The Journal of Negro History
Chapter 91 : [329] Foley, "Jeffersonian Cyclopedia," sec. 7933.[330] Hurd, _op. cit._, II,

[329] Foley, "Jeffersonian Cyclopedia," sec. 7933.

[330] Hurd, _op. cit._, II, pp. 5, 83, 105, 150, etc.

[331] E. C. Holland, "A Refutation of the Calumnies Circulated against the Southern and Western States Respecting the Inst.i.tution and Existence of Slavery among Them," p. 83, Charleston, 1822.

[332] Hurd, _op. cit._, II, 95 ff.

[333] _Ibid._, II, 174.

[334] Stroud, _op. cit._, p. 11; see also Olmsted, "The Cotton Kingdom," II, 92, and Rhodes, I, p. 369, for similar statements to the effect that the slave was personal property.

[335] Stroud, _op. cit._, pp. 12, 44.

[336] "Industrial Resources," II, 249, quoted by Hart, "Slavery and Abolition," p. 112.

[337] _Journal_, pp. 230 ff.

[338] This varying att.i.tude of the master cla.s.s has been extensively treated by C. G. Woodson in his "Education of the Negro Prior to 1861."

[339] Tillinghast's "The Negro in Africa and America," pp. 106 ff.

[340] _Op. cit._, II, pp. 12, 13.

[341] II, pp. 108, 118.

[342] _Journal_, pp. 25, 44, 180; Olmsted, "Seaboard Slave States," I, p. 390.

[343] B. T. Was.h.i.+ngton, "Future of American Negro," pp. 54 ff. for a negro's witness to industrial training acquired in slavery.

[344] Kemble, _op. cit._, pp. 60 ff., 29, 134, 153, 239, 263.

[345] Lewis, "Journal of a West India Proprietor," 404.

[346] _Op. cit._, I, p. 114.

HISTORY OF THE HIGH SCHOOL FOR NEGROES IN WAs.h.i.+NGTON

If one is making a collection of striking contrasts between _what once was, but now is_, he should certainly include in this list the Preparatory High School established for Negro youth in the National Capital, November, 1870, and the beautiful new Dunbar High School which was dedicated January 15, 1917. It is indeed a far cry from the bas.e.m.e.nt of the Presbyterian Church in which this first Preparatory High School was located and the magnificent brick, stone-trimmed building of Elizabethan architecture with a frontage of 401 feet which was recently christened the Dunbar High School in honor of the poet, Paul Laurence Dunbar. This new school represents an outlay of more than a half a million dollars. The ground cost the government $60,000, the building and equipment $550,000, and it is considered one of the most complete and beautiful inst.i.tutions for Negro youth in the country.[347] There is a faculty of 48 teachers, many of them being graduates from the leading colleges and universities of the country, and 1,252 pupils are enrolled, 545 boys and 707 girls.

It would have required a vivid and fertile imagination indeed for a pupil who attended that first high school to have dreamed of an inst.i.tution so comprehensive and efficient as the high school of to-day. In fact, the first high school for Negro youth was not a high school at all. It was, as its name indicated, a Preparatory High School established in 1870. It was mainly composed of pupils completing the last two years of the grammar grades, although, according to the school report of that year, a small number of students were pursuing the high school course.[348] The new inst.i.tution labored under several decided disadvantages. In the first place, the teaching force was inadequate, as there was only one instructor for 45 pupils. Sufficient time for advanced studies was not given and the school suffered also from the loss of pupils employed to meet the growing demand for teachers in the lower grades.[349]

The first cla.s.s would have graduated in 1875, but the demand for teachers being so much greater than the supply, the first two cla.s.ses were drawn into the teaching corps, before they had completed the prescribed course.[350] It was not until 1877, therefore, that the first high school commencement was held, eleven pupils being awarded diplomas. These were Dora F. Baker, Mary L. Beason, Fannie M. Costin, Julia C. Grant, Fannie E. McCoy, Cornelia A. Pinckney, Carrie E.

