Series 3 makes up approximately one third of the collection. The series consists of alphabetically arranged subject files representing many of Bond’s personal and professional interests and affiliations. While several files include routine papers such as financial material (3:167-208) and correspondence regarding speaking engagements (3:147-165), the bulk of Series 3 provides substantial information on Bond’s activities throughout his lifetime. Subject files pertaining to Africa and education predominate; these topics and others covered in Series 3 are discussed in detail in the following description.

AFRICA – Organizations

Bond participated as member or officer in numerous organizations representing African business and cultural interests.

Especially in the early 1960s, he was active in facilitating cooperation between Liberian, United States and Swedish mining interests in Liberia, primarily under the auspices of the International African American Corporation (IAAC). The IAAC file (3:229-253) documents the concession agreement which granted rights to explore, develop and mine minerals in Liberia, and which required the formation of a development company, the Liberian American Minerals Company (LAMCO). Materials in the file include correspondence; annual and quarterly reports; geological maps; stock quotations and stockholder notices; and minutes. Also included are papers relating to W. V. S. Tubman, president of the Republic of Liberia.

Bond was on the board of directors of the Council on Race and Caste in World Affairs (CORAC) and one of its representatives to the first Congress of Black Writers and Artists in Paris in 1956. The CORAC file (3:111-113) contains correspondence relating to Bond’s participation in the 1956 Congress and to other activities with which it was associated, working papers for meetings, financial and progress reports. Correspondence, press releases, agenda and informal notes associated with the Summit Meetings of Negro Leaders held in 1958 and 1959 are also included in the file. Bond attended the first of these Summit meetings as a representative of CORAC and the American Society of African Culture.

The American Society of African Culture (AMSAC) was organized after the 1956 Congress, under the sponsorship of CORAC. AMSAC was affiliated with an international Society of African Culture, which originated in France. Its purpose was to broaden cross-cultural understanding between Africa and the United States. Bond served as the organization’s first president and on its executive council. The AMSAC file (3:78-91) contains extensive correspondence, often with executive director John A. Davis, concerning operating principles, African students and visitors, and ideas for research. Also included are newsletters, agenda, annual reports, bibliographies, programs and applications to AMSAC for jobs and fellowship grants.

The AMSAC Second Congress of Black Writers and Artists file (3:92) consists of materials for the international meeting of the Society of African Culture. Bond was part of the AMSAC delegation to this meeting. Materials include correspondence, memoranda dealing with the conference theme, the responsibility of black leaders towards unity and solidarity of black culture-, delegate lists and publicity for the meeting; and miscellaneous notes.

The Africa-America Institute was founded in 1953 to foster closer relations between the peoples of the United States and Africa through a variety of projects and continuing programs. The Institute administered scholarships for African students in the United States and Africa, placed United States teachers in schools and colleges in African nations where requested, disseminated information about Africa in the United States, and brought about exchanges of leaders between the United States and Africa. Bond served on the board of trustees and held the positions of president and director of the Institute.

The Institute file (3:49-61) consists primarily of minutes, reports, copies of the African-American Bulletin and other printed material.

The African Studies Association was founded in 1957 to promote scholarship in African topics. The materials in the file (3:63-64) include programs and notes of annual meetings, newsletters, rosters of American scholars studying African issues, and an abstract of Bond’s “African-American Relations Through Colleges for Negroes.”

The All African Student Union of the Americas was organized to increase communication among African students in North America and to discuss and publicize theories and actions for African self–sufficiency and solidarity. Bond served on its advisory board. Materials in the file (3:66-68) include newsletters; programs, minutes, reports, address transcriptions and working papers for annual meetings and conferences; and limited correspondence.

AFRICA – Trips

From 1949 to 1963, Bond made at least sixteen trips to Africa. Materials documenting these travels are arranged chronologically by trip date and consist of correspondence, invitations, programs,, itineraries, clippings and other printed material. Photographs relating to Bond’s African visits are filed separately in Series 7.

The most fully documented trip is Bond’s first, in 1949 (3:25-28). The invitation to visit Africa was issued by Lincoln University alumni of West Africa; the main purpose of the trip was for Bond to inspect and make recommendations about the school system of West Africa. Bond’s extravagant welcome from the people of West Africa is evidenced by newspaper clippings and correspondence. Other materials include Bond’s written statements about the significance of the trip to him as an African-American, press releases, and welcome addresses. A film of this trip is in 7:73 in videotape copy.

Several Africa trips in the early 1950s dealt primarily with Bond’s role in negotiations towards United States investment in the development of natural resources in Africa. The July 1957 trip (3:35) related to the involvement of American corporate interests in a Volta River and Liberian mineral project (see also 3:217).

Trips of December 1958 (3:36-38), December 1961 (3:44), and September 1963 (3:46-47) relate primarily to activities of the American Society of African Culture.

In December 1958, Bond participated in the AMSAC-sponsored All-African People’s Conference in Ghana as president of AMSAC. Bond attended the ceremonies of the opening of the organization’s offices in Lagos in December of 1961 (3:44). He also represented AMSAC in September 1963 at inaugural ceremonies for the William Leo Hansberry College of African Studies in Nigeria.

