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Education during the slave period in the United States

From Wikipedia, the free encyclopedia

Phillis Wheatley frontispiece 1834

During the era of slavery in the United States, the education of enslaved African Americans, except for religious instruction, was discouraged, and eventually made illegal in most of the Southern states. After 1831 (the revolt of Nat Turner), the prohibition was extended in some states to free blacks as well. Even if educating Blacks was legal, they still had little access to education, in the North as well as the South.

For schooling during the Civil War see Education of freed people during the Civil War. After the war see Black school.

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Transcription

Episode 13 – Slavery Hi, I’m John Green. This is Crashcourse U.S. history and today we’re gonna to talk about slavery, which is not funny. Yeah, so we put a lei on the eagle to try to cheer you up, but, let’s face it, this is going to be depressing. With slavery, every time you think, like, “Oh, it couldn’t have been that bad,” it turns out to have been much worse. Mr. Green, Mr. Green, but what about-- Yeah, Me from the Past, I’m gonna stop you right there because you’re going to embarrass yourself. Slavery was hugely important to America. I mean, it led to a civil war. And it also lasted what at least in U.S. history counts as a long ass time—from 1619 to 1865 And, yes, I know there’s a 1,200 year old church in your neighborhood in Denmark, but we’re not talking about Denmark! But slavery is most important because we still struggle with its legacy. So, yes, today’s episode will probably not be funny. But it will be important. INTRO So, the slave-based economy in the South is sometimes characterized as having been separate from the market revolution, but that’s not really the case. Without southern cotton, the north wouldn’t have been able to industrialize, at least not as quickly, because cotton textiles were one of the first industrially produced products and the most important commodity in world trade by the 19th century. And ¾ of the world’s cotton came from the American South. And, speaking of cotton, why has no one mentioned to me that my collar has been half-popped this entire episode, like I’m trying to recreate the flying nun’s hat? And although there were increasingly fewer slaves in the North as northern states outlawed slavery, cotton shipments overseas made Northern merchants rich, northern bankers financed the purchase of land for plantations. Northern insurance companies insured slaves, who were, after all considered property and very valuable property. And, in addition to turning cotton into cloth for sale overseas, northern manufacturers sold cloth back to the south where it was used to clothe the very slaves who had cultivated it. But certainly the most prominent effects of the slave-based economy were seen in the South. The profitability of slave-based agriculture, especially “King Cotton,” meant that the south would remain largely agricultural and rural. Slave states were home to a few cities, like St. Louis and Baltimore, but with the exception of New Orleans, almost all southern urbanization took place in the Upper South, further away from the large cotton plantations. And slave-based agriculture was so profitable that it siphoned money away from other economic endeavors. Like, there was very little industry in the South – it produced only 10% of the nation’s manufactured goods, and as most of the capital was being plowed into the purchase of slaves, there was very little room for technological innovation like, for instance, railroads. This lack of industry and railroads would eventually make the south suck at the civil war, thankfully. In short, slavery dominated the south, shaping it both economically and culturally. And, slavery wasn’t a minor aspect of American society. By 1860, there were 4 million slaves in the U.S., and in the South, they made up 1/3 of the total population. Although in the popular imagination, most plantations were these sprawling affairs with hundreds of slaves, in reality the majority of slave-holders owned five or fewer slaves. And of course, most white people in the south owned no slaves at all, although if they could afford to, they would sometimes rent slaves to help with their work. These were the so-called “yeoman” farmers who lived self-sufficiently, raised their own food and purchased very little in the market economy. They worked the poorest land and as a result were mostly pretty poor themselves. But even they largely supported slavery, partly perhaps for aspirational reasons and partly because the racism inherent to the system gave even the poorest whites legal and social status. And southern intellectuals worked hard to encourage these ideas of white solidarity and to make the case for slavery. Many of the founders, a bunch of whom you’ll remember held slaves, saw slavery as a necessary evil. Jefferson once wrote, “As it is, we have the wolf by the ear, and we can neither hold him, nor safely let him go. Justice is in one scale, and self-preservation in the other.” The belief that justice and self-preservation couldn’t sit on the same side of the scale was really opposed the American idea and, in the end, it would make the civil war inevitable. But as slavery became more entrenched – and as ideas of liberty and political equality were embraced by more people – some Southerners began to make the case that slavery wasn’t just a necessary evil. They argued, for instance, that slaves benefited from slavery. Because, you know, their masters fed them and clothed them and took care of them in their old age. You still hear this argument today, astonishingly. In fact, you’ll probably see asshats in the comments saying that. I will remind you, it’s not cursing if you are referring to an actual ass. This paternalism allowed