Howard University - Bison Yearbook (Washington, DC)

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THE ACADEMY HISTORICAL Charles Sumner Syphax, A. P.., LL. M. The supreme aim of the founders of Howard University was to “educate youth in the liberal arts and sciences, ' or as General O. 0. Howard stated the aim in I860, “to furnish the means of general and professional culture to all. whether white or colored, male or female, who should seek its advantages.” Liberal culture involves a basic training which looks forward to further achievement. The degree and efficiency of higher achievement is directly related to the thoroughness and soundness of the foundation. Realizing the nature of higher education, and the importance of the fullest preparation for its successful pursuit, the Trustees of Howard University lost no time after the incorporation ol' the University by Congress, March 2, 18G7 in setting up the machinery for the secondary education of colored youth. There were at the time no existing agencies taking proper care of this pressing need of the race. The necessities ol the war demanded prompt action. A newly emancipated people were hungering and thirsting after education. Primary and grammar schools were being opened throughout the States for the benefit of a class, hitherto wholly deprived of educational advantages. The duty of making adequate provision for meeting this situation and for laying a sure foundation for achievement in the liberal arts became an un-escapable duty of Howard. Therefore, May 1. 1867 precisely fifty-nine days after charter day of the University, the Normal and Preparatory Department of Howard University felt its first heart throb. At once it began its mission with two distinct objectives in view, (a) teacher training and (b) college fitting. The first catalogue made this announcement:—“This Department is designed to give a thorough preparation to those who wish to pursue a collegiate course, as well as to furnish normal training to those who desire to enter at once upon the work of teaching.” The opening of the Normal and Preparatory Department was the first step taken by the Trustees towards academic work at Howard University. For this purpose a building was rented and fitted up on Seventh Street, now Geor; ia Avenue. In the meantime, the present location of the 10

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1 wonder if you have caught the full significance of your cheerful acquiesence to the President's recommendation! Not only have you revealed your own fine spirit, given to the University her greatest opportunity, and sent a challenge to the whole race, but you have done something greater: you have left a tradition of unselfishness, of large vision, which will, for many years, become a rebuke to those who sock only their personal gain, and an inspiration to those who would give their lives in largest service for others. The past history of the Academy has been a remarkable hismry. I read with wonder the devotion of those early teachers who literally spent their lives for its success. I marvel at the consecration of these who turned from fields offering far greater personal advancement, that they might be c hie test in service. To them belongs that phrase of the Hebrew writer, “Of whom the world is not worthy. Now, their task is completed. The Academy ceases with this scholastic year, even though its numbers and influence place it at the apex of its usefulness and power. It ceases only in the sense that it merges into the larger life of the University and the whole race. It lives yet in the men and women who now bcome the leaders and pioneers of the race. To it belongs the encomium,— Well done. All Hail, Howard Academy! Art rt rale. THE C.IRI.S’ HA TT A LI ON

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University was purchased as a permanent site, consisting at first o| one hundred and fifty acres. At this point, it is interesting to note that many of the magnificent trees that adorn the campus were planted by preparatory boys. During the year 1868-1869, there were eleven students in the preparatory course. This number was remarkably augmented the following year, when the number of students in this work alone increased to eightv-one. This dual arrangemnt, that of training teachers and of preparing for college under one departmental administration was not long-lived. The preparatory classes were meeting a popular demand, and were being eagerly sought. After a short length of time, the tasks of college preparation assumed such magnitude and importance that in 1871 the Preparatory Department was set apart as an individual unit in the scheme of the University organization. On June 12. 1872 the graduating class from the Preparatory Department numbered twenty-nine. In 1885 it was happily announced that the avowed purpose of the authorities was to establish at Howard a fitting school of the best New England type for all the Southland. In 1906, the name Preparatory Department was changed to The Academy. The curriculum was promptly revised and made in harmony with the courses offered in the best academies. Watchful eyes have been ever alert to keep the Academy abreast of the times and up to the requirements and methods regarded as standard. This glimpse of the early history of the Academy clearly points out that its first aim was distinctly college preparation. This traditional policy was wisely modified to meet the needs of the youth looking forward to professional study and also to prepare for citizenship and life those who had not the time, inclination or means for acquiring a higher education. The curriculum while featuring the classical and scientific courses, yet possessed a degree of flexibility which adapted it to the varying needs and tastes of those who sought only a good high school education. The courses of study offered in the Academy meet the requirements of the National Committee on Standards of Colleges and Secondary Schools. This committee is a national body, composed of all the sectional associations of colleges and preparatory schools, including the Carnegie Foundation. The Academy is therefore, an accredited secondary school, requiring for graduation sixteen units of standard secondary 11