Most other trips were in response to invitations to attend celebrations and meetings. In June 1960 (3:39-40) Horace and Julia Bond attended ceremonies commemorating Ghana’s new status as a Republic of the British Commonwealth. The trip of October 1960 (3:41) was in response to an invitation issued by the Eastern Region of Nigeria during the period of the Nigerian Independence Celebrations. The trip of November 1961 (3:43) resulted from an invitation to attend the ceremony of the formal inauguration of the University of Ghana. In December 1962 (3:45), Bond chaired a panel discussion at the First International Congress of Africanists in Ghana.

AFRICA – Correspondence

An extensive correspondence file (3:2-14) spans over twenty-five years of Bond’s personal, academic and business associations relating to Africa. Bond’s acknowledgements of hospitality received during visits to Africa and retrospective descriptions of various aspects of those visits make up much of the file. Also included is considerable correspondence, largely personal, from Africans and appeals from Bond to various organizations for financial assistance for African students in the United States. Other correspondence includes exchanges with Africans in liaison offices, United States State Department personnel, and such organizations as the African Students Association, the American Committee on Africa, the American Friends Service Committee and the University of Liberia. Press releases and memoranda pertaining to Africa are also contained in the file.

AFRICA – Printed Material

The Africa printed material file (3:17-24) consists of miscellaneous printed materials from a variety of sources including both popular and scholarly United States publishers, African embassies, United States governmental departments, private organizations with African interests, and, to a lesser extent, publications of African origin. Oversize African newspapers are filed separately in Series 9.

EDUCATION – Organizations

Horace Bond was associated with numerous educational organizations, many of which are represented in Series 3. Subject files dealing with educational organizations generally include correspondence, printed material, programs for meetings and conferences and other printed matter, copies of addresses and working papers, miscellaneous notes taken by Bond during various meetings, and travel and hotel receipts. Bond’s most extensive work with educational organizations was during the 1950s and 1960s. Several of the more prominent or substantively represented organizations are described below.

Most of the materials in the Association of Colleges and Secondary Schools file (3:97) relate to work of that organization toward improved educational opportunities for students in black institutions of higher learning, including programs and correspondence dealing with annual meetings in 1935 and 1954, and minutes and correspondence dealing with activities of the organization’s research committee in the late 1950s and early 1960s. Bond served the organization as speaker and as a member of the research committee.

The Middle States Association of Colleges and Secondary Schools file (3:266) relates primarily to observation teams on which Bond served in 1952, for evaluations of the William Penn Charter School in Philadelphia and the Maryland State College and Princess Ann branches of the University of Maryland. Materials include magazines and catalogues about the institutions.

In 1948, Bond initiated a campaign to the National Scholarship Service and Fund for Negro Students for a definition of integrated education that would be sensible of the non-segregated nature of predominantly black institutions as well as of predominantly white institutions. By 1952 that organization introduced a program for what was called “two-way integration.” Most of the correspondence of the National Scholarship Service and Fund for Negro Students file (3:276-277) pertains to that issue.

The years best represented in the United Negro College Fund file (3:378-381) are the mid-1950s, while Bond served on its budget committee during his presidency at Lincoln University. Materials include press releases and radio scripts, in addition to extensive correspondence and printed material.

Among other educational organizations represented primarily by correspondence relating to Bond’s speaking engagements and/or printed material are the Georgia Committee on Teacher Education (3:214); the Board for Fundamental Education (3:105); the American Council on Education (3:70); the National Education Association (3:274); and various institutions, including North Carolina College (3:295), Tuskegee Institute (3:372) and Harvard University (3:220).

EDUCATION – Government Agencies

Several education related subject files pertain to Bond’s work in conjunction with United States government agencies. The President’s Committee on Education Beyond the High School (3:299-303) considered such general problems as federal aid to and changing national needs in higher education. Bond served subcommittees via participation in meetings and correspondence containing recommendations for activities. The file includes correspondence, minutes, reports and printed material.

The United States State Department file (3:386) consists primarily of correspondence concerning educational needs and programs, such as the Department of State Intern Program Training Division, recruitment for foreign service, the “executive reserve,” and the Conference on Africa South of the Sahara.

Bond was also active with the Subcommittee on Education of the Joint Army and Navy Committee on Welfare and Recreation, the latter a division of the United States War Department (3:387-388). The bulk of the file consists of chapters from Bond’s “Military History of the Negro in Africa and the New World”; other materials include correspondence and printed materials.

The White House Conference on Children and Youth file (3:391) describes preparations for the conference and contains correspondence, including that related to Bond’s background paper, “Wasted Talent”, copies of the “Conference Reporter” and other printed material.

Bond was also involved in the United Nations work. The UNESCO general file (3:374) includes correspondence, programs, agendas, and conference objectives and evaluation of the United States National Commission for UNESCO activities. The file also contains correspondence relevant to Bond’s nomination for the directorship of the UNESCO department of education in 1962.

During the summer of 1948, Bond served as chairman of the Committee on Social Understanding for the UNESCO Seminar on Teacher Training at Ashridge College in Berkhamsted, England. The UNESCO Ashridge seminar file (3:375-377) includes correspondence, notes, biographical sketches of staff and delegates, reports, relevant journals and memorabilia.

