The History of the Education of the Colored People of the United States from the Beginning of Slavery to the Civil War "This book is neither a controversial treatise on Negro education nor a study of recent problems. Dr. Woodson has given us something new. He has by scientific treatment amassed numerous facts to show the persistent strivings of ante-bellum Negroes anxious to be enlightened. What they accomplished is all but marvelous." The author aims to put the student of history in touch with the great movements which effected the uplift of the Negroes, and to determine the causes which finally reduced many of them to heathenism. The titles of the chapters are: "Introduction," "Religion with Letters," "Educa- tion as a Right of Man,' "Actual Education," "Better Beginnings," "Educating the Urban Negro," "The Reaction," "Religion without Letters," "Learning in Spite of Opposition," "Educating Negroes Transplanted to Free Soil," "Higher Education," "Vocational Training," number of valuable documents. The volume contains also a critical bibliography and "I like it very much. You seem to have loosened up on your style a bit and you have done.an excellent piece of research. McLean Professor of Ancient and Modern History Harvard University. "It seems clear to me that you have made a substantial contribution to the subject and I know I shall profit by it."-Frederick J. Turner, Professor of History, Harvard University. "I thought at first it would be out of my line, but on turning its pages, I discovered that it may gratulate you sincerely."-Ferdinand Schevill, Professor of History in the University of Chicago. "It seems to me that you have taken a field of which little has been known and developed in "I am delighted with the thoroughly scholarly way in which it has been put together and I know FRED LANDON: The Negro Migration to Canada after 1850.... 22 C. G. WOODSON: The Relations of Negroes and Indians in Mass- Some Negro Members of Reconstruction Conventions and Legis- latures and of Congress, compiled by Monroe N. Work. John G. Thompson, the Original Carpet-bagger. MORTON'S The Negro in Virginia Politics; BEASLEY'S The Negro Additional information and corrections in Reconstruction Records. Speech of William H. Gray in the Arkansas Constitutional Con- WIENER'S Africa and the Discovery of America; JOHNSTON'S A Comparative Study of the Bantu and the Semi-Bantu Lan- VOL. V., No. 4. OCTOBER, 1920. 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 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 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. 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 PropaDuke 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. p. 16. 3 Brawley, History of the Negro, p. 104; Du Bois, Atlanta U. Pub. No. 16, |