[Congressional Record (Bound Edition), Volume 148 (2002), Part 12]
[House]
[Pages 16951-16960]
[From the U.S. Government Publishing Office, www.gpo.gov]




     RECOGNIZING CONTRIBUTIONS OF HISTORICALLY BLACK COLLEGES AND 
                              UNIVERSITIES

  Mr. BOEHNER. Mr. Speaker, I move to suspend the rules and agree to 
the resolution (H. Res. 523) recognizing the contributions of 
historically Black colleges and universities.
  The Clerk read as follows:

                              H. Res. 523

       Whereas there are 105 historically Black colleges and 
     universities in the United States;
       Whereas historically Black colleges and universities 
     provide the quality education so essential to full 
     participation in a complex, highly technological society;
       Whereas historically Black colleges and universities have a 
     rich heritage and have played a prominent role in American 
     history;
       Whereas historically Black colleges and universities have 
     allowed many students to attain their full potential through 
     higher education;
       Whereas the achievements and goals of historically Black 
     colleges and universities are deserving of national 
     recognition; and
       Whereas the third week in September is an appropriate time 
     to express that recognition: Now, therefore, be it
       Resolved, 

     SECTION 1. RECOGNITION OF HISTORICALLY BLACK COLLEGES AND 
                   UNIVERSITIES.

       The House of Representatives--
       (1) recognizes the significance of historically Black 
     colleges and universities;
       (2) recognizes that historically Black colleges and 
     universities have been educating students for more than 100 
     years;
       (3) commends the Nation's historically Black colleges and 
     universities for their commitment to academic excellence for 
     all students, including low-income and educationally 
     disadvantaged students;
       (4) urges the presidents, faculty, and staff of the 
     Nation's historically Black colleges and universities to 
     continue their efforts to recruit, retain, and graduate 
     students who might otherwise not pursue a postsecondary 
     education;
       (5) recognizes the significance of title III of the Higher 
     Education Act, which aids in strengthening the academic 
     quality, institutional management, and financial stability of 
     historically Black colleges and universities; and
       (6) requests that the President issue a proclamation 
     calling on the people of the United States and interested 
     groups to demonstrate support for historically Black colleges 
     and universities in the United States during that week with 
     appropriate ceremonies, activities, and programs.

  The SPEAKER pro tempore. Pursuant to the rule, the gentleman from 
Ohio (Mr. Boehner) and the gentleman from New York (Mr. Owens) each 
will control 20 minutes.
  The Chair recognizes the gentleman from Ohio (Mr. Boehner).


                             General Leave

  Mr. BOEHNER. Mr. Speaker, I ask unanimous consent that all Members 
may have 5 legislative days within which to revise and extend their 
remarks on H. Res. 523.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Ohio?
  There was no objection.
  Mr. BOEHNER. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I want to thank the gentleman from Oklahoma (Mr. Watts) 
for introducing this important resolution, and I appreciate his efforts 
to recognize the importance of historically Black colleges and 
universities.
  HBCUs, as they are known, were created more than 150 years ago to 
provide African Americans with access to higher education, and 
currently there are 105 historically Black colleges and universities 
across the United States. In my State of Ohio, there are two HBCUs, 
Wilberforce and Central State Universities, that provide an invaluable 
education to the youth of Ohio.
  While comprising only 3 percent of our Nation's 2- and 4-year 
institutions, HBCUs are responsible for producing 28 percent of all 
bachelors' degrees and 15 percent of all masters' degrees and 17 
percent of all first professional degrees earned by African Americans.
  In 1998, Congress enacted the Higher Education Amendments to make 
improvements to programs designed to help HBCUs strengthen their 
institutions and graduate and professional programs under the Higher 
Education Act, and these changes included allowing institutions to use 
Federal money to build their own endowments and to provide scholarships 
and fellowships for graduate and professional students.
  Since 1995, Congress has increased its financial support of HBCUs by 
89 percent, and President Bush's fiscal year 2003 budget, passed by 
this House in March, included more than $213 million, a $7 million 
increase over the current fiscal year, to strengthen HBCUs across the 
country.
  Mr. Speaker, over the last 2 years leaders here in Congress have 
continued to demonstrate their commitment to historically Black 
colleges and universities. The Committee on Education and the Workforce 
has visited a number of HBCU campuses within the last year to consider 
the issues and concerns of minority-serving institutions to better 
address their needs through Federal education programs. Tomorrow we 
will continue our series of hearings on this very important topic.
  Finally, I would like to thank and commend my colleagues on the 
Committee on Education and the Workforce, the gentleman from Michigan 
(Mr. Hoekstra), the gentleman from California (Mr. McKeon), the 
gentleman from California (Mr. George Miller), the ranking Democrat, 
the gentleman from New York (Mr. Owens) and others for their leadership 
on this issue and for their tireless efforts in promoting HBCUs in the 
House.

[[Page 16952]]

  I want to urge my colleagues today to vote yes on this important 
resolution. It is my goal and the goal of the Committee on Education 
and the Workforce to build on the record of academic excellence of 
students attending these universities and colleges. This resolution 
honors their important work done at HBCUs and encourages all students 
to attend college and prepare for the challenges and opportunities of 
the 21st century.
  Mr. Speaker, I reserve the balance of my time.
  Mr. OWENS. Mr. Speaker, I yield myself such time as I might consume.
  I am pleased to join my colleagues in honoring the contributions of 
our Nation's historically Black colleges and universities. I am a 
graduate of Morehouse College and of Atlanta University, both 
historically Black colleges.
  I think it is very important to note that in the constellation of the 
higher education world in America, these 105 historically Black 
colleges and universities are only a small part. There are more than 
3,000 colleges and universities in the United States at this point. It 
is very important that we understand the value of this treasure that we 
have in this collection of colleges.
  Our Nation continues to struggle with a great gap in college 
opportunity. Only 59 percent of African American high school graduates 
enroll in college, compared to 66 percent of white high school 
graduates. I am not going to stand here and pretend that the bulk of 
the African American students who do go to college are going to go to 
historically Black colleges and universities. That is not the case. We 
have more students enrolled, of course, in other institutions. However, 
these institutions have a special role in going after an underserved, 
hard-to-reach group.
  Historically Black colleges and universities have a unique track 
record of success in expanding college opportunity for those who would 
normally not get the opportunity or, given the opportunity, would need 
special assistance. Historically Black colleges and universities enroll 
16 percent of all African American college students, but they are 
responsible for a full 40 percent of African American college 
graduates.
  The greater percentage of African Americans that get Ph.D.s are far 
greater among the graduates of historically Black colleges and 
universities. They have developed innovative academic strategies, 
supported cutting-edge research and helped to launch the careers of 
millions of today's leaders, including scientists, doctors, teachers, 
lawyers, artists, entrepreneurs, community and religious leaders. They 
were there when there was nothing else, especially in the segregated 
South.
  These institutions were created out of the efforts of local people 
using very basic grassroots methods. Sometimes tuitions were paid in 
terms of bushels of corn or crates of eggs. They improvised and 
survived over the years, and even now many of these historically Black 
colleges and universities have a very difficult time financially. They 
are not secure at all. Very few of them have endowments which are 
adequate for the purposes of today's financing.
  Despite broad bipartisan support, they still receive only 4 percent 
of the $29 billion in Federal funds for universities each year.
  The House leadership has failed to keep its promise to move the 
education appropriations bill, and they have a lot at stake in that 
bill. Even worse, the Republican proposal includes only a 3.6 percent 
increase for Black colleges. Over the past 5 years, these institutions 
have received a 15 percent annual increase. The increase this year is 
far less than it was before.
  We appreciate this resolution. We appreciate the special recognition 
being given to historically Black colleges and universities, but they 
are in need of substantial support.
  The Republican leadership has also failed to schedule H.R. 1606, 
which is the gentleman from South Carolina's (Mr. Clyburn) bill to 
preserve historic landmarks on Black college campuses. H.R. 1606 was 
approved by the Committee on Resources and has been on the House 
calendar since June. We would like to see some action on that.
  The House has not even held any hearings on H.R. 1162, even though it 
has 120 sponsors. H.R. 1162 is a comprehensive initiative of minority-
serving colleges introduced by the gentleman from California (Mr. 
George Miller).
  Mr. Speaker, I reserve the balance of my time.
  Mr. BOEHNER. Mr. Speaker, I am pleased to yield 3 minutes to the 
gentleman from Oklahoma (Mr. Watts), the chairman of the Republican 
conference.
  Mr. WATTS of Oklahoma. Mr. Speaker, the resolution before the House 
today recognizes the importance and the significance of the 105 
historically Black colleges and universities in America, commonly 
referred to as HBCUs.
  One-third of all black students in college go to HBCUs. These 
distinguished institutions of higher learning place doctors, lawyers, 
legislators, educators, business owners, community leaders and 
America's black middle class into the mainstream of society. What were 
once the only options for Americans of African descent to receive post 
secondary education are now attractive options where students can learn 
in a rich, historic environment.
  So many young citizens have been given the opportunity to attain 
their full potential because of HBCUs. Many of them are from 
underserved communities. These are students who may have never had the 
chance to go to college were it not for the presence of historically 
Black colleges and universities in their respective States around the 
country.
  As one that used to play a little football, I am particularly 
thankful to HBCUs for producing the first black player to be drafted in 
the National Football League, Paul ``Tank'' Younger. About 100 NFL 
players right now have HBCU roots, including the Tennessee Titans' very 
distinguished quarterback Steve McNair, a fantastic quarterback who 
hails from Alcorn State in Mississippi.
  Congress, both Democrats and Republicans, has recognized the 
importance of historically Black colleges and universities and voted to 
increase funding by 41 percent over the next 5 years. President Bush 
has continued this dedication by supporting similar increases so many 
more students can aspire to achieve their hopes and their dreams.
  As most of the presidents of HBCUs from around the Nation gather in 
Washington this week, it is fitting to showcase the many benefits 
derived from a unique and distinguished network of schools. This 
resolution urges the White House to issue a proclamation calling on 
others to support HBCUs with appropriate activities, ceremonies, 
financial contributions and programs.
  Nearly half a million students attend historically Black colleges and 
universities. We must do everything possible to further promote their 
role in higher education and the contributions they make to better the 
lives of so many young Americans. I urge the House to adopt this 
important resolution.
  Mr. OWENS. Mr. Speaker, I yield 3 minutes to the gentleman from 
Illinois (Mr. Davis).

