The source of this uncorrected OCR text may be viewed in the DjVu format at: http://fax.libs.uga.edu/E185x5xA881p/aup06 or http://purl.galileo.usg.edu/ugafax/E185x5xA881p/aup06 Introtwction. FOR the past six years Atlanta University has conducted through its annual Negro Conferences a series of studies into certain aspects of the Negro problems. The results of these conferences put into pamphlet form and distributed at a nominal price have been widely quoted and used. Certainly the wisdom of President Horace Bumstead and Mr. George G. Bradford in establishing the conferences, and the co-operation of grad uates of this and other institutions have been amply vindicated and re warded by the collection and publication of much valuable material re lating to the health of Negroes, their social condition, their efforts at so cial reform, their business enterprises, and their institutions for higher training. Notwithstanding this success the further prosecution of these important studies is greatly hampered by the lack of funds. With meagre appro priations for expenses, lack of clerical help and necessary apparatus, the Conference cannot cope properly with the vast field of work before it. Studies of this kind do not naturally appeal to the general public, but rather to the interested few and to students. Nevertheless there ought to be growing in this land a general conviction that a careful study of the condition and needs of the Negro population — a study conducted with scientific calm and accuracy, and removed so far as possible from preju dice or partisan bias — that such a study is necessary and worthy of liber al support. The twelfth census has, let us hope, set at rest silly predic tions of the dying out of the Negro in any reasonably near future. The I nine million Negroes here in the land, increasing- steadily at the rate of j over 160,000 a year are destined to be part and parcel of the Nation for ; many a day if not forever. We must no longer guess at their condition, ' we must know it. We must not experiment blindly and wildly, trusting to our proverbial good luck, but like rational, civilized, philanthropic men, '! spend time and money in finding what can be done before we attempt to do it. Americans must learn .that in social reform as well as in other ra tional endeavors, wish and prejudice must be sternly guided by knowledge, else it is bound to blunder, if not to fail. We appeal therefore to those who think it worth while to study this, the greatest group of social problems that has ever faced the Nation, for sub stantial aid and encouragement ill the further prosecution of the work of the Atlanta Conference. THE NEGKO COMMON SCHOOL. THE SOCIOLOGICAL, WORK OF ATLANTA UNIVERSITY. The work of social study at Atlanta University falls under six heads: A. Courses of Study. The work in the department of Economics and History aims not only at mental discipline but also at familiarizing students with the great eco nomic and social problems of the day. It is hoped that thus they may be able to apply broad and careful knowledge to the solution of the many intricate social questions affecting the Negro in the South. The depart ment aims, therefore, at training in good, intelligent citizenship; at a thorough comprehension of the chief problems of wealth, work and wages; at a fair knowledge of the objects and methods of social reform ; and with the more advanced students, at special research work in the great labora- tory of social phenomena, which surrounds this institution. The more advanced courses of study now offered include: Modern European History (1 year.) Economics (2 terms.) Political Science (1 term.) Sociology, with special reference to the Negro (1 year.) • Special research courses are offered to graduate students. The library of Atlanta University is one of the best in the South and is gradually gaining a good equipment in historical and sociological works. B. General Publications. Members of the Department of Sociology of this institution have, from time to time, published the following studies and essays on various phases of the Negro problem: Suppression of the Slave Trade, 335 pp., Longman's, 1896. The Philadelphia Negro, 520 pp., Ginri & Co., 1899. The Negroes of Farmville, Va., 38 pp., Bulletin U. S. Department of Labor, January, 1898. Condition of the Negro in Various Cities, 112 pp., Bulletin U. 8. Depart ment of Labor, May, 1897. The Negro in the Black Belt, 17 pp., Bulletin U. S. Department of Labor, May, 1899. The Study of the Negro Problems, 21 pp., Publications of the American Academy of Political and Social Science, No. 219. Strivings of the Negro People, Atlantic Monthly, August, 1896. A Negro Schoolmaster in the New South, Atlantic Monthly, January, 1899. The Negro and Crime, Independent, May 18, 1896. The Conservation of Races, 16 pp., Publications of the American Negro Academy, No. 2. The American Negro at Paris, Review