1971 invited to march at Commencement with the
The program Armstrong built sought
The Indian Education Program flour-
Class of 1981.
to develop skills of "the head, the hand,
ished at Hampton between 1878 and
June 4, 1981
and the heart" of Hampton students.
1923, educating over 1300 American
- Charles H. Flax Monument unveiled during the sixty-seventh
Born in Hawaii, the son of missionaries,
Indians from 65 different tribes. Based
Hampton Institute Ministers' Conference.
and educated at Williams College, Arm-
upon the same philosophy as the pro-
February 27, 1982
- Dedication of Marine Science Center.
strong commanded a regiment of
gram for African-American students, it
February 27, 1982
- Hampton Institute's basketball team captured its first CIAA
African-American soldiers in the Union
emphasized dignity, race pride, manual
title.
Army during the Civil War. At the close
and academic training, all with the goal
November 2, 1982
- Hattie McGrew Towers dedicated.
of the war he was sent by the Freed-
of a life of service.
May 12, 1984
- Booker T. Washington Sculpture and Memorial Garden dedi-
men's Bureau to help the thousands of
In 1872, when Booker T. Washington
cated.
ex-slaves who had gathered behind
arrived on the campus, one aspect of the
July, 1984
- Board of Trustees adopted the name Hampton University and
Union lines on the Virginia Peninsula.
school to greatly impress him was the
With the aid of the American Mission-
buildings and general appearance. In
reorganized the University to include Hampton Institute, the
ary Association, he established the
four years, Armstrong managed to suc-
Undergraduate College; the Graduate College; and the College
school to "train selected Negro youth
cessfully erect a major classroom build-
of Continuing Education.
who should go out and teach and lead
ing, Academic Hall. Two years later
September, 1985
- Airway Science Program begun.
their people, first by example and in
Virginia Hall was constructed to serve
Fall, 1986
- Initial plans made for the establishment of the Honors College,
this way to build up an industrial sys-
as a women's dormitory and house sev-
and the Queen Street Honor Hall opened.
tem for the sake of character."
eral of the workshops. Both Academic
September 1986
- Science and Technology Building completed.
Armstrong's vision for Hampton Insti-
Hall and Virginia Hall were designed by
1988
- Lady Pirates won the NCAA Division II championship.
tute was grand. The plan was to
a prominent New York architect,
September 18, 1988
- Dedication of Olin Engineering Center.
develop able leaders and efficient work-
Richard Morris Hunt - evidence that
October 27, 1988
-
ers. Unlike other AMA-founded schools,
even at the earliest date, Armstrong
Groundbreaking for Hampton Harbor, Inc. Project to include
Hampton did not cater to only the local
was thinking in national terms. Hunt's
250 apartments and a shopping village.
population. Armstrong intended to edu-
designs include the Lenox Library, the
June 8, 1989
- Groundbreaking for 8,000 seat Convocation Center held during
cate all African-Americans by attracting
Tribune Building, and the base of the
the 75th Annual Ministers Conference.
the most promising students in the
Statue of Liberty in New York City. At
May 1989
- Tennis team won its second NCAA Division II championship.
south and through the academic pro-
Hampton Institute, architectural dis-
January 28, 1990
- L. Douglas Wilder Hall, a men's dormitory, dedicated and
gram and other planned activities, cre-
tinction was viewed as bringing pres-
named for the Governor of Virginia, the nation's first elected
ating the people who would be the
tige to the young school and as creating
black governor.
teachers and the leaders of the next
an environment conducive to increasing
generation.
the self-respect of students. Memorial
Armstrong held a firm belief in
Chapel, Marshall Hall, Stone Manor,
"learning by doing" and in structuring
and Wigwam were among the other
an "education for life." To achieve these
buildings constructed during this early
goals, instruction in agriculture and in
phase of campus planning. At Arm-
mechanical skills was combined with a
strong's death in 1893, he left behind a
strong academic program. In this way
permanent institution with an impres-
students could earn money to finance
sive physical plant.
their education, supplement their low
Hollis Burke Frissell followed Arm-
teachers' pay in later life, and learn and
strong to become the second principal of
Our Beginnings
Hampton Normal and Agricultural
added to provide students with the
Institute. Frissell guided the Institute
skills to manage small businesses and
for twenty-four years until his death in
farms. In 1910 courses in sociology and
1917. His tenure was characterized by
economics were added which focused on
several departures from the past. Arm-
the specific challenges faced by African-
strong emphasized the training of the
Americans and American Indians. Fris-
head, the hand, and the heart. With
sell died in 1917. A year before his
Frissell, this shifted to the hand, the
death Hampton achieved accreditation
head, and the heart. Instruction in the
as a four year secondary school by the
trades was elevated and academic
Commonwealth of Virginia.
instruction correspondingly received
A landmark in the development of
less emphasis. This was symbolized by
Hampton as a four year college was in
the construction in 1896 of the Arm-
1922 when the school awarded its first
strong-Slater Memorial Trade School
bachelor's degree. This movement to
1954 Trade School television program.
building. Hampton was nearly destitute
college status was reflected in the
when Armstrong died and the Slater
change of the school's name to Hamp-
Fund offered Frissell a large amount of
ton Institute in 1930. Two years later
April 29, 1961
- Jerome H. Holland inaugurated as ninth president.
annual support if the school would con-
Hampton Institute was accredited by
February 2, 1964
- Dedication of Samuel Chapman Armstrong Hall, the Communi-
struct and establish a professional
the Southern Association of Colleges
cations and Music Building.
trade school. After 1896, therefore,
and Secondary Schools.
March, 1967
- First steps taken to organize the University Archives which
manual training at Hampton was no
by Jeanne Zeidler
resulted in the 1972 establishment of the Hampton Institute
longer for character building and eco-
Director,
Archives under the direction of Fritz J. Malval.
nomic support of the school operations,
University Museum
it was to train a skilled group of work-
ers. This is not to say that the academic
program and teacher training was
ignored, however. In fact, under Fris-
sell, admission standards continually
rose, and in 1903-04 the program at
Hampton extended from three years to
its current four year level. That same
year the new Collis P. Huntington
Library was built to house the growing
number of volumes necessary for the
evolving educational program.
During the first twenty-five years,
under Armstrong's leadership, Hamp-
ton's program was directed toward
teacher training, Christian values, and
an awareness of culture and heritage.
Students in a Biology Lab in
Mrs. Anita Hall (with pointer) Biology
An important part of Armstrong's vision
was the creation of a museum collection
1966.
Professor with members of her anatomy class
which he founded in 1868. It supported
in 1967.
the fledgling African studies program
which was evident in the curriculum by
the early 1870s. At the same time,
September 26, 1968 Dedication of Martin Luther King Hall, the Social Sciences
Armstrong established the Hampton
Singers and thereby initiated what
Building.
became a exceptionally strong program
February 6, 1969
- Dedication of William A. Freeman Hall, the Nursing Building.
in the preservation and performance of
1968
- Completion of Natural Sciences Building, which was dedicated
the students' rich musical heritage.
Thomas W. Turner Hall on January 29, 1978.
For nearly a quarter of a century,
September 16, 1969 - Virginia Hall, Academy Building, Mansion House, Memorial
these important programs continued
Chapel included on the Virginia Landmark Register.
under the Frissell administration. How-
Brigadier General
October 24, 1970
- Roy D. Hudson inaugurated as tenth president.
ever, changing student and societal
Samuel Chapman Armstrong
May 28, 1972
- Ceremonial Mace presented to College at Commencement.
needs resulted in several new directions
Founder and First Principal
as well. In 1898, a business course was
of Hampton Institute
January 3, 1973
W.E.B. Dubois Hall dedicated.
Among the Halls of Distinction
hrough the years, Hampton has
such as the National Aeronautics and
January 30, 1930
- George P. Phenix elected fourth principal by Board of Trustees.
been blessed with many able, visionary
Space Administration and the National
July 1, 1930
- The name of Hampton Normal and Agricultural Institute is
leaders. Succeeding the founder, Gen-
Science Foundation have funded faculty
changed to Hampton Institute and the title of "principal" is
eral Samuel Chapman Armstrong
research projects. The university has
(1868-1893), exemplary direction has
five chairs for distinguished professor-
changed to "president."
1931
been provided by Drs. Hollis B. Frissell
ships supported by endowments.
- School of Nursing established offering diplomas after a three
(1893-1917), James Gregg (1918-1929),
Many significant events have fash-
year program.
George Phenix (1930), Arthur Howe
ioned the Hampton tradition as demon-
January 1, 1931
- Arthur Howe inaugurated as fifth president.
(1930-1940), Malcolm MacLean (1940-
strated by the number of educational
June 3, 1931
- First class of the School of Music graduated.
1943), Ralph Bridgeman (1944-1948),
firsts initiated by the university. These
April 21, 1932
- Hampton Institute accredited by Southern Association of Col-
Alonzo Moron (1949-1959), Jerome Hol-
unique milestones include: the estab-
leges and Secondary Schools as a "Class B" school.
land (1960-1970), Roy D. Hudson (1970-
lishment of experiential education of
May 21, 1932
- First Master's of Arts Degree awarded.
1976), Carl M. Hill (1977-1978) and now
learning to work by doing; pioneering
1932
William R. Harvey.
- George P. Phenix School, which served as the City of Hampton's
formal Indian education in this country
Hampton also has recruited many
when the first group of Indians came to
Senior High School for African Americans until the 1960s, com-
prominent businessmen, academicians,
Hampton in 1878; and the training of
pleted on the campus.
lawyers and diplomats to serve on its
black petty officers for the U.S. Navy
January 24, 1933
- Hampton Institute accredited by Southern Association of Col-
Board of Trustees, among them: U.S.
during World War II. Hampton was one
leges and Secondary Schools as a "Class A" school, and the work
Ambassador Ellsworth Bunker; John T.
of the first schools to eliminate sex dis-
of the Trade School is advanced to college level.
Dorrance, Jr., Chairman of Campbell
crimination; the university has always
May, 1933
- In a vote conducted by the Hampton Script, students select
Soup Company; William M. Ellinghaus,
accepted male and female students and
"Pirates" as the name of the school mascot.
President of American Telephone and
teachers. What is now known as voca-
Fall, 1940
- First Annual Fall Convocation held.
Telegraph Company; John C. Duncan,
tional education was the primary
November 25, 1940
Chairman of St. Joe Minerals Corp.; the
- Malcolm MacLean inaugurated as sixth president.
instruction at the school during the late
Honorable Linwood Holton, former Gov-
July 8, 1942
1890's. The Armstrong-Slater School
- U.S. Naval Training School, the first offered at a black college,
ernor of Virginia; the Honorable Ben-
offered classes in blacksmithing, weld-
activated and continued until August, 1945.
jamin L. Hooks, Executive Director of
ing, carpentry, furniture-making, elec-
1943
- Baccalaureate nursing program begun under the Hampton
the National Association for the
tricity, machinist skills, painting,
Institute Division of Nurse Education, with first class of three
Advancement of Colored People; the
plumbing, printing and tailoring, but
women graduating in 1946.
Honorable Samuel R. Pierce, Secretary
the importance of academic education
June 25, 1943
Charles White mural, "The Contribution of the Negro to Democ-
of Housing and Urban Development;
was always emphasized.
racy in America," dedicated in Clarke Hall.
Henry Hockheimer, president of Ford
All of the academic areas have been
October 29, 1943
- Scroll's presented to thirty-nine charter members of thè quarter
Aerospace and Communications Corpo-
accredited by the Southern Association
Century Club at Convocation.
ration; Robert C. Upton, Retired
of Colleges and Schools since 1932 with
1944
Whirlpool Corporation Vice President,
- Division of Trades and Industries closed.
several disciplines including Architec-
and the late Dr. Margaret Mead, famed
ture, Nursing, Chemistry, Music and
February 12, 1944
- Ralph P. Bridgman appointed seventh president.
anthropologist who served as a trustee
Teacher Education enjoying specialized
October, 1944
- Graduate courses in Education and Guidance Techniques begun.
for 34 years.
accreditation.
April 26, 1949
- Alonzo G. Moron inaugurated as eighth president and first
Additionally, ten U.S. Presidents
Some 28 schools, colleges and other
African American president of Hampton Institute.
have been associated with the univer-
institutions have been outgrowths of
1950
- Entrance Gate, designed by William Moses and built by Trade
sity, William Howard Taft served as
Hampton - among them St. Paul's
School students, completed.
Chairman of the Board while President
College, Bowling Green Academy,
February 2, 1952
-
John Biggers' bronze sculpture of General Armstrong unveiled.
and Chief Justice of the U.S. Supreme
Princess Anne Academy, Kittrell
1955
- School of Agriculture and Engineering closed.
Court. Continuing this traditional rela-
College and Tuskegee Institute. The
1956
- Auditorium of Clarke Hall named in honor of John H. Wain-
tionship between the college and the
founder and first principal of Tuskegee
White House, Presidents Ronald Rea-
was also one of Hampton's most famous
wright (class of 1888) and dedicated.
gan and George Bush have called on Dr.
alumni - Booker T. Washington.
December 5, 1957
- Hampton Institute admitted to the Southern Association of Col-
Harvey for advice and counsel.
Serving as a model of educational
leges and Secondary Schools.
Financial support for Hampton has
excellence and moral decency to
come from many sources. Historically,
institutions and individuals alike,
corporate leaders such as John D. Rock-
Hampton Institute has continued its
HAMPTON
efeller, George Foster Peabody, Coleman
role as an institution which educates
DuPont, Arthur Curtiss James, Edward
students for life and institutions for
S. Harkness, Collis Porter Huntington,
service.
INSTITUTE
John Lee Pratt, Walter G. Ladd and
William Jay Schieffelin have given gen-
erously to the college. Federal agencies
Entrance gate sign built in 1950 by Hampton Trade School students and financed by
the 1945 and 1949 graduating classes.
Looking Back
September, 1898
- Business Department, the forerunner of the School of Business,
President William Howard Taft
Robert C. Ogden
established.
1901
- Cleveland Hall, an addition to Virginia Hall, completed.
1903
- Collis P. Huntington Memorial Library dedicated.
1904
-
Academic course lengthened from three years to four years of
study.
November 20, 1909 - U.S. President William Howard Taft visited Hampton as a
recently elected trustee of the school.
1912
- Federal appropriations for American Indian students at Hamp-
President William Howard Taft was
Mr. Robert C. Ogden was a member of
ton are withdrawn.
elected trustee of Hampton Institute in
the Board of Trustees from 1874 and
1913
- Clarke Hall is dedicated.
1909 and served as the President of the
served as President of that body from
Board from 1914 until his death in
1916
- Hampton Institute is approved as a four year secondary school
1894 until his death in 1914. Mr. Ogden
1930.
devoted much time, thought, money,
by the Department of Public Instruction of the Commonwealth
and influence to the building of Hamp-
of Virginia.
Armstrong-Slater
ton. Ogden Hall, long known as a cul-
tural center in Hampton Roads, stands
in his memory on the campus.
Sarah Collins Fernandis
The Armstrong-Slater Memorial Trade
School was the trade instruction center
of the college. Erected in 1896, it con-
tained classes in Horseshoeing, Black-
Home Economics class in the
Engineering class in the early 1900's.
smithing, Welding, Automobile
early 1900's.
Mechanics, Carpentry, Furniture Mak-
Sarah Collins Fernandis (Class of 1882)
ing, Electricity, Machinists, Painting,
wrote the inspiring words of the Hamp-
1916
- Hampton Basketball Team won the school's first intercollegiate
Plumbing, Printing and Tailoring. The
ton Alma Mater. Mrs. Fernandis lived
championship.
building was planned by Ludlow and
in Washington, D.C. where she directed
November 1, 1918
- James E. Gregg inducted as third principal.
Peabody and built by the Hampton
a settlement project for the underprivi-
1918
- Robert C. Ogden Auditorium completed.
trade students.
leged in her own house.
1919
- R. Nathaniel Dett established the Musical Arts Society.
Winona Lodge
Booker T. Washington
1922
- First Bachelor's Degree awarded in Agricultural Education.
1923
- Pioneering work of educating American Indians at Hampton
ends.
1928
- Coleman duPont Hall completed to house Natural Sciences,
Biology, Mathematics, Chemistry and Physics.
May 12, 1928
First issue of The Hampton Script was published.
October 6, 1928
- Dedication of Armstrong Field.
In the Dakota language "Winona"
means a female's eldest sister. Winona,
a residence for Indiana girls, was con-
Hampton Institute's most illustrious
structed in 1882. The building was
alumnus, Booker T. Washington (Class
located in the women's area of the cam-
of 1875), founded Tuskegee Institute
pus and served as a center for many
and became a national leader. "No race
social activities for Indian students. In
that has anything to contribute to the
1912 when the Indian enrollment began
markets of the world is long in any
to dwindle, the dormitory housed both
degree ostracized. It is important and
Indian and black girls. The old Winona
right that all privileges of the law be
Lodge was razed to make space avail-
ours, but it is vastly more important
1928 Physical Education class.
Hampton choir in the 1920's singing in front of
able for a new girls dormitory, Davidson
that we be prepared for the exercise of
Hall.
the library.
those privileges."
Stone Building
Susan La Flesche Picotte
Stone Memorial Building was
constructed in 1882 as a boy's dormi-
tory. It was a gift from Mrs. Valerie
Susan La Flesche Picotte (Class of
Stone of Massachusetts in memory of
1886) graduated salutatorian of her
her husband Samuel Stone. This Victo-
class. Daughter of an Omaha chief, she
rian style building was constructed, in
was the first Indian woman to receive
part, by Hampton students. Stone has
the degree of Doctor of Medicine.
served a number of purposes in addi-
tion to its initial use as a boy's dormi-
Hampton Singers
tory. It presently houses administrative
A first grade class at the Whittier
The graduating class of 1889. Vice Principal
offices and also serves as a dormitory.
School in 1887.
Frissell (far left of stairs) stands with Founder
and First Principal General Armstrong (far
Emancipation Oak
right of stairs with arm on banister.
1882
- Marshall Hall completed to house the library, principal's and
treasurer's offices.
1886
- Memorial Chapel dedicated.
November 23, 1887 - Whittier School, a primary school on the campus which served
as a practice teaching site for Hampton students, dedicated.
1888
- Holly Tree Inn completed.
Ninety-eight feet in diameter,
1891
- Faculty member Alice Bacon began the Hampton Training
Emancipation Oak is the site where
Organized by General Armstrong in the
School for Nurses on the campus.
President Lincoln's Emancipation
early 1870's, the Hampton Singers
Proclamation was read to the citizens of
May 11, 1893
toured the United States and Europe to
- General Samuel Chapman Armstrong died.
Hampton Roads. A live oak, Emancipa-
raise funds for the College. Virginia
May 24, 1893
- Hollis Burke Frissell appointed second principal.
tion Oak's foliage remains green year
Hall, a girl's dormitory, was partly
November, 1894
- Hampton acquired Henry O. Tanner's painting, The Banjo
round. It is listed as one of the Great
"sung up" by Hampton Singers in 1874.
Lesson.
Trees of the World.
