Perhaps it will suffice to state that each of these colleges has morning devotions every day at the breakfast hour. They are very terse, consisting chiefly of the Lord's Prayer or a blessing sung or recited. Seventeen have night devotions closing the study hour except on the night appointed for the weekly prayer meeting. The benefit of the dining-room is not easily detected. The enthusiasm often manifested may be due to anxiety to dine. The interest due to that desire, and that due to the religious stimuli, then and thereafter are not easily distinguished one from the other.

Voluntary religious services are conducted under the auspices of the religious organizations in the colleges and universities. These organizations present quite a variety in name. But most of them are very similar in function. Some of the organizations which are included in the study of required religious services will be given space under this topic because while they are required in some colleges, they are voluntary in others. The organizations are the Young Men's Christian Association, the Young Women's Christian Association, Missionary Societies, Temperance Societies, The Student Volunteer Movement, the Circle of King's Daughters, the White Cross League, and Young People's Societies of Endeavor.

The Young Men's Christian Association is the most popular among the men of the institutions, and the Young Women's Christian Association is the choice of the women. The reasons for this situation is fairly obvious. In the first place, the Young Men's and Young Women's Christian Associations have been stimulated more by the international Associations than any other similar parent organization has stimulated its offspring. There is a continuous program, and alert men whose business it is to see that these associations go. They are paid good salaries for that purpose. Then the very fact that the Y. M. C. A. is international in scope and system has its bearing upon the local branches in the various colleges. What has been asserted concerning the Y. M. C. A. might likewise be said about the Y. W. C. A.

There is, no doubt, another reason explanatory of the popularity of these associations. Those who are in authority in the international Association have studied student life with an eye single to meeting the needs of men and women so environed. Perhaps then, these organizations appeal more to men and women than the others. In 1916-1917 these colleges had enrolled in the Y. M. C. A. and the Y. W. C. A. 1,252 students. They estimated an average attendance at their Sunday meetings of 940, including men and women. These meetings are about an hour long. One feature which the men respond to very readily, according to the reports, is the participation in the discussion of the topic after a leader has opened it. There is, however, an evident lack of accurate records of the effect of these services upon the student life in these institutions. Howard University, Fisk and Talladega Colleges have made the most progress along this line.

Eleven colleges reported temperance societies which have occasional services. These are Lane College, Fisk University, Howard University, Conroe College, Edward Waters College, Livingstone College, New Orleans University, Texas College, Roger Williams University, Samuel Houston College, and Shaw University. Wilberforce and Benedict have student Volunteer services.

The following twelve institutions have missionary societies holding services fortnightly: Howard University, Morgan College, Morris Brown College, New Orleans University, Rust College, Samuel Houston College, Shaw University, Swift Memorial College, Virginia Union University, Wilberforce University, Spellman Seminary and Virgina Theological Seminary and College.

Eight of the thirty-eight colleges under consideration encourage the Young People's Sunday evening meetings but they have not made attendance compulsory believing, they say, that there should be some opportunity for choice in respect to attending some of these meetings. They report a large attendance and think that compulsion would add very little to the attendance and detract perhaps from the effectiveness of such meetings. Why this point of view does not hold true in respect to the Sunday school which is required by these same institutions one is at a loss to say.

EXPRESSIONAL ACTIVITIES OF THE NEGRO COLLEGES AND UNIVERSITIES

We have investigated the knowledge of religious education derived from religious education courses in the curricula of thirty-eight colleges as well as those offered by voluntary associations. We have likewise reviewed the preparation of the teachers of these courses, the time given to the teaching of them, the attitude of the teachers towards the work, and the character and amount of worship given by these students. It now remains for us to examine the expressional activities of these students. What opportunity have they for the expression of their religious thought and devotional attitude in actual service? The means to that end are not to be viewed lightly, if the education principle, no impression without expression, is worth anything in the process of religious growth. The religious laboratories must be as vital for the students, as the chemical or biological laboratory.

35 of these schools report Sunday School work of some kind for 360 students. This work is of the general kinds. There are many who teach in the College Sunday Schools. 187 teach in Mission Sunday Schools in the vicinity of the college. 400 teach vacation Sunday Schools in the various localities to which they go during the summer vacation. These 360 students doing Sunday School work during the scholastic year are distributed among 23 institutions. There is a likelihood of more colleges furnishing teachers for this work but they have not reported it because they keep no record of that work. The schools reporting are: Allen University, Atlanta University, Clark University, Spellman Seminary, Morehouse College, Morris Brown College, Howard University, Fisk University, Lincoln University, Edward Water's College, Lane College, Claflin University, Conroe College, Benedict College, Livingstone College, Morgan College, Roger William University, Shaw University, Virginia Union University, Tougaloo University, Talladega College, Wilberforce University, and Rust College. Fisk University and Virginia Union conduct mission Sunday Schools. They seem to have unique places relative to the Sunday School service.

Boys Clubs are not numerous among the activities participated in by the Negro college students. Only four report such an organization. Wilberforce has a local Boy's Scout Club conducted under the auspices of the Young Men's Christian Association. Howard University, Fisk University and Morehouse College conduct boys clubs and some of the men find excellent opportunity for service. The following make visits to prisons and render the inmates service: Knoxville College, Benedict College, Virginia Union University, Atlanta University, and Morris Brown College.

There are several institutions that minister to the poor and dependents through the various voluntary organizations. Wilberforce distributes a limited number of Bibles, and other necessities to the community in which it is situated. It does this through the Young Women's Christian Association. Morgan College, Fisk University, Morris Brown College, Benedict College, Morehouse College, Edward Waters College, Virginia Union, Talladega College, and Biddle University do similar work for the poor.

The colleges and universities rendering other social service such as work among the boys at the reform schools, visiting and ministering to orphans, assisting at Old Folk's homes and asylums, are Fisk University, Atlanta University, Morehouse College, Morgan College, Howard University, Talladega College, Virginia Union University, Shaw University, Biddle University, Allen University, and Bishop College.[2] Fisk University has a university settlement house, the Bethlehem House, which operates under the social science department. This affords the Fisk students a splendid opportunity to serve society at first hand.

All of the thirty-eight colleges and universities give opportunity for service in the college churches or in the churches where the college worship. All have some students serving in the choirs. In the churches, which are college churches in the real sense of the work, that is, regularly organized with pastor and officers the students are largely the officers. Thirty college presidents think this is splendid expressional activity.

Five institutions use their missionary societies to help support some one whom they know on the foreign mission field. The other seven reporting organized missionary societies all have what might be called foreign mission rallies and give the proceeds to that work. In the most of these cases, the money goes to the foreign field through denominational channels.

Service in the Y. M. C. A. and Y. W. C. A. as chairman and members of committees gives a small number opportunity for expressional activity of a kind. The same may be said for the other voluntary organizations.

The financing of religious education in these colleges is significant. Question number fourteen in the general questionnaire is: Does your college have a special appropriation for religious work, viz, for the Y. M. C. A., for Chaplain, College Pastor and so forth? All of these institutions except four answered this question in the negative. Morgan College has an appropriation for the chaplain and special appropriation for a teacher of Bible. Fisk University and Lincoln have Bible chairs endowed. Howard University has special appropriations for the Y. M. C. A. Tougaloo has a part of the college pastor's salary appropriated by the American Missionary Association. The others have no appropriation which pertains to the special religious work. This means that the religious work in these colleges has a decided financial handicap of which they are all very conscious. The special work is financed by subscriptions, funds raised by entertainments, and the donations of the students and teachers. This means a fluctuation from time to time depending upon the generosity of the donors. An endeavor to secure funds to carry out the programs of these voluntary organizations usurps much of the time and energy of those who lead them.

RELIGIOUS EDUCATION IN STATE COLLEGES AND UNIVERSITIES

This study embraces the following State institutions offering complete college curricula or doing college grade of work: Florida Agricultural and Mechanical College, Georgia State College for Colored Youths, Alcorn Agricultural and Mechanical College, Alabama Agricultural and Mechanical College, Agricultural and Technical College of North Carolina, and the West Virginia Collegiate Institute.

The teachers of religion in none of these institutions are professionally trained. They are usually laymen who are teaching in the other departments of the institution. The time given varies but averages fifty-five minutes per week each. Their attitude toward the subject of religious education is optimistic. The very fact that all of them are volunteers save three shows that there is an interest in the process.

Four State colleges offer Teacher Training courses but they are all elective as might be expected since they are State colleges. In all cases these colleges would have to make the most of these courses elective in order to avoid a conflict with State constitutions. Note, however, that Florida Agricultural and Mechanical College offer courses in social service, which are required. Of the 325 college students enrolled in these six State institutions 165 of these are enrolled in the religious education courses. This is more than one-third of the entire number, a larger proportion than in the private institutions.

The State colleges have voluntary religious organizations, but none of the conductors are professionally trained. These courses are of the same type as those found in the private institutions, except for the denominational features. The Young Men's Christian Association, the Young Women's Christian Association and the Temperance Clubs are those found in these institutions and there are enrolled for this work 213 men and women.

Alcorn A. and M. College has five men in the mission study class and five in the Bible study class. Florida A. and M. College has eight in the Bible study class and three in the mission study. The Georgia State College has twenty in the Bible and the Alabama Agricultural and Mechanical College sixteen. The Agricultural and Technical College of Greensboro, North Carolina, reports none in the Bible and mission study classes.