                              {time}  1030

  Mr. DAVIS of Illinois. Mr. Speaker, I cannot help but recall a number 
of years ago when I, as a 16-year-old, left home to go to the 
University of Arkansas at Pine Bluff. Not a university at that time, it 
was Arkansas AM&N College. I recall having $20 in my pocket, scared as 
I could possibly be, having never been away from home that much; but I 
also remember being able to go and register on credit. I also recall 
being able to purchase books and borrow them with virtually no money.
  Then as time went on, I have six brothers and sisters who also 
attended the University of Arkansas at Pine Bluff, four nieces and 
nephews. Then I look around in my office in terms of people to work 
with and for me, there are seven individuals who work with me who have 
attended Historically Black Colleges and Universities, Wilberforce, 
Morehouse, Howard, UAPB, Jackson State. The reality is that for

[[Page 16953]]

thousands and thousands of individuals, without these institutions 
being available, well equipped, ready, prepared, many of the 
individuals who have managed to rise above the individuality of their 
circumstances would have never been able to do so.
  So I commend my colleague for introducing the resolution. I also 
share the comments of my colleague from New York who suggests that the 
best way to pay tribute to these institutions is to make sure they have 
adequate resources, that they are adequately funded, that there are 
resources to rebuild, in some instances, their infrastructures. Some of 
them I have visited their campuses, and they are seriously in need of 
repair. Some of them have virtually no equipment.
  Mr. Speaker, as we pay tribute, the best way to do that is to make 
sure that these institutions are able to continue to grow, to develop, 
to thrive, and provide the opportunity for the thousands and thousands 
of students who otherwise would not be able to make it.
  Mr. Speaker I rise in support of H. Res. 523, Recognizing the 
Contributions of Historically Black Colleges and Universities. There 
are about 105 historically black colleges and universities in the 
United States--the first being Cheyney University of Pennsylvania, 
which was founded in 1837. This measure commends the Nation's 
historically black colleges and universities for their commitment to 
educating all students, including low-income and educationally 
disadvantaged students, and recognizes the significance of title III of 
the Higher Education Act (PL 105-244), which strengthens the academic 
quality, management and financial stability of historically Black 
higher-education institutions. Also, the Black land-grant institutions 
in which the U.S. Congress had to pass a second Morrill Act in 1890 
designed to provide equal educational opportunities for Black students 
who had been denied admission to their States' original 1862 land-grant 
universities. The 1890 institutions are a subset of the HBCUs whose 
mission is teaching, research, and extension and the continual 
education of young men and women to be self-sufficient.
  Harry Truman, the 33rd President of the United States of America 
said, ``We have to make it possible for every person to develop himself 
to the extent of his capacity and will, and no barriers should stand in 
the way; not for his or her sake, but for the sake of all of us.''
  The one true measure of a nation's success is its ability to engage 
all of its citizens in the ever changing and transformation of a 
technology-based global economy. Cultural diversity, acceptance of 
differences, equal opportunity, shared economic prosperity--the ideals 
of the American way--must shift from being desired national objectives, 
to being absolutely crucial ones if the country wants to continue to be 
the most powerful, wealthiest, and freest nation in the world. To 
accomplish these goals America must face and overcome the tremendous 
task of educating all segments of its population. No group's 
educational potential can be neglected in this competitive global 
arena. The cost of ignorance is too great to ignore, neglect, and 
accept in order to build a stronger, and wealthier nation, otherwise to 
do so would deprive the economy of critical human resources and to 
incur costs to society--the costs of supporting those not capable of 
earning a living wage.
  Many African-American young people find themselves at a disadvantage 
by being victims of poverty and other social ills in their attempt to 
better themselves by seeking a higher education. Fortunately, the 
Nation has in place a network of institutions. Historically Black 
Colleges and Universities, HBCUs. Traditionally, the predominantly 
Black institutions have attracted students mainly from the Black 
community.
  In the past, much of the existence and origin of HBCUs can be 
attributed to the Civil War between April 1861 to April 1865 which was 
the single most important factor leading to the creation of conditions 
favorable for the establishment, growth, and development of educational 
institutions for the Negro in southern States. The end of the war 
marked the close of an era of 246 years (1619-1865) when the Negro in 
the South was in slavery--an era when in several southern States it was 
a crime to provide education or training in a useful trade or 
profession to a Negro. After the Civil War the men of the 62nd and 65th 
U.S. Missouri Regiment of Colored Infantry from the Union Army 
contributed $6,380 to establish Lincoln University of Missouri in 1866, 
one of the oldest predominately Black landgrant institutions. These 
young brave veterans of war wanted to develop an institution with a 
purpose to address poor Black students having access to an education. 
The committed founders of Lincoln initiated a national desire among 
churches, citizen groups, individuals, and State legislatures to 
develop and build educational institutions for their students to have 
access to quality affordable education and to address racial 
segregation in southern States.
  I am a graduate of the Arkansas Agricultural, Mechanical, and Normal 
College, which is a 1890 land-grant institution known today as 
University of Arkansas at Pine Bluff. The HBCUs constitute some of the 
largest and most prestigious institutions of higher education in the 
nation. Several of the 1890s offer doctoral degrees and/or professional 
degrees in engineering, food science, toxicology, environmental 
science, and other areas of national need. Six public HBCUs produce 
nearly 20 percent of African-American bachelor degree recipients in 
engineering and the 1890s graduate over 80 percent of all Black 
recipients of bachelor degrees in agricultural sciences. Tuskegee 
University alone has trained more than 80 percent of the Nation's 
African-American veterinarians. These universities have been in the 
forefront of educating youth-at-risk, producing research vital to the 
quality of life and the environment, and addressing the social and 
economic needs of inner cities and rural communities. The HBCUs 
contributions must be commended because they with limited funding and 
resources have done an outstanding job and have made significant 
improvements in the range and level of academic performance and 
research programs. Our HBCUs must have increase funding to continue to 
serve the at-risk youth, low-income, and disadvantaged students in our 
country. After all, ``a mind is a terrible thing to waste.''
  Mr. Speaker, I urge all my colleagues to support H. Res. 523, 
Recognizing the Contributions of Historically Black Colleges and 
Universities.
  Mr. BOEHNER. Mr. Speaker, I yield 1 minute to the gentleman from 
Georgia (Mr. Isakson), a member of Committee on Education and the 
Workforce.
  Mr. ISAKSON. Mr. Speaker, I thank the gentleman for yielding me this 
time, and I particularly thank the gentleman from Oklahoma (Mr. Watts) 
for introducing this important resolution.
  Two miles south of my district and in the city of my birth, Atlanta, 
Georgia, the largest collection of Historically Black Colleges and 
Universities resides in America, Spellman, Morris Brown, Morehouse 
College, and the Morehouse School of Medicine, the largest collection 
of institutions anywhere in the world.
  They have contributed greatly to the United States of America, not 
the least of which the most recent president of Morehouse School of 
Medicine, Dr. Louis Sullivan and the former Secretary of Health and 
Human Services under President Bush and the previous administration. 
But they have also contributed to my life. My doctor, Dr. Roaj Ujjin is 
a graduate of Morehouse School of Medicine and a friend who has helped 
me on many occasions, both personally and with my health.
  These colleges and universities, which rose out of a tremendous need, 
have grown to be a major component of parity in the education and 
production of graduates who contribute to our country. I commend this 
Congress, the gentleman from Oklahoma (Mr. Watts), the gentleman from 
Ohio (Mr. Boehner), and the gentleman from New York (Mr. Owens) for the 
great tribute they are paying to those institutions today. Most 
importantly, I thank those institutions for the contribution they make 
to us.
  Mr. Speaker, I urge all Americans to join in the support of their 
foundations and efforts for future growth.
  Mr. OWENS. Mr. Speaker, I yield 3 minutes to the gentlewoman from the 
District of Columbia (Ms. Norton).
  Ms. NORTON. Mr. Speaker, I thank the gentleman for yielding me this 
time, and I thank the distinguished chairman and the distinguished 
ranking member for bringing this important resolution to the floor. I 
rise in strong support of House Resolution 523 because it recognizes 
the major role that Historically Black Colleges and Universities have 
played and continue to play in the education of African Americans and 
people of all racial and ethnic identities.
  I emphasize that the HBCUs have always been open to people of all 
races and have always educated people of all

