Just how did His Majesty King George III lose his American colonies.
topic: Emperor Qianlong, ” Letter to King George III”
MOREHOUSE COLLEGE was fertile ground for the young Martin Luther King Jr., who entered the College as an early-admission student in 1944 at the age of 15. It was on the grounds of the only college in the world for African American men where he met great social activists, thinkers, theologians and educators who became mentors. Dr. Benjamin E. Mays, the Morehouse president who is considered the architect of the College's reputation for excellence, proved to be an incomparable inspiration to King.
In his weekly chapel address and newspaper columns, Mays urged Morehouse men to be "sensitive to the wrongs, the sufferings and the injustices of society" and to "accept responsibility for correcting these ills ."
Outstanding professors also shaped the man who would one day be one of the world's most renowned civil and human rights nonviolent' leaders. As a sociology major, King was introduced to the problem of segregation by department chair Dr. Walter P. Chivers. Dr. George D. Kelsey, director of the School of Religion, inspired him to think beyond his early fundamental instruction regarding the Bible and theology. The influence of these incredible men undoubtedly led King to abandon his pursuit of law and medicine and, instead, enter the ministry.
President Mays introduced him to the teachings of the Indian social reformer Mahatma Gandhi and his method of non-violent protest. Kelsey, his favorite professor, set an example of what an ideal minister could be, someone who could combine the tradition of religion with the issues faced in the modern world. Professor Samuel W. Williams exposed him to Henry David Thoreau's "Essay on Civil Disobedience." King said he read the essay several times, transfixed by the idea of "refusing to cooperate with an evil system."
As King finished his final year at Morehouse, it was evident that he had transformed into the leader he was destined to become when he wrote in the student publication, The Maroon Tiger: "We must remember that intelligence is not enough. Intelligence plus character - that is the goal of true education."
By the time King continued his education at Crozer Theological Seminary and at Boston University's School of Theology, where he earned a doctorate in systemic theology, he was well attuned to the teachings, principles, methods of social reform and support that marked his ascent to becoming a civil rights icon.
Martin Luther King Jr. is a member of a long line of King men who were drawn to the exceptional education steeped with moral development that Morehouse College offers.
She is a widowed mother, of Clarence, King Edward IV and Richard III.
George III is often remembered by non-specialists as the king who lost America, a view based partly on the language of the Declaration of Independence ('The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of absolute Tyranny over these States') and partly on the interpretation of the Whig historians of the nineteenth century who saw a more authoritarian monarchy as the root cause of the conflict with the colonies. We now know, of course, that the Declaration of Independence placed all the blame on the king at least partly to destroy continuing affection for him in the thirteen colonies/states. We also know that the perspective of the Whig historians was anachronistic; they read back into George III's reign many of the constitutional assumptions current in their own century. Nevertheless, given George's reputation, Ditchfield could hardly have avoided this issue, and he devotes a chapter to the king and empire. Here George III emerges in much the same way as he does in the chapter on high politics - as a monarch who was not afraid to have his say, but who was not his own first minister. On American affairs, at least until the outbreak of war with the thirteen colonies, George generally supported his governments rather than imposed his views upon them. He does not come across as a hard-liner. Occasionally, indeed, he acted as a restraining influence, as when, in 1769, he cautioned against remodelling the charter of Massachusetts to strengthen executive authority. Once armed conflict with the rebel colonies began, George came more to the forefront and was clearly determined that the war should be pursued to a successful conclusion; but even then he made it abundantly clear that he saw himself as contending for the rights of the British Parliament, not his own independent authority.