Religious services are not foreign to the State institutions for Negroes. They are the daily chapel exercises, Sunday morning preaching, Sunday School, Sunday afternoon or evening services, and the weekly prayer meeting. The chapel exercises are made compulsory for the students. The nature of the service is very much like that in the denominational and private institutions described above.

The Sunday services are as conspicuous in these State colleges for Negroes as they are in the private and denominational institutions. Attendance is required by every one of the State institutions being considered. Two of these have chaplains: the Agricultural and Mechanical College of Alabama and Alcorn Agricultural and Mechanical College of Mississippi. In two instances the students attend neighboring churches and have preachers from the outside to minister unto them. Sunday School is conducted at each of the State colleges and attendance is required. Each has on Sunday evening some kind of meeting which the students are required to attend.

The prayer meeting in Negro colleges, State as well as private and denominational, is a permanent organization. Each of these State colleges report that the students are required to attend the prayer meeting. As there are 187 boarding students in the State colleges of college rank, this means a fair attendance at Sunday services and prayer in these institutions. The other 188 attend service promiscuously.

The week of prayer for colleges is observed by all, and all regard it a valuable asset to the religious life of their student bodies. In 1916-1917 prior to the week of prayer 119 of the 325 students of college rank enrolled in these State colleges were not professed Christians. Subsequent to the week of prayer 24 of the one hundred nineteen were left. Thus before the week of prayer there was 63.3 per cent professed Christians. The week of prayer was instrumental in reducing the percentage of non-confessors. After the week of prayer 92.6 per cent of all of the students were professors of Christianity.

Here as in the other institutions the morning and evening devotions are daily for terse periods. They precede breakfast, in the dining halls and at the close of the study periods. The services of the Y. M. C. A., the Y. W. C. A., and the temperance societies are very much like the services of these organizations in the denominational and private colleges and universities. The students in State colleges have feelings similar to those in private colleges about religious services. Very few are defenders of the weekly prayer meetings.

Expressional activities at State colleges are not wanting. The six colleges report service rendered in the college church and voluntary religious organizations. Seventy-seven teach Sunday School. Five of these colleges are situated in the rural districts and there are students who serve the rural communities in church work. All of them do some extension work of a religious nature. Periodically the students are sent out to investigate conditions among the poor and to offer services to relieve these conditions. Under this social service are lectures and demonstrations portraying ideals which are genuinely religious. The great majority of the students of college grade are assistants to the professors in this work. Five do special social service work during three holidays, Thanksgiving, Christmas and New Year's Day. They take food, fuel, clothes and money to the needy of their communities.

THE CONCEPTION OF RELIGIOUS EDUCATION IN NEGRO COLLEGES

An exhaustive psychological analysis of the conception of religious education is not the aim of this part of the study. But from certain data which has come out of the study one is able to obtain ideas concerning the view of the educators on the aim of religious education and the degree in which this aim is being attained. We note in the first place that all of those who answered the questionnaires were cognizant of the religious motives in education. Perhaps a few typical quotations will emphasize that. "I think much personal good is done. The student gets a clearer idea of the Bible and its value in the world today." "I regard the course in religion as vital and essential to any thorough education." "The religious value of the course given is inestimable." "The religious training through these courses gives education the impetus which pushes it on to its goal." "The religious courses are regarded as valuable adjuncts to the educational institutions." "I have abundant data from graduates of this institution and other individuals of our constituency confirming our opinion of the abiding gains for character and efficiency through the influence of these courses and their expression in service." "Experience is the basis of the conclusion that the religious work in the colleges gives sympathetic training for efficient service. More attention must be given to our curricula in this respect." "The students who are most exemplary in worthwhile endeavor are prominent in these courses and organizations." "I have a high estimate of the actual work done by these students and of the development of their own character."

An examination of the statements concerning the religious aims and privileges published in the catalogues of these schools show that, theoretically at least, they have begun their task in directing the educative process with a consciousness of the choice place of moral and spiritual culture in the task. To illustrate, let us note the following: "The aim of all the religious work in our institution is to build up a strong Christian character, to develop the spirit of service, and to train in the methods and the habit of religious work." "This work aims at teaching colored young people how to want the best things in life, and at training them in ability to get those things by skill of hand and power of mind. Character and efficiency are thus the twin essentials of the ideal. It would enable its pupils to make a sufficient living, teach them to live efficient lives, and inspire them to render society sufficient service. To hold such an aim thoroughgoingly is to be positively Christian." "To all who are inclined to respect the Christian religion and its institutions, the welcome hand will be heartily extended; but to those whose influence will be prejudicial to religion and good morals, no protracted stay can be allowed; since the success of an educational institution is strictly proportional to its moral tone." "Self-mastery, symmetrical character, high ideals and purposes are regarded as the chief ends of education. Special attention is given to the spiritual needs of the students. In the life and discipline of the school, constant effort is made to inculcate Christian principles." These are some of the typical statements published in catalogues, announcements and in other college advertising media.

One will note that although the great majority of these colleges and universities are sectarian they have refrained, theoretically at least, from obtruding sectarianism in the religious education. They have made sectarianism take at least a secondary place. This is further strengthened by the fact that there are in these denominational schools 36 Catholics who apparently have met no offensive media of instruction.

The results justify the following statement concerning the conception of religious education in Negro colleges and universities: They conceive religious education to be no quantum of doctrine but a life lived efficiently, being animated by the social service motive. Thus religious education is social evolution, and ninety-nine per cent of those in charge of these institutions have conceptions of religious education becoming more efficient than it now is. As proof of this, I may cite the results of their answers to question; fifteen in the general questionnaire. This question is: "In your opinion are the Negro colleges meeting the needs of definite religious training?" Every one's answer except one might be summarized thus: Some good has been accomplished but we are far from the real goal. We need reconstruction and a new impetus.

The emphasis which they are putting on expressional activity as an essential in the process of religious education does seem to indicate that they regard self activity. Wherever the social service was very scant the one reporting felt it his duty to give an apology for the actual conditions and express a hope of better results in the future. This showed that they felt it the vital factor in the progressive socialization of the individuals. The place of prominence given to worship, to religious services on Sunday and in the week is either an index to their conception concerning the value of worship or else an index of their habit toward orthodoxy. Circumstances surrounding these schools would suggest the former for the larger number of these institutions.

SOME CURRENT CONCEPTIONS OF RELIGIOUS EDUCATION IN RELATION TO GENERAL EDUCATION

Religious education is considered a part of general education and is included under that genus. What is general education? For a long time education was defined in terms of intellect, but that ground is no longer tenable. Spencer said: "Education is the preparation for complete living." Modern educators reject this as an inadequate statement of education. Education does not merely prepare for something in the future. It endeavors to fill one full of life, and human experience during the educative process. Education must be expressed in social terms. James describes education as the organization of acquired habits of conduct and tendencies to behavior. This emphasizes the psychological side.

It was thought that the aim of education could be expressed in purely individual terms. It was said to be the harmonious development of all the powers of the individual. Dewey attacks this definition showing that there is no criterion for telling what is meant by the terms used. We do not know what a power is; we do not know what is meant by development or harmony. A power is a power with reference to the use to which it is put, the function it has to serve. There is nothing in the make-up of human beings, taken in any isolated way which furnishes controlling ends and serves to mark out powers. Unless we have the aim supplied by social life we have only the old faculty psychology to furnish us with ideas of powers in general or the specific powers.[3] Dewey defines education as the regulation of the process of coining to share in the social consciousness. And the majority of educators use social terms to define education. Soares has this conception in mind when he gives the following definition of education. "Education is a scientifically directed process of developing progressive socialized personality." But to achieve personality one must achieve sympathy and sympathy is one of the concerns of religion. Hence all true education involves religion.

What is religion? Wright in the American Journal of Theology, Volume XVI, page 385, quotes Leuba as defining religion as a belief in a psychic superhuman power. Wright has objections to this definition on the ground of its narrowness. He attempts to add breadth to the definition in: "Religion is the endeavor to secure the conservation of socially recognized values, through specific actions that are believed to evoke some agency different from the ordinary ego of the individual or from other merely human beings, and that imply a feeling of dependence upon this agency. Religion is the social attitude toward the non-human environment." This is not synonymous with sectarianism, creeds, dogmas or ceremonies. Creeds and ceremonies have to do with ecclesiasticism not with religion per se. Creeds are developments of theology and dogma is an outgrowth of religion and not religion. Modes of worship developed into rites and ceremonies are ecclesiastical means of fostering the religious spirit but not religion. Religion is not a feeling to be imposed from without. Religion is a life and a life-long process. "The religious life is the response the heart of man makes to God, as the heart of the universe. The religious person is one who is conscious of his divinity because of his kinship with the universe through God, and who because of this consciousness seeks fellowship with God and the Godly."

Having arrived at the conclusion concerning education and religion which are given by some of the most representative students of the subjects, let us ascertain some conceptions of religious education. As indicated in the beginning of this topic, religious education is not regarded as a separate entity. It is a part of the process of efficient education. The human organism is a unit. Life is a whole and connects physical, mental and religious phases. The whole personality is the object for consideration for the educator. The emphasis in education varies from physical to mental and from mental to religious, or social. When the emphasis is placed on the social or religious phase the procedure may be properly called religious education.