November 6, 1896 - Armstrong-Slater Memorial Trade School dedicated.
R. Nathaniel Dett
Collis P. Huntington Library
Erected in 1903, the library was the gift
of Mrs. C.P. Huntington as a memorial
to her husband who was a trustee of
WESWHAT:
YOU-HAV
Hampton Institute. The library houses
R. Nathaniel Dett was a noted
the University Archives as well as the
composer, conductor, pianist, poet and
G. F. Peabody collection of over 25,000
faculty member. In 1919, he organized
1897 graduating class with class motto, "Use
Printing Press in the early 1900's
volumes on and by the African-Ameri-
the Musical Arts Society in which an
What You Have."
that was responsible for the
can. It is one of the largest and most
annual series of concerts and recitals of
printing of various publications
valuable collections on this subject in
music and dance made Ogden Hall an
and papers including The South-
the country.
outstanding cultural center.
ern Workman.
CHRONOLOGICAL EVENTS
IN HAMPTON UNIVERSITY'S HISTORY
October 1, 1867
- Wood Farm, 160 acres, purchased as site of Hampton Normal
Administration Building
President James A. Garfield
and Agricultural Institute.
Marshall-Palmer Hall
President James A. Garfield was an
April 1, 1868
- Hampton Normal and Agricultural Institute founded by Gen-
incorporator of Hampton, and served on
eral Samuel Chapman Armstrong with two teachers and fifteen
the Board of Trustees from 1870-1876.
students.
Garfield made his last known speech to
August, 1868
- General Armstrong solicited first objects to establish a museum
a group of Hampton students near the
collection.
campus at Bethesda Chapel (Veteran's
Administration area), before his assas-
September 21, 1868 - Commonwealth of Virginia grants charter to Hampton.
sination.
November 12, 1869 - Cornerstone laid for Academic Hall, the first permanent class-
room building.
Marshall-Palmer Hall known as the
Hampton's Centennial
June 4, 1870
- Hampton Normal and Agricultural Institute incorporated.
Administration Building was built in
On April 25 868. Hampton Institute
June 16, 1871
- First class, five women and fourteen men, graduated.
1882 in honor of General J. F. B. Mar-
celebrated the college's Centennial The
January, 1872
- First issue of Southern Workman published.
shall, first Treasurer of Hampton.
design of the Centennial Medallion
March 19, 1872
- Virginia Governor approved awarding of one-third of the state's
When the building was enlarged in
includes Emancipation Oak mboliz-
Morrill Act landgrant funds to Hampton.
1918, the addition was named Palmer
ing freedom: church tower symbolizing
Hall in honor of General William Jack-
Hampton's code of ethics and values:
June 11, 1874
- Virginia Hall was dedicated.
son Palmer, as funds for the addition
book of knowledge the purpose
and renovation were appropriated from
of leducation plow represe ts gricul-
the Palmer Fund through Mr. George
ture and allied trades of our past space-
craft represents cience engineering,
Normal
and
Agricultural
Foster Peabody.
humanities, and social as our
Dr. Thomas Wyatt Turner
commitment of tod y; and stars repre-
sent the great heights to which our
graduates have reached and the place
of our design for living for tomorrow.
Mampton
Normal
and
Mgricultural
Institute
The Hampton University Seal
Dr. Thomas Wyatt Turner was the first
On June 9, 1875 a proposed official seal
Institution
X4 Tratimony Wherrof, the this
Black to earn a doctorate degree in
was submitted and accepted as the cor-
botany. Dr. Turner served on the Hamp-
porate seal of the Board of Trustees. On
ton Institute faculty from 1924-45.
May 29, 1930, the Trustee minutes re-
Turner Natural Science Building
flect the design of a new seal that short-
stands today in his memory.
ened the name from Hampton Normal
and Agricultural Institute to Hampton
1875 Hampton Normal Education Degree
Hampton Cadets
Institute. Finally, on July 27, 1984 the
Board of Trustees adopted the name
Hampton University and reorganized
June 18, 1875
- Booker T. Washington graduated.
the University to include Hampton
August 20, 1877
- First meeting of the National Hampton Alumni Association in
Institute, the Undergraduate College;
Saratoga Springs, New York.
the Graduate College; and the College
April 13, 1878
- First American Indian students arrived.
of Continuing Education. Hence, the
April 14, 1878
- First Alumni Reunion.
name on the seal was changed once
September 12, 1878 Ground is broken for Wigwam, the dormitory for male American
more. The symbols on the seal are in-
Indian students.
All male students were organized into
terpreted as plow and sheaths of grain;
Cadet Battalions from 1878 until the
books of knowledge (or hymnals) sur-
November 9, 1879
- First Academic Hall destroyed by fire.
1930's. They were required to wear uni-
mounted by a globe of the world; Bible
1880
"Shellbanks," a stock and grain farm, was purchased to provide
forms as a part of their training at
stand; old-fashioned printing press; and
an agricultural laboratory for students and to supply food for
Hampton. In 1881, the Hampton
sunrise over Hampton Creek symbol-
the school.
Cadets marched in the inaugural pro-
izes the rise of educational opportuni-
May 19, 1881
- Academy Building, constructed on the foundations of Academic
cession of President Garfield who for
ties. The boat on the water symbolizes
Hall, dedicated.
six years had been a trustee of Hamp-
the principal medium of transportation
April 15, 1882
Stone Manor completed.
ton.
to Hampton during its early history.
National Historic Landmarks
Mansion House 1828
The Mansion House was purchased as
The Academic Hall was erected in 1870
Academy Building 1881
part of the Hampton Institute site from
and was destroyed by fire in 1879. A
the Drummond Family who called their
second Academy Building was com-
home "Little Scotland." In early years,
pleted in 1881. The bell outside of the
the Mansion House served as a resi-
building was used to call students to
dence for teachers. The principal, Gen-
classes, meals and daily chapel.
eral Armstrong, and his family lived in
Selected students earned their money
a section of the house as well. Today,
by being responsible for ringing the bell
Mansion House serves as the official
for various activities. The name Schurz
residence for the first family and is
Hall was given this structure in 1915 in
used for entertaining official guests of
honor of the Honorable Carl Schurz,
the University.
Secretary of the Interior, who was a
loyal friend and supporter of Hampton.
Presently, Academy Building houses
the University Museum and Naval
ROTC offices.
Virginia-Cleveland Hall 1874
Memorial Chapel was built in 1886.
Memorial Chapel 1886
The church tower stands 150 feet high
and has a four-faced illuminated clock
with chimes. The pews are made of yel-
low pine and built by Hampton Trade
School students. Its style of architec-
Virginia Hall, a girl's dormitory, was
Cleveland Hall, a girls' dormitory, was
ture is Italian Romanesque and J. C.
partly "sung up" by the Hampton
built in 1901, with funds contributed by
Cady of New York served as the archi-
Singers in 1874. It is the oldest of the
former pupils of Charles Dexter Cleve-
tect. Cost for construction of the Chapel
women's dormitories, and houses on the
land of Philadelphia. Cleveland Hall
was the gift of the Frederick D. Mar-
first floor part of the cafeteria known as
was connected to the back of Virginia
quant Estate through Elbert B. Mon-
Macedonia and the Office of the Direc-
Hall when built, thus the name, Vir-
roe, President of the Board of Trustees,
tor of Food Services. This is a four and
ginia-Cleveland Hall.
and Mrs. Monroe. At the front entrance
a half story and basement brick build-
stands a coral stone from the founda-
ing which houses freshman girls.
tion of the Kawaiaho Church in Hon-
olulu built in 1842 by the Reverend
Richard Armstrong, father of General
Samuel Armstrong and given to Hamp-
ton Institute by Colonel William N.
Wigwam Building 1878
Wigwam, which means a lodge or
Armstrong in 1895. The baptismal font
dwelling, was constructed in 1878. It
was made by students from Koa wood
was originally built to house Indian
from the Reverend Armstrong's
male students, the first of whom were
Church. The Chapel serves as a sanctu-
admitted in that same year. The dormi-
ary for nondenominational religious
tory was built in part by Hampton stu-
services and will seat approximately
dents. The building once housed
1,000 persons. At the right entrance is
visiting athletic teams and the Com-
a plaque which commemorates all per-
missioner for the Central Intercolle-
sons connected with Hampton Institute
giate Athletic Association (CIAA).
who died during World War I.
Today the building is used as an educa-
tional Resource Center which was
added in 1976 and houses such offices
Special Note: Richard Morris Hunt known as the Dean of Architecture was the archi-
as Career Planning and Placement,
tect for the Academy Building and Virginia Hall. Hunt's other works include the base
Financial Aid, and Continuing Educa-
of the Statue of Liberty, Biltmore Mansion and Yorktown Monument.
tion.
HAMPTON
UNIVERSITY
ALUMNI
MAGAZINE
1868
Vol. 124, Number 2
Winter 1990
S S
H
29 M
0
President
William R. Harvey
Board of Trustees
CONTENTS
Ray L. LeFlore
Chairman
Ben T. Head
First Vice Chairman
Wendell P. Holmes, Jr.
1 ALUMNI SPOTLIGHT
Second Vice Chairman
The Ventriloquist Team of Willie Brown '84 and Woody
Shelia J. Maye
Secretary
2 ALUMNI PRESENCE
Robert B. Binswanger
Rosemary Brinkley
Alphonso W. Knight, President, National Hampton Alumni Association,
John S. Chase
Harold W. Conley
Inc. explains the role of the Board of Trustees
John T. Dorrance, Jr.
Ernest H. Drew
3 BOARD OF TRUSTEES REVISES BYLAWS
Edward E. Elson
Roger Enrico
4 ALUMNI FEATURE
William R. Harvey
Ben T. Head
Mrs. Georgia H. Tucker
Robert B. Hiden, Jr.
Henry F. Hockeimer, Jr.
5 REUNION/COMMENCEMENT WEEKEND
Barbara Jackson
TENTATIVE SCHEDULE
Robert C. Kanuth, Jr.
Ray L. LeFlore
Andrew M. Lewis
George R. Lewis
Mamie Locke
Adrian V. Nelson
Jack O'Kelley
Samuel R. Pierce, Jr.
D. I. Rosser
William G. Sykes
Oliver G. Taylor, Jr.
Robert C. Upton
Charles E. Wilson, Sr.
National Hampton Alumni
6-7 MISS HAMPTON AND HER
Association, Inc.
COURT
Officers
Alphonso W. Knight '47,
8 HOMECOMING PHOTOS
President
Lloyd Vann, Jr. '64,
1st Vice President
Deloris M. Johnson '62
2nd Vice President
Victor A. Motley, Esq. '75
3rd Vice President
Jacqueline E. Rogers '71
Recording Secretary
David E. Thompson '71
Treasurer
Rev. Hugh R. Page '77
Chaplain
Co-Editors-In-Chief
9-11 CAMPUS NEWS
Vivian Wrenn David
A State-of-the-Art Library at HU
Director Alumni Affairs
Katherine S. Edwards
HU Museum Honors Career of Alumnus Reuben V. Burrell
Director University Relations
Convocation Speaker Inspires Seniors to Make a Difference
Managing Editor
President Harvey Honored by White House Initiative
Marie M. Witherspoon
NSF-Sponsored Coalition Awards $15.3 Million Grant for Change in
Contributors
Tracey Greenhill
How Engineers are Educated
Martha Burnette
Mrs. Marie M. Witherspoon is appointed Assistant Director of Alumni
Joy Luckes
Affairs
Photographer
Reuben Burrell
12 SPORTS
Printer
Hampton Captures Cross Country Championship
Prestige Press Inc.
Lady Pirates Volleyball Team CIAA Champions
The Hampton University alumni maga-
13-14 ANNOUNCEMENTS
zine is published 3 times a year by
Alumni Affairs and University Relations.
Deadline for Homecoming edition, first
15 BLACK FAMILY CONFERENCE SCHEDULE
week in Oct. Mailed out in Dec. Deadline
for Founder's Day edition, first week in
16-19 CLASS NOTES
Dec. Mailed out first week in Mar.
Deadline for Commencement edition,
20 NECROLOGY
third week in Mar. Mailed out in June.
Mail contributions, letters and address
21 MEMORIAL CHURCH ENDOWED SCHOLARSHIP
changes to Alumni Affairs, Box 6138,
Hampton University, Hampton, VA 23668.
ALUMNI SPOTLIGHT
The Ventriloquist Team of
Willie Brown & Woody
The delightfully comical ventrilo-
his college sweetheart Wanda Shaw,
quist team of Willie Brown and Woody
class of 1983.
began performing for all types of audi-
They currently reside in Forestville,
ences back in January 1976. Willie, a
Maryland with their lovely daughter,
native of New Haven, Connecticut,
Lajuan N. Brown, who is now five
and his sidekick Woody, a native of
years old.
Georgia, son of "the Georgia Pine,"
Willie is again considering his ca-
made their first public debut at a tal-
reer path carefully and conscien-
ent show sponsored by Nationwide In-
tiously now that he is a husband, fa-
surance Company, where Willie's
ther and "breadwinner" of the family.
mother worked.
His choice now is to continue to work
After giving an electrifying perfor-
professional or go on to college to ob-
full-time as an account representative
mance, the young ventriloquist team
tain a degree. As difficult as the deci-
with a major corporation in Tysons
began to receive numerous engage-
sion was to make, Willie and Woody
Corners in Northern Virginia and to
ments including; variety shows; birth-
finally decided to go to college. His
work part-time as a professional ven-
day parties; private club meetings;
choice was Hampton University
triloquist with Woody on weekends.
trade shows; radio talk shows and lec-
where he majored in Mass Media Arts
The team of Willie and Woody
tures.
with the support of his companion,
signed a contract with a talent agency
In 1980, Willie and Woody recorded
Woody.
but also wanted to remain indepen-
a record called "Ventriloquist Rap" on
While at Hampton, the two could
dent by performing in local night
the Tri-state Recording label, a Mr.
often be seen showing off in the dorm
spots, convention centers, the Kal
Magic Production. The two voice mak-
room, or entertaining people at a cam-
Kan Canine Follies in conjunction
ers also entered the junior competi-
pus talent show, a fraternity or soror-
with the Capital City Childrens' Mu-
tion at the National Ventriloquist
ity cabaret, the senior ball, the local
seum at the New Zealand Embassy,
Convention at Fort Mitchell, Ken-
officer's clubs, and even at the night-
News Talk Radio shows, Black Enter-
tucky. With a fast paced, spontaneous,
clubs in Hampton and surrounding
tainment Television, etc. Further de-
and humorous routine, Willie and
communities.
velopment in their career included
Woody lulled the expectations of the
In 1984, Willie worked as Program
working with such talented stars as
judges and Willie and his cohort
Manager, Disc-Jockey/Announcer on
Evelyn "Champagne" King, Joyce
walked away with the 1980 "Most
WHOV FM 88.3, Hampton Univer-
Simms, Taja Seville, jazz artists
Promising Ventriloquist Award" and a
sity's own radio station. Occasionally,
Pieces of a Dream, Ruth Brown and
new dummy who would later be re-
Willie would receive vocal support
other exciting stars. SO IF YOUR
constructed to a "Mr. T" type model.
from his talkative companion and co-
LUCK IS RUNNING RIGHT AND
Although Willie and Woody made
hort Woody.
YOU ARE IN THE RIGHT PLACE
quite a name for themselves in the
Following their vibrant career span
AT THE RIGHT TIME, YOU TOO
New England area, it soon became
from 1976 to graduation day in May
MAY EXPERIENCE THE VENTRIL-
time for them to make a major deci-
1984, Willie and Woody then relocated
OQUIAL COMEDY OF WILLIE
sion to either perform as a full-time
to Washington, D.C. where he wedded
BROWN AND WOODY!!!
1
THE ALUMNI PRESENCE
By Alphonso W. Knight, President, NHAA, Inc.
As I have moved around the coun-
and serve as a "court of last resort" for
Nominations for alumni member-
try among alumni over the past
the resolution of internal conflicts
ship shall be made by the Board Com-
twenty years, I have found that too
within the institution.
mittee on Nominations. At least three
few people understand the role of
According to a report made several
months before the annual board meet-
school- trustees, who they are, how
years ago at a meeting of Association
ing, the National Hampton Alumni
they become trustees, and their rela-
of Governing Boards of Colleges and
Association shall send to the Commit-
tionship with the chief executive offi-
Universities, where 599 board chairs
tee on Nominations for each vacancy,
cer of the institution. By the same
took part, 85 percent agreed that
the name of an alumnus, certifying
token, too few alumni understand the
"trustees have legitimate prerogatives
that he or she has been selected by a
role of the president of the institution
in education and curriculum areas,"
method agreed upon by the Hampton
and the relationship the president has
and 82 percent agreed that trustees
University Board and the Alumni As-
with the board of trustees.
and administrators should be con-
sociation.
It is hoped that the following ac-
cerned with the equitable determina-
The Board meets semi-annually on
count will increase your knowledge
tion of faculty workload.
the fourth Fridays of each April and
and understanding of institutional
Trustees of private institutions usu-
October. The fall meeting has been
trustees and their role in the educa-
ally serve to stipulated terms and, by
designated as the annual meeting.
tional enterprise.
filling vacancies on the board, select
In general, contrary to the estab-
Those individuals, originally assem-
their own successors. In public insti-
lished belief by many, trustees of
bled, those appointed or elected, who
tutions, trustees may be appointed by
many private institutions do not al-
are responsible for the directions and
a governor and confirmed by the legis-
ways maintain and preserve their
policy of the institution, are its
lature or some other official body.
roles and positions as policy makers
trustees. In some institutions, they
During the 1960s and 1970s, in re-
and enforcers, tending at times to
are known as visitors or regents. It
sponse to demands that the gover-
leave to the chief executive officer the
may be said that these individuals
nance of higher education become
business of making policy decisions.
provide external leadership and au-
more democratic, the tendency of
As a matter of fact, since chief execu-
thority derived from the public and
colleges and universities was to add
tive officers (presidents) work closely
private trust of society. Internal lead-
faculty, student, and alumni represen-
with boards, many of them assume
ership was and is still provided by
tatives to the boards of trustees, re-
the responsibility of making sure that
those who the trustees select to be col-
sulting in the participation of all
the board is composed of individuals
lege and university presidents whose
groups who are involved in the life of
who favor their point of view so far as
responsibilities are the day-to-day
the institution.
policy goes, resulting in a stacked and
management.
