THE NEGRO'S PART IN THE REDEMPTION OF AFRICA[29] (continued 5)
Reading edition
THE TRAINING OF NEGROES FOR SOCIAL REFORM[53]
By W. E. Burghardt Du Bois, Ph. D.
Editor and Founder "The Crisis"
The responsibility for their own social regeneration ought to be placed largely upon the shoulders of the Negro people. But such responsibility must carry with it a grant of power; responsibility without power is a mockery and a farce. If, therefore, the American people are sincerely anxious that the Negro shall put forth his best efforts to help himself, they must see to it that he is not deprived of the freedom and power to strive. The responsibility for dispelling their own ignorance implies that the power to overcome ignorance is to be placed in black men's hands; the lessening of poverty calls for the power of effective work; and the responsibility for lessening crime calls for control over social forces which produce crime.
Such social power means, assuredly, the growth of initiative among Negroes, the spread of independent thought, the expanding consciousness of manhood; and these things to-day are looked upon by many with apprehension and distrust. Men openly declare their design to train these millions as a subject caste, as men to be thought for, but not to think; to be led, but not to lead themselves.
Those who advocate these things forget that such a solution flings them squarely on the other horn of the dilemma: such a subject child-race could never be held accountable for its own misdeeds and shortcomings; its ignorance would be part of the nation's design, its poverty would arise partly from the direct oppression of the strong and partly from thriftlessness which such oppression breeds; and, above all, its crime would be the legitimate child of that lack of self-respect which caste systems engender. Such a solution of the Negro problem is not one which the saner sense of the nation for a moment contemplates; it is utterly foreign to American institutions, and is unthinkable as a future for any self-respecting race of men. The sound afterthought of the American people must come to realize that the responsibility for dispelling ignorance and poverty, and uprooting crime among Negroes cannot be put upon their own shoulders unless they are given such independent leadership in intelligence, skill, and morality as will inevitably lead to an independent manhood which cannot and will not rest in bonds.
Let me illustrate my meaning particularly in the matter of educating Negro youth.
The Negro problem, it has often been said, is largely a problem of ignorance—not simply of illiteracy, but a deeper ignorance of the world and its ways, of the thought and experience of men; an ignorance of self and the possibilities of human souls. This can be gotten rid of only by training; and primarily such training must take the form of that sort of social leadership which we call education. To apply such leadership to themselves and to profit by it, means that Negroes would have among themselves men of careful training and broad culture, as teachers and teachers of teachers. There are always periods of educational evolution when it is deemed quite proper for pupils in the fourth reader to teach those in the third. But such a method, wasteful and ineffective at all times, is peculiarly dangerous when ignorance is widespread and when there are few homes and public institutions to supplement the work of the school. It is, therefore, of crying necessity among Negroes that the heads of their educational system—the teachers in the normal schools, the heads of high schools, the principals of public systems, should be unusually well trained men; men trained not simply in common-school branches, not simply in the technique of school management and normal methods, but trained beyond this, broadly and carefully, into the meaning of the age whose civilization it is their peculiar duty to interpret to the youth of a new race, to the minds of untrained people. Such educational leaders should be prepared by long and rigorous courses of study similar to those which the world over have been designed to strengthen the intellectual powers, fortify character, and facilitate the transmission from age to age of the stores of the world's knowledge.
Not all men—indeed, not the majority of men, only the exceptional few among American Negroes or among any other people—are adapted to this higher training, as, indeed, only the exceptional few are adapted to higher training in any line; but the significance of such men is not to be measured by their numbers, but rather by the numbers of their pupils and followers who are destined to see the world through their eyes, hear it through their trained ears, and speak to it through the music of their words.
Such men, teachers of teachers and leaders of the untaught, Atlanta University and similar colleges seek to train. We seek to do our work thoroughly and carefully. We have no predilections or prejudices as to particular studies or methods, but we do cling to those time-honored sorts of discipline which the experience of the world has long since proven to be of especial value. We sift as carefully as possible the student material which offers itself, and we try by every conscientious method to give to students who have character and ability such years of discipline as shall make them stronger, keener, and better for their peculiar mission. The history of civilization seems to prove that no group or nation which seeks advancement and true development can despise or neglect the power of well-trained minds; and this power of intellectual leadership must be given to the talented tenth among American Negroes before this race can seriously be asked to assume the responsibility of dispelling its own ignorance. Upon the foundation-stone of a few well-equipped Negro colleges of high and honest standards can be built a proper system of free common schools in the South for the masses of the Negro people; any attempt to found a system of public schools on anything less than this—on narrow ideals, limited or merely technical training—is to call blind leaders for the blind.
The very first step toward the settlement of the Negro problem is the spread of intelligence. The first step toward wider intelligence is a free public-school system; and the first and most important step toward a public-school system is the equipment and adequate support of a sufficient number of Negro colleges. These are first steps, and they involve great movements: first, the best of the existent colleges must not be abandoned to slow atrophy and death, as the tendency is to-day; secondly, systematic attempt must be made to organize secondary education. Below the colleges and connected with them must come the normal and high schools, judiciously distributed and carefully manned. In no essential particular should this system of common and secondary schools differ from educational systems the world over. Their chief function is the quickening and training of human intelligence; they can do much in the teaching of morals and manners incidentally, but they cannot and ought not to replace the home as the chief moral teacher; they can teach valuable lessons as to the meaning of work in the world, but they cannot replace technical schools and apprenticeship in actual life, which are the real schools of work. Manual training can and ought to be used in these schools, but as a means and not as an end—to quicken intelligence and self-knowledge and not to teach carpentry; just as arithmetic is used to train minds and not skilled accountants.
