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TWENTIETH CENTURY
NEGRO LITERATURE
OR
_A CYCLOPEDIA OF THOUGHT_
ON THE
_VITAL TOPICS RELATING_
_TO THE AMERICAN NEGRO_
BY
ONE HUNDRED OF AMERICA'S
GREATEST NEGROES
EDITED AND ARRANGED
BY
D. W. CULP, A. M., M. D.
AN AUTHOR AND LECTURER, ETC.
_COPIOUSLY ILLUSTRATED_
WITH
_One Hundred Fine Photo Engravings_
PUBLISHED BY
J. L. NICHOLS & CO.
MANUFACTURING PUBLISHERS
ON THE EXCLUSIVE TERRITORY PLAN
TORONTO, CAN.
NAPERVILLE, ILL.
ATLANTA, GA.
COPYRIGHT 1902 BY J. L. NICHOLS & CO.
ALL RIGHTS RESERVED
SOLD ONLY ON SUBSCRIPTION THROUGH OUR AUTHORIZED
AGENTS AND NOT TO BE HAD IN BOOKSTORES. ANY ONE
DESIRING A COPY SHOULD ADDRESS THE PUBLISHERS.
[Illustration: Dr. D. W. Culp]
Dedication.
To all persons of whatever race and of whatever section of our country,
who in any way contributed, in the Nineteenth Century,
to the financial, intellectual, moral and spiritual elevation
of the Negro,
the editor dedicates this book with the ardent hope,
that before this century shall have ended,
the Negro,
through his own manly efforts,
aided by his friends,
shall reach that point in the American civilization,
where he will be recognized and treated as any other American citizen.
PREFACE
The idea of putting this book on the market originated in the
following considerations:
_First._ There is considerable ignorance, on the part of the white
people of this country, of the intellectual ability of the Negro, and,
as a consequence, the educated Negro does not receive, at the hands of
the whites, that respectful consideration to which his education
entitles him.
_Second._ At this time, when the attainments made in the nineteenth
century by the other races and nationalities are being paraded, the
friends of the Negro are particularly interested to know something of
the attainments made by him in that century.
_Third._ There is a strong desire, on the part of those white people
who are deeply interested in the American race problem, to know what
the educated Negroes are thinking on the topics touching this problem,
since it is believed that, if this problem is to be correctly solved,
it will be solved by the combined efforts of the intelligent elements
of both races.
_Fourth._ A book, in which the aspiring Negro youth of the land can
study the character sketches and the literary productions of the
scholarly men of their own race along with their study of the
character sketches and the choice literary productions of the
scholarly white men of the country, is a desideratum.
_Fifth._ The majority of the Negroes need to be enlightened on those
vital topics relating to themselves, and on those questions touching
their development in civilization.
The object of this book is, therefore: (1) To enlighten the uninformed
white people on the intellectual ability of the Negro. (2) To give to
those, who are interested in the Negro race, a better idea of the
extent to which he contributed to the promotion of America's
civilization, and of the intellectual attainments made by him in the
nineteenth century. (3) To reflect the views of the most scholarly and
prominent Negroes of America on those topics, touching the Negro, that
are now engaging the attention of the civilized world. (4) To point
out, to the aspiring Negro youth, those men and women of their own
race who, by their scholarship, by their integrity of character, and
by their earnest efforts in the work of uplifting their own race, have
made themselves illustrious; also, to enlighten such youth on those
ethical, political, and sociological questions, touching the Negro
that will sooner or later engage their attention. (5) To enlighten the
Negroes on that perplexing problem, commonly called the "Race
Problem," that has necessarily grown out of their contact with their
ex-masters and their descendants; and also to stimulate them to make
greater efforts to ascend to that plane of civilization occupied by
the other enlightened peoples of the world.
Now, among all the books on the Negro, there is none whose object is
so worthy, comprehensive, and specific as that above set forth. In
this the superiority of this book to all others, on the Negro, may be
seen. And the superior value of this book is also apparent from the
following considerations: (1) This is the only book in which there is
such a magnificent array of Negro talent. Other Negro books of a
biographical character are objected to, by the intelligent people who
have read them, on the ground that they contain too few sketches of
scholarly Negroes, and too many of Negroes of ordinary ability. But
such a criticism cannot be made on this book since, as a matter of
fact, all of the one hundred men and women, appearing in it, are among
the best educated Negroes in the world. (2) This is the only book from
which one can get anything like a definite and correct idea of the
progress made by the Negro since his Emancipation along all lines. (3)
There is no book but this one in which there can be found expressed
the thoughts of any considerable number of educated Negroes on so many
political, religious, civil, moral and sociological problems touching
the Negro, which are interesting alike to the politician, the moralist
and the sociologist.
But it is not to be understood that the one hundred men and women
mentioned in this book are the only Negro scholars in this country. So
far from this, there are hundreds of other Negroes who are as
scholarly, as prominent and as active in the work of uplifting their
race as the one hundred herein given. These one hundred appear here,
rather than others, for no other reason than that they are better
known to the editor. Now, in sending forth this book, the editor
ardently hopes that it will not only accomplish the objects herein set
forth, but that it will also do much towards bringing about a better
understanding between the two races in the South.
D. W. CULP, Palatka, Fla.
[Illustration: W. H. Crogman, A. M.]
PROF. W. H. CROGMAN, A. M.
Prof. W. H. Crogman, A. M., who occupies the chair of Greek
and Latin in Clark University, Atlanta, in Christian
character, scholarship in his department, literary ability,
general culture and distinguished services stands, it is
safe to say, among the first four, if not at the head of the
Negro race. In all the particulars mentioned, he would honor
a professorship in any college in the land.
