The Journal of Negro History, Volume 5, 1920. Various

p>The Journal of Negro History, Volume 5, 1920

      The Journal of Negro History

      Vol. V., No. 1 January, 1920

      THE NEGRO IN EDUCATION 1

      In the early history of America there were three types of settlements—the French, Spanish, and English. In the French Provinces the teachings of the "Code Noir" made it incumbent upon the masters to teach the slaves, at least to read, in order, of course, that they might read the Bible; and in the Spanish districts the Latin custom of miscegenation prevented the rise of objections to the teaching of slaves, in case there should be any who cared to instruct the Negroes. In the English Provinces, on the other hand, since teaching the slaves would probably result in their becoming Christians, the colonists naturally were strenuous in their efforts to prevent any enlightenment of the blacks, due to the existence of an unwritten law to the effect that no Christian might be held a slave. Many planters forbade the teaching of their slaves, until finally the Bishop of London settled the difficulty by issuing a formal declaration in which he stated that conversion did not work manumission.2

      The rudimentary education of Negroes was one of the first claims on pioneer Christian teachers. Although the Negro Year Book for 1914-15 makes note of a public school for Indians and Negroes established in 1620, according to Brawley and Du Bois, the first schools to be established were private institutions.3 In New York City in 1704 a school was opened for Negroes and Indians by Elias Neau and in 1750 Anthony Benezet established an evening school for the blacks in Philadelphia. The Society for the Propagation of the Gospel established in Charleston in 1744 a mission school, in which two Negroes were employed to instruct their fellowmen. The free Negroes in Charleston established a school in 1774 and those in Boston started a school in 1798. In 1764 the editor of a paper in Williamsburg, Virginia, opened a school for Negroes and in 1800 a schoolhouse and 350 acres of ground were left by the will of Robert Pleasants to be used for the benefit of Negro children.4 About this same time in Newark, New Jersey, the Kosciusko School was established by means of a sum amounting to $13,000 left by Kosciusko for the education of the Negroes.5 In the Middle West private schools had been organized by manumitted Negroes.

      St. Frances Academy, established in Baltimore in 1829, by The Colored Woman's Society, was the first school for colored girls. An institute for Negro children was established in 1837 in Cheyney, Pennsylvania, with the $10,000 left by Richard Humphries. By 1838 there were thirteen private schools in Philadelphia for the education of the Negro and in 1849 Avery College was established in Allegheny. Many of the schools were organized by church societies. The African Methodist Episcopal Church purchased in 1844 120 acres of land in Ohio upon which was opened the Union Seminary in 1847. This church later in co-operation with the Methodist Episcopal Church, North, established Wilberforce University in Ohio in 1856. Oberlin College in Ohio was opened in 1833 and Ashmun Institute, which later became Lincoln University, was established in 1854 in Pennsylvania. Nevertheless, there was in certain parts much opposition on the part of the citizens, evidenced by the mobbing of a young Quaker woman, Prudence Crandall, in Canterbury, Connecticut, in 1832, for having opened a school for Negro children; and in 1835 by the removal from the town of Noyes Academy in Canaan, New Hampshire, a school which had opened its doors to Negroes.

      The efforts toward education for the Negro were disconnected and unorganized, while the laws opposing such education were fast increasing, so that the results seem very astonishing, despite the fact that so little was really accomplished. As early as 1740 South Carolina enacted a law forbidding the education of Negroes or the employment of slaves as scribes. Ohio in 1848 forbade Negroes and mulatoes to attend schools. Indiana enacted no law against Negro education but in 1850 omitted the Negroes from the school tax, which in turn resulted in their expulsion from education in that State. In 1852 Delaware enacted a law declaring the schools free for all white children over five years of age. In spite of all the regulations and severe laws opposing the education of the Negro many "clandestine schools" were held in Charleston, Savannah, and New Orleans before 1860.6 The private schools increased in number rapidly during the early nineteenth century among the free Negroes in the District of Columbia and the border States. They were less numerous in the South except in certain particular districts. In Washington, D.C., and New Orleans it is reported that at the opening of the Civil War there were about twenty schools for Negroes established.7 It is also estimated that in the slave States in 1860 there were 4,000 free Negro children in school.8 These figures, however, are relatively small in comparison with the numbers and economic standards of the free Negroes. In 1836 in New Orleans alone the freedmen numbered 855, owned 620 slaves, and held property whose assessed value equaled $2,462,470.9 By 1860 the total number of free Negroes was 487,970, or about one ninth of the entire black population;10 but the majority of these freedmen were in the rural districts, whereas the educational opportunities were in the cities, so that in 1863, with only 5 per cent of the Negro population literate the problem was indeed difficult, as far as the education of the black race was concerned.

      The next period in the education of the Negro was a decade of the establishment of schools by the carpet-bag governments, mission societies, and the Freedmen's Bureau. Some of the schools established by the Negro carpet-baggers became very efficient. For example, in Florida, Jonathan C. Gibbs, a Negro graduate of Dartmouth, succeeded in founding in that State a splendid system of schools, which remained even after the fall of the carpet-bag governments.11 The American Missionary Association was the first benevolent organization to take up the work of education. The plan of this association was to establish one school of higher learning in each of the larger States in the South; normal and graded schools in the principal cities; and common and parochial schools in the smaller country places. As a result of this program, the principal institutions established were Hampton Institute, Atlanta University, Fisk University, Straight University, Talladega College, Tougaloo University, and Tillston College.12 The American Baptist Home Mission Society started work in 1862, which resulted in eight schools: Atlanta Baptist College and Virginia Union University for men; Spelman Seminary and Hartshorn Memorial College for women; and the coeducational institutions, Bishop College, Benedict College, Shaw University, and Jackson College.13 In 1866, just before the beginning of the work of the Freedmen's Bureau in education, the schools so far established had in attendance nearly 100,000.14 The Freedmen's Bureau had been established in 1865 by an act of Congress and by 1867 it reported 1,056 Negro teachers and in 1870 the number was increased to 1,342. During the five years of its work, this bureau established 4,239 schools in the South, with a total number of teachers of 9,307 and of students, 247,333.15 Howard University, established in 1867, was one of these institutions. The Freedman's Aid Society was organized by the northern Methodists in 1866 and to-day this society supports fifty institutions, ten of which are collegiate.16