[[Page 16954]]

races. We are fortunate in the District of Columbia to have two great 
HBCUs here, Howard University and the University of the District of 
Columbia.
  Most Members know something about Howard, so I want to discuss the 
University of the District of Columbia, one of the oldest HBCUs, but 
the last to be funded as an HBCU. Even though it has long been a HBCU, 
the UDC was funded only in 1999. That occurred as part of a bill passed 
by this House, the College Access Act, where this House decided that 
because D.C. only had one university, an open-admissions university, 
that District students ought to be able to go to any public institution 
in the United States at low in-state tuition and to private 
universities here in the city and in the region.
  There were some at the UDC who believed that opening higher education 
to more students would undermine UDC itself. The fact is the opposite 
has occurred. There is now new interest in UDC, not only because it is 
now a funded HBCU, but because there is new interest in college 
education in the District of Columbia.
  Talking about going to college and about the College Access Act has 
had the effect of raising the profile of the University of the District 
of Columbia. At its lowest point in 1997, we did not know if the UDC, 
which had been the step-child of education in the District of Columbia, 
was going to continue. Now, in no small part because of the College 
Access Act, which has helped us to market college education in the 
District of Columbia, there has been a 13 percent increase in 
enrollment at this newest of the funded HBCUs, the University of the 
District of Columbia.
  It would have been tragically wrong to restrict D.C. students given 
this opportunity of going to colleges, public colleges anywhere in the 
United States. That is the kind of zero-sum game you never want to 
play, especially with higher education.
  Fortunately, and to their credit, the students at UDC and the faculty 
understood and supported the College Tuition Access Act to open public 
universities to all our residents. Now we understand that having done 
that, we have increased enrollment at our own State university. We are 
pleased, therefore, to support this resolution.
  Mr. BOEHNER. Mr. Speaker, I yield 6 minutes to the gentlewoman from 
Maryland (Mrs. Morella).
  Mrs. MORELLA. Mr. Speaker, I thank the gentleman for yielding me this 
time and for bringing this bill to the floor. I thank my colleagues on 
the Committee on Education and the Workforce on both sides of the 
aisle, and I thank the gentleman from Oklahoma (Mr. Watts) for bringing 
this issue to the floor.
  Of course, I rise in support of H. Res. 523, which recognizes the 
contributions of Historically Black Colleges and Universities. I thank 
the gentleman from Oklahoma (Mr. Watts). For the last 3 years he has 
brought the presence of Historically Black Colleges and Universities 
here to the Capitol where we have been able to discuss issues of 
importance in terms of promoting the work that is being done at these 
colleges and universities.
  Currently, there are 105 Historically Black Colleges and Universities 
that have all provided quality education, specifically in the fields of 
technology. Historically Black Colleges and Universities have played a 
prominent role in American history, have enabled thousands of students 
to obtain their full potential through higher education. Currently over 
half a million students attend HBCUs, and almost 60 percent are female.
  Financial support for Historically Black Colleges and Universities 
has increasingly been a problem since enrollment over the past 10 years 
has been double compared to the national average. In Maryland, there 
are four Historically Black Colleges and Universities, Bowie State 
University, Coppin State University, Morgan State University, and the 
University of Maryland Eastern Shore.
  One of the greatest issues facing our Nation this decade will be the 
pressing need to ensure that U.S. workers are prepared to compete in 
the technology-driven workforce of the future. As we enter the 21st 
century, U.S. jobs continue to grow fastest in areas that require 
knowledge and skills stemming from a strong grasp of science and 
technology. In fact, the Bureau of Labor Statistics has estimated that 
of the top 10 fastest-growing occupations, the top five are computer 
related.
  Now more than ever, it is important that we cultivate the scientific 
and technical talents of all citizens, not just those who have 
traditionally worked in these fields. Today women, minorities, and 
persons with disabilities constitute a little more than two-thirds of 
the U.S. workforce, and yet their presence in the science and 
technology fields remains unacceptably low. As a result, the largest 
pool of potential workers continues to be isolated from science, 
engineering, and technology careers. While this is a challenge facing 
all institutions of higher learning, Historically Black Colleges and 
Universities have led the way to educating the under-represented 
minorities in those science, engineering, and technology fields. There 
is a disproportionate positive contribution that HBCUs have made to the 
development of the Nation's technical talent.
  The National Science Foundation data indicates that HBCUs account for 
nearly one out of three science and engineering degrees granted to 
African Americans. In addition, a high percentage of African Americans 
who go on to pursue an advanced degree in the science, engineering, and 
technology fields receive their undergraduate degrees at Historically 
Black Colleges and Universities.
  In 1998, I introduced legislation, which became law, creating the 
Commission on the Advancement of Women and Minorities in Science, 
Engineering and Technology Development. The purpose of the commission 
was to look at why women and minorities are not pursuing an education 
or career in the science and technology fields at the same rate as 
their traditionally white, male counterparts.
  The commission felt that, if we continue to fail these groups in 
their quest to prepare for and participate in the new, technology-
driven economy, we put at risk our Nation's economic and intellectual 
preeminence. One of the major recommendations of the commission was to 
establish a nongovernmental organization to serve as a clearinghouse of 
very best practices for educating all ages of women and minority in the 
SET fields and also to provide grants for carrying out their best 
practices.
  On that call to action, the BEST initiative was formed. BEST: 
building, engineering and science talents. It was launched in September 
2001 as a public-private partnership. The features that set BEST apart 
from other initiatives are its national scope, its comprehensive and 
systematic approach, its engagement of public and private sector 
leaders, and its vision of aligning key groups that make up America's 
under-represented majority.
  As co-chairs of the National Leadership Council of BEST, the 
gentlewoman from Texas (Ms. Eddie Bernice Johnson) and I have looked to 
the leadership of HBCUs. Nationally recognized scholars and 
practitioners from HBCUs are participating in our blue ribbon panels on 
BEST practices. Two that have made important contributions are Dean 
Orlando Taylor of Howard University and Professor Melvin Webb of Clark 
Atlanta University.
  Historically Black Colleges and Universities play an integral role in 
ensuring that we meet our Nation's technology and labor needs. By 
providing students with access to technology and engineering education, 
they will not only be prepared to use the technology required in most 
jobs today, but will also be encouraged to pursue careers on the 
technology forefront.
  Mr. Speaker, these prestigious institutions of higher learning 
deserve our highest honors, and I join the gentleman from Oklahoma (Mr. 
Watts) and others in this Chamber in supporting this legislation and 
urge passage.
  Mr. OWENS. Mr. Speaker, I yield 3 minutes to the gentleman from New 
Jersey (Mr. Holt).
  Mr. HOLT. Mr. Speaker, I join with my colleagues in supporting H. 
Res.

