This episode of American History Tellers examines the struggles faced by pioneering black cadets in the aftermath of the Civil War as they pursued education at West Point. The summary recounts the challenges these students endured, including racism, physical attacks, sabotage, and lack of academic support from the academy's leadership.
Despite West Point's efforts to restore its reputation following the Civil War, the path to integration was arduous. The episode highlights the experiences of trailblazers like Henry O. Flipper, the first black graduate in 1877, and explores how black cadets overcame barriers to enroll in the military's ranks as Buffalo Soldiers or take on teaching roles. While representing progress, their stories underscore the academy's slow embrace of integration.
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After the Civil War, West Point faced criticism for alumni fighting for the Confederacy, earning labels like "henhouse of treason." The academy was seen as elitist, grooming aristocrats over accomplished veterans (Rory McGovern).
While other colleges began admitting black students post-Civil War, West Point's leadership remained ambivalent about integration, shaping arduous journeys for pioneers like Henry O. Flipper.
When James Webster Smith and Michael Howard applied in 1870, failure rates on entrance exams spiked, though likely not targeting black candidates directly.
Only 3 of 27 black nominees from 1870-1889 graduated, reflecting disadvantages from limited early education.
Smith and others faced severe racism like attacks while sleeping, segregated housing, food denial through "silencing," and threats of violence.
Lindsay Graham notes the isolation black cadets endured - lacking community and academic support networks.
Leaders like Emory Upton dismissed Black cadet harassment claims after superficial investigations favoring white cadets.
Grant's overturning of Smith's dismissal forced shift from overt violence to passive resistance against black cadets.
Flipper was first to graduate in 1877; Alexander and Young followed. All faced discrimination, often delegated to "Buffalo Soldier" units or teaching roles.
Davis was next black graduate in 1936 after long gap, facing similar treatment as Flipper.
Black cadet enrollment increased slightly in 1950s, didn't reach double digits until 1960s.
1-Page Summary
The United States Military Academy at West Point underwent significant changes and faced numerous challenges after the Civil War, especially regarding its reputation and the integration of black students.
After the Civil War, West Point faced severe criticism because several of its alumni had fought for the Confederacy. Critics went as far as to label the academy a "henhouse of treason" and a "nursery of treason," reflecting a deep-seated sentiment against an institution seemingly at odds with the Union’s values. Furthermore, West Point was perceived as serving the wealthy elite, functioning not just as a military institution but also as a finishing school for aristocrats. This image was bolstered by the voices of Civil War veterans serving in Congress who were not West Point graduates. They felt aggrieved, believing that opportunities were denied to them because of the preference ascribed to West Point alumni over others with notable military accomplishments.
During the 1870s, there was a burgeoning movement towards racial integration within the American higher education landscape. Pioneering institutions such as Oberlin College and Harvard University started admitting black students, signaling a shift toward a more inclusive approach to education across the nation.
Historical Context and Evolution of Education Integration at West Point Post-Civil War
The admission and education of the first Black cadets at West Point were fraught with challenges, from suspicions of exclusion tactics to enduring the academy's rigorous demands. Rory McGovern provides an overview of the historical context during the initial period of racial integration at the military academy.
In the year 1870, James Webster Smith and Michael Howard became the first black cadets to be nominated successfully to West Point. These prospective cadets faced a particularly tough entrance process, which included a medical and academic exam notorious for its attrition rate, at times disqualifying half of the applicants.
During the examination period for Smith and Howard, the failure rate exceeded the norm of previous years. This spike in the attrition rate raised suspicions that the exams might have been intentionally made more difficult to exclude black candidates from admission. However, historical records suggest that this increased difficulty was a broader overcorrection within the examination system that impacted all candidates equally. Additionally, decisions to adjust the exam's difficulty level were apparently made before Smith and Howard were nominated, indicating that the changes were not directly targeting Black applicants.
Challenges for First Black Cadets at West Point
The experience of Black cadets at West Point has been marked by isolation, harassment, and a hostile environment, which has undermined their success and well-being.
James Webster Smith, the first black cadet admitted to West Point in 1870, along with others like Michael Howard, encountered severe racism, including active resistance, physical assaults, and acts of terror from white cadets. Smith and Howard were attacked in their sleep when invaders poured waste on them. There was even discussion among white cadets about blowing up Smith's tent with gunpowder. On another occasion, Smith was assaulted while fetching water and had to protect himself with a wooden ladle.
Black cadets were segregated in their living arrangements; Smith was initially placed in a room with Howard, but after Howard left following academic exams, Smith was left to room by himself until other black cadets joined him in later years. In the mess hall, white cadets refused to sit with black cadets, demanding changed seating assignments and engaging in sabotaging acts such as denying the black cadets food by passing all serving platters out of their reach.
The so-called "silencing" code meant that black cadets were not spoken to unless absolutely necessary for duty. This practice, which was a form of ostracization typically reserved as punishment for dishonorable offenses, was unfairly applied to all black cadets due to their race.
Black cadets were subjected to a ...
Black Cadets Enduring Isolation, Harassment, and Abuse at West Point
West Point's historical stance on racial integration has seen a mix of challenges and changes in leadership, impacting the experiences of the first Black cadets.
Rory McGovern recounts the experiences of Black cadets like James Webster Smith who, after facing harassment, reported incidents up the chain of command at West Point. Sadly, the officials concluded these claims were exaggerated, indicating a lack of support and inadequate address of racism. When Black cadets reported wrongdoings, Commandant Emory Upton conducted investigations that merely involved asking the accused cadets if the incident happened. These superficial inquiries led Upton to side with the white cadets, and the Black cadets who had raised their concerns were often penalized for what were deemed "false charges."
This pattern shifted significantly when the Grant administration intervened, overturning the dismissal s ...
West Point's Role In Addressing Racism and Supporting First Black Cadets
Rory McGovern and historical data reveal the challenges and achievements of early Black graduates of West Point Military Academy.
James Webster Smith, who endured significant challenges during his time at West Point, did not graduate but took a teaching position at what is now South Carolina State, indicative of the roles Black graduates were relegated to. McGovern acknowledges Smith's perseverance as having helped pave the way for future Black cadets.
Henry Ossian Flipper made history as the first Black cadet to graduate from West Point in 1877, where he received unusual applause from General Sherman and the audience at his graduation, signaling recognition of his achievement despite facing discrimination. Despite his accomplishment, Flipper was later court-martialed and dismissed with a discharge that was equivalent to "other than honorable." His legacy is honored with an annual dinner and fresh cadets learn about his story. His service was re-evaluated in the 1970s, leading to an honorable discharge, reinterment with full military honors, and a posthumous pardon by the Clinton administration in 1999.
John Hanks Alexander, who graduated second in 1887, was assigned to a Buffalo Soldier Regiment and later to teach at Wilberforce University, where he died of an aortic rupture. Charles Young, the third Black graduate in 1889, served with Buffalo Soldier Regiments and became a colonel. However, his career was limited by being assigned to command Black troops and teaching at predominantly Black colleges. Efforts to block Young from becoming a general led to his medical retirement, though he protested the ...
West Point's Successful Black Graduates and Their Careers
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