Hampton University's Board of
subservient board. By the same token,
According to a Carnegie Council re-
Trustees, according to bylaws published
at a meeting of the Association of Gov-
port on Policy Studies in Higher Edu-
in 1974, shall consist of not more than
erning Board of Colleges and Univer-
cation in 1977, there were 47,000
37 nor less than 15 members. One of
sities, of 599 chairmen of boards, 85
trustees in the United States, and
these members is the President of
percent agreed that trustees have le-
they serve on more than 2,300 boards
Hampton; two shall be students; two
gitimate prerogatives in education
governing more than 3,000 institu-
shall be faculty members; and four
and curriculum areas, and 82 percent
tions. They are charged with oversee-
shall be alumni of the institution.
agreed that trustees and administra-
ing and directing to ensure the pur-
There are six categories of board
tors should be concerned with the eq-
poses of the institution as perceived
members in terms of election, service,
uitable determination of faculty work-
by the founders and defined by the
and nomination. Prior to 1945, there
loads. It is obvious that the roles of
purpose of its endowment are prop-
were certain members elected for life.
trustees and presidents should be
erly served; advising the internal
Regular board members, excluding
clearly defined and their actions mon-
leadership of the institution on mat-
the aforementioned members, serve
itored to the extent as to avoid any de-
ters of policy; initiating or approving
for five years. Student members, se-
gree of encroachment on the responsi-
major changes in the institution's mis-
lected by the student body, serve a
bilities charged to both. It should also
sion as they become necessary or de-
two-year term. Faculty members, se-
be a must for boards to regularly
sirable; monitoring the use of institu-
lected by the faculty, serve a two-year
evaluate their own roles along with
tional resources; seeking out financial
term. Alumni members, selected by
those of the presidents who serve at
support when it is needed; and ap-
the National Hampton Alumni Associ-
the pleasure of the trustees.
pointing and dismissing the institu-
ation serve for a five-year term. The
Who, then, are the trustees ac-
tion's president. Boards of trustees
Board at its annual meeting passes
countable to and who do they serve?
are also expected to provide a bridge
judgement on all board candidates
Contrary to the notion and beliefs
between society and the institution
who are submitted for consideration.
held by a sizable number of trustees
continued on page 4
2
BOARD OF TRUSTEES REVISES BYLAWS
Hampton University's Board of
Trustees must be elected to
and programs of Hampton University
Trustees completes the revision of its
trusteeship by the Board of
in trust, that is, for the benefit of oth-
Bylaws, clearing the way for candi-
Trustees.
ers. The Trustees' role is then a fidu-
dates for Board consideration from
The new procedure is effective with
ciary one. Second, the Trustees are
the National Hampton Alumni Associ-
the next election of officers of the Na-
policy makers, not managers or ad-
ation, Inc. The creation of a new cor-
tional Hampton Alumni Association,
ministrators. The Board of Trustees,
poration by the National Hampton
Inc.
despite the legal authority, is a leg-
Alumni Association, Inc. made it nec-
In revising the Bylaws and in
islative and not an executive body,
essary for the Board of Trustees to
adopting the new procedure, the
and execution of the policy is left in
change its Bylaws to accommodate
Board of Trustees affirms its commit-
the hands of the President and his on-
the independent alumni association.
ment to maintain proper representa-
campus colleagues. In this regard,
The revision of the Bylaws was com-
tion from the alumni among the
Trustees have no direct involvement
pleted in September, 1990.
Board's ranks. Presently, eight Hamp-
in the management of programs.
The Board's previous Bylaws, as
tonians are serving on the Board of
Third, the Trustees have a vested in-
adopted in 1979, provided for the Na-
Trustees out of a total membership of
terest in, as well as a moral responsi-
tional Hampton Alumni Association
26 individuals.
bility for, doing all they can to help
as an organization under the charter
The Board acknowledges that rep-
the institution achieve its objectives
of Hampton University. In order to ac-
resentation from the alumni enhances
in a most successful way. In this re-
cept candidates nominated by the Na-
the essence of trusteeship as tradi-
gard, the Trustees delegate to the
tional Hampton Alumni Association,
tionally understood - that alumni
President the responsibility and
Inc. for consideration for trusteeship,
have an abiding interest in the insti-
authority for running the institution.
the Board, under state law, was re-
tution and represent a primary source
Overall, the Board of Trustees holds
quired to have Bylaws that provided
of talent. To this end, the Nomina-
in trust the physical and financial as-
the separate corporation.
tions Committee will search continu-
sets of Hampton University, over
The Board of Trustees approved the
ously for alumni to serve on the Board
which the Board has legal control and
following procedure for the selection
as regular Trustees.
the power to direct and supervise op-
of candidates for Alumni Trustee:
As an additional step, the Nomina-
erations and programs.
There shall be a Trustee desig-
tions Committee plans to develop a
At its core, the Board of Trustees'
nated Alumni Trustee who has
Board profile that describes the demo-
job is to be sure that Hampton Uni-
been considered by the Nomina-
graphic composition and range of
versity measures up to the standards
tions Committee of the Board of
skills characterizing the current
of quality, while remaining cost effi-
Trustees from among three (3)
Board. This exercise will demonstrate
cient and accountable. As stewards,
candidates nominated by the Na-
where the Board is strong or deficient
the Trustees represent the public in-
tional Hampton Alumni Associa-
and as vacancies arise will provide
terest by ensuring that Hampton Uni-
tion, Inc.
guidance for assessing the suitability
versity remains responsible to the
The National Hampton Alumni As-
of prospective new members. In a sys-
public that created it.
sociation, Inc. shall submit in writ-
tematic way, the Nominations Com-
Although the Board of Trustees is
ing to the Nominations Committee
mittee will search continuously for
endowed with the legal power to make
of the Board of Trustees the names
prospective trustees, assessing their
decisions on all matters, the responsi-
of the three (3) alumni members
qualifications in light of the Board's
bilities of the Board include: appoint-
who were certified as the top vote
needs, identifying the requirements
ing and supporting the President;
getters in an at-large election.
for a given appointment to the Board,
clarifying the institution's mission;
The Nomination Committee of the
and recommending candidates to the
approving long-range plans; oversee-
Board of Trustees shall recommend
Board to fill vacancies.
ing the educational program; ensuring
to the full Board one (1) of the
The Board of Trustees believes
financial solvency; preserving institu-
three (3) persons nominated by the
that, when all of the selection pro-
tional independency; enhancing the
National Hampton Alumni Associ-
cesses merge, there will be wide
public image of the institution; and
ation, Inc. to fill the position va-
alumni participation in the gover-
interpreting the community to the
cated by the Alumni Trustee whose
nance process. The procedure does not
University.
term expires.
preclude any Hamptonian from offer-
Trustees also play the role of advo-
The Alumni Trustee shall serve a
ing candidates to the Nominations
cate, promoting Hampton University
term of no longer than two years
Committee for Board consideration.
as well as higher education in general
and shall not be subject to re-elec-
Three aspects of the role of our
and demonstrating to the public the
tion.
Trustees deserve emphasis. First, the
cost effectiveness of education as an
All members of the Board of
Trustees hold and control the assets
investment in people.
3
ALUMNI FEATURE
Mrs. Georgia G. Tucker
"I came from the old school and we
moved to New York City and began a
but they were very fortunate to have
were taught to save some of what
career as a social investigator (now
the freedom and financial means to
we've earned," says Mrs. Georgia
called a social worker) in the Depart-
travel to Europe, the Caribbean sea,
Tucker. Mrs. Tucker, a Norfolk native
ment of Social Services.
Mexico and South America.
and a 1933 graduate of Hampton Insti-
After demonstrating such talent
Today, Mrs. Tucker is busy taking
tute, has lived by this philosophy since
and skill in her position of social in-
care of her husband who has been af-
she was a student at HI. It was this
vestigator, she was quickly promoted
flicted with arthritis. She spends a
philosophy of "saving some of what you
to case supervisor and later to train-
great amount of time with her church
earn," that afforded her the opportu-
ing supervisor. It was also during this
outreach program. Along with these
nity to donate $50,000 to the Univer-
time that Mrs. Tucker began working
activities to keep her busy, she still
sity. It is also this philosophy that will
on her master's degree in social work
finds time to keep HU in her
allow students at Hampton to appreci-
at Columbia University in New York
thoughts. She still remembers gradu-
ate greater educational opportunities
in 1959. Mrs. Tucker soon left the De-
ation exercises in Ogden Hall. "They
that were not available to Mrs. Tucker.
partment of Social Services and began
were SO exciting and very meaning-
Mrs. Georgia G. Tucker, formally
social work at Mt. Sinai Hospital Ser-
ful," she states. "I can still remember
Georgia Gregory, visits Hampton's
vices. During her time at Mt. Sinai
when I was growing up. My father
campus on a yearly basis. As she re-
she worked as a supervisor overseeing
was a great HI booster! There wasn't
members her days at Hampton, she
special programs, demonstrations,
a student who loved Hampton more.
speaks with great pride and compas-
projects, testing new treatments, and
When we were in elementary school
sion. "I wanted to help my alma
was instrumental in the development
he would always take us to com-
mater. I wanted to give something
of the first home-dialysis program on
mencement and my three sisters and
back for the wonderful things that
the east coast.
I all knew that HI would one day be
Hampton has bestowed upon me,"
"What I learned at Hampton Insti-
our 'home by the sea'. We all gradu-
says Mrs. Tucker.
tute has helped me throughout my
ated from Hampton Institute and we
While attending Hampton Institute,
life," said Mrs. Tucker who retired in
were all proud! HI gave us a philoso-
Mrs. Tucker studied secondary educa-
1976 and returned to Hampton Roads
phy for life, we learned to try to make
tion, English and French. She com-
in 1988. After being married for 51
the best out of each situation, to look
pleted her degree at Hampton during
years Mrs. Tucker has lived a very
for the possibilities and to use those
the height of the depression and few
successful and blessed life and she
possibilities for other occurrences that
schools in the area were hiring. Decid-
feels that the best is yet ahead! Mrs.
life's mysteries will bring. For me
ing that she would have to leave the
Tucker and her husband, Alexander,
Hampton University will always be
area to find employment, Mrs. Tucker
were not fortunate to have children
home!"
Alumni Presence (continued from page 2)
that they are not beholden to no one,
versity trustees.
sense of unbounding loyalty to what-
it must be understood that the
In conclusion, all constituent bodies
ever cause serves the need of alma
trustees of these educational institu-
of the university must and shall real-
mater and master in the sense that
tions are indeed accountable to the
ize that we are living in a rapidly
they see themselves as judges of the
general public, to the communities, to
changing world today. Isolation and
performance of the institution and of
the state, and to the nation. These are
aloofness from the greater society by
those responsible for administering
the constituent bodies of all institu-
the trustees of governments and insti-
the affairs of the institution.
tions and they include the alumni, the
tutions are fading away. Absoluteness
As alumni, you may be looked upon
parents, and the students whom they
in decision making and direction by
as the "True Trustees" of the univer-
are obligated to serve. It is then the
trustees are giving away to mutuality
sity. The trustees and the presidents
responsibility of these constituent
of understanding and cooperative in-
who understand these two diverse
bodies to monitor and, indeed, be the
volvement between the policy and de-
roles of alumni will have taken a
watchdogs over the performance of
cision makers and the constituent
major step toward ensuring an effec-
these trustees.
groups. It must also be realized that
tive alumni contribution to the ad-
As alumni, you too, have a binding
alumni have a lifelong relationship
vancement and welfare of the institu-
contract with your alma mater. You
with their alma mater and an invest-
tion.
are the institution's guardians, the
ment stemming from two diverse roles
Sincerely,
safeguarders and the watchdogs of
they perceive themselves to possess:
Alphonso W. Knight
the quality and character of the uni-
servant and master-servant in the
President, NHAA
4
Reunion/Commencement Weekend
Tentative Schedule
The National Hampton Alumni Association Inc.
REGISTRATION CENTER
-
McGREW CONFERENCE CENTER
Registration begins Thursday, May 9, 1991 at 2:00 p.m. and
continues through Saturday, May 12, 1991 until 5:00 p.m.
CLASS REUNION DAY
FRIDAY, MAY 10, 1991
9:00 a.m. - 5:00 p.m.
Registration
McGrew Towers Conference Center
10:00 a.m.
Campus Tour, (Riding & Walking) Campus Guides
Leaving from Alumni Center
11:00 a.m.
Alumni Spring Golf Tournament
Hampton Golf & Tennis Center
Burl Bowens
9 Woodland Road, Hampton
2:00 p.m.
Museum Tour
Leaving from Alumni Center
& McGrew Towers
3:00 p.m.
Individual Class Meetings
See Room Assignments
1:30 p.m. - 3:00 p.m.
(1) Regional President's Meeting
Science Technology - Room 104
(2) Chapter President's Meeting
Science Technology - Room 113
6:00 p.m. - 7:00 p.m.
(3) Reunion Class Leaders' Meeting
Alumni Center Conference Room
8:00 p.m.
Social Affairs/Individual Reunion Classes
Selected Areas
8:30 p.m.
Evening with the Arts
Ogden Hall
Hampton University Band
Choir and Terpsichorean
Reception Immediately Following
McGrew Towers Conference Center
Evening of Music
(General Public)
12 Midnight
Senior and Alumni Singing (Alma Mater)
Steps of Ogden Hall
NATIONAL ALUMNI ASSOCIATION DAY
SATURDAY, MAY 11, 1991
8:00 a.m. - 5:00 p.m.
Registration
McGrew Towers Conference Center
8:00 a.m. - 8:45 a.m.
Memorial Service
Memorial Chapel
Rev. Hugh R. Page and Rev. Michael Battle
9:00 a.m. - 11:45 a.m.
Annual Alumni Meeting and Plenary Session
Turner Hall Auditorium
12:00 noon - 1:45 p.m.
Picnic
Emancipation Oak
1:00 p.m.
Pinning (Nursing) and
Memorial Chapel
Hall of Fame Induction Ceremonies
1:30 p.m. - 4:00 p.m.
Free Time (Plan any activity for Reunion Class)
6:00 p.m. - 9:00 p.m.
Annual Alumni Reunion Banquet
Jerome Holland Hall
10:00 p.m. - 2:00 a.m.
Alumni Dance
Holiday Inn, Grand Ballroom
10:00 p.m. - 2:00 a.m.
Emeritus and Golden Anniversary Social
McGrew Towers Lounge
UNIVERSITY DAY
SUNDAY, MAY 12, 1991
7:30 a.m.
President's Breakfast, Golden Anniversary Class
Holly Tree Inn
8:45 a.m.
Buses leave for Coliseum
Ogden Hall Circle
9:00 a.m.
Assembly/Line-up for Academic Procession
Parking Lot, Hampton Coliseum
9:30 a.m.
ACADEMIC PROCESSION
10:00 a.m.
COMMENCEMENT EXERCISES
Hampton Coliseum (General Public)
ART EXHIBITS
Color and Motion: Water Color, Acrylics, and Mixed Media - Paintings by Lorraine Bolton
April 1 - August 20, 1991
Saturday, May 11, 1991
12:00 noon to 4:00 p.m.
Sunday, May 12, 1991
12:00 noon to 4:00 p.m.
5
MISS HAMPTON AND HER COURT
Stephanie D. Williams
Stephanie Denise Williams is the
21 year old daughter of Dr. and Mrs.
Richard E. Williams. She is a Senior
Speech Communication and Theatre
Arts Major from Miami Lakes,
Florida. On campus, Stephanie ac-
tively participates in the Student
Leadership Program, Speech Commu-
nication Club, Ogre Phi Ogre VII, Big
Brother/Big Sister Program, and a
member of Alpha Kappa Alpha Soror-
ity, Incorporated. Stephanie's hobbies
include photography, reading, tennis,
traveling, water sports, and meeting
people.
One of the major influences in
Stephanie's life has been her parents
who always instilled in her the belief
"to thine ownself be true, bear no false
witness to any man." In essence, know
yourself, love yourself, and respect
yourself, and everything else will fall
into place. Stephanie's philosophy in
life is borrowed from Philippians 4:13
"I can do all things through Christ
which strengthenth me."
Miss Senior
Fredericka Patrick Meek is the
Student Support Services, the Na-
20 year old daughter of Russell Meek
tional Dean's List, Peer Counselors,
and Matilda Haywood. A sociology
and Who's Who Among Students in
major from Chicago, Illinois, she
American Colleges and Universities.
plans to attend Northwestern or
In her spare time, Fredericka en-
UCLA Law School and specialize in
joys singing and writing poetry. She
family law. On campus, she is an ac-
believes strongly in the power of posi-
tive member of the Senior Executive
tive thought and feels that African-
Council, Terpsichorean Dance Troupe,
Americans need to learn their history
Alpha Kappa Alpha Sorority, Incorpo-
- "When the Legends Die, the Dreams
rated, Alpha Kappa Mu Honor Soci-
end. When the Dreams End, there is
ety, Student Leadership Program,
no greatness."
6
Miss Junior
Stacy Elaine Mason is the 20 year
Troupe, Community Dance Program
old daughter of Mr. and Mrs. John L.
(Ballet Teacher), and the Junior Exec-
Mason from Savannah, Georgia. She
utive Council. Some of her hobbies in-
is the oldest of two children. Stacy is a
clude dancing, reading, and spending
psychology major with an emphasis
time with her friends. Stacy's motto
on child psychology. Her extracurricu-
for life is, "If you can imagine it, you
lar activities include Delta Sigma
can achieve it. If you can dream it,
Theta Sorority, Inc., Student Leader-
you can become it." - William Arthur
ship Program, Terpsichorean Dance
Ward
Miss Sophomore
Dana Michele Lewis is the daugh-
school at Columbia University and to
ter of Birteal and Namon Lewis, Jr.
be an urban administrator. Her hob-
She has two sisters, Monica and
bies include reading and public speak-
Stephani, who also attended Hampton
ing. Dana feels that in order for our
University. Dana is from Weston, Con-
race to become one, we must educate
necticut. She is a political science
our black children with our own black
major and plans to attend graduate
men and women.
Miss Freshman
Nikiis Kamia Harrell is the
speaking, modeling, shopping, and
daughter of Earlyne and Freddie Har-
traveling. She plans to major in En-
rell. She is from Belle Glade, Florida.
glish, and then attend law school after
Nikiis is active with the Public Rela-
graduation. Her philosophy in life is
tions Committee, and is also a mem-
that when times get hard to always
ber of the Freshman Executive Coun-
remember that "Tough times never
cil. Her hobbies include public
last, but tough people do."
7
HOMECOMING
Miss Hampton and her Court pose on parade float
HU Laboratory School Students march in the
made especially for them.
Homecoming Parade.
The Hampton University Marching Force marches in
The Honorable Wilford Taylor '72, Judge, Hampton
the Homecoming Parade.
Civil Court serves as Grand Marshal of the 1990
Homecoming Parade.
96
Miss Hampton makes her entrance onto the football
Tim Dudley #33, carries the ball against Morehouse
field on a horse-drawn carriage.
defenders during the victorious HU Homecoming
Game. Hampton won 32-0.
8
CAMPUS NEWS
A State-Of-The-Art Library At Hampton University
President William R. Harvey of
Hampton University announced the
start of construction for a new
125,000 sq. ft. library for Hampton
University. He stated, "The new li-
brary will be a state-of-the-art facility.
Five stories tall, the building will fea-
ture a computerized system of cata-
loging and on-line search capabilities;
twenty-four hour study facilities; seat-
ing arrangements for 1,000 students;
an exhibition lobby and a lecture/
meeting room that can seat up to 100.
The new University Library Center is
designed to be the focal point of Hamp-
ton University as we move into the 21st
Peabody Room will house a special
The new library has been described as
century!" The official ground breaking
collection of works by and about
the "library for Hampton University
for the library took place Sunday fol-
African-Americans. The Reading
in the 21st century." It is interesting
lowing the annual fall convocation.
