“This may be democratic for the majority but for the minority it has the same effect as fascism.”
Huey P. Newton, {May 1, 1971] To Die For the People
Thursday, April 22, 1920 “Will Drill at Blackdom”
Lives of the first 5 families of Blackdom represent a unique frontier space I refer to as the Blackdom Thesis or #TheAfrōFrontier®️. Blackdomites maintained a variety of philosophical and theoretical models that dictated their actions, reactions, and the development of the Blackdom idea. In 1907, Blackdom inspired Monroe and Mary Collins who migrated from Mississippi to be Blackdomites. Blackdom was a new beginning with freedoms and no Jim Crow laws in the territory. In Dexter, the Boyers hosted the Collins family for their first 6 months.
During the roaring 20s in Chaves County, New Mexico, Black people were in a renaissance of their own. Boyer, Collins, Eubank, Herron, Ragsdale, and Proffit were among the first 5 family dynasties who established culture around homesteading. People under the conditions of Blackness employed freedom to reach a state of sovereignty in spirit, mind, body, and space. Written in Blackdom’s articles of incorporation, Blackdomites envisioned schooling through college. In the early 1910s, Blackdom had a university/college that produced seminary students. Blackdom developed into a sovereign, dry-farming agronomy culture that also prioritized education.
In a 1985 interview, Lillian Collins, recalled her education as a child in Blackdom’s school at the townsite. Lillian also remembered major challenges when she moved 20 miles north into Roswell, New Mexico at the beginning of school segregation. After New Mexico’s statehood in 1912, Blackdom’s ability to quarantine Black people from racism decreased. Lillian said the “Mexicans and Whites” were welcoming. “When we moved to town ( Blackdom to Roswell) we did not really have the problem because uh, they were such sweet people, uh, of any race.”
Lillian stuttered as she began to remember problems “in the later years when the kids would have rock fights.” Lillian described angry “Anglo kids” from a different school instigating the “Coloreds” from her school. The fight continued until someone called “the law.” Racialization materialized as a proxy fight with kids and rocks. After statehood, Roswell fell largely under the control of local New Mexicans influenced by Southern society, and the lives of people under the conditions of Blackness got progressively worse. A few years, Black high school graduates never received diplomas after graduation.
Blackdomites had come from prestigious educational institutions now referred to as Historically Black Colleges/Universities (HBCUs). Frank Boyer, (Blackdom Townsite Company’s 1st President) was a Buffalo Soldier who attended Atlanta Baptist College (Morehouse College). Prior to statehood, Blackdomites embraced the freedom of being separate-but-equal and taught their kids within the society, culture, and community. They also made statements using mass media and communication. On October 13, 1910, the Santa Fe New Mexican reported, “Blackdom Wants a School.”
Imagine a literate Black child from a poor Black family in Roswell, on April 22, 1920, opening the Roswell Daily Record and reading, “Will Drill at Blackdom.”
by Dr. Timothy E. Nelson ©