Professor Hartshorn carries the social idea to an adequate conclusion. He says: "Religious education is the process by which the individual in response to a controlled environment, achieves a progressive, conscious social[4] order based on regard for the worth and destiny of every individual." Professor Peabody states the matter in the following words:[5] "Religious education is the drawing out of the religious nature, the clarifying and strengthening of religious ideals, the enriching and rationalizing of the sense of God.... The end of religious education is service...." Dewey's idea of education is much akin to the current conceptions of religious education. "The moral trinity of the school is social intelligence, social power and social interests. Our resources are, (1) the life of the school as a social institution in itself, (2) methods of learning and doing work, and (3) the curriculum."[6]

The goal of general and religious education is the same; namely, the getting of the individual into the highest and most desirable relationship with both the human and non-human elements, in his environment. The standard of each is found in the functional relationship of each to society. Modes of expression and emphasis may vary but the ideals for both are the same. Dr. Haslett[7] has given an unique representation of this conception. "Religious education," says he, "is closely related to secular education and is largely dependent upon it. The fundamental laws and principles of psychology and of education require to be recognized as central." Professor Coe[8] reminds us, however, that "religious education is not and cannot be a mere application of any generalities in which the university departments of education deal. It is not a mere particular that gets its meaning or finds its test in the general." Religious education deals with original data and with specific problems that rarely appear in the instruction that is called 'general' and that grow out of the specific nature of our educational purpose. In the analysis of these data and in the determination of the method, we can and must use matter contained in general courses of education. But the field of study of religious education is not exhausted there, but is so specific and yet so broad as properly to constitute a recognized branch of educational practice. The religious purpose in religious education yields the point of view and the principles of classification that are important for religious educators.

The conceptions of religious education just passed in review warrant certain deductions. Any institution which meets adequately the requirements of religious education must have genuinely religious men and women in the entire teaching and official force. Such persons will determine the atmosphere and spirit of the institution. These teachers should have clear conceptions of the ideals of religious education. The blind cannot lead the blind. The students must be trained along three fundamental lines, of the religious life. First, he must have some of the intellectual value of religion. He must have social knowledge. He must have the opportunity of expressing the devotional attitude in worship. He must have the outlet of religious energy in social service. The duty of the college will be far from discharged unless it makes provision for laboratory religion where there is a working place for each member. Religion is a life and the college should be a society where this life may be lived in its fullest extent, encouraging practical altruism and giving the protection which an ideal society affords against demoralization.

EVOLUTION OF RELIGIOUS EDUCATION IN NEGRO COLLEGES AND UNIVERSITIES

The problem of religious education in Negro institutions is real. On the basis of the investigation we are able to point out some prominent phases of the problem. The first element of this problem is the teacher. There are in Negro colleges, 22 teachers of religious education who have had no professional training for the work. This means that one-fourth of the entire corp of teachers of religion in these institutions are without the prestige, at least, of even the semblance of professional training. Two main causes account for this. These institutions have not those who are professionally trained on their faculties and they lack funds to procure the service of such persons. In the next place they think it is not necessary.

One observation here is important. These services seem to be significant in proportion to the participation in them by the students themselves. The Sunday School and the Young People's meetings are the most popular services for the students. They do the things in which they have a volitional interest. We cannot thrust our religious experiences upon the students from without. They must achieve their own religious experience in contact with the environment in which they live. The prayer meetings in all except four institutions follow a program which was effective for those who lived in another civilization. The traditional Negro prayer meeting does not function religiously in the life of the Negro college student.

One of the big problems of religious education is compulsion in regard to religious services. Where should that stop? Many are beginning to think that the religious value of the services is often nullified by the compulsory attendance. There are many conscientious objectors among the students who think the removal of compulsion would be conducive to better religious development. But the likelihood of some swinging from one extreme to the other is very great. It is still a problem left for the religious educators in the colleges to solve. The solution must result in the conservation of the good found in the compulsory system and the good to be found in freedom of choice.

Expressional activities are increasing in Negro colleges but with few exceptions these are inadequate in scope and number. It is true that not enough students are able to share in the social service projects. This is really one of, if not the most important factors in religious education. Men gain religious power by acting out their beliefs, allowing their convictions to flow out into service.

There is an unfortunate lack of coordination of religious agencies in Negro colleges. Frequently we find several organizations attempting to do the same thing and each makes a miserable failure in the attempt. More than that, this lack of coordination and correlation results in duplications which surely mean wasted energy and non-effectiveness. If all of the religious agencies were supervised in such a way that each would know his specific task and would not overlap that of other agencies, much more effective work would be the result.

There are signs of hope in the religious education of these Negro colleges. The almost unanimous recognition of the religious motive in efficient education by the educators and the manifest consciousness of needs of better religious education have been mentioned. There are others. An increasing number of trained teachers from Northern, Eastern and Western colleges and universities is evident. These men and women are coming from the institutions where the points of view and training represented in the previous chapter are found. The summer schools of the various colleges and universities in the North, East and West are offering many of these modern religious education courses and larger numbers of the teachers of religious education are availing themselves of the opportunities. Much literature of religious education published recently is finding its way to these schools, the most notable of which is the Religious Education Magazine.

TABLE SHOWING STATISTICS ON RELIGIOUS EDUCATION IN NEGRO COLLEGES

Units of Credit Given Students in Voluntary Courses of Religious Education Students in Curriculum Courses of Education College Students - - - Agricultural and M. College 20 15 11 Agricultural and T. Col. of N. C 35 11 30 Alcorn A. and M. College 152 40 115 Allen University 38 38 30 3 Atlanta University 59 12 50 1/4 Arkansas Baptist College 16 16 15 2-1/4 Biddle University 40 40 20 1 Benedict College 60 40 22 2 Bishop College 60 40 20 1 Claflin University 20 20 14 3-1/2 Clark University 21 7 14 2 Conroe College 14 10 12 1 Edward Waters College 32 15 2 Fisk University 208 110 90 4 Florida Agricultural and M. College 36 15 20 Georgia State College 29 15 17 Howard University 558 98 60 6 Hartshorn College 10 4 5 2 Knoxville College 33 33 30 4-1/2 Lane College 17 10 12 1 Lincoln University 163 163 100 4-1/2 Livingstone College 37 27 30 3 Morehouse College 65 34 40 1-3/4 Morgan College 46 46 46 1-1/2 Morris Brown College 21 21 19 3 New Orleans University 30 30 26 2 Paine College 11 6 11 2 Texas College 9 9 8 4 Roger Williams University 14 14 14 2-1/2 Rust College 12 10 12 2-1/4 Samuel Houston College 35 13 29 2 Shaw University 49 20 40 1-1/2 Shorter College 25 25 20 2-1/2 Spelman Seminary 6 6 6 2-1/2 State University 13 7 10 2 Straight College 36 0 29 2 Swift Memorial College 9 5 9 1-1/4 Talladega College 66 25 60 4 Tillotson College 34 19 11 3 Tougaloo University 16 9 11 2-1/4 Virginia Theological Seminary and Col.27 21 20 3 Virginia Union University 66 51 30 4-1/2 West Virginia Collegiate Institute 33 25 20 Wilberforce University 202 60 150 4-1/4 -

DAVID HENRY SIMS

FOOTNOTES:

[1] This dissertation was in 1917 submitted to the Faculty of the Graduate School of Arts and Literature of the University of Chicago, in candidacy for the degree of Master of Arts, by David Henry Sims.

The following sources were used in the preparation of this dissertation: American Missionary Association Report, 1916; Baptist Missionary Society (Woman's) Reports, 1910-1916; Catalogues—Negro Colleges, 1916-1917; W. E.B. DuBois, Morals and Manners Among Negro Americans, Atlanta University Publications, No. 18; Journal of the Proceedings of the A. M. E. Church (General Conference), 1916; Journal of the Proceedings of the Methodist Episcopal Church (General Conference), 1916; Thomas J. Jones, Negro Education, United States Bureau of Education, Bulletins 38 and 39, 1916; Thomas J. Jones, Recent Movements in Negro Education, United States Bureau of Education, 1912, Vol. I; Questionnaires, from Negro Colleges, 1917; United States Bureau of Education Investigations, Education in the South, Bulletin 30, 1933; Monroe N. Work, Negro Year Book, 1914, 1915, 1916; Young Men's Christian Association, Report of the International Committee, May 12, 1916; Year Book, 1915-1916.

