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The Education of African Americans in Southern New Jersey from 1920-1945

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The Education of African Americans in Southern New Jersey from 1920-1945 ACCUMULATION OF KNOWLEDGE: THE EDUCATION OF AFRICAN AMERICANS IN SOUTHERN NEW JERSEY FROM 1920-1945 by JANET E. ALLEN A dissertation submitted to The Graduate School of Education Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Doctor of Education Graduate Program in Social and Philosophical Foundations of Education Approved by _____________________________ Catherine A Lugg, Ph.D., Chairperson _____________________________ James Giarelli, Ph.D., Committee _____________________________ Louis Ray, Ph.D., Committee New Brunswick, New Jersey January 2011 ABSTRACT Research Question: What individuals, institutions and organizations were instrumental in the development of the educational philosophy for African Americans in Southern New Jersey from 1920-1945? Methodology: This dissertation employed oral history in the qualitative tradition using video recording equipment. Data were gathered from twelve participants representing nine family groups and four southern New Jersey Counties. The data were coded and analyzed to determine common and distinct themes which influenced the participants’ individual and collective educational experiences. Findings: South Jersey, bordering Delaware, Maryland and Virginia inherited their racial attitudes from their southern neighbors. These southern ideologies were reflected in the types of schools available to black children during that era. The findings were as follows. 1. The participants all attended public schools in South Jersey. The grammar schools were segregated; and those who attended high school attended integrated schools or The Manual Training and Industrial School for Colored Youth at Bordentown. 2. The participants’ parents who had greater socio-economic status than their peers and/or had cultural and social capital were able to orchestrate their children’s education. These parents chose an educational path for their children that included college attendance or attending the manual training school in Bordentown. Parents with capital were able to lay a foundation for success in an era that segregated and discriminated against blacks. 3. The participants, through their lenses as students, were very vocal and exacting about describing their studies, teachers, and events that occurred in the segregated schools, but were very reluctant to describe their high school experiences. Significance: Black parents who held greater socio-economic status than their peers, and possessed cultural and social capital had great influence over their children’s education. They chose schools that provided their children with a trade or profession. c Copyright 2011 by Janet E. Allen 2 DEDICATION To My Grandmother Jannie Ruffin Waters (1899-1986) 3 ACKNOWLEDGEMENTS This dissertation is the product of dedication, love and support. First and foremost, I would like to thank my parents, Lillian Waters Allen and the late William D. Allen, and my brother William D. Allen, Jr. for always encouraging me to create and follow my own path. I also would like to thank all of my cousins who assisted with words of encouragement. A special thank you to cousin Vernell Dubose and her neighbor Irene Mayers for helping me type the verbatim interview transcripts. It is almost impossible to fully express my thanks to Dr. Catherine Lugg, chair of my dissertation committee. Her commitment, encouragement, and interest in the topic provided invaluable guidance throughout the process. I would also like to thank Dr. James Giarelli and Dr. Louis Ray for their support and feedback. Also I would like to thank Dr. Dorothy Strickland for assisting me in the initial stages of my dissertation. I would also like say ‘thank you’ to my friends, who lifted my spirit and guided my feet through the process. To Dr. elmira Nazombe, Mr. Kendricks Thacker, and Dr. Consuella Lewis, thanks for sharing my setbacks and successes. Thanks to my ‘cheering squad’ – Greg, Paula, Ilene, Anna, Richeleen and Mildred. I would like to express gratitude to Dr. Roxy James, Dr. Rhonda Hazell, Earl Hunt, and Sherye Chase for helping me identify potential participants. Thanks to a great friend, the late Dr. Gerald Lewis Davis, for pointing me in the direction of a doctorate. Last, but not least, I would like to express my gratitude to the participants in this project. I am humbled by your openness in sharing the histories of your families’ quests for education. The sharing of your memories and personal details will enrich everyone’s understanding of the value placed on education during that era. 4 TABLE OF CONTENTS CHAPTER I ........................................................................................................................ 8 INTRODUCTION .......................................................................................................... 8 Purpose of Study ....................................................................................................... 11 Statement of Problem ................................................................................................ 12 Methodology ............................................................................................................. 13 Summary ................................................................................................................... 18 CHAPTER II ..................................................................................................................... 21 HISTORY OF NEW JERSEY ...................................................................................... 21 New Jersey’s ‘Southern’ Philosophies ...................................................................... 22 Geography ................................................................................................................. 22 Settlement and Slavery ............................................................................................. 28 South Jersey .............................................................................................................. 37 Education .................................................................................................................. 43 Summary ................................................................................................................... 49 CHAPTER III ................................................................................................................... 51 EDUCATION OF BLACKS AND FREEDMEN – PRE CIVIL WAR ........................ 51 Slavery & Freedmen Prior to 1863 ........................................................................... 52 Education of Slaves in the South .............................................................................. 55 Education of Slaves in the North .............................................................................. 71 Education of Freedmen ............................................................................................. 72 Education of Freedmen in the South ......................................................................... 74 Education of Freedmen in the North ......................................................................... 74 Education of Freedmen in the Northwest ................................................................. 78 Summary ................................................................................................................... 79 CHAPTER IV ................................................................................................................... 82 EDUCATION OF BLACKS AND FREEDMEN - POST CIVIL WAR ....................... 82 The Politics of Reconstruction .................................................................................. 83 Reconstruction and Industrialization ........................................................................ 86 Bureau of Refugees, Freedmen, and Abandoned Lands ........................................... 87 Philanthropic Efforts ................................................................................................. 89 Educational Efforts of Freedmen in the South. ......................................................... 92 Philosophical Educational Dilemma ......................................................................... 97 Categories of Southern Schools for Blacks .............................................................. 99 Northern Educational Direction .............................................................................. 108 Educational Support Institutions ............................................................................. 113 Summary ................................................................................................................. 120 CHAPTER V .................................................................................................................. 122 FINDINGS .................................................................................................................. 122 Family Background and Education ......................................................................... 123 Participants .............................................................................................................. 132 Participants’ Education ........................................................................................... 137 5 Summary ................................................................................................................. 152 CHAPTER 6 ..................................................................................................................
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