[[Page 16955]]

523, recognizing the contributions of Historically Black Colleges and 
Universities. I thank the gentleman from Oklahoma (Mr. Watts) and the 
gentlewoman from Texas (Ms. Eddie Bernice Johnson) for bringing this 
forward because it is a good recognition of the thousands of young 
Americans who have received quality education at the more than 100 
HBCUs around the country, a long and distinguished history that we 
recognize here today.

                              {time}  1045

  The HBCUs have created higher educational opportunities where none 
existed and launched the careers of millions of scientists, doctors, 
teachers, educators, and lawyers. HBCUs are responsible for a full 40 
percent of African American college graduates. So these are schools 
that are important for not just a subgroup, and they are of far more 
than historical importance. They are critical for our society's and our 
economy's functioning today. Historically Black Colleges and 
Universities have produced the majority of black professionals in the 
Nation, and the adoption of this resolution will affirm the United 
States' support of these institutions and critical contributions that 
their alumni make to our society.
  But it is worth pointing out that we must go beyond empty words of 
praise. We must, this year, work to restore the purchasing power of 
Pell grants. We must increase the supplemental equal opportunity grants 
by really several hundred million dollars if we are truly going to pay 
respect to and help the HBCUs. We should be increasing Federal work 
study by several hundred million dollars. We should keep and, in fact, 
enhance the program leveraging educational assistance partnerships to 
help with State scholarships. I cannot fail to point out that although 
we do not know what will be in the appropriations bill coming up, we do 
know what the President has requested and what the Committee on 
Appropriations is working with and that is what would for HBCUs be, in 
effect, a cut in Federal funding. Yes, it is a small increase, but it 
is not an increase that keeps up with inflation.
  So I ask my colleagues to support H. Res. 523, recognizing the 
contributions of Historically Black Colleges and Universities. I praise 
the dedicated work of the teachers and administrators of these schools. 
But I ask my colleagues to go beyond words of praise and provide real 
resources to allow HBCUs to achieve their promise and to allow the 
students of these colleges and universities to achieve their promise.
  Mr. BOEHNER. Mr. Speaker, I am pleased to yield 4 minutes to the 
gentleman from California (Mr. Cunningham).
  Mr. CUNNINGHAM. Mr. Speaker, I rise in support of the resolution. 
Most of my life I have been in education. I was a teacher and a coach, 
both in high school and in college. I have seen what a good education 
can do. For my parents, who never missed a single event either athletic 
or academic that my brother and I went to, so the responsiveness of the 
families is critical. The President, to have a President that focuses 
on education and leaving no child behind. I fully believe that if a 
child qualifies to go to college, there should be no child whether it 
is a historically black college or any group, that should be left 
behind. Because the consequences are a devilment themselves.
  I have a friend in San Diego, Bishop McKinney. He has actually come 
back and testified. He runs a program for African-American students. 
These children are at-risk students. If someone did not pick up the 
gauntlet and did not take care of these children, they would get left 
behind. Bishop McKinney has a private school that depends on private 
contributions. But I want to tell you that over 90 percent of those 
children, men and women, qualify to go to college. So Bishop McKinney, 
the Jaime Escalantes that say, hey, we can teach children are heros.
  It is not just the college itself that is important, it is the whole 
effort. It is the funding that my colleague mentioned a moment ago. 
Since 1998, we have increased education by 40 percent in this body, 
mostly in a bipartisan way. I want to thank the gentleman from 
California (Mr. George Miller) and the chairman for working out the 
agreements that we have had recently. It is some of the most bipartisan 
legislation that we have had. But it also takes dedicated teachers at a 
lower level, not just 100,000 teachers but 100,000 qualified teachers 
that work with the children every single day. Those dedicated teachers 
should be paid more. They hold in their hands the lives not just of our 
children but society itself, because if that child is left behind, 
where are they going to end up? What is the prognosis? If you take a 
child in the inner city that drops out or is denied an education, they 
are going to end up statistically involved in crime or drugs or worse. 
Of that group, there is a lot of abuse, both child and spousal abuse. 
So it is the whole package, not just the university. You can have a 
university, but if you do not train the children early on and 
afterwards, then you have problems. It is also on the other end of it, 
also.
  I have got a friend, Dr. Rafi, who is one of the preeminent computer 
scientists in the world. His books are in every college and university 
in the United States and many of those overseas. But when he graduated 
from college, his background and knowledge were not accepted within the 
workplace because he was a minority. He said, I'm not going to 
complain. I'm not going to take their devilment. I am going to prove to 
them that my worth is more than just the color of my skin. He took over 
and ran the department after a year and a half. Now his books are 
spread throughout. If you do not understand computer science, you can 
read one of his books. It is at a very elementary level of 
understanding, but yet it is for college students.
  So it is not just the funding. It is not just the parents. It is not 
just the Jaime Escalantes or the Bishop McKinneys and the college 
itself, but it is the follow-on throughout. That is why this resolution 
is so important. We cannot stop short of just recognizing the 
university, but the whole package.
  Mr. OWENS. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I would like to take this time to repeat a plea for H.R. 
1606. We have had tremendous bipartisan support for Historically Black 
Colleges and Universities starting in 1986 with the Higher Education 
Assistance Act when title 3-B was authorized and a steady stream of 
funding was created for historically black colleges, the first steady 
stream of Federal funding for the majority of these colleges. Before, 
there had been some land grant colleges in the South, segregated land 
grant colleges that were receiving Federal funding, but this created 
for all 105 Historically Black Colleges and Universities a steady 
stream of funding. During the years of the existence of title 3-B, both 
parties have supported increases in funds. It is an example of 
bipartisan cooperation that probably is unmatched in the area of 
education. So I have no complaint whatsoever in terms of that effort by 
both parties.
  But I would like to make a plea for H.R. 1606. H.R. 1606 builds upon 
the successful program that Congress authorized in 1996 to provide 
Federal funds to assist in the preservation of buildings and structures 
that are eligible to be listed on the National Register of Historic 
Places and that are located on the campuses of Historically Black 
Colleges and Universities. We do not want Historically Black Colleges 
and Universities to become museums. Our fight is to keep them 
operating, keep them functioning and making a contribution. But they do 
have a museum quality, and they have a special contribution they have 
made to the American heritage. We would like to see that supported.
  The 1996 act came about as a result of a cooperative effort by the 
Department of Interior and the United Negro College Fund, which 
identified many historic properties at the HBCUs that were threatened 
and in need of repair. A 1998 study had been done by the General 
Accounting Office, and it identified 712 historic properties at 103 of 
the Historically Black Colleges and Universities that were in need of 
assistance.