The author used also the following works for general reference: W. S. Athearn, Religion in the Curriculum-Religious Education; R. E. Bolton, Principles of Education; H. F. Cope, The Efficient Layman; H. F. Cope, Fifteen Years of the Religious Education Association, The American Journal of Theology, July 1917, p. 385 ff; Committee Report, Standardization of Biblical Courses, Rel. Educ. August, 1916, p. 314 ff; Crawford, The Media of Religious Impression in College, N. E. A. 1914, p. 494 ff; John Dewey, Ethical Principles Underlying Education, Moral Principles in Education; T. S. O. Evans, The University Young Men's Christian Association as a Training School for Religious Leaders, Rel. Educ. 1908; H. F. Fowler, The Contents of an Ideal Curriculum of Religious Education for Colleges, Rel. Educ. 1915, p. 355 ff; E. N. Hardy, The Churches and The Educated Man; S. B. Haslett, Pedagogical Bible School, Parts I and II; International Sunday School Association, Organized Work in America, Vol. XIII; C. F. Kent, Training the College Teacher, Rel. Educ. 1915, Vol. X, p. 327; P. Monroe, Cyclopedia of Education, Vol. I, p. 370; E. C. Moore, What is Education; A. Morgan, Education and Social Progress; F. G. Peabody, The Religious Education of an American Child, Rel. Educ. 1915, p. 107; I. J. Peritz, The Contents of an Ideal Curriculum of Religious Instruction, Rel. Educ. Vol. X, 1915, p. 362; C. Reed, The Essential Place of Religion in Education, N. E. A. Monograph Publication, 1913, p. 66; R. Rhees, Evangelisation of Education, Biblical World, August 1916, p. 66; C. E. Pugh, The Essential Place of Religion in Education, N. E. A. Monograph Publication, 1913, p. 3; I. T. Wood, The Contents of an Ideal Curriculum of Religious Instruction for Colleges, Rel. Educ. 1915, Vol. X, p. 332; The Survey of Progress in Religious and Moral Education, Rel. Educ. 1915, Vol. X, p. 114.

[2] None of these does all of the things described, but all of them do at least some one of them.

[3] Dewey, Ethical Principles Underlying Education.

[4] Ideals in Religious Education, R.E.A., June, 1917, p. 185.

[5] Ibid., p. 94.

[6] Dewey, Ethical Principles Underlying Education.

[7] Pedagogical Bible School, page 207.

[8] R. E. A., April 19, 1917, page 123.



THE AFTERMATH OF NAT TURNER'S INSURRECTION[1]

Nat Turner was a man below the ordinary stature, though strong and active. He was of unmixed African lineage, with the true Negro face, every feature of which was strongly marked. He was not a preacher, as was generally believed, though a man of deep religious and spiritual nature, and seemed inspired for the performance of some extraordinary work. He was austere in life and manner, not given to society, but devoted his spare moments to introspection and consecration. He thought often of what he had heard said of him as to the great work he was to perform. He eventually became seized with this idea as a frenzy. To use his own language he saw many visions. "I saw white spirits and black spirits engaged in battle," said he, "and the sun darkened—the thunder rolled in the heavens, and blood flowed in streams and I heard a voice saying, 'Such is your luck, such you are called to see and let it come rough or smooth you must surely bear it,'"[2] This happened in 1825. He said he discovered drops of blood on the corn as though it were dew from heaven, that he found on the leaves in the woods hieroglyphic characters and numbers, with the forms of men in different attitudes, portrayed in the blood and representing the figures he had previously seen in the heavens.[3] These were without doubt creatures of Nat Turner's own imagination made by him with coloring matter to make the Negroes believe that he was a prophet from God.

Receiving, as he says, further directions from the Holy Spirit, he communicated his designs to four of his most confidential friends. July 4, 1831, the anniversary of American Independence, was the day on which the work of death was to have been begun. Nat Turner hesitated and allowed the time to pass by, when, the mysterious signs reappearing, he determined to begin at once the bloody work. Sunday, August 21, he met those who had pledged their cooperation and support. They were Hark Travis, Henry Porter, Samuel Francis, Nelson Williams, Will Francis and Jack Reese, with Nat Turner making the seventh. They worked out their plans while they ate in the lonely woods of Southampton their feast of consecration, remaining at the feast until long after midnight. The massacre was begun at the house of Joseph Travis, the man to whom Nat Turner then belonged. Armed with a hatchet Turner entered his master's chamber, the door having been broken open with the axe, and aimed the first blow of death. The hatchet glanced harmless from the head of the would-be victim and the first fatal blow was given by Will Francis, the one of the party who had got into the plot without Nat Turner's suggestion. All of his master's household, five in number, soon perished.[4]

The insurgents procured here four guns, several old muskets with a few rounds of ammunition. At the barn, under the command of Nat Turner the party was drilled and maneuvered. Nat Turner himself assumed the title of General Cargill with a stipend of ten dollars a day. Henry Porter, the paymaster, was to receive five dollars a day, and each private one dollar. Thence they marched from plantation to plantation until by Monday morning the party numbered fifteen with nine mounted. Before nine o'clock the force had increased to forty and the insurgents had covered an extent of territory two or three miles distant from the first point of attack, sweeping everything before them. Nat Turner generally took his station in the rear, with fifteen or twenty of the best armed and reliable men at the front, who generally approached the houses as fast as their horses could run for the double purpose of preventing escapes and striking terror. His force continued to increase until they numbered sixty, all armed with guns, axes, swords, and clubs, and mounted. This line of attack was kept up until late Monday afternoon, when they reached a point, about three miles distant from Jerusalem, the county seat, where Nat Turner reluctantly yielded to a halt while some of his forces went in search of reenforcements. He was eager to push on to the county seat as speedily as possible and capture it. This delay proved the turning point in the enterprise.

Impatient at the delay of his men who had turned aside, Turner started to the mansion house whither they had gone and on their return to the wood found a party of white men who had pursued the bloody path of the insurrectionists and disposed of the guard of eight men whom Turner had left at the roadside. The white men numbered eighteen and were under the command of Captain Alexander P. Peete. They had been directed to reserve their fire until within thirty paces, but one of their number fired on the insurgents when within about one hundred yards. Half of the whites beat a precipitate retreat when Nat Turner ordered his men to fire and rush on them. The few remaining white men stood their ground until Turner approached within fifty yards, when they too followed the example of their comrades, fired and retreated with several wounded. Turner pursued and overtook some of them and their complete slaughter was only prevented by the timely arrival of a party of whites approaching in another direction from Jerusalem.

Being baffled, Nat Turner with a party of twenty men determined to cross the Nottaway river at the Cypress Bridge and attack Jerusalem where he expected to procure additional arms and ammunition from the rear. After trying in vain to collect a sufficient force to proceed to Jerusalem, the insurgents turned back toward his rendezvous and reached Major Thomas Ridley's, where forty assembled. He placed out sentinels and lay down to sleep, but there was to be no sleep that night. An attack on his forces was at hand, and the embarrassment which ensued left him with one half, but Turner, determined to recruit his forces, was proceeding in his effort to rally new adherents when the firing of a gun by Hark was the signal for a fire in ambush and a retreat followed. After this Turner never saw many of his men any more. They had killed fifty-five whites but the tide had turned. Turner concealed himself in the woods but was not dismayed, for by messenger he directed his forces to rally at the point from which on the previous Sunday they had started out on their bloody work; but the discovery of white men riding around the place as though they were looking for some one in hiding convinced him that he had been betrayed. The leader then gave up hope of an immediate renewal of the attack and on Thursday, after supplying himself with provisions from the old plantation, he scratched a hole under a pile of fence rails in a field and concealed himself for nearly six weeks, never leaving his hiding place except for a few minutes in the quiet of night to obtain water.

A reign of terror followed in Virginia.[5] Labor was paralyzed, plantations abandoned, women and children were driven from home and crowded into nooks and corners. The sufferings of many of these refugees who spent night after night in the woods were intense. Retaliation began. In a little more than one day 120 Negroes were killed. The newspapers of the times contained from day to day indignant protests against the cruelties perpetrated. One individual boasted that he himself had killed between ten and fifteen Negroes. Volunteer whites rode in all directions visiting plantations. Negroes were tortured to death, burned, maimed and subjected to nameless atrocities. Slaves who were distrusted were pointed out and if they endeavored to escape, they were ruthlessly shot down.[6]

A few individual instances will show the nature and extent of this vengeance. "A party of horsemen started from Richmond with the intention of killing every colored person they saw in Southampton County. They stopped opposite the cabin of a free colored man who was hoeing in his little field. They called out, 'Is this Southampton County?' He replied, 'Yes Sir, you have just crossed the line, by yonder tree.' They shot him dead and rode on."[7] A slaveholder went to the woods accompanied by a faithful slave, who had been the means of saving his master's life during the insurrection. When they reached a retired place in the forest, the man handed his gun to his master, informing him that he could not live a slave any longer, and requested either to free him or shoot him on the spot. The master took the gun, in some trepidation, levelled it at the faithful Negro and shot him through the heart.[8]

But these outrages were not limited to the Negro population. There occurred other instances which strikingly remind one of scenes before the Civil War and during reconstruction. An Englishman, named Robinson, was engaged in selling books at Petersburg. An alarm being given one night that five hundred blacks were marching against the town, he stood guard with others at the bridge. After the panic had a little subsided he happened to make the remark that the blacks as men were entitled to their freedom and ought to be emancipated. This led to great excitement and the man was warned to leave the town. He took passage in the stage coach, but the vehicle was intercepted. He then fled to a friend's home but the house was broken open and he was dragged forth. The civil authorities informed of the affair refused to interfere. The mob stripped him, gave him a considerable number of lashes and sent him on foot naked under a hot sun to Richmond, whence he with difficulty found passage to New York.[9]

Believing that Nat Turner's insurrection was a general conspiracy, the people throughout the State were highly excited. The Governor of the commonwealth quickly called into service whatever forces were at his command. The lack of adequate munitions of war being apparent, Commodore Warrington, in command of the Navy Yard in Gosport, was induced to distribute a portion of the public arms under his control. For this purpose the government ordered detachments of the Light Infantry from the seventh and fifty-fourth Regiments and from the fourth Regiment of cavalry and also from the fourth Light Artillery to take the field under Brigadier General Eppes. Two regiments in Brunswick and Greenville were also called into service under General William H. Brodnax and continued in the field until the danger had passed. Further aid was afforded by Commodore Eliott of the United States Navy by order of whom a detachment of sailors from the Natchez was secured and assistance also from Colonel House, the commanding officer at Fortress Monroe, who promptly detached a part of his force to take the field under Lieutenant Colonel Worth.[10] The revolt was subdued, however, before these troops could be placed in action and about all they accomplished thereafter was the terrifying of Negroes who had taken no part in the insurrection and the immolation of others who were suspected.