Prof. Crogman was born on the island of St. Martin, May 5,
1841. In 1855, Mr. B. L. Boomer, chief mate of the vessel,
visiting the island, became interested in the boy, then an
orphan, and induced him to come to the United States. Mr.
Boomer took him to his home in Middleboro, Mass., sent him
to district school in the winter, and always took great
interest in him. Mr. Boomer's brothers were all seafaring
men, captains or officers of vessels. With one of these the
boy, Willie, began to follow the sea. This beginning
afterward led to a life of eleven years on the ocean. He
visited many lands, and observant and thoughtful, obtained a
wide knowledge of various nationalities and parts of the
world. His visits included especially England, various
points on the Continent of Europe, Calcutta and Bombay in
Asia, various places in South America and Australia.
In 1866, at the suggestion of Mr. Boomer, that an academic
education would make him useful, Prof. Crogman, then at the
age of twenty-five, began to earn means to attend an
academy. He worked and laid by money till two years later in
1868, he entered Pierce Academy, in Middleboro, Mass. He
remained there two years, taking an English course with
French and bookkeeping.
After completing his academic course, in the Fall of 1870,
Prof. Crogman started for the South to give his life to the
Christian education and elevation of his race. He was
recommended by the Boston Preachers' Meeting to the work in
South Carolina, and was employed by Rev. T. W. Lewis as
instructor in English branches, at Claflin University,
Orangeburg, S. C. Here he remained three years. In this work
he became impressed with the need of a knowledge of Greek
and Latin and began the study of Latin by himself. To gain a
knowledge of these branches he went to Atlanta University in
the Fall of 1873. This resulted in his completing there the
full classical course in 1876. Prof. Francis, of Atlanta
University, who was one of his teachers there, was present
at the reception and in a most happy speech paid a high
tribute to Prof. Crogman's manhood, industry, thorough
scholarship and rapid advancement during his college life,
completing as he did the four years' course in three years.
He spoke also of Prof. Crogman's carrying off as his bride
one of their noblest and most gifted and cultured young
ladies, Miss Lavinia C. Mott, of Charlotte, N. C.
Immediately on his graduating from Atlanta University, Prof.
Crogman was called to a position on the faculty of Clark
University, where he has been ever since, having occupied
his present chair since 1880. Letters expressive of their
highest appreciation of him and his work were read from
several of his students, who now themselves occupy prominent
positions.
Prof. Crogman is author of "Talks for the Times," a book in
which almost every phase of the Race Problem is discussed in
a very practical and fascinating style. Speaking of this
book, the "Independent" says:
"We notice this collection of 'Talks for the Times' with
unusual pleasure. They are worthy of the strong and
cultivated gentleman who is their author. They deal largely
with Negro education, educational institutions and
educators, but occasionally deal with general topics, such
as 'Life's Deeper Meanings.' The author speaks of his race
and speaks in strong, polished English, full of nerve and
rich in the music of good English prose."
The "California Christian Advocate" says:
"We are minded to say, 'here is a volume that must be
intensely interesting to all who are interested in the
culture and continued advancement of the Negro.' But why
should we thus write? It would be nearer our deliberate
estimate to say, 'Here is a book made up of manly and
vigorous addresses by a vigorous, scholarly and independent
thinker.' Whoever values the result of scholarly
investigation will be interested in this volume. We do not
hesitate to say that but for the noble identification of the
author with his own people in such addresses as 'The Negro's
Need,' 'The Negro's Claims,' and 'The Negro Problem,' no one
who reads this book would guess that Professor Crogman was
other than a vigorous minded Anglo-Saxon. And yet to our
thinking, it is much to say that 'Talks for the Times' is
the production of a ripe scholar who is of almost pure
African blood--a man who almost entirely by his own exertion
has climbed steadily up the ladder of scholarship until he
is no mean exponent of the culture of our day."
INTRODUCTION.
BY PROF. W. H. CROGMAN.
I am requested to write an introduction to this volume of essays,
written by representative men and women of the Negro race and touching
almost every phase of the Negro question. Certainly it is a hopeful
sign that the Negro is beginning, with some degree of seriousness, to
turn his eyes inward, to study himself, and try to discover what are
his possibilities, and what the obstructions that lie in the way to
his larger development. Undoubtedly this is a rational method of
procedure, and the one most likely to reward his effort; for it is
only in proportion as we become interested in ourselves that we enlist
the interest of others, and only in proportion as we respect ourselves
that we command the respect of others. The story is told of a Negro
who, at some time during the War of the Rebellion, being asked why he
did not enlist in the army, replied: "De Norf and de Souf am two dogs
fightin' over a bone. De nigger am de bone and takes no part in de
conflict." That this is not the language of an intelligent Negro is
quite evident, if, indeed, it be the language of a Negro at all. So
common has it been in this country to caricature the black man, to
represent him as a driveler in speech and a buffoon in action, that I
am always loath to accept as his those many would-be-witty sayings
which, too often, originating with others, have been attributed to
him. But be the author of that remark whosoever he may, one thing now
is perfectly apparent--the Negro has reached beyond the "bone" stage.
He is no longer content with being a passive observer, a quiet
looker-on, while his character and interests are under discussion. He
is now disposed to speak for himself, to "take part in the conflict."
Any one desiring evidence of this will find it in the following pages
of "Twentieth Century Negro Literature."
This book will do good. It will enlighten many of both races on topics
respecting which they seem to be profoundly ignorant. Not very long
ago a Negro delivered an address in one of the largest churches in
Atlanta. It was an occasion in which a goodly number of white people
was present. They expressed themselves as being delighted. One man
said to a colored bishop that he didn't know there was a Negro in the
state that could have delivered such an address. The fact is, both the
good bishop and the writer of these lines might have found him twenty
who could, at least, deliver an address as good, and ten, probably,
who could deliver a better. Well, we don't know each other--we white
and black folk. We are neighbors, yet strangers. Our thoughts, our
motives, our desires are unknown to each other. Between the best white
and black people, in whom alone vests the possibility of a rational
and peaceful solution of the race question, there is absolutely no
communication, no opportunity for exchange of views. Herein lies the
danger; for both people, as a consequence, are suspicious, the one of
the other. Not infrequently, with much uncharitableness, we attribute
wrong motives to those who are truly our friends. Were we acquainted
with one another, as we ought to be, we would doubtless be surprised
to discover how little we differ in our thinking with reference to
many of the vexed questions confronting us. Indeed, it has always been
the belief of the writer, frequently expressed, that neither of the
races is as bad as it appears to the other. May we not hope, then,
that "Twentieth Century Negro Literature" may have the good fortune of
falling into the hands of many white friends.
On the other hand, the book must be stimulating to the Negro people,
especially to those of the younger generation, now blessed with large
educational privilege. It must awaken in them self-respect,
self-reliance, and the ambition to be and to do. By the perusal of its
pages they will be led to see more clearly the path of duty, and to
feel more sensibly the weight of responsibility resting upon them. The
first generation of Negroes after emancipation exhibited to a painful
degree the spirit of dependence, an inclination to lean on something
and on somebody--now on the politician, now on the philanthropist. The
reason for this, of course, is not far to fetch. The spirit of
dependence is invariably a characteristic of weakness. It was not to
be expected that the first generation emerging from slavery would
possess all the heroic qualities. Gradually, however, the Negro is
realizing the importance of self-help. Good books, among other
agencies, will deepen this impression, and ultimately lead him to
imbibe in all its fulness the sentiment of the poet,
"Destiny is not about thee, but within;
Thyself must make thyself."
The contributors to this volume are worthy of notice. They are among
the best we have. Some of them are personally known to the writer.
They are men of experience, scholarly men, shunning rather than
courting notoriety--just the class of men to guide a people, alas, too
easily led astray by pretentious ignorance. From a number so large and
so meritorious it would seem invidious to select any for special
mention. It may not be out of place, however, to say a few words with
reference to the editor and compiler, Dr. D. W. Culp. Born a slave in
Union County, South Carolina, like many a black boy, he has had to
forge his way to the front. In 1876 we find him graduating in a class
of one from Biddle University--the first college graduate from that
school. In the fall of the same year he entered Princeton Theological
Seminary, and at the same time pursued studies in philosophy, history,
and psychology in the university under the eminent Doctor McCosh. His
first appearance in the university was the signal for a display of
race prejudice. To the Southern students especially his presence was
very obnoxious. Several of them immediately left the college and went
home. To the credit of their parents, it should be said, they were led
to return. Before the expiration of three years Mr. Culp, by exemplary
conduct and good scholarship, won the respect and friendship of the
students in both university and seminary, the Southerners included. He
was graduated from the seminary in 1879, and immediately found work as
pastor under the Freedmen's Board of the Northern Presbyterian Church.
He served in the pastorate several years in different states, was for
a time principal of a school in Jacksonville, Florida, the largest
school in the state. Becoming, however, more and more interested in
the physical salvation of his race, he entered upon the study of
medicine in the University of Michigan; but was finally graduated with
honor from the Ohio Medical University, in 1891, since which time he
has followed the practice of medicine. For a passionate love of
knowledge, and for persistent effort in trying to secure it, Dr. Culp
is a noble and inspiring example to the young and aspiring Negro.
Clark University, South Atlanta, Georgia,
December 16, 1901.
ALPHABETICAL LIST OF WRITERS AND ILLUSTRATIONS.
The writers of this book are one hundred (one for each year in the
century) of the most scholarly and prominent Negroes of America.
PAGE
ANDERSON, J. H., D. D., Pastor of the A. M. E. Zion Church,
Wllkesbarre, Pa. 323
ATKINS, REV. S. G., President of the State Normal and Industrial
College of North Carolina 80
BAKER, HON. H. E., Washington, D. C. 399
BIBB, PROF. J. D., A. M., Atlanta, Ga. 449
BLACKSHEAR, MR. E. L., President of Texas Normal and Industrial
College, Prairie View, Texas 334
BOWEN, MRS. ARIEL, S. H., Atlanta, Ga. 264
BOWEN, REV. J. W. E, Professor in Gammon Theological Seminary 29
BOWSER, MRS. ROSA D., Teacher in Richmond, Va. 177
