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"The act or process of educating or being educated; the knowledge or skill obtained or industrialized by a learning process!"
Inquiries into furthering my educational aspirations were made to discrete colleges within my immediate environmental area. Any of the schools contacted required placement exams that I did not challenge, as I am adept and very capable of dealing with college examinations. The thing that got to me was the disparaging remarks from some college recruiters concerning their standards for instruction as opposed to an additional one college. One of the schools that I've attended is a two-year degree school while the other is as well. They hold real estate in the same zip code and competed for students in the same local. They both educated local students as well as out of state and students from other countries and nations.
One school carefully itself excellent to the other by theorize of accreditation. The school that was described as inferior did not have middle states accreditation. The school was described as below thorough by the other. The so-called excellent school is lead and operated by a non-Hbcu affiliation while the other happened to be lead and operated by an African American staff. The self-described excellent school has made plans, designs, and did bid for the take-over of the African American school. Albeit, the self-described excellent school admits that it does not and will not accept credentials from the so-called inferior school. I have attended both of these institutions and received very good instruction from its teachers as well. While the lessons learned were an invaluable source of information, the instruction that I received from personal scholastic study (self-taught) has enhanced my knowledge base. Money was not a factor in my personal research, study, and/or practicum. I would add, the knowledge and data that was derived from the Hbcu School proved to be equally rewarding as the other if not better!
Personally, I would say that I received more educational value at the Hbcu (Historical Black Colleges and Universities) as opposed to the other collegiate institution. Albeit, they both required money.
When students visit college campuses they are encouraged to come to be a student at that single school. The tour guides' show all of the amenities and accolades that are offered in order to get you enrolled...and to gain your tuition monies. But what about the potential of instruction offered by the single schools? The majority of the colleges will often quote their accreditation as compared to an additional one school of choice. What has accreditation to do with a good and requisite potential education? Money! And the potential to make money! instruction does not and should not need money!
In 1899 Dr. Matthew Anderson, an outstanding society leader, and his wife Caroline Still Anderson founded Berean hand-operated and industrial School. Dr. Anderson was a pivotal work on in the religious, business, and educational history of Philadelphia. Dr. Anderson also founded the Berean Presbyterian Church and the Berean Savings Fund Society.
Caroline Still is the daughter of the great William Still, a Philadelphia Abolitionist and member of the secret Railroad.
Mr. William Still (a self-educated man), one of seventeen children, was born in Burlington County in 1821. His father escaped slavery from Maryland to New Jersey and later was followed by his wife and children. William Still left New Jersey for Philadelphia in 1844. Three years later he was appointed secretary of the Pennsylvania Abolition Society.
"When Brother William Still was 23, he left the house farm in New Jersey for Philadelphia, to seek his fortune. He arrived, friendless with only five dollars in his possession. Mr. Still taught himself to read and write. In fact, so well, that in three years he was able to gain and hold the position of secretary in the Pennsylvania Abolition Society. Brother Still in case,granted the all-white society with his views on how to aid fugitive slaves. After all, he had been one himself. He was such an asset to the group, that he was elected chairman in 1851. Still held the position for the next ten years. He also became chairman of the Vigilance Committee in 1852. Still was the first black man to join the society and was able to supply first-hand touch of what it was like to be a slave."
"Mr. Still established a profitable coal company in Philadelphia. His house was used as one of the stations on the secret Railroad. Brother Still interviewed escaped fugitives and kept faithful records of each so that their house and friends might locate them. Agreeing to his records, Still helped 649 slaves receive their freedom. The amount is compounded with the amount of slaves saved by Sister Harriet Tubman and the secret Railroad."
"William Still, a self-educated man, began his campaign to end racial discrimination on Philadelphia streetcars. He wrote an list of this campaign in Struggle for the Civil possession of the Coloured habitancy of Philadelphia in the City Railway Cars (1867). He followed this with The secret hasten (1872) and Voting and Laboring (1874)."
"William Still, a self-educated man, established an orphanage for the children of African-American soldiers and sailors. Other charitable work included the founding of a Mission Sabbath School and working with the Young Men's Christian Association. William Still died in Philadelphia on 14th July, 1902."
The concise History of Berean Institute:
"In 1904 Berean produce of Philadelphia Pennsylvania fine for state aid and received a grant of ,000. Over the years, state aid has enabled the school to enlarge its services and diversify its programs of study. Funds from the Commonwealth of Pennsylvania now supply a requisite quantum of the total operating budget. Berean produce embarked on a schedule of expansion under the dynamic leadership of the late Dr. William H. Gray, Jr., who utilized the withhold of many influential citizens of Pennsylvania including the old Governor Milton J. Shapp. Dr. Gray served as Chairman of the Berean Board of Trustees. Under Dr. Gray's leadership Berean hand-operated and industrial School began operating as Berean Institute. He also had Berean Institute's current construction constructed in 1973."
"Mrs. Lucille P. Blondin, who served the school for forty-five years, became Berean Institute's first President. Mrs. Blondin retired in June 1993. Dr. Norman K. Spencer was appointed to serve as the second President and Chief executive Officer. Under Dr. Spencer's leadership, contracted programs funded by the City and Commonwealth agencies as well as society outreach projects have been added. Hon. John Braxton, old Judge, Court of tasteless Pleas heads a list of fine Board of Trustees members."