EDUCATION – Research

From the mid-1920s through the 1930s, Bond’s work was frequently related to the educational research projects of the Julius Rosenwald Fund. The Rosenwald Fund file (3:312-314) contains business and personal correspondence, including that with the Fund’s president, Edwin Embree; Alabama building agent reports; and forms for applications and recommendations for Rosenwald scholarships and fellowships. Other materials in the file refer to projects in which Bond actively participated, including an outline of data to be obtained in the 1929-1931 survey of southern schools, the planning and development of Dillard University, and chronicle descriptions and reports of the 1937-1938 Special Study of Rural Elementary Schools of the South (see also Series 4 and 5).

The Rosenwald Fund Star Creek project file (3:315-318) consists of materials relevant to Bond’s work for the Fund in Star Creek (Franklinton), Louisiana in 1934. Materials include correspondence, an outline of the research activities Horace and Julia Bond were to perform, a diary kept during their residence in Star Creek, recommendations for the improvement of the schools, and a description of the parish in which Star Creek was located.

The bulk of the file consists of a narrative titled “Forty Acres and a Mule” and several versions of “The First Lynching of 1935″. The file concludes with numerous genealogical materials.

The Southeastern Education Laboratory was founded in June 1966, funded primarily by the federal government. Bond was a participant in the early planning stages of the research organization, a contributor to the original proposal, and served on its board of directors until June of 1969.

The Southeastern Education Laboratory’s purposes were the research, development and dissemination of educational ideas concerned with such topics as better utilization of human resources, desegregation, curriculum, and teacher education. The file (3:325-359) consists primarily of printed and mimeographed materials pertaining to the organization itself and to many specific research topics pursued through its funding and organizational support. Also included are correspondence, proposals, minutes, by-laws, memoranda, vitae and research reports.

EDUCATION – Other

In addition to the activities mentioned above, Bond taught a sociology course on “The Negro in American Life” at Garrett Biblical Institute in the summer of 1944 (3:212); and wrote a script titled “Public Education after the Civil War” for the 1969 Columbia University Black Heritage television series (3:110). Materials in the Hampton Institute file (3:219) relate to Bond’s preparation of an historical analysis of that institution in 1944. He also participated in meetings of the Cleveland Conference (3:107-109) and the Spring Conference on Education (3:367) — both informal gatherings of educators and other interested persons assembled annually to discuss educational issues. Several other conferences relating to education are documented in the Ford Foundation file (3:209).

RACE RELATIONS IN THE UNITED STATES

A number of subject files relate to organizations dealing with African-American issues and specifically addressing civil rights and race relations concerns. Materials in these files date from 1931 to 1972.

The American Foundation for Negro Affairs was organized in 1967 to act as a national body for the purpose of cataloging African–American progress and subsequently of charting ten-year goals.

Bond served as vice president and the chairman and director of the organization’s national research commission. Materials documenting the Foundation (3:72-74) include research position papers, minutes and correspondence.

The Associated Negro Press file (3:94) consists primarily of correspondence with Claude A. Barnett, the director of the national news service. The correspondence refers to articles Bond contributed to the A.N.P., as well as to land grant colleges and universities, state appropriations for black institutions of higher education, and Africa. The articles themselves are in 6:50.

In 1944 and 1945 Bond served on a committee with the purpose of producing educational films dealing with race relations. The American Missionary Association and the American Film Center participated in the committee, which was headed by Charles S. Johnson. Materials of the Film Committee (Committee for Mass Education on Race Relations) file (3:166) include correspondence, scenarios for proposed scripts including those by Arna Bontemps and Langston Hughes, minutes and agenda.

The National Association for the Advancement of Colored People file (3:269-272) documents some of the mutual concerns of the NAACP and Bond over a period of thirty years. These include the issues of federal aid to education in the 1930s, the commissioning of black military officers during the 1940s, the Supreme Court “Brown vs. the Board of Education” suit of the 1950s, and desegregation issues during the 1960s. About one quarter of the file deals with Bond’s historical research into the original interpretation of the Fourteenth Amendment for the Supreme Court case.

Materials in the file consist primarily of correspondence, frequently with Clarence Mitchell of the Washington D.C. Bureau and John W. Davis of the Legal Defense and Educational Fund. Additional correspondence concerns the Lincoln University student chapter, and the Philadelphia and Atlanta chapters.

The Race Relations Institute (3:307) is an annual forum of lectures and workshops for bringing the social sciences to people concerned with the improvement of intergroup relations. The Institute began in 1944 and was co-sponsored by divisions of the American Missionary Association and Fisk University. Bond was a lecturer for the Institute on several occasions. Materials in the file include correspondence, programs and brochures.

The Southern Conference on Race Relations (3:361) was an October 1942 meeting of black Southern leaders in Durham, North Carolina to develop a definitive statement regarding race relations issues (partly in order to maintain advances that were assumed would be made by black servicemen during World War 2). Bond was a participant in the conference and a part of the related 1943 subcommittee on agriculture. Materials include correspondence, recommendations for the agricultural subcommittee, and editorial statements.

Materials of the United States Commission on Civil Rights file (3:382) include correspondence, programs, notes, and printed materials relevant especially to Bond’s 1962 paper to the Commission and to his leadership role in the 1967 national conference on race and education. Printed materials also include operational school integration plans in various United States cities.