Taylor, Mary E.M. Thomas, James C. Craig, John A. Parker, and James B.

Wright. Three members of this cla.s.s are now teaching in the Was.h.i.+ngton public schools. Of the capabilities of the pupils and conditions of the school, Superintendent Newton in his annual report said: "The progress which has been made in the organization and the perfecting of an efficient school system in a brief period has probably few parallels in any part of the country. The capabilities of the pupils in general for acquiring knowledge have been demonstrated to be not inferior to those of any children in the country."[351]

The first princ.i.p.al of the Preparatory High School was Miss Emma J.

Hutchins, a native of New Hamps.h.i.+re. Like many white men and women who came from the North at that time, Miss Hutchins was fired with zeal to do everything in her power to educate and uplift the youth of the newly emanc.i.p.ated race. She served as princ.i.p.al of the O Street, now the John F. Cook, School and was then placed in charge of the Preparatory High School in 1870. After teaching here one year, Miss Hutchins resigned to accept a position in Oswego County, New York.

There was no dissatisfaction on the part of either Miss Hutchins or of the people whom she served, but she resigned, because, as she said, there were among the Negroes themselves teachers thoroughly equipped to take up the work and carry it on and she could find employment elsewhere. From one who knew her personally comes the statement, "Miss Hutchins' term of service in the Was.h.i.+ngton public schools was brief, but the impress she made upon those with whom she came into contact has remained indelibly fixed through the years that have followed.

High ideals, conscientious performance of duty under adverse conditions and loyalty to the interest of her pupils--hers was indeed the spirit of the true teacher."

In the third report of the Board of Trustees the Public Schools Superintendent, George F. T. Cook, tells us: "The pupils first transferred to this Preparatory High School, as well as those for two or three subsequent years, had completed only the sixth year of the seven required for the completion of the school course at that time--hence the name Preparatory High School." But the superintendent recommended that the transfer of small cla.s.ses of pupils in the first grade of the grammar course from the several school districts be discontinued, and that in lieu thereof there be two central grammar schools for the accommodation of all pupils in the last year of the grammar course--one to be located in the Summer or Stevens building and the other in the Lincoln building. This was intended to bring into the high school only those pupils pursuing advanced studies. The object of this Preparatory High School, according to Mr. Cook, was twofold: "to economize teaching force by concentrating under one teacher several small cla.s.ses of the same grade of attainment, located in different parts of the city, and to present to the pupils of the schools incentives to higher aim in education. In both respects," says he, "it has been eminently successful, perhaps more so in the latter, since it has furnished to the teachers.h.i.+ps of these schools and those of the surrounding country many teachers."[352]

In the fall of 1871 Miss Mary J. Patterson succeeded Miss Hutchins as princ.i.p.al of the high school, which was then located in the Stevens building on 21st Street during that year. Miss Patterson was graduated from Oberlin College with the degree of A.B. in 1862. So far as the records show, she has the distinction of being the first woman, of African blood, to receive a college education. When Miss Patterson attended Oberlin College, she took what was called the _gentleman's course_, which required a study of not only Latin and Greek, but the higher mathematics as well. It doubtless received the name _gentleman's course_, because at that time women did not as a rule pursue such studies. It is easy to imagine what an impetus and an inspiration such a woman would be at the head of a new school established for the youth of a race for which high standards and lofty ideals had to be set. She was a woman with a strong, forceful personality, and showed tremendous power for good in establis.h.i.+ng high intellectual standards in the public schools. Thoroughness was one of Miss Patterson's most striking characteristics as a teacher. She was a quick, alert, vivacious and indefatigable worker. During Miss Patterson's administration, which lasted altogether twelve years, three important events occurred: the name "Preparatory High School"

was dropped; in 1877, the first high school commencement was held; and the normal department was added with the princ.i.p.al of the high school as its head.

After Miss Patterson had served one year as princ.i.p.al, Mr. Richard T.