"Berean produce enrolled students in full and part-time programs. Most of the students are residents of the Commonwealth and live in Philadelphia. Other students have come from Central and South America, China, India, Puerto Rico, Tonga, Liberia, Sierra Leone, Nigeria, Tanzania, the Dominican Republic, England, Cambodia, Viet Nam and states along the eastern strand of the United States."
"A amount of students come to learn a marketable skill and their Berean training fulfills their current educational aspirations. Many others regard the school as a stepping-stone to supplementary education. Berean has many graduates who have gone on to earn four-year college degrees and others who have completed graduate studies at some of the area's outstanding institutions of higher learning."
The Commonwealth of Pennsylvania's division of instruction granted Berean produce approval to award the join together in Specialized Technology Degree on September 15, 1976, and the join together in Specialized company Degree on December 27, 1976.
Again, instruction is:
"The act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and ordinarily of preparation oneself or others intellectually for mature life; the act or process of imparting or acquiring single knowledge or skills, as for a profession; a degree, level, or kind of schooling: a university education; .the effect produced by instruction, training, or study: to show one's education; the science or art of teaching; pedagogics."
A definition of education: 'The act or process of educating or being educated; the knowledge or skill obtained or industrialized by a learning process; a schedule of instruction of a specified kind or level: driver education; a college education; the field of study that is involved with the pedagogy of teaching and learning; an instructive or enlightening experience:
Dictionary.com Unabridged
Based on the Random House Dictionary, © Random House, Inc. 2009
So why does an additional one school rate it's accreditation over and above that of another? Money! Many colleges and universities rate its' educational values based on the amount of money in its' coffers as well as the amount of money that they can amass! an additional one tool to growth superiority in the instruction company is to attain and say accreditation and as many acquisitions as possible.
Several opinions recommend instruction achieved straight through these venues is designed to put in order people/students for the job store as opposed to being prepared for life skills. The skills required to carry ones posterity and their descendants that effect into flourishing futures.
Is it fair to assess the stature of a collegiate institution above any other based on the amount of money that is needed to be spent or the amount of instruction that is achieved? Ivy league institutions turn out many students who are not prepared for the challenges of life...but many of them are rich and have spent thousands of dollars to attend those schools as well as graduating from them. On the other hand, many poor habitancy that are lucky enough to qualify for grants, loans, scholarships, etc., are good prepared to face the challenges set before them (so it seems).
Many poor and working poor students seem to value the collegiate level instruction as if their life depended upon it, so they tend to work a bit harder to accomplish the degree status. The document can be deemed worthless when the graduate cannot find the desired job for which he/she has studied. It is even worse when the graduated student finds that they are worse off than when they started college. They are now burdened with school loan debt plus the debts that they have had to meet before attending college. Working at McDonalds and the like, seem to be the only job that is attainable for many of them. The competition is fierce. These students are for the most part, grouped in with many applicants that are not college educated and many do not have high school diplomas as well! The knowledge attained is not carefully or tested by many of these employers. Kiosk type pictures on a cash-register computer is what they have to work with. Is this not insulting to a student who has studied computer science, read and write computer programs and its languages, as well as other academics of study?
Why is it that many non-ivy league students find themselves out of work? Why is it that many of them find that they are the first to lose their employment positions compared to their ivy-league colleagues? Why is it that many inner-city college educated graduates find themselves less likely to be superior as team-leaders than their counter part ivy-leaguers? Many employers advertise their openings with statements that don't need a college level education. They ask that candidates naturally have a high school level education. College educated candidates apply to those openings and find themselves scrutinized out of the running, i.e., background checks, prestige checks, criminal histories, instruction activities, etc. Why is it college educated candidates find that not only do they have to compete with ivy-leaguers, they have to compete with high school educated folks as well. What is the sense in enduring hours, years, and other sacrifices to attain the coveted two and/or four-year college level degree when you're not going to qualify for the job anyway?
The conception of accreditation, money, and sublime stature should not be the basis of choosing the collegiate route to education. instruction should be based on ones potential to achieve, retain, and use education. The achievement of instruction begins in the home (as well as whatever who desires it). It begins with the Childs' upbringing and the stressed point located by the parent and/or guardian. Should the child be very scholastic in abilities that enable him/her to be described as intellectually talented above average, that student deserves free college education. While the rest of us who are collegiate material may well have to pay for our higher education. Mind you, my argument is based on the potential to entrance instruction without having to spend money...teachers need to earn a living, schools need to pay the costs of operating and maintaining buildings and staff. So the money has to come from somewhere. Albeit, the aforementioned disparages in the middle of different colleges should cease the institution of who's a good institution of higher learning. Is it the responsibility of educated habitancy to enlighten habitancy who are not?
While many may not be aware, instruction is achievable without attending so-called accredited and/or less accredited schools, of higher learning...start with the libraries in your homes as well as the social facilities, news papers, magazines, shared information, and articles. Why is the instruction attained by others kept to a level of secrecy that one should have to pay for it?
Attained and acquired instruction is the responsibility of the educational pursuer...the burden is located solely on the student not the educational pursued. I'm not advocating that one can come to be a doctor, architect, or a lawyer by naturally reading text...there is a difference in the middle of instruction and training.
Education is yours to accomplish and it can be free.
Acknowledgements:
Dictionary.com
Biography of William Still
Biography of the Berean Institute
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