The Journal of Negro History Volume IV Part 31

V, p. 191.

[56] _Ibid._, pp. 191-192.

[57] Personal Testimony, B. S.; J. P. Q. E.; E. S. M. Nashville, 1912.

[58] {Transcriber's Note: Missing footnote text in original.}

NEGRO LIFE AND HISTORY IN OUR SCHOOLS

The study of the ethnology and the history of the Negro has not yet extended far beyond the limit of cold-blooded investigation. Prior to the Civil War few Americans thought seriously of studying the Negro in the sense of directing their efforts toward an acquisition of knowledge of the race as one of the human family; and this field was not more inviting to Europeans, for the reduction of the Negro to the status of a tool for exploitation began in Europe. The race did receive attention from pseudo-scientists, a few historians pointed out the possibilities of research in this field, and others brought forward certain interesting sketches of distinguished Negroes exhibiting evidences of the desirable qualities manifested by other races.

There was a new day for the Negro in history after the Civil War. This rending of the nation was such an upheaval that American historians eagerly applied themselves to the study of the ante-bellum period to account for the economic, social, and political causes leading up to this struggle. In their treatment of slavery and abolition, they had to give the Negro some attention. In some cases, therefore, the historians of that day occasionally departed from the scientific standard to give personal sketches of Negroes indicating to some extent the feeling, thought and the aspiration of the whole race.

Writers deeply interested in the Negroes at that time wrote eulogistic biographies of distinguished Negroes and of white persons who had devoted their lives to the uplift of the despised race. The att.i.tude in most cases was that the Negroes had been a very much oppressed people and that their enslavement was a disgrace of which the whole country should be made to feel ashamed. As it was the people of the South who had to bear the onus of this criticism and they were not at that time sufficiently enlightened to produce historians like Hildreth, Bancroft, Prescott, Redpath and Parkman, the world largely accepted the opinions of those historians who sympathized with the formerly persecuted Negroes.

During the last quarter of the nineteenth century, however, there came about a change in the att.i.tude of American scholarship effected largely by political movements. Because of the unpopularity and the blunders of the southern States reconstructed on the basis of universal suffrage and mainly under the dictation of white adventurers from the North, the majority of the influential men of the country reached the conclusion that the southern white man, in spite of his faults as a slaveholder, had not been properly treated. This unsatisfactory regime, therefore, was speedily overthrown and the freedman was gradually reduced to the status of the free Negro prior to the Civil War on the grounds that it had been proved that he was not a white man with a black skin.

Following immediately thereupon came a new day for education in the South. Many of its ambitious young men went North to study in the leading universities then devoting much attention to the preparation of scholars for scientific investigation. The investigators from the South directed their attention primarily toward the vindication of the slavery regime and the overthrow of the Reconstruction governments. As a result there have appeared a number of studies on slavery and the Reconstruction. All of this task was not done by southerners and was not altogether confined to the universities, but resulted no doubt largely from the impetus given it in these centers, especially at Johns Hopkins and Columbia. It was influenced to a great extent by the att.i.tude of southern scholars. Ingle, Weeks, Ba.s.sett, Cooley, Steiner, Munford, Trexler, Bracket, Ballagh, Tremain, McCrady, Henry, and Russell directed their attention to the study of slavery. With the works of Deane, Moore, Needles, Harris, Washburn, Dunn, Bettle, Davidson, Hickok, Pelzer, Morgan, Northrop, Smith, Wright, and Turner dealing with slavery in the North, the study of the inst.i.tution by States has been considered all but complete. In a general way the subject of slavery has been treated by A. B. Hart, H. E. von Holst, John W. Burgess, James Ford Rhodes, and U. B. Phillips.

The study of the Reconstruction has proceeded with renewed impetus and has finally been seemingly exhausted in a way peculiar to the recent investigators. Among these studies are those of Matthews, Garner, Ficklen, Eckenrode, Hollis, Flack, Woolley, Ramsdell, Davis, Hamilton, Thompson, Reynolds, Burgess, Pearson, and Hall, most of whom received their inspiration at Johns Hopkins University or Columbia. The same period has been treated in a general way by W. A. Dunning, John W.

Burgess, James Schouler, J. B. MacMaster, James Ford Rhodes and W. L.

Fleming. Most of these studies deal with social and economic causes as well as with the political and some of them are in their own way well done. Because of the bias in several of them, however, John R. Lynch and W.E.B. DuBois have endeavored to answer certain adverse criticisms on the record of the Negroes during the Reconstruction period.

Speaking generally, however, one does not find in most of these works anything more than the records of scientific investigators as to facts which in themselves do not give the general reader much insight as to what the Negro was, how the Negro developed from period to period, and the reaction of the race on what was going on around it. There is little effort to set forth what the race has thought and felt and done as a contribution to the world's acc.u.mulation of knowledge and the welfare of mankind. While what most of these writers say may, in many respects, be true, they are interested in emphasizing primarily the effect of this movement on the white man, whose att.i.tude toward the Negro was that of a merchant or manufacturer toward the materials he handled and unfortunately whose att.i.tude is that of many of these gentlemen writing the history in which the Negroes played a part as men rather than as coal and iron.

The multiplication of these works adversely critical of the Negro race soon had the desired result. Since one white man easily influences another to change his att.i.tude toward the Negro, northern teachers of history and correlated subjects have during the last generation accepted the southern white man's opinion of the Negro and endeavor to instill the same into the minds of their students. Their position seems to be that because the American Negro has not in fifty years accomplished what the master cla.s.s achieved in fifty centuries the race cannot be expected to perform satisfactorily the functions of citizenship and must, therefore, be treated exceptionally in some such manner as devised by the commonwealths of the South. This change of sentiment has been accelerated too by southern teachers, who have established themselves in northern schools and who have gained partial control of the northern press. Coming at the time when many Negroes have been rushing to the North, this heresy has had the general effect of promoting the increase of race prejudice to the extent that the North has become about as lawless as the South in its treatment of the Negro.

Following the multiplication of Reconstruction studies, there appeared a number of others of a controversial nature. Among these may be mentioned the works of A. H. Stone and Thomas Pierce Bailey adversely criticizing the Negro and those of a milder form produced by Edgar Gardner Murphy, and Walter Hines Page. Then there are the writings of William Pickens, and W. E. B. DuBois. These works are generally included among those for reference in cla.s.ses studying Negro life, but they throw very little light on the Negro in the United States or abroad. In fact, instead of clearing up the situation they deeply muddle it. The chief value of such literature is to furnish facts as to sentiment of the people, which in years to come will be of use to an investigator when the country will have sufficiently removed itself from race prejudice to seek after the truth as to all phases of the situation.

The Negro, therefore, has unfortunately been for some time a negligible factor in the thought of most historians, except to be mentioned only to be condemned. So far as the history of the Negro is concerned, moreover, the field has been for some time left largely to those sympathetically inclined and lacking scientific training. Not only have historians of our day failed to write books on the Negro, but this history has not been generally dignified with certain brief sketches as const.i.tute the articles appearing in the historical magazines. For example, the _American Historical Review_, the leading magazine of its kind in the United States, published quarterly since 1895, has had very little material in this field. Running over the files one finds Jernagan's _Slavery and Conversion in the American Colonies_, Siebert's _Underground Railway_, Stevenson's _The Question of Arming the Slaves_, DuBois's _Reconstruction and its Benefits_, and several economic studies of the plantation and the black belt by A. H.

Stone and U.B. Phillips. It has been announced, however, that the Carnegie Inst.i.tution for Historical Research will in the future direct attention to this neglected field.

In schools of today the same condition unfortunately obtains. The higher inst.i.tutions of the Southern States, proceeding doubtless on the basis that they know too much about the Negro already, have not heretofore done much to convert the whites to the belief that the one race should know more about the other. Their curricula, therefore, as a general thing carry no courses bearing on Negro life and history.

In the North, however, the situation is not so discouraging. Some years ago cla.s.ses in history in northern colleges and universities made a detailed study of slavery and abolition in connection with the regular courses in American history. There has been much neglect in this field during the last generation, since many teachers of history in the North have been converted to the belief in the justice of the oppression of the Negro, but there are still some sporadic efforts to arrive at a better understanding of the Negro's contribution to history in the United States. This is evidenced by the fact that Ohio State University offers in its history department a course on the _Slavery Struggles in the United States_, and the University of Nebraska one on the _Negro Problem under Slavery and Freedom_.

This study in the northern universities receives some attention in the department of sociology. Leland Stanford University offers a course on _Immigration and the Race Problems_, the University of Oklahoma another known as _Modern Race Problems_. The University of Missouri and the University of Chicago offer _The Negro in America_; the University of Minnesota, _The American Negro_; and Harvard University, _American Population Problems: Immigration and the Negro_. This study of the race problem, however, has in many cases been unproductive of desirable results for the reason that instead of trying to arrive at some understanding as to how the Negro may be improved, the work has often degenerated into a discussion of the race as a menace and the justification of preventative measures inaugurated by the whites.