BOYD, DR. R. F., Physician and Surgeon, Nashville, Tenn. 215
BRAWLEY, REV. E. M., D. D., Secretary and Expositor of the National
Baptist Publishing Company 254
BRAGGS, REV. GEO. F. JR., Rector of Episcopal Church, Baltimore, Md. 356
BROOKS, REV. W. H., D. D., Pastor Nineteenth St. Baptist Church,
Washington, D. C. 315
BROWN, REV. S. N., Pastor of Congregational Church, Washington, D.C. 68
BUTLER, HENRY R., A. M., M. D., Atlanta, Ga. 221
CARVER, GEO. W., Professor of Agriculture, Tuskegee Institute 388
CHAPPELLE, REV. W. D., Secretary of Sabbath School Department of the
A. M. E. Church 63
CHEATHAM, HON. H. P., Recorder of Deeds, of the District of Columbia 57
CLINTON, BISHOP G. W., A. M. E. Zion Church, Charlotte, N. C. 115
COOPER, E. E. Editor of the Colored American 464
COUNCIL, PROF. W. H., President of Alabama Normal and Mechanical
College, Normal, Ala. 325
COX, PROF. J. M., President of the Philander Smith College,
Little Rock, Ark. 295
CROMWELL, J. W., Washington, D. C. 291
CROGMAN, W. H., Professor of Greek and Latin, Clark University 7
DAVIS, REV. D. W., Pastor of Baptist Church, Manchester, Va. 38
DAVIS, REV. I. D., Pastor Presbyterian Church, Goodwill, S. C. 124
DUNBAR, MRS. PAUL LAURENCE, Washington, D. C. 139
ELLERSON, REV. L. B., Pastor Presbyterian Church, Jacksonville, Fla. 313
FLIPPER, REV. J. S., D. D., Presiding Elder of North Georgia
Conference, Atlanta, Ga. 257
FORTUNE, T. T., Editor of The Age, New York City 227
FRANCIS, DR. J. R., Physician and Surgeon, Washington, D. C. 204
FRIERSON, A. U., Professor of Greek, of Biddle University 241
GILBERT, J. W., Professor of Greek in Paine College 190
GILBERT, REV. M. W. D. D., Pastor of Baptist Church,
Charleston, S. C. 287
GOODWIN, G. A., Professor in Atlanta Baptist College 132
GREEN, HON. JOHN P., Government Position, Washington, D. C. 89
GRIMKE, REV. F. J., D. D., Pastor of Presbyterian Church,
Washington, D. C. 427
HARLLEE, PROF. N. W., Principal of High School, Dallas, Tex. 299
HAWKINS, PROF. J. R., Secretary of Educational Department of the
A. M. E. Church 153
HEARD, REV. W. H., D. D., Pastor of Allen Temple, Atlanta, Ga. 442
HEWIN, J. T., Attorney, Richmond, Va. 110
HILYER, ANDREW F., Washington, D. C. 375
HOLSEY, BISHOP L. H., C. M. E. Church, Atlanta, Ga. 46
HOOD, BISHOP J. W., of A. M. E. Zion Church, Fayetteville, N. C. 51
HUNT, H. A., Principal of Industrial Department of Biddle University 394
JACKSON, MISS LENA T., Teacher of Latin in High School,
Nashville, Tenn. 304
JOHNSON, REV. J. Q., D. D. 270
JOHNSON, PROF. J. W., Principal of Grammar School,
Jacksonville, Fla. 72
JOHNSON, REV. H. T., D. D., Editor of Christian Recorder 186
JONES, PROF. J. H., President of Wilberforce University 83
JONES, T. W., Prominent business man, Chicago, Ill. 370
JORDAN, D. J., Professor in Morris Brown College 129
KERR, REV. S., Rector of Episcopal Church, Key West, Fla. 320
KNOX, GEO. L., Editor of the Freeman 454
LEWIS, PROF. W. I., Reporter for Evening Metropolis,
Jacksonville, Fla. 272
LOGAN, MRS. WARREN, Tuskegee Institute 199
LOVINGGOOD, PROF. R. S., President of Samuel Houston College,
Austin, Tex. 48
MASON, MRS. LENA, The Evangelist, Hannibal, Mo. 445
MASON, REV. M. C. B., Secretary of the Freemen Board of the
M. E. Church 34
McCLELLAN, PROF. G. M., Teacher in High School, Louisville, Ky. 275
MILLER, KELLY, Professor of Mathematics in Howard University 158
MORGAN, REV. J. H., Minister, Bordentown, N. J. 383
MORRIS, REV. E. C., D. D., Editor of National Baptist
Publishing Co., Helena, Ark. 259
MURRAY, HON. G. W., Providence, S. C. 231
ONLEY, D. W., D. D., Dentist, Washington, D. C. 347
PARTEE, REV. W. E., D. D., Pastor of Presbyterian Church,
Richmond, Va. 309
PETERSON, B. H., Professor at Tuskegee Institute 236
PETTIFORD, W. R., President Alabama Penny Savings and Loan Co.,
Birmingham, Ala. 468
PETTEY, MRS. BISHOP C. C., Newbern, N. C. 182
PORTER, J. R., D. D. S., Atlanta, Ga. 191
PROCTOR, REV. H. H., Pastor of Congregational Church., Atlanta, Ga. 317
PURCELL, I. L., Attorney, Pensacola, Fla. 104
RICHARDSON, PROF. A. ST. GEORGE, President of Edward Waters College,
Jacksonville, Fla. 330
ROBINSON, G. T., Attorney, Nashville, Tenn. 108
ROBINSON, PROF. R. G., Principal of LaGrange Academy 302
RUCKER, HON. H. A., Internal Revenue Collector for Georgia,
Atlanta, Ga. 202
SCARBOROUGH, W. S., Professor of Greek of Wilberforce University 414
SMITH, MRS. M. E. C., Teacher in Edward Waters College,
Jacksonville, Fla. 246
SMITH, R. S., Attorney, Washington, D. C. 92
SMYTH, PROF. J. H., President of Reformatory School of Virginia,
Hanover, Va. 434
SPRAGUE, MRS. ROSETTA DOUGLASS, Washington, D. C. 167
STORUM, PROF. JAMES, Teacher in High School, Washington, D. C. 75
TALBERT, MARY B., Buffalo, N. Y. 17
TALLEY, T. W., Professor of Science, Tuskegee Institute 338
TERRELL, MRS. MARY CHURCH, Washington, D. C. 172
THOMPSON, R. W., Associate Editor of the Colored American 351
TUCKER, PROF. T. de S., Baltimore, Md. 418
TURNER, BISHOP H. M., D. D., LL. D., A. M. E. Church, Atlanta, Ga. 42
TURNER, PROF. C. H., Professor of Science in Clark University 162
WALLACE, W. W., Editor of Colored American Magazine 349
WALLER, REV. O. M., Rector of Episcopal Church, Washington, D. C. 363
WALKER, PROF. H. L., Principal High School, Augusta, Ga. 342
WASHINGTON, PROF. BOOKER T., President of Tuskegee Institute 142
WHITAKER, REV. J. W., Traveling Agent for Tuskegee Institute 359
WHITE, HON. GEO. H., Washington, D. C. 224
WILDER, DR. J. R., Physician and Surgeon, Washington, D. C. 210
WILLIAMS, REV. J. B. L., D. D., Pastor of M. E. Church,
Fernandina, Fla. 120
WYCHE, REV. R. P., Pastor of Presbyterian Church, Charlotte, N. C. 123
YATES, MRS. JOSEPHINE S., Kansas City, Mo. 21
YOUNG, PROF. N. B., President of Florida State Normal and
Industrial College 125
CONTENTS.