masters to see themselves as benevolent, and to contrast their family oriented slavery with the cold mercenary capitalism of the free labor north. So, yeah, in the face of rising criticism of slavery, some Southerners began to argue that the institution was actually good for the social order. One of the best-known proponents of this view was John C. Calhoun who, in 1837 said this in a speech on the Senate floor: “I hold that in the present state of civilization, where two races of different origin, and distinguished by color, and other physical differences, as well as intellectual, are brought together, the relation now existing in the slaveholding States between the two, is, instead of an evil, a good — a positive good.” John: Now, of course, John C. Calhoun was a fringe politician and nobody took his views particularly seriously … Stan: Well, he was secretary of state from 1844 to 1845. John: Well, I mean, who really cares about the Secretary of State, Stan … Danica: Ehh, also Secretary of War from 1817 to 1825. John: Alright, but we don’t even have a Secretary of War anymore. Meredith: And he was Vice President from 1825 to 1832. John: Oh my God, were we insane? We were, of course. But we justified the insanity—with biblical passages and with the examples of the Greeks and Romans and with outright racism, arguing that black people were inherently inferior to whites and that NOT to keep them in slavery would upset the natural order of things, a worldview popularized millennia ago by my nemesis, Aristotle. God, I hate Aristotle. You know what defenders of Aristotle always say? He was the first person to identify dolphins. Well, okay. Dolphin-identifier. Yes, that is what he should be remembered for, but he’s a terrible philosopher. Here’s the truth about slavery: It was coerced labor that relied upon intimidation and brutality and dehumanization. And this wasn’t just a cultural system, it was a legal one. I mean, Louisiana law proclaimed that a slave “owes his master…a respect without bounds, and an absolute obedience.” The signal feature of slaves’ lives was work. I mean, conditions and tasks varied, but all slaves labored, usually from sunup to sundown, and almost always without any pay. Most slaves worked in agriculture on plantations and conditions were different depending on which crops were grown. Like, slaves on the rice plantations of South Carolina had terrible working conditions but they labored under the task system, which meant that once they had completed their allotted daily work, they would have time to do other things. But lest you imagine this as like how we have work and leisure time, bear in mind that they were owned and treated as property. On cotton plantations, most slaves worked in gangs, usually under the control of an overseer or another slave who was called a driver. This was backbreaking work done in the southern sun and humidity and so it’s not surprising that whippings or the threat of them were often necessary to get slaves to work. It’s easy enough to talk about the brutality of slave discipline, but it can be difficult to internalize it. Like, you look at these pictures, but because you’ve seen them over and over again, they don’t have the power they once might have. The pictures can tell a story about cruelty, but they don’t necessarily communicate how arbitrary it all was. As for example in this story told by a woman who was a slave as a young girl. “[The] overseer … went to my father one morning and said, “Bob, I’m gonna whip you this morning.” Daddy said, “I ain’t done nothing,” and he said “I know it, I’m going to whip you to keep you from doing nothing,” and he hit him with that cowhide – you know it would cut the blood out of you with every lick if they hit you hard.” That brutality – the whippings, the brandings, the rape – was real and it was intentional because in order for slavery to function, slaves had to be dehumanized. This enabled slaveholders to rationalize what they were doing and, it was hoped, to reduce slaves to the animal property that is implied by the term “chattel slavery.” So the idea was that slaveholders wouldn’t think of their slaves as human. And slaves wouldn’t think of themselves as human. But, it didn’t work. But more importantly, slaveowners were never able to convince the slaves themselves that they were anything less than human. Let’s go to the Thought Bubble. Slaves resistance to their dehumanization took many forms, but the primary way was by forming families. Family was a refuge for slaves and a source of dignity that masters recognized and sought to stifle. A paternalistic slaveowner named Bennett H. Barrow wrote in his rules for the Highland Plantation: “No rule that I have stated is of more importance than that relating to Negroes marrying outside of the plantation … It creates a feeling of independence.” Most slaves did marry, usually for life, and when possible, slaves grew up in two-parent households. Single parent households were common, though, as a result of one parent being sold. In the Upper South, where the economy was shifting from tobacco to different, less labor-intensive cash crops, the sale of slaves was common. Perhaps 1/3 of slave marriages in states like Virginia were broken up by sale. Religion was also an important part of life in slavery. While masters wanted their slaves to learn the parts of the Bible that talked about being happy in bondage, slave worship tended to focus on the stories of Exodus, where Moses brought the slaves out of bondage, or Biblical heroes who overcame great odds, like Daniel and David. And although most slaves were forbidden to learn to read and write, many did anyway, and some became preachers. Slave preachers were often very charismatic leaders, and they roused the suspicion of slave owners, and not without reason. Two of the most important slave uprisings in the south were led by preachers. Thanks, Thought Bubble. Oh, it’s time for