Room will be fully panelled with a
to note that the library building con-
The central design concept is essen-
distinctive space for rare and interest-
sultant, Dr. David Kaser of Indiana
tially a U shape plan. The center por-
ing collection items. The Meeting
University, commented in his initial
tion is a five story atrium with a sheer
Room at the ground floor entered
report that, "when the Collis P. Hunt-
glass at the entry side.
from the atrium provides a flexible,
ington Library was constructed in
The atrium is an active glass en-
multi-use space that can seat 100 for
1903, it was a "state-of-the-art build-
closed space that will function as an
readings, lectures, recitals, and has
ing." Eighty-seven years later, Hamp-
exhibition, lobby, social space as well
provisions for multimedia presenta-
ton University is building a new li-
as forming an orientation reference
tions. The 24 hour study room will
brary which will be a state-of-the-art
for each library floor. With its north
provide a secure and quiet alternative
structure for the technological de-
wall of glass and large skylight, the
to dormitory or off-site study and
mands of the 21st century. The new li-
atrium will provide natural light and
there is space for students in both in-
brary will be completed in the spring
a sense of openness to virtually all
dividual and group study situations.
of 1992.
major library areas.
Two glass backed elevators and a
monumental cantilever stairway
Campus Photographer Honored
within the atrium provide exciting
points of connection to each floor.
The Hampton University Museum
Photographer at Hampton Institute.
Environmental and technical ser-
exhibited the work of Hampton's long-
Mr. Burrell is a completely self-
vices are built into the structure to
time University Photographer in its
taught photographer whose skills
handle the present needs and pro-
annual Homecoming exhibition which
were developed through reading, ex-
jected innovations and future com-
opened November 2, 1990.
perimentation, and practice. Often
puter applications rapidly developing
"Through the Lens of Reuben V.
using surplus equipment and sup-
in the library field. Mr. Earl Bean, di-
Burrell: 41 Years as Photographer at
plies, Mr. Burrell has, for almost half
rector of the University Library
Hampton University" celebrates the
a century, preserved on film a part of
stated, "as a result of construction,
career of this Hampton alumnus who
local history that would have other-
the library services will be moved to
taught himself photography and who
wise been forgotten.
an even higher level of excellence. The
documented the development of
"Through the Lens of Reuben V.
staff and I are very excited about this
Hampton University, as well as the
Burrell" consists of 75 photographs, in
new opportunity for service."
social, civic, and professional life of
black and white and color, dating from
The new library with its 125,000
Hampton's Black community for more
1948 to the present. The Museum's
square feet of space will have the ca-
than forty years.
hours are 8:00 am to 5:00 pm Monday
pacity for 600,000 volumes. This con-
Mr. Burrell earned his bachelor of
through Friday and 12:00 to 4:00 pm
trasts with the present library, which
science degree in Industrial Arts from
on weekends. This exhibit is made
has some 43,000 square feet of space
Hampton Institute in 1946 and his
possible in part by a grant from the
and approximately 335,000 volumes.
Master of Arts degree in Industrial
Metropolitan Life Foundation. For
The center will have three featured
Arts Education from New York Uni-
more information call the Hampton
spaces: The Peabody Room, meeting
versity in 1949. That year he returned
University Museum at (804) 727-5308.
room and a 24 hour study room. The
to Hampton and became the Campus
9
HU Convocation Speaker
Inspires Seniors To Make A Difference
agencies and businesses to develop
his outstanding leadership and ac-
strategies to strengthen historically
complishments. He noted that Dr.
Black colleges and universities.
Harvey has been appointed to an ad-
Mr. Goodwin told seniors they must
visory board that oversees Goodwin
prepare for the increasing role blacks
and his staff and addresses issues in-
will play in the nation's work force.
volving the government's relationship
"You must be prepared to answer the
with Black schools.
call for excellence and give a compe-
The federal government spends
tent performance."
about $800 million annually on histor-
As the Black population continues
ically Black schools, Goodwin said.
to rise, Black students have a "unique
"President Bush recognizes, like
responsibility" to assume leadership
many of us, that these Black colleges
positions in business and government,
represent a treasure that must be pre-
said Mr. Goodwin. He continued, "Col-
served and strengthened," he said.
leges and universities will produce a
Mr. Goodwin emphasized to seniors
new wave of young people, they must
they must accept the charge to end
have skills to accelerate not retard the
mediocrity. He said, "Good enough is
economy."
never good enough. Ignorance has a
Robert K. Goodwin
In his speech, Mr. Goodwin called
price."
for a standard of excellence from his
He concluded his speech by telling
Hampton University seniors and
audience and stressed the importance
seniors they must pass on a sense of
faculty celebrated the beginning of the
to combat a "malaise of ignorance and
purpose. He urged them to look be-
1990-91 academic year on Sunday,
apathy." Mr. Goodwin said, "Educa-
yond the confines of a narrow vision.
September 16 in Ogden Hall at the
tion has always occupied a special
He said, "Dream, because dreams be-
48th Annual Fall Convocation.
place in society. Education must culti-
come your self-conscience."
The keynote speaker was Mr.
vate the intellect and brain if we are
"We each hold the key to a treasure
Robert K. Goodwin, Executive Direc-
going to cultivate our lives and meet
that is waiting to spring from within,"
tor of the U.S. Department of Educa-
tomorrow's challenges."
Mr. Goodwin said. "You are the master
tion's White House Initiative on his-
Mr. Goodwin praised University
of your fate." He added, destiny is deter-
torically Black colleges, government
President, Dr. William R. Harvey for
mined "not by chance, but by choices."
President William R. Harvey
Honored By White House Initiative
Dr. William R. Harvey was honored
have helped ensure continuous
million shopping center and apart-
by the White House Initiative on His-
growth and economic development in
ment complex called Hampton Harbor
torically Black Colleges and Universi-
the entire Hampton University com-
located on the campus. Profits from
ties for his "outstanding leadership in
munity."
the project are targeted to support
the areas of endowment building and
He added, "More of us need to take
student scholarships and faculty
economic development that have gar-
note of Dr. Harvey's success with the
salaries.
nered profitable resources for Hamp-
thought of learning what we can to
Dr. Harvey is an appointed member
ton University."
improve other situations."
of the President's Board of Advisors
Dr. Harvey was presented the
It was noted specifically that Dr.
on HBCUs. Other members of the
award by Assistant Secretary of Edu-
Harvey worked to increase Hampton's
Board include Dr. Caspa L. Harris,
cation Leonard Haynes, III on behalf
endowment from $29 million in 1978,
Jr., President of the National Associa-
of President Bush and Secretary of
when he became president, to approx-
tion of College and University Busi-
Education Lawrence Cavazos at a
imately $80 million where it stands
ness Officers (NACUBO); Dr. Dorothy
luncheon held in Washington. Robert
now. During the last decade, a $30
I. Height, President of the National
K. Goodwin, Executive Director of the
million 5-year fund-raising goal real-
Council of Negro Women (NCNW);
White House Initiative on Historically
ized approximately $46.4 million in 2-
Mr. John Carter, immediate past
Black Colleges and Universities said
1/2 years. Additionally, he pioneered
President and CEO of The Equitable
that Dr. Harvey received the award
the use of alternate sources of rev-
Financial Companies; Dr. James E.
"in recognition of his tireless efforts
enue for Black colleges and universi-
Cheek, President Emeritus, Howard
and outstanding management which
ties through the development of a $14
University; and others.
10
NSF-Sponsored Coalition Awards
$15.3 Million Grant For Change
In How Engineers Are Educated
Hampton University is a member of
teaching programs, design projects,
the eight-university National Engi-
simulations and mathematical models
neering Education Coalition that has
developed at universities around the
been awarded a $15.3 million grant
country as well as collaborate with
from the National Science Founda-
these same individuals on learning
tion. Other universities include Cali-
projects. NEEDS will also attempt to
MRS. MARIE M. WITHERSPOON
fornia Polytechnic State University at
remedy the severe inadequacies in en-
She says, "I am looking forward to the
San Luis Obispo, Cornell University,
gineering classrooms by providing
challenges of the 21st century in the
Iowa State University, Southern Uni-
computer workstations and other
office of Alumni Affairs as we bridge
versity, Stanford University, Tuskegee
equipment designed to format high-
the gaps of the past to the future."
University, and the University of Cali-
technology classrooms. Under the
Marie M. Witherspoon has been ap-
fornia at Berkeley.
NEEDS project, Dr. Adeyiga stated,
pointed to the staff of Hampton Uni-
The main concern of a new univer-
"Hampton University plans to build
versity as Assistant Director of
sity coalition is to enhance, modernize,
the Classroom of the Future, which
Alumni Affairs.
and upgrade the education of today's
will enable us to access the data base
Mrs. Witherspoon is not a novice to
engineers. The Coalition will pursue a
and resources for enhancing class-
academe. She brings to Hampton Uni-
two-fold quest to develop high-technol-
room instruction."
versity over twenty years of profes-
ogy methods of teaching engineers as
"A continual shortage of operating
sionalism gained from the University
well as making engineering more at-
funds, an aging population of under-
of Connecticut and Wesleyan Univer-
tractive and relevant to students, par-
paid professors and an almost com-
sity in administration, organization
ticularly women and minorities.
plete lack of up-to-date instructional
and management skills.
In an effort to reach its goals, the
tools is the norm at most, if not all, of
She holds a bachelor's degree in soci-
National Engineering Education
the HBCUs," comments Tuskegee
ology and social relations from Eastern
Coalition will initially implement
University engineering professor
Connecticut State Univ. and a master's
three projects: 1) Curriculum Restruc-
Arthur Bond. Southern University,
degree in social work in policy and
turing; 2) the National Engineering
Tuskegee and Hampton are the only
planning/research from the Univ. of
Education Delivery System; and 3)
historically black universities in-
Connecticut School of Social Work.
Marketing Engineering to strengthen
volved in the coalition.
She has served on many local, state
the Engineering Pipeline for recruit-
Marketing Engineering, (Project
and national boards and committees in
ing and retaining students through
ME) is the coalition's other program
Connecticut and New York City. Her
graduation. The National Engineering
aimed at promoting engineering.
professional activities have included
Education Delivery System (NEEDS),
Through Project ME, the coalition of
fund raising for non-profit agencies
the prototype of a computerized li-
universities will reach into high
such as the Women's Center; extensive
brary, will be readily accessible na-
schools and secondary schools in an
voluntarism with alumni associations;
tionwide via computer networks and
attempt to build excitement about en-
and in the capacity as President of the
satellites.
gineering through printed materials,
YWCA in Groton, CT. She also served
According to Dr. Adeyinka Adeyiga,
electronic games, videos, television,
two years as chairperson of the Eastern
Chairman of Engineering at Hampton
radio and special events.
Area Advisory Council, Human Re-
University, the Coalition will be used
Due to the low representation of
sources, State of CT. She was a mem-
to strengthen our Engineering
women and minorities in the field of
ber of the Advisory Board of the Inde-
Pipelines in terms of students by pro-
engineering, Coalition project director
pendent Bank and Trust Company;
viding substantial scholarship sup-
Anthony Ingraffea of Cornell Uni-
Hartford Chapter of the National As-
port for highly qualified minorities
versity emphasizes that "Unless we
sociation of Black Social Workers
who want to study Engineering.
drastically change engineering educa-
(NABSW) CT.; a member of the Coun-
According to Iowa State University
tion to attract talented women and
cil for African American Students and
Associate Dean of Engineering Arvid
minority students, the U.S. will find
Professionals; a member of the Coali-
Eide, "NEEDS is envisioned to be a
itself desperately short of engineering
tion of 100 Black Women, New Britain
synergism of theory, experiment, de-
talent."
Chapter, CT.; a member of Democratic
sign, history and practical application
Overall, the National Engineering
Town Committee, New London, CT.; a
across all engineering disciplines and
Education Coalition hopes to attract
member of the League of Women Vot-
targeted for all audiences from ele-
more students to engineering educa-
ers; a member of New England Minor-
mentary to graduate school." With
tion philosophy to emphasize political,
ity Women Administrators; and a re-
NEEDS, engineering professors and
economic and environmental, as well
altor. She is currently a member of
students will be able to access videos,
as technical, aspects of engineering.
Women's Peninsula Network.
11
SPORTS
President Harvey (left) congratulates members of the
Volleyball coach Kathryn Kisabeth (c) poses with
men's cross country team.
President Harvey (c), Athletic Director, Dennis
Thomas and the 1990 CIAA Volleyball Champions.
HAMPTON CAPTURES
LADY PIRATES
CONFERENCE
VOLLEYBALL TEAM CIAA CHAMPIONS
CROSS COUNTRY
CHAMPIONSHIP
The Lady Pirates Volleyball
said McWilliams. "But we knew
Team recently walked away with
we could beat them. Any team
Hampton University's men's cross
the CIAA Championship with a 3-
that is real over confident can be
country team won the CIAA Cross
2 win over St. Augustine. The
beaten in this tournament, so you
Country Championship with 48
Lady Pirates, who were unde-
can't underestimate anyone."
points. St. Augustine's finished
feated in the conference were
The Lady Pirates finished the
second with 69 points and John-
playing on their home turf in Hol-
season 23-7 and 12-0 in the CIAA
son C. Smith finished third with
land Hall.
Northern Division.
87 points. Hampton freshman
During the course of the two-
Hampton trailed 11-9 in the
Artis Cooper was the top finisher
day tournament, the Lady Pirates
first game before coming back to
with a time of 28:06. He was the
rocked Holland Hall gym as they
tie the contest at 13-13. The Lady
first Hampton runner to win the
went on to capture the title from
Pirates went on to win 15-13. In
event in the history of the school.
the defending champs, St. Augus-
the second game, Hampton had
Shaw's Dennis Floyd was second
tine. After winning the first two
St. Augustine down 11-3 before
(28:08) and Hampton's Wallace
games, but dropping the next two,
winning 15-10.
Madden finished third (28:16).
the Lady Pirates came back in
"They were just S0 happy that
Hampton finished third among
full force to take the champion-
they had the first two games that
women with 93 points, behind
ship.
they shook for a moment," said
first-place St. Augustine's (27) and
This victory was very important
Hampton coach Kathryn Kisa-
Norfolk State (72). Hampton's
to Hampton's Volleyball team. St.
beth. "This one is very special in a
highest finisher was Julia Dudley,
Augustine had won 11 conference
lot of ways. The two teams that
who finished seventh in a time of
championships in the last 13
were supposed to finish in the fi-
21:31.4. St. Augustine's Latasha
years. The Lady Pirates have now
nals, finished in the finals."
Garris won the race in 20:16.3
won the other two, beating Win-
The Lady Pirates were clearly
ston-Salem State in 1988.
the underdogs, but ended up being
Jackie McWilliams, Hampton
the champions. The fans cheered.
senior, walked away with the
Holland Hall was in an uproar of
Most Valuable Player trophy to go
excitement.
along with being named to the All-
Christine Gregory, the junior
Conference and All-Tournament
who delivered the winning kill
teams.
said, "It just feels like everything
The Pirates
"They thought that they had us"
finally paid off. "
12
ANNOUNCEMENTS
THANK YOU, THANK YOU, THANK YOU
HAMPTON UNIVERSITY
ALMA WYCHE COLEMAN
MUSICAL ARTS SOCIETY
of Arlington, Virginia
PRESENTATION OF
expresses her gratitude
PHILADANCO
to her fellow Hamptonians,
FEBRUARY 17, 1991
OGDEN HALL - 8:15 p.m.
administrative staff of Hampton University,
and members of the
DREAM GIRLS
MARCH 13-17 and 20-24, 1991
NATIONAL HAMPTON
8:00 p.m.
ALUMNI ASSOCIATION, INC.,
MARCH 17 and 24 (3:00 p.m.)
for their moral and intellectual support
HAMPTON UNIVERSITY - LITTLE THEATRE
during her seven years as
HAMPTON UNIVERSITY STUDENT - FREE W/ID
PRESIDENT OF
STUDENTS W/ID - $5.00
SENIOR CITIZENS/MILITARY - $5.00
THE EMERITUS CLASS
GENERAL ADMISSION - $10.00
and her two years as
ROBERT WEIRICH
SECOND VICE PRESIDENT
MARCH 25, 1991
of the Association
OGDEN HALL - 8:15 P.M.
FOR ADDITIONAL INFORMATION
CALL 727-5457
Celebrate Black History
in Philadelphia with the
Hampton University Museum's
First Travel Tour
February 1-3, 1991
Visit the Philadelphia Museum of
Art exhibition and symposium on
"Henry Ossawa Tanner 1859-1937," a
show which includes four paintings
from the University Museum collec-
tion including The Banjo Lesson.
Attend the historic Freedom The-
ater, worship at Mother Bethel AME
Church and experience much more.
For more information contact Betty
Nealy Belle at (804) 727-5308 or write
TOUR, Hampton University
Museum, Hampton, VA 23668.
The exhibit will travel to other cities.
(See page 14)
The Banjo Lesson by Henry Ossawa
Hampton University Museum:
Tanner, 1893, Collection of the Hampton
We're going Places
University Museum.
13
THE
A
NATIONAL HAMPTON ALUMNI ASSOCIATION, INC.
ANNOUNCES
F
AN
UNFORGETTABLE TOUR
of
R
WEST
AFRICA
I
VISITING
C
Dakar, Senegal
-
Abidjan, Ivory Coast
Lome, Togo
JULY 6, - JULY 20, 1991
A
For further information, write or call:
Alumni Office - Hampton University, Hampton, Virginia 23668 (804) 727-5425 or (804) 723-2443
TRAVELING EXHIBITION SCHEDULE
JACOB LAWRENCE: The Frederick Douglass and
HENRY OSSAWA TANNER'S: The Banjo Lesson, Fauna,
Harriet Tubman Series of Narrative Paintings
The Bagpipe Lesson, and Portrait of Bishop Hartzell
from the collection of
February 16 - April 14, 1991
Memorial Art Gallery of the University of Rochester
Hampton University Museum
will be exhibited in a nationwide tour
Rochester, New York
May 4 - June 30, 1991
Henry Ossawa Tanner 1859-1937
Philadelphia Museum of Art, Philadelphia, PA
January 20 - April 14, 1991
Philadelphia Museum of Art
August 1 - September 30, 1991
Philadelphia
The Studio Museum in Harlem, New York
May 12 - August 4, 1991
November 26, 1991 - February 23, 1992
The Detroit Institute of Art
The Baltimore Museum of Art, Baltimore, MD
Detroit
March 6 - April 2, 1992
September 17 - November 24, 1991
Delaware Art Museum, Wilmington, DE
The High Museum of Art
Mid May - August 31, 1992
Atlanta
The Art Institute of Chicago, Chicago, IL
December 15, 1991 - March 1, 1992
Early 1993 (reserved booking)
M.H. de Young Memorial Museum
The Carnegie Museum of Art, Pittsburgh, PA
San Francisco
14
BLACK FAMILY CONFERENCE
Schedule
WEDNESDAY, MARCH 13, 1991
Registration - McGrew Towers Conference Center
Museum Exhibition and Reception - Hampton University Museum
5:30 p.m. - 7:15 p.m.