of Reviews, November, 1900. Careers Open to College-bred Negroes, 14 pp., Nashville,,1899. SIXTH ANNUAL CONFERENCE. rf The Suffrage Fight in Georgia, Independent, November 30, 1899. The Twelfth Census and the Negro Problems, Southern Workman, May, 1900. The Evolution of Negro Leadership, (a review of Washington's "Up from Slavery,") Dial, July 16, 1901. The Storm and Stress in the Black World, (a review of Thomas' "American Negro,") Dial, April 16, 1901. The Savings of Black Georgia, Outlook, September 14, 1901. The Relation of the Negroes to the Whites in the South, Publications of American Academy of Social and Political Science, No. 311. (Reprinted in America's Race Problems, McClure, Phillips & Co., 1901.) The Negro Land-holder in Georgia, 130 pp., Bulletin of U. ri. Depart ment of Labor, No. 35. The Negro as He Really Is, World's Work, June, 1901. The Freeclmen's Bureau, Atlantic Monthly, March, 1901. The Spawn of Slavery, Missionary Review, October, 1901. The Religion of the American Negro, New World, December, 1900. Results of Ten Tuskegee Conferences, Harper's Weekly, June 22, 1901. The Burden of Negro Schooling, Independent, July 18, 1901. The Housing of the Negro, Southern Workman, July, September, October, November, December, 1901, and February, 1902. C. University Publications. The regular University publications are as follows: Annual Catalogue, 1870-1901. Bulletin of Atlanta University, 4 pp., monthly; 25 cents per year. No. 1. Mortality of Negroes, 51 pp., 1896, (out of print). No. 2. Social and Physical Condition of Negroes, 86 pp., 1897; 50 cents. No. 3. Some Efforts of American Negroes for Social Betterment, 66 pp., 1898; 50 cents. No. 4. The Negro in Business, 77 pp., 1899; 25 cents. No. 5. The College-Bred Negro, 115 pp., 1900, (out of print.) No. 6. The Negro Common School, 1901; 25 cents. List of Negro Newspapers; 2 cents. Programme of Social Betterment; 2 cents. Select Bibliography of the American Negro, for general readers, second revised edition, 1901; 10 cents. Atlanta University Leaflets, 13 numbers; free. D. Btireau of Information. The Corresponding Secretary of the Atlanta Conference undertakes, upon request, to furnish correspondents with information upon any phases of the Negro problem, so far as he is able; or he points out such sources as exist from which accurate data may be obtained. No charge is made for this work except for actual expenses incurred. During the past years the United States Government, professors in several Northern and Southern institutions, students of sociology, philanthropic societies and workers, and many private persons have taken advantage of this bureau. 4 THE NEGKO COMMON SCHOOL. E. TKe Annual Negro Conference. The Atlanta University recognizes that it is its duty as an institution of learning to throw as much light as possible upon the social problems of the South. For this purpose graduate study of the Negro problems has been carried on for six years through the cooperation of graduates and former students of Atlanta, Fisk, Howard, Lincoln, Clark, Wilberforce and other Universities, Spelrnan Seminary, Hampton and Tuskegee Insti tutes, the Meharry Medical College and other institutions. The results of each annual investigation are first reported in May of each year to the Negro Conference which assembles at the University. It is then discussed and afterward edited and printed the following fall. The attendance at these conferences is largely made up of local city Negroes, although Southern whites are always on the programme and visitors from abroad are usually present. An attempt is made here especially to encourage practical movements for social betterment, and many such enterprises have had their inception here. An endowment for this work would greatly increase its usefulness. F. The Lecture Bureau. The department has for some time furnished lectures on various subjects connected with the history and condition of the American Negro, and upon other sociological and historical subjects. School duties do not admit of the acceptance of all invitations, but so far as possible we are glad to ex tend this part of the work. Expenses must in all cases be paid and usually a small honorarium in addition, although this latter is often contributed to any worthy cause. During the past few years lectures have been given before the Twentieth Century Club of Boston. The Unitarian Club of New York. The American Academy of Political and Social Science. The American Society for the Extension of University Teaching. The American Negro Academy. Hampton Institute. Fisk University, etc., etc. A SELECT BIBLIOGBAPHY OF THE AMEBICAN NEGBO FOE GENEBAL BEADEBS. For the benefit of numerous inquirers after the best literature on the Negro problems, the following short bibliography is given: History. G. W. Williams: History of the Negro Race in America (Putnams). Slavery. H. Wilson: Bise and Fall of the Slave Power. H. Greeley: The American Conflict. T. B. B. Cobb: Historical Sketch of Slavery. SIXTH ANNUAL CONFERENCE. 