the Mystery Document? We’re doing two set pieces in a row? Alright...The rules here are simple. I wanted to reshoot that, but Stan said no. I guess the author of the Mystery Document. If I am wrong, I get shocked with the shock pen. “Since I have been in the Queen’s dominions I have been well contented, Yes well contented for Sure, man is as God intended he should be. That is, all are born free and equal. This is a wholesome law, not like the Southern laws which puts man made in the image of God on level with brutes. O, what will become of the people, and where will they stand in the day of Judgment. Would that the 5th verse of the 3rd chapter of Malachi were written as with a bar of iron, and the point of a diamond upon every oppressor’s heart that they might repent of this evil, and let the oppressed go free…” Alright, it’s definitely a preacher, because only preachers have read Malachi. Probably African American. Probably not someone from the south. I’m going to guess that it is Richard Allen, the founder of the African Methodist Episcopal Church? Dang it! It’s Joseph Taper? And Stan just pointed out to me that I should have known it was Joseph Taper because it starts out, “Since I have been in the Queen’s dominions.” He was in Canada. He escaped slavery to Canada. The Queen’s dominions! Alright, Canadians, I blame you for this. Although thank you for abolishing slavery decades before we did. AH! So the mystery document shows one of the primary ways that slaves resisted their oppression: by running away. Although some slaves, like Joseph Taper, escaped slavery for good by running away to Northern free states or even to Canada where they wouldn’t have to worry about fugitive slave laws, even more slaves ran away temporarily, hiding out in the woods or the swamps and eventually returning. No one knows exactly how many slaves escaped to freedom, but the best estimate is that 1,000 or so a year made the journey northwards. Most fugitive slaves were young men, but the most famous runaway has been hanging out behind me all day long, Harriet Tubman. Harriet Tubman escaped to Philadelphia at the age of 29 and over the course of her life she made about 20 trips back to Maryland to help friends and relatives make the journey north on the Underground Railroad. But a most dramatic form of resistance to slavery was actual armed rebellion, which was attempted. Now individuals sometimes took matters into their own hands and beat or sometimes even killed their white overseers or masters, like “Bob,” the guy who received the arbitrary beating, responded to it by killing his overseer with a hoe. But that said, large-scale slave uprisings were relatively rare. The four most famous ones all took place in a 35 year period at the beginning of the 19th century. Gabriel’s rebellion in 1800, which we talked about before, was discovered before he was able to carry out his plot. Then, in 1811 a group of slaves upriver from New Orleans seized cane knives and guns and marched on the city before militia stopped them. And, in 1822 Denmark Vesey, a former slave who had purchased his freedom may have organized a plot to destroy Charleston, South Carolina. I say may have because the evidence against him is disputed and comes from a trial that was not fair. But, regardless, the end result of that trial is that he was executed as were 34 slaves. But, the most successful slave rebellion, at least in the sense that they actually killed some people, was Nat Turner’s in August 1831. Turner, was a preacher and with a group of about 80 slaves, he marched from farm to farm in Southampton County Virginia killing the inhabitants, most of whom were women and children because the men were attending a religious revival meeting in North Carolina. Turner and 17 other rebels were captured and executed, but not before they struck terror into the hearts of whites all across the American south. Virginia’s response was to make slavery worse, passing even harsher laws that forbade slaves from preaching and prohibited teaching them to read. Other slave states followed Virginia’s lead and by the 1830s, slavery had grown if anything more harsh. So this shows that large-scale armed resistance was, Django Unchained aside, not just suicidal but also a threat to loved ones, and really to all slaves. But it is hugely important to emphasize that slaves DID resist their oppression. Sometimes this meant taking up arms, but usually it meant more subtle forms of resistance, like intentional work slowdowns, or sabotaging equipment, or pretending not to understand instructions. And, most importantly, in the face of systematic, legal, and cultural degradation they reaffirmed their humanity through family and through faith. Why is this so important? Because too often in America we still talk about slaves as if they failed to rise up, when in fact rising up would not have made life better for them or for their families. The truth is, sometimes carving out an identity as a human being in a social order that is constantly seeking to dehumanize you is the most powerful form of resistance. Refusing to become the chattel that their masters believed them to be is what made slavery untenable, and the Civil War inevitable. So make no mistake: Slaves fought back. And in the end, they won. I’ll see you next week. Crash Course is produced and directed by Stan Muller. The script supervisor is Meredith Danko. Our associate producer is Danica Johnson. The show is written by my high school history teacher, Raoul Meyer, and myself. And our graphics team is Thought Café. Every week, there’s a new caption to the libertage, but today’s episode was so sad that we couldn’t fit a libertage in UNTIL NOW. Suggest libertage captions in comments where you can also ask questions about today’s video that will be answered by our team of historians. Thanks for watching Crash Course, and as we say in my hometown, don’t forget to be abolitionist. CCUS 13 -

