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2 results

  • Not Just the Raising of Money: Hampton Institute and Relationship Fundraising, 1893–1917

  • Troy A. Smith
  • Journal:
    History of Education Quarterly / Volume 61 / Issue 1 / February 2021
    Published online by Cambridge University Press:
    03 February 2021, pp. 63-93
    Print publication:
    February 2021

  • This article examines the workings of Hampton Institute's external relations program to show how the school developed loyal supporters and donors. By 1900, Hampton was the wealthiest school for African Americans, and its philosophy—stressing vocational education and forsaking political equality—was at its most influential during this time, attracting numerous followers as well detractors. Little has been written about how Hampton actually raised money and few have explored in any detail why it was so successful in fundraising. Hampton's leaders developed a comprehensive, state-of-the-art external relations program that forged meaningful connections with its supporters. Hampton's coordinated outreach efforts were highly effective at getting its message to its target audience—wealthy White Northerners—making them feel closely connected to Hampton and its students, as well as making them feel, through their support of Hampton, that they were part of solving the so-called race problem.

  • 23 - Laura E. Davis Titus, Nineteenth-Century Norfolk, Virginia (US)

  • from Part IV - Enacting Emancipation in the Aftermath of Slavery
  • Edited by Erica L. Ball, Occidental College, Los Angeles, Tatiana Seijas, Rutgers University, New Jersey, Terri L. Snyder, California State University, Fullerton
  • Book:
    As If She Were Free
    Published online:
    24 September 2020
    Print publication:
    08 October 2020, pp 411-425

  • Summary

    Born at the beginning of the Civil War in Norfolk County, Virginia, Laura E. Davis Titus was a member of freedom’s first generation in the United States. Titus was among hundreds of African America women who redefined their place in society through education, civic endeavors, professions, and community advocacy. A teacher and a strong advocate for African American access to education, Titus took her work beyond the walls of the public schools to her home community, participating in the National Association of Colored Women, organizing community institutions, and founding settlement homes that provided young girls coming through Norfolk with much needed safe spaces, guidance, and employable skills such as cooking and sewing.This effort emerged from her participation in the black women’s club movement that was partially inspired by the activism of the Progressive Era. Titus embraced teaching and social service as a means for racial uplift.