THE FOLLOWING TOPICS ARE DISCUSSED IN THIS BOOK BY ONE HUNDRED WRITERS:
TOPIC PAGE
I. DID THE AMERICAN NEGRO MAKE, IN THE NINETEENTH CENTURY,
ACHIEVEMENTS ALONG THE LINES OF WEALTH, MORALITY, EDUCATION,
ETC., COMMENSURATE WITH HIS OPPORTUNITIES? IF SO,
WHAT ACHIEVEMENTS DID HE MAKE? 17
II. WILL IT BE POSSIBLE FOR THE NEGRO TO ATTAIN, IN THIS COUNTRY,
UNTO THE AMERICAN TYPE OF CIVILIZATION? 42
III. HOW CAN THE FRIENDLY RELATIONS NOW EXISTING BETWEEN THE
TWO RACES IN THE SOUTH BE STRENGTHENED AND MAINTAINED? 57
IV. SHOULD THE NEGRO BE GIVEN AN EDUCATION DIFFERENT FROM
THAT GIVEN TO THE WHITE? 72
V. SHOULD THE IGNORANT AND NON-PROPERTY HOLDING NEGRO BE
ALLOWED TO VOTE? 89
VI. IS THE CRIMINAL NEGRO JUSTLY DEALT WITH IN THE COURTS OF
THE SOUTH? 92
VII. TO WHAT EXTENT IS THE NEGRO PULPIT UPLIFTING THE RACE? 115
VIII. IS IT TIME FOR THE NEGRO COLLEGES IN THE SOUTH TO BE PUT
INTO THE HANDS OF NEGRO TEACHERS? 125
IX. WILL THE EDUCATION OF THE NEGRO SOLVE THE RACE PROBLEM? 142
X. WHAT ROLE IS THE EDUCATED NEGRO WOMAN TO PLAY IN THE
UPLIFTING OF HER RACE? 167
XI. HOW CAN THE NEGROES BE INDUCED TO RALLY MORE TO NEGRO
BUSINESS ENTERPRISES AND TO THEIR PROFESSIONAL MEN? 186
XII. WHAT ARE THE CAUSES OF THE GREAT MORTALITY AMONG THE
NEGROES IN THE CITIES OF THE SOUTH AND HOW IS THAT MORTALITY
TO BE LESSENED? 199
XIII. WHAT SHOULD BE THE NEGRO'S ATTITUDE IN POLITICS? 224
XIV. IS THE NEGRO AS MORALLY DEPRAVED AS HE IS REPUTED TO BE? 236
XV. IS THE YOUNG NEGRO AN IMPROVEMENT MORALLY ON HIS FATHER? 254
XVI. THE NEGRO AS A WRITER 270
XVII. DID THE AMERICAN NEGRO PROVE, IN THE NINETEENTH CENTURY,
THAT HE IS INTELLECTUALLY EQUAL TO THE WHITE MAN? 287
XVIII. WHAT PROGRESS DID THE AMERICAN WHITE MAN MAKE IN THE
NINETEENTH CENTURY ALONG THE LINE OF CONCEDING TO
THE NEGRO HIS RELIGIOUS, POLITICAL AND CIVIL RIGHTS? 291
XIX. THE NEGRO AS A LABORER 299
XX. THE NEGRO AS A CHRISTIAN 309
XXI. DOES THE NORTH AFFORD TO THE NEGRO BETTER OPPORTUNITIES
OF MAKING A LIVING THAN THE SOUTH? 323
XXII. WHAT IS THE NEGRO TEACHER DOING IN THE MATTER OF
UPLIFTING HIS RACE? 330
XXIII. IS THE NEGRO NEWSPAPER AN IMPORTANT FACTOR IN THE
ELEVATION OF THE NEGRO? 347
XXIV. ARE OTHER THAN BAPTIST AND METHODIST CHURCHES ADAPTED
TO THE PRESENT NEGRO? 356
XXV. THE NEGRO AS A BUSINESS MAN 370
XXVI. THE NEGRO AS A FARMER 388
XXVII. THE NEGRO AS AN INVENTOR 399
XXVIII. WHAT THE OMEN? 414
XXIX. WHY THE NEGRO RACE SURVIVES 418
XXX. THE SIGNS OF A BRIGHTER FUTURE FOR THE AMERICAN NEGRO 427
XXXI. NEGRO CRIMINALITY 434
XXXII. THE AMERICAN NEGRO'S OPPORTUNITIES IN AFRICA 442
XXXIII. THE NEGRO AND EDUCATION 445
XXXIV. A NEGRO IN IT 447
XXXV. THE NEGRO'S ADVERSITIES HELP HIM 449
XXXVI. THE AMERICAN NEGRO AND HIS POSSIBILITIES 454
XXXVII. IMPORTANT LESSONS FROM THE AWFUL TRAGEDY 464
XXXVIII. HOW TO HELP THE NEGRO TO HELP HIMSELF 468
THE EDITOR'S BIOGRAPHY, BY WALTER I. LEWIS.