Whence, now, is the money coming for this educational system? For the common schools the support should come from local communities, the State governments, and the United States Government; for secondary education, support should come from local and State governments and private philanthropy; for the colleges, from private philanthropy and the United States Government. I make no apology for bringing the United States Government in thus conspicuously. The General Government must give aid to Southern education if illiteracy and ignorance are to cease threatening the very foundations of civilization within any reasonable time. Aid to common school education could be appropriated to the different States on the basis of illiteracy. The fund could be administered by State officials, and the results and needs reported upon by United States educational inspectors under the Bureau of Education. The States could easily distribute the funds so as to encourage local taxation and enterprise and not result in pauperizing the communities. As to higher training, it must be remembered that the cost of a single battle-ship like the Massachusetts would endow all the distinctively college work necessary for Negroes during the next half-century; and it is without doubt true that the unpaid balance from bounties withheld from Negroes in the Civil War would, with interest, easily supply this sum.
But spread of intelligence alone will not solve the Negro problem. If this problem is largely a question of ignorance, it is also scarcely less a problem of poverty. If Negroes are to assume the responsibility of raising the standards of living among themselves, the power of intelligent work and leadership toward proper industrial ideals must be placed in their hands. Economic efficiency depends on intelligence, skill and thrift. The public school system is designed to furnish the necessary intelligence for the ordinary worker, the secondary school for the more gifted workers, and the college for the exceptional few. Technical knowledge and manual dexterity in learning branches of the world's work are taught by industrial and trade schools, and such schools are of prime importance in the training of colored children. Trade-teaching can not be effectively combined with the work of the common schools because the primary curriculum is already too crowded, and thorough common-school training should precede trade-teaching. It is, however, quite possible to combine some of the work of the secondary schools with purely technical training, the necessary limitations being matters of time and cost: e. g., the question whether the boy can afford to stay in school long enough to add parts of a high-school course to the trade course, and particularly the question whether the school can afford or ought to afford to give trade training to high-school students who do not intend to become artisans. A system of trade-schools, therefore, supported by State and private aid, should be added to the secondary school system.
An industrial school, however, does not merely teach technique. It is also a school—a center of moral influence and of mental discipline. As such it has peculiar problems in securing the proper teaching force. It demands broadly trained men: the teacher of carpentry must be more than a carpenter, and the teacher of the domestic arts more than a cook; for such teachers must instruct, not simply in manual dexterity, but in mental quickness and moral habits. In other words, they must be teachers as well as artisans. It thus happens that college-bred men and men from other higher schools have always been in demand in technical schools. If the college graduates were to-day withdrawn from the teaching force of the chief Negro industrial schools, nearly every one of them would have to close its doors. These facts are forgotten by such advocates of industrial training as oppose the higher schools. Strong as the argument for industrial schools is—and its strength is undeniable—its cogency simply increases the urgency of the plea for higher training-schools and colleges to furnish broadly educated teachers.
But intelligence and skill alone will not solve the Southern problem of poverty. With these must go that combination of homely habits and virtues which we may loosely call thrift. Something of thrift may be taught in school, more must be taught at home; but both these agencies are helpless when organized economic society denies to workers the just rewards of thrift and efficiency. And this has been true of black laborers in the South from the time of slavery down through the scandal of the Freedmen's Bank to the peonage and crop-lien system of to-day. If the Southern Negro is shiftless, it is primarily because over large areas a shiftless Negro can get on in the world about as well as an industrious black man. This is not universally true in the South, but it is true to so large an extent as to discourage striving in precisely that class of Negroes who most need encouragement. What is the remedy? Intelligence—not simply the ability to read and write or to sew—but the intelligence of a society permeated by that larger vision of life and broader tolerance which are fostered by the college and university. Not that all men must be college-bred, but that some men, black and white, must be, to leaven the ideals of the lump. Can any serious student of the economic South doubt that this to-day is her crying need?
Ignorance and poverty are the vastest of the Negro problems. But to these later years have added a third—the problem of Negro crime. That a great problem of social morality must have become eventually the central problem of emancipation is as clear as day to any student of history. In its grosser form as a problem of serious crime it is already upon us. Of course it is false and silly to represent that white women in the South are in daily danger of black assaulters. On the contrary, white womanhood in the South is absolutely safe in the hands of ninety-five per cent. of the black men—ten times safer than black womanhood is in the hands of white men. Nevertheless, there is a large and dangerous class of Negro criminals, paupers, and outcasts. The existence and growth of such a class far from causing surprise, should be recognized as the natural result of that social disease called the Negro problem; nearly every untoward circumstance known to human experience has united to increase Negro crime: the slavery of the past, the sudden emancipation, the narrowing of economic opportunity, the lawless environment of wide regions, the stifling of natural ambition, the curtailment of political privilege, the disregard of the sanctity of black men's homes, and, above all, a system of treatment for criminals calculated to breed crime far faster than all other available agencies could repress it. Such a combination of circumstances is as sure to increase the numbers of the vicious and outcast as the rain is to wet the earth. The phenomenon calls for no delicately drawn theories of race differences; it is a plain case of cause and effect.
But plain as the causes may be, the results are just as deplorable, and repeatedly to-day the criticism is made that Negroes do not recognize sufficiently their responsibility in this matter. Such critics forget how little power to-day Negroes have over their own lower classes. Before the black murderer who strikes his victim to-day, the average black man stands far more helpless than the average white, and, too, suffers ten times more from the effects of the deed. The white man has political power, accumulated wealth, and knowledge of social forces; the black man is practically disfranchised, poor, and unable to discriminate between the criminal and the martyr. The Negro needs the defense of the ballot, the conserving power of property, and, above all, the ability to cope intelligently with such vast questions of social regeneration and moral reform as confront him. If social reform among Negroes be without organization or trained leadership from within, if the administration of law is always for the avenging of the white victim and seldom for the reformation of the black criminal, if ignorant black men misunderstand the functions of government because they have had no decent instruction, and intelligent black men are denied a voice in government because they are black—under such circumstances to hold Negroes responsible for the suppression of crime among themselves is the cruelest of mockeries.
