The Journal of Negro History, Volume 7, 1922
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Various. The Journal of Negro History, Volume 7, 1922
The Journal of Negro History. Vol. VII—January, 1922—No. 1
SLAVE SOCIETY ON THE SOUTHERN PLANTATION
THE EVOLUTION OF THE NEGRO BAPTIST CHURCH
EARLY NEGRO EDUCATION IN WEST VIRGINIA
The First Efforts in Northern West Virginia
Blazing the Way in the Central Counties
The Strivings in Southern West Virginia
Higher Education of Negroes
The West Virginia Teachers' Association
THE FIRST NEGRO CHURCHES IN THE DISTRICT OF COLUMBIA
DOCUMENTS
COMMUNICATIONS
BOOK REVIEWS
NOTES
PROCEEDINGS OF THE ANNUAL MEETING OF THE ASSOCIATION FOR THE STUDY OF NEGRO LIFE AND HISTORY, HELD AT LYNCHBURG, NOVEMBER 14 AND 15, 1921
The Journal of Negro History. Vol. VII—April, 1922—No. 2
NEGRO CONGRESSMEN A GENERATION AFTER
Evidences of Mental Equipment
Their Public Service Prior to Membership in Congress
Negro Congressmen in Action
Education
Protection of Loyal Citizens
Interest in Economic Problems
Racial Measures
Various Interests
A Critical Survey
THE PRIORITY OF THE SILVER BLUFF CHURCH AND ITS PROMOTERS
George Galphin—Patron of the Silver Bluff Church
The Silver Bluff Church in Exile
The Silver Bluff Church Revived
The Church at Augusta
The First African Baptist Church of Savannah, Georgia
A Remnant of Liele's Church in Savannah After The Revolutionary War
THE NEGROES IN MAURITIUS278
DOCUMENTS
BOOK REVIEWS
NOTES
The Journal of Negro History. Vol. VII—July, 1922—No. 3
THE ANDERSON FUGITIVE CASE
A NEGRO SENATOR
LINCOLN'S EMANCIPATION PLAN
THE JOURNAL OF ISAACO363
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II
III
IV
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VI
VII
VIII
IX
COMMUNICATIONS
DOCUMENTS
BOOK REVIEWS
NOTES
The Journal of Negro History. Vol. VII—October, 1922—No. 4
BRAZILIAN AND UNITED STATES SLAVERY COMPARED
A General View
The Social Side of Slavery
Slave Rights
Slave Resistance
The Race Problem
An Afterthought
THE ORIGINS OF ABOLITION IN SANTO DOMINGO
CANADIAN NEGROES AND THE REBELLION OF 1837
LOTT CARY,436 THE COLONIZING MISSIONARY
Preparation for Africa
Readjustment on African Soil
Usefulness of the Man
Final Work and Worth
COMMUNICATIONS
DOCUMENTS
BOOK REVIEWS
NOTES
Отрывок из книги
In the year 1619, memorable in the history of the United States, a Dutch trading vessel carried to the colonists of Virginia twenty Negroes from the West Indies and sold them as slaves, thus laying the foundation of slave society in the American colonies. In the seventeenth century slavery made but little progress in these parts of America, and during that whole period not more than twenty-five thousand slaves were brought to the colonies to work in the tobacco and rice fields of the South or to serve as maids, butlers, and coachmen in the North. The eighteenth century, however, saw a rapid increase in slavery, until the census of 1790, much to the surprise of most observers, showed a slave population of 679,679 living in every State and territory of the country except Massachusetts and Maine.
With the extensive development of various industries in the colonies, slavery soon left the North and was used exclusively in the South. There are several reasons for this shift. In the first place, the colonies of the North were settled by people from the lower and middle classes, who had been accustomed to working for themselves and who thus had no use for slaves, while the South was settled largely by adventurers, who had never worked and who looked upon labor as dishonorable. In the second place, the North had a temperate climate in which any man could safely work, while the heat of the South was so intense that a white man endangered his life by working in it, whereas the Negro was protected by facility of acclimation. Another cause was the difference in soil. The soil of the South was favorable to the growth of cotton, tobacco, rice, and sugar, the cultivation of which crops required large forces of organized and concentrated labor, which the slaves supplied. On the other hand, the soil of the North favored the raising of cereals, which required neither organized nor concentrated labor; for one man working alone was able to produce more than one man working in a group: and thus slave labor was of little or no advantage to the North. Then, too, its soil, lacking the fertility of that of the South, required considerable fertilizing, which slave labor did not have the intelligence to learn. Thus in 1750 the slaves included three per cent of the population of the New England colonies, nine per cent of the middle colonies, and twenty-five per cent of those south of the Potomac River.1 By the end of the eighteenth century every State north of Maryland, with the exception of New Jersey, had provided for the immediate or gradual abolition of slavery, while the rise of the cotton industry, quickened by the invention of the cotton gin in 1793, had bound the institution on the South.
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The impetus given to education at Montgomery was productive of desirable results in other towns in Fayette County. The second Negro school to be established in Fayette County was that Quinnimont in 1880. A storm of protest made the life of the teacher almost intolerable, although he was a white man. The school-house had to be guarded, but Rev. M. S. G. Abbot taught it two years. Then came Mr. R. D. Riddle, mentioned above in connection with the school at Ronceverte.45
At Eagle, not far from Montgomery, there settled groups of Negroes sufficiently large to necessitate educational facilities for their children. A large one-room school followed and this had not been established very long before it was necessary to employ two teachers. Among the prominent laborers in this field were Mrs. Mary Wilson-Johnson and Mrs. A. G. Payne. This work experienced most extensive growth under the direction of Miss A. L. Norman, Miss M. E. Shelton and Mr. A. C. Page.
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