Greener was appointed in 1872 to take her place. As Miss Patterson was the first woman of color to be graduated from Oberlin College, so Mr.

Greener has the distinction of being the first man of African descent to be thus honored by Harvard College. He received his preparatory education in Boston, Oberlin and Cambridge, and was graduated from Harvard in 1870. A scholar and lawyer by profession, Mr. Greener has attracted attention by his essays and orations. He has held a number of important positions, having served as Professor in the University of South Carolina in the Reconstruction period, Dean of the Law School of Howard University, Chief Civil Service Examiner for New York City, and United States Consul at Vladivostock, Russia. After serving as princ.i.p.al of the high school nearly one year, Mr. Greener left it for fields of broader opportunity. Miss Patterson was then reappointed princ.i.p.al of the Preparatory High School and held the position till 1884, when Mr. F. L. Cadozo, Sr., succeeded her.

When Mr. F.L. Cardozo, Sr., was appointed to the princ.i.p.als.h.i.+p of the high school, the standard of scholars.h.i.+p required of the princ.i.p.als was certainly maintained. For he had the rare distinction of being educated at Glasgow University, Glasgow, Scotland. There he won two scholars.h.i.+ps of $1,000 each in Greek and Latin. He also took a course in the London School of Theology, London, England, where he completed the three-year course in two years. He was once pastor of the Tremont Street Congregational Church, New Haven, Connecticut. Later he went to Charleston, South Carolina, where he engaged in missionary work in the employ of the American Board of Missions. Mr. Cardozo founded the Avery Inst.i.tute in Charleston, and served as its princ.i.p.al until he became Treasurer of the State of South Carolina, in 1870. Under Governor Chamberlain he was Secretary of State for two terms.[353]

At that time there were 172 pupils in the school, but by 1886 the enrollment was 247, which was more than five times what it was when the school was established. In 1887-88, when the enrollment was 361, there were nine teachers, exclusive of the instructors in music and drawing. There was an increase of two teachers in 1888-89. From 1877 to 1894 the high school course consisted of three years' work. But in 1894 the course was enriched and enlarged by the addition of several electives and since then it has been lengthened to four years. The commercial department was established in 1884-85 and in 1887 a business course requiring two years of study was added. This with a technical course also requiring two years of study laid the foundation of the Armstrong Manual Training School. Girls were given an opportunity of taking up domestic science and boys military drill.[354] Referring to the school in 1889-90 Superintendent Cook said: "This school is growing, not only in number but in a condition to perform better and more useful work. In the practical importance of subjects taught and in their better and increasing provision for preparing pupils for business life there is recognition of the fact that practical usefulness is the great end of intellectual discipline."[355]

It was during Mr. Cardozo's administration that the high school was moved from the Miner building to a new structure in 1891. So far back as 1874 Mr. Cook urged the construction of a suitable building for the high school. But it was not until 1889-90 that an appropriation therefor was made.[356] This building, known as the M Street High School, was erected on M Street, near the intersection of New York and New Jersey Avenues, where the inst.i.tution remained until it moved into the Dunbar.

In 1896 Dr. W. S. Montgomery was appointed princ.i.p.al of the M Street High School and held that position for three years. Dr. Montgomery was graduated at Dartmouth College, receiving the degree of A.B. in 1879 and the degree of A.M. in 1906. He completed the Howard University medical course in 1884. From the time Dr. Montgomery was appointed princ.i.p.al of the Hillsdale School in 1875 till the present, with the exception of two years spent in study at Dartmouth, he has served the public school system of the District of Columbia continuously.[357] In referring to his princ.i.p.als.h.i.+p of the M Street High School, one of his co-laborers states that it "was marked by a period of constructive work. He stood for high scholars.h.i.+p with a leaning toward the cla.s.sical high school."