On the other hand, a sincere desire among the American people to help the Negroes undertake their own social regeneration means, first, that the Negro be given the ballot on the same terms as other men, to protect him against injustice and to safeguard his interests in the administration of law; secondly, that through education and social organization he be trained to work, and save, and earn a decent living. But these are not all: wealth is not the only thing worth accumulating; experience and knowledge can be accumulated and handed down, and no people can be truly rich without them. Can the Negro do without these? Can this training in work and thrift be truly effective without the guidance of trained intelligence and deep knowledge—without that same efficiency which has enabled modern peoples to grapple so successfully with the problems of the Submerged Tenth? There must surely be among Negro leaders the philanthropic impulse, the uprightness of character and strength of purpose, but there must be more than these; philanthropy and purpose among blacks as well as among whites must be guided and curbed by knowledge and mental discipline—knowledge of the forces of civilization that make for survival, ability to organize and guide those forces, and realization of the true meaning of those broader ideals of human betterment which may in time bring heaven and earth a little nearer. This is social power—it is gotten in many ways by experience, by social contact, by what we loosely call the chances of life. But the systematic method of acquiring and imparting it is by the training of youth to thought, power, and knowledge in the school and college. And that group of people whose mental grasp is by heredity weakest, and whose knowledge of the past is for historic reasons most imperfect, that group is the very one which needs above all, for the talented of its youth, this severe and careful course of training; especially if they are expected to take immediate part in modern competitive life, if they are to hasten the slower courses of human development, and if the responsibility for this is to be in their own hands.
Three things American slavery gave the Negro—the habit of work, the English language, and the Christian religion; but one priceless thing it debauched, destroyed, and took from him, and that was the organized home. For the sake of intelligence and thrift, for the sake of work and morality, this home-life must be restored and regenerated with newer ideals. How? The normal method would be by actual contact with a higher home-life among his neighbors, but this method the social separation of white and black precludes. A proposed method is by schools of domestic arts, but, valuable as these are, they are but subsidiary aids to the establishment of homes; for real homes are primarily centers of ideals and teaching and only incidentally centers of cooking. The restoration and raising of home ideals must, then, come from social life among Negroes themselves; and does that social life need no leadership? It needs the best possible leadership of pure hearts and trained heads, the highest leadership of carefully trained men.
Such are the arguments for the Negro college, and such is the work that Atlanta University and a few similar institutions seek to do. We believe that a rationally arranged college course of study for men and women able to pursue it is the best and only method of putting into the world Negroes with ability to use the social forces of their race so as to stamp out crime, strengthen the home, eliminate degenerates, and inspire and encourage the higher tendencies of the race not only in thought and aspiration but in every-day toil. And we believe this, not simply because we have argued that such training ought to have these effects, or merely because we hope for such results in some dim future, but because already for years we have seen in the work of our graduates precisely such results as I have mentioned: successful teachers of teachers, intelligent and upright ministers, skilled physicians, principals of industrial schools, business men, and above all, makers of model homes and leaders of social groups, out from which radiate subtle but tangible forces of uplift and inspiration. The proof of this lies scattered in every State of the South, and, above all, in the half-unwilling testimony of men disposed to decry our work.
Between the Negro college and industrial school there are the strongest grounds for co-operation and unity. It is not a matter of mere emphasis, for we would be glad to see ten industrial schools to every college. It is not a fact that there are to-day too few Negro colleges, but rather that there are too many institutions attempting to do college work. But the danger lies in the fact that the best of the Negro colleges are poorly equipped and are to-day losing support and countenance, and that, unless the nation awakens to its duty, ten years will see the annihilation of higher Negro training in the South. We need a few strong, well-equipped Negro colleges, and we need them now, not to-morrow; unless we can have them and have them decently supported, Negro education in the South, both common-school and industrial, is doomed to failure, and the forces of social regeneration will be fatally weakened, for the college to-day among Negroes is, just as truly as it was yesterday among whites, the beginning and not the end of human training, the foundation and not the cap-stone of popular education.
Strange is it not, my brothers, how often in America those great watchwords of human energy—"Be strong!" "Know thyself!" "Hitch your wagon to a star!"—how often these die away into dim whispers when we face these seething millions of black men? And yet do they not belong to them? Are they not their heritage as well as yours? Can they bear burdens without strength, know without learning, and aspire without ideals? Are you afraid to let them try? Fear rather, in this our common fatherland, lest we live to lose those great watchwords of Liberty and Opportunity which yonder in the eternal hills their fathers fought with your fathers to preserve.