Sixty-one white persons were killed. Not a Negro was slain in any of the encounters led by Turner. Fifty-three Negroes were apprehended and arraigned. Seventeen of the insurrectionists were convicted, and executed, twelve convicted and transported, ten acquitted, seven discharged and four sent on to the Superior Court. Four of those convicted and transported were boys. There were brought to trial only four free Negroes, one of whom was discharged and three held for subsequent trial were finally executed. It is said that they were given decent burial.[11]

The news of the Southampton insurrection thrilled the whole country, North as well as South. The newspapers teemed with the accounts of it.[12] Rumors of similar outbreaks prevailed all over the State of Virginia and throughout the South. There were rumors to the effect that Nat Turner was everywhere at the same time. People returned home before twilight, barricaded themselves in their homes, kept watch during the night, or abandoned their homes for centers where armed force was adequate to their protection. There were many such false reports as the one that two maid servants in Dinwiddie County had murdered an old lady and two children. Negroes throughout the State were suspected, arrested and prosecuted on the least pretext and in some cases murdered without any cause. Almost any Negro having some of the much advertised characteristics of Nat Turner was in danger of being run down and torn to pieces for Nat Turner himself.

There came an unusual rumor from North Carolina. It was said that Negro insurgents there had burnt Wilmington, massacred its inhabitants, and that 2,000 were then marching on Raleigh. This was not true but there was a plot worked out by twenty-four Negroes who had extended their operations into Duplin, Sampson, Wayne, New Hanover, and Lenoir Counties. The plot having been revealed by a free Negro, the militia was called out in time to prevent the carrying out of these well-laid plans. Raleigh and Fayetteville were put under military defence. Many arrests were made, several whipped and released and three of the leaders executed. One of these, a very intelligent Negro preacher named David, was convicted on the testimony of another Negro.[13]

The excitement in other States was not much less than in Virginia and North Carolina. In South Carolina Governor Hayne issued a proclamation to quiet rumors of similar uprisings. In Macon, Georgia, the entire population rose at midnight, roused from their beds by rumors of an impending onslaught. Slaves were arrested and tied to trees in different parts of the State, while captains of the militia delighted in hacking at them with swords. In Alabama, rumors of a joint conspiracy of Indians and Negroes found ready credence. At New Orleans the excitement was at such a height that a report that 1,200 stands of arms were found in a black man's house, was readily believed.[14]

But the people were not satisfied with this flow of blood and passions were not subdued with these public wreakings. Nat Turner was still at large. He had eluded their constant vigilance ever since the day of the raid in August. That he was finally captured was more the result of accident than of design. A dog belonging to some of Nat Turner's acquaintances scented some meat in the cave and stole it one night while Turner was out. Shortly after, two Negroes, one the owner of the dog, were hunting with the same animal. The dog barked at Turner who had just gone out to walk. Thinking himself discovered, Turner begged these men to conceal his whereabouts, but they, on finding out who it was, precipitately fled. Concluding from this that they would betray him, Turner left his hiding place, but he was pursued almost incessantly. At one time he was shot at by one Francis near a fodder stack in a field, but happening to fall at the moment of the discharge, the contents of the pistol passed through the crown of his hat. The lines, however, were closing upon Turner. His escape from Francis added new enthusiasm to the pursuit and Turner's resources as fertile as ever contrived a new hiding place in a sort of den in the lap of a fallen tree over which he placed fine brush. He protruded his head as if to reconnoiter about noon, Sunday, October 30, when a Benjamin Phipps, who had that morning for the first time turned out in pursuit, came suddenly upon him. Phipps not knowing him, demanded: "Who are you?" He was answered, "I am Nat Turner." Phipps then ordered him to extend his arms and Turner obeyed, delivering up a sword which was the only weapon he then had.[15]

This was ten weeks after that Sunday in August when they had feasted in the woods and arranged their plan of attack. At the time of the capture there were at least fifty men out in search of him, none of whom could have been two miles from the hiding place. The Richmond Enquirer in giving the first public announcement, said: "Nat displayed no sort of enterprise in his attempt to escape nor any degree of courage in resisting his captor;" but this journal does not give him credit for having eluded his pursuers for more than two months or for knowing that discretion is the better part of valor. Several companies of the State militia and a battalion of United States marines had joined in the search and failed, yet Nat displayed no enterprise.[16]

His arrest caused much relief. He was taken the next day to Jerusalem, the county seat, and tried on the fifth of November before a board of magistrates. The indictment against him was for making insurrection and plotting to take away the lives of divers free white persons on the twenty-second of August, 1831. On his arraignment Turner pleaded "Not Guilty." The Commonwealth submitted its case, not on the testimony of any eye witnesses but on the depositions of one Levi Waller who read Turner's Confession[17] and Colonel Trezevant the committing magistrate corroborated it by referring to the same confession. Turner introduced no testimony in defense and his counsel made no argument in his behalf. He was promptly found guilty and sentenced to be hanged Friday, November 11, 1831, twelve days after his capture. During the examination Nat evinced great intelligence and much shrewdness of intellect, answering every question clearly and distinctly and without confusion or prevarication.

An immense throng gathered on the day of execution though few were permitted to see the ceremony. He exhibited the utmost composure and calm resignation. Although assured if he felt it proper he might address the immense crowd, he declined to avail himself of the privilege, but told the sheriff in a firm voice that he was ready. Not a limb nor a muscle was observed to move. His body was given over to the surgeons for dissection. He was skinned to supply such souvenirs as purses, his flesh made into grease, and his bones divided as trophies to be handed down as heirlooms. It is said that there still lives a Virginian who has a piece of his skin which was tanned, that another Virginian possesses one of his ears and that the skull graces the collection of a physician in the city of Norfolk.

Considering the situation unusually serious, Governor John Floyd made this the dominant thought of his message to the legislature that year. More space was devoted to a discussion of this uprising than to any other single fact mentioned in the message. He was of the opinion that the spirit of insurrection was not confined to Southampton. The Governor believed that there were well-drawn plans of treason, insurrection and murder, "designed and matured by unrestrained fanatics in some of the neighboring States, who found facilities in distributing their views and plans amongst our population either through the post office or by agents sent for that purpose throughout our territory." He, therefore, corresponded with the governors of commonwealths to preserve as far as possible "the good understanding which existed and which ought to be cherished between the different members of this Union."

The Governor believed that the persons most active in stirring up the revolt were Negro preachers. "They had acquired," said he, "great ascendency over the minds of their fellows, and infused all their opinions which had prepared them for the development of the final design. There was also some reason to believe," thought he, "those preachers have a perfect understanding in relation to these plans throughout the eastern counties; and have been the channels through which the inflammatory papers and pamphlets, brought here by the agents and emissaries from other States, have been circulated amongst our slaves." He considered it a weakness in the laws of the State that facilities for assembly, to plot, treason, and conspiracy, to revolt and make insurrection, had been afforded by the lack of legislation to the contrary to prevent such freedom of movement among the Negroes. He believed, therefore, the public good required that the Negro preachers be silenced, "because, full of ignorance, they were incapable of inculcating anything but notions of the wildest superstition, thus preparing fit instruments in the hands of crafty agitators, to destroy the public tranquility."[18]

He, therefore, recommended as a means against the possible repetition of such sanguinary scenes the revision of the laws to preserve in due subordination the Negroes of the State. He believed, moreover, that although this insurrection had been due to the work of slaves, that the free people of color furnished a much more promising field for the operations of the abolition element of the North, inasmuch as they had opened to them more enlarged views and urged the achievement of a higher destiny by means, "for the present less violent, but not differing in the end from those presented to the slaves." He referred to the free Negroes as "that class of the community, which our laws have hitherto treated with indulgent kindness," and for whom many instances of solicitude for their welfare have marked the progress of legislation. If, however, thought he, the slave who is confined by law to the estate of his master can work such destruction, how much more easy it would be for the free Negro to afflict the community with a still greater calamity. The Governor, moreover, referred to the fact that the free people of color had placed themselves in hostile array against every measure designed to remove them from the State and raised the question as to whether the last benefit which the State might confer upon them might not be to appropriate annually a sum of money to aid their removal to other soil.[19]