Daniel Wallace Culp, compiler and editor of this book, was
born about forty-seven years ago, of slave parents, four
miles from Union Court House in South Carolina. His mother,
Marilla by name, was an excellent type of the devout
Christian woman of her day; she believed firmly in that God,
whose inscrutable wisdom directed the ways of her race
through paths that were truly hard. She hesitated not to
teach her son Daniel to love, fear and obey the God in whom
she trusted, using whatever light she had.
Christopher Brandon, to whom Daniel and his mother belonged,
was one of those slave-holders in South Carolina who did not
believe in the institution of slavery, but being uncertain
as to whether his slaves would be better off if he freed
them, he held them, establishing a sort of patrimony in
which his slaves were allowed such superior opportunities
and advantages that the less favored neighbors styled them
"Brandon's free Negroes." This distinction carried with it
its disadvantages as well, for on account of the ease and
comfort allowed them, they were despised alike by the
hard-hearted slave-owners and the less fortunate slaves.
Brandon was kind to his slaves, who were made to work enough
to keep a plenty at home to live upon. He also protected
them against whatever ill treatment begrudging neighbors
might be prompted to offer.
Brandon was a bachelor. He made a favorite and close
companion of Daniel to the extent of having him occupy the
same bed with him. This affection of the bachelor master
lasted until his death, which occurred several years after
the emancipation.
It is said that in his expiring moments this good man,
Brandon, called for young Daniel, who was then too far away
to be on hand in time to hear what was to have been said
before death ensued. Thus died a man who was brave enough,
in the midst of environments that were exacting to the
extent of active ostracism for his assertion of his belief
that the Negro is a real human being, possessed of a mind,
soul and rights to happiness, and should share in the
community of responsibilities.
At an early age Daniel became anxious to know what is in
books. This ambition was fed by his former master, who
became his first teacher. This make-shift tutelage continued
until 1869, when this rapid little learner caught a sight of
better intellectual food. Accordingly he left his rural
home, his soul charged with greater things, and entered
Biddle Memorial Institute, now Biddle University, at
Charlotte, N. C.
As a student Daniel did not attract any special attention
until he had passed the preparatory and entered the regular
classical course of that institution. It was here that he
won great distinction in his faculty for acquiring a ready
knowledge of the languages and the higher mathematics. So
rapidly did he advance in these studies that it was found
necessary to place him in a class alone, none of his mates
being able to keep up with him. This separation was from a
class of about twenty young men from the Carolinas,
Virginia, Georgia and Tennessee. For five years he studied,
making an advancement that was frequently a marvel to the
teachers, some of whom were at times puzzled to sustain
their place of superiority over him.
In 1876 Daniel Wallace Culp graduated from Biddle
University, being the first graduate from the classical
department of that institution, with the degree of Bachelor
of Arts.
Having decided to study theology, he, in the fall of the
same year in which he graduated from Biddle, entered
Princeton Theological Seminary. At the same time he entered
Princeton College to study the History of Philosophy and
Psychology under the great Dr. McCosh.
The presence of a colored student in the classes at
Princeton College (which has no connection with the
Theological Seminary) was particularly obnoxious to the
young men of the South, of whom there were several then in
attendance. This brought on a crisis. The young white men of
the South packed their trunks and left for their homes,
declaring with much emphasis that they would not sit in the
lecture room with a "nigger." But, strange to relate, their
parents showed better sense by requiring them to promptly
return. In the meanwhile efforts were made to have Dr. Culp
discontinue his attendance at these lectures, all of which
he positively refused to do. The young men from the South
finally became friendly, and things moved on smoothly, Dr.
Culp winning the respect of all the students by his
gentlemanly conduct and scholarship.
In the Theological Seminary he was regarded as one of the
brightest students in his class, excelling in the study of
the Hebrew language and theology. He graduated from this
seminary in the spring of 1879.
Now came the most trying time in the life of the young man
who had been sated with frequent conquests while in the
pursuit of knowledge. Dr. Culp was assigned to an humble
Presbyterian Church at Laurens, S. C., under the auspices of
the Freedman's Board of the Northern Presbyterian Church.
His work was to preach and teach at that place. He remained
at Laurens one year, when he was called to the pastorate of
Laura Street Presbyterian Church in Jacksonville, Fla.
In the fall of 1881 he was appointed principal of Stanton
Institute, the largest colored college in the state of
Florida. For a while he filled both the pastorate of the
church and the principalship of Stanton, but finding it
impracticable to hold both he finally resigned the
pastorate, after having served the church for five years. He
was principal of Stanton four years. Rev. F. J. Grimke, D.
D., succeeded Dr. Culp as pastor of Laura Street
Presbyterian Church.
Desiring to help his people in what is known as the "black
belt" of Florida, he severed his connection with the Stanton
Institute and went to Lake City and established the Florida
Normal and Industrial Institute. There he prepared many
young men and women to teach in the district schools. This
school was operated under the General Congregational
Association of Florida, of which Dr. Culp is a member.