5 G. Bancroft: History of the United States. W. Goodell: Slavery and Anti-Slavery. H. von Hoist: History of the United States (Callaghan). Slave-trade. H. C. Carey: The Slave-trade. W. E. B. DuBois: Suppression of the Slave-trade (Longmans). J. E. Spears: The American Slave-trade (Scribners). A. H. Foote: Africa and the American Flag. The Negro in the Various States. 3. H. Moore: Slavery in Massachusetts. Edward Bettle: Notices of Negro as Connected with Pennsylvania. American Society of Church History, Vol. VIII (Pennsylvania). W. E. B. DuBois: The Philadelphia Negro (Ginn). M. Tremain: Slavery in the District of Columbia (American Historical Association, 1890). E. Ingle: The Negro in the District of Colurnbia( J. Hopkins University). J. B. Brackett: The Negro in Maryland (J. Hopkins University). —————————: Progress of the Colored People of Maryland (J. Hopkins University). B. C. Steiner: The History of Slavery in Connecticut (J. Hopkins Uni versity). E. V. Morgan : Slavery in New York (American Historical Assoc., 1890). C. T. Hickok: The Negro in Ohio (W. Beserve University). D. Horsmandeu: The New York Conspiracy, 1712. H. S. Cooley: A Study of Slavery in New Jersey (J. Hopkins Univer sity). J. S. Bassett: History of Slavery in North Carolina (J. Hopkins Univer sity). (Cf. the Various State Histories.) Slave Codes. W. Coodell: American Slave Code. T. B. B. Cobb: Law of Negro Slavery. J. C. Hurd: Law of Freedom and Bondage. Character of Slavery. F. A. Kernble: On a Georgia Plantation, H. A. Wise: The End of an Era. H. B. Stowe: Uncle Tom's Cabin. F. Douglass: My Bondage and My Freedom. J. Fitzhugh: Cannibals All, or Slaves Without Masters. S. Northrup: Twelve Years a Slave. Economics of Slavery. 3. E, Cairnes: Slave Power. • H. B. Helper: Impending Crisis. F. L. Olmstead: Cotton Kingdom. Opinions of Slavery. G. Liverrnore: Opinions of Founders of the Republic, etc. W. Jay: Miscellaneous Writings on Slavery. 6 THE NEGRO COMMON SCHOOL. J. H. Hopkins: Views of Slavery. N. Adams: South-side View of Slavery. J. G. Calhoun: Works. Colonization. Reports of American Colonization Society. J. H. T. McPherson: Liberia (J. Hopkins University). Crummell: Africa and America. The Abolition Movement. L. M. Child: The Oasis. W. Birney: J. G. Birney and His Times. T. H. Benton: Thirty Years View. Reports of American Anti-Slavery Society. F. B. Sanborn : Life and Letters of John Brown. J. F. Clarke: Anti-Slavery Days. F. J. May: Recollections of Our Anti-Slavery Conflict. P. Pillsbury: Acts of the Anti-Slavery Apostles. Gov. McDuffle: Letter on Slavery Question (American History Leaf lets.) Emancipation. Life of Garrison, by His Children. W. H. Siebert: Underground Railroad. W. Still: Underground Railroad. M. G- McDougal: Fugitive Slaves (Fay House Monographs). A. B. Hart: Salmon P. Chase. E. L. Pierce: Charles Sumner. JSIicholay & Hay: Abraham Lincoln. American Annual Encyclopedia, 1861-1865. Extracts from the Dred Scott Decision (American History Leaflets). Extracts from Lincoln's State Papers American History Leaflets). Reconstruction. Atlantic Monthly, 1901. E. McPherson: History of Reconstruction. J. G. Blaine: Twenty Years iu Congress. A. W. Tourgee: Fool's Errand. Negro Soldiers. W. Nell: Colored Americans in the Wars of 1776 and 1812. Emilio: A Brave Black Regiment. T. W. Higginson: Life in a Black Regiment. G. W. Williams: Negro Troops in the Rebellion. J. T. Wilson: Black Phalanx. G. W, Moore: Notes on Employment of Negroes in * * * the Revo lution. Present Social Condition. Best Sources of Information. 1. United States Census, (especially 1850 to 1900) 2. Reports of the C. S. Bureau of Education. (Sections on Education of the Negro; cf. especially the late reports, 1894-1900. For index SIXTH ANNUAL CONFERENCE. 7 to sections on Negroes in earlier reports see Report for J893-1894, pp. 1044-1047). 3. Bulletins of the U. S. Department of Labor: (a) Negroes of Fannville, Va., No. 14. (b) Negroes of the Black Belt, No. 22. (c) Negroes in Cities, No. 10. (d) Negroes of Sandy Spring, Md., No. 32. (e) Negro Land-holder of Georgia, No. 35. 4. Publications of Atlanta University, (Atlanta, Ga.): (a) Mortality of Negroes (b) Negroes in Cities. (c) Social Betterment of Negroes. (d) Negroes in Business. (e) The College-bred Negro. (f) The Negro Common School. 5. Proceedings and Occasional Papers of the Slater Fund (Baltimore, ,Md.): (a) Proceedings, 1882-1901. (b) Occasional Papers. No. 1. Documents relating to the Origin and Works of the Slater Trustees. No. 2. Memoir of the Life of John F. Slater. No.3. Curry: Education of Negroes since 1860. No. 4. Gannett: Statistics of the Negroes in the United States. No. 6. Curry: Difficulties * * * Connected with Education of Negroes. No. 6. Gannett: Occupations of the Negroes. No. 7. Bacon: Negro and the Atlanta Exposition. No. 8. Johnson: Fifth Tuskegee Conference. No. 9. Hobson & Hopkins: Colored Women of the South. No. 10. Oilman: Study in Black and White. [Nos. 1-6 are reprinted in Report of U. S. Commissioner of Education, 1894-1895, Ch. 32.] 