[[Page 16956]]

  H.R. 1606, as reported by the Committee on Resources, authorizes the 
appropriation of such sums as may be necessary to carry out this 
historic preservation program. The bill also provides that the grantee 
must provide from funds derived from non-Federal sources an amount that 
is equal to 30 percent of the total cost of the project for which the 
grant is provided. H.R. 1606 enjoyed significant support in Congress 
and among the African American community. The bill was favorably 
reported by the Committee on Resources on May 22, 2002, and has been 
pending on the House calendar since the committee report was filed on 
June 20, 2002. I would like to make a plea from both sides of the aisle 
to support the placing on the calendar and bringing to the floor a vote 
for H.R. 1606, the preservation of historic buildings on the campuses 
of Historically Black Colleges and Universities.
  Mr. Speaker, I have no further requests for time, and I yield back 
the balance of my time.
  Mr. BOEHNER. Mr. Speaker, I yield myself such time as I may consume.
  Let me thank Chairman Watts for this resolution today that honors the 
significance and the importance of Historically Black Colleges and 
Universities. They are unique institutions in our country that serve 
the African American community and populations that have been 
traditionally underserved. Congress' role over the last several decades 
in terms of providing funding to strengthen these institutions has 
continued to increase. As I mentioned earlier, funding for these 
institutions from Congress has increased some 89 percent since 1995. 
That does not include the $7 million increase that is called for by the 
President in this fiscal year's appropriation bills. When we finally 
come to some resolution on these, I fully expect that that number will 
be met in the appropriations process.
  As I said before, these are unique institutions, and they deserve our 
support.
  Ms. MILLENDER-McDONALD. Mr. Speaker, it is a great privilege for me 
to offer my support of H. Res. 523 which recognizes the significant 
achievements of our nation's 105 historically Black colleges and 
universities.
  For more than 100 years, historically Black colleges and universities 
have educated, guided and nurtured generations of this country's 
preeminent scholars, physicians, educators, business and other 
professionals. In particular, historically Black colleges and 
universities have educated and opened the doors of higher education to 
scores of economically disadvantaged students who might not otherwise 
have had access to a college or graduate degree.
  Today, I want to remind my colleagues of the critical importance of 
Title III of the Higher Education Act which shores up the academic 
quality, financial health and administrative capacity of traditionally 
Black educational institutions.
  It is my hope that the President will support H. Res. 523 by issuing 
a proclamation that will inform and motivate citizens and organizations 
nationwide to similarly demonstrate support for our historically Black 
colleges and universities.
  Mr. RODRIGUEZ. Mr. Speaker, I rise in support of H. Res. 523, a 
resolution that recognizes the many contributions of historically Black 
colleges and universities to American society. The 105 historically 
Black colleges and universities throughout the United States provide a 
diverse community of students with a high caliber and quality 
education, a necessary tool in our competitive workforce. Not only do 
these campuses foster a strong history of educational achievement, they 
also provide students with exposure to a rich heritage and significant 
historical perspective.
  It is imperative that all students feel that they have access to 
institutions with allow them to attain their full potential through the 
pursuit of higher education. Historically Black colleges and 
universities have demonstrated success throughout their 100 years of 
educating our youth, proving that they are worthy of our national 
recognition and praise. Historically Black colleges and universities 
have provided many economically and educationally disadvantaged 
students with critical educational training and guidance--necessary 
components to building bridges to opportunity and access. The inroads 
made by these institutions are empowering communities which have 
historically been forgotten or dismissed.
  We are fortunate in the 28th Congressional District of Texas to have 
an outstanding institution which exemplifies the rich tradition of 
historically Black colleges and universities. St. Philip's College was 
founded in 1898 by Bishop James Steptoe Johnston of St. Philip's 
Episcopal Church of the West Texas Diocese. The school, which opened on 
March 1, 1898, began as a sewing class for girls with fewer than 20 
students in a house located in the historic La Villita area in downtown 
San Antonio. Today, St. Philip's College has been a vibrant multi-
campus institution of the Alamo Community College District, joining 
three other colleges--San Antonio College, Palo Alto College and 
Northwest Vista College--in meeting the educational needs of San 
Antonio's growing and diverse community. A Historically Black College 
and a Hispanic Serving Institution with a semester enrollment of more 
than 8,000, St. Philip's is among the oldest and most diverse community 
colleges in the nation and one of the fastest growing in Texas.
  I urge the presidents, faculty, and staff at historically Black 
colleges and universities around the country to continue their 
impressive work, providing a caring, nurturing, and respectful 
environment in which all may learn. We must all be dedicated to the 
education of all of our youth, and in particular those whose families 
have historically been shut out of educational opportunity, for 
leadership and service to our Nation and global community.
  Ms. EDDIE BERNICE JOHNSON of Texas. Mr. Speaker, I rise today to ask 
my colleagues to join me in proclaiming September 15-September 21, 
2002, as National Historically Black Colleges and Universities week.
  The quest for reasonable parity in the American social order for 
African Americans rests with education. It is fair to state that the 
HBCUs of America have been and continue to be the equal opportunity 
colleges and universities of the higher education institutions in 
America. The racial progress made socially, economically, politically 
and educationally by African-Americans has been made because of the 
existence of these institutions.
  Currently, there are 118 historically black colleges and universities 
in the United States. A brief review of the history of education for 
African-Americans in this country will reveal that the HBCUs were 
elementary schools for the freed slaves and their progenies.
  They were secondary schools for African-Americans when there was not 
a public education system. And HBCUs became colleges to provide higher 
education programs for African-Americans when the time was appropriate 
and education could be sustained by a critical mass of African-
Americans who had graduated with secondary education achieved. They 
were only a group of colleges and universities which produced a 
critical mass of well educated African-Americans who were teachers, 
lawyers, doctors, ministers, social workers, pharmacists, etc. for 
leadership in the Black community.
  Because of the existence of the schools, repressive segregated laws 
were challenged, our right to vote was achieved, as well as our right 
to participate in every facet of the American society. As such, these 
institutions have proven their ability to transform the prospective and 
quality of life for African-American citizens. They stand poised now to 
provide another great service to America and to African-American 
people.
  The HBCUs are ready to respond to the call of our President to leave 
no child behind. We propose now to engage the HBCUs in a national urban 
thrust to equalize the college going rate for urban youth. In so doing, 
we transform urban America.
  Historically Black Colleges and Universities have been proclaimed the 
salvation of black folks. HBCUs are credited with making higher 
education financially attainable for those whom otherwise would not be 
able to afford post-secondary education. They tout significant success 
rates because they are good at providing remedial preparation for 
students who start out with weak high-school backgrounds.
  These institutions provide a supportive social, cultural and racial 
environment for people of color who are seeking a college education and 
perform a remarkable task of educating almost 85 percent of the 
country's Black College graduates.
  Historically Black Colleges and Universities have educated 75 percent 
of Black Ph.Ds, 46 percent of all Black business executives, 50 percent 
of Black engineers, and 80 percent Federal judges. In addition, the 
historically Black health-professional schools have trained an 
estimated 40 percent of the nation's Black dentists, 50 percent of 
Black pharmacists and 75 percent of the nation's Black veterinarians.
  HBCUs have educated an estimated 50 percent of the nation's Black 
attorneys and 75 percent of Black Military officers. They have produced 
Congressional representatives, state legislators, writers, musicians, 
actors, engineers, journalists, teachers, scholars, judges, pilots, 
activists, business leaders, lawyers and doctors.

