The Education of the Negro Prior to 1861 - A History of the Education of the Colored People of the - United States from the Beginning of Slavery to the Civil War

The Project Gutenberg EBook of The Education Of The Negro Prior To 1861 by Carter Godwin Woodson This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: The Education Of The Negro Prior To 1861 A History of the Education of the Colored People of the United States from the Beginning of Slavery to the Civil War Author: Carter Godwin Woodson Release Date: February 15, 2004 [EBook #11089] Language: English *** START OF THIS PROJECT GUTENBERG EBOOK EDUCATION OF THE NEGRO *** Produced by Suzanne Shell, Josephine Paoluccci and the Online Distributed Proofreading Team.The Education of the Negro Prior to 1861 A History of the Education of the Colored People of the United States from the Beginning of Slavery to the Civil War By C.G. Woodson. 1919PREFACE About two years ago the author decided to set forth in a small volume the leading facts of the development of Negro education, thinking that he would have to deal largely with the movement since the Civil War. In looking over documents for material to furnish a background for recent achievements in this field, he discovered that he would write a much more interesting book should he confine himself to the ante-bellum period. In fact, the accounts of the successful strivings of Negroes for enlightenment under most adverse circumstances read like beautiful romances of a people in an heroic age. Interesting as is this phase of the history of the American Negro, it has as a field of profitable research attracted only M.B. Goodwin, who published in the Special Report of the United States Commissioner of Education of 1871 an exhaustive History of the Schools for the Colored Population in the District of Columbia. In that same document was included a survey of the Legal Status of the Colored Population in Respect to Schools and Education in the Different States. But although the author of the latter collected a mass of valuable material, his report is neither comprehensive nor thorough. Other publicationstouching this subject have dealt either with certain localities or special phases. Yet evident as may be the failure of scholars to treat this neglected aspect of our history, the author of this dissertation is far from presuming that he has exhausted the subject. With the hope of vitally interesting some young master mind in this large task, the undersigned has endeavored to narrate in brief how benevolent teachers of both races strove to give the ante-bellum Negroes the education through which many of them gained freedom in its highest and best sense. The author desires to acknowledge his indebtedness to Dr. J.E. Moorland, International Secretary of the Young Men's Christian Association, for valuable information concerning the Negroes of Ohio. C.G. Woodson. Washington, D.C. June 11, 1919.CONTENTS CHAPTER I.—Introduction II.—Religion with Letters III.—Education as a Right of Man IV.—Actual Education V.—Better Beginnings VI.—Educating the Urban Negro VII.—The Reaction VIII.—Religion without Letters IX.—Learning in Spite of Opposition X.—Educating Negroes Transplanted to Free Soil XI.—Higher Education XII.—Vocational Training XIII.—Education at Public Expense Appendix: DocumentsBibliography Index The Education of the Negro Prior to 1861 * * * * *CHAPTER I INTRODUCTION Brought from the African wilds to constitute the laboring class of a pioneering society in the new world, the heathen slaves had to be trained to meet the needs of their environment. It required little argument to convince intelligent masters that slaves who had some conception of modern civilization and understood the language of their owners would be more valuable than rude men with whom one could not communicate. The questions, however, as to exactly what kind of training these Negroes should have, and how far it should go, were to the white race then as much a matter of perplexity as they are now. Yet, believing that slaves could not be enlightened without developing in them a longing for liberty, not a few masters maintained that the more brutish the bondmen the more pliant they become for purposes of exploitation. It was this class of slaveholders that finally won the majority of southerners to their way of thinking and determined that Negroes should not be educated. The history of the education of the ante-bellum Negroes, therefore, falls into two periods. The first extends from the time of the introduction of slaveryto the climax of the insurrectionary movement about 1835, when the majority of the people in this country answered in the affirmative the question whether or not it was prudent to educate their slaves. Then followed the second period, when the industrial revolution changed slavery from a patriarchal to an economic institution, and when intelligent Negroes, encouraged by abolitionists, made so many attempts to organize servile insurrections that the pendulum began to swing the other way. By this time most southern white people reached the conclusion that it was impossible to cultivate the minds of Negroes without arousing overmuch self-assertion. The early advocates of the education of Negroes were of three classes: first, masters who desired to increase the economic efficiency of their labor supply; second, sympathetic persons who wished to help the oppressed; and third, zealous missionaries who, believing that the message of divine love came equally to all, taught slaves the English language that they might learn the principles of the Christian religion. Through the kindness of the first class, slaves had their best chance for mental improvement. Each slaveholder dealt with the situation to suit himself, regardless of public opinion. Later, when measures were passed to prohibit the education of slaves, some masters, always a law unto themselves, continued to teach their Negroes in defiance of the hostile legislation.Sympathetic persons were not able to accomplish much because they were usually reformers, who not only did not own slaves, but dwelt in practically free settlements far from the plantations on which the bondmen lived. The Spanish and French missionaries, the first to face this problem, set an example which influenced the education of the Negroes throughout America. Some of these early heralds of Catholicism manifested more interest in the Indians than in the Negroes, and advocated the enslavement of the Africans rather than that of the Red Men. But being anxious to see the Negroes enlightened and brought into the Church, they courageously directed their attention to the teaching of their slaves, provided for the instruction of the numerous mixed-breed offspring, and granted freedmen the educational privileges of the highest classes. Put to shame by this noble example of the Catholics, the English colonists had to find a way to overcome the objections of those who, granting that the enlightenment of the slaves might not lead to servile insurrection, nevertheless feared that their conversion might work manumission. To meet this exigency the colonists secured, through legislation by their assemblies and formal declarations of the Bishop of London, the abrogation of the law that a Christian could not be held as a slave. Then allowed access to the bondmen, the missionaries of the Church of