OPENING SESSION
7:30 p.m. - Ogden Hall
THURSDAY, MARCH 14, 1991
Concurrent Sessions
9:00 a.m. - 10:30 a.m.
"Health Objectives for the Year 2000: Implications for African-American Families"
"The Economics and Politics of Health Care for African-Americans: Paying the Price to be Healthy"
"African-American Homeless"
10:30 a.m. - 12:00 noon
"The African-American Male: Improving the Odds Against Chemical Dependency"
"Beyond AIDS 101"
Concurrent Sessions
1:00 p.m. - 2:30 p.m.
"Infant Mortality in African-Americans: Preventive Approaches and Strategies"
"The African-American Female: Health Strategies for the Twenty-First Century"
"Collaboration between School Systems and African-American Families: Achieving the Goal"
2:30 p.m. - 4:30 p.m.
"African-American Family Violence: Fact or Fiction"
"The Global Village: Lineage and Legacies of the African and African-American Families"
8:00 p.m.
Musical Arts Presentation Little Theatre, Armstrong Hall
"DREAM GIRLS"
FRIDAY, MARCH 15, 1991
"Mirrors, Images, and Visions: Positive African-American Images in the Media"
"Ethical Dilemmas and the Black Family Institute"
CLOSING LUNCHEON 12:30 p.m.
McGREW TOWERS
"The African, The African-American Family through Prose and Poetry"
15
herib
CLASS NOTES
1923
James A. Allen '23, '42, MA '52 and his
wife, the former Cora E. Hundley '54, cele-
brated their 60th Wedding Anniversary on
Rachael B.
F. Margurite
September 8, 1990, at their home in Lackey
Noel
Mazique
(Yorktown), VA.
1938
1941
Aurora
Rachael B. Noel, '38 was recently hon-
F. Margurite Mazique, Ph.D., educator
Bransford
ored by the Metropolitan State College of
and consultant, has been named one of six
Denver at the Third Annual Plain and
new trustees to join the Board of More-
Fancy Ball on October 6, 1990, at the Col-
house School of Medicine. Dr. Mazique
orado Convention Center in Denver, Col-
lives in Washington, D.C.
orado. The Committee representing the
1929
College's Foundation and Alumni Boards
Aurora Bransford retired in January
and Administration selected Mrs. Noel to
1990 after 35 years with Aberdeen Proving
receive the College's highest community
Grounds in Edgewood, Maryland. She cele-
honor in recognition of outstanding life-
Leon J.
brated her 80th birthday on April 3, 1990.
time commitment to equal opportunity,
Calhoun
She was born in Oklahoma, but spent most
equality and access to education. Mrs.
of her married life in Harve de Grace in
Noel received a bachelor of science degree
Maryland. She received her degree in
in education from Hampton University
home economics at Hampton Institute.
and a master's degree in sociology from
Fisk University.
1949
Leon J. Calhoun, Sr., a resident of
Hampton, Va., recently began a three-year
term of service as an elected member of the
Hattie J.
Presbyterian Church (U.S.A.) Foundation's
Sasser
Henry B.
Board of Trustees.
Mitchell
1951
Margaret P. Quillen recently retired as
school principal from J. C. Parks Elemen-
1933
tary School in Charles County in Maryland
Hattie J. Sasser recently received the
1939
and has now relocated to her hometown in
"Martin Luther King, Jr. Achievement
Henry B. Mitchell, received an honorary
Bridgeton, New Jersey.
Award" at William and Mary College in
degree of Doctor of Divinity, honorius
Williamsburg, Va. Mrs. Sasser has been
cause on May 7, 1990 at the 167th Annual
1953
very active in her community, having
Commencement of the Protestant Episco-
Thomas A. Bryant has been confirmed by
served on many boards, was instrumental
pal Theological Seminary in Alexandria,
the General Assembly to serve on the Vir-
in having Williamsburg Redevelopment
VA.
ginia Safety & Health Code Board. He will
and Housing Authority name its first pro-
serve as secretary on the construction in-
ject Crispus Attucks Place and the street
dustry representative board. Mr. Bryant is
where she lives, Harriet Tubman Lane.
1940
president of the construction firm, Bryant
Rudolph Aggree has recently been
1937
& King, in Newport News, Virginia.
named Executive Director of the Howard
Issac G. McNatt, was presented the King
University Press. The Honorable Aggree
Herchel Award, by the Palisades Council of
served as former United States Ambas-
LeRoy Hedgepath, Lt. Commander, USA
B'nai B'rith, last April, in conjunction with
sador to Senegal, Gambia, and Romania.
(Retired) has been named Assistant Direc-
the Bergan County Chapter of the NAACP.
Mr. Aggree was a former fellow in the
tor of the Maryland-National Capital Park
The award reflected his contributions to
Center of International Affairs at Har-
Planning Commission, which provides
his lifelong efforts at fostering positive re-
vard; and more recently, was Research
management support to M-NCPPC and its
lations among citizens in Bergan County
Professor of Diplomacy at Georgetown
operating departments, boards and com-
and his commitment to the advancement of
University. He is a retired career min-
missions. He earned his bachelor's degree
equality, human rights and a meaningful
ister in the United States Foreign Ser-
in business management from HU and
relationship between the African-American
vice.
completed his graduate work in business
and the Jewish Community. Judge McNatt
administration at George Washington Uni-
was a former Mayor of Teaneck, New Jer-
versity in 1972. He is a resident of Silver
sey, where he and his wife reside.
Springs, Md.
CLASS NOTES, continued on next page
16
1954
Ronald A. Brown recently retired after
25 years of federal service from the U.S.
Department of Housing and Urban Devel-
Alfred T.
Portia
opment, Real Estate Division in Washing-
Mays
Taylor
ton, D.C.
Alfred T. Mays has been appointed Presi-
Portia Taylor has been named Provost of
Grace
dent of Chicopee, the Johnson & Johnson
the Education Center, and Director of the
Harris
Company which develops and markets a
Downtown Center by the Santa Fe Com-
variety of fabrics for commercial and in-
munity College Board of Trustees. Dr. Tay-
dustrial use. Mr. Mays earned his degree
lor received her BA in sociology; her mas-
at Hampton University in chemistry. He
ter's in social work from the University of
and his wife reside in Edwin Township,
North Carolina and her doctorate in higher
Grace Harris was recently appointed by
New Jersey, with their three children.
education administration from the Univer-
the Board of Visitors of Virginia Common-
sity of Florida.
wealth to Vice Provost of the Division of
1971
Continuing and Public Services. Dr. Har-
Dwight E. Thomas, U.S. Army and com-
1973
ris, was former dean of the School of Social
missioned through Reserve Officers Train-
Marilyn Ann Cherry Davis recently re-
Work, a post she has held since 1982. As
ing Corp. at Hampton University, was one
ceived the Sears-Roebuck Foundation
vice provost, Dr. Harris will oversee the
of six black U.S. Army Officers to attend
Teaching Excellence and Campus Leader-
division's eight programs that provide edu-
the Armed Forces Staff College. Major
ship Award at Spelman College. Dr. Davis
cational opportunities for adults, non-tra-
Thomas will assume his duties as an ac-
received her BA in political science at
ditional students and the public at large.
quisition officer for the U.S. Special Opera-
Hampton University and her master's and
Dr. Harris graduated with highest honors
tions Command in D.C. Headquartered at
Ph.D. from Atlanta University. She is
from Hampton University, with a B.A. in
MACDILL Air Force Base, Tampa, Florida.
chairperson of the Political Science
sociology. She also earned a master's in so-
Department and associate professor at
cial work from Richmond Professional In-
1972
Spelman.
stitute and a doctorate from the University
Brenda J. Bacon has been appointed by
of Virginia.
Governor James J. Florio of New Jersey to
Leslie Harris Fletcher has been ap-
serve as head of the Office of Management
pointed Coordinator-Minority Programs for
1965
and Planning. She received an advanced
Legal Education at the Law School Admis-
Alease Bruce was recently promoted to
degree from the Wharton School at the
sion Services in Newtown, Pa. Her new
the rank of Professor at the University of
University of Pennsylvania.
post will help law schools across the nation
Lowell in Massachusetts. Dr. Bruce was
identify and recruit minority students into
former associate professor of clinical labo-
Allyson K. Duncan was appointed by
their programs.
ratory science in the College of Health Pro-
Governor Jim Martin of North Carolina to
fessions. She received her BS in zoology
serve as the first Black woman to the ap-
Ronald C. Johnson, AIA, has joined Wil-
from Hampton University. Dr. Bruce cur-
pellate court as Judge. Judge Duncan was
son Griffin Architects as Director of Archi-
rently resides in Andover, MA.
sworn in on February 12, 1990, in the Old
tecture. His firm is a Houston-based archi-
House Chambers of the State Capitol. The
tecture, planning and interior design firm.
1967
Durham native received her law degree
Recent projects include, award winning
Frances D. Vaughan, after 30 years of
from Duke University in 1975.
Tampa Palms Golf and Country Club, the
teaching in the public school system, has
new Star Columbia Suites at the Houston
closed her classroom door for the last time
Astrodome and the renovation of the Astro
at Homer L. Hines Middle School, with the
Village Hotel in Houston, Texas.
1990 school year. Her "dreamroom" of ex-
pansive windows and industrial sinks; (the
artistry quality and skills she has used to
Kevin
Richard A. Pearce has been appointed to
serve a two year term as Director of Fi-
teach art) will permeate throughout the
Quince
nance and Comptroller of the City of New
ancestral halls of Hines where many stu-
Haven. He and his wife, Lois, live in Ham-
dents benefitted from the legacy of her tal-
den, Connecticut, with their three daugh-
ents.
ters.
1970
Kevin Quince was named Executive Di-
1977
Louis Charles Brown, Jr., Major, U.S.
rector of the New Jersey Housing and
Arie J. Spriggs has recently been
Army, recently married Cecilia Randall
Mortgage Finance Agency by Governor
awarded the Robert D. Beland Memorial
under Emancipation Oak at HU. He is a
Jim Florio. He is in charge of the agency
Award for Excellence in Teaching. She is a
supervisor and management analyst at the
staff of over 200 people and a real estate
faculty member at the Defense Intelligence
U.S. Army Training and Doctrine Com-
portfolio of more than $2.5 billion. Mr.
College which is chartered under Defense
mand at Fort Monroe, Va. and she is a car-
Quince and his wife, Regina, are the par-
Intelligence Agency. She graduated from
diology technician. The couple resides in
ents of two boys, Guyasi 14, and Khary, 10.
Hampton University, sum cum laude with
Hampton, Va.
They reside in East Windsor, N.J.
a BS degree in music education.
cont. on next page
17
1978
Warren D. Harris, Director of Develop-
ment of Old Dominion University, has been
named Executive Director of the Chesa-
Katrina
Darcella L.
peake Chamber of Commerce, an arm of
Lassiter
Hill
the Hampton Roads Chamber. He is the
first Black to lead a chamber office in
Hampton Roads. Mr. Harris has a bache-
lor's degree from Hampton University and
a master's in public administration from
1983
Old Dominion University. He is a resident
1985
of Portsmouth, VA.
Katrina A. Lassiter recently received a
Darcella L. Hill received a master's in
master of science degree in medical-surgi-
social work in May 1990 from Rutgers Uni-
Celestia Simmons Brown has been ap-
cal nursing from Hunter College in New
versity, New Brunswick, N. J. She is em-
pointed CD-ROM Coordinator and Refer-
York City. She graduated with a 4.0 GPA
ployed at Beth Israel Medical Center in
ence Librarian at Huntington Memorial
and was inducted into Sigma Theta Tau
Newark, New Jersey.
Library at Hampton University. Ms.
International, the honor society of nursing.
Brown earned a master's of library sci-
She is currently practicing her skills at
Leah Y. Lamb received the YMCA Black
ence from North Carolina Central in May
Mary Immaculate Hospital in New York as
Achievers Award in New York City at its
1990.
a Clinical Nurse Manager in the Interme-
20th Anniversary hosted by the Harlem
diary Care Unit.
Branch. She is a Division Director with the
1979
United Way of New York City and a former
Johnnie L. Beale and Carolyn M. Beale
1984
resident of Hampton, Virginia.
both Captains in the U.S. Army announced
Natalie Y. Dossett, Navy Seaman, has
the birth of their daughter, Caitlin
completed an eight week training program
Harold F. Summey, Navy Seaman, re-
Michelle Beale, born May 30, 1990, in
in general military subjects at Orlando,
cently reported for duty with the Navy
Riverdale, Georgia. The Beales are cur-
Florida.
Band at the Navy Yard in Washington,
rently assigned to Forces Command at
D.C. He recently completed his require-
Fort McPherson located in Atlanta, GA.
ments for the master's degree at East-
man School of Music in Rochester, New
Geoffrey Sherrill, MD, Captain US
York.
Army, graduated from the University of
Monica
Maryland's School of Medicine in May
Morrison
1986
1990. He is stationed at Fort Bragg in
Adrienne G. Badger was married to
North Carolina, undergoing his residency
Lorenzo Christmas of Philadelphia on
requirements in Family Practice.
February 17, 1990. She is completing her
final year at Penn State University in the
Carrie Horne has been accepted at Nova
Monica Morrison has been named man-
master of education program in human re-
University in Fort Lauderdale, Florida, to
ager at the Monroe Mall Office of NCNB Na-
source management. She recently com-
pursue an educational doctorate in educa-
tional Bank. She joined NCNB in Charlotte,
pleted a summer internship at Mobil Oil in
tional administration. Ms. Horne holds the
North Carolina, in 1988 and recently com-
Fairfax, VA. The couple will reside in
position of assistant principal at Bethel
pleted branch manager training. Ms. Morri-
Philadelphia, PA.
High School in Hampton, Virginia. She re-
son earned a bachelor's degree in business
ceived her master's degree in administra-
management at Hampton University.
Rochelle I. Hill was married to Perry L.
tion from Hampton University and a certifi-
Daniels on April 8, 1989, in the Main
cate of advanced studies toward a doctoral
Leslie R. Lincoln-Smith has recently
Chapel at Fort Dix in New Jersey. Mrs.
degree from Old Dominion University.
joined the Anheuser-Busch Houston Brew-
Daniels is currently employed as a Budget
ery as supervisor for tours and the gift
Analyst for the 1st Information Systems
1980
shop. She is a native of Philadelphia and
Group. US Air Force, Pentagon in Wash-
Vanessa Williams Marshall and her hus-
presently resides in southwest Houston.
ington, D.C. Mr. Daniels is currently em-
band, Timmie, are the proud parents of a
Her degree is in marketing from Hampton
ployed by the US Postal Service in D.C.
son, Gregory Dean Marshall, born March
University.
and is a member of the US Navy Reserves.
19, 1990.
The couple will reside in Alexandria, Vir-
Janice M. Williams of Hempstead,
ginia.
1981
L.I.N.Y. was one of the 34 students partici-
Orim Graves received the YMCA Black
pating in the 1990 program co-sponsored
Damita R. Salters has been named an of-
Achievers Award in New York City at its
by the J. L. Kellogg Graduate School of
ficer by NCNB National Bank of Florida.
20th Anniversary hosted by the Harlem
Management at Northwestern University
Ms. Salters will work as branch manager
Branch. Mr. Graves received his BS at
and American Express. Ms. Williams trav-
of the Commercial Boulevard Office in Fort
Hampton University and his MBA from
eled with the group to the U.S.S.R. in
Lauderdale. A native of Charleston, S.C.
the University of Wisconsin. He is em-
March as part of an independent study
and reared in Orangeburg, she graduated
ployed as Vice President and Manager of
program in international business issues of
magna cum laude from Hampton Univer-
the Midland Bank in New York City.
that country.
sity.
cont. on next page
18
Mark A. Willis was recently commis-
Steve M. Richardson, Navy Ensign, un-
sioned Ensign in the U.S. Coast Guard. He
derwent 14 weeks of flight training with
completed a seventeen week course at the
Squadron-27, at the Naval Air Station in
Jennnifer L.
Reserve Training Center in Yorktown in
Corpus Christi, Texas.
Borum
navigation, seamanship, communications,
leadership plus search and rescue and law
enforcement procedures.
1988
Danny T. Barnes, Navy Ensign, recently
Emil Kraig
1987
participated in valiant usher exercise
Wilbekin
Jennifer L. Borum received a juris doc-
training while serving aboard the Am-
torate from Harvard Law School, on June
phibious Assault Ship U.S.S. Peleliu in
7th, 1990. A member of the Harvard Law
Long Beach, California, during a recent de-
Review, Ms. Borum published a note enti-
ployment with the U.S. 7th Fleet.
tled "And Forgive Them Their Trespasses:
Applying the Defense of Necessity to the
Emil Kraig Wilbekin received the master
Iavondlynn Michelle Dunagan gradu-
Criminal Conduct of the Newsgatherer."
of science degree in journalism from
She was a summer associate with Cahill
ated from the University of Chicago,
Columbia University in New York City. In
School of Social Service Administration on
Gordon & Reindel in New York City and
1989, he spent his summer as an intern in
will serve as Law Clerk to the Honorable
June 8, 1990, with a master of arts degree
London, England, sponsored by Boston
in Social Work. While at Hampton Univer-
James M. Sprouse, U.S. Court of Appeals,
University. He is currently employed as a
sity, she was the Illinois Pre-Alumni Presi-
4th Circuit from September 1990 to
free-lance writer at EMERGE MAGAZINE
dent for two years and was recently nomi-
September 1991. Ms. Borum graduated
and is an editorial assistant at METRO-
nated by the Chicago Chapter of the
Valedictorian from Hampton University.
POLITAN HOME.
NHAA, Inc. for the 1990 Midwest Regional
Conference Award.
Buena Moore Crawford, senior program
1990
analyst in the Programs and Resources
Derek D. Hogan, Marine PFC, has com-
Tracee Camille Glass, has recently been
Division at NASA's Langley Research Cen-
pleted recruitment training at the Marine
selected as a Management Trainee in the
ter, was selected last year to attend a Pro-
Corps Recruitment Depot at Parris Island,
Advertising Department of the Wilmington
gram for Developing Executives at Sim-
South Carolina.
Morning Star in Wilmington, North Car-
mons College in Boston, Massachusetts.
olina. Miss Glass received her bachelor
Mrs. Crawford earned her master's degree
Michael A. Lawings, 2nd Lt. Marine
of arts degree in mass media arts from
in business administration from Hampton
Corps, attended the Basic School in Quan-
Hampton University.
University. She is listed in Who's Who
tico, Va. preparing for a commissioned offi-
among American Women and Outstanding
cer assignment to the Fleet Marine Force.
Young Women in America. A native of
Donald Leath has recently been commis-
Newport News, she and her husband,
sioned 2nd Lieutenant in the U.S. Army.
1989
Oscar, live in Hampton with their three
While at Hampton University, Lieutenant
children.
