what kind of education did barack obama have?
Occidental College Harvard Law School Noelani Elementary School Punahou School State Elementary School Menteng 01 St. Francis of Assisi Catholic School Columbia University
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 Armstrong was born and raised in Hawaii in the mid @-@ 1800s . His father was the Kingdom of Hawaii 's ( secular ) minister of public instruction , whose schools practiced the " manual labor principle of education " . Engs wrote that Armstrong 's Hawaiian childhood insulated him from racist sentiment on the mainland . Armstrong attended private schools in Oahu before moving to study on the mainland . He shied away from the ministry , believing as his father , " the shorter one 's creed , the better " . Armstrong 's experience in the Civil War — including as a prisoner of war , leader of the United States Colored Troops , and General — led to his lifelong pursuit of " noble strife " in helping his " fellow man " . He joined the Freedmen 's Bureau and served as the first principal of the Hampton Institute on the Virginia Peninsula . Hampton 's task was to prepare African Americans " to teach their people the ' civilizing ' ways of white men " through " Christian teachings , a strict code of conduct , and manual labor " . Hampton was one of eight American Missionary Association teacher @-@ training schools . Armstrong left a 25 @-@ year legacy , and introduced the school 's manual and industrial teaching methods in the late 1860s despite its increased cost . Engs distinguishes this vision from the post @-@ 1900 industrial education , with Armstrong 's " industry " signifying the industriousness of " self @-@ discipline and self @-@ reliance " . The labor proceeds also supported the black students through school , though only during school months . Armstrong sought to see his " best " graduates ascend to higher education and to occupations " originally envisioned for whites " . As his " most famous student " , " virtual son " , and " spiritual heir " , Booker T. Washington opened the Tuskegee Institute in the style of Hampton . Armstrong later expanded Hampton 's scope to include Native Americans , who were kept apart from the blacks as a " school within a school " . 

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 The rigorous curriculum had the girls rise at 5 : 30 a.m. for Bible study . The classes in home economics and industrial skills such as dressmaking , millinery , cooking , and other crafts emphasized a life of self @-@ sufficiency for them as women . Students ' days ended at 9 pm . Soon Bethune added science and business courses , then high school @-@ level courses of math , English , and foreign languages . Bethune was always seeking donations to keep her school operating ; as she traveled , she was fundraising . A donation of $ 62 @,@ 000 by John D. Rockefeller helped , as did her friendship with Franklin D. Roosevelt and his wife , beginning in the 1930s , who gave her entree to a progressive network . 

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 Educational and training programs place special emphasis on the World War II period and on the occupation . Events and individuals connected with the war are ubiquitous on TV , on radio and in the print media . The theme remains an important element in literature and learning , in film , theater and the fine arts . Not to mention that politicians constantly make use of it . Probably no other country marks anniversaries related to the events of World War II so often or so solemnly . 

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 During his lifetime , Naismith 's education and academic positions held were as follows : 

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 Education , still accessible only to the wealthy , was first removed from the domination of the Greek language and Hellenism upon the disestablishment of Phanariotes sometime after 1821 ; the attempts of Gheorghe Lazăr ( at the Saint Sava College ) and Gheorghe Asachi to engender a transition towards Romanian @-@ language teaching had been only moderately successful , but Wallachia became the scene of such a movement after the start of Ion Heliade Rădulescu 's teaching career and the first issue of his newspaper , Curierul Românesc . Moldavia soon followed , after Asachi began printing his highly influential magazine Albina Românească . The Regulament brought about the creation of new schools , which were dominated by the figures of Transylvanian Romanians who had taken exile after expressing their dissatifaction with Austrian rule in their homeland – these teachers , who usually rejected the adoption of French cultural models in the otherwise conservative society ( viewing the process as an unnatural one ) , counted among them Ioan Maiorescu and August Treboniu Laurian . Another impetus for nationalism was the Russian @-@ supervised creation of small standing armies ( occasionally referred to as " militias " ; see Moldavian military forces and Wallachian military forces ) . The Wallachian one first maneuvered in the autumn of 1831 , and was supervised by Kiselyov himself . According to Ion Ghica , the prestige of military careers had a relevant tradition : " Only the arrival of the Muscovites [ sic ] in 1828 ended [ the ] young boyars ' sons flighty way of life , as it made use of them as commissioners ( mehmendari ) in the service of Russian generals , in order to assist in providing the troops with [ supplies ] . In 1831 most of them took to the sword , signing up for the national militia . " 