INDEX
A
Abel, 377
Abolition, Abolitionists, 13, 17, 18, 97, 98, 99, 100, 101, 144, 145, 328, 412, 420
Abraham, 306, 373
Academy, French, 95, 294 Negro, 159
Achilles, 455
Adams, John Quincy, 116, 412, 413
Advocate, Southwestern Christian, 455
Æneid, 455
Æneas, 455
Africa, 14, 18, 26, 102, 169, 202, 220, 227, 243, 244, 245, 246, 249, 257, 258, 263, 265, 375, 376, 390, 422, 429, 431, 432, 433, 434, 435, 438, 439, 463, 478, 479, 480
Africa, Central, 169, 426 East, 426 East Coast of, 426 South, 426 West, 170
African, 13, 14, 15, 26, 38, 68, 157, 158, 263, 264, 373, 422, 439, 445, 465, 468
Afro-American, 329, 464, 472
Alabama, 217, 236, 376
Alexander the Great, 330, 464
Alfred the Great, 267, 269
Allah, 381
Alvord, J. W., 384
Amazon River, 182
Amendment, 13th, 70 14th, 70, 76, 79, 468 15th, 70, 155, 310, 469
Ames, Alexander, 130
Ames, Capt., 190
A. M. E. Church, 475
America, 38, 43, 48, 102, 212, 239, 257, 268, 270, 304, 307, 313, 320, 330, 375, 378, 395, 422, 453, 494
America, South, 48
American, 36, 43, 45, 47, 97, 99, 103, 128, 129, 130, 134, 138, 144, 166, 216, 263, 266, 316, 320, 334, 365, 368, 396, 400, 401, 418, 422, 423, 446, 447, 449, 461, 462, 464, 468, 471, 484, 490
American University, 382
Anderson, Charles W., 211
Andover, 130
Andrews, Gov. John A., 196, 415
Anglo-Saxon, 85, 258, 265, 266, 267, 268, 269, 270, 271, 272, 273, 274, 291, 292, 295, 335, 368, 376, 411, 443, 464, 473
Antietam, 198
Appeal, Memphis, 193
Appolodorus, 465
Appomatox, 192, 291, 330, 484
Arab, 442
Arcadia, 178, 198
Archimedes, 213
Arctic, 422
Areopagus, 383
Arkansas, 357
Arlington Heights, 133, 381
Army, American, 192, 193, 339 5th Corps, 288 United States, 277, 281
Aristotle, 365
Arnett, Bishop, 471
Arnold, Benedict, 68
Aryan, 228
Asia, 227
Athaneum Club, 263
Athens, 385, 398
Atlanta, 181, 187
Atlanta University, 494, 503
Atlantic, 348 Ocean, 466
Attucks, Crispus, 125, 127, 129, 130, 131, 132, 415, 469
Augusta, 193
Augustine, 116
Austrian, 279
Avalanche, Memphis, 193
B
Baal, 353
Babylon, 42
Bacon, Lord, 241, 464
Badeau, General, 192
Balaam, 354
Balak, 118
Balaklava, 291
Baltimore, 101, 391, 483
Bancroft, 421
Bangweolo, Lake, 430
Bank, Freedmen's, 251
Banks, Gen., 198
Banneker Literary Club, 125
Bannockburn, Battle of, 27
Banquo, 294
Baptist, 475, 481
Barnato, Barney, 260, 261
Bass, Harry W., 472
Baylor's Field, 192
Bayou, M., 19, 20
Beard, Gen. O. T., 197
Beatitudes, Mount of, 109
Bechauna, 245
Beck, Mr., 68
Belgium, 470
Berea College, 334
Berkshires, 414
Bethlehem, 204
Bible, 44, 364, 365, 400, 402, 435
Black Battalion, 338, 341, 342, 346
Bliss, Judge, 61
Blue Bells, 304
Blumenbach, 294
Blyden, Edward Wilmot, 263
Boker, 119
Bonaparte, Napoleon, 23, 25, 26, 29, 330, 423
Bordentown, Manual Training and Industrial School, 397
Boston, 127, 130, 131, 177, 191, 296, 305, 412, 415, 469
Boston Common, 191
Boston Council, 125
Boston Gazette, 131
Boston Suffrage League, 305
Boston Massacre, 125
British, 20, 22, 125, 127, 129, 131, 463
Brougham, Lord, 359
Boughton, Prof. J., 227
Bowen, J. W. E., 471
Boyer, 16
Brown, John, 307, 346
Browning, Robert, 399
Brownsville, Pa., 461
Brownsville, Texas, 338, 345
Bruce, Robert, 27
Bruce, B. K., 471
Brutus, 436
Bryant, 118
Buchanan, James, 147
Bull Run, 198
Bunker Hill, 128, 130, 189, 291, 297, 298, 412, 415
Burke, Edmund, 118, 344
Burlingame, Anson, 128
Burmah, 202
Burns, Robert, 338
Burton, 168
Butler, Gen. B. F., 187, 193
Byron, 438
C
Cæsar, 141, 178, 306, 330, 402, 473
Cailloux, Capt., 199
Cain, 377
Calais, 171
Caldwell, James, 127
Calhoun, John C., 97, 293
California, 45
Calvary, 321
Cambridge University, 149, 388
Camden, 68
Campbell, Thomas, 118
Canaan, 374, 402
Capital, 381
Carey, Henry C., 255
Carlyle, 429, 443
Carnegie Peace Building, 381
Carney, Sergeant, 200, 214, 210
Carolinas, 488
Carolina, North, 131, 233, 234, 235
Carolina, South, 67, 68, 78
Carolina, South Regulars, 197
Carter, W. Justin, 265
Catholic, 381
Catholic University, 382
Cavalier, 270, 463
Cavalry, United States, 9th, 296 10th, 288 25th, 470
Census Federal, 468
Centurion, 398
Cephalus, 65
Chambezi River, 430
Chancellorsville, 383
Channing, Dr., 117, 167
Chapin Farm, 187
Charleston, 190, 326
Chatham, 118
Chattanooga, 92
Chicago, 277, 391
Chinese, 202, 452
Chinese Government, 63
