There is not a college in the United States where a young man of color could gain admission, or where, supposing him admitted, he could escape insult and indignity. Into our Theological Seminaries a few are admitted, and are, perhaps, treated well; but what difficulty they find in obtaining a proper preparatory education. The cause of religion then, no less than that of secular education, calls for such a measure.
I think a strong and earnest appeal ought to be made to every friend of colonization throughout the United States to support the scheme with heart, hand and purse. Surely there are enough friends of the cause to subscribe at least a moderate sum for such a n.o.ble object; and in a cause like this, wealthy colored persons ought to, and doubtless will, subscribe according to their means. In addition to the general appeal through the _Repository_, let each individual friend of colonization use all his influence with his personal friends and acquaintances, especially with such as are wealthy. I know from my own experience how much can be done by personal application, even in cases where success appears nearly hopeless.--I will pledge myself to use my humble endeavors to the utmost with my personal acquaintances. A large sum would not be _absolutely necessary_ to found the college; and it would certainly be better to commence in the humblest way than to give up the scheme altogether.
Buildings for instance might be purchased in many places for a very moderate sum that would answer every purpose, or they might be built in the cheapest manner; in short, everything might be commenced on the most economical scale and afterwards enlarged as funds increased.
Those who are themselves engaged in teaching, such as the faculties of colleges, etc., would, of course, be most competent to prepare a plan for the proposed inst.i.tution, and the ablest of them should be consulted; meantime almost anyone interested in the cause may offer some useful hint. In that spirit, I would myself offer a few brief suggestions, in case this appeal should be favorably received.
Probably few men of my time of life have studied the character and condition of the African race more attentively than I have, with what success I cannot presume to say, but the opinion of any one devoting so much of his time to the subject ought to be of _some_ value.
My opinion of their capacity has been much raised during my attempts at instructing them, but at the same time, I am convinced that they require a _totally different mode of training from whites_, and that any attempt to educate the two races together must prove a failure.
I now close these desultory remarks with the hope that some one more competent than myself will take up the cause and urge it until some definite plan is formed.--_African Repository_, vol. x.x.x., pp. 194, 195, 196.
FROM A MEMORIAL TO THE LEGISLATURE OF NORTH CAROLINA, CIRCULATED AMONG THE CITIZENS OF THAT STATE IN 1855, TO SECURE THE MODIFICATION OF CERTAIN LAWS REGULATING SLAVES AND FREE PERSONS OF COLOR.
ELEVATION OF THE COLORED RACE
The Memorial is thus introduced:
"Your memorialists are well aware of the delicate nature of the subject to which the attention of the Legislature is called, and of the necessity of proceeding with deliberation and caution. They propose some radical changes in the law of slavery, demanded by our common christianity, by public morality, and by the common weal of the whole South. At the same time they have no wish or purpose inconsistent with the best interests of the slaveholder, and suggest no reform which may impair the efficiency of slave labor. On the contrary, they believe that the much desired modifications of our slave code will redound to the welfare of all cla.s.ses, and to the honor and character of the State throughout the civilized world."
The attention of the Legislature was then asked to the following propositions: "1. That it behooves us as christian people to establish the inst.i.tution of matrimony among our slaves, with all its legal obligations and guarantees as to its duration between the parties. 2.
That under no circ.u.mstances should masters be permitted to disregard these natural and sacred ties of relationship among their slaves, or between slaves belonging to different masters. 3. That the parental relation to be acknowledged by law; and that the separation of parents from their young children, say of twelve years and under, be strictly forbidden, under heavy pains and penalties. 4. That the laws which prohibit the instruction of slaves and free colored persons, by teaching them to read the Bible and other good books, be repealed."--_African Repository_, vol. x.x.xi., pp. 117, 118.
A LAWYER FOR LIBERIA
On the sailing of almost every expedition we have had occasion to chronicle the departure of missionaries, teachers, or a physician, but not until the present time, that of a lawyer. The souls and bodies of the emigrants have been well cared for; now, it is no doubt supposed, they require a.s.sistance in guarding their money, civil rights, etc.
Most professional emissaries have been educated at public expense, either by Missionary or the Colonization Societies, but the first lawyer goes out independent of any a.s.sociated aid. Mr. Garrison Draper, a colored man of high respectability, and long a resident of Old Town, early determined on educating his only son for Africa. He kept him at some good public school in Pennsylvania till fitted for college, then sent him to Dartmouth where he remained four years and graduated, maintaining always a very respectable standing, socially, and in his cla.s.s. After much consultation with friends, he determined upon the study of law. Mr. Charles Gilman, a retired member of the Baltimore Bar, very kindly consented to give young Draper professional instruction, and for two years he remained under his tuition. Not having any opportunities for acquiring a knowledge of the routine of professional practice, the rules, habits, and courtesy of the Bar, in Baltimore, Mr. Draper spent some few months in the office of a distinguished lawyer in Boston. On returning to the city to embark for Liberia, he underwent an examination by Judge Lee of the Superior Court, and obtained from him a certificate of his fitness to practice the profession of law, a copy of which we append hereto.
We consider the settlement of Mr. Draper in the Republic as an event of no little importance. It seemed necessary that there should be one regularly educated lawyer in a community of several thousand people, in a Republic of freemen. True, there are many very intelligent, well informed men now in the practice of law in Liberia, but they have not been educated to the profession, and we believe, no one makes that his exclusive business. We doubt not that they will welcome Mr. Draper as one of their fraternity. To our Liberia friends we commend him as a well-educated, intelligent man, of good habits and principles; one in whom they may place the fullest confidence, and we bespeak for him, at their hands, kind considerations and patronage.