IND4IDUALS

Included in Series 3 are subject files relating to specific people. These files are significant in terms of the individual’s personal prominence or long-term relationship with Bond, or both. The files consist primarily of correspondence, frequently of a personal nature, biographical information, newspaper clippings and other printed material.

Material relating to W. E. B. Du Bois (3:114-116)–Afro-American educator, author, and early leader of the black civil rights movement–includes correspondence between Bond and Du Bois concerning Crisis articles and the development of the Encyclopedia Africana. Also included are papers about Du Bois written by Bond and others, as well as correspondence and printed material pertaining to memorials to Du Bois after his death in 1963.

Martin Luther King, Jr. (3:257-259), civil rights leader, is represented by a file consisting primarily of information about the organization of the Martin Luther King, Jr. Memorial Center in Atlanta. Bond served on the Center’s initial Advisory Council as well as on the advisory council for a secondary element of the Center, the Institute for Afro-American Studies/the Institute of the Black World. Materials include memoranda, minutes, pamphlets describing various phases of the Center and proposals for Center projects.

Lincoln University alumni with whom Bond maintained some contact include Nnamdi Azikiwe (3:98-99), president of the Federal Republic of Nigeria; Kwame Nkrumah (3:289-294), prime minister of Ghana; Thurgood Marshall (3:262), Supreme Court Justice; Langston Hughes (3:224), writer and public speaker; and Lawrence Reddick (3:308-309), curator of the New York Public Library’s Schomburg Collection and longtime friend of Bond.

Historian and sociologist Charles S. Johnson (3:255) corresponded with Bond especially regarding educational research projects and administrative issues.

Other individuals represented in Series 3 include Albert Barnes (3:100-101), philanthropist and benefactor of Lincoln University; and Mary McLeod Bethune (3:102), founder and president of Bethune-Cookman College.

MISCELLANEOUS ORGANIZATIONS

Numerous organizations are represented in Series 3. Many of these files consist of correspondence and other papers relating to Bond’s membership and/or speaking engagements with the organization. Files of particular interest are noted below.

In 1943, Bond established Civicle, a Georgia state organization of black civic leagues, for the purpose of encouraging larger scale planning and stimulating local clubs. The Civicle file (3:106) contains proposed national constitutions, correspondence, agenda, and a proposition for post-World War 2 community facilities.

The United Nations file (3:373) contains materials relevant to Bond’s 1963 appearance as a representative of the American Society of African Culture before a United Nations subcommittee considering policies of apartheid in South Africa. These materials consist primarily of correspondence and printed material of the United Nations, including a summary report of Bond’s statement and discussion (see also 6:14).

The United States Congress file (3:383-384) refers to issues of each decade from 1932 to 1968. Materials include correspondence, especially with Georgia representative Charles L. Weltner in 1964; and copies of various bills, most of which relate to education.

The American Missionary Association file (3:76-77) contains information about the association’s race relations program and Talladega College, an institution the AMA was instrumental in organizing and supporting. Materials include a 1943 report on “Race and Race Relations” by Charles S. Johnson and correspondence dealing with the 1961 observations of the AMA centennial.

Bond’s long-term memberships in several organizations are documented in the files of the Kappa Alpha Psi fraternity (3:256); the Masons (3:264-265); the Sigma Pi Phi fraternity (3:320-322); the Southern Sociological Society (3:365-366); and the Alpha Kappa Mu honor society (3:69).

Fisk University in Nashville, Tennessee is a liberal arts college founded in 1865 by the American Missionary Association. Horace Bond was an instructor in the department of education in 1923 and 1928 to 1929. He was employed as associate professor of education from 1932 to 1934 and as head of the department of education from 1937 to 1939.

Limited material pertaining to Fisk University consists primarily of correspondence of a general nature (4:1-2) and programs, alumni magazines and other publications (4:3-4). Also included is correspondence (4:5) regarding Bond’s attempt to collect photographs of people prominent in black education for a permanent display in the Fisk department of education. The correspondence is arranged alphabetically by the name of the person requested to donate his picture.

Dillard University was created by the merging of Straight University and New Orleans University, with support from the Rosenwald Fund and other foundations. The institution was chartered in 1930; the first classes were held in September 1935. Bond assisted in the planning for the new university and was officially hired as dean in the spring of 1934.

The Dillard University material consists primarily of correspondence (4:6-17) and general administrative records (4:18-22) documenting Bond’s role in the formation of the institution and his subsequent work as a key administrator. Topics dealt with include the faculty, budget, summer school, extension and community work, student affairs, accreditation and admissions policies. The printed material file (4:23-25) contains programs, catalogues, brochures, and announcements, including an address presented at the occasion of the cornerstone laying on 27 May 1934; a booklet of poetry edited by Marcus B. Christian; and copies of The Arts Quarterly published at the school. Papers (4:26) pertaining to James Hardy Dillard, a prominent figure in southern black education, include correspondence with Horace Bond, reprints of articles written by Dillard, minutes of a 1925 conference at which James Dillard represented the Slater and Jeanes Funds, and an address by Bond titled “James Hardy Dillard, A Southern Gentleman.”