Historical context

Slave owners saw literacy as a threat to the institution of slavery and their financial investment in it; as a North Carolina statute stated, "Teaching slaves to read and write, tends to excite dissatisfaction in their minds, and to produce insurrection and rebellion."[1]: 136  Literacy enabled the enslaved to read the writings of abolitionists, which discussed the abolition of slavery and described the slave revolution in Haiti of 1791–1804 and the end of slavery in the British Empire in 1833. It also allowed slaves to learn that thousands of enslaved individuals had escaped, often with the assistance of the Underground Railroad, to safe refuges in the Northern states and Canada. Literacy also was believed to make the enslaved unhappy at best, insolent and sullen at worst. As put by prominent Washington lawyer Elias B. Caldwell:

The more you improve the condition of these people, the more you cultivate their minds, the more miserable you make them, in their present state. You give them a higher relish for those privileges which they can never attain, and turn what we intend for a blessing [slavery] into a curse. No, if they must remain in their present situation, keep them in the lowest state of degradation and ignorance. The nearer you bring them to the condition of brutes, the better chance do you give them of possessing their apathy.[2]

Nonetheless, both free and enslaved African Americans continued to learn to read as a result of the sometimes clandestine efforts of free African Americans, sympathetic whites, and informal schools that operated furtively during this period. In addition, slaves used storytelling, music, and crafts to pass along cultural traditions and other information.[3]

In the Northern states, African Americans sometimes had access to formal schooling, and were more likely to have basic reading and writing skills. The Quakers were important in establishing education programs in the North in the years before and after the Revolutionary War.[4]

During the U.S. colonial period, several prominent religious groups both saw the conversion of slaves as a spiritual obligation, and the ability to read scriptures was seen as part of this process for Protestants. The Great Awakening served as a catalyst for encouraging education for all members of society.

Catholics saw the spiritual aspect differently, but black nuns decisively took up the charge of educating slaves and free persons in various regions, especially Louisiana (Henriette DeLille and her Sisters of the Holy Family), Georgia (Mother Mathilda Beasley), and the Washington DC area (Mary Lange and her Oblate Sisters of Providence, including Anne Marie Becraft).

While reading was encouraged in religious instruction, writing often was not. Writing was seen as a mark of status, unnecessary for many members of society, including slaves. This is due to the fact that many had to learn how to read to be able to write. Runaway Wallace Turnage "learnt" how to read and write "during that time [of his enslavement] and since [he] escaped the clutches of those held who held [him] in slavery."[5] It is believed that he learned with the help of the slaves who helped him escape to different sites: for example, someone may have taught him how to read directions to get to the next town. Memorization, catechisms, and Scripture formed the basis of what education was available.