6. Publications of the American Negro Academy: No. 1. Miller: Review of Hoffman's Race Traits and Tendencies. No. 2. DuBois: Conservation of Races. No. 3. Crummell: Two Addresses. No. 4. Cook: Comparative Study of the Negro Problem. No. 5. Steward: The San Domingo Legion, etc. No. 6. Love: Disfranchisement of the Negro. No. 7. Grimke: Martyrs of 1822. (For these address the Secretary, 1439 Pierce Place, Washington, D. C.) 7. At\vater& Woods: Dietary Studies with reference to the Food of the Negro in Alabama, in 1895-6. (Bulletin U. S. Department of Agri culture, No. 38). Frissell & Bevier: Do. in Virginia (Bulletin No. 71). THE NEGRO COMMON SCHOOL. 8. Hampton Negro Conference, Annual Reports. 9. Southern Educational Conference (formerly Capon Springs) Annual Reports, 1898. 10. DuBois: The Philadelphia Negro (Ginn). 11. Bruce: The Plantation Negro as Freeman. 12. Cable: The Freedman's Case in Equity. The Silent South. The Convict Lease System. 13. Fortune: Black and White (Fords). 14. Crogmari: Talks For the Times. 15. Morgan: The Negro in America. 1C. Gaines: The Negro arid the White Man. 17. C. H. Brooks: History G. U. O. of Odd Fellows. 18. Hoffman: Race Traits and Tendencies. 19. Washington: Future of the American Negro. 20. Tourgee: Appeal to Ctesar. 21. Labor and Capital: Eeport of Blair Committee. 1885. (See Senate Documents 48th Congress). 22. America's Race Problems (Addresses before American Academy Political arid Social Science, 1901, (McClure, Phillips). . 23. J. Koren: Economic Aspects of the Liquor Problem (Chapter 6). 24. American Social Science Association: Annual Reports, Nos. 9, 11, 18, 32, 34, 37, 38, 39. 25. A. J. Cooper: A Voice From the South. 26. A. G. Haygood: Our Brother in Black. 27. N. F. Mossell: Work of Afro-American Women. 28. D. A. Payrie: History of the A. M. E. Church. 29. W. J. Hood: History of the A. M. E. Z. Church. 30. I. G. Perm: Afro-American Press. 31. J. M. Trotter: Music arid Some Highly Musical People. 32. R. F. Campbell: Some Aspects of the Race Problem. 33. Bibliography of Negro (in Report U. S. Commissioner of Education, 1893-1894, pp, 1038-61). Topical References to Above Sources and Others. (Numbers Stfer to Those Prefixed to the Tides Given Above.) Population, age and sex. 1: 1790-1900, especially 1850, 1860, 1880, 1890 and 1900. 6 b: No. 4, Gannett. 6: No. 1, Miller. 18, Hoffman. Family Life, Sexual Morality, etc. 3: a, b, c, d. 4: b, c. B: No. 9. 6: No. 1,2. SIXTH ANNUAL CONFERENCE. 9 10: DuBois. 18: Hoffman. 33: See Periodical Literature. Migration (Cf. Colonization). Inter-State: 1: 1850-1900; Nation, Vol. 28; Cf. "Negro Exo dus" in 33. To Africa: 19. Delaney: Condition * * * of Colored People. Blyden: Christianity, Islam arid the Negro Race. A. M. E. Church Review, Vol. 2. Spectator, Vol. 66. De Bow's Review, N. S. Vol. 1. Cf. 39. Education. Bibliography, 33, pp. 1038-47. General Reports: 2: 1870 to date. For States: Ibid. See also Reports of State Superintendents, etc. History of Negro Education: Brief Sketch of Schools for Black People * * in 1770, Philadelphia, 1867. Barnard's American Journal of Education, Volumes 18,19. History American Missionary Association. C. C. Andrews: History New York African Free Schools. Reports of Mohorik Negro Conferences, 1890, 1891. 5b, No. 3: Curry. Reports of Freedmeri's Bureau, cf. 33. Atlantic Monthly, Vol. 12. Special Reports on Public Schools in D. C., 1869 arid 1871j (U. S. Bureau of Education). Higher Education of Negro. W. T. Harris: Address at Atlanta University. E. C. Mite hell: Address (2J 1894-35, p. 1360)< 4. e, College-bred Negro. Industrial Education of Negro. 19, Washington. Twenty-two Years' Work of Hampton, 1891. Journal of Social Science, November, 189t}. Common Schools. 2: 1870 to date. 4 f, The Negro Common School. 9, Reports for 1901. 21, Testimony. B b, No. B, Curry. R. R. Wright; Negro Education in Georgia. 83, Bibliography of Periodical Literature. (0 THE NEGRO COMMON SCHOOL. Occupations, Wages, etc. 1, 1890, 1900. 3. a, b, c, d, e. 4. b, d, e. 5. No. 6, Gannett. 7, Dietary Studies. 10, Philadelphia Negro. 21, Blair Committee. Health and Mortality: 1, 1850-1900. 4, a, b. 6, No. 1. 8. 10, DuBois. 18. Property. 1,1890, 1900. 3. a, d, e. 4. d, e. 10, DuBois. Religion. 1, 1890. 3. a. 4. c. 10, DnBois. 16, Gaines. 28. Payne. 29. Hood. New World, December, 1900. Liquor Problem. 23. Organizations. 3 a, b. 4,c,d. 10, DuBois. 17, Brooks. 28. Payne. 29. Hood. SIXTH ANNUAL CONFERENCE. 11 Crime. "l, 1880-1900. 3, a, b, c, d. 6, No. 1. 8, Reports. 10. DuBois. 11. Bruce. Wilcox: Negro Criminality. 18. Hoffman. 19. Washington. A malgama tion. 1,1860,1890, 3, a. 6, Nos. 1, 2. 10, DuBois. 23, Fortune. 16, Gaines. D. G. Croly: Miscegenation, N. Y., 1864. F. Douglass: North American Review-, Vol. 142. Suffrage (Cf. Emancipation and Reconstruction). 6 f, Love. 20, DuBois. 12. Cable. 13. Fortune. 20. Tourgee. 21. Blair Committee. 22. Race Problems. W. A. Dunning: Essays on Civil War and Reconstruction. H. Brannon: Fourteenth Amendment. Periodicals: Forum, IV, XIV. Putnams, XII. Westminster, CXXXV. Nation, XXVIII. New England Magazine, V., XV. North American Review, CXXIII, CXXVIII, CXXXVI. Arena, V. S. B. Weeks: History Negro Suffrage, (Pol. Sci. Q. IX.) (See Legislation). Chief Negro Periodicals. New York Age, New York, N. Y., weekly. Guardian, Boston, Mass., weekly. Tribune, Philadelphia, Pa., weekly. Colored American, Washington, D. C., weekly. Georgia Baptist, Augusta, Ga., weekly. Voice of Missions, Atlanta, Ga., monthly. Conservator, Chicago, 111., weekly. Planet, Richmond, Va., weekly. Star of Zion, Charlotte, N. C., weekly. . Freeman, Indianapolis, Ind., weekly. Southwestern Christian Advocate, New Orleans, La., weekly. Express, Dallas, Texas, weekly. Christian Recorder, Philadelphia, weekly. A. M. 1C. Church Review, Philadelphia, quarterly. Howard's American Magazine, NewYork, N. Y., monthly. Colored American Magazine, Boston, monthly. Of. 30 and 4, d. 12 THE NEGRO COMMON SCHOOL. Lynching. Chicago Tribune (Annual Summary). Wells-Barnett: Red Record. (Cf. Index to Periodical literature). Legislation. Summary of Legislation, N. Y. State Library, 1890— Courses of Reading. Short Statement of Facts: 5b (No. 4), Gannett. Longer Statement of Facts: 5 b (No. 4); 4 c, d, e; 15, 16, 18, 6 (No. 1), 19. Short Course of Reading: 15, 19, 20, 12, 6 (No. 2, 3,4), 11, 5 b (No. 3, 5, 6), DuBois' Slave-Trade. Louger Course of Reading: Williams' History, 3, 4, 5, 6, 7, 10, 11, 12, 18, 20, 22, 26. The Negro in Fiction. T. N. Page: In Ole Virginia. H. B. Stowe: Dred. " " '' Uncle Tom's Cabin. O. Schreiner: Trooper Peter Halket of Mashonaland. A. Tourgee: Bricks without Straw. H. Martineau: Hour and the Man. E. E. Hale: Mrs. Merriam's Scholars. F. C. Phillips: Question of Color. G. Alien: In All Shades. W. D. Howells: An Imperative Duty. J. U. Lloyd: Stringtown on the Pike. P. L. Dunbar: The Sport of the Gods. C. W. Chesntitt: House Behind the Cedars. " " " The Wife of His Youth. " " " The Conjure Woman. Literature of American Negroes. Distinctive Works: 1773—Phillis Wheatley: Poems. London. 1793—Richard Alien: Life. Philadelphia, 8vo, 69 pp. 1810—Act of Incorporation, Causes and Motives of the African Episcopal Church. Philadelphia. 1829—David Walker: An Appeal, etc. Boston. 1838—Appeal of 40,000 Colored Citizens. Philadelphia. 1852—M. R. Delaney: Condition * * * of the Colored People. Phila delphia. W. C. Nell: Services of Colored Americans in the Wars of 1776, 1812. Boston. 1854—F. E. W. Harper: Miscellaneous Poems. Boston. SIXTH ANNUAL CONFERENCE. lo Ig55—Frederick Douglass: My Bondage and Freedom. New York, 4fi4pp. 1862—William Douglass: Annals of St. Thomas. Philadelphia. 1863—W. W. Brown: The Black Man. New York, 310 pp. 1867—B. T. Tanner: Apology for African Methodism. Philadelphia, 468 pp. 1875—Sojourner Truth: Narrative. Boston, 320 pp. 1831—W. S. Scarborough: First Greek Lessons. New York, 150 pp. 1878—J. M. Trotter: Music and Some Highly Musical People. Boston, 505 pp. 1883—J. M. Langston: Freedom and Citizenship. Washington, 286 pp. 1883—W. Still: Underground Railroad. Philadelphia, 780 pp. 1884—T. T. Fortune: White and Black. New York, 310 pp. 1885—D. A. Payne: Domestic Education. Cincinnati, 184 pp. 1837—W. J. Simmons: Men of Mark. 1890-1900—A. J. Cooper: Voice From the South. Xenia, O., 304 pp. W. H. Crogman: Talks For the Times. Atlanta, 330 pp. A. Grimke: Charles Sumner. New York, 515pp. P. L. Dunbar: Lyrics of Lowly Life. B. T.Washington: Up From Slavery. C. W. Chesnutt: The Marrow of Tradition. Folk Lore. Cf. Southern Workman. Cf. Journal of American Folk Lore. Harris: Uncle Remus. Music. Jubilee Songs as Published by Fisk, Hampton and Calhoun. Also, 31. Bibliography, Methods of Study, Etc. Publications of the American Academy of Political and Social Science, No. 219. American Society for Extension of University Teaching: Brief on Negro. Philadelphia. Report U. S. Commissioner of Education, 1893-1894. Bibliography of Negro Authors, Library of Congress (Ms.) Correspondence Bureau, Atlanta University, Atlanta, Ca. THE NEGRO COMMON SCHOOL. THE NEC BO COMMON SCHOOL. BY THE EDITOR. 1. Scope of the Inquiry.—The present study grew directly out of the study of last year relating to the College-bred Negro. Fifty-three per cent of the Negro graduates of colleges are teachers and when we add to this the large number of graduates of Normal and Industrial schools who are teaching it is plain that the chief work of the Negro schools thus far has been the furnishing of teachers.. At the same time it is clear that the public school system in the South is to-day woefully inadequate. The object of this inquiry is, therefore, to show the present condition of the public schools, the field open to Negro teachers and the need of adequate trainingfor them. The data here presented have been derived from several sources: First, from the printed school reports of the several States; secondly, from the reports of the Freedmen's Bureau and the United States Bureau of Education, and, thirdly, from the returns sent in on three sets of blanks distributed in certain districts. The first blank sent to county superintendents asked: 1. Where do most of your Negro teachers get their education? 2. In how many cases have Negroes built and paid for their own school- houses? 3. Do they ever tax themselves to prolong the school-term? 4. What are the chief defects of the Negro teachers? 5. How do they compare with White teachers? 6. What are the chief needs of the Negro schools? The second blank was sent to superintendents of selected city schools and had the following questions: 1. Number and grade of Negro teachers employed? 2. Number of colored pupils in the various grades? 3. Are White teachers employed at all in the Negro schools? 1. How many Negro school-houses are there and what is their seating capacity? 5. What is the pay of colored teachers? 6. Where were these teachers educated? 7. Do they make efficient teachers? 8. How do they compare with the White teachers? 9. What are their chief defects? 10. When were Negro teachers first employed in the public schools? The third blank was sent to principals of town and city colored schools: 1. Sex? SIXTH ANNUAL CONFERENCE. 15 2. Length of service? 3. Graduate of———— -vear- -course- 4. Number and grade of teachers under you? 5. Salary of teachers? 6. Salary of White teachers of similar grade? 7. Efficiency of teachers? 8. Chief defects? 9. Where were they educated? 10. Number and grade of pupils? 11. Seating capacity of rooms? 12. How many registered applicants cannot be admitted to your school as pupils? 13. Home training of pupils? 14. Attitude of parents? IB. Attitude of city officials toward Negro schools? 16. Furniture and appliances in. rooms and annual expenditure thereto!? 17. How many children drop out at each grade and how many finish at your school? 18. What is the great need of Negro schools? The answers to these blanks, coming from widely separated places and answered in most cases with apparent candor, served to supplement the general statistics and throw light on them. In addition to this a circular letter was sent to country school teachers, principally in Georgia, which brought many interesting replies. 2. The Negro -Teacher. In 1869 an officer of the Freedman's Bureau wrote: "Will the colored race make good teachers? I can see no good reason why they should not. * * * * I have not had an opportunity of visiting personally many of the schools taught by colored teachers, but reports are all favorable, and I feel assured they are the ones we must look to for the future education of their race." By the. census of 1890 over 25,000 colored teachers were reported, and in their hands practically the whole work of the public school system for Negroes rests. There has not hitherto been sufficient recognition of the immense labor and sacrifice involved in giving the colored race teachers of their own blood in a single generation. Americans look for large results, but surely if there were no other result of years of philanthropy and charity in the South but these Negro teachers, this would be no ordinary return to the labor involved. The exact number of teachers reported by the United States Bureau of Education is: Teachers in Colored Schools,* 1887...........................15,815 " " " 1888...........................18,219 " " " " 188JJ...........................22,956 Colored Teachers.....................1890...........................24,072 " " .....................1891...........................24,150 " " .....................1892.................. ........24,741 "Includes a small number of White teachers iu the years 1887 and 1889. 16 THE NEGRO COMMON SCHOOL. Colored Teachers.....................1893 ..........................25,616 .....................1894...........................26,570 .....................1895...... ....................27,081 11 " .....................1896...........................26,499 "• " ..................... 1897...........................27,435 " " .....................1898.. ........................26,909 " " .....................1899...........................28,560 Only about 15,000 of these were returned in the Occupation statistics of the census of 1890**—7,236 men and 7,864 women. The conjugal condition of these teachers is as follows: 1 Men...... | Women | Single. 3,341 5,991 Married. | Widowed. | Divorced. 3,691 | 1,446 | 184 | 384 | 20 43 Their ages are: YEABS. 10-14 16-24 25-34 85-44 45-54 55-64 65 and over. Ag-e unknown. MEN. 3 1.964 3,572 1,337 249 60 18 33 WOMEN. 