Tag Archives: Pioneer Teachers

During Black History Month, we recognize Hazel Harvey Peace: Prodigy, pioneering educator, and Chalkboard Champion

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Hazel Harvey Peace was a pioneering educator, debate coach, counselor from Fort Worth, Texas. Photo credit: Public Domain

During Black History Month, there are many outstanding African American educators who deserve recognition. One of them is Hazel Harvey Peace. She was a pioneering educator who dedicated nearly five decades to her career as an educator and her passion for community service.

Hazel was born in August 4, 1907, in Waco, Texas. Even at a young age she was considered a prodigy. She was only 13 when she graduated from high school in Fort Worth in 1921. Then she enrolled at Howard University in Washington, DC, where she joined Alpha Kappa Alpha, the first Black sorority in the United States. When she graduated in 1923, still in her teens, she returned to Fort Worth to teach at her alma mater, which by then had been renamed I.M. Terrell High School.

Hazel worked at her alma mater, I.M. Terrell High School, as a teacher, debate coach, counselor, dean of girls, and vice principal. Because of her outstanding leadership, the school garnered recognition for its exemplary college-prep and fine arts curriculum. She also worked towards desegregation in the schools of her community.

In addition to her work at the high school, Hazel taught at several colleges, including Paul Quinn College, Huston-Tillotson College, and Prairie View A&M University. She also served as Director of Student Affairs at Bishop College in Dallas until 1982.

Even after earning her education and securing her teaching position, Hazel continued to pursue educational opportunities, During her breaks, she attended summer classes at Columbia University in New York. After earning her Master’s degree from Columbia, she completed post-graduate courses at the University of Wisconsin, Vassar College, Hampton University, and Atlanta University.

Hazel retired from education in 1981. But those who knew her never forgot what an important contribution she made to the community. For her community service Hazel earned the Humanitarian Award in 1977 and 1985 from the Fort Worth Human Relations Commission. In 1988, she received the Hercules Award from United Way. And when the 2002 Winter Olympics passed through Fort Worth on the way to Salt Lake City, Hazel was chosen to be a torchbearer.

Hazel passed away in 2008. She was 100 years old. To honor this Chalkboard Champion, the Collaborative of High Performance Schools was opened in Fort Worth in 2010. To learn more about Hazel Harvey Peace, click on this link.

Black History Month developed by educator Carter Godwin Woodson

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Carter Godwin Woodson

Carter Godwin Woodson, the American school teacher who created Black History Month, an annual celebration of the many outstanding contributions African Americans have made to our country. Photo credit: Public Domain

This February, socially conscious teachers all over the United States are launching their classes into Black History Month, an annual celebration of the many outstanding contributions African Americans have made to our country. But did you know that Black History Month, itself, was the brainchild of an American teacher?

Educator Carter Godwin Woodson is credited with organizing and advocating annual Black History Month celebrations in American schools. He is also recognized as the first African American born of enslaved parents to earn a PhD in History. Admittedly, these are noteworthy accomplishments. But there is so much more to this brilliant man’s life story than is usually publicized.

Did you know that, as a youngster, Carter was forced to work on the family farm rather than attend school? Nevertheless, he taught himself to read using the Bible and local newspapers. He didn’t finish high school until he was 20 years old. Did you know that Carter once worked as a coal miner in Fayette County, West Virginia, and then later went back there to teach school to the children of Black coal miners, serving as a model for using education to get out of the mines? Did you know that Carter taught school in the Philippines, and then became the supervisor of schools, which included duties as a trainer of teachers, there? And did you know that he was one of the first to study African American history, to collect data, oral histories, and documents, and to publish his findings in a scholarly magazine he published, The Journal of Negro History? 

To read more about this fascinating historical figure, check out my book, Chalkboard Champions.

Ruby Cole of Texas: One of the founders of the DKG

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Chalkboard Champion Ruby Cole, one of the original founders of the Delta Kappa Gamma Society International. (Photo credit: DKG)

In 1929, a group of accomplished women educators in Texas got together to create an organization to advance the interests of women teachers. These women, who came from all over the state of Texas, formed the Delta Kappa Gamma Society, an organization for women teachers to work towards improving professional preparation, recognizing women’s work in the teaching profession, and providing scholarships for those needing assistance in advancing their professional expertise. One of these founding women was Ruby Cole.

Not much is known about Ruby’s early life. She was born on December 2, 1885. As a young woman, she enrolled at Sam Houston Institute in Huntsville, Texas. In her sophomore year of college she transferred to Washington College. She completed the requirements for her teaching degree at Southwest Texas State Normal College. In her later years she completed graduate study at the College of the Incarnate Word and at Our Lady of the Lake College in San Antonio, Texas.

Early in her career as an educator, Ruby was active in the San Antonio Chamber of Commerce and various women’s clubs. She was a member of the Teachers Retirement Committee of the Texas State Teachers Association, and she served as the Chairperson of the Legislative Committee of Elementary Principals. Because she had earned an excellent reputation in her community, she was invited to be one of the original founders of the Delta Kappa Gamma Society (DKG).