[[Page 16957]]

  Today I ask that my fellow members of Congress salute and acknowledge 
Historically Black Colleges and Universities, the presidents, 
faculties, staff, and trustees of the 118 institutions for their 
vigorous and persistent efforts in support of equal opportunity in 
higher education.
  I also ask that Congress further commend the students who benefit 
from Historically Black Colleges and Universities for their pursuit of 
academic excellence and request that the President issue a proclamation 
calling on the people of the United States and interested groups to 
conduct appropriate ceremonies, activities, and programs to demonstrate 
support for historically black colleges and universities in the United 
States.
  Mrs. CHRISTENSEN. Mr. Speaker, on behalf of my constituents in the 
United States Virgin Islands, many of whom would not have had the 
opportunity for a college education were it not for a Historically 
Black College or University, as well as my two children who are both 
graduates of some of these fine institutions. I am pleased to support 
H. Res. 523, recognizing the contributions of Historically black 
Colleges and Universities.
  Mr. Speaker for over a century, Historically Black Colleges and 
Universities (HBCU's) have played an important role in providing 
opportunities for higher education to millions of African-Americans. 
Many of these colleges and universities were founded during the era of 
slavery or when American society was deeply segregated.
  Although social conditions have changed radically since these 
colleges and universities were founded, the HBCU's have remained 
committed to providing African-American students with superb 
educational opportunities.
  Almost 300,000 African Americans are currently enrolled in HBCU's, 
and among their alumni are Members of Congress, hundreds of elected 
officials, military officers, physicians, teachers, attorneys, judges, 
ambassadors, and business executives.
  I want to particularly call your attention to the key role that these 
institutions play in eliminating disparities in health care.
  The recent Institute of Medicine report, entitled ``Unequal 
Treatment: Confronting Racial and Ethnic Disparities in Health Care'', 
clearly demonstrated the need for more health care providers of racial, 
ethic and linguistic backgrounds to meet the need of our increasingly 
diverse population as one of its major recommendations.
  In the wake of anti-affirmative action movements across this country 
medical school enrollment in majority medical schools have dropped 
significantly over the last ten years. Were it not for minority health 
professional schools at our HBCU's the percentage of minority health 
care professional would be even less than the four percent currently 
represent across the different health professions.
  Another reason for our drop in health profession students is our poor 
and under-supported public school system. The worst public schools and 
the most ignored are in communities of color. As a result, our students 
graduate ill prepared for college.
  Only because of the commitment of our HBCU's to work with primary and 
secondary schools to improve student preparation and other programs 
designed by to remediate what is missing are our students given a 
chance to serve their communities in the critical area of health care 
and all of the others that are so important to improving our quality of 
life.
  The Subcommittee on National Parks and Public Lands on which I serve 
as the Ranking Democrat, earlier this year considered and passed H.R. 
1606, which was introduced by my colleague Jim Clyburn and which I am 
proud to be an original cosponsor, to build upon the work started in 
1996 with the passage of the historically black colleges and 
universities' historic preservation program.
  This program has been the catalyst for the preservation of historic 
structures at these institutions of higher education. Unfortunately, 
the program has used up all of its existing authorization of funds and 
while its accomplishments to date have been great, the work that still 
needs to be done is even greater.
  Many of the buildings that have been and will be assisted by this 
program are integral elements of the school campus and their 
preservation will not only preserve buildings but also the history and 
spirit of these pioneering institutions.
  To address this problem H.R. 1606 would authorize additional 
appropriations for historically black colleges and universities, to 
decrease the matching requirement related to such appropriations. I 
urge my colleagues to support passage of H.R. 1606 when it comes on the 
floor for a vote later this month.
  So I join my colleagues in recognizing these find institutions, 
especially the University of the Virgin Islands, in my district, for 
contributing immeasurably to all of our well-being.
  I thank and commend my colleagues, Congressman J.C. Watts and Eddie 
Bernice Johnson, for their leadership in bringing H. Res. 523 to the 
House floor.
  Mr. CUMMINGS. Mr. Speaker, it is a pleasure for me to join my 
colleagues in supporting H. Res. 523, which recognizes Historically 
Black Colleges and Universities (HBCU). Mr. Speaker, we honor the 105 
HBCUs, like Morgan State University and Coppin State College, located 
in my district, and the 13 predominately black institutions of higher 
learning, like Baltimore's Sojourner-Douglass College. Mr. Speaker, I 
am proud to point out that I am a graduate of Howard University, an 
HBCU.
  This week, Presidents, Chancellors, and representatives from HBCUs 
attended a conference with Congressional and business leaders and 
members of the Administration to identify opportunities to advance 
HBCUs.
  HBCU's have been educating students for more than 100 years by making 
higher education affordable to all students, especially African-
Americans. HBCU's have educated almost 85% of all African-American 
college graduates in the United States. Throughout their history, HBCUs 
have served as emblems of excellence in higher education for African 
Americans. These institutions of higher learning have a rich history of 
providing quality education that have allowed many students to attain 
their full potential.
  HBCUs have performed a remarkable task of providing the educational 
training for a significant number of African-American politicians, 
federal judges, lawyers, doctors, engineers, educators, researchers, 
entertainers, and business executives, thus providing an opportunity 
for African Americans to participate and make exemplary contributions 
in all walks of life.
  Often acclaimed, ``the salvation of black folks,'' HBCUs have 
engraved in American history the opportunity for freedom through 
education. The benefits of an educational experience at an HBCU are 
significant and cannot be duplicated. Students develop intellectually 
and build life skills and personal confidence about their identity, 
heritage, and mission to society.
  This record of outstanding achievement comes despite daunting 
challenges--not the least of which are limited financial resources. In 
fact, I must note that in comparison with other colleges and 
universities, HBCUs are often underfunded. However, these institutions 
have maintained their commitment to excellence in higher learning.
  Mr. Speaker, as I stated earlier, there are two HBCUs in my district 
of Baltimore.
  Coppin State College has become a beacon in the community, working 
with school children, while also providing services to small businesses 
in cooperation with the Small Business Administration. It has also 
sponsored workshops, health fairs, concerts, and other activities that 
enable the college to serve as a repository for African-American 
culture.
  Likewise, Morgan State University provides avenues for students to 
compete in the global marketplace by steering them toward 
nontraditional careers such as transportation at their National 
Transportation Center. Morgan has also become a premier institution in 
Maryland and the country for its engineering and science programs. 
These are just two examples of HBCUs working to fulfill their 
commitment to academic excellence.
  In the continuing struggle, the course is not to dismantle or 
compromise the HBCU, but should be to preserve their identity and 
integrity. These great institutions of higher learning merit full 
support in continuing their missions. So, in conclusion as we honor the 
Nations' HBCUs, let us really show our gratitude by supporting an 
increase in financial resources to each HBCU when we consider the 
Labor, HHS, Education appropriations bill and the reauthorization of 
the Higher Education Act.
  Mr. RILEY. Mr. Speaker, I rise today in strong support of H. Res. 
523, and to call the attention of my colleagues to one of the premier 
historically Black universities in the Nation, Tuskegee University. As 
our country celebrates a week recognizing Historically Black colleges 
and Universities (HBCUs), I want to take a few moments to bring to 
light some of the reasons I am proud to represent Tuskegee in Congress.
  Since its humble beginning days under Dr. Booker T. Washington in the 
1880's, Tuskegee has educated many fine leaders in a variety of fields. 
Militarily, Tuskegee has taken the lead in spawning many successful 
protectors of our country. The first African-American four star 
General, Daniel ``Chappie'' James, was educated at Tuskegee. The school 
has produced more African-American general officers in the military 
than any other institution. And most notably, Tuskegee was home to the 
famed Tuskegee Airmen that bravely fought for the United States in 
World War II.

