It was in 1976, while I served as assistant to the provost at The Ohio State University, that I first met Dr. Elias Blake, then president of the Institute for Services to Education (ISE) in Washington, DC. Blake was the featured speaker for the University’s Office of Minority Affairs spring program, headed by Dr. Frank Hale. It was my task to transport Blake from the airport to the campus for the event. 

The conversation with Blake from the airport to the campus that day was a transforming experience. I was convinced that I was in the presence of a great educator who was dedicated to improving the capability of historically Black colleges and universities to provide access to more and better educational opportunities for Blacks and other Americans. In the 30-minute ride, Blake laid out his philosophy for improving HBCUs. He also explained the proposed desegregation of public higher education and the positive impact it could have on public Black institutions, provided they weren’t the only ones required to desegregate to bring the educational systems in the 19 Southern and border states into balance.

Blake noted during the ride that ISE, with foundation support, housed a research institute whose focus was to examine the potential effects of desegregation planning on publicly supported HBCUs. Because of my interest in the issue as an alumnus of historically Black Southern University, Blake invited me to join the ISE staff in Washington and lead the research effort needed to provide the analysis of the possible effects of the desegregation agenda on the HBCU community. Blake did all this in 30 minutes. I was struck by his sincerity and his passionate commitment; a trait for which he was admired by colleagues, friends and by those he opposed. I subsequently agreed to join him at ISE, which enjoyed the reputation as the premier “Black Intellectual Think Tank” for the HBCU community.

When I arrived in Washington during the summer of 1976, it became clear right away that my exalted view of Blake was confirmed by educators and policymakers alike. He clearly enjoyed his reputation as a major spokesperson on issues and concerns related to the welfare of the HBCU community. Whether it was improving the quality of teaching or solving infrastructure problems, Blake was out front on behalf of HBCUs, and he was unapologetic in doing so. Indeed, for Blake to do otherwise would have been out of character because his passion and commitment reflected an affinity for the long tradition of HBCU leaders who did more with less and who stood for principle, fairness, and above all for the educational advancement of African-Americans. Blake was a scholar with a superb intellect, a researcher and an advocate. He fulfilled the role as strategist, advisor and counselor to countless HBCU leaders and scholars, including Hugh Gloster, Vivian Henderson, R. D. Morrison, Harrison Wilson, Stephen Wright, Luther Foster, Sam Nabrit, Fred Patterson, Walter Washington, Maceo Nance, Luther Foster, Prezell Robinson, Martin Jenkins, Oswald Bronson, John Peoples, James Cheek, Benjamin Payton, Eldridge McMillan, Willa Player, Kenneth Tollett Edley, Ernest Holloway, Fred Humphries, Herman Branson, Sam Myers.