Jack O'Kelley, has accepted an offer to at-
Leath was active in the Business Club, the
tend Yale University Law School in New
U.S. Army ROTC and a member of the
Haven, CT, this 1990 fall semester to pursue
Raiders.
Robin J. Matthews recently graduated
a J.D. degree. While at Hampton Univer-
from Howard University School of Law.
sity, he served a two year term as the stu-
Mr. Matthews was president of his class
dent member of the Board of Trustees; was
Charles A. Walton, Navy Petty Officer,
and will serve as judicial clerk for the Hon-
chapter president of Alpha Kappa Mu Na-
2nd Class, recently reenlisted in the Navy
orable Bowers in the District of Columbia
tional Honor Society; and was also active in
after serving three years in the Naval Air
Superior Court in Maryland.
many other activities as an undergraduate.
Reserve in Norfolk, Virginia.
Mr. O'Kelley is a native of Burlington, N.C.
19
NECROLOGY
Joseph C. Bantum, Sr., of Easton, MD,
Theodore E. Edwards, Sr., of Saint
tions including the Mary R. and Christian
HU 1927, died May of 1990. A native of
Louis, MO, HU 1936, died April 15, 1990.
F. Lindback Distinguished Teaching
Philadelphia, PA, Mr. Bantum established
Charles E. Evans of Plainfield, NJ, HU
Awards in 1966. Established in his honor
and operated Bantum's Awning and Uphol-
'73, died May 15, 1990. He was a native of
were the William H. Robinson Lecture in
stery Shop until his retirement in 1979.
Hill Top, WV. Mr. Evans was Vice Presi-
Education, inaugurated in 1975; the
Mrs. Mildred G. Smith Belcher of
dent of Health and Social Action Programs
William H. Robinson Reading Room in
Baltimore, MD, HU 1946, died May 24,
with AT&T Foundation. He was also the
Phenix Hall, dedicated in 1977; and the Pi-
1990. A native of Hampton, VA, Mrs.
founder and director of the Ric-Charles
oneers in Education Scholarship Fund at
Belcher taught school in South Carolina
Choral Ensemble, a professional group,
Hampton University.
and the Baltimore City Public Schools.
known for its well-balanced repertoire of
John P. Scott, Jr., of Saint Thomas, VI,
Mrs. Barbara Sydnor Bentley of
classical, spiritual, jazz and contemporary
HU 1932, died July of 1990. A native-born
Durham, NC, HU 1961, died July 29, 1990.
music.
Pennsylvanian, Mr. Scott had been a resi-
A native of Richmond, VA, Mrs. Bentley
Arthur M. Humes, Jr., of Miami, FL,
dent of Saint Thomas since 1933. He was
was employed with the Research Triangle
HU 1969, died July 6, 1990. Mr. Humes
retired from the Virgin Islands Govern-
Institute in Durham, NC, as a statistician.
served as president of the Miami Chapter
ment Service and owned and operated a
She served as president of the Durham-
of the Southeast Region and was a teacher
motel. Mr. Scott was well known for his
Chapel Hill Chapter of the Hampton
in Dade County Public Schools in Florida.
varied community, government and busi-
Alumni Association and was honored this
Ms. Veon M. Lawrence of Irvington,
ness achievements. He was married to the
year as their Most Outstanding Member.
NJ, HU 1988, died July 14, 1990.
former Edna Louise Pierce, HU 1933.
Mrs. Mae Oswell Boyd of Hampton,
Mrs. Irene Johnson Martin of Hamp-
Mrs. Pricilla Kirk Spellman of Car-
VA, HU 1923, died May 27, 1990. A native
ton, VA, HU 1949, died May 12, 1990. A
rollton, GA, HU 1927, died June 3, 1990.
of Worcester, MA, Mrs. Boyd was a dormi-
native of Newport News, VA, Mrs. Martin
Luther H. Spotts of Lexington, KY, HU
tory counselor at Hampton University for
retired as a public school teacher from the
1951, died July 18, 1990. Mr. Spotts was a
many years. She received many awards in-
Williamsburg Public School System.
former principal of the Southside Voca-
cluding the Boys Club Medallion Award
William H. Miller of Louisville, KY, HU
tional Center in Lexington; and for the
and the Bronze Keystone Award for guid-
1931, died September 5, 1990.
past three years, he served as principal of
ance and developing constructive activities
Wilson E. Nicholson of Jersey City, NJ,
the vocational program at Northpoint
for youth programs.
HU 1910, died June 22, 1990. Mr. Wilson, a
Training Center in Danville, KY.
James A. Cotton of Hampton, VA, HU
native of Media, PA, was one of the oldest
Alfred N. Sweeney of Cheshire, CT,
1927, died May 10, 1990. He was a native
active graduates of Hampton University. He
HU 1956, died February 2, 1990. A native
of Norfolk, VA. Mr. Cotton served in sev-
was awarded the Whitney M. Young Award
of New Haven, CT, he was employed at
eral capacities at Hampton University, in-
by the Urban League of Hudson County;
Prime Technology of North Branford before
cluding Instructor in Tailoring and Dry
and the Presidential Citizenship Award for
his retirement in December of 1989.
Cleaning and Postmaster of the campus
"sustained, loyal, courageous leadership in
Mrs. Irma Bowser Thompson of New-
Post Office, a position from which he re-
civil and human rights causes" by Presi-
port News, VA, HU 1936, died May 26,
tired in 1974. Subsequently, he returned to
dent William Harvey. Additionally, he was
1990. A native of Nansemond County, she
work part-time in Academic Regalia.
honored by the National Hampton Alumni
was a teacher in the Norfolk City Public
Dr. John Gibbs St. Clair Drake of
Association, Inc. for his commitment and
Schools and Newport News City Schools
Palo Alto, CA, HU 1931, died June of 1990.
support of Hampton University.
until her retirement. She was also a pro-
Born in Suffolk, VA, Dr. Drake was consid-
Dr. William H. Robinson of Hampton,
fessor at Hampton University.
ered to be one of America's most influential
VA, HU 1937, died July 12, 1990. A profes-
John F. Wilson of New York, NY, HU
social anthropologists. He was the author
sor emeritus in education at Hampton Uni-
1934, died July 3, 1990.
of five books and many scholarly articles,
versity, Dr. Robinson was responsible for
Ltc. Ryan S. Yuille, USA (ret.) of
and had contributed introductions of chap-
the initiation and implementation of many
Brandywine, MD, HU 1952, died Septem-
ters to some 20 books. Although he had re-
programs including an EDPA Fellowship
ber 30, 1990. A native of Atlantic City, NJ,
tired, the Stanford professor emeritus of
Program for graduate study, Institute for
he retired from the Army in 1971 and later
anthropology was at the time of his death
Teachers of the Disadvantaged, National
served the federal government as Director of
working on Volume II of his book, "Black
Teachers Corp Project, ESSA Program and
the Equal Opportunity Office for TRADOC
Folk Here and There," which is scheduled
numerous summer institutes for adminis-
Headquarters, Fort Monroe, VA. He was
to be published later this year. The first
trators, teachers and para-professionals.
also Director of Equal Opportunity for the
volume appeared in 1987.
He received numerous awards and cita-
General Accounting Office, Washington, DC.
20
Memorial Church Endowed Scholarship
Hampton Institute plans to increase the endowment base for scholarships in order to provide more financial aid to high
achieving students. In this regard, the college is offering seats of pews in Memorial Church for $1,000 each as a means of
generating a $1,000,000 endowment for scholarships.
Your name or the name of the person whom you wish to honor or memorialize can be inscribed on a plaque (as shown
below) and affixed to the seat of a pew in Memorial Church.
You are invited to join with others in this effort to generate $1,000,000 in endowment funds for scholarships. If you wish
to reserve a seat in your name or the name of a loved one, please complete and sign the form. An outright gift of $1,000
or a pledge of this amount payable over five years will reserve a seat in your name or the name of the person whom you
wish to memorialize. Money will be returned for all pledges that have not been paid in full in five years.
Given By
In Honor Of
Given In Memory Of
Lawrence Patterson
Lawrence Patterson
Lawrence Patterson
To assist Hampton with its endowed scholarship program, it is my intent to reserve
seat(s) for the sum of $
(check one):
I have enclosed my check for $
I pledge $
payable over five years.
I will forward my first payment by
Name:
Address:
Signature:
Date:
I'd like my plaque to read:
In Memory of
In Honor of
Given By
PLEASE SEND CHECKS AND MONEY ORDERS TO:
VICE PRESIDENT FOR DEVELOPMENT
HAMPTON UNIVERSITY
HAMPTON, VIRGINIA 23668.
21
1988
THE ALUMNI OFFICE
Non-Profit Organization
HAMPTON UNIVERSITY
BULK RATE
HAMPTON, VIRGINIA 23668
U.S. Postage
PAID
Permit No. 73
Hampton, Virginia
If address is incorrect please in-
dicate change. Do not cover or
destroy this address label.
Mail change of address to:
THE ALUMNI OFFICE
The Richest
Black School
Strong academics
and a hefty
endowment
assure success at
mu
Hampton University
needed to have a proposal for a Depart-
faculty, and the group proceeded to
ment of Defense grant from the nurs-
By Douglas C. Lyons
work through the night to complete
ing school on his desk the first thing
the $2 million grant application. "He
THE call came an hour and a half
that morning.
wanted it at 9 a.m.," Ms. Daniel re-
quitting time. Hampton
The request seemed almost routine
calls. "We finished it at 8:47. At 9:15, I
University President William Har-
to Elnora Daniel, the dean of the nurs-
went home."
vey's appointment at the Pentagon had
ing school. By 5:30 that afternoon, she
In recent years, Hampton has given
been set for the following day, and he
had gathered several members of her
new meaning to the game of grants-
REPRINTED FROM THE DECEMBER, 1987 EBONY
ton Institute, the four-year private col-
ENDOWMENTS OF
ENDOWMENTS OF THE
lege became a university in 1984 when
THE TOP TEN
TOP TEN PREDOMINANTLY
the board of directors approved the
WHITE INSTITUTIONS
BLACK INSTITUTIONS
change because of the school's growing
Institutions
Endowment Funds
Institutions
Endowment Funds
number of postgraduate programs.
1) Harvard University
1) Hampton University
Innovative programs are sprinkled
Cambridge, Mass. $3,345,010,000
Hampton, Va.
$76,572,000
among the school's curriculum, and
2) University of Texas
2) Spelman College
the university offers bachelor's degrees
System
$2,530,730,000
Atlanta, Ga.
$42,605,000
in 47 areas of studies and master's de-
3) Princeton University
3) Howard University
Princeton, N.J.
Washington, D.C.
grees in 16 others. Hampton, for ex-
$1,934,010,000
$41,000,000
4) Yale University
4) Tuskegee University
ample, is one of only five schools
New Haven,
Tuskegee, Ala.
$29,775,169
nationwide to offer a degree in airway
Conn.
$1,739,460,000
5) Dillard University
sciences, an interdisciplinary study of
5) Stanford University
New Orleans, La.
$14,949,226
aviation, business management and
Palo Alto, Calif. $1,371,870,000
6) Morehouse College
computer science courses. Hampton's
6) Columbia University
Atlanta, Ga.
$13,620,408
Fire Science Program, under the Col-
New York, N.Y. $1,266,640,000
7) Jarvis Christian College
7) Texas A&M University
Hawkins, Texas
$13,314,000
lege of Continuing Education, is one of
System
$1,110,440,000
8) Benedict College
seven such programs in the United
8) Massachusetts Institute of
Columbia, S.C.
$13,260,000
States. The university's Marine and
Technology
9) Atlanta University
Environmental Science program is
Cambridge, Mass. $971,346,000
Atlanta, Ga.
$12,632,094
unique among Black institutions and
9) Washington University
10) St. Augustine's College
includes a research vessel capable of
St. Louis, Mo.
$958,461,000
Raleigh, N.C.
$11,457,028
conducting classes and marine ex-
10) University of Chicago
Chicago, Ill.
$802,500,000
NOTE: The figures, provided by
periments on Chesapeake Bay.
the United Negro College Fund,
Hampton holds high academic stan-
NOTE: The figures, based upon the
NACUBO, and individual schools re-
dards for its faculty. The school encour-
National Association of College and
flect the endowment funds for the
ages its 210 professors to conduct re-
University Business Officers survey
1985-86 school year. All endowments
search projects in their fields and to
reflect the endowments for the 1985-86
have grown since that time, with
Hampton's endowment expanding to
publish their works. Almost half of the
school year. The endowments of all
schools have increased since that time.
$84 million.
faculty now hold doctorates. "If you're
going to be a university, you've got to
do the things that universities do and
do well," says Gerald Foster, dean of
manship. Long known for its academic
where Hampton is perceived as an in-
Hampton's School of Arts and Letters.
excellence and its sizeable endow-
stitution of quality."
"There's a difference between being a
ment, Hampton now has developed a
Signs of academic prosperity
small undergraduate teaching college
team of managers and a fund-raising
abound on the university's campus,
and a modest-sized university."
program that almost assures the uni-
which is nestled on 204 acres of land
The student enrollment has also
versity's distinction of being the na-
dotted with azaleas, magnolia and oak
grown in recent years. In 1978, the
tion's richest Black institution of higher
trees along the Hampton River in
school had 2,700 students. Admission
learning.
Hampton, Va. Once known as Hamp-
officials put the current student enroll-
According to a 1986 survey of college
endowments by the National Associa-
tion of College and University Busi-
ness Officers, Hampton University
ranks 93rd among the nation's top col-
leges and universities with an endow-
ment of $76.5 million. The endowment
for 1987 was a whopping $84 million.
The survey found that Hampton's
endowment is more than 1½ times the
amount of such schools as Auburn Uni-
versity in Auburn, Ala., and the Uni-
versity of Maryland in College Park,
Md., and is almost twice the size of the
endowments of Indiana University in
Bloomington, Ind., and Temple Uni-
versity in Philadelphia. Harvard Uni-
versity in Cambridge, Mass. has the
largest endowment of $3.3 billion, the
survey showed.
"It's typical that Black institutions
are perceived differently [from White
institutions]," says Laron J. Clark Jr.,
Hampton's vice president for develop-
A scenic campus offers beautiful setting for students. The competition to enter Hampton has become
ment. "But, I think we're at a point
fierce as 6,000 applicants vied for 800 slots in this year's freshman class.
Hampton's president William Harvey (center) chairs a meeting of his deans and academic department heads, who are required to raise at least one-third of
their budgets. Below, airway science instructor Linda Newcomb (left) checks the work of Donna Bower and John Morton on the program's flight
simulator, a machine similar to those used by air traffic controllers.
to either finance academic programs,
In 1978, the school's endowment was
ment at 4,700, and the competition to
research, scholarships or to build dor-
$29 million. Within the last nine years,
enter Hampton has become fierce.
mitories or classroom structures. As
the school has managed to raise its
Last year, the university had already
the competition for funding from pri-
endowment to $84 million, primarily
received 6,011 applications for the 800
vate sources grows, the size of a
through a major five-year fund-raising
slots in the freshman class of 1991. Offi-
school's endowment becomes in-
program beginning in 1982, apprecia-
cials also say the SAT college entrance
creasingly important. "If private Black
tion on the endowment's invested
examination scores of incoming stu-
colleges are to be less dependent on
funds, and a unique administrative
dents have increased by 135 points to a
outside support, they are going to have
edict that requires members of the
combined score for language and math-
to attract larger endowment support,"
school's development office to raise at
ematics over 900 points, reflecting a
says Alan Kirschner, the United Negro
least 2½ times their individual salaries
higher caliber of Hampton student.
College Fund's vice president for pro-
for Hampton, and academic deans and
As the nation's colleges and universi-
grams and public policy. "It's an abso-
department heads to raise one-third of
ties feel the cuts in federal funding,
lute necessity. These colleges can't ex-
their operating budgets.
many institutions have turned toward
ist on a shoestring as they may have
Many school officials credit Harvey,
private contributions to build their en-
done in the past."
the university's 46 year-old president,
dowments which are long-term invest-
Hampton's endowment has never
with Hampton's recent financial suc-
ment funds that generate interest used
quite fit the "shoestring" description.
cess. A former administrator at Tus-
kegee Institute in Tuskegee, Ala., Har-
vey issued his fund-raising edict within
the first 18 months after his 1978
appointment as president of Hampton.
Besides the edict, Harvey im-
plemented new budget controls and
persuaded influential businessmen
and social notables to serve on the
school's board of directors. "It's not
magic that we jumped from $29 million
to $84 million," Harvey says. "We did
it because we have a quality product,
and we worked hard at it. People be-
lieved in us, and as a result, they in-
vested in us."
Actually, Hampton's fund-raising
skill dates back to 1868 when the
Freedman's Bureau and a young briga-
dier general named Samuel Chapman
Armstrong founded the Hampton Nor-
56
Students in the Marine Science Program (left) conduct aquatic experiments.
Below, John Spencer welcomes students to his architecture class. During a
quiet moment, students meet at the statue of the school's most famous
alumnus, Booker T. Washington.
PIRATE'S COVE
HAMPTON,
VA.
an orchestrated effort involving Har-
ernment grants.
mal and Agricultural Institute to edu-
vey, the school's board of directors, the
Other signs of grantsmanship in-
cate former slaves. Armstrong scoured
development office, the deans and fac-
clude the FAA's $2.5 million grant for
the country to raise money, and most of
ulty, and a network of Hampton alum-
the Airway Science program, the $3.2
the school's early endowment was
ni. Meticulous preparation goes into
million grant from the Olin Founda-
literally "sung up" through Negro
each visit to a business, foundation or
tion, which is paying for the construc-
Spirituals as Armstrong took his
government agency by Harvey, who
tion of the university's new Engineer-
Hampton student singers on national
says he spends 60 percent of his time
ing Center and a $41,000 seed grant
tours. By 1874, the student choirs had
travelling and seeking support for
from the Rockefeller Foundation to de-
raised $374,000, school officials say.
Hampton University. By the time he
velop Hampton's Black Family In-
Raising money for Hampton today is
makes his pitch, Harvey knows virtual-
stitute for social research.
ly every possible connection between
The quest for funds has taken Presi-
the potential donor and Hampton, its
dent Harvey into deep political waters,
staff and its programs.
and he maintains good relations with
Harvey receives help from the
politicians from both the Democrat
school's board of directors, a roster of
and Republican parties. "Hampton is
social and business notables including
like Harvard [University] in this re-
Benjamin Hooks, the executive direc-
gard," Harvey says. "Like Harvard's
tor of the NAACP; Samuel R. Pierce
president, I was in and out of the
Jr., secretary of the department of
[former President Jimmy] Carter
housing and urban development; John
White House. I'm in and out of the
T. Dorrance Jr., chairman of the
Reagan White House and I'll be in and
Campbell Soup Co.; actress Elizabeth
out of the next White House."