[[Page 16958]]

  Tuskegee has also produced that first African-American winner of the 
National Book Award (Ralph Ellison), and a number of African-American 
experts in the fields of aerospace, electrical, and chemical 
engineering. While achieving all these military and academic successes, 
Tuskegee has been able to achieve a high level of athletic excellence, 
as well. The men and women of Fighting Tigers athletics have made 
Tuskegee the Nation's winningest Historically Black College, and 
University.
  The school currently enrolls some 3000 students, who represent most 
states in the country and several foreign countries. Currently, degrees 
are offered at the bachelor's, master's, Doctor of Veterinary Medicine, 
and Doctor of Philosophy (Ph.D.) levels. The students at Tuskegee 
receive world class educations in fields such as architecture, 
business, computers, engineering, liberal arts, teacher education, 
agricultural science, nursing, and veterinary studies. Some of its most 
notable programs range from studies of the Human Genome Factor to 
aerospace science engineering, to growing-food-in-space, and to the 
center for Plant Biotechnology Research. And most recently, the 
publication U.S. Black Engineers & Information Technology listed 
Tuskegee as on of the top schools in the Nation for African Americans 
in engineering.
  Mr. Speaker, the motto of Tuskegee University is ``capturing the 
quest for excellence in teaching, research and service.'' Every day on 
their campus in Alabama, the students, faculty, and staff of Tuskegee 
carry out this vision of Dr. Washington. I urge my colleagues to join 
me in recognizing the contributions of Tuskegee University, and of all 
Historically Black Colleges and Universities, by supporting H. Res. 
523.
  Mr. HOYER. Mr. Speaker, I rise today to celebrate Historically Black 
Colleges and Universities and their proud history of educating African-
Americans for 165 years.
  The contributions of HBCUs to this country are of such significance 
that it has become tradition for the President to proclaim a week in 
September as Historically Black Colleges and Universities week. This 
year the observance is taking place of the week of September 15th.
  In the early part of the 20th century, HBCUs offered educational 
opportunities to blacks when most schools would not admit them. But 
even as the doors of other higher education institutions have opened to 
black students over the past few decades, HBCUs continue to offer a 
quality education to thousands of young Americans.
  The first black college, now known as Cheyney University of 
Pennsylvania, was made possible by a Quaker philanthropist named 
Richard Humphreys who bequeathed $10,000 to establish a school to 
educate African-Americans. The school was founded as the Institute for 
Colored Youth in Philadelphia in 1837, almost 30 years before the 
Emancipation Proclamation would free the South's slaves. The University 
has since outgrown its original mandate and now offers degrees in more 
than 30 disciplines for people of all races.
  Following the success of Cheyney University, over 100 Historically 
Black Colleges and Universities in the United States have been 
established, educating people of all races in every discipline from 
liberal arts to medicine to business.
  It is important to note that while Historically Black Colleges and 
Universities comprise only about 3 percent of all colleges and 
universities, nearly 30 percent of all bachelor's degrees awarded each 
year to African Americans are earned at those institutions.
  I am proud of the State of Maryland's part in this evolution of black 
higher education, and I am privileged to represent Bowie State 
University (BSU), the oldest of Maryland's four HBCUs. (The three other 
HBCUs located in Maryland are Morgan State and Coppin State, both in 
Baltimore, and the University of Maryland--Eastern Shore).
  Bowie State descends from the first school opened by the Baltimore 
Association for the Moral and Educational Improvement of Colored People 
in Baltimore in 1865. BSU now has eighteen undergraduate academic 
programs, sixteen graduate programs at the master's level and recently 
established its first doctoral program in Education Leadership.
  Some Historically Black Colleges and Universities are facing 
financial hardships and several have closed during the past few years. 
The Federal Government must recognize that the contributions made by 
these institutions have not occurred in a vacuum benefitting only a 
small segment of the population. Rather, the entire country has gained 
from the educational opportunities they offer to African-American 
citizens and others.
  Congress and the President can acknowledge this by adequately funding 
the programs that support the efforts of these important institutions. 
The President has requested a four percent increase in funding for the 
Strengthening Historically Black Colleges program and the Strengthening 
HBCU Graduate Institutions for fiscal year 2003. This increase will do 
no more than help the programs keep up with inflation. As a member of 
the Labor, Health and Human Services, and Education Appropriations 
Subcommittee, I would like to see these programs receive more funding 
to help them continue their mission and tradition of educating African-
Americans.
  Marion Wright Edelman, founder of the Children's Defense Fund, said 
that ``Education is for improving the lives of others and for leaving 
your community and world better than you found it.''
  Ms. Edelman's observation clearly illustrates how important HBCUs 
have been to America's black community and the Nation as a whole. Not 
only have they educated and improved the lives of individuals, but they 
have empowered those individuals to bring their knowledge back to their 
communities and improve the lives of others. And America is the better 
for it.
  Mr. Speaker, I ask my colleagues to join me this week in saluting the 
contributions of America's Historically Black Colleges and 
Universities.
  Mrs. JONES of Ohio. Mr. Speaker, I rise today to honor a great 
American, Charles B. ``Chuck'' Harmon, on the occasion of this 
Congressional Tribute to the Negro Leagues. Negro League baseball 
players were at the vanguard of efforts to demonstrate that what 
matters most is not the color of a person's skin, but character, skill, 
and determination. Negro League players surmounted obstacles of the day 
to prove their skills as ball players and the character of the American 
spirit.
  Chuck Harmon was one of twelve children born to Sherman and Rosa 
Harmon on April 23, 1924 in Washington, Indiana where he completed 
elementary and secondary school. He attended the University of Toledo 
for three and one-half years between 1942 and 1949 and served with 
honor in the United States Navy. Mr. Harmon has been married to Daurel 
Woodley Harmon for 54 years and has three children, Charlene, Charles 
Jr., and Cheryl. He also has two grandchildren, Danielle and Justin.
  Chuck Harmon was honored on May 15, 1997 by the City of Cincinnati, a 
day designated to honor both Jackie Robinson and Chuck Harmon on the 
occasion of the fiftieth anniversary of Jackie Robinson breaking the 
color barrier in Major League Baseball. The day doubled as a Golden 
Anniversary for Mr. Harmon, who signed his first professional baseball 
contract in 1947. Seven years later in 1954. Mr. Harmon broke the color 
barrier of the Cincinnati Reds baseball team.
  Chuck Harmon has maintained courage and composure throughout many 
adverse situations, being the first and only African American to play 
on many segregated teams. Mr. Harmon's strength of character and 
achievements have resulted in many honors and awards. He has been 
honored by the Governor of Ohio, George Voinovich, the Greater 
Cincinnati Urban League, the Cities of Golf Manor, Ohio and Washington, 
Indiana which have named streets and a park in his honor, and a host of 
other sports teams for which he played. For the past 25 years, Mr. 
Harmon has focused on public service within the First Appellate 
District Court of Appeals in Cincinnati, Ohio.
  Charles B. Harmon has lived a life characterized by a strict code of 
personal and public ethics, self respect, and respect for others. Mr. 
Speaker, it gives me great pleasure to rise today, and join with my 
congressional colleagues in congratulating player of the Negro Leagues 
and a great American from the State of Ohio, Charles B. ``Chuck'' 
Harmon.
  Mr. FALEOMAVAEGA. Mr. Speaker, as members of Congress, I believe it 
is incumbent upon us to support the efforts of Historically Black 
Colleges and Universities (HBCUs) to recruit, retain, and graduate 
students who otherwise might not have the opportunity to pursue a post-
secondary education.
  It is a known fact that Historically Black Colleges and Universities 
have played a vital role in giving our Nation's youth the tools 
necessary to forge their way in today's society. More importantly, 
Historically Black Colleges and Universities have provided historically 
disadvantaged students with the opportunity to determine for themselves 
how best to combine their rich cultural heritage with demands of 
today's scientific and technological society. Historically Black 
Colleges and Universities have also forged the way for all minority 
groups to recognize the importance of education and the need for our 
children to make their mark in today's world.
  I would like to commend the leaders and students, both past and 
present, of Historically

[[Page 16959]]