Despite the lack of importance generally given to writing instruction, there were some notable exceptions; perhaps the most famous of these was Phillis Wheatley, whose poetry won admiration on both sides of the Atlantic.

The end of slavery and, with it, the legal prohibition of slave education did not mean that education for former slaves or their descendants became widely available. Racial segregation in schools, de jure and then de facto, and inadequate funding of schools for African Americans, if they existed at all, continued into the twenty-first century (2022).

Legislation and prohibitions

Illustration of black students excluded from school, 1839

South Carolina passed the first laws prohibiting slave education in 1740. While there were no limitations on reading or drawing, it became illegal to teach slaves to write. This legislation followed the 1739 Stono Rebellion. As fears proliferated among plantation owners concerning the spread of abolitionist materials, forged passes, and other incendiary writings, the perceived need to restrict slaves’ ability to communicate with one another became more pronounced. For this reason, the State Assembly enacted the following: "Be it therefore Enacted by the Authority aforesaid, That all and every Person and Persons whatsoever, who shall hereafter teach or cause any Slave to be taught to write, or shall use to employ any slave as a Scribe in any Manner of Writing whatsoever, hereafter taught to write, every such offense forfeit the Sum of One Hundred Pounds current Money."[6] While the law does not clarify any consequences for the slaves who might attain this more highly prized form of literacy, the financial consequences for teachers are clear.

In 1759, Georgia modeled its own ban on teaching slaves to write after South Carolina's earlier legislation. Again, reading was not prohibited. Throughout the colonial era, reading instruction was tied to the spread of Christianity, so it did not suffer from restrictive legislation until much later.[7] "Georgia, in 1829, made it unlawful for whites, slaves and free blacks to teach a slave or free black 'to read or write, either written or printed characters.'"[8]

The most oppressive limits on slave education were a reaction to Nat Turner's Revolt in Southampton County, Virginia, during the summer of 1831. This event not only caused shock waves across the slave-holding South, but it had a particularly far-reaching impact on education over the next three decades. The fears of slave insurrections and the spread of abolitionist material and ideology led to radical restrictions on gatherings, travel, and—of course—literacy. The ignorance of the slaves was considered necessary to the security of the slaveholders.[9] Not only did owners fear the spread of specifically abolitionist materials, they did not want slaves to question their authority; thus, reading and reflection were to be prevented at any cost.

Each state responded differently to the Turner insurrection. Virginians "immediately, as an act of retaliation or vengeance, abolished every colored school within their borders; and having dispersed the pupils, ordered the teachers to leave the State forthwith, and never more to return."[10] While Mississippi already had laws designed to prevent slave literacy, in 1841 the state legislature passed a law that required all free African Americans to leave the state so that they would not be able to educate or incite the slave population. Other states, such as South Carolina, followed suit. The same legislation required that any black preacher would have to be given permission to speak before appearing in front of a congregation. Delaware passed in 1831 a law that prevented the meeting of a dozen or more blacks late at night; additionally, black preachers were to petition a judge or justice of the peace before speaking before any assembly. "South Carolina law enhanced the penalties for teaching slaves to read - writing had long been banned - in 1834."[8]

In 1833, Alabama enacted a law that fined anyone who undertook a slave's education between $250 and $550; the law also prohibited any assembly of African Americans—slave or free—unless five slave owners were present or an African-American preacher had previously been licensed by an approved denomination.

Even North Carolina, which had previously allowed free African-American children to attend schools alongside whites, eventually responded to fears of insurrection. In 1830, North Carolina passed a criminal law that said that if "[i]f any slave shall teach or attempt to teach, any other slave to read or write," that slave shall be punished by up to thirty-nine lashes.[11] By 1836, the public education of all African Americans was strictly prohibited.