In 1962 Bond was invited by Dillard University trustees to prepare an historical statement about the university. Related materials (4:27-29) include correspondence regarding the progress of Bond’s work on the statement, outlines and drafts, correspondence dating from 1935 to 1937 which Bond used as research material, and numerous notes on index cards. Bond’s association with Dillard University after his deanship also included his work as a consultant to Dillard’s teacher education program in 1965 (4:30).

Fort Valley Normal and Industrial School was a private school for blacks aided in large part by philanthropy and by donations of the Episcopal Church. In 1939 the school was transferred to the Georgia State Higher Education System and was renamed Fort Valley State College. Horace Bond was president of the college from 1939 to 1945.

The Fort Valley State College correspondence file (4:32-36) includes general correspondence regarding Rosenwald Fund assistance, the recruitment of faculty, student activities, curriculum, physical maintenance of the college and the development of community programs. Correspondence with the Georgia State Board of Regents discusses subjects ranging from the new state status of the college to the search for Bond’s successor. General administrative records (4:37) include the statutes of the college in a statement of objectives and various reports. Financial records (4:39) and mailing lists (4:41) used during Bond’s tenure supplement the general administrative papers. Bond’s lecture notes (4:40) deal especially with black education and the role of blacks in American life. Printed material (4:43-44) includes copies of the student publication The Peachite, catalogs and newspaper clippings.

While at Fort Valley, Bond managed to maintain funding for the institution from both the state and the Rosenwald Fund, despite political opposition which threatened to bar acceptance of private foundation funds. Georgia governor Herman Eugene Talmadge, a strong advocate of racially separate schools, was a key figure in these controversies. Correspondence and numerous newspaper clippings (4:45) describe his policies and the state of black education in Georgia in the early 1940s. Talmadge visited Fort Valley State College in May 1941; the visit is documented by several photographs (see 7:32).

In 1944 Bond was elected president of the Conference of Presidents of Negro Land Grant Colleges. With that organization, Bond was involved in the planning of educational programs for black soldiers and veterans and in a protest against the exclusion of blacks from a Navy officers training program. Correspondence (4:38) prior to and after his election as Conference president details these activities.

In 1958 Bond began work as dean of the Atlanta University School of Education in Atlanta, Georgia. He became director of the Atlanta University Bureau for Educational and Social Research in 1966.

The Atlanta University files consist primarily of over two hundred genealogy charts and narrative accounts of black family history produced by Horace Bond’s students (4:262a-262i). Bond’s assignment stressed the recording of educational and occupational information. The narratives range from brief descriptions of a single generation to reports on ancestors in slavery. A complete list of students’ names, along with the surnames appearing in their accounts, is contained in Appendix.

Other material relating to Atlanta University is generally less substantive in content than other institutional files. Correspondence (4:222-228) deals mostly with the administrative functions of Bond’s positions–teaching assignments, requests for leaves of absence, student recommendations and other details.

Bond’s interest in teacher education is documented in several files in the Atlanta University section. The National Teacher Examination material (4:239-243) consists primarily of examination registration forms and information booklets. Bond’s efforts to define and promote the university’s teacher education program are described in correspondence and printed material regarding the program (4:271-274), and in correspondence with the Georgia State Department of Education (4:234).

Other files of some interest include proposals presented to the Research Committee headed by Bond (4:247-253); information regarding the development of a doctoral studies program at the School of Education (4:229-230); and correspondence dealing with African visitors to the university (4:218).

Series V contains correspondence, data, proposals and reports concerning many of Horace Mann Bond’s research projects. The bulk of the material relates to work during the 1950s and 1960s. Materials are divided into four sections: general, black doctorates study, institutional studies, and testing. Much of the data within files is undated and appears in the form of charts that compare regions, years, institutions, individuals and other factors. These materials are placed at the end of a file with the most complete form of information appearing first.

The general section of the series contains a variety of research topics arranged alphabetically by title or subject. These topics deal with research pursued as early as 1926; data pertains to years as early as 1855.

Many of Bond’s studies emphasized social, economic and geographic influences on educational achievement, especially by black students. The Atlanta school survey (5:2-4), the national merit scholarships file (5:12-15), and the school expenditures, Congressmen file (5:24) demonstrate that approach to educational research.

The Atlanta school survey (5:2-4) represents Bond’s 1957-1962 study of and reactions to an Educational Testing Service analysis titled Learning and Teaching in Atlanta Public Schools for 1955-1956, and to Atlanta’s school desegregation plan in the 1960s. Bond undertook a critical analysis of the report’s standardized test score data to demonstrate the effects of demographic trends in the city on test-measured student “achievement.” Included are Bond’s notes and analyses of test scores, housing-population statistics, socio-economic residence patterns in the city, short articles and an open letter to Atlanta students, and miscellaneous related materials.

The national merit scholarships file (5:12-15) contains correspondence, research data, and other papers regarding Bond’s investigations into the occupational and geographic distribution of national merit scholarship certificate winners and his responses to the United States Senate proposal for the federal funding of such scholarships. The scholarships were to be distributed according to state population figures, and granted on the basis of standardized achievement test scores. Bond proposed that the distribution system excluded students from poor educational and economic backgrounds from the competition. Important writings relating to this work are The Search for Talent (6:45) and “Talent — And Toilets” (5:172-175).

