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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 INFORMATION TO USERS This material was produced from a microfilm copy of trie original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 74-20,887 FLETCHER, Juanita D., 1918- AGAINST THE CONSENSUS: OBERLIN COLLEGE AND THE EDUCATION OF AMERICAN NEGROES, 1835-1865. The American University, Ph.D., 1974 Education, higher University Microfilms, A XERQ\Company, Ann Arbor, Michigan (J) Copyright, 1974, by Juanita D. Fletcher Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. AGAINST THE CONSENSUS: OBERLTN COLLEGE AND THE EDUCATION OF AMERICAN~NE^gE?7 T53?-T5F5 by Juanita D. Fletcher Submitted to the Faculty of the College of Arts and Sciences of The American University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education Major Emphasis: Higher Education Signatures of Committee: Chairman: John Abernatny-"Smith, Ph.D. Assistant Professor of Ed. I Professor o. ucatio Harvey c A Moore, Ph.D. Bernard A. Hodinko, Dean of the College Professor of Education b: V / ? / 7 Y 1 ---------------- §terlingDTwETtley”, EO). Professor of Education 1974 The American University Washington, D. C. 133 AMEBICM UNIVERSITY LIBP.A3 W s Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS Page ABSTRACT ....................................... (1) ACKNOWLEDGEMENTS.............................. i Chapter I. INTRODUCTION................................... 1 II. EDUCATION OF AMERICAN NEGROES PRIOR TO 1860................................ 26 III. OBERLIN......................................... 71 IV. THE PROFITS OF ABOLITIONISM...................... 117 V. ABOLITIONISM AT OBERLIN...........................157 VI. ANTEBELLUM NEGRO STUDENTS AT O B E R L I N ..................................... 200 VII. OBERLