Each of the men dis­cussed in this paper made a rather remark­able con­tri­bu­tion to the sci­en­tific pur­suits, some more last­ing than oth­ers. McCoy’s inven­tion has prob­a­bly been the one with the longest-lasting sig­nif­i­cance. As was true then, if you don’t lubri­cate an engine it will quit work­ing from the fric­tion. All engines, whether they are auto­mo­bile, air­plane or boat, must be lubri­cated in order to remain func­tional. McCoy’s drip cup became the basis for the self-lubricating engines of mod­ern times.

Woods’ Syn­chro­nous Mul­ti­plex Rail­way Tele­graph brought effi­ciency and safety to rail travel at a time when train col­li­sions could be com­mon. With the inven­tion of the tele­phone and fur­ther advance­ments in com­mu­ni­ca­tions tech­nol­ogy, the tele­graph became an anti­quated means of com­mu­ni­ca­tion. Although obso­lete on its own, his inven­tion was one of a seri­ous of steps into a wider world of com­mu­ni­ca­tion that we use today.

Latimer’s inven­tion set the stan­dard in light­ing for the 25 years that fol­lowed. In 1904 William D. Coolidge devel­oped an incan­des­cent light bulb using tung­sten, which extended bulb life far beyond Latimer’s carbon-filament bulb.
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While McCoy’s inven­tions earned mil­lions of dol­lars in profit, lit­tle of that money found its way into his pock­ets. Because he lacked the finan­cial back­ing to man­u­fac­ture his lubri­ca­tors him­self in large num­bers he sold many of his patent rights to investors. In return for this he was given only small amounts that allowed him to con­tinue his research. McCoy was awarded at least 72 patents dur­ing his long life­time but retained own­er­ship of only a few of them. Per­son­ally, he had hap­pi­ness mar­ried to his wife Mary Eleanor for 50 years. At the end of his life McCoy he suf­fered from hyper­ten­sion and senile demen­tia. He died in an infir­mary in Eloise, Michi­gan, on Octo­ber 10, 1929.¹⁵

Woods remained an inde­pen­dent inven­tor his entire life, always remain­ing out­side of the tech­no­log­i­cal main­stream of Bell and Edi­son. The never end­ing scourge of his life became hav­ing to con­stantly defend his patents in court. As peo­ple of the time were always invent­ing it was nat­ural that sev­eral peo­ple could come up with the same idea at roughly the same time. Because of this, the major­ity of Woods’ money went to fight­ing legal dis­putes. After years of being des­ti­tute and pen­ni­less he suf­fered a stroke on Jan­u­ary 30, 1910 at Harlem Hos­pi­tal in New York City – killing him at the young age of 53. Despite his great suc­cess as an inven­tor and amass­ing over 60 patents in total, he had lit­tle to show for it. His sim­ple ground-level head­stone in East Elmhurst, New York reads “Granville T. Woods, Esq, 1856–1910, Elec­tri­cian — Inven­tor.”¹⁶
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Eli­jah McCoy was the most edu­cated of the three. His par­ents, George and Mil­dred, both run­away slaves, fled to Canada from Ken­tucky. When the Cana­dian rebel­lions of 1837 broke out against Great Britain, George sided in the hos­til­i­ties with the British. After the Red River Rebel­lion, as it was called, was quashed by the Crown, George was given 160 acres of farm­land near Colch­ester, Ontario for his loy­alty and ser­vice. Eli­jah was born there on March 27, 1844, one of 12 chil­dren that George and Mil­dred had. When he was three his fam­ily moved back to the U.S., set­tling in Detroit, Michi­gan, and it was in nearby Ypsi­lanti that McCoy would do his invent­ing.
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African-Americans at the end of the Civil War craved accep­tance as a peo­ple and this hope was only par­tially rec­i­p­ro­cated. Edu­ca­tion in the late 19^th Cen­tury was either a short-lived moment in a person’s life or a multi-year lux­ury that few in the gen­eral pop­u­lace could afford. Whites had an eas­ier path to it, but African-Americans had an even harder road toward it. But it wasn’t for try­ing. Booker T. Wash­ing­ton, the famous pro­po­nent of edu­ca­tion for freed­men in the post-Reconstruction South, founded the Tuskegee Nor­mal and Indus­trial Insti­tute to help edu­cate African-Americans. He real­ized that in mod­ern soci­ety African-Americans would have to be edu­cated, and edu­cated well, in order to excel. It was a belief that was shared by many African-Americans at the time: that edu­ca­tion could help set them on an equal foot­ing with their white coun­ter­parts in both jobs and social stature.

