Black Genealogy

Henry Flipper reflects on his treatment at West Point, asserting that one’s experience often hinges on personal conduct. Despite entering an environment marked by prejudice, he maintained professionalism and courtesy, which influenced the treatment he received in return. Flipper recounts experiences of both hostility and unexpected camaraderie among his peers, indicating that underlying attitudes were complex and often driven by societal pressures. He emphasizes the importance of dignity and integrity in dealing with prejudice, advocating for eventual equality through education and character.

This chapter discusses the experiences of yearlings at their camp, starting practical instruction in military duties and field piece nomenclature from July 5th to August 1st. They also have optional dancing classes and engage in the ceremonial guarding of colors at the color line. Hazing, primarily by yearlings towards plebes, is noted, though diminishing in severity due to a shift in cadet culture. The yearling year allows for greater social interaction and privileges, marking a significant transition in cadet life from the plebe experience.

The post discusses instances of hazing at West Point, emphasizing the secrecy and repercussions involved. Cadets sometimes faced severe consequences, including dismissal, for their actions. The narrative recounts humorous incidents, such as plebes engaging in pillow fights that led to unexpected punishments for upperclassmen, highlighting the often absurd nature of cadet interactions. It also illustrates moments of camaraderie and light-heartedness amidst the strict military environment, showing how even hazing could result in laughter and unexpected outcomes.

The academic year at the Military Academy starts on July 1 and concludes around June 20, with cadets participating in various training and studies based on their class rank. Each class has a structured curriculum, including subjects such as engineering, philosophy, mathematics, and military tactics, with hands-on training in riding and artillery. After semi-annual examinations, students advance in their studies, while fourth-class cadets learn foundational subjects. Daily routines encompass parades, drills, and recreational activities, culminating with end-of-year examinations and a transition into summer camp.

Henry Flipper shares his experiences as a colored cadet at West Point, detailing the complex dynamics of acceptance and prejudice among his peers. While he encountered both kindness and animosity, he observed that many cadets treated him with politeness, albeit often influenced by societal prejudices. Flipper emphasizes the importance of personal character over race and believes that mutual respect can be fostered. He critiques the role of external influences in shaping behaviors and highlights the need for colored cadets to assert their dignity without depending on government intervention.

On May 20, 1873, Henry Flipper, the fifth Black cadet at West Point, arrived amid apprehension of racial hostility. After an intimidating reception filled with jeers from fellow cadets, he proceeded through various formalities, including an inspection that reflected the strict military regulations. Initially overwhelmed by fear and doubt, Flipper gradually found reassurance through a letter from James Webster Smith, the first Black cadet, and began establishing his place within the Academy’s challenging environment. His experiences highlighted enduring themes of resilience and the complexities of race in military training.

On July 1, 1876, Henry Flipper reflects on his journey as the first and only black cadet at West Point. As he nears graduation, he expresses feelings of anticipation and hope, despite the prejudices he faces. He notes the significant attention surrounding his progress and challenges the narrative that suggests his color would hinder his success. Flipper emphasizes the vital role of character over race in determining treatment and success while recognizing the complexities of social dynamics within the academy. Ultimately, he seeks to vindicate both his abilities and those of future cadets of color.

Henry Ossian Flipper, born in 1856 in Thomasville, Georgia, was the son of enslaved parents, with his father a shoemaker. After moving to Atlanta amidst the Civil War, Flipper began his education at a night school and continued at various institutions, including the Atlanta University. By 1874, he was notable as the only Black cadet at West Point, where he faced social ostracism. His potential for graduation sparked debate amid racial prejudice in military education, reflecting broader societal conflicts of the era.

Plebe camp marks the challenging initiation for new cadets at West Point, filled with rigorous duties and the threat of hazing. The plebes, feeling overwhelmed and vulnerable, are tasked with menial responsibilities such as policing the company streets and cleaning older cadets’ equipment. Despite the harshness, the experience is described as pivotal for developing discipline and camaraderie. The rigorous daily schedule includes drills, guard duty, and policing tasks, which form the most trying phase of cadet life, yet can vary greatly depending on individual circumstances and behavior.

During encampments at the U.S. Military Academy, cadets are granted varying privileges based on their class rank, such as “first-class” and “third-class” privileges. These allow different levels of freedom, including leaving camp and accessing recreational activities like hops and band practice. Specific permissions are required for certain privileges, especially for the Sabbath. The post highlights the significance of discipline, hard work, and character in achieving success within the military profession, emphasizing the responsibilities that come with the honor of West Point diplomas.

In his letters to the New National Era, former U.S. Military Academy cadet J.W. Smith recounts his second year experiences at West Point, underscoring the racial discrimination he faced as a Black cadet. He describes the hostility towards his presence at cadet hops and his unjust punishment following a dispute with a white cadet. Smith expresses frustration over the lack of fair treatment from Academy officials and the systemic barriers that prevented him from receiving equal opportunities, highlighting the broader issues of racism within the military institution.

In a series of editorial pieces, Lieutenant Henry Flipper, the first African American graduate of West Point, is highlighted for his perseverance in the face of racial prejudice during his military education. Despite being ostracized by classmates, Flipper graduated with commendable marks and was celebrated in receptions for his achievements. While some articles lament the treatment he received, others assert that Flipper himself downplays his struggles, emphasizing his respect and camaraderie with faculty and a few fellow cadets. His success marks a significant milestone for future generations.

Cadet James W. Smith, the first Black cadet at West Point, faced significant hostility and discrimination during his time at the Academy. Despite initially showing promise, he struggled academically and eventually failed a crucial examination, leading to his dismissal. His expulsion was seen by many as politically motivated, given the racial dynamics and the sympathy he garnered from some enlisted soldiers. Smith’s experience highlights the challenges faced by Black individuals in military institutions, marked by social ostracism and systemic racism within the ranks.

Henry Flipper recounts humorous and poignant incidents during his military training at West Point in the summer of 1873. He shares experiences of being treated as a curiosity due to his race, as well as the absurdities of cadet life, including attempts at humor that resulted in punishment. Flipper highlights the pervasive prejudice he faced, exemplified by fellow cadets’ efforts to avoid standing next to him and their discomfort around a Black classmate. Despite the ridicule, he maintained dignity and resilience throughout his experiences.

James Webster Smith, a South Carolina native, was appointed to the United States Military Academy at West Point in 1870 but faced numerous challenges due to racial prejudice. Although he excelled academically initially, a fight led to his dismissal after four years. Smith’s experiences included discrimination and physical assaults by fellow cadets. He attempted to address injustices through letters to the press, reflecting on the systemic racism at West Point, which he believed hindered any future graduation for cadets of color.

The author reflects on the experience of first-class camp for cadets, contrasting it with furlough. Unlike previous years, modern first-class camp offers more privileges and lighter duties, allowing cadets to enjoy a greater sense of independence. However, the existence of numerous drills can diminish this experience, making it feel less like furlough for some. The duties assigned, such as leadership roles and practical military training, are essential for preparing cadets for future officer responsibilities, yet many still perceive the camp experience as burdensome.

Furlough represents a cherished reprieve from the monotony of military life for cadets, eliciting joy comparable to the excitement of receiving a cadetship. Granted only after two annual examinations, furloughs foster camaraderie and anticipation among cadets who celebrate the upcoming break through meetings and traditions. The moment furlough orders are published brings immense happiness, marking a transition from isolation to connection with friends. Customary practices enhance the cadet experience, fostering a bond with their peers and memories that linger long after graduation.