Ruby was very active in Delta Kappa Gamma’s national committees. She served as a member of the Constitution Committee from 1929 to 1930. She also served as  the Chairperson of the Nominations Committee and was a member of the Membership Committee from 1930 to 1931. In addition, Ruby was a member of the Initiation Committee from 1932 to 1935, and she was part of the Legislation Committee from 1936-1938. She also devoted much of her energy to the Retirement Fund for Teachers.

Sadly, this chalkboard champion suffered a heart attack and passed away on November 20, 1940.

To read more about Ruby Cole, click on this link: DKG Founders.

Marietta Johnson founded experimental school during the Progressive Movement

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During the Progressive Movement of the early 20th century, teacher Marietta Johnson founded an experimental school that earned national and international acclaim. Photo credit: Public Domain

Many exceptional educators spearheaded the Progressive Education Movement in our country in the early 20th century. One of these was Marietta Johnson, the founder of an experimental school which earned national and international acclaim.

Marietta was born on Oct. 8, 1864, in St. Paul, Minnesota. As a young woman, she graduated from the normal school now known as St. Cloud State University in 1885. In Marietta’s day, the purpose of a normal school was to educate and prepare teachers for teaching in public schools.

Marietta launched her career as an educator in rural elementary and secondary schools in Minnesota. She even served as a trainer of new teachers in various normal schools. Marietta was recognized as an exceptional teacher using established teaching methods, but during these years, she embraced the emerging philosophy of progressive education. She came to believe that children should be exposed to child-centered environments, immersed in nature, studying outdoors, and learning at their own pace.

In 1902, Marietta moved with her family to Fairhope, Alabama. Five years later, she founded a progressive school she named the School of Organic Education. The school was built near the eastern shore of Mobile Bay, a location selected for its natural beauty, temperate climate, and potential for growth. The modernized curriculum emphasized learning in outdoor environments and offered crafts and folk dancing in addition to traditional academic subjects. There were no final exams, no homework, and no failing grades.

Marietta’s school was so successful it was profiled and praised by the leading educational philosopher of the day, John Dewey, in his book Schools of Tomorrow, published in 1913. As a result of this notoriety, education professionals from all around the country and in Europe visited the school to observe progressive education in action. A powerful and charismatic public speaker, Marietta toured the United States and overseas on the lecture circuit to promote her progressive educational practices. Today, Marietta’s school still operates and is known as the Marietta Johnson School of Organic Education.

Sadly, Marietta passed away in Fairhope on Dec. 23, 1938. She was 74 years old. She is buried at Colony Cemetery in Fairhope. To learn more about the Marietta Johnson School of Organic Education, click on this link to the school’s official website.

What strategies did the Miracle Worker, Annie Sullivan Macy, use to teach Helen Keller?

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Helen Keller, left, with her teacher, Annie Sullivan Macy.  Photo credit: Public Domain

Anne Sullivan: This teacher’s name is synonymous with Miracle Worker. Anne is the remarkable teacher who worked with Helen Keller, an extremely intelligent blind and deaf child from Tuscumbia, Alabama. The relationship between the teacher and the student is explored in the play The Miracle Worker by William Gibson, an iconic piece of American literature that is frequently taught in public schools. This award-winning play depicts the exact moment at which, due to Anne’s expert instructional efforts, Helen was able to grasp the concept of language. This knowledge unlocked a world of isolation for the little girl, allowing her to connect with her fellow human beings, and making it possible for her to earn a university degree at a time when educating women was rare. The scene is sweet. But what strategies, exactly, did the miracle-working teacher use in order to achieve this breakthrough? After extensive reading on the subject, I think I may be able to identify a few of them.

First of all, Anne read every bit of published material available in her day about the education of handicapped students. Knowledge of pedagogy is the first step to effective practice. In addition to this, Anne had the “advantage” of personal experience, as she herself had wrestled with severe vision impairment as a result of trachoma. I’m sure at one time or another, we’ve all met an educator who is particularly effective at working with students who are facing the same challenges the teacher himself faced as a youngster.

Second, Anne was a keen observer, and she made it a point to watch the normal processes of language acquisition. She then replicated those processes as best she could to fit the particular circumstances and needs of her student. Today, we would probably call this strategy recognizing brain-based learning, and coordinating teaching strategies to fit the way the brain naturally learns.

Also, experts generally agree that much of Anne’s success in teaching Helen language was attributed to the fact that the teacher always communicated to her student with complete sentences. Concrete nouns such as water or spoon, verbs such was pump or run, or adjectives such as hot or smooth,  may be easy to convey. But abstract ideas such as beauty or truth, or certain parts of speech such as pronouns and some prepositions are much more difficult to impart to an individual unable to see or hear. Yet Annie always used these words in her everyday communication with Helen anyway.

Fourth, Anne was especially adept at incorporating experiential learning into her lesson plans. The effectiveness of “learning by doing” has been well documented, but in a day and age when most instruction consisted of rote memorization without necessarily comprehending, Anne’s insistence on teaching through constructed experience was truly innovative. Wading through the creek water, climbing the tree, holding the chick as it hatched from the egg—experiences like these were the staples of Anne’s instructional program.

To learn more about Anne Sullivan Macy, I have included an abbreviated but concise biography of her in my book, Chalkboard Champions: Twelve Teachers who Educated America’s Disenfranchised Students, which can also be found at amazon.com at the following link: Chalkboard Champions.