Edu­ca­tional reform in the United States was just gain­ing momen­tum in the late 19^th cen­tury. Before that time edu­cat­ing enslaved African-Americans in the South was for­bid­den by law in many states, but in the North, where schools for African Amer­i­cans did exist, they were gen­er­ally housed in crowded build­ings staffed by teach­ers of low q

ual­i­fi­ca­tions and restricted to the knowl­edge of the teacher. African-American par­ents also grouped together to make pri­vate arrange­ments for school­ing and often times hired their own teach­ers. Pub­lic schools did out­num­ber pri­vate ones, but the qual­ity of edu­ca­tional ser­vices var­ied from school to school, with the qual­ity of teach­ing depend­ing on how much the par­ents were will­ing to spend to pay teachers.

In fact, many of the schools formed would hardly be rec­og­nized as such by mod­ern stan­dards. Ele­men­tary edu­ca­tion was avail­able to African-Americans, but higher, more spe­cial­ized, edu­ca­tional ser­vices that would pro­duce more respect among the already somewhat-doubting white class was harder to attain.

Due in part to this, illit­er­acy rates among African-Americans were tracked at a stag­ger­ing 79.9% in 1870, the first year that such sta­tis­tics were col­lected. With improve­ments in edu­ca­tion this fig­ure dropped by roughly 10% in each decade that fol­lowed under­scor­ing the need for African-American edu­ca­tion.¹¹

It’s sur­pris­ing then that edu­ca­tion seemed to be of lit­tle fac­tor in the suc­cess of any of the black inven­tors men­tioned. Of the three, only one was able to attain a col­lege degree – McCoy. While, con­versely the most suc­cess­ful of the bunch – Woods who was also known as the “Black Edi­son” – had only a mea­ger ele­men­tary school edu­ca­tion. They proved that the sky was the limit for what could be achieved with cre­ativ­ity and knowl­edge of your sub­ject against the tra­di­tional think­ing that for­mal edu­ca­tion alone stood as the foun­da­tion for inven­tion of thought.

Next time, Edu­ca­tion as the Foun­da­tion of Invention

Latimer’s excel­lent artis­tic flair and draft­ing abil­i­ties at Crosby, Hal­stead and Gould – a patent law firm — advanced him quickly and he found him­self even­tu­ally work­ing for Alexan­der Gra­ham Bell. At Bell’s patent law firm, he was in charge of draft­ing the nec­es­sary draw­ings required to receive a patent for Bell’s tele­phone. After a time with Bell, he found employ­ment at the U.S. Elec­tric Light­ing Com­pany, where he patented in 1881 the “Process of Man­u­fac­tur­ing Car­bons”, an improved method for the pro­duc­tion of car­bon fil­a­ments for light bulbs. Latimer’s patent improved on the orig­i­nal designs of Thomas Edi­son, who’s light bulbs, because of the way the car­bon fibers that emit­ted light were con­structed, would often break after only a cou­ple of days.

In dis­cussing the improve­ments, Latimer stated in his patent appli­ca­tion for the process –

“My inven­tion relates more par­tic­u­larly to car­boniz­ing the con­duc­tors for incan­des­cent lamps, though it is equally applic­a­ble to the man­u­fac­ture of del­i­cate sheets or strips of dense and tough car­bon designed for any pur­pose whatsoever….

“When heated the confining-plates expanded, while the blanks between them con­tract very con­sid­er­ably under the intense heat of the fur­nace, so that many of them are bro­ken and dis­torted in con­se­quence of their extremely-delicate struc­ture and their ten­dency to shift their posi­tion between the plates. This I avoided by the method I propose…”

His method was to coat the car­bon in graphite (to keep it from stick­ing) and then place it inside of a card­board sleeve which would pre­vent the super-heated car­bon from break­ing dur­ing the car­boniz­ing process. His method reduced the amount of bro­ken car­bons to almost zero, allow­ing for more use­able car­bons instead of the few that were being pro­duced per batch at the time. His mass pro­duc­tion process could be applied to many dif­fer­ent uses, and because of this the Latimer car­bons had a much longer life and made them less expen­sive.¹⁰

Next time, The Edu­ca­tional Sys­tem in 19th Cen­tury America