The school expenditures, congressmen file (5:24) consists primarily of charts and graphs which show the per capita income, tax figures and school expenditures by county during the periods of public school education of southern white and black congressmen. Correspondence discusses the educational advantages future white congressmen enjoyed as children while black children were receiving much smaller proportions of monies for school expenditures.

The Mississippi higher education survey (5:11) and the Oklahoma studies file (5:16) include survey-type research. In December of 1944 the newly instituted Board of Trustees of the Mississippi Institutions of Higher Learning sought general information about the status of institutions in the state towards improving their standards and financial support. Bond was involved as one of two consultants to survey black institutions. The file contains correspondence, notes and reports relevant to Bond’s work with the project. A letter written by Bond in 1964 explains the political point of view he took as the only black involved in the project.

The Oklahoma studies file (5:16) contains materials relating to two research studies of black education. The first project was a “Survey of Educational Facilities for Negroes in Oklahoma” carried out by Bond in 1926-1927 under the direction of W. E. B. Du Bois. Materials for this study include numerous photos of black schools in Oklahoma and a partial final report. The second project included in this file involved the standardized testing of children in Langston, Oklahoma in the summer of 1927. This resulted in a November 1927 Crisis article, “Some Exceptional Negro Children.” The file also contains 1961-1962 correspondence regarding Bond’s attempt to identify the current status of the children whose pictures appeared in that article.

The insanity in Chicago file (5:7) is one of several files in the general section of Series V which handles non-school topics. The file includes two 1934 essays, “An Introduction to the Study of Insanity among Negroes in Chicago,” and “Ecological Study of Insanity in the Negro Community.” Other materials in the file include charts of types of psychiatric diagnoses with geographical, sex and other comparisons.

The proposals file (5:19) includes Bond’s notes for potential research projects as well as actual proposals. The file covers a broad range of topics including black patients in the Tennessee State Hospital for the Insane (1934), adult education in selected European countries (1936), and vocational education. Another wide–ranging topic represented in the general section of Series V is the football study file (5:6). This file consists of charts, lists and other papers regarding the National Football League draft selections in 1962 and 1963. The general miscellaneous file (5:8-10) includes note cards and miscellaneous genealogical, demographic and test information.

The black doctorates study section of Series V consists of materials relating to Bond’s formal research of sociological and geographical factors, which contribute to the development of black scholars and professionals. The study became focused in 1958 through funding by the U.S. Office of Education for “A Study of Factors Involved in the Identification and Encouragement of Unusual Academic Talent Among Underprivileged Populations.” Elements of the study’s conceptualization had appeared periodically in Bond’s writings and converged in research leading to his 1957 Harvard University Inglis lecture, “The Search for Talent.” The study included a survey that gathered data about the educational, familial and geographic backgrounds of over 500 black academic and medical doctorates. The report was published through the Office of Education in 1967 and, minimally revised, through a commercial publisher as Black American Scholars in 1972.

Data relating to the identification of black doctorates (5:33), their educational backgrounds (5:34-35), occupational backgrounds (5:36), and birthplaces (5:37-38) appear after the final report. These data consist mainly of undated tables. Where Bond has divided the background data by generation, information about the black doctor him or herself appears before that about parents and grandparents. Of special interest are materials about black doctorates with limited parental educational background (5:35).

Historical data (5:39) contains chronologically arranged correspondence, followed by undated tables recording 19th-century information including free/slave status, class status, and proportions of literate to illiterate blacks.

Bond made extensive inquiries into the history of several specific families included in the black doctorates study. Related correspondence and genealogical data appears in files for each family (5:40-46). Dated correspondence within each file is arranged chronologically; materials such as genealogy charts, lists of names, and reproductions of 19th-century documents are arranged with the most complete genealogies appearing before less complete or supplementary information. The Dibble-Cleveland file (5:46) contains newspapers from 1830, 1839, and 1850.

Bond proposed several follow-up studies to the black doctorates project. A black Americans biographical index (5:47) was intended to create a permanent index at Atlanta University of prominent blacks for use as a resource for future researchers, especially those involved with the five predominantly black colleges of Atlanta. The file for another follow-up study, black family institute (5:48), contains correspondence, tentative budgets and proposals relating to the development of a library-depository, a teaching institute, and research activities related to the black family.

The institutional studies section of Series V contains correspondence, proposals, reports, data charts and other papers documenting Bond’s research into various aspects of particular educational institutions. Individual files in this section are arranged alphabetically by title or subject of each study. Most represent work done in the early 1960s.

The African students survey (5:50-61) is an extensive historical study of African students in predominantly black colleges in the United States. Bond proposed and directed the project, which was sponsored by the United Negro College Fund and the Phelps-Stoke Fund. Research conducted by individual institutions yielded information including names of African students, their nations of origin, and their years of enrollment in the institutions attended. Purposes of the study included analyzing functional attitudes related to Africans in United States black institutions, especially in the south; determining ways to increase recruitment and to facilitate adequate financing for African attendance; and evaluating the usefulness of United States programs for African students.