To show how general the excitement was throughout the State one needs but read in the journal of the legislature the number of petitions praying that some action be taken to provide for the safety of the people in the commonwealth.[20] In the Valley and in the extreme western portion of the State where few slaves were found and where there were still persons who did not welcome the institution, there were held a number of meetings in which the abolition of slavery was openly discussed and urged. Such memorials, however, did not constitute the majority of the petitions requiring action with reference to slavery. More meetings were held in the eastern counties but opinion there differed so widely that they availed little in working out a constructive plan. The larger number of these took the form of such an improvement and change in the black code as to preserve the institution and at the same time secure the safety of the citizens.[21]

Believing that the free people of color had been or would be the most effective means in the attack on the institution of slavery, there were more memorials for the removal of this class of the population than any other petitions bearing on slavery. Among the counties praying for the removal of the free Negroes, were Amelia, Isle of Wight, York, Nansemond, Frederick, Powhatan, Fairfax, and Northumberland. Others asked for the removal of the free Negroes[22] and furthermore the purchase of slaves to be deported. Among the counties praying for such a measure were Fauquier, Hanover, Washington, Nelson, Loudoun, Prince William, and King William. From Charles City, Rockbridge, and Caroline Counties came the additional request for a legislation providing for gradual emancipation. Page, Augusta, Fauquier, and Botetourt, sent memorials praying that steps be taken to procure an amendment to the Constitution of the United States, investing Congress with the power to appropriate money for sending beyond the limits of the United States the free people of color and such of the slaves as might be purchased for the same purpose. This was almost in keeping with the request from the Henrico and Frederick Colonization Societies asking the Government to deport the Negroes to Africa. Buckingham County requested that the colored population be removed from the county and colonized according to the plans set forth by Thomas Jefferson. The request of the Society of Friends in the county of Charles City for gradual emancipation, however, caused resentment.[23]

Thinking that it might not be possible to transport all the Negroes of the country very easily, requests for dealing with the situation as it was, were also in order. As a number of the farmers had suffered from a loss of sheep by the numerous dogs maintained by slaves and free persons of color, there came requests praying that the keeping of dogs and hogs by Negroes be made illegal. Some of these petitions, too, had an economic phase. There came from Culpepper a petition praying for a passage of the law for the encouragement of white mechanics by prohibiting any slave, free Negro or mulatto from being bound as an apprentice to learn any trade or art. Charles City and New Kent complained against the practice of employing slaves and Negroes as millers and asked that a law penalizing such action be enacted.[24]

The question as to what should be done with the blacks turned out to be the most important matter brought before the legislature. Three-fourths of the session was devoted to the discussion of such questions as the removal of the free Negroes and the colonization of such slaves as masters could be induced to give up. The legislature met on the 5th of December and after going through the preliminaries of organization listened to the message of the Governor which had the insurrection as its most prominent feature. When the petitions from the various counties began to come in, there soon prevailed a motion that so much of the Governor's message as related to the insurrection of slaves and the removal of the free Negroes be referred to a select committee, which after prolonged deliberation found it difficult to agree upon a report.

Desiring to protect the interests of slavery, William O. Goode, of Mecklenburg County, moved on the eleventh of January that the select committee appointed to consider the memorials bearing on slaves free Negroes and the Southampton massacre be discharged from the consideration of all petitions, memorials and resolutions, which had for their object the manumission of slaves. The resolution further declared that it was not expedient to legislate on slavery.[25] Whereupon Thomas Jefferson Randolph, of Albemarle County, moved to amend this resolution so as to instruct the committee to inquire into the expediency and to report a bill to submit to the voters of the State the propriety of providing by law that the children of all female slaves who might be born in that State on or after the fourth day of July, 1840, should become the property of the commonwealth, the males at the age of twenty-one years and females at the age of eighteen, if detained by their owners within the limits of the commonwealth, until they should respectively arrive at the ages aforesaid. They would then be hired out until the net sum arising therefrom should be sufficient to defray the expenses of their removal beyond the limits of the United States.[26]

After several days of heated but fruitless discussion marked by adjournment to calm the troubled waters, the question assumed a new phase when William H. Brodnax, the chairman of the select committee, reported the resolution: That it is inexpedient for the present to make any legislative enactments for the abolition of slavery. Whereupon Mr. William A. Patterson of Chesterfield County moved to amend this resolution so as to read: That it was expedient to adopt some legislative enactments for the abolition of slavery.[27] Around Goode's motion, Randolph's substitute and Preston's amendments centered an exciting debate showing such a wide difference of opinion that the publicity caused about as much excitement as Nat Turner's insurrection itself. Many citizens protested against such an open discussion, knowing that slaves able to read might thereby be induced to rise again.[28] This fear, however, did not serve very well as a restraining factor.

The warning sounded by some of these people is significant. The Richmond Enquirer the chief organ of thought in the State expressed in a strong editorial that the evils of slavery were alarming and urged that some definite action be taken immediately since the policy of deferring the solution of the problem for future generations had brought the commonwealth to grief.[29] Certain ladies from Fluvanna County said in their memorial: "We cannot conceal from ourselves that an evil is among us, which threatens to outgrow the growth and eclipse the brightness of our national blessings."[30] Brodnax deplored the fact that the time had come in Virginia "When men were found to lock their doors and open them in the morning to receive their servants to light their fires, with pistols in their hands."[31]

A summary of this debate shows that a few members of the legislature desired instant abolition, a much larger number, probably a majority of the body, wanted to work out some scheme for gradual emancipation, and others feeling that the slaves could be controlled by severe laws, endeavored to restrict the effort to the removal of the free people of color. Certain citizens of Hanover desired to lay a tax on slaves and free Negroes to raise funds to deport them all.[32] The unfortunate development, however, was that no one knew exactly what he wanted, no one came to the legislature with a well-matured plan to remedy the evils, and every man seemed to be governed in his action by his local interests rather than those of the commonwealth.

The Preston amendment was, after an exciting discussion, finally defeated on the 25th of January by a vote of 58 to 73. Thereupon on motion of Mr. Archibald Bryce, of Goochland County, the legislature amended the report of the select committee by inserting the following: "Profoundly sensible of the great evils arising from the condition of the colored population of this commonwealth induced by humanity, as well as by policy to an immediate effort for the removal in the first place, as well of those who are now free, as of such as may hereafter become free: believing that this effort, while it is in just accordance with the sentiment of the community on the subject, will absorb all our present means, and that a further action for the removal of the slaves should await a more definite development of public opinion.[33]

This resolution aptly describes the situation resulting after the prolonged discussion. A majority of the members believed that slavery was an evil, but no one was willing to pay the cost of exterminating it. It was easily shown that because of unprofitable slave labor the commonwealth was lagging behind the free States and that the free labor essential to the rebuilding of the waste places in the State would never come to the commonwealth as long as there would be competition with slave labor. It was soon apparent, however, that a State with such a diversity of interests, one-half slave and one-half free could not legislate on slavery. This compromising resolution of procrastination, therefore, was adopted as the best Virginia could under the circumstances be induced to do for the extermination[34] of its worst evil.

The debate proved to be valuable to the abolitionists. In the course of his remarks Mr. Brodnax declared that the confidence of the people seemed to be gone. "Under such circumstances life becomes a burthen and it is better to seek a home in some distant realm and leave the graves of our fathers than endure so precarious a condition." It was evident, he thought, that something must be done; and although measures for the removal of this evil might not, perhaps be arrived at immediately yet some plan for its gradual eradication would probably be hit upon. A system might be concocted by degrees to embrace the whole subject and it was therefore necessary to consider it in all its bearings.[35]

Mr. Chandler said that he in common with his constituents looked forward to the passage of a law for the removal of the free blacks. He was also in favor of the consideration of any plan which might remove entirely at some future time, the greatest curse that had ever been inflicted upon this State. He would look upon the day on which the deliverance of the commonwealth from the burden of slavery should be accomplished as the most glorious in the annals of Virginia since the fourth of July, 1776.[36] Mr. Moore did not wish to entangle the committee on the subject of getting rid of the free black population of this State. That population, he knew, was a nuisance which the interests of the people required to remove, but there was another and a greater nuisance, slavery itself. He wished that it should be considered and if it were possible to devise any plan for the ultimate extinction of slavery, he would rejoice.[37]

Mr. Bolling rose in his remarks to a height of moral sublimity. "We talk of freedom," said he, "while slavery exists in this land; and speak with horror of the tyranny of the Turk. We foster an evil which the highest interests of the community require should be removed, which was denounced as the bans of our happiness by the Father of the Commonwealth and to which we trace the cause of the lamentable depression of Eastern Virginia. Every intelligent individual admits that slavery is the most pernicious evil with which a body politic can be afflicted."[38]

Mr. Randolph, the grandson of Thomas Jefferson, said that it was the dark, the appalling, the despairing future that had awakened the public mind rather than the Southampton Insurrection. He asked whether silence would restore the death-like apathy of the Negro's mind. It might be wise to let it sleep in its torpor; "but has not," he asked, "its dark chaos been illumined? Does it not move, and feel and think? The hour of the eradication of the evil is advancing, it must come. Whether it is affected by the energy of our minds or by the bloody scenes of Southampton and San Domingo is a tale for future history."[39] Mr. Faulkner addressed the House in favor of the gradual extinction of slavery, concluding with these words: "Tax our lands, vilify our country, carry the sword of extermination through our defenceless villages but spare us the curse of slavery, that bitterest drop from the chalice of the destroying angel."[40]