Black Colleges and Universities for their tireless efforts in giving 
voice to those whose voices would have otherwise been made mute. I 
commend them for their perseverance and diligence. I thank them for 
teaching us that we can make a difference in society by remaining true 
to ourselves and embracing who we are.
  As the only member of Congress of Samoan ancestry, I have a special 
affinity for the struggle of minorities. I have a special affinity for 
those affiliated with this Nation's Historically Black Colleges and 
Universities. You can believe that as long as I am a Member of 
Congress, I will always stand in support of historically Black Colleges 
and Universities and I urge my colleagues to do the same.
  Mrs. MEEK of Florida. Mr. Speaker, I rise in strong support of House 
Resolution 523 which recognizes the contributions of Historically Black 
Colleges and Universities. (HBCUs)
  Education has always been key to economic opportunity in America. 
HBCUs have been a catalyst for educational and economic opportunity for 
generations of African Americans. These institutions were born of the 
belief that post-Civil War freedmen should become immediately educated. 
They continue to provide quality higher education and professional 
nurturing to a broad mixture of diverse individuals.
  In the days of slavery, slave owners made it a point to keep slaves 
from reading and having access to education. One only has to read 
Frederick Douglas to fully comprehend what slave owners would have 
brought upon themselves if slaves would have received an education. 
Even after the Emancipation Proclamation, during the days of Jim Crow 
laws, there were numerous efforts to keep blacks from having access to 
education.
  As a result of the growth and success of HBCU's, the vast majority of 
African Americans with bachelor's degrees in engineering, computer 
science, life science, business and mathematics have graduated from one 
of the 105 HBCUs. These graduates make up the majority of our Nation's 
African American military officers, physicians, Federal judges, elected 
officials, and business executives. The distinguished faculty members 
of HBCUs serve as role models and mentors, challenging students to 
reach their full potential.
  I graduated from an historically black institution--Florida A&M 
University. I wanted to be a physician, but I could not attend graduate 
school in Florida or any other southern state--not because I lacked the 
qualifications to be admitted to graduate school, but simply because of 
the color of my skin. For those of my generation, HBCU's were our sole 
lifeline for economic opportunity and advancement.
  Today, HBCUs remain a critical part of our education system. These 
institutions have significantly increased educational access for 
thousands of economically and socially disadvantaged Americans, 
particularly young African Americans.
  It is wonderfully appropriate that today we honor HBCUs with our 
words. It is even more important that we honor them with our deeds. In 
our Appropriations process, we must recognize the indispensable role 
that HBCUs play in our educational system and fund them properly.
  Mr. Speaker, I congratulate our HBCUs for their record of achievement 
and commend Representative Watts for offering this important 
resolution.
  Mr. PITTS. Mr. Speaker, today, the House passed House Resolution 523, 
a resolution recognizing the contributions of Historically Black 
Colleges and Universities (HBCUs). Historically Black Colleges and 
Universities have a long, proud history of educating some of the 
brightest minds in America and tapping into the talent and potential of 
African-American students at a time in our Nation's history in which 
African-Americans did not enjoy the rights and freedoms of other 
Americans.
  The 16th Congressional District of Pennsylvania is the home of two 
historically Black universities: Lincoln University and Cheyney 
University.
  Lincoln University, named after President Abraham Lincoln, was 
founded in 1854 as an institution dedicated to providing higher 
education for African-American men. Lincoln University boasts several 
famous graduates, including renowned poet Langston Hughes and Former 
Supreme Court Justice Thurgood Marshall.
  Founded in 1837, as the Institute for Colored Youth, Cheyney 
University is the oldest historically Black university in America. 
Cheyney University was founded through the help of a Quaker benefactor 
who was committed to ensuring that African-American students could 
receive a high quality higher education. Cheyney University also has a 
long list of distinguished graduates, including ``60 Minutes'' 
journalist Ed Bradley and Philadelphia Tribune publisher and CEO Robert 
Bogle.
  Since the founding of Lincoln and Cheyney Universities, African-
Americans have achieved many important milestones in various academic 
disciplines. Yet, Historically Black Colleges and Universities continue 
to carry the mantle of African-American scholarship for future 
generations.
  Finally, I want to commend Dr. Ivory V. Nelson, President of Lincoln 
University, and Dr. W. Clinton Pettus, President of Cheyney University, 
for their leadership and vision.
  Mr. FORBES. Mr. Speaker, I rise in support of H. Res. 523, which 
recognizes the important contributions of Historically Black Colleges 
and Universities. These institutions are rich sources of history and 
knowledge that continue to serve communities across the nation. 
Virginia's 4th Congressional District is home to two historically Black 
institutions of higher education.
  Virginia State University, located near the historic center of the 
City of Petersburg, was founded on March 6, 1882 when the legislature 
passed a bill to charter the Virginia Normal and Collegiate Institute. 
The University's first academic year, 1883-84, saw a student body of 
126 and a faculty of only seven. By the centennial year of 1982, the 
University was fully integrated, with a student body of nearly 5,000 
and a full-time faculty of 250.
  Dr. James Solomon Russell founded Saint Paul's Normal and Industrial 
School in 1888. In 1941 the institution was granted authority to offer 
a four-year degree program. In 1957 the name was changed to Saint 
Paul's College, the name it bears today. Saint Paul's College boasts a 
characteristically small college atmosphere with a student body of 600, 
allowing for both diversity and camaraderie
  Virginia's history and desire for academic excellence are indelibly 
linked to the success and achievement of these institutions. For this 
reason, I rise in support of this resolution to recognize the 
Historically Black Universities and Colleges of our Nation.
  Ms. JACKSON-LEE of Texas. Mr. Speaker, I rise in support of House 
Resolution 523 recognizing the contributions of Historically Black 
Colleges and Universities. This legislation acknowledges the 
significance of the United States' Historically Black Colleges and 
Universities (HBCU's).
  Historically Black Colleges and Universities are institutions of 
higher learning established prior to 1964. The principle mission of 
these institutions was, and is, the education of African-Americans. 
Toward this end, these institutions boast a proud and long-lasting 
tradition of producing some of the United States' most prominent 
African-Americans leaders and scholars, ranging from W.E.B. DuBois to 
Dr. Martin Luther King, Jr. and countless other individuals, who have 
devoted their lives to the service of traditionally disenfranchised 
communities throughout our Nation.
  According to a number of sources, there are reportedly more African-
American students attending HBCU's than at any other time in United 
States' history. In fact, as reported by the National Center for 
Educational Statistics, there was a 26 percent increase in HBCU 
enrollment between 1976 and 1994. For the years 1993 through 1994, 
roughly 28 percent of Black bachelor degree recipients received their 
degrees from Historically Black Colleges and Universities. With regards 
to this time span, Historically Black Colleges and Universities were 
responsible for awarding another 15 percent African-American master 
degree recipients, 9 percent of blacks earning a doctorate, and 16 
percent of black professional degree recipients.
  The State of Texas has been fortunate to have these Historically 
Black Colleges and Universities educate a significant portion of its 
residents and other students from a wide array of places throughout the 
world. From Texas' first Black college, Paul Quinn College, to colleges 
and universities such as Prairie View A&M University, Texas Southern 
University, and Wiley College, historically Black institutions 
throughout the State still play a critical role in the granting of 
undergraduate, graduate, and professional degrees to minorities. Due to 
the existence of these institutions, Prairie View A&M University has 
made a significant contribution to the preparation of many of Texas' 
minority educators, and Texas Southern University has played an 
enormous role in educating many Black attorneys and pharmacists.
  Overall, as these institutions continue progressing toward claiming 
their stake in the mainstream of U.S. education, their missions and 
purposes for existing become more inclusive, as these important 
institutions adjust to the changing demographic compositions of their 
student bodies. It is a fact that more students from other racial and 
ethnic groups are attending.
  Mr. Speaker, I urge my Colleagues to support this legislation. 
Historically Black Colleges

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and Universities not only are deserving of recognition, but they also 
are necessary to the vitality of our Nation's higher educational 
system. This legislation recognizes this very fact by acknowledging 
historically Black institutions' commitment to sustaining a viable 
education for students for over 100 years.
  Mr. BOEHNER. Mr. Speaker, I yield back the balance of my time.
  The SPEAKER pro tempore (Mr. Dan Miller of Florida). The question is 
on the motion offered by the gentleman from Ohio (Mr. Boehner) that the 
House suspend the rules and agree to the resolution, H. Res. 523.
  The question was taken.
  The SPEAKER pro tempore. In the opinion of the Chair, two-thirds of 
those present have voted in the affirmative.
  Mr. BOEHNER. Mr. Speaker, on that I demand the yeas and nays.
  The yeas and nays were ordered.
  The SPEAKER pro tempore. Pursuant to clause 8 of rule XX and the 
Chair's prior announcement, further proceedings on this motion will be 
postponed.

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