STATE OF MARYLAND,
CITY OF BALTIMORE,
October 29, 1857.
Upon the application of Charles Gilman, Esq., of the Baltimore Bar, I have examined Edward G. Draper, a young man of color, who has been reading law under the direction of Mr. Gilman, with the view of pursuing its practice in Liberia, Africa. And I have found him most intelligent and well informed in his answers to the questions propounded by me, and qualified in all respects to be admitted to the Bar in Maryland, if he was a free white citizen of this State. Mr.
Gilman, in whom I have the highest confidence, has also testified to his good moral character.
This certificate is therefore furnished to him by me, with a view to promote his establishment and success in Liberia at the Bar there.
Z. COLLINS LEE,
Judge of Superior Court, Balt., Md.
_African Repository_, vol. x.x.xiv., pp. 26 and 27.
BIBLIOGRAPHY
There is no helpful bibliography on the early education of the American Negro. A few books treating the recent problems of education in this country give facts about the enlightenment of the colored people before their general emanc.i.p.ation, but the investigator has to depend on promiscuous sources for adequate information of this kind.
With the exception of a survey of the _Legal Status of the Colored Population in Respect to Schools and Education in the Different States_, published in the Report of the United States Commissioner of Education in 1871, there has been no attempt at a general treatment of this phase of our history. This treatise, however, is too brief to inculcate an appreciation of the extensive efforts to enlighten the ante-bellum Negro.
Considered as a local problem this question has received more attention. A few writers have undertaken to sketch the movement to educate the colored people of certain communities before the Civil War. Their objective point, however, has been rather to treat of later periods. The books mentioned below give some information with respect to the period treated in this monograph.
BOOKS ON EDUCATION
Andrews, C.C. _The history of the New York African Free Schools from their Establishment in 1787 to the Present Time_. (New York, 1830.) Embraces a period of more than forty years, also a brief account of the successful labors of the New York Manumission Society, with an appendix containing specimens of original composition, both in prose and verse, by several of the pupils; pieces spoken at public examinations; an interesting dialogue between Doctor Samuel L.
Mitch.e.l.l, of New York, and a little boy of ten years old, and lines ill.u.s.trative of the Lancastrian system of instruction. Andrews was a white man who was for a long time the head of this colored school system.
Boese, Thomas. _Public Education in the City of New York, Its History, Condition, and Statistics, an Official Report of the Board of Education_. (New York, 1869.) While serving as clerk of the Board of Education Boese had an opportunity to learn much about the New York African Free Schools.
Boone, R.G. _A History of Education in Indiana._ (New York, 1892.) Contains a brief account of the work of the Abolitionists in behalf of the education of the Negroes of that commonwealth.
BUTLER, N.M. _Education in the United States_. A series of monographs.
(New York, 1910.)
FOOTE, J.P. _The Schools of Cincinnati and Its Vicinity_. (Cincinnati, 1855.) A few pages of this book are devoted to the establishment and the development of colored schools in that city.
GOODWIN, M.B. "History of Schools for the Colored Population in the District of Columbia." (Published in the Report of the United States Commissioner of Education in 1871.) This is the most thorough research hitherto made in this field. The same system has been briefly treated by W.S. Montgomery in his _Historical Sketch of Education for the Colored Race in the District of Columbia_, 1807-1907. (Washington, D.C., 1907.) A less detailed account of the same is found in James Storum"s "_The Colored Public Schools of Washington,--Their Origin, Growth, and Present Condition." (A.M.E. Church Review_, vol. v., p.
279.)
JONES, C.C. _The Religious Instruction of the Negroes in the United States_. (Savannah, 1842.) In trying to depict the spiritual condition of the colored people the writer tells also what he thought about their intellectual status.
MERIWETHER, C. _History of Higher Education in South Carolina, with a Sketch of the Free School System_. (Washington, 1889.) The author accounts for the early education of the colored people in that commonwealth but gives no details.
MILLER, KELLY. "_The Education of the Negro_." Const.i.tutes Chapter XVI. of the Report of the United States Commissioner of Education for the year 1901. Contains a brief sketch of the early education of the Negro race in this country.
ORR, GUSTAVUS. _The Need of Education in the South_. (Atlanta, 1880.) An address delivered before the Department of Superintendence of the National Educational a.s.sociation in 1879. Mr. Orr referred to the first efforts to educate the Negroes of the South.
PLUMER, W.S. _Thoughts on the Religious Instruction of Negroes_.
Reference is made here to the early work of the Moravians among the colored people.
RANDALL, SAMUEL SIDWELL. _The Common School System of the State of New York_. (New York, 1851.) Comprises the several laws relating to common schools, together with full expositions, instructions, and forms, to which is prefixed an historical sketch of the system. Prepared in pursuance of an act of the legislature, under the direction of the Honorable Christopher Morgan, Superintendent of Common Schools.
STOCKWELL, THOMAS B. _A History of Public Education in Rhode Island from 1636 to 1876_. (Providence, 1876.) Compiled by authority of the Board of Education of Providence. Takes into account the various measures enacted to educate the Negroes of that commonwealth.
WICKERSHAM, J.P. _A History of Education in Pennsylvania, Private and Public, Elementary and Higher, from the Time the Swedes Settled on the Delaware to the Present Day_. (Lancaster, Pa., 1886.) Considerable s.p.a.ce is given to the education of the Negroes.
WRIGHT, R.R., SR. _A Brief Historical Sketch of Negro Education in Georgia_. (Savannah, 1894.) The movement during the early period in that State is here disposed of in a few pages.
_A Brief Sketch of the Schools for the Black People and their Descendants, Established by the Society of Friends_, etc.