The dramatic increase in repression after 1830 had its desired effect, thereafter. “On plantations of hundreds of slaves it was common to discover that not one of them had the mere rudiments of education. In some large districts it was considered almost a phenomenon to find a Negro who could read the Bible or sign his name.” In Georgia, a study concluded that “outside of Savannah, Augusta and Columbus there were, it is said, not a dozen colored people able to read and write, and in the country places, perhaps not one.” [12]

A Virginia politician in 1832 said publicly: "'We have as far as possible closed every avenue by which light may enter their [the slaves'] minds. If we could extinguish the capacity to see the light, our work would be completed; they would then be on a level with the beasts of the field and we should be safe!'"[13]

The situation was not much better in the North. African Americans were frequently barred from public schools. Schools like the African Free School were few and far between.

Education and subversion in the Antebellum Era

Enslaved people taught each other how to read and write.

As early as the 1710s slaves were receiving Biblical literacy from their masters. Enslaved writer Phillis Wheatley was taught in the home of her master. She ended up using her skills to write poetry and address leaders of government on her feelings about slavery (although she died in abject poverty and obscurity). Not everyone was lucky enough to have the opportunities Wheatley had. Many slaves did learn to read through Christian instruction, but only those whose owners allowed them to attend. Some slave owners would only encourage literacy for slaves because they needed someone to run errands for them and other small reasons. They did not encourage slaves to learn to write. Slave owners saw writing as something that only educated white men should know.[14] African-American preachers would often attempt to teach some of the slaves to read in secret, but there were very few opportunities for concentrated periods of instruction. Through spirituals, stories, and other forms of oral literacy, preachers, abolitionists, and other community leaders imparted valuable political, cultural, and religious information.

There is evidence of slaves practicing reading and writing in secret. Slates were discovered[when?] near George Washington's estate in Mount Vernon with writings carved[further explanation needed] in them. Bly noted that "237 unidentified slates, 27 pencil leads, 2 pencil slates, and 18 writing slates were uncovered in houses once occupied by Jefferson's black bond servants." This shows that slaves were secretly practicing their reading and writing skills when they had time alone, most likely at night. They[who?] also believe slaves practiced their letters in the dirt because it was much easier to hide than writing on slates. Slaves then passed on their newly-learned skills to others.[15]

Even though mistresses were more likely than masters to ignore the law and teach slaves to read, children were by far the most likely to flout what they saw as unfair and unnecessary restrictions. While peer tutelage was limited in scope, it was common for slave children to carry the white children's books to school. Once there, they would sit outside and try to follow the lessons through the open windows.

The regular practice of hiring out slaves also helped spread literacy. As seen in Frederick Douglass's own narrative, it was common for the literate to share their learning.[16] As a result of the constant flux, few if any plantations would fail to have at least a few literate slaves.

Douglass states in his biography that he understood the pathway from slavery to freedom and it was to have the power to read and write. In contrast, Schiller wrote: "After all, most educated slaves did not find that the acquisition of literacy led inexorably and inevitably to physical freedom and the idea that they needed an education to achieve and experience existential freedoms is surely problematic."[17]

Free black schools

Isaac and Rosa, formerly enslaved students at the Louisiana Free School

In the 1780s a group called the Pennsylvania Society for Promoting the Abolition of Slavery (PAS) took on anti-slavery tasks. They helped former slaves with educational and economic aid. They also helped with legal obligations, like making sure they did not get sold back into slavery. Another anti-slavery group, called the New York Manumission Society (NYMS), did many things towards the abolition of slavery; one important thing they did was establish a school for free blacks, who were usually barred from white children's schools throughout the U.S. “The NYMS established the African Free School in 1787 that, during its first two decades of existence, enrolled between 100 and 200 students annually, registering a total of eight hundred pupils by 1822.”[citation needed] The PAS also instituted a few schools for free blacks and ran them with freed slaves.

They were taught reading, writing, grammar, math, and geography. The schools would have an annual examination day to show the public, parents, and donors the knowledge the students had gained. It mainly was to show the white population that African Americans could function in society. There are some surviving records of what they learned in the free schools. Some of the work showed that they were preparing the students for a middle-class standing in society. Founded in 1787, the African Free School provided education for blacks in New York City for more than six decades.[18]

In 1863, an image of two emancipated slave children, Isaac and Rosa, who were studying at the Free School of Louisiana, was widely circulated in abolitionist campaigns.[19]

Reading the Emancipation Proclamation

In examining the educational practices of the period, it is difficult to ascertain absolute figures or numbers. W. E. B. Du Bois and other contemporaries estimated that by 1865 as many as 9% of slaves attained at least a marginal degree of literacy. Genovese comments: "this is entirely plausible and may even be too low".[20] Especially in cities and sizable towns, many free blacks and literate slaves had greater opportunities to teach others, and both white and black activists operated illegal schools in cities such as Baton Rouge, New Orleans, Charleston, Richmond, and Atlanta.