34 5,180 2,068 399 102 36 10 35 Young unmarried women between the ages of 15 and 30, and men between 20 and 40, about equally divided between the single and married, are thus seen to form the bulk of the colored teachers. It is thus evidently » changing body, the. young women especially leaving- the profession to become housewives. Probably not less than 75,000 individual teachers have been engaged in the Negro schools since 1887, and perhaps 100,000" since the opening of the schools. The eliief sources of the Negro teachers are the colleges, normal schools- and the public schools themselves. Of 17 colleges reported in the report of the United States Bureau of Education for 1890, 720 out of 1,386 living graduates whose occupations were known, or 52per cent, were teachers; or leaving out housewives and students, 58 per cent. In later years occu pations are somewhat more diversified, and still the principal occupation of graduates is teaching: **In the same census 24,000 Negro teachers are returned under educational statistics. There is »o explanation offered of tWs discrepancy. SIXTH AMTOAL CONFERENCE. Name of Institution. Atlanta University......... Howard University*....... New Orleans University Tusket?ee Institute Walden University Virginia N. & O. I..... ...... Wilberforce University.. Benedict College... ......... Talladega College Eust University Atlanta Baptist College. Totals Catalogue Used. 1900-1901 1899-1900 1896 1898 1896-1897 1899-1900 1890 1898-1899 1898-1899 1898-1899 1900 1898-1899 1899-1900 1898-1899 Total Graduates. 381 397 253 92 218 170 698 303 218 166 234 104 84 101 3,414 Teach ers. 192 219 65 56 116 57 588 201 81 41 112 26 55 85 1,844 This does not include those who have taught but do not now teach, but it does include Home who teach and who do other work beside. Fifty- four per cent are thus shown to be teachers. The chief work of the Southern schools for Negroes, therefore, has plainly been to furnish teachers for the Negroes. 3. The Need of Teachers.—The illiteracy of the Negroes at emancipation was enormous. In the sixteen slave States probably over 95 per cent could not read and write. Seven years later, in 1870, the illiteracy was as follows: ILLITERACY OF NEGBOES, 1870. Maryland....................................69.5 per cent. District of Columbia...... ...........70.5 per cent. Delaware....................................71.3 per cent. Missouri......................................72.7 per cent. West. Virginia.............................77.4 per cent. South Carolina...........................81.1 percent. Arkansas....................................81.2 per cent. Tennessee ...................................82.4 per cent. Kentucky.............................. .....83.8 per cent. Florida .......................................84.1 per cent. North Carolina........... ...............84.8 per cent. Louisiana ...................................85.9 per cent. Mississippi .................................87.0 per cent. Alabama............. .......................88.1 percent. Texas..........................................88.7 per cent. Virginia ............................ .........88.9 per cent. Georgia................................ ......92.1 per cent. College and Normal departmeuts. 18 THE NEGRO COMMON SCHOOL. SIXTH ANNUAL CONFERENCE. 19 The South Atlantic States hud 85 per cent of their Negroes illiterate and the South Central States 86 per cent, while in the whole United States 79.9 per cent of the Negroes were illiterate. If we reduce these percentages to figures we haver 1870. North Atlanta Division.. South Atlanta Division- South Central Division.. North Central Division.. Western Division United States.. ... ..... Negro Population lOyrs. of age and over. 144,080 1,552,005 1,553,447 204,383 76,2 3,511,075 Negro Illiterates. 40,200 1,319,780 1,318,765 115,284 12,204 2,806,233 This mass of ign.mmce existed too by the nation's own will. After feeble and hesitating opposition to the slave trade in some quarters, the United States proceeded deliberately to import a mass of Negroes and train them in ignorance. The unwritten law of the land was that Negroes should receive no instruction. In the North this custom gradually was given up, but with the cotton gin in the South it crystalled into law. In 1832, Alabama declared that "any person or persons who shall attempt to teaoh any free person of color or slave to spell, read or write, shall, upon conviction thereof by indictment, be fined in a sum not less than $230, nor more than $500."