Christian, 121, 373, 440
Christianity, 441, 476, 477, 478
Christian Church, 118
Christophe, 28
Chobungo, 434
Church Extension Society, 475
Cicero, 65, 118, 398
Cincinnati, 98
Civil Liberty, 70
Civil Rights, 70, 71, 77, 89
Civil Rights Bill, 67, 89
Civil War, 193, 281, 348, 349, 383, 468, 469, 470, 496
Clark, William, 388
Clarkson, 118, 331
Clay, Henry, 324
Clover Hill, Va., 184, 198, 202
Coburn, Tites, 130
Coleridge, 168
Coleridge, Samuel T., 432
Colored Orphan Asylum, 19, 31
Colored Soldiers, 140, 141, 209
Colored Troops, U. S., 4th, 192 8th, 200 13th, 191 32d, 200 35th, 200 102d, 200
Columbus, 59
Committee of Safety (Tenn.), 193
Concord, 412
Confederacy, 153, 191, 231, 350
Confederate Army, 281
Confederate Congress, 194, 197
Confederate States, 142
Congregational, 476, 81
Congress, 67, 69, 70, 73, 75, 80, 83, 84, 85, 98, 155, 190, 197, 233, 234, 241, 327, 461 38th, 117, 120 56th, 233
Congo, 102
Connecticut, 187, 195
Constantine, 116
Constantinople, 381
Constitution, 44, 51, 56, 70, 75, 76, 77, 78, 85, 86, 98, 122, 123, 138, 215, 222, 235, 236, 237, 280, 308, 324, 326, 329, 335, 343, 389, 392, 413, 417, 468, 486
Convention, Sunday School, 291
Cook, George William, 379
Cooper Institute, 389
Coppin, Fanny Jackson, 251
Coppin, Levi J., 243
Corbin, Gen., 283
Cornhill, 125, 126, 131
Cornwallis, 469
Cortez, 433
Cotton States and International Exposition, 181, 187
Court of St. James, 263
Court, Dist. of U. S., 49
Court, Supreme, 71, 73, 75, 77, 78, 85, 308
Covington, 98
Cowper, 118
Crisis, The, 491
Croesus, 366
Cromwell, 306
Cross, Samuel Creed, 389
Croton River, 189
Crummell, Alexander, 159
Cuba, 288, 395
Curran, 118
Cummings, Harry, 472
Curtis, James L., 321
Cuyahoga County, 49
Cyrus, 115
D
Dancy, John C., 475
Dane, 213
Darien, 433
Darwin, 104
Davidson, Arthur E., 95
Davis, 97
Davis, Jefferson, 297
Davis, John, 192
Davis, D. Webster, 291
Dawes, 78
Dauphin, Fort, 27
Da Vinci, 402
Dayton, O., 219
Declaration of Independence, 41, 52, 97, 98, 151, 220, 308, 315, 320, 349, 383, 411, 419
Delaware, 195
Democratic, 90, 93, 94, 101
Demosthenes, 224, 365
Desdemona, 294
Dessalines, 28, 30
Disfranchisement, 389
District of Columbia, 41, 135, 142, 327, 382, 384, 413
Donaldson Fort, 330
Dock Square, 125
Donop, Count, 130, 190
Double Dragon, 63
Douglass, Frederick, 41, 133, 318, 471
Douglass Hospital, 227
Douglass, Stephen A., 418
Dover, Del., State College, 403
Draconian, 339, 340
Drummond, 236, 237
DuBois, W. E. B., 471, 491
Dumas, Alexander, fils, 95
Dunbar, Alice M., 425
Dunbar, Paul Laurence, 421, 471
Dundore, Earl, 188
Durham, N. C., 357
Dutch, 366
E
East Bridgewater, 130
Edward the Confessor, 269
Edwards, Jonathan, 117
Edinburgh, 361
Egypt, 209, 227, 330, 377, 452
Egyptians, 103, 123, 372, 381, 465
El Caney, 222
Elijah, 307, 353
Elliott, Robert Brown, 67, 471
Elizabeth, Queen, 423
Emancipation, 18, 40, 97, 120, 140, 142, 148, 153, 334, 369, 410, 413, 414, 416, 419, 420, 421, 424, 461, 465, 471, 475, 484
Emancipation Day, 164
Emancipation Proclamation, 140, 142, 153, 285, 319, 335, 409, 410, 411, 412, 434, 461, 465, 466, 471, 484
Emancipator, The Great, 322, 331, 424, 433
Emerson, 278
England, 55, 271, 281, 359, 413, 426, 439
English, 23, 362, 413, 434
Englishman, 204, 238
Ephraim, 482
Episcopal, Protestant, 400
Episcopalian, 476, 481
Epworth League, 403, 406
Eratosthenes, 465
Erie, Lake, 222
Essex, 414
Ethiopian, 261
Estabrook, Prince, 129
Eureka, Literary Society, 265
Europe, 23, 26, 38, 98, 102, 128, 149, 212, 227, 433, 452
Everett, Edward, 403
F
Faneuil Hall, 98, 305, 318
Federal Government, 466
Federal Union, 463
Ferguson, Robert, 361
Feudal System, 163
Fifteenth Street Presbyterian Church, 347
Fitzgerald, 473
Fleetwood, C. A., 187
Florence, 306
Florida, 30, 197, 389
Fontainebleau, 423
France, 13, 21, 27 171, 228, 263, 293
François, Jean, 20, 21
Franklin, Benjamin, 116, 188, 464
Freedman, Aid Society, 149 Bank, 498 Monument, 133 Schools for, 384
Freeman, Jordan, 68, 189
Fremont, Gen., 140
French, 15, 19, 20, 29, 30, 263
Frenchman, 204, 228
Foraker, Joseph Benson, 337, 338, 342, 343
Force Bill, 178
Frye, Col., 190
Fugitive Slave Law, 49, 58, 59, 60, 327
G
Gaines, W. J., 257
Ganges River, 275
Garrison, William Lloyd, 97, 98, 198, 208, 228, 307, 308, 310, 311, 314, 318, 319, 346, 349, 412, 413, 415, 416