In 1886 he accepted an appointment from the American
Missionary Association to take charge of the church and
school at Florence, Ala. He did not remain there long before
the same board appointed him to the pastorate of the First
Congregational Church in Nashville, Tenn. It was here that
Dr. Culp became deeply concerned about the physical
salvation of his race. To fit himself to do actual work
along this line, he resigned his pastorate over the
strongest protests of his members, and entered the Medical
School of the University of Michigan, at Ann Arbor. After
remaining in this college for some time, studying with the
avidity and success of former years, he left and entered the
Ohio Medical College, where he could enjoy the advantages of
the study of the superior hospital facilities. Here he
graduated with honors in 1891, and again came South,
locating in Augusta, Ga.
Shortly after his arrival in Augusta, Dr. Culp having
demonstrated his high capabilities and fitness, was elected
by the City Council to be superintendent and resident
physician of the Freedmen's Hospital in that city. This
position was coveted by several white physicians, hence the
election of Dr. Culp created no small stir. The excitement
was great for some time. Finally it became apparent that to
continue to hold this position would be hazardous in a
number of ways, and upon the advice of his wife and friends
Dr. Culp resigned, after serving one year.
Afterwards he built up an excellent practice of medicine in
the city of Augusta, but owing to the fast failing health of
his family he moved to Palatka, Fla., and after two years of
successful practice he moved to Jacksonville to give his
children, a promising girl and boy, the advantages of the
schools.
After remaining in Jacksonville for about seven years, Dr.
Culp yielded to the entreaties of the people of Palatka and
returned to that city, where he now is, having won the
fullest confidence of the people as a successful physician.
Dr. Culp married Mrs. Mary Emily Jefferson, of Jacksonville,
in 1884. She was at that time a prominent teacher in the
public schools of that city. His union has been blessed with
two children, a girl, Charlotte Marilla, fourteen years old,
and Julian McKenzie, twelve years old.
Dr. and Mrs. Culp are both profoundly interested in the
education of these children, hoping to fit them to be useful
to their race.
Dr. Culp is classed as a thorough race man. Freed from the
monstrous visions which many delight to parade as arguments,
he abides by a strong faith in the destiny of the valuable
elements of his race. That his people are destined to reach
a high point in civilization has been his private conviction
for years, not being very free, however, to say that this
will be attained in America.
Dr. Culp also seriously believes that if the race problem is
ever solved in this country, it will be done by the combined
efforts of the intelligent elements of both races. His great
interest in the physical salvation of his race has moved him
to both lecture extensively and write books and pamphlets on
health topics during the past seven years. Notable among
these are his books on smallpox and vaccination,
consumption, etc., all of which have done good among the
people whose means of information on the proper care of
health are the poorest.
Dr. Culp has good standing with the editors of the leading
magazines. By these he has been invited repeatedly to write
articles on the Race Problem. This invitation he has
accepted more than once, and when he writes, he displays a
degree of literary ability that is striking. His purpose in
compiling and editing this book is but one of the several
great plans he has in reserve to publicly demonstrate what
he regards as actual service for the inspiration of his day
and generation.
TWENTIETH CENTURY NEGRO LITERATURE.
TOPIC I.
DID THE AMERICAN NEGRO MAKE, IN THE NINETEENTH CENTURY, ACHIEVEMENTS
ALONG THE LINES OF WEALTH, MORALITY, EDUCATION, ETC., COMMENSURATE
WITH HIS OPPORTUNITIES? IF SO, WHAT ACHIEVEMENTS DID HE MAKE?
BY MARY B. TALBERT.
[Illustration: Mrs. Mary B. Talbert.]
MRS. MARY B. TALBERT.
Mary Burnett Talbert was born at Oberlin, Ohio, in 1866, her
father's family having gone there from Chapel Hill, N. C.
She is descended on her maternal side from Richard Nichols,
who compelled Peter Stuyvesant to surrender New Amsterdam
and who for a short while was Governor of the State of New
York.
She graduated at the early age of sixteen from the Oberlin
High School, and through the generosity of Ex-President
James H. Fairchild was enabled to attend Oberlin College.
When applying for admission to the class in trigonometry,
the instructor doubtfully admitted her, as so many of the
High School pupils had found the subject very hard and
preferred a review of other mathematics. She entered the
class, however, on trial, and made a term's record of 5 per
cent, with an examination of 5.5 per cent, 6 per cent being
the highest mark for lessons in college.
During the next term she entered the class of mechanics, and
made a perfect record for term's work and examination.
While attending school she was well liked by her classmates,
being made Treasurer of Aeolian, one of the two college
societies for young women, and was also one of six
representatives chosen for Class Day Exercises. She was
given the place of honor upon the programme, and recited an
original poem, "The Lament of the Old College Bell, Once
First, Now Second."
Mrs. Talbert graduated from Oberlin at the early age of
nineteen, being the only colored member of her class after
the withdrawal of the late Lieutenant John Alexander.
She started out in life equipped not only with a great love
of learning but with all the encouragement which made it
possible for her to follow the inclinations of her mind.
In 1886 she accepted a position in Bethel University, Little
Rock, Ark.
Some women make themselves teachers, but Mrs. Talbert was a
born teacher. The late Professor John M. Ellis, in writing
of her, said: "She is a lady of Christian character and
pleasing address. As a student she has an excellent record
and standing in her class, showing good abilities and
industry and fidelity in her work. She has the qualities
natural and acquired to make a superior teacher."
In January, 1887, she was elected Assistant Principal of the
Little Rock High School, the highest position held by any
woman in the State of Arkansas, and the only colored woman
who has ever held the position. Mrs. Talbert resigned her
place after her marriage to Mr. William H. Talbert, one of
Buffalo's leading colored young men, and was urged after
marriage to reconsider her resignation and take up her work
again.
Leading educators and literary men, such as Charles Dudley
Warner, Samuel A. Greene of Boston, L. S. Holden of St.
Louis, and others who visited her classes, and, having seen
them at work, registered their names with written comments.