Judge Robert H. Terrell succeeded Dr. Montgomery in 1899. He was the second princ.i.p.al of the high school to hold a degree from Harvard College. When a boy, he was a pupil in the public schools of the District of Columbia and was a member of one of the early cla.s.ses in the old Preparatory High School. Mr. Terrell finished his preparation for college at Lawrence Academy, Groton, Ma.s.sachusetts and was graduated from Harvard University in the cla.s.s of 1884. In the fall of that year he was appointed a teacher in the high school and held that position for five years. In the fall of 1889 he was appointed chief of a division in the United States Treasury Department, where he served four years. In the meantime Mr. Terrell had studied law. He practiced that profession till 1889, when he was again appointed teacher in the high school. He was afterward promoted to the princ.i.p.als.h.i.+p. In 1902 President Roosevelt nominated him for a judges.h.i.+p of one of the City Courts of Was.h.i.+ngton and Mr. Terrell resigned the princ.i.p.als.h.i.+p to accept this position. While serving as princ.i.p.al of the high school Mr. Terrell devoted much of his time out of school to preparing his boys for college. It is largely due to his influence that a goodly number of its graduates have completed their education at Harvard.

Mrs. Anna J. Cooper was appointed Judge Terrell's successor and served from 1901 till 1906. Mrs. Cooper prepared for college at the St.

Augustine Normal School. Like Miss Patterson, Mrs. Cooper was graduated at Oberlin College, receiving the degrees A.B. in 1884 and A.M. in 1888. With the exception of a few years Mrs. Cooper has taught in the public schools from 1887 to the present time. She is the author of "A Voice from the South," which received most complimentary notices in representative newspapers and magazines. During her administration in 1904 the course of study for the M Street High School like that of the other academic high schools was considerably changed and greatly enlarged.

Mr. William Tec.u.mseh Sherman Jackson succeeded Mrs. Cooper in 1906.

He was educated at Amherst College which conferred upon him the degrees of A.B. in 1892 and A.M. in 1897. He thereafter pursued postgraduate studies at the Catholic University of America. Mr.

Jackson's twenty-five years of service have all been in the high school. He was teacher of mathematics from 1892 to 1904, princ.i.p.al of M Street High School from 1906 to 1909 and has been head teacher in the Department of Business Practice from 1912 to the present time. In commenting upon Mr. Jackson's work, one of his superior officers declared that he "introduced the individual promotion system, stimulated interest in athletics and fostered the school spirit."

Mr. Edward Christopher Williams succeeded Mr. Jackson as princ.i.p.al of the M Street High School in 1909. He was graduated from the Central High School in Cleveland, Ohio, holds the degree of B.L. from the Western Reserve University, and an honor certificate from the New York State Library School. He was Librarian of the Western Reserve University from 1894 to 1909, and was instructor in bibliographical subjects in the Western Reserve University Library School from 1904 to 1909. After serving seven years as princ.i.p.al of the M Street High School, he resigned June, 1916, to accept a position in Howard University as Librarian and Director of the Library School. Mr.

Williams achieved success as an administrative officer while princ.i.p.al of the M Street High School.

Mr. G. C. Wilkinson, the present princ.i.p.al of this school, was educated in the public schools of the District of Columbia, finis.h.i.+ng the course at the M Street High School in June, 1898. He was graduated from Oberlin, with the degree of A.B. in 1902, and from the Law Department of Howard University in 1909. In 1902 he was appointed teacher in the M Street High School and discharged his duties in the new field of action with enthusiasm and zeal. During these years Mr.

Wilkinson devoted much of his time after school hours to the training and instructing of athletic teams, particularly football and baseball, at a time when physical training for high school boys was not an established part of the regular curriculum. This interest was not confined to M Street High School only but extended to all secondary schools of the vicinity and resulted in the formation of the Inter-Scholastic Athletic a.s.sociation of the Middle Atlantic States under whose auspices track meets and basket ball were first introduced into the capital of the nation. Thus athletic interest was extended, until they were registered in the Amateur Athletic Union of America as the first and at present the only football officials of color in America. Mr. Wilkinson was equally active in a.s.sisting the military organization of the high school. In November, 1912, Mr. Wilkinson was promoted to the princ.i.p.als.h.i.+p of the Armstrong Manual Training School and transferred to the princ.i.p.als.h.i.+p of the Dunbar High School, July 15, 1916.