Garden of Eden, 432
Gates, Gen., 188
General Assembly, 24
George III, 132, 469
Georgetown College, 382
Georgia, 69, 71, 72, 73, 74, 75, 81, 82, 83, 173, 175, 176, 193, 197, 257, 389
Gerry, 412
German, 204
Germany, 220
Gettysburg, 198, 330, 383
Giddings, 116
Gideon, 279
Gilead, Forest of, 307
Gilmore, Toby, 130
Gliddon, 168
Gold Coast, 244
Golden Rule, 335, 349
Gonaves, 28
Grady, Henry A., 174
Grant, U. S., 149
Gray, Samuel, 127
Gray's Ferry, 192
Great Britain, 18, 102, 187, 268, 469
Great Cornerstone Speech, 350
Greece, 228, 271, 365, 372, 455
Greek, 291, 293, 372, 380, 426
Greek Grammar, 219, 293
Greek Slave, 417
Greeley, Horace, 328
Greene, Col., 189
Greene, Gen., 68
Greener, Richard T., 63
Gregoire, Abbe, 293
Gregory, James Francis, 397
Grimke, Archibald, 337
Grimke, Francis J., 347
Griswold, Fort, 189
Guards, Louisiana Native, 198
Guards, National, 281
Guinea, 102
Guasimas, Las, 222
H
Hague, The, 381
Hahn, Gov., 333
Hall, Philadelphia, 58
Halpine, Col., 195
Haman, 115
Hamilton, Alexander, 68, 70, 71
Hamilton's History of the American People, 70
Hamites, 227
Hampden, 464
Hampton Institute, 367
Hancock, John, 412, 464
Hardin County, 323
Harlan, Justice, 334
Harper, Frances Ellen Watkins, 101
Harper's Ferry, 307
Harris, 82
Harrison, Benjamin, 188
Harrison, Fort, 192
Harrisburg, Pa., 265
Harold, 251
Hart, William H. H., 488
Harvard, 63, 125
Hawkins, W. Ashbie, 483
Hayti, 13, 14, 15, 25, 29, 31, 32, 141, 170
Haytians, 16, 17, 19, 29, 30, 41
Hebrew, 381, 397
Henry, 16
Henry VII, Chapel of, 423
Henry, Patrick, 117
Herodotus, 432
Hesperides, 26
Hessians, 130, 189
Hilton, Sergeant, 193
Hodges, 144
Holland, 293, 470
Holy Grail, 471
Honey Hill, S. C., 200
Hood, Solomon P., 471
House of Representatives, 81, 133, 233
Howard's American Magazine, 227
Howard University, 63, 379, 380, 382, 383, 384, 385, 386, 387, 388, 483, 488
Howe, Cato, 130
Hudson, Port, 198, 222, 327, 469
Hunt, 168
Hunter, Gen. David, 194, 195
Huxley, 154
I
Ignatius, 116
Iliad, 455
Illinois, 307, 326, 334, 473
Independence Hall, 97
Independent, New York, 334
India, 452
Indian, 275, 375, 395
Indianapolis, 151
Infantry, 25th, 289, 337 48th New York, 197
Institute for Colored Youth, 251
Institutional Church, 389
Irish, 204
Israel, 118, 279, 374, 417
Italia, Fair, 204
Italian, 204, 228
Italy, 293
J
Jacksonville, 389
Jackson, Gen., 68, 69, 192, 193, 473
Jacob, 365
James, William, 280
Jamestown, 129, 463, 465
Japan, 452, 462
Japanese, 462
Japhetic, 263
Jason, William C., 403
Jay, 116
Jefferson, Thomas, 116, 139, 220
Jeffreys, 193
Jennings, Anderson, 49
Jeremiah, 118
Jerusalem, 43
Jews, 260, 263, 291, 301, 372, 383
Jewish, 263, 335
Jim Crow, 239, 351, 462, 488
John the Baptist, 307
John, King, 411
Johnson, Harvey, 471
Johnson, John, 192
Jones, Robert E., 455
Jordan, 68
Joseph, 280
Judah, 482
K
Kaffir, 245
Kamolondo, 430, 434
Keats, 433
Kentucky, 49, 69, 71, 72, 73, 74, 75, 78, 79, 83, 92, 307, 325, 334, 335, 448
Killarney, 204
Kipling, 402
Kitchin, 233, 234, 235
Kubla Khan, 432
Ku Klux Klan, 350
L
Lacaedemonians, 299
Lacroix, Gen., 23
La Caste, 192
Lafayette, 58, 117
Lanarkshire, 425
Lancaster, 130
Langston, Charles H., 49, 61
Langston, John Mercer, 97, 471
Langton, 27
Launfal, Sir, 202
Latin, 335, 426
Laveaux, 21
Leavenworth, Fort, 283
Leclerc, Gen., 27, 28, 29
Lee, Gen. Robt. E., 191, 194, 484
Leipsic, 388
Leo, X, Pope, 117
Leonidas, 27
Lepelole, 428
Leroy, Iola, 101
Lethe, 221
Lewis, Job, 130
Lewis, William H., 409
Lexington, 129, 412
Liberator, The, 308
Liberia, 33, 38, 39, 63, 263
Liberian College, 159
Library of Congress, 381
Lieber, 70
Lincoln, Abraham, 99, 117, 119, 120, 121, 122, 123, 124, 125, 128, 129, 130, 131, 132, 137, 138, 139, 140, 141, 142, 143, 144, 145, 146, 147, 148, 149, 150, 153, 154, 221, 278, 295, 303, 305, 307, 308, 318, 321, 323, 324, 326, 327, 328, 329, 330, 331, 332, 333, 334, 335, 336, 346, 347, 401, 409, 410, 411, 413, 418, 421, 424, 434, 464, 469, 471, 484
Lincoln, Lake, 434
Lincoln, Park, 133
Lincoln University, 425
Livingstone, David, 425, 426, 427, 428, 429, 431, 433, 435, 437, 439, 440, 441, 442, 443, 479
Livingstone, Mrs., 436
Locke, 63
Lomami, 434
London, Jack, 439
London Missionary Society, 426
Longfellow, 118, 413, 438