Professor Albert A. Wright of Oberlin writes as follows:
"Mary Burnett received her education in the public schools
and college of this place, where her parents have resided
for many years. She has won the respect and approval of her
teachers by her successful accomplishments of the tasks set
before her." Mrs. Talbert received the degree granted to
students of the Literary Course in 1894, and is a member of
the Association of Collegiate Alumnae, being the only
colored woman in the city of Buffalo eligible.
As the hand upon the dial of the nineteenth, century clock pointed to
its last figure, it showed that the American Negro had ceased to be a
thing, a commodity that could be bought and sold, a mere animal; but
was indeed a human being possessing all the qualities of mind and
heart that belong to the rest of mankind, capable of receiving
education and imparting it to his fellow man, able to think, act,
feel, and develop those intellectual and moral qualities, such as
characterize mankind generally.
Let us glance at the intellectual Negro and see if he has made any
progress commensurate with his opportunities during the nineteenth
century.
Intuitively we turn to that great historian of our race--who for seven
years worked with such care and zeal to write a thoroughly trustworthy
history of the American Negro, and to-day stands as our first and
greatest historian--George W. Williams. In prefacing his second
volume, he says: "I have tracked my bleeding countrymen through widely
scattered documents of American history; I have listened to their
groans, their clanking chains, and melting prayers, until the woes of
a race and the agonies of centuries seem to crowd upon my soul as a
bitter reality. Many pages of this history have been blistered with my
tears; and although having lived but a little more than a generation
my mind feels as if it were cycles old.
"A short time ago the schools of the entire North were shut in his
face; and the few separate schools accorded him were given grudgingly.
They were usually held in the lecture room of some colored church or
thrust off to one side in a portion of the city or town toward which
aristocratic ambition would never turn. These schools were generally
poorly equipped; and the teachers were either colored persons whose
opportunities of securing an education had been poor, or white persons
whose mental qualifications would not encourage them to make an honest
living among their own race."
It will not be necessary to enumerate the various insults and
discouragements which faced the noble pioneers of our race who, seeing
their fellow men denied the opportunities and privileges of securing
an education, scorned by the press and pulpit, in public and private
gatherings for their ignorance, set about to lift the Negro from his
low social and mental condition.
The Negro turned his attention to the education of himself and his
children; schools were commenced, churches organized, and a new era of
self-culture and general improvement began.
In Boston we see Thomas Paul, Leonard A. Grimes, John T. Raymond,
Robert Morris and John V. DeGrasse.
In 1854 John V. DeGrasse was admitted to the Massachusetts Medical
Society, being the first instance of such an honor being conferred
upon a colored man in this country.
In New York we find Rev. Henry Highland Garnet, Dr. Charles B. Ray,
Charles L. Reason and Jacob Day doing what they could to elevate the
Negro and place him on a higher intellectual plane.
Philadelphia also added her quota to the list of noble men who were
striving to show to the world that the American Negro, although
enslaved, was a human being. We find such men as Robert Purvis,
William Still and Stephen Smith.
In Western Pennsylvania and New York were John Peck, John B. Vashon
and Peyton Harris and all through the North, each state held colored
men who were anxious to do what they could to elevate the race, and it
seems as if God gave each one a special duty to perform, which
combined, made one mighty stimulus to the young colored youth to do
what he could to build up the Negro race.
Do you ask if the Negro has advanced intellectually, I need only to
refer you to the showing made by the men and women of our race to-day.
The works of Frederick Douglass, John M. Langston, Blanche K. Bruce,
J. C. Price, are living testimonials of what the Negro accomplished a
generation ago.
When we consider the fact that the Negro was of such import that laws
were made making it a misdemeanor to educate the Negro, both before
and after the Civil War; when we consider the Greek text books of
Professor Scarborough of Wilberforce used by one of the oldest
Colleges in America; when we consider the Presidents and Principals of
various Negro schools in our country, such as Livingston, N. C.;
Spellman Seminary, Atlanta, Ga.; Wilberforce, Ohio; Virginia Normal
and Collegiate; Shaw University; when we consider the place that our
honored clergy occupy among the intellectual men of the world; when we
consider the work of Booker T. Washington, we must admit that the love
of knowledge seems to be intuitive. No people ever learned more in so
short a time.
Every year since the Civil War the American Negro has been taking on
better and purer traits of character.
The Negro of to-day is materially different from the Negro of
yesterday. He delights in the education of his children, and from
every section of our Southland come letters asking for competent
colored teachers and educated ministers. The young man and woman who
educate themselves in our Northern colleges and normal schools do not
always have to turn their attention to the far South to seek fields of
labor, but in an honest competition, gain places of honor and trust in
the North.
Think of the scores of young colored women all over our Northern
states teaching the "young idea how to shoot," and not a black face in
the class. We find colored women with large classes of white pupils in
St. Paul, Minn.; Chicago, Ill.; Detroit, Mich.; Cleveland, Ohio;
Buffalo, N. Y.; and other Northern cities. "From the state of
semi-civilization," says Williams, "in which he cared only for the
comforts of the present, his desires and wants have swept outward and
upward into the years to come and toward the Mysterious Future."
Several hundred weekly newspapers, a dozen monthly magazines,
conducted by Negroes, are feeding the mind of the race, binding
communities together by the cords of common interest and racial
sympathy. The conditions around which the Negro was surrounded years
ago have disappeared and the Negro is as proud of his own society as
the whites are of theirs. Sociological study and laws have given to
our present generation the will power and tenacity to establish and
maintain a social standing equal with any of the races of the world.
Without a question of doubt he has shown moral qualities far in
advance of those which dominated in slave history and under which he
was constantly subjected.