Material in the general file for this survey (5:50-52) includes correspondence, proposals, outlines, notes and tables indicating changing enrollment figures. Institutional reports in this file (5:53-57) consist of answers to form inquiries, correspondence, notes and charts arranged alphabetically by institution name. Writings (5:58-59) emanating from the study include drafts for Bond’s sixty–one page typescript, “The African Student in the Negro College.” Index cards listing names and years of enrollment for individual students conclude the file.

In 1962, Bond undertook a brief survey for the Association of Colleges and Secondary Schools to determine the number of black college faculty members holding terminal academic degrees. The file for this black college faculty study (5:62-63) consists of chronologically arranged form letters to institutions used to gather data, notes and a final report, followed by completed questionnaires returned to Bond.

The black colleges study file (5:64-65) consists mainly of proposal drafts and notes prepared in 1967 for a possible study of educational experience in predominantly black colleges. Other material includes correspondence and a summary of the exploratory study.

As a part of his Lincoln University administrative involvement with the retention of students from the time of entering college to graduation, and his interest in the cyclical description of cultures, Bond investigated the relationship between student persistence rates and business, economic and historical events. Persistence rates were determined by figuring the percentage of students graduating as compared to the number of entering freshmen four years previous for each year that Lincoln University, Gettysburg College and Bowdoin College had graduating classes. The college persistence rate study (5:66-67) graphs the cycles of male attendance at the three institutions from the time of the 19th-century founding of each until 1957. The study relates these persistence rates to national economic cycles over the same periods of time.

Bond investigated persistence rates in 1949 and again in the mid-1950s. The file contains correspondence, tables, the superimposition of the percentage of students retained over Ayre’s “Economic Cycles” graph, notes, and a copy of Bond’s paper “Historical and Socio–Economic Factors in College Persistence Rates,” presented to the American Research Association in 1962.

The institutional studies miscellaneous file (5:68) includes a 1927 paper, “The Enrollment of Negro Students in the High Schools and Colleges of Some Northern States,” figures for male enrollment at Howard University in 1952 and 1954, annotated bibliographic cards of various publications between 1948 and 1961 dealing mainly with academic achievement and economic factors of college attendance, and undated charts giving enrollment figures at twenty-two southern colleges.

The test score comparisons file (5:70-71) consists primarily of tables and statistical charts which compare median standardized test scores by educational institution by race, and by political and geographic regions in the United States.

The testing section of Series V contains correspondence, data summaries, and other material relating to Bond’s investigations involving standardized tests and testing. Most of the files are copies of various forms of standardized tests and of printed materials published by test manufacturers. Files are arranged alphabetically by name of test or research project.

Study of the implications of Army classification tests for education and educational institutions affected a number of Bond’s research projects, especially the black doctorates study. Correspondence, a report and data make up the Army tests study file (5:72).

The California tests file (5:73-76) contains 1957, 1959, and 1962 standardized test forms, miscellaneous manuals, scoring keys and other printed material of the California Test Bureau.

The Graduate Record Examination files (5:77-79) consist of miscellaneous tabulated scores for Lincoln and Atlanta Universities, comparison tables or scores in major subject fields, and correspondence and notes relating to characteristics of the examinations and Bond’s observations about them; also included are printed materials such as G.R.E. Bulletins, handbooks, and leaflets. The bulk of the file consists of Educational Testing Service printed material (5:78-79).

Operation Close-Gap (5:81-90) was a study to determine the effect of filmstrip instruction on the reading achievement levels of elementary school students. The project was coordinated by a Georgia state educational research committee, of which Bond was a member. In addition to the recording of reading test scores for 10,000 Georgia children, information regarding parental education and occupation, and the education levels of teachers was noted. As a member of the research committee, Bond was involved in a proposal to the Southeastern Education Corporation to tabulate and establish relationships between reading achievement and this additional data.

Operation Close-Gap general file (5:81-82) consists primarily of reports and proposals. The data files (5:83-90) contain tabulations of test scores, educational and occupational data arranged by grade level and school, and summaries of the information tabulated by grade level only. The information sheets on which data for individual students was recorded are located in Series X, Restricted Files.

Series 6 consists primarily of addresses, articles, books, book reviews, newspaper articles, letters to editors, autobiographical sketches and miscellaneous items written by Horace Mann Bond. Individual writings are arranged according to the eight types noted above, and chronologically within those types by date of presentation, publication or completion. Materials pertaining to a particular work generally include the item in its most complete or published form, followed by any available working papers–outlines, drafts and research materials. Correspondence dealing with the publication of a particular writing follows all other papers regarding the writing. In a few cases, papers relating to an essay or article occupy more than one folder. Although the majority of material written by Horace Bond is located in this series, other items such as research reports and Lincoln University histories appear elsewhere in the collection. Appendix provides a complete list of writings in the collection, with exact locations other than Series 6 noted.

Although several of the addresses appear only in outline form, the whole is a fairly complete representation of Bond’s speaking career. Topics include race relations and the status of blacks in America, political movements in Africa, Afro-American relations, the history of black higher education, and sociological factors influencing academic talent. The addresses range in time from a 1935 speech given in Bogalusa, Louisiana (6:1) to a presentation in Pensacola, Florida on 11 May 1969 (6:16). The majority of the addresses, however, fall into the period 1945 to 1963, covering in particular Bond’s years as Lincoln University president. Correspondence regarding Bond’s appearances before educational institutions and organizations, community groups, church congregations, alumni associations and other audiences is located in the “Engagements” file in Series 3.