      At the end of this period many religious agencies were establishing schools. The Episcopalians established the St. Paul Normal and Industrial School at Lawrence, Virginia, and St. Augustine's in Raleigh, North Carolina. The Roman Catholics opened St. Joseph's Industrial School at Clayton, Delaware; St. Augustine's Academy and St. Frances' Academy. Besides these they have in the United States 87 schools for Negro children cared for by 24 sisterhoods.17 The African Methodist Episcopal Zion Church has established twelve institutions, four colleges, one theological school, and seven secondary schools.18 The Presbyterian Board of Missions has established Biddle University in North Carolina, five seminaries for girls, and 70 academies and parochial schools.

1

In the preparation of this manuscript the following books have been useful: Thomas P. Bailey, Race Orthodoxy in the South (New York: the Neale Publishing Company, 1914); Benjamin Griffith Brawley, A Short History of the American Negro (New York: The Macmillan Company, 1913); Daniel Wallace Culp, Twentieth Century Negro Literature (Naperville, Illinois, J. L. Nichols and Company, 1902); Albert Bushnell Hart, The Southern South (New York, D. Appleton and Company, 1912); Mary White Ovington, Half a Man (New York and London: Longmans, Green and Co., 1911); William Passmore Pickett, The Negro Problem (New York and London: G. P. Putnam's Sons, 1909); Charles Victor Roman, American Civilization and the Negro (Philadelphia: F. A. Davis Company, 1916); Gilbert Thomas Stephenson, Race Distinctions in American Law (New York and London: D. Appleton and Company, 1910); Booker T. Washington, My Larger Education (Garden City, New York: Doubleday, Page and Company, 1911); Booker T. Washington, Working with the Hands (New York: Doubleday, Page and Company, 1904); Booker T. Washington and W. E. Burghardt Du Bois, The Negro in the South (Philadelphia: G. W. Jacobs and Company, 1907); Booker T. Washington and others, The Negro Problem (New York: J. Pott and Company, 1903); Willis Duke Weatherford, Negro Life in the South (New York: Young Men's Christian Association Press, 1910); Carter Godwin Woodson, The Education of the Negro Prior to 1861 (New York and London: G. P. Putnam's Sons, 1915).

The following articles have also been used: Henry E. Baker, The Negro in the Field of Invention (Journal of Negro History, January, 1917, p. 21); W. H. Baldwin, Jr., The Present Problem of Negro Education (American Journal of Social Science, 37, 1899, p. 52); W. E. Burghardt DuBois, The College Bred Negro (Atlanta University Publications, No. 15, Atlanta, 1910); The Common School and the Negro American (Atlanta University Publications, No. 16, 1911); The School (Atlanta University Publications, No. 14, 1909); Education and Crime Among Negroes (Review of Reviews, 55, 1917, p. 318); Hampton Negro Conference, Annual Report, July, 1899 (Hampton Institute Press, 1889); Higher Education of the Negro (The Nation, 100, 1915, p. 187); George Johnson, Education of the Negro (The Nation, 100, 1915, p. 443); Jesse Lawson, How to Solve the Race Problem (Report of the Washington Conference on the Race Problem in the United States, Washington, D. C., 1904); William Mathews, The Negro Intellect (North American Review, 149, 1889, p. 91); More Testimony on Negro Migration (Survey, July 14, 1917, p. 340); National League on Urban Conditions Among Negroes, Bulletin, Vol. V, No. 1, November, 1915; Michael E. Sadler, Education of the Colored Race (Great Britain Educational Department, Special Reports of, 1902, Volume II); Charles Dudley Warner, The Education of the Negro (American Journal of Social Science, 38, 1900, p. 1); Booker T. Washington, Fifty Years of Progress (Forum 55, 1916, pp. 269-79); Monroe N. Work, The Negro Year Book (Nashville, Sunday School Union Print, 1915).

2

Woodson, The Education of the Negro Prior to 1861, p. 24.

3

Brawley, History of the Negro, p. 104; Du Bois, Atlanta U. Pub. No. 16, p. 16.

4

Brawley, History of the Negro, p. 104.

5

Washington, My Larger Education, p. 241.

6

Sadler, Gr. Britain Edu. Reports, p. 537.

7

Du Bois, Atlanta U. Pub. No. 16, p. 16.

8

Weatherford, Negro Life in the South, p. 94.

9

Brawley, History of the Negro, p. 103.

10

Ibid., p. 102.

11

Du Bois, Atlanta U. Pub. No. 16, p. 21.

12

Brawley, History of the Negro, p. 135.

13

Ibid., 137.

14

Weatherford, Negro Life in the South, p. 94.

15

Work, Negro Yearbook, 1915, p. 201.

16

Brawley, History of the Negro, p. 139.

17

Ibid., p. 141.

18

Ibid., p. 168.