* Georgia in 1770 fined any person who taught a slave to read or write JE20. In 1829 the State enacted : "If any slave, Negro or free person of color, or any white person shall teach any other slave, Negro or free person of color to read or write, either written or printed characters, the same free person of color or slave shall be punished by fine and whipping, or fine or whipping, at the discretion of the court; and if a white person so offend, he, she or they shall be punished with a fine not exceeding$5 and imprisonment in the common jail at the discretion of the court." In 1833 this law was put inio the penal code, with additional penalties for using slaves in printing offices to set type. These laws were violated sometimes by individual masters and clandestine schools were opened for Negroes in some of the cities before the war. In 1850 and thereafter there was some agitation to repeal these laws and a bill to that effect failed in the senate of Georgia by two or three votes. Louisiana, in 18SO, declared that "All persons who shall teach, or permit or cause to be taught, any slave to read or write shall be imprisoned not less than one month nor more than twelve months." Missouri, in 1847, passed an act saying that "No person shall keep or teach any school for the instruction of Negroes or mulattoes in reading or writing in this State." Individual exceptions to this law in the case of colored Creoles were made in Mobile in 1833, in accordance with the treaty of IbOB with France. North Carolina had schools supported by free Negroes up until 1885,when they were abolished bylaw. South Carolina, in 1740, declared: "Whereas, the having of slaves taught to write or suffering them to be employed in writing may be attended with inconveniences, be it enacted, That all and every person and persons whatsoever, who shall hereafter teach or cause any slave or slaves to be taught, or shall use or employ7 any slave as a scribe in any7 manner of writ ing whatever, hereafter taught to write, every7 such person or persons shall for every such offeuse forfeit the sum of £100 current money." In 1800 and 1833 the teaching of free Negroes was restricted: "And If any free person of color or slave shall keep any7 school or other place of instruc tion for teaching any slave or free person of color to read or write, such free person of color or slave shall be liable to the same fine, imprisonment and corporal punishment as by this act are imposed and inflicted on free persons of color and slaves for teaching slaves to write." Other sections prohibited white persons from teaching slaves. Apparently7 whites might teach free Negroes to some extent. Virginia, in 1819, forbade "all meetings or assemblages of slaves or free Negroes or mulattoes, mixing aiul associating with such slaves, * * * * at any school or schools for teaching them reading and writing, either in the day or night." Nevertheless Free Negroes kept schools for themselves until the Nat. Turner Insurrection, when it was enacted, 1831, that "all meetings of free-Negroes or mulattoes at any7 school-house, church, meet ing-house or other place, for teaching them reading and writing, either in the day or night, under whatsoever pretext, shall he deemed and consid ered an unlawful assembly." This law was carefully enforced. In the Northern States few actual prohibitory laws were enacted, but in Connecticut, New York, Pennsylvania, Ohio and elsewhere, mob violence frequently arose against Negro schools, and in Connecticut the teaching of Negroes was restricted as follows in 1833: "No person shall set up or establish in this State anyr school, academy or other literary institution for the instruction or education of colored persons who are not inhabitants of this State, or harbor or board, for the purpose of attending or being taught or instructed in any7 such school, academy7 or literary institution any colored person who is not an inhabitant of any7 town in this State without the consent, in writing, first obtained, of a. majority of the civil authority, and also of of the select-men of the town in which each school, academy or literary institution is situated." This was especially directed against the famous Prudence Crandall school, and was repealed in 1838. Ohio decreed, in 1829, that, "the attendance of black or mulatto persons be specifically7 prohibited, but all taxes assessed upon the property of colored persons for school purposes should be appropriated to their instruction a.nd for no other purpose." This prohibition was enforced, but the second clause was a dead letter for twenty years. The colored population of school age in the United States in 1890 was as follows: THE HEGRO COMMON SCHOOL. SIXTH ANNUAL CONFERENCE. Boys.... Girls.... Total ... 5 to 10 years. 317,999 319,807 627,806 10 to IB years. 307,374 294,273 GO 1.047 !5 to 20 years. 245,104 256.489 501,503 TOTAI,. 870,477 870,569 1,741,046 By 1863 there must have been 1,800,000 Negroes of school age in the coun try, 1,650,000 of whom were in the slave States. It is with the education of these children and youth that we are to deal. 4. The Wegro Common School in the. North.—It will be of interest to digress a moment here and note the rise of facilities for Negro education in Northern States, where, in I860, there were nearly 2