The centers of this interest in the mountains of Tennessee were Maryville and Knoxville. Around these towns were found a goodly number of white persons interested in the elevation of the colored people. There developed such an antislavery sentiment in the former town that half of the students of the Maryville Theological Seminary became abolitionists by 1841.[1] They were then advocating the social uplift of Negroes through the local organ, the Maryville Intelligencer. From this nucleus of antislavery men developed a community with ideals not unlike those of Berea.[2]
[Footnote 1: Some of the liberal-mindedness of the people of Kentucky and Tennessee was found in the State of Missouri. The question of slavery there, however, was so ardently discussed and prominently kept before the people that while little was done to help the Negroes, much was done to reduce them to the plane of beasts. There was not so much of the tendency to wink at the violation of the law on the part of masters in teaching their slaves. But little could be accomplished by private teachers in the dissemination of information among Negroes after the free persons of color had been excluded from the State.]
[Footnote 2: Fourth Annual Report of the American Antislavery
Society, New York, 1837, p. 48; and the New England Antislavery
Almanac for 1841, p. 31.]
The Knoxville people who advocated the enlightenment of the Negroes expressed their sentiment through the Presbyterian Witness. The editor felt that there was not a solitary argument that might be urged in favor of teaching a white man that might not as properly be urged in favor of enlightening a man of color. "If one has a soul that will never die," said he, "so has the other. Has one susceptibilities of improvement, mentally, socially, and morally? So has the other. Is one bound by the laws of God to improve the talents he has received from the Creator's hands? So is the other. Is one embraced in the command 'Search the Scriptures'? So is the other."[1] He maintained that unless masters could lawfully degrade their slaves to the condition of beasts, they were just as much bound to teach them to read the Bible as to teach any other class of their population.
[Footnote 1: African Repository, vol. xxxii., p. 16.]
But great as was the interest of the religious element, the movement for the education of the Negroes of the South did not again become a scheme merely for bringing them into the church. Masters had more than one reason for favoring the enlightenment of the slaves. Georgia slaveholders of the more liberal class came forward about the middle of the nineteenth century, advocating the education of Negroes as a means to increase their economic value, and to attach them to their masters. This subject was taken up in the Agricultural Convention at Macon in 1850, and was discussed again in a similar assembly the following year. After some opposition the Convention passed a resolution calling on the legislature to enact a law authorizing the education of slaves. The petition was presented by Mr. Harlston, who introduced the bill embodying this idea, piloted it through the lower house, but failed by two or three votes to secure the sanction of the senate.[1] In 1855 certain influential citizens of North Carolina[2] memorialized their legislature asking among other things that the slaves be taught to read. This petition provoked some discussion, but did not receive as much attention as that of Georgia.
[Footnote 1: Special Report of the U.S. Com. of Ed., p. 339]
[Footnote 2: African Repository, vol. xxxi., pp. 117-118.]
In view of this renewed interest in the education of the Negroes of the South we are anxious to know exactly what proportion of the colored population had risen above the plane of illiteracy. Unfortunately this cannot be accurately determined. In the first place, it was difficult to find out whether or not a slave could read or write when such a disclosure would often cause him to be dreadfully punished or sold to some cruel master of the lower South. Moreover, statistics of this kind are scarce and travelers who undertook to answer this question made conflicting statements. Some persons of that day left records which indicate that only a few slaves succeeded in acquiring an imperfect knowledge of the common branches, whereas others noted a larger number of intelligent servants. Arfwedson remarked that the slaves seldom learned to read; yet elsewhere he stated that he sometimes found some who had that ability.[1] Abolitionists like May, Jay, and Garrison would make it seem that the conditions in the South were such that it was almost impossible for a slave to develop intellectual power.[2] Rev. C.C. Jones[3] believed that only an inconsiderable fraction of the slaves could read. Witnesses to the contrary, however, are numerous. Abdy, Smedes, Andrews, Bremer, and Olmsted found during their stay in the South many slaves who had experienced unusual spiritual and mental development.[4] Nehemiah Adams, giving the southern view of slavery in 1854, said that large numbers of the slaves could read and were furnished with the Scriptures.[5] Amos Dresser, who traveled extensively in the Southwest, believed that one out of every fifty could read and write.[6] C.G. Parsons thought that five thousand out of the four hundred thousand slaves of Georgia had these attainments.[7] These figures, of course, would run much higher were the free people of color included in the estimates. Combining the two it is safe to say that ten per cent. of the adult Negroes had the rudiments of education in 1860, but the proportion was much less than it was near the close of the era of better beginnings about 1825.
[Footnote 1: Arfwedson, The United States and Canada, p. 331.]