Mr. MacDowell, referring to the insurrection, thus described its terror and its awful lesson: "It drove families from their homes, assembled women and children in crowds in every condition of weakness and infirmity, and every suffering that want and terror could inflict, to escape the terrible dread of domestic assassination. It erected a peaceful and confiding State into a military camp which outlawed from pity the unfortunate beings whose brothers had offended; which barred every door, penetrated every bosom with fear or suspicion, which so banished every sense of security from every man's dwelling; that, let but a hoof or horn break upon the silence of the night, and an aching throb would be driven to the heart. The husband would look to his weapon and the mother would shudder and weep upon her cradle. Was it the fear of Nat Turner and his deluded drunken handful of followers, which produced such effects? Was it this that induced distant counties where the very name of Southampton was strange to arm and equip for a struggle? No sir, it was the suspicion eternally attached to the slave himself, a suspicion that a Nat Turner might be in every family, that the same bloody deed might be acted over at any time and in any place, that the materials for it were spread through the land and were always ready for a like explosion."[41]

Although no agreement on the extinction of slavery could be reached, the question of removing the free people of color was decidedly another matter. Many who were unwilling to legislate with reference to slavery did not object to the proposal to remove the free Negroes from the State. Yet there were others who looked upon this as a political by-play. The Southampton Insurrection was not the work of free Negroes but that of slaves. Only two of the many free Negroes in Southampton county took a part in the insurrection and these two had slave wives. The North Carolina plot, moreover, was revealed by a free Negro. Many citizens agreed too with a Richmond Enquirer correspondent of Hanover, who in speaking for the free people of color pointed out the good they had been to the community,[42] and the Governor who in his annual message raised the question as to propriety of removing them, said that the laws of the State had theretofore treated the free people of color with "indulgent kindness" and that "many instances of solicitude for their welfare" had "marked the progress of legislation."[43]

A bill for removal, however, was promptly offered on the twenty-seventh of January.[44] On the first of February there was presented an additional report deeming it expedient to set apart for the removal of the free colored population so much of the claims of Virginia on the General Government as may come into and belong to the treasury of the State.[45] A few days later Mr. Moore submitted a resolution covering the same ground and calling upon the Senators and Representatives of Virginia in Congress to use their best efforts to promote this project.[46] The Matter was tabled but on the 6th of February the House resolved itself into a committee of the whole to take this bill into consideration. After prolonged discussion the matter was again tabled with a view to future consideration. The feeling of the majority seemed to be that, if the Negroes were removed, no coercion should be employed except in the case of those who remained in the State contrary to the law of 1806.[47] $35,000 for 1832 and $90,000 for 1833 was to be appropriated for transportation. A central board consisting of the governor, treasurer, and members of the Council of State was to decide the place to which these Negroes were to be expatriated and the agents to carry out the law would also be named by the same board.[48] The bill for the removal of free Negroes was indefinitely postponed in the Senate by a vote of 18 to 14 and therefore was never taken up.

The next effort of the legislature in dealing with the Negroes was to strengthen the black code as it then existed so as to provide for a more adequate supervision and rigid control of the slaves and free people of color. There was offered thereafter a bill to amend an act entitled "an act to revise under one the several acts concerning slaves, free Negroes and mulattoes." The important provisions of the bill were that slaves and free Negroes should not conduct religious exercises nor attend meetings held at night by white preachers unless granted written permission by their masters or overseers. Thereafter no free Negro should be capable of purchase or otherwise acquiring permanent ownership, except by descent, of any slave, other than his or her husband, wife or children. Further penalties, moreover, were provided for persons writing or printing anything intended to incite the Negroes to insurrection. The State had already enacted a law prohibiting the teaching of slaves, free Negroes and mulattoes.[49] The other petitions requiring that Negroes be restricted in the higher pursuits of labor and in the ownership of hogs and dogs were, because of the spirit which existed after the excitement had subsided, rejected as unnecessary. The law providing for burning in the hand was repealed. The immigration of free Negroes into the State, however, was prohibited in 1834.[50]

The effect of this insurrection and this debate extended far beyond the borders of Virginia and the South. Governor McArthur of Ohio in a message to his legislature called special attention to the outbreak and the necessity for prohibitive legislation against the influx within that commonwealth of the free people of color who naturally sought an asylum in the free States. The effect in Southern States was far more significant. Many of them already had sufficient regulations to meet such emergencies as that of an insurrection but others found it necessary to revise their black codes.

Maryland passed, at the session of its legislature in 1831-1832, a law providing a board of managers to use a fund appropriated for the purpose of removing the free people of color to Liberia in connection with the State colonization society.[51] Another act forbade the introduction of slaves either for sale or resident and the immigration of free Negroes. It imposed many disabilities on the resident free people of color so as to force them to emigrate.[52] Delaware, which had by its constitution of 1831, restricted the right of franchise to whites[53] enacted in 1832 an act preventing the use of firearms by free Negroes and provided also for the enforcement of the law of 1811 against the immigration of free Negroes and mulattoes, prohibited meetings of blacks after ten o'clock and forbade non-resident blacks to preach.[54]

In 1831 Tennessee forbade free persons of color to immigrate into that State under the penalty of fine for remaining and imprisonment in default of payment. Persons emancipating slaves had to give bond for their removal to some point outside of the State[55] and additional penalties were provided for slaves found assembling or engaged in conspiracy. Georgia enacted a measure to the effect that none might give credit to free persons of color without order from their guardian required by law and, if insolvent, they might be bound out. It further provided that neither free Negroes nor slaves might preach or exhort an assembly of more than seven unless licensed by justices on certificate of three ordained ministers. They were also forbidden to carry firearms.[56] North Carolina, in which Negroes voted until 1834, enacted in 1831 a special law prohibiting free Negroes from preaching and slaves from keeping house or going at large as free men. To collect fines of free Negroes the law authorized that they might be sold.[57] The new constitution of the State in 1835 restricted the right of suffrage to white men. South Carolina passed in 1836 a law prohibiting the teaching of slaves to read and write under penalties, forbidding too the employment of a person of color as salesman in any house, store or shop used for trading. Mississippi had already met most of these requirements in the slave code in the year 1830.[58]

In Louisiana it was deemed necessary to strengthen the slave code. An act relative to the introduction of slaves provided that slaves should not be introduced except by persons immigrating to reside and citizens who might become owners.[59] Previous legislation had already provided severe penalties for persons teaching Negroes to read and write and also had made provision for compelling free colored persons to leave the State.[60] In 1832 the State of Alabama enacted a law making it unlawful for any free person of color to settle within that commonwealth. Slaves or free persons of color should not be taught to spell, read or write. It provided penalties for Negroes writing passes and for free blacks associating or trading with slaves. More than five male slaves were declared an unlawful assembly but slaves could attend worship conducted by whites yet neither slaves nor free Negroes were permitted to preach unless before five respectable slaveholders and the Negroes so preaching were to be licensed by some neighboring religious society. It was provided, however, that these sections of the article did not apply to or affect any free person of color who, by the treaty between the United States and Spain, became citizens of the United States.[61]

So many ills of the Negro followed, therefore, that one is inclined to question the wisdom of the insurgent leader. Whether Nat Turner hastened or postponed the day of the abolition of slavery, however, is a question that admits of little or much discussion in accordance with opinions concerning the law of necessity and free will in national life. Considered in the light of its immediate effect upon its participants, it was a failure, an egregious failure, a wanton crime. Considered in its necessary relation to slavery and as contributory to making it a national issue by the deepening and stirring of the then weak local forces, that finally led to the Emancipation Proclamation and the Thirteenth Amendment, the insurrection was a moral success and Nat Turner deserves to be ranked with the greatest reformers of his day.

This insurrection may be considered an effort of the Negro to help himself rather than depend on other human agencies for the protection which could come through his own strong arm; for the spirit of Nat Turner never was completely quelled. He struck ruthlessly, mercilessly, it may be said, in cold blood, innocent women and children; but the system of which he was the victim had less mercy in subjecting his race to the horrors of the "middle passages" and the endless crimes against justice, humanity and virtue, then perpetrated throughout America. The brutality of his onslaught was a reflex of slavery, the object lesson which he gave brought the question home to every fireside until public conscience, once callous, became quickened and slavery was doomed.

JOHN W. CROMWELL

FOOTNOTES:

[1] Nat Turner was a familiar name in the household in which the author was reared, as his home was within fifty miles of the place of Turner's exploits. In 1871, the last term of the author's service as a teacher in the public schools of Virginia, was spent in this same county, with a people, many of whom personally knew Nat Turner and his comrades.

Nat Turner was born October 2, 1800, the slave of Benjamin Turner. His father, a native of Africa, escaped from slavery and finally emigrated to Liberia, where, it is said, his grave is quite as well known as that of Franklin's, Jefferson's or Adams's is to the patriotic American. There is now living in the city of Baltimore a man who on good authority claims to be the grandson of Nat Turner and a son of his was said to be still living in Southampton County, Virginia, in 1896.

