A LOOK BACK: KAPPA HISTORY
Martin D. Jenkins Behavioral Science Center.
Cheyney State University), Cheyney, Pennsylvania (1937-38). He contin- ued his vocation in education when he returned to Howard University in 1938, where he served as a Professor of Education for ten years. While on the faculty there, he accepted a one-year appointment as a Senior Specialist with the U.S. Office of Higher Education before assuming the role of President of Morgan College (now known as Morgan State University). Jenkins dedicated his life to studying intelligence testing and lectured on a global platform on education. He could not continue his research upon becom- ing Morgan College President on July 1, 1948. Upon assuming the role at Morgan College, Jenkins became one of the nation’s youngest college presidents at 44 years of age. Immediately after taking up his new office, he gave his perspective on the course of action he
aimed to implement when he said, “I am concerned with the language and read- ing skills of persons entering college. I hope to persuade the faculty to give a great deal of emphasis to improvement of these, particularly in the freshman year. In view of the fact that there is not a sufficient number of educated Ne- groes of very high ability to fill positions rapidly opening in American life, I hope to encourage the faculty to give special attention to students who manifest exceptional ability.” Jenkins also pro- vided his viewpoint on higher educa- tion when he stated, “The first task of a college is to sharpen students intel- lectually to their highest level; to make them discipline their minds, and to give them techniques of solving problems and training in the scientific method of attacking these problems.”
while the Civil Rights Movement was in its prime. Many students and profes- sors on campus were deeply involved in the movement. Jenkins believed that Morgan College, as an institution of higher learning, should have nothing to do with the movement. Many felt he was forsaking his race since he failed to use his power and influence to support the movement. He wanted to enhance the students’ experience without getting involved in the movement. Jenkins be- lieved that the student body was racially unbalanced, so he sought to locate and recruit more White students to attend the school. He ascertained that Black and White student interaction would aid their learning to function more ef- fectively in society. Various students and faculty disapproved of this reasoning, and some formed campus protests in opposition.
He accepted the college presidency
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PUBLISHING ACHIEVEMENT IN EVERY FIELD OF HUMAN ENDEAVOR
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