Lookout Mountain, 330, 383
Lord, Miss, 385
Louisiana, 103, 151, 155, 192, 217, 331
Louisville, 92
L'Ouverture, Toussaint, 19, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 32, 330, 464
Louvre, 402
Lovejoy, 116, 318
Low, Barzilai, 130
Lowe, 54
Lowell, James Russell, 230, 411, 413
Lualaba River, 430, 434
Luapula River, 430
Lumpkin's Jail, 295
Luther, 306
Lynch, John R., 89
Lynch, Thomas, 188
Lyon, Ernest, 461
M
Mabie, Hamilton Wright, 425
Magna Charta, 269, 271, 411
Mead, Edwin D., 334, 335
Maine, 157
Maitland, Gen., 22
Marathon, 98
Marinit, 24
Marsellaise, 204
Mary, Queen of Scots, 423
Maryland, 195, 334, 488
Mason, 97, 471
Mason and Dixon's Line, 97, 391, 393
Massachusetts, 78, 79, 125, 132, 195, 205, 206, 208, 409, 412, 413, 414, 415, 416, 424
Massachusetts Committee of Safety, 188, 189
Massachusetts, 54th Regiment of, 190, 196, 197, 198, 206, 207, 208 55th Regiment of, 200
Massachusetts House of Representatives, 409
Massey Hall, 291
Matrick, Quack, 130
Maximus, 116
McClellan, 469
Mecca, 275, 362
Medal of Honor, 187
Memphis, 194
Mercury, Charleston, 193
Mesurado, 36
Methodism, 382
Methodist, 475, 481
Metropolitan A. M. E. Church, 337
Methusalah, 63
Mexican War, 281
Michelet, 168, 169
Miller, Kelly, 445
Millikin's Bend, 198, 199, 212, 296, 469
Milton, 118, 444, 449
Mississippi, 91, 376 River, 147
Missouri, 195 Department of, 288
Mobile, 191, 192
Moero, 430, 439
Mohammed, 381
Mohammedan, 263
Moliere, Abbe, 24
Monographic Magazine, 445
Monroe, Fort, 283
Monrovia, 33, 63
Montauk Point, 288
Montgomery, 471
Montgomery, Major, 189
Moore, Gov., 194
Moravians, 244
Morris, 118
Moses, 117, 118, 306, 331, 380, 465
Mossell, N. F., 227
Moton, R. R., 367
N
Nashville, 190, 193, 211
National Association of Negro Women, 173
National Religious Training School, 357
Navy, American, 191
Nemesis, 273, 276
New England, 15, 420
New England Anti-Slavery Society, 412
New Hampshire, 187
New Jerusalem, 473
New Market Heights, 192
New Orleans, 68, 97, 177, 194, 326, 455 Battle of, 296
New York, 19, 187, 192, 195, 391, 393, 488
Newburyport, 307
Newport, 189
Ngami, Lake, 426
Niagara, 213
Nile, 227, 275, 426, 432
Norman, 213, 258, 272, 417
North Pole, 443
Northern, Gov., 173
Nyassa, 426
O
Oberlin, 51, 52, 241
Ocean Grove, N. J., 159
Odd Fellows, G. U. O., 177
Odysseus, 455
Odyssey, 455
Ohio, 49, 53, 54, 195, 473
Olustee, 198, 200, 327
Omar, Mosque of, 381
O'Reilly, John Boyle, 354
O'Reilly, Miles, 195
Orpheus, 301
Osceola, 30
Othello, 64, 294
Oxford, 159, 388
P
Pacific Ocean, 45, 348, 433
Paine, 412
Paleolithic, 227
Pan-American Building, 381
Pariah, 153
Paris, 402
Park, Mungo, 169
Parker, Theodore, 413
Parliament, 270, 344
Parnassus, 179
Pascal, M., 24
Pauline, 383
Payne, 471
Peary, 443
Penbrooke, Pa., 265
Pennsylvania, 192, 195, 425
Penticostal, 476
Perry, 191, 222
Persians, 372
Peter, 301, 302
Petersburg, Va., 192, 222, 330
Pharaoh, 39, 279, 464
Pharos, 34
Philadelphia, 13, 391
Philip, 224
Philippines, 395
Phillips, Wendell, 97, 98, 208, 318, 330, 346, 413, 414, 463
Phoenicia, 464
Phoenix, 241
Picayune, New Orleans, 194
Pickens, Prof., 328
Pilgrim Fathers, 220
Pilgrims, 463
Pillow, Fort, 198, 200, 469
Pinchback, P. B. S., 151
Pitcaim, Major, 130, 189
Pittsburg, Landing, 469
Plancianos, 198
Plato, 115
Pleiades, 403
Plymouth, 130
Plymouth Rock, 129, 220, 385, 463
Polycarp, 116
Poor, Salem, 190
Port-au-Paix, 21
Port-au-Prince, 170
Portugal, 293, 433
Potomac, 382
Potomac, Army of the, 140, 191
Potomac, Valley of the, 383
Potter's Field, 423
Prætorian Guard, 178
Presbyterian, 476, 481
Prescott, Maj. Gen., 189
Preston, Capt., 126, 237
Price, 471
Price, John, 49
Proverbs, 362
Providence, New, 131
Ptolemy, 432
Puritan, 129, 270, 412
Pyramids, 465
Q
Quaker, 381
Quebec, 291
Quixotic, 435
R
Raleigh, Sir Walter, 241
Ransom, R. C., 205
Raynal, 21
Raynham, 130
Rebellion, War of the, 212, 463, 469
Reconstruction, 87
Recorder, Christian, 251
Red Bank, 130
Red Shirt Brigade, 350
Reformation, 270
Renan, M., 263
Representatives, House of, 344
Republic, 151, 287, 290, 314, 352, 388, 401, 418, 419, 469
Revells, 471
Review, A. M. E. Church, 205
Revolution, 58, 131, 222, 280, 468
Revolution, American, 58, 128, 129, 412, 463
Revolution, French, 307
Revolutionary Veteran, 130
Revolutionary War, 187, 191