It is safe to a.s.sert that at the head of no school in the United States have there been teachers who have availed themselves of better educational advantages than have the princ.i.p.als of the high school for the education of Negroes in the District of Columbia. In looking over the list one observes that of the ten princ.i.p.als, who have guided and molded the school, two held degrees from Harvard University, three from Oberlin College, one from Dartmouth, one from Amherst, one from Western Reserve University, and one was educated in the University of Glasgow in Scotland.

But, however well-trained and strong the princ.i.p.al of a school may be, it is impossible for him to accomplish as much as he might, if his teachers also are not efficient and conscientious in the discharge of their duties. In this respect this high school has been greatly blessed, for the teachers have, as a rule, not only enjoyed superior educational advantages, but have faithfully discharged their duties.

Although it is impossible in this article to mention by name all the teachers who have done so much to raise the standard of the high school to the enviable position it occupies to-day, no sketch, however short, could do the subject justice without reference to a few of the instructors who have been in the school almost from its establishment to the present time. Among these none have rendered more valuable service than the late Miss Laura Barney, for many years a teacher of history and an a.s.sistant princ.i.p.al, Miss Carolina E. Parke, teacher of algebra, Miss Harriet Riggs, head of the English Department, Mr. Hugh M. Browne, instructor in physics, and Mr. T. W. Hunster, the organizer and director of the Drawing Department.

It would be difficult to name a high school, the graduates or former pupils of which have achieved success in such numbers and of such brilliancy as have those trained in the high school for Negroes in the District of Columbia. If one investigates the antecedents of some of the young Negroes who have made the most brilliant records at the best universities in the country, he will discover that a large number of them were trained in this high school. Miss Cora Jackson by compet.i.tive examination won a scholars.h.i.+p at the University of Chicago. Phi Beta Kappa keys have been won by R. C. Bruce at Harvard, Ellis Rivers at Yale, Clyde McDuffie and Rayford Logan at Williams, Charles Houston and John R. Pinkett at Amherst, Adelaide Cooke at Cornell, and Herman Drear at Bowdoin.

In scanning the list of the men and women whose foundation of education and usefulness was laid in this inst.i.tution, one is surprised to see the wide range of positions they so creditably fill.

In almost every trade and profession open to the colored American, from a janitors.h.i.+p to a judges.h.i.+p, it is possible to find a man or a woman who has either completed or only partially completed the course of this high school. Mr. R. C. Bruce, a graduate of Harvard College, now a.s.sistant superintendent of colored public schools; Miss Nannie Burroughs, the founder and president of the National Training School for Women; Mr. Frederick Morton, princ.i.p.al of the Mana.s.sas Industrial School; Miss Marian Shadd, Mr. John C. Nalle, Major James E. Walker, supervising princ.i.p.als in the District of Columbia; Dr. John Smith, the statistician of the Board of Education; Miss Emma G. Merritt, director of primary instruction; Mr. Charles M. Thomas, a successful instructor in the Miner Normal School; 36 out of the 47 princ.i.p.als of buildings and a large corps of efficient teachers of Was.h.i.+ngton, have all either been graduated from or pursued courses in this high school.

The first Negro who ever won the distinction of being commencement orator at Harvard College was Robert H. Terrell, who studied in the Preparatory High School shortly after it was established and who is now one of five justices in the Munic.i.p.al Court of the District of Columbia, having been first appointed by President Roosevelt and then reappointed by Presidents Taft and Wilson. The first Negro who was ever elected cla.s.s orator at Harvard University was Clement G. Morgan, another graduate of this high school. He was formerly a member of the Board of Aldermen in Cambridge, Ma.s.sachusetts, and is at present a lawyer of good repute.