Taylor; and Randall Robinson, execu-
Although signs of growth are every-
tive director of TransAfrica, a lobbying
where, Harvey says Hampton will re-
group against apartheid.
main a modest-sized university with a
Hampton is also bolstered by 110
student enrollment not exceeding
national alumni organizations whose
5,000. "We could have gone to
contributions exceed the national $87
25,000," says Harvey in a matter-of-
per-capita average by $20 says Clark of
fact tone. "That's a fact, if we had the
the school's development office. Alum-
space, which we don't or the desire,
ni contributions helped the school ex-
which we don't." Within the next five
ceed its planned 1982 drive to raise $30
years, Harvey hopes to raise more
million in five years by actually raising
money to improve academic programs
$46 million in three years, school offi-
and cope with its growing student pop-
cials say. "A place like Hampton means
ulation. A second major drive to raise
too much," Harvey says when asked
between $50 million to possibly $100
about the heavy emphasis on fund-
million is being considered, adminis-
raising. "It means too much not only
tration officials say, to renovate and
for education, but for Black folk. To
expand existing dormitories, build a
have a model of success means more
new library and improve academic
than any complaints."
courses. "I want money to support
Hampton, its program and its people
paid off. The university's School of
because Hampton is good," Harvey
Nursing, for example, raises over $1.5
says in summarizing his fund-raising
million of its $3 million annual budget
philosophy. "Hampton has a lot to
from corporate, foundation and gov-
offer."
ALISHHAINA
HAMPTON
D
1
THE
PRESIDENT'S
MESSAGE
It is my privilege to welcome you to
Hampton University and to share
with you information about our Home
by the Sea. The many aspects of our
University that are highlighted in this
publication are all sources of pride to
Hamptonians everywhere.
The history of Hampton University
adds a special quality to the educa-
tional experience obtained here by
our students. Tradition has served us
well, and we must build on our proud
heritage.
There is no question about the fact
with such faculty members is re-
that Hampton is in the forefront of
flected in the high level of distinction
the American educational enterprise.
which they bring to themselves and
Our first-rate academic program is
the University.
obviously well-known and well-
received by a vast number of people.
We tell our students that learning is a
Equally as important as a first-rate
lifelong process, and in that we must
academic program, however, is the
believe. At Hampton, we provide our
ethos of an institution. I want Hamp-
students with an Education for Life.
ton to stand for the highest standards
After graduation, it is up to them.
of individual and collective citizen-
But we are confident that they will
ship possible. I want us to stand for
succeed as graduates of Hampton
high ideals, for family, and for
University in keeping with the
respect. Outside of the family and the
tradition of The Standard of Excellence.
church, no one is more appropriately
situated to approach this work as
With all good wishes,
vigorously as the teacher.
The pursuit of academic excellence
would be rendered virtually futile
N.R.Hammy
without a well-prepared and thor-
oughly committed faculty. That
WILLIAM R. HARVEY
Hampton continues to be blessed
President
BOOKER WASHINGTON
H
3
THE HISTORY
When Hampton Normal and Agri-
In 1878, a group of American Indians
cultural Institute opened its doors in
was sent to Hampton to be educated
April, 1868, in the days of Reconstruc-
with the help of federal funds. These
tion, listed as its assets were two
appropriations were continued until
teachers, 15 students, little money or
1912. The Indians continued to attend
equipment, and the faith of its
Hampton until 1923, when Indian
principal in "learning by doing" and
schools had become more numerous
"education for life." The principal
and were well enough equipped for
was Samuel Chapman Armstrong, a
Hampton to discontinue its successful
29-year-old Brevet General, son of
contribution to Indian education.
missionary parents. He had been
assigned by the Freedmen's Bureau
After the death of General Armstrong
to help solve the many problems of
in 1893, the Founder's work was
the thousands of former slaves who
continued and expanded for nearly a
had gathered behind Union lines on
quarter-century under the leadership
the Virginia Peninsula. He founded,
of the late Rev. Hollis B. Frissell. The
with the aid of the American Mission-
bachelor of science degree was first
ary Association, a school at Hampton
awarded in 1922. Courses at the ele-
to train selected young men and
mentary and secondary levels were
women "who should go out and
gradually dropped, and the entire
teach and lead their people, first by
resources of the institution were
example
and in this way to build
concentrated upon education at the
up an industrial system for the sake,
college level. Accreditation as a Class
not only of self-support and intelli-
"A" college was achieved during the
gent labor, but also for the sake of
1932-33 academic year.
character."
In line with its broadening educa-
Hampton may well be thankful that
tional program, the College inaugu-
in the concept of "Education for
rated graduate courses in 1928.
Life"-including efficiency, character,
and usefulness to society-General
In 1984, Hampton's Board of Trustees
Armstrong established a standard
established Hampton University.
timeless in its appeal and usefulness.
Today, the University, which is the
parent institution, includes Hampton
The first conditions for admission
Institute as the undergraduate col-
were simple: "Sound health, good
lege, the Graduate College and the
character, age not less than 14 years
College of Continuing Education.
or more than 25, ability to read and
Hampton's commitment to excellence
write intelligibly, knowledge of
has been and will always remain in
arithmetic through long division,
the forefront of higher education.
intention to remain throughout the
whole course of three years to become
a teacher."
"No race that has anything to
Support in the early days came from
contribute to the markets of the
philanthropic and religious groups
world is long in any degree
and individuals, from Federal Land-
ostracized. It is important and
Grant Funds (1872-1920), and numer-
ous other sources. With the help of
right that all privileges of the
the Freedmen's Bureau and Northern
law be ours, but it is vastly
philanthropists, the school was able
more important that we be
to erect a classroom building, the
prepared for the exercise of
Academy, since rebuilt in 1881.
those privileges."
Booker T. Washington
- Class of 1875
И
5
THE UNIVERSITY
Hampton University is a coeduca-
social change. Therefore, the Univer-
tional, nonsectarian institution of
sity aspires to develop in its students
higher education comprising a
the desire and capacity for lifelong
community of individuals associated
learning and continuous intellectual
for the basic purpose of education of
and professional growth.
its members, creation of knowledge,
and service to society. The institution
Hampton University is a private
attempts to provide the environment
institution that offers the baccalaure-
and structures most conducive to the
ate degree in 47 areas and the mas-
intellectual, emotional, and aesthetic
ter's degree in 18 areas, including the
enlargement of the lives of its mem-
MBA.
bers. The University gives priority to
effective teaching and scholarly
The University is committed to social
research while placing the student at
and scientific research. Research
the center of its planning. It devotes
laboratories are available to faculty
study and research to the potential
members and advanced students in
needs and learning experience of its
the natural sciences. The Peabody
students as well as to the academic
Collection in the main library serves
disciplines to be studied. In so doing,
as a rich resource for scholars inter-
the University enhances the student's
ested in the contributions of African
ability to comprehend, analyze, and
Americans to world civilization. Re-
critically assess a diverse range of
search plays such an important role in
individual and collective thought and
the Hampton University educational
practice.
experience that, as part of their con-
tracts, all faculty members are re-
Primarily, the Undergraduate College
quired to engage in research during
seeks to enroll promising graduates
their tenure at the University.
from outstanding secondary schools.
Yet, it also admits students from other
With a student body of approxi-
academic backgrounds and levels of
mately 5,400, Hampton boasts a
achievement. Thus, Hampton Uni-
student/faculty ratio of 16 to 1. Aca-
versity remains faithful to its tradi-
demic counseling by faculty members
tional commitment of coping with the
is an on-going process as counselors
problems of educating students
follow the progress of students
whose academic and personal
through their years at Hampton.
growth, potential, and promise may
have been inhibited by a lack of
It is well documented that among the
economic, social, and educational
most recent graduating classes, 23%
opportunity.
go on to graduate school, over 60% go
directly into careers relating to their
Hampton University has deep roots
major, and a small percentage go into
in the social history of America and
the military. In fact, there is a waiting
seeks to motivate and prepare young
list for corporations who wish to
men and women to become respon-
recruit students from Hampton every
sive to social, economic, and moral
year on Career Day held in September.
problems affecting our society. In this
regard, the institution maintains and
"We are committed to building
encourages in its students a tradi-
tional emphasis on continual service
and maintaining an atmosphere
in an ever-changing world. Since its
which maximizes student
founding, Hampton University has
growth and development."
sought to provide service to society,
while remaining cognizant of the
Dr. Alan K. Colon
need for institutions, as well as for
Vice President for Student Affairs
individuals, to promote and adapt to
2.
/
1
THE
7
THE SCHOOL OF BUSINESS
The School of Business is the largest
Management, Economics, Finance,
school in the University. It will
and Marketing. Each department has
properly prepare you for future man-
instructors that will challenge your
agement positions; teach you how to
ability and stimulate your intellect.
conduct research relevant to the man-
agement process; and it will provide
Keeping with the Hampton tradition,
you with continuing educational
the School of Business has a high
experience for current management
standard of excellence and expects
positions. As a student in the School
nothing less of its students. Each
of Business, you will develop a phi-
student interested in the school must
losophy, understand basic principles,
submit a formal application with a
and acquire and apply the skills
department major in Accounting,
necessary for sound decision-making
Economics, Finance, Marketing, or
and effective problem solving for the
Management. You cannot apply
field of business. Each curriculum is
to the School until all freshman and
designed to prepare you for careers in
sophomore course requirements with
business, government, and education,
an overall 2.5 grade point average
and to meet the requirements for
are completed.
admission to graduate studies.
"The School of Business
As a student in our School of Business
you will be sought by Fortune 500
produces quality students,
companies because of your attractive
equipped with the necessary
credentials. Companies like IBM,
leadership and analytical skills,
Anheuser Busch, AT&T, and Mobil
to effectively handle the
will be interested in you for perma-
nent job placement. Hampton
challenges present in today's
students are leaders in the world
business arena."
of business.
Dr. Alphonse Carter
Dean
There are five different departments
in this school: Accounting, Business
9
THE SCHOOL OF
LIBERAL ARTS
AND EDUCATION
The School of Liberal Arts and
The area of Arts and Humanities
Education provides the Hampton
includes the departments of Art,
campus with vast opportunities for
English, History, Mass Media Arts,
practical learning and for creative
Music, Speech Communication and
expression. The School helps you to
Theater Arts, and Studies in Modern
develop your ideas in a concise,
Foreign Languages. The division of
straightforward and comprehensible
Social Sciences includes the depart-
manner.
ments of Human Ecology, Military
Science, Political Science, and Sociol-
The School of Liberal Arts and
ogy. Elementary and Special Educa-
Education is composed of three areas
tion, Middle and Secondary Educa-
of study: Arts and Humanities,
tion, Health Physical Education and
Education, and Social Sciences. Each
Recreation are departments in the
area offers a wide variety of courses
Division of Education.
and majors.
As you can see, we offer a wide
Through the University's stimulating
variety of majors in the School. We
academic programs, you can prepare
make sure your liberal education has
to begin your career immediately
all the important elements you will
upon graduation or you may decide
need. These studies will increase
to study further in graduate school.
your powers of written and oral com-
Most importantly, you will have the
munication, sharpen your analytical
opportunity to broaden your horizons
and critical skills, and teach you re-
through the University's guidance.
search skills.
You and your fellow students enter-
"The School of Liberal Arts
ing Hampton will pursue University
programs carefully designed to
and Education provides high
prepare you for the future. The
quality major programs in most
School of Liberal Arts and Education
liberal arts and social science
will help you acquire the skills you
disciplines geared toward
need. Hampton will ask you to look
inwardly at your own history and
intellectual development and
culture and examine your relation-
preparation for graduate school
ship to the aspirations and develop-
as well as an innovative general
ment of the world.
education program for all
students."
Dr. Carlton E. Brown
Dean
M
S
11
THE SCHOOL OF PURE
AND APPLIED SCIENCES
Hampton's science and technological
In your first year you will study
fields have undergone significant
general curriculum courses that will
growth and development over the
vary according to your major interest.
past few years. The school's degree
You will acquire a foundation for
programs have doubled because stu-
your academic career by studying
dents who want to become tomor-
basic English, math, history, speech,
row's leaders in science and technol-
and health and physical education.
ogy know that Hampton is one of the
nation's top universities for research
Courses in science and technology
and development.
will improve your understanding of
basic principles that order natural
Our curriculum includes major con-
phenomena. Studying how these
centrations in Airway Science, Archi-
principles apply to various fields of
tecture, Biological Sciences, Chemis-
knowledge and technical develop-
try, Communication Disorders,
ment will enable you to recognize
Computer Science, Engineering, Ma-
how science and technology itself
rine Science, Environmental Studies,
offers a way of examining and
Mathematics, Naval Science, and
viewing the world. In Hampton's
Physics.
state-of-the-art technical facilities, you
will work with the faculty members
At Hampton, in the School of Pure
who are accustomed to bringing their
and Applied Sciences, you will be
research into the classroom and their
prepared for challenging and reward-
students into their laboratories.
ing career opportunities. You will
learn how to analyze a problem,
Opportunities in the professional
identify constraints, and propose
fields of science have never been
alternative solutions. When you
more open than now for minority
complete your program, you will
students. The diverse nature of the
have the knowledge to be one of the
curricula offered provides students
leading professionals in your field.
with a number of professional career
options. Several departments offer
You will also meet a diverse group of
more than one program of study
people in the School of Pure and Ap-
leading to the baccalaureate and
plied Sciences. You will interact with
master's degree.
future doctors, pilots, chemists, com-
puter analysts, mathematicians, tech-
Premedical/prehealth professional
nical instructors and researchers, as
programs are offered through several
well as engineers, among other
departments, including Biology,
experts. This interaction provides a
Chemistry and Communication
broad exposure to different kinds of
Disorders.
people and is an education in itself.
You will learn by doing. You will
"We have unusual opportunities
gain proficiency in your major while
in the School of Pure and Applied
learning in a highly charged academic
Sciences with concentration in
setting. Your teachers will be experts
in their fields.
areas that represent the frontier
in science and technology."
With their help and through the
Dr. Robert D. Bonner
benefits of your Hampton experience,
Dean
you can develop an understanding of
the broad world in which you will
one day work.
UNIVERSITY
HAMPTON INSTITUTE
NS DICKERSON 7 SSM
13
THE SCHOOL OF NURSING
The legacy of Hampton University's
the W.K. Kellogg Foundation which
School of Nursing reflects a blend of
allowed her to provide nursing
trends and traditions, placing it on
education consultation to four African
the cutting edge of higher education.
countries: Zimbabwe, Lesotho,
At Hampton, nursing students are
Swaziland, and Botswana. With the
prepared for challenging opportuni-
guidance of dedicated instructors,
ties on the clinical, professional, and
you will develop a better understand-
graduate levels. The baccalaureate
ing of the world.
program is designed to offer excellent
foundation in the liberal arts, hu-
You will meet people from all over
manities, and natural and behavioral
the world as you pursue your degree
sciences. As a nursing student, you
in nursing. Students and faculty
are encouraged to couple theoretical
throughout the University represent
knowledge derived from the class-
several states and foreign countries.
room with life experiences in order
Since 40% of your courses will be
to expand your overall nursing
taken in other disciplines, you will be
education.
exposed to students of various areas
of study. Your friends and acquain-
You will learn by practical experi-
tances will further enrich your
ence. You will gain knowledge while
experiences as their influences will
working in a highly charged aca-
extend far beyond your college years.
demic setting. Having international
reputations, your professors are
"The legacy of Hampton
experts in their fields. The School of
Nursing faculty are vigorously en-
University's School of Nursing
gaged in efforts to sharpen their
reflects an amalgam of trends
practice, teaching, consultation, and
and traditions, placing it on
research skills. Several faculty
the cutting edge of higher
members have received national
education."
funding for their research projects,
including the Dean of the School of
Dr. Elnora D. Daniel
Nursing. She received a grant from
Dean
ta
2
8
/
S J S S A 9 /
-
2
and
15
THE GRADUATE COLLEGE
The Graduate College at Hampton
Hampton draws its strength and
offers instruction and research in
spirit from its undergraduate and
eighteen graduate areas. They are
graduate students. Our students
Applied Mathematics, Biology,
receive an "Education for Life" and as
Business Administration, Business
a graduate student you will experi-
Management, Chemistry, Communi-
ence growth professionally and
cation Disorders, Counseling,
personally.
Education (Computer, Elementary
and Special), Home Economics,
Hampton's graduate program leading
Mathematics, Museum Studies,
to the master's degree, seeks to meet
Music, Nursing, Nutritional Science,
the needs of the students who wish to
Physical Science, and Physics.
pursue their training beyond the
Currently the University offers the
undergraduate level in order to de-
Master of Arts, Master of Science,
velop high levels of competence for
Master of Business Administration
their chosen careers. It seeks to meet
and Master of Science in Management
the needs of in-service public school
degrees. These programs will pre-
personnel; it offers selected graduate
pare you for prospective doctoral
students an opportunity to achieve a
study for professional growth in a
high degree of professional expertise
specific field.
for careers in administration, busi-
ness, research or community college
The Graduate College has distin-
teaching. It also provides graduate
guished instructors who are estab-
programs for those who wish to
lished in advanced teaching and
continue their education in the sixth
research. They hold doctoral degrees
year of doctoral programs at other
from major universities from all over
institutions.
the world.
"The Graduate College is
Many of our graduate programs are
supported by grants from federal
designed to prepare students for
agencies, including the National
professional competence in a
Science Foundation, the Army
specific field and for prospective
Research Office, the Department of
Education, National Aeronautics and
doctoral study."
Space Administration (NASA), the
Dr. Demetrius D. Venable
Department of Health and Human
Dean
Services, the U.S. Department of
Agriculture, and the Air Force Office
of Scientific Research, as well as the
private sector. Hampton believes in
soliciting as much support as possible
so our students will be as prepared
as possible.
17
THE COLLEGE OF
CONTINUING EDUCATION
At Hampton, the College of Continu-
Recently implemented in the College
ing Education focuses on lifelong
of Continuing Education are audio
learning because as new knowledge
and video based college courses. This
and technologies emerge, our role in
method allows busy adult students
society changes. Continuing Educa-
opportunities to continue to learn
tion bridges the ever changing gap
while they work and travel, as long as
while meeting the diverse and
they have access to a cassette re-
changing needs of adults.
corder. So when you cannot attend
classes, you can still earn college
The College of Continuing Education
credit through the help of telecommu-
provides programs which are de-
nications. Audio and video courses
signed to meet the constantly chang-
are inexpensive, academically sound
ing needs of the non-traditional adult
and give you maximum flexibility in
student. Hampton is able to meet the
making the most of your time.
needs of working adults (military or
civilian) who are seeking job advance-
So consider taking advantage of the
ment by furthering their education;
programs the College of Continuing
homemakers embarking on their first
Education offers. It provides a
career; and adults who have inter-
flexible education and can give you
rupted their education to secure full-
that extra edge you need in society
time employment. The College of
and the workplace.