Rhode Island, 130, 189, Battalion, 187
Richmond, 187, 291, 295, 350, 469
Rigaud, Gen., 22
Riley, Fort, 283, 288
Robespierre, 30
Rochambeau, Gen., 27, 29, 30
Rochester, 41
Roderick Dhu, 65
Roman, 330, 417, 438
Roman Catholic Church, 290, 400
Roman Empire, 213
Romans, 291, 293, 371, 372, 380
Rome, 39, 141, 228, 263, 271, 371, 372, 381, 417
Roosevelt, 343, 470
Rough Riders, 222, 296, 470
Royal Geographical Society, 263, 432
Ruffin, J. St. P., 173
Ruffin, George L., 125
Runnymede, 411
Rush, Benjamin, 99
Ruskin, 278
Russian-Japanese War, 63
Ruth, 87
S
Sackett's Harbor, 192
Salem Gazette, 129
Salem, Peter, 130, 189, 415
Samana, 27
San Juan, 223, 470
San Juan Hill, 296, 297
Santo Domingo, 16, 19, 22, 25, 27, 28, 30, 41
Saul of Tarsus, 365
Saunders, Prince, 13
Savary, 192
Savonarola, 306
Saxon, 213
Scarborough, W. S., 219, 293
Scotch, 442
Scotchman, 234
Scotland, 425
Scott, Sir Walter, 364, 443
Scottish, 361
Scriptures, 87
Senate, 136, 340, 343, 344
Sermon on the Mount, 291, 349
Servii, 417
Shakespeare, 464
Shaler, Capt., 191
Sharpe, 118
Shaw, Robert Gould, 190, 205, 209
Shepard, J. E., 357
Sheridan, 103
Sherman, 149
Shiloh, 198
Shirwa, Lake, 426
Shupanga, 439
Sierra Leone, 170
Sinbad, 294
Sirens, 300
Sistine Chapel, 381
Slaughter-House Cases, 71, 73, 77, 83
Slavery,
Slave Trade, 13, 15, 20, 24, 26, 28, 30, 32, 43, 44, 45, 46, 47, 56, 58, 59, 72, 82, 86, 101, 102, 103, 109, 110, 111, 112, 113, 114, 115, 119, 122, 131, 138, 142, 144, 149, 151, 153, 161, 191, 194, 212, 228, 230, 237, 240, 253, 258, 308, 310, 312, 321, 327, 328, 410, 412, 433, 442, 445, 446, 466, 502
Smith, James McCune, 19
Smith, Harry, 472
Smith, Gen. W. F., 192
Socrates, 66, 115
Soldier's Home, 382
Solomon, 362
Solon, 366
Somerset, 413
Spain, 21, 228, 293, 366
Spaniard, 20, 21, 228
Spanish, 24, 470
Spanish-American War, 470
Spartan, 437
Spartanburg, N. C., 456
Spaulding, Martha, 388
Sphinx, 275
Springfield, 334
St. Helena Island, 197
St. Louis, 59, 391
St. Luke, 149
St. Paul, 278, 306, 385, 401
St. Paul's Cathedral, 381
St. Peter's Cathedral, 381
St. Sophia, 381
St. Thomas, 263
Stafford, 198
Slaughter-House Cases, 71, 73, 77, 83
Star Spangled Banner, 94
States Rights, 72
Stearns, George L., 196
Stephens, 69, 80, 350
Stevenson, R. L., 429
Steward, T. G., 277
Stoughton Corner, 130
Stuyvesant Institute, 19
Sullivan, 362
Sultan, 263
Sumner, Charles, 208, 220, 318, 346
Sumter, Fort, 83, 193
Supreme Court, 136
T
Taj-Mahal, 381
Talladega College, 328
Talmage, Dr., 304
Tanner, H.O., 421
Teague, Hilary, 33
Tennessee, 92, 195, 217, 448
Tennessee Centennial Exposition, 193, 211
Tennyson, 218, 438
Terence, 110
Teutons, 291
Texas, 75
Texas, Annexation of, 117
Thermopylæ, 27, 291
Thomas, Gen. Lorenzo, 195
Thompson, 118
Toronto, Canada, 291
Totten, Fort, 283
Trafalgar, 291
Trollope, 168
Turkey, 293, 452
Turner, Bishop, 471
Turner, Prof. J. W., 488
Tuskegee, 367, 455, 458
U
Ulysses, 300
Underwood, 236, 237
Union Army, 191
United States, 14, 15, 48, 56, 57, 73, 76, 77, 85, 137, 462, 470, 496
V
Valhalla, 423
Vance, J. M., 177
Varner, 187
Versailles, 423
Vicksburg, 103
Victoria Falls, 426, 432
Villate, 21
Virginia, 44, 82, 294, 367, 381
Virginia, West, 389
Vladivostok, 63
Von Moltke, 279
W
Wacht am Rhein, 204
Wagner, Fort, 198, 199, 209, 469
Waldron, J. M., 389
War College, 283
War Department, 195
War of 1812, 191
Warren, 415
Washington, Booker T., 181, 195, 421, 471
Washington, D. C., 98, 133, 135, 141, 283, 337, 347, 381, 389, 391, 466, 483
Washington, George, 68, 70, 116, 118, 189, 464
Washingtonian, 382
Water Lily, The, 378
Waterloo, 99, 291
Watts, 419
Wearin' o' the Green, 204
Webster, 127, 365
Wellington, 53, 57, 58, 60
West Indies, 158, 417
Westminster Abbey, 423, 426, 439
Westminster Assembly, 397
West Point, 281, 282, 283
White Caps, 350
White League, 103
White, George H., 233
Whittier, 118, 413
Wilberforce University, 118, 219
William III, 267, 269
Williams, E. F., 384
Williams, H. Price, 253
Willson, Hiram, 49, 61
Wilmington, Del., 403
Wilson's Landing, 296
Winchell, Dr., 227
Wittenberg, 306
Wolsey, Cardinal, 363
Wordsworth, 171, 438, 444
Y
Yale University, 388, 399
Yorktown, 98, 189, 291
Yulee, 97
Y. M. C. A., 361, 478, 479
Z
Zambezi River, 426
Zangwill, Israel, 263
Zanzibar, 438
Zion, 42, 43, 204
Zulu, 245