The articles in Series 6 include formal papers presented at professional meetings, as well as numerous other published and unpublished manuscripts. The topics dealt with are similar to those represented in Bond’s addresses, with a greater concentration on the history of black higher education. The earliest dated article in the series appears in the October 1927 issue of The Crisis magazine under the title “Some Exceptional Negro Children” (6:17). Bond’s extensive 1969 rebuttal (6:35-37) of a paper written by Christopher Jencks and David Riesman on the American black college is the final dated article in the series.

Also included in the articles file is a reprint of “The Influence of Personalities on the Public Education of Negroes in Alabama, I” (6:19), the first of a two-part article published in 1937 and based on Bond’s PhD. thesis work. Among several articles regarding Africa is “Reflections, Comparative, on West African Nationalist Movements” (6:23), a paper presented by Bond at the First Congress of Black Writers, Scholars and Artists in 1956 in Paris.

Copies of books written by Horace Bond and related correspondence make up the books file of Series 6. These publications are concerned mainly with the history of black education and the origins of academic talent. Correspondence referring to the 1934 publication of Bond’s first book, The Education of the Negro in the American Social Order (6:39-42), consists primarily of the letters of Bond and the Prentice-Hall Company discussing market potential and advertising. In 1939 Bond’s PhD. thesis was published as Negro Education in Alabama: A Study in Cotton and Steel (6:43-44); it was reprinted in 1969. These published versions, in addition to some miscellaneous research notes, are the only material in the collection pertaining to the thesis. While at Fort Valley State College, Bond compiled Education for Production: A Textbook on How to be Healthy, Wealthy and Wise (6:45). The book stresses the need for increased food production in low-income areas, and explains profitable food production programs.

The Search for Talent (6:46), the book form of Bond’s Inglis Lecture at Harvard University, was issued by that university in 1959. A typed manuscript of the 1957 address follows the book in the file. Both the 1967 U.S. Office of Education publication (6:47) and the 1972 commercially published report (6:48) of Bond’s black doctorates study also appear in the books file. Relevant research materials for these books are in Series V.

Horace Bond’s book reviews (6:49-50) date primarily from the late 1950s, with subjects ranging from the General Education Board to blacks in medicine.

In the early 1930s Bond was employed as a writer for the Associated Negro Press. The articles he produced, primarily on educational topics, appear in both manuscript and printed form and make up the bulk of the newspaper articles file (6:51). Correspondence with A.N.P. director Claude Barnett is in 3:94.

Bond was also a frequent contributor to newspaper “Letters to the Editor” columns. Many of his letters (6:52-54) deal with the misrepresentation of blacks in newspaper reporting and the inferior treatment extended to blacks by both government and private concerns.

The autobiographical sketches (6:55) are among the most personal writings in the collection. The sketches concentrate mainly on the teaching Bond received as a child from his grandmother and aunt. A segment written around 1932 titled “Notes on myself by myself” covers his activities in more detail up to that date. Included in the one folder of sketches are several autobiographical notes in r6sum6 form.

The miscellaneous writings (6:56-58) consist of radio scripts, poems, a play (of which Bond was probably the author) and a few short character sketches from the early 1930s.

Series 6 also contains bibliographies of his writings prepared by Bond (6:59), and general correspondence with publishers (6:60-61) pertaining to proposed writings and writings for which no papers other than correspondence exist.

In addition to the manuscript and printed materials in Series 6 is a sound recording (6:7) of Bond’s address at Xavier University in North Carolina on 30 May 1951.

Series V3 consists of printed material for which no relevant subject files exist elsewhere in the collection. The series is divided into five sections: monographs, journals, newsletters, publishers’ catalogues, and miscellaneous material. Monographs, several of which are reprints of articles sent to Bond by friends and colleagues, are arranged alphabetically by author. Journals and newsletters are arranged alphabetically by title. Publishers’ catalogues and miscellaneous printed items are arranged chronologically by date of issue. Most of the material in this series deals with the theory and practice of education, although items such as the Journal of the National Medical Association, the Viet-Nam Bulletin, and literary criticism written by W. Farrison are also included.

Series 11 contains the original copies of materials that have been copied onto acid-free 8.5 x 11″ paper for preservation and to facilitate use of very large oversize materials. The copies are located in normal series order in Series I, 3, 4, V, and 6, while the originals have been grouped in Series 11 for reference when the copies are not adequate for research.

Newspaper clippings by and about Dr. Bond and on subjects of interest to him are the most numerous items that have been copied. There are also a number of typed materials of Horace Bond’s brother James Palmer Bond, on impermanent paper.

One of the most interesting parts of this series is the family histories prepared by Dr. Bond’s students at Atlanta University. In order to include family trees as extensive as the students could verify, the histories have been prepared on very large, in some cases huge, sheets of paper and in colorful format. The information contained is available in the copies in Series 4. Although the originals are so large that most of them have been folded many times to fit into a 20-inch manuscript box, and consequently they are subject to rapid destruction by use that requires unfolding, the originals of the histories have been kept to provide an idea of the nature of the work that went into creating them.