Continuing Education is able to
respond to these various needs with
Continuing Education has been an
a broad range of educational
integral part of Hampton University
opportunities and options.
since its founding. Hampton's motto
"Education for Life" exemplifies its
The College carries out its mission
strong commitment to the adult
by providing adults with various
learners regardless of where they are
programs on the associate, bachelor's,
located. As the need grew for
and master's degree levels. Areas of
expanding its continuing education
interest include paralegal studies,
beyond its campus, Hampton
business management, fire admini-
University established an off-campus
stration, emergency medical systems
program in 1969 at Fort Monroe,
management, and travel agency
Virginia. In 1970 classes were
training. Hampton is also able to
expanded to include Fort Eustis and
meet specific requirements set forth
Langley Air Force Base. Currently,
by the Commonwealth of Virginia in
courses and programs are being
elementary school guidance and
offered at major military installations
counseling, post-graduate nursing,
and other locations within the area.
and teacher re-certification courses.
Continuing Education programs,
You will be offered five nine-week
conducted after the normal workday,
evening sessions which allow you to
have provided non-traditional stu-
complete your program in four years.
dents an alternative to meet their
The sessions range from August-
educational needs.
October, October-December, January-
March, March-May, and May-July.
"The College of Continuing
The College also continues to accom-
Education provides high quality
modate adult students by offering
courses at various sites on and off
degree programs through
campus as well as giving credit for
innovative methods of teaching
job and life experiences.
and high technology."
Dr. W. O. Lawton
Dean
/ -* / /
2 1 3
3 /
5 /
M
19
THE FACULTY
Since the University was founded in
and we encourage their participation
1868, scholarly and creative pursuits
in national and international profes-
have been two hallmarks of the
sional organizations and conferences.
Hampton University faculty. Excel-
lence and dedication continue to char-
Their efforts have brought increased
acterize these outstanding individuals
national visibility to Hampton.
whose basic purpose is the education
of students, creation of knowledge,
Our faculty care about our students.
and service to society. The faculty
At Hampton, we always aspire to
strives to provide classroom environ-
give our students the very best so
ments which are the most conducive
your desire and expectations for
to your intellectual, social and per-
lifelong learning, ongoing intellectual
sonal growth. Since you are at the
and personal development will be
center of their planning, they place a
met. Subsequently, Hampton Univer-
high priority on effective teaching
sity maintains a nationally acclaimed
and scholarly research. By doing so,
faculty that sets "The Standard of
your overall ability to comprehend,
Excellence" in education.
analyze and critically evaluate a wide
range of subjects is challenged.
"Academics at Hampton
Hampton University faculty members
make up the heart of all academic
University are global in scope
programs and activities. For this
and our programs are competi-
reason, the quality of our faculty
tive with those of other major
continues to be a major priority. We
universities within the
seek faculty members with doctoral
degrees, we are constantly holding
international marketplace."
seminars and workshops which
Dr. Martha E. Dawson
improve their teaching effectiveness,
Vice President for Academic Affairs
A
2
SC
PACE
IE
2854
21
ATHLETICS
The Athletics program at Hampton
tics) in 1982. In 1983 the Pirates
University encourages every student
finished third in the NCAA South
to participate in either varsity or
Atlantic regionals, making their first
intramural sports.
ever appearance in the NCAA
national basketball tournament. The
Hampton is a member of the Central
Pirates were also the only team to win
Intercollegiate Athletic Association
back-to-back CIAA Tournament titles
(CIAA) and the National Collegiate
in 1982 and 1983.
Athletic Association (NCAA) Divi-
sion II. The University continues to
Likewise, the Football Team excels in
produce nationally acclaimed athletic
competition. Since 1980, the Pirates
teams.
have compiled a 68-33-4 record. In
1985, the team finished with a 10-2
During the 1980's our athletic pro-
record and went on to win the CIAA
grams achieved greater success than
Championship and made its first
in any previous decade. In overall
appearance ever in the NCAA
athletic competition, the Pirate teams
Division II playoffs. The football
were successful in all sports in both
team won two CIAA Northern
conference and national competition.
Division Championships in 1985 and
Hampton was awarded the C.H.
1987, and one conference champion-
Williams Award, indicating athletic
ship in 1985.
excellence among competition in the
CIAA in 1984, '85 and '88, and the
The Lady Pirates Volleyball Team
Lauretta Taylor award for athletic
won the CIAA Championship in 1987,
excellence among women's competi-
and the men's cross country team
tion in the CIAA in the same years.
won the CIAA Championship in 1988.
The Hampton Tennis Team won the
The NCAA Division II National
CIAA Tennis Championship for
Track Championships were held at
seventeen straight years and the
Hampton University in 1989 and
NCAA Division II National Champi-
1990. HU was selected from among a
onship in 1989.
host of institutions which submitted
bids to conduct the event. The
The Lady Pirates Basketball Team has
selection committee of the NCAA
also gained national attention with an
chose Hampton because of its
impressive 183-44 record over seven
excellent facilities and nearby accom-
years. In 1986 the Lady Pirates
modations. This event marked the
reached the Division II final four, and
first time in history that the National
in 1988 they were the NCAA Division
Track Championships were held at
II National Champions.
a predominately black institution.
The Men's Basketball program has
The Athletic program at Hampton
also enjoyed success, reaching the
offers something for everyone, player
final four in the NAIA (National
or fan, and adds a rewarding experi-
Association of Intercollegiate Athle-
ence to the education that is offered.
so
23
THE MUSEUM
The Hampton University Museum
works by nationally distinguished
contains one of America's outstand-
artists. The education services
ing collections of art. The Museum's
include guided lecture tours, gallery
collection consists of traditional art
talks, internships, seminars, student
from African, Oceanic, Asian, and
research programs, classroom lec-
American Indian cultures, as well as
tures, slide programs, and an art
works by contemporary African
reference library.
American and African artists and a
collection which relates to the history
Through the years, the University
of the University. This unique
Museum has received many letters
collection today numbers over 9,000
from scholars and specialists attesting
pieces. It is the only such collection in
to the excellence of the collections.
the state of Virginia, the largest and
Requests for loans of art by other
strongest of its kind in the Southeast,
museums and cultural organizations
the foremost collection associated
are frequent. Some of the more recent
with any historically black educa-
requests have been from the Center
tional institution, and one of the first
for African Art, N.Y.C.; the Dallas
museum collections associated with
Museum of Art, Dallas; The Smith-
any black American organization.
sonian Institution, Washington, D.C.;
and the The Newark Museum,
Currently housed in Academy Build-
Newark, New Jersey. Cooperation
ing, a national historic landmark, the
with scholars has resulted in the
collection was begun in 1868, only a
appearance of illustrations of objects
few months after the founding of the
from the collection in publications on
school. In its earlier days, the Univer-
art in this country and abroad.
sity Museum had a unique role to
play, since it was the only museum in
the South open to blacks until the
"With its unsurpassed holdings
1920's.
of African, Native American,
Established as an essential arm of the
and African American art, the
academic mission of the College, the
Hampton University
Museum continues today as an
Museum ranks high among
important adjunct to the instructional
program of Hampton University, but
the country's cultural resources
its community role has broadened to
and it is especially important
serve the general public. The Mu-
because it has one of the largest
seum provides a range of services to
collections of works by major
its audiences. The exhibition pro-
gram offers permanent and changing
African American Artists in
exhibits from the Museum's own
the world."
collection, loans and circulating
Jeanne Zeidler
exhibitions from other collections,
Director, University Museum
25
THE LIBRARY
The University Libraries support the
Three special collections add depth to
instructional program of Hampton
the general collections:
University by providing access to
their collections, services, facilities,
The partial U.S. Government
programs and staff. Students, faculty,
documents depository collection of
researchers, and scholars are the
36,148 government publications.
primary users of the University
Libraries. The resources of the
The complete collection of over
Libraries are enhanced via the net-
250,00 microfiche in the Educa-
works they have established with
tional Resources Information
other academic libraries on a local,
Center (ERIC).
state, and national level. The sharing
of resources by the network of aca-
The George Foster Peabody
demic libraries is accomplished
Collection of over 28,000 catalogued
through the use of inter-library loan,
items by and about blacks.
the shared cataloging of materials,
and the searching of on line biblio-
ARCHIVES
graphic databases. The new computer
and electronic technologies are
The Hampton University Archives
houses the historical materials on
employed not only to make available
the vast resources of the parent insti-
Hampton University, the surround-
tution, but also to draw upon those of
ing area, and noteworthy people con-
the members of the network.
nected with the institution. The
Archives reflects the rich heritage and
The Collis P. Huntington Memorial
tradition of Hampton University. Its
Library collection includes approxi-
approximately 8,000,000 items and
mately 322,524 bound volumes,
60,000 photographs can be considered
357,573 microfilms and 34,878 vertical
one of the largest and most compre-
files. The library regularly receives
hensive collections on the history
and culture of African Americans
1,280 periodicals and 49 newspapers.
and American Indians in the
Microfilm editions of eight major
United States.
newspapers are received regularly.
27
THE CAMPUS
The Hampton Experience
Hampton Harbor, a new housing and
shopping development owned by the
Discussing political and social issues
University, borders the campus. It
with your friends and classmates
consists of 250 two-bedroom apart-
whose views reflect their di-
ments and a 60,000 square foot
verse backgrounds.
shopping village with specialty
shops, fast food restaurants, laundro-
Working side by side with your
mat and various other shops. Hamp-
professor on a research project that
ton Harbor is very convenient for
might gain national attention.
students that want to live off-campus,
but have restricted transportation.
Cheering the mighty Pirates on to
another sports championship.
The excellent roads and connector
roads in Hampton make transporta-
Taking a required course and finding
tion for students very easy. Norfolk
yourself drawn by the professor's
International Airport is located 20
excitement into a whole new field
minutes from the campus with
of interest.
Newport News/Williamsburg
Airport just about 15 minutes away.
Sitting on the waterfront admiring
Washington, D.C., is a three hour
the beautiful sunset after dinner or
drive from Hampton and only one
during a study break.
hour by air. Also easily accessible by
air are New York City, an hour's
Attending the many cultural events
flight, and Chicago is two hours
and exhibits presented by students,
by air.
faculty and well known artists and
entertainers.
Learning takes place in a variety of
experiences and settings - the resi-
Hampton is a beautiful 204 acre
dence halls, the Student Union,
waterfront campus located in Hamp-
laboratories, the sports fields, the
ton, Virginia, on the mid-Atlantic
library, and the classrooms. While
coast. This picturesque campus rests
Hampton provides the necessary
on the banks of the Hampton River
resources for its students to succeed
and is one of the loveliest waterfront
academically, it also provides social,
sights in the nation. Hampton has
cultural, and athletic activities.
150 buildings that offer a unique
combination of the old and the new
At Hampton you will receive a broad
with five of its buildings listed in the
education to prepare for a career after
National Register of Historic Land-
graduation or for further study in
marks.
academia. Whatever your major at
Hampton, you will master skills that
Hampton is centrally located between
will serve you for life.
the coastline of Virginia Beach and
the historic sights of Colonial Wil-
Choosing a university is one
liamsburg. While learning at Hamp-
of the most important decisions you
ton, you will be able to enjoy the
will ever make. We ask that you take
surrounding area. There are shop-
the opportunity to learn about our
ping malls that are in close proximity
university and consider how your
to the campus as well as housing for
goals could be met here - and then
students who prefer to live off-
imagine yourself at Hampton.
campus.
28
How To APPLY
ADMISSIONS
FINANCIAL AID
To qualify for admission, a candidate
Hampton University will make every
must submit:
effort to see that no qualified candi-
1. Completed application for ad-
date is refused admission because of
mission with the non-refundable
lack of funds. The University offers a
$10.00 fee.
number of grants, loans, scholarships
2. Transcripts showing all academic
and work study opportunities from
federal, state and private sources.
experiences.
Applications for financial aid should
High School - 4 years of English,
be sent as early as possible. The
algebra I & II, geometry, biology,
Financial Aid Form (FAF) which
and chemistry with lab, social sci-
includes the PELL Grant (priority
ences and six academic electives.
deadline March 31st) is available
Languages not required, but rec-
through Hampton University or the
ommended. Rank in top half of
high school guidance counselors. For
class and 2.0 - 4.0 GPA in aca-
information, contact the Financial Aid
demic areas.
Office toll free at 1-800-624-3341.
College - official transcripts of all
college work and the Transfer
ATHLETICS
Clearance Letter with less than 60
Mascot: Pirates
transferable semester hours (90
Colors: Blue and White
quarter hours); high school tran-
Memberships: Central Intercolle-
script, SAT scores, and a GPA
giate Athletic Association (C.I.A.A.).
of at least 2.3 in all degree credit
National Collegiate Athletic Asso-
work is required.
ciation, Division II (N.C.A.A.)
3. Standardized Test Results - a
FACILITIES
combined score (verbal and writ-
ten) of 800 on the SAT is required.
Six outdoor tennis courts, open fields
A comparable score on the ACT is
for intramural sports, 2 basketball
acceptable.
courts, volleyball court, exercise and
training room, 2 swimming pools
The University grants credit for AP,
(1 olympic size), football stadium
CLEP, and IBP work. Other life expe-
seats 10,000, and a new Convocation
riences are evaluated for academic
Center will house new gymnasium to
credit. The application date is March
seat 7,000.
1 and reply date is May 10.
COMPETITIVE SPORTS
When applying for admission to
Hampton University, you should
Intercollegiate varsity sports for men:
indicate a program of study. Admis-
football, basketball, tennis, track and
sion is based on an assessment of the
field, and cross country.
subjects completed in high school and
Intercollegiate sports for women:
the quality of the academic records,
basketball, volleyball, track and field
both of which may vary from pro-
and cross country.
gram to program.
ENROLLMENT
Hampton University accepts all
Approximately 5,400 students.
qualified applicants without regard to
race, creed, national origin, religious
CALENDAR
belief, or handicap. For further
The University calendar is divided
information, contact the Office of
into two semesters of approximately
Admissions, Hampton University,
fifteen weeks of classes and a summer
Hampton, VA 23668, (804) 727-5328,
session.
or call toll free 1-800-624 -3328.
UNIVERSITY
DIRECTORY
Academic Affairs
727-5201
Academic Counselors
727-5616
Accounting & Finance-Dept of
727-5361
Accounts-Students
727-5228
Administrative Services
727-5310
Admissions
727-5328
Airway Science Program
727-5418
Alumni Affairs Center
727-5425
Architecture-Dept. of
727-5440
Archives-Library
727-5374
Art-Dept. of
727-5809
Athletics-Dept. of
727-5641
Audio Visual Services
727-5433
Auto Decals & Traffic Violations
727-5259
Bands
727-5404
Biology-Dept of
727-5267
Book Sales-University Store
727-5446
Business Office
727-5221
Business-School of
727-5361
Career Planning & Placement
727-5331
Chaplain, University
727-5340
Chemistry-Dept of
727-5396
College Store
727-5446
Communication Disorders-Dept.of
727-5435
Community Housing Services
727-5643
Computer Center
727-5368
Computer Science-Dept. of
727-5552
Continuing Education-The College of
727-5773
Dean of Men
727-5303
Dean of Women
727-5486
Dentist-Student Health Services
727-5315
Development-Office of
727-5356
Economics-Dept. of
727-5865
Elementary & Special Ed.-Dept. of
727-5434
Engineering-Studies in
727-5288
English-Dept. of
727-5421
Environmental Studies
727-5783
Financial Aid Counseling
727-5332
Fire Administration Program
727-5773
Foreign Languages-Studies in
727-5430
Foreign Student Advisor
727-5303
French-Dept. of
727-5430
Freshman Orientation
727-5616
Gerontology Program
727-5870
Graduate College-The
727-5454
Graduate Nursing Ed.-Dept. of
727-5672
Graduate Students Housing
727-5210
Grill-Campus University
727-5346
Hampton Harbor Program
727-5570
Hampton Players-Box Office
727-5236
Hampton University Police
727-5259
Hampton University Tours
727-5328
History-Dept. of
727-5349
Holly Tree Inn-Desk
727-5261
Housing-Female Student
727-5486
Housing-Male Student
727-5303
Housing Service
727-5950
Human Ecology-Dept. of
727-5273
ID Cards-Faculty-Staff Students
727-5258
Infirmary-Student Health Services
727-5315
Insurance Students
727-5315
Jazz Festival Coordinator
727-5253
Journalism-Dept. of
727-5405
Katharine House
727-5420
Laundry
727-5333
Liberal Arts & Education-School of
727-5400
Library Office-Huntington Mem.
727-5371
Little Theatre Box Office
727-5236
Locks and Keys
727-5460
Mail Room-Post Office
727-5337
Maintenance Dept.
727-5461
Management-Dept. of
727-5764
DIRECTORY
CONT.
TABLE OF
Mansion House
727-5206
Marine Science Studies-Dept. of
727-5783
CONTENTS
Marketing-Dept. of
727-5362
Mass Media Arts-Dept. of
727-5405
Master's of Business Admin.
727-5762
Letter from the
Mathematics-Dept. of
727-5352
727-5773
President
1
Military Courses
Modern & Foreign Lang. Studies in
727-5430
Museum-University
727-5308
The History
3
Music-Dept. of
727-5402
Naval Science-Dept. of
727-5720
News Bureau
727-5255
The University
5
Nursing-Graduate Dept. of
727-5672
Nursing School of
727-5251
Nursing-Undergraduate-Dept. of
727-5673
The School of Business
7
Ogden Hall
727-5359
Personnel Office
727-5250
The School of Liberal Arts
Philosophy-Dept. of
727-5349
Physical Ed.-Health & Rec.-Dept. of
727-5208
and Education
9
Physicians-Student Health Services
727-5315
Physics-Dept. of
727-5277
The School of Pure
Political Science-Dept. of
727-5749
President of Hampton University
727-5231
and Applied Sciences
11
Psychology-Dept. of
727-5301
Public Relations-University
727-5253
The School of Nursing
13
Pure & Applied Sciences-School of
727-5239
Radio Station-WHOV-FM
727-5407
Reading Center-Assessment Center
727-5736
The Graduate College
15
Recruiter-Admissions
727-5328
Reference Dept. Library
727-5379
Registrar's Office
727-5323
The College of
ROTC-Army-Dept. of
727-5244
Continuing Education
17
Schedules-Students
727-5323
Sculpture-Art Dept.
727-5581
Secretarial Services
727-5384
The Faculty
19
Secretary of the University
727-5233
Security Police
727-5259
Athletics
21
Social Science Division of
727-5338
Social Work Program
727-5467
Sociology-Dept. of
727-5338
The Museum
23
Special Education-Dept. of
727-5434
Speech Communications & Theatre
Arts-Dept of
727-5401
The Library
25
Speech & Hearing Clinic
727-5435
Special Services-Students
727-5664
The Campus
27
Sports Information
727-5757
Students Accounts-Business Office
727-5228
Student Affairs-V.P. of
727-5265
How to Apply
28
Student Employment
727-5332
Student Fraternities
727-5691
Student Government
727-5772
Student Health Services
727-5315
Student Insurance
727-5315
Student HotLines
727-5722
Student Loans-NDSL
727-5669
Student Schedules & Grades
727-5323
Student Tutoring Services
727-5703
Student Union
727-5495
Summer Session-Dept. of
727-5237
Ticket Information-Campus Events
727-5229
UPS-Parcel Pickup
727-5242
Veterans Courses
727-5773
Weekly Calendar of Campus Events
727-5691
Western Union-Telegram
727-5259
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