In his early years Turner had a presentiment which largely influenced his subsequent life and confirmed him in the belief that he was destined to play an unusual role in history. That prenatal influence gave him a marked individuality is readily believed when the date of his birth is recalled, the period when the excitement over the discovery of Gabriel Prosser's plot was at its height. Nat's mind was very restless and active, inquisitive and observant. He learned to read and write with no apparent difficulty. This ability gave him opportunity to confirm impressions as to knowledge of subjects in which he had received no instruction. When not working for his master, he was engaged in prayer or in making sundry experiments. By intuition he, in a rude way, manufactured paper, gunpowder, pottery and other articles in common use. This knowledge which he claimed to possess was tested by actual demonstration during the trial for his life. His superior skill in planning was universally admitted by his fellow workmen. He did not, however, attribute this superior influence to sorcery, conjuration or such like agencies, for he had the utmost contempt for these delusions.

"To this day," says T. W. Higginson, "There are the Virginia slave traditions of the keen devices of Prophet Nat. If he were caught with lime and lampblack in hand conning over a half-finished county map on the barn door, he was always planning what he would do if he were blind. When he had called a meeting of slaves and some poor whites came eavesdropping, the poor whites at once became the topic of discussion; he incidentally mentioned that the master had been heard threatening to drive them away; one slave had been ordered to shoot Mr. Jones' pigs, another to tear down Mr. Johnson's fences. The poor whites, Johnson and Jones, ran home at once to see to their homesteads and were better friends than ever to poor Nat."—T. W. Higginson's Travellers and Outlaws, pp. 282-283.

[2] T. W. Higginson's Travellers and Outlaws, p. 284.

[3] Nat Turner's Confessions.

[4] Drewry, The Southampton Insurrection, pp. 35-74.

[5] The Richmond Enquirer, Aug. 30, Sept. 4, 6 and 20, 1831.

[6] Based on statements made to the author by contemporaries of Nat Turner.

[7] Higginson, Travellers and Outlaws, p. 300.

[8] The statement of Rev. M.B. Cox, a Liberian Missionary, then in Virginia.

[9] Higginson, Travellers and Outlaws, 302-303.

[10] Journal of the House of Delegates, 1831, p. 9.

[11] Drewry, The Southampton Insurrection, 102.

[12] The Richmond Enquirer, August 30 and September and October, 1831.

[13] The Richmond Enquirer, Sept. 4, 1831.

[14] Higginson, Travellers and Outlaws, 303.

[15] The Richmond Enquirer, Nov. 4 and 8, 1831.

[16] The Richmond Enquirer, Nov. 4, 1831.

[17] The trial and execution over, the Confessions of Nat were published in pamphlet form and had a wide sale. An accurate likeness by John Crawley, a former artist of Norfolk at that time, lithographed by Endicott and Sweet of Baltimore, accompanied the edition which was printed for T. R. Gray, Turner's attorney. Fully 50,000 copies of this pamphlet are said to have been sold within a few weeks of its publication, yet today they are exceedingly rare, not a copy being found either in the State Library at Richmond, the Public Library at Boston nor the Congressional Library at Washington. These Confessions purport to give from Turner's own lips circumstances of his life. "Portions of it," says The Richmond Enquirer, "are eloquent and even classically expressed; but," continues the critic, more than sixty miles away, "the language is far superior to what Nat Turner could have employed, thereby giving him a character for intelligence which he does not deserve and should not receive." On the contrary, however, Mr. Gray, his attorney and confessor who did not write from long range, said: "As to his ignorance, he certainly had not the advantages of education, but he can read and write and for natural intelligence and quickness of apprehension is surpassed by few men I have ever seen. Further the calm, deliberate composure with which he spoke of his late deeds and intentions, the expression of his fiend-like face when excited by enthusiasm; still bearing the stains of the blood of helpless innocence about him; clothed with rags and covered with chains, yet daring to raise his manacled hands to heaven; with a spirit soaring above the attributes of man, I looked on him and my blood curdled in my veins."—The Confessions of Nat Turner.

[18] The Journal of the House of Delegates, 1831, pp. 9 and 10.

[19] The Journal of the House of Delegates, 1831, p. 10.

[20] In Fluvanna this memorial of certain ladies was agreed upon and sent to the legislature: "We cannot conceal from ourselves that an evil is among us, which threatens to outgrow the growth and eclipse the brightness of our national blessings. Our daughters and their daughters are destined to become, in their turn, the tender fosterers of helpless infancy, the directors of developing childhood, and the companions of those citizens, who will occupy the legislative and executive offices of their country. Can we calmly anticipate the condition of the Southern States at that period, should no remedy be devised to arrest the progressive miseries attendant on slavery? Will the absent father's heart be at peace, when, amid the hurry of public affairs, his truant thoughts return to the home of his affection, surrounded by doubtful, if not dangerous, subjects to precarious authority? Perhaps when deeply engaged in his legislative duties his heart may quail and his tongue falter with irresistible apprehension for the peace and safety of objects dearer than life.

"We can only aid the mighty task by ardent outpourings of the spirit of supplication at the Throne of Grace. We will call upon the God, in whom we trust, to direct your counsels by His unerring wisdom, guide you with His effectual spirit. We now conjure you by the sacred charities of kindred, by the solemn obligations of justice, by every consideration of domestic affection and patriotic duty, to nerve every faculty of your minds to the investigation of this important subject, and let not the united voices of your mothers, wives, daughters and kindred have sounded in vain in your ears."—Drewry, The Southampton Insurrection, p. 165.

[21] Drewry, The Southampton Insurrection, pp. 1-100.

[22] October 18. This memorial circulated in Petersburg and in adjoining towns and counties is typical:

"The undersigned good citizens of the County of ........ invite the attention of your honorable body to a subject deemed by them of primary importance to their present welfare and future security.

"The mistaken humanity of the people of Virginia, and of our predecessors, has permitted to remain in this Commonwealth a class of people who are neither freemen nor slaves. The mark set on them by nature precludes their enjoyment in this country, of the privileges of the former; and the laws of the land do not allow them to be reduced to the condition of the latter. Hence they are of necessity degraded, profligate, vicious, turbulent and discontented.

"More frequent than whites (probably in tenfold proportion) sustained by the charitable provisions of our laws, they are altogether a burden on the community. Pursuing no course of regular business, and negligent of everything like economy and husbandry, they are as a part of the community, supported by the productive industry of others.

"But their residence among us is yet more objectionable on other accounts. It is incompatible with the tranquility of society; their apparent exemption from want and care and servitude to business, excites impracticable hopes in the minds of those who are even more ignorant and unreflecting—and their locomotive habits fit them for a dangerous agency in schemes, wild and visionary, but disgusting and annoying.

"We would not be cruel and unchristian—but we must take care of the interests and morals of society, and of the peace of mind of the helpless in our families. It is indispensable to the happiness of the latter, that this cause of apprehension be removed. And efforts to this end are, we firmly believe, sanctioned by enlightened humanity toward the ill-fated class to whom we allude. They can never have the respect and intercourse here which are essential to rational happiness, and social enjoyment and improvement. But in other lands they may become an orderly, sober, industrious, moral, enlightened and christian community; and be the happy instruments of planting and diffusing those blessings over a barbarous and benighted continent.

"Your petitioners will not designate a plan of legislative operation—they leave to the wisdom and provident forecast of the General Assembly, the conception and the prosecution of the best practicable scheme—but they would respectfully and earnestly ask that the action of the laws passed to this effect be decisive, and the means energetic—such as shall, with as much speed as may be, free our country from this bane of its prosperity, morality and peace."—The Richmond Enquirer, Oct. 21, 1831.

[23] The Journal of the House of Delegates, 1831, pp. 1-123.

[24] The Journal of the House of Delegates, 1831, pp. 41, 56, 119.

[25] Ibid., 1831, p. 93.

[26] The Journal of the House of Delegates, 1831, p. 93.

[27] Ibid., p. 93.

[28] Ibid., p. 125.

[29] The Richmond Enquirer, Jan. 7, 1832.

[30] Drewry, The Southampton Insurrection, p. 165.

[31] The Richmond Enquirer, Dec. 17, 1831.

[32] Ibid., Nov. 18, 1831.

[33] The Journal of the House of Delegates, 1831, p. 110.

[34] Before the insurrection free men of color voted in North Carolina and at least one well-authenticated case exists of a colored voter in Virginia prior to 1830. A native of Virginia long a resident of Massachusetts is an authority for the statement that the facilities for higher education of the Negro were quite as good in Richmond as in Boston at that time. There was published in a paper of the time an account of the celebration of the anniversary of the Declaration of Independence, July 4, 1827, by the free people of color of the city of Fredericksburg, Virginia. The orator of the day was Isaac N. Carey.

In North Carolina John Chavis, a Negro, rose to such excellence as a teacher of white youth that he is pronounced in a biographical sketch, contained in a history of education in that State, published by the United States Bureau of Education, as one of the most eminent men produced by that State. Though an unmistakable Negro, as a preacher he acceptably filled many a white pulpit and was welcomed as a social guest at many a fireside. Such was the bitterness against the race growing out of Nat Turner's Insurrection, however, that even such a man fell under the ban of proscription.

One of the preachers to whom Governor Floyd had reference quietly ignored the suggestion in the message of his Excellency and kept up his work. He was a Baptist preacher, William Carney, the grandfather of the famous Sergeant William H. Carney, of the 54th Massachusetts Regiment. At the same time a daughter of his and a Methodist in a neighboring town "bearded the lion in his den" by actually collaring and driving out the leader of a party of white men who broke into a Negro religious meeting.