Notable educators

References

  1. ^ Jay, William (1835). An Inquiry Into the Character and Tendency of the American Colonization, and American Anti-slavery Societies (2nd ed.). New York: Leavitt, Lord & Co.
  2. ^ Torrey, Jesse (1822). American slave trade; or, An Account of the Manner in which the Slave Dealers take Free People from some of the United States of America, and carry them away, and sell them as Slaves in other of the States; and of the horrible Cruelties practiced in the carrying on of this infamous Traffic: with Reflections on the Project for forming a Colony of American Blacks in Africa, and certain Documents respecting that Project. London: J[ohn] M[organ] Cobbett. p. 102.
  3. ^ Randall, Vernellia R. (2000). "Excerpts from: Monique Langhorne, the African American Community: Circumventing the Compulsory Education System , 33". Beverly Hills Bar Association Journal. 33. The University of Dayton School of Law: 12–31 [13–17]. Retrieved 25 April 2012.
  4. ^ Sambol-Tosco, Kimberly (2004). "The Slave Experience: Education, Arts, & Culture". PBS.org. Retrieved 6 May 2020.
  5. ^ Blight, David W. (15 January 2009). A Slave No More: Two Men Who Escaped to Freedom, Including Their Own Narratives of Emancipation. Boston: Mariner Books. p. 214. ISBN 978-0-15-101232-9.
  6. ^ "Slavery and the Making of America . The Slave Experience: Education, Arts, & Culture | PBS". www.thirteen.org. Retrieved 2021-06-17.
  7. ^ (Monaghan, p. 243)
  8. ^ a b Cunningham, Jerry (2023). The Alphabet As Resistance: Laws Against Reading, Writing and Religion in the Slave South. Portland, Oregon: Independently Published. p. 117. ISBN 9798390042335.
  9. ^ (Albanese, 1976)
  10. ^ Allen, William G. (1860). A Short Personal Narrative. Dublin. p. 6. {{cite book}}: |work= ignored (help)CS1 maint: location missing publisher (link)
  11. ^ "North Carolina's Anti-Literacy Law of 1830 | Anti-Literacy and Anti-Religion Laws for Slaves". repressionofslaves.com. Retrieved 2023-05-26.
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  16. ^ "Frederick Douglass, 1818-1895. Narrative of the Life of Frederick Douglass, an American Slave. Written by Himself". docsouth.unc.edu. Retrieved 2016-01-17.
  17. ^ Schiller, Ben (Spring 2008). "Learning Their Letters: Critical Literacy, Epistolary Culture, and Slavery in the Antebellum South". Southern Quarterly. 45 (3): 11–29.
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  • Monaghan, E. J. (2005). Learning to Read and Write in Colonial America. Boston: University of Massachusetts Press.
  • Palmer, R. Roderick (1957). "Colonial Statues and Present Day Obstacles Restricting Negro Education". The Journal of Negro Education. 26 (4): 525–529. doi:10.2307/2293515. JSTOR 2293515.
  • Polgar, Paul J (2011). ""To Raise Them to an Equal Participation": Early National Abolitionism, Gradual Emancipation, and the Promise of African American Citizenship". Journal of the Early Republic. 31 (2): 229–258. doi:10.1353/jer.2011.0023. S2CID 143971087.
  • Schiller, Ben (2008). "Learning Their Letters: Critical Literacy, Epistolary Culture, and Slavery in the Antebellum South". Southern Quarterly. 45 (3): 11–29.
  • Webber, Thomas. (1978). Deep Like Rivers: Education in the Slave Quarter Community 1831–1865. New York: W.W. Norton & Company, Inc.
  • Woodson, C.G. (1915). 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. New York: G.P. Putnam's Sons.

External links

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