A few Negro schools sufficiently advanced to prosecute seriously the study of social sciences have had courses in sociology and history bearing on the Negro. Tuskegee, Atlanta, Fiske, Wilberforce and Howard have undertaken serious work in this field. They have been handicapped, however, by the lack of teachers trained to do advanced work and by the dearth of unbiased literature adequate to the desired illumination. The work under these circ.u.mstances, therefore, has been in danger of becoming such a discussion of the race problem as would be expected of laymen expressing opinions without data to support them. In the reconstruction which these schools are now undergoing, history and sociology are given a conspicuous place and the tendency is to a.s.sign this work to well-informed and scientifically trained instructors. These schools, moreover, are now not only studying what has been written but have undertaken the preparation of scholars to carry on research in this neglected field.

The need for this work is likewise a concern to the enlightened cla.s.s of southern whites. Seeing that a better understanding of the races is now necessary to maintain that conservatism to prevent this country from being torn asunder by Socialism and Bolshevism, they are now making an effort to effect a closer relation between the blacks and whites by making an intensive study of the Negro. Fortunately too this is earnestly urged by the group of rising scholars of the new South.

To carry out this work a number of professors from various southern universities have organized what is called the University Commission on Southern Race Questions. They are calling the attention of the South to the world-wide reconstruction following in the wake of the World War, which will necessarily affect the country in a peculiar way. They point to the fact that almost 400,000 Negroes were called into the military service and thousands of others to industrial centers of the North. Knowing too that the demobilization of the Negroes and whites in the army will bring home a large number of remade men who must be adapted anew to life, they are asking for a general cooperation of the whites throughout the South in the interest of the Negro and the welfare of the land.

These gentlemen are directing this study toward the need of making the South realize the value of the Negro to the community, to inculcate a sympathy for the Negro and to enable the whites to understand that the race cannot be judged by the shortcomings of a few of the group. They are appealing to the country and especially to the scholarly men of the South for more justice and fair play for the Negroes in view of the fact that, in spite of the radical aliens who set to work among the Negroes to undermine their loyalty, the Negroes maintained their morale and supported the war. Men of thought then are boldly urged to engage in this movement for a large measure of thoughtfulness and consideration, for the control of "careless habits of speech which give needless offense and for the practice of just relations. To seek by all practicable means to cultivate a more tolerant spirit, a more generous sympathy, and a wider degree of cooperation between the best elements of both races, to emphasize the best rather than the worst features of interracial relations, to secure greater publicity for those whose views are based on reason rather than prejudice--these, they believe are essential parts of the Reconstruction program by which it is hoped to bring into the world a new era of peace and democracy. Because college men are rightly expected to be molders of opinion, the Commission earnestly appeals to them to contribute of their talents and energy in bringing this program to its consummation."

Among these are James J. Doster, Professor of Education, University of Alabama; David Y. Thomas, Professor of Political Science and History, University of Arkansas; James M. Farr, Professor of English, University of Florida; R. P. Brooks, Professor of History, University of Georgia; William O. Scroggs, Professor of Economics and Sociology, Louisiana State University; William L. Kennon, Professor of Physics, University of Mississippi; E. C. Branson, Professor of Rural Economics, University of North Carolina; Josiah Morse, Professor of Philosophy, University of South Carolina; James D. Hoskins, Dean of the University of Tennessee; William S. Sutton, Professor of Education, University of Texas; and William M. Hunley, Professor of Economics and Political Science, Virginia Military Inst.i.tute.

C. G. WOODSON.

GREGOIRE'S SKETCH OF ANGELO SOLIMANN

The historical setting of this sketch is the life of the author himself. Abbe Gregoire was born in 1750 and died in 1831. He was educated at the Jesuit College at Nancy. He then became Cure and teacher at the Jesuit school at Pont-a-Mousson. In this position he had the opportunity to apply himself to study and soon attained some distinction as a scholar. In 1783 he was crowned by the Academy of Nancy for his _eloge de La poesie_ and in 1788 by that of Metz for an _Essai sur la Regeneration physique et morale des Juifs_. Throughout his career he exhibited evidences of a breadth of mind and interest in the man far down. When the French Revolution broke out, therefore, he easily became a factor in the upheaval, but endeavored always to restrain the people from fury and vandalism. In 1789, he was elected by the clergy of the bailliage of Nancy to the States-General, where he cooperated with the group of deputies of Jansenist or Gallican sympathies.

He was among the first of the clergy to join the third estate and contributed largely to the union of the three orders. He took an active part in the abolition of the privileges of the n.o.bles of the church and under the new const.i.tution he was one of the first to take oath. In taking this stand, however, he lost the support of most of his fellow churchmen, who, unlike Abbe Gregoire, did not think that the Catholic religion is reconcilable with modern conceptions of political liberty. Because of the changing fortunes of the revolutionists, therefore, Abbe Gregoire finally found himself often deserted and sometimes almost reduced to poverty.

To the end of his career, however, he maintained his att.i.tude of benevolence toward the oppressed. Differing widely from most white men, who although willing to take radical measures to make democracy safe for themselves, are reluctant to extend its benefits to those of color, Abbe Gregoire earnestly labored in the Const.i.tuent a.s.sembly to bring about the emanc.i.p.ation of the Negroes in the French colonies.

His interest in persons of African blood, moreover, was not restricted to the mere abolition of slavery because it was a stain on the character of the whites but he endeavored also to elevate the slaves to the full status of citizenship. It was largely through his efforts that men of color in the French colonies were soon after their emanc.i.p.ation admitted to the same civil and political rights as the whites in those dependencies.

He made an effort, moreover, to influence public opinion in behalf of the Negroes in other lands. Having read in Jefferson's _Notes on Virginia_ his references to the so-called inferiority of the Negroes, Gregoire sent him a copy of his _De la Litterature des Negres_.

Replying to the communication transmitting this publication Jefferson expressed himself in diplomatic and flattering terms, apparently indicating that he had expressed the opinion of inferiority with much hesitation and that the argument to establish the doctrine was after all rather weak. Writing a few days later to Joel Barlow, Jefferson no doubt expressed his real opinion as to what he thought of the inferiority of the Negro and Gregoire's evidences to the contrary. The pamphlet no doubt had some effect for, "As to Bishop Gregoire," says he, "I wrote him a very soft answer. It was impossible for doubt to have been more tenderly or hesitatingly expressed than there was in the _Notes on Virginia_ and nothing was or is further from my intentions than to enlist myself as the champion of a fixed opinion where I have only expressed a doubt."

In later years, however, Abbe Gregoire's _De la Litterature des Negres_ fell into the hands of a more sympathetic man. This was D. B.

Walden of Brooklyn, New York, then secretary to the legation at Paris.

Interested in the abolition of the slave trade and the welfare of the blacks, Walden translated Gregoire's _De la Litterature des Negres_, that friends of the race unacquainted with the French language might have additional information as to what the Negro had done to demonstrate that the race is not intellectually inferior to others.

This translation, however, is unfortunate because of the numerous faults throughout the work and largely on account of its omissions.

Exactly why the translator did not desire to bring before the American public all of the facts set forth in this book has never been exactly cleared up. It has been said, however, that the facts omitted were too favorable to the Negro race to be received by the American public at that time. The whole work should be translated as soon as some scholar can direct his attention to it, but, in the absence of such an effort, I am submitting herewith a translation of the most striking omission, chapter five, which gives an interesting sketch of the career of Angelo Solimann.

BIOGRAPHICAL SKETCH OF THE NEGRO ANGELO SOLIMANN

Although Angelo Solimann has published nothing[1] he deserves, because of his extensive learning and still more by the morality and excellence of his character, one of the first places among the Negroes who have distinguished themselves by a high degree of culture.

He was the son of an African prince. The country subject to the latter's domination was called Gangusilang; the family, Magni-Famori. Besides the little Mmadi-Make (this was Angelo's name in his native country) his parents had another younger child, a daughter. He remembered with what respect his father, surrounded by a large number of servants, was treated; he had, like every prince's child of that country, certain marks imprinted on his two legs, and for a long time he hoped that he would be sought for, and recognized by these marks.

Even in his old age, the memories of his childhood, of his first practice in shooting arrows, in which he surpa.s.sed his comrades, the memory of the simple customs and the beautiful blue sky of his native country, often recurred to his mind with a pleasure not unmixed with sorrow. He could not sing, without being profoundly affected, those songs of his native land which his good memory had very well conserved.

It appears, from Angelo's reminiscences, that his tribe already had some civilization. His father possessed many elephants, and even some horses which were rare in those countries; money was unknown, but trade by barter was carried on regularly and by auction. Stars were worshipped; circ.u.mcision was usual. Two white families lived in the country.

Some writers who have published accounts of their voyages, speak of the perpetual wars between some tribes of Africa, of which the purpose was sometimes vengeance or robbery, sometimes the most ignominious kind of avarice, because the victor took the prisoners to the nearest slave market in order to sell them to the whites. One day as the boy, then seven years old, was standing at the side of his mother who was nursing his sister, a war of this kind of a danger that his father did not suspect broke out against the tribe of Mmadi-Makee. Suddenly there were heard the frightful clashing of arms and howlings of the wounded.

Mmadi-Make's grandfather, struck by fear, ran into the cabin crying: "There is the enemy." Fatuma, frightened, arose. The father hastily sought his weapon; and the little boy, terrified, ran away as quickly as an arrow. His mother called loudly: "Where are you going Mmadi-Make?" The child answered: "Wherever G.o.d wishes me to go." In his old age he often reflected upon the great significance of these words. When he was out of the cabin, he looked back and saw his mother and many of his father's men fall under the blows of the enemy. He cowered down with another boy under a tree. Struck with fear, he covered his eyes with his hands. The fight continued. The enemy, believing themselves already victorious, seized him, and held him aloft as a sign of joy. At this sight, the fellow-countrymen of Mmadi-Make cheered their forces and rallied to save the son of their king. The fighting began again, and while it lasted the boy was still raised aloft. Finally the enemies were conquerors and he was positively their prize. His master exchanged him for a fine black horse, which another Negro gave him, and the child was taken to the place of embarkation. There he found many of his fellow-countrymen, all like himself, prisoners, all condemned to slavery. With sorrow they recognized him, but they could do nothing for him. They were even forbidden to speak to him.

When the prisoners, being taken on small boats, reached the seash.o.r.e, Mmadi-Make saw with surprise several large vessels, on one of which he was received with his third master. He supposed that it was a Spanish vessel. After suffering a storm, they landed on a coast, and the master promised the child that he would take him to his mother. The latter, delighted, quickly saw his hope disappear, finding instead of his mother, his master's wife, who, moreover, received him very well, kissed him and treated him with much kindness. Her husband named him Andrew, and directed him to take the camels to the pasture, and watch them.

It is impossible to say of what nationality this man was, or how long Angelo, who has now been dead twelve years, lived at his home. This short memoir has been written down recently from the story of his friends. But it is known that after a reasonably long stay, his master announced to him his intention of transporting him to a country where he would be better off.

Mmadi-Make was greatly pleased with this. His mistress parted from him with regret. They embarked and arrived at Messina, where he was conducted to the home of a wealthy lady, who, it appeared, was expecting to receive him. She treated him kindly, gave him an instructor to teach him the language of the country, which he learned with ease. His good nature won for him the friendship of the numerous servants, among whom he singled out a Negress, named Angelina, because of her gentleness, and her kindly att.i.tude towards him. He became dangerously ill; the Marchioness, his mistress, gave him all the care of a mother, even to the point of sitting up with him part of the night. The most skillful physicians were called in and his bed was surrounded by a crowd of persons who awaited his orders. The Marchioness had long wished that he would be baptized. After repeated refusals, one day, during his convalescence, he himself asked for baptism. His mistress, very much delighted, ordered the most elaborate preparations. In a parlor there was erected over a stately bed a canopy richly embroidered. The entire family and all the friends of the house were present. Mmadi-Make, lying on this bed, was asked concerning the name he desired to have. Because of grat.i.tude and his friendship for the Negress Angelina, he wished to be named Angelo. His desire was granted, and as a family name he was given that of Solimann. He was accustomed to celebrate piously the day of his entrance into Christianity, the eleventh of September, as though it were his birthday.

His goodness, his kindness, and his sense of justice made him dear to every one. The Prince Lobkowitz, then in Sicily in the capacity of imperial general, frequented the house where this child lived. He experienced for him such an affection that he made the most earnest entreaties that he be given to him. Because of her affection for Angelo, the Marchioness could not easily grant his request. She finally yielded to the considerations of advantage and prudence which impelled her to make this gift to the general. How she wept when she parted with the little Negro who entered with repugnance the service of a new master.

The duties of the prince did not permit a long stay in this country. He loved Angelo, but his manner of life and perhaps the spirit of the time caused him to give very little attention to his education. Angelo became wild and ill-tempered. He pa.s.sed his days in idleness, and children's sports. An old steward of the prince, realizing his good heart and excellent qualities, in spite of his thoughtlessness, procured for him a teacher, under whom Angelo learned in seventeen days to write German. The tender affection of the child, and his rapid progress in all the branches of instruction, repaid the good old man for his trouble.

Thus Angelo grew up in the house of the prince. He accompanied him on all his tours, and shared with him the perils of war. He fought side by side with his master, whom one day he carried wounded, on his shoulders, from the field of battle. Angelo distinguished himself on these occasions, not only as a servant and faithful friend, but also as an intrepid warrior, as an experienced officer, especially in tactics, although he never had military rank. The field marshall Lascy, who esteemed him highly, gave, before a group of officers, a most creditable eulogy upon his bravery, presented him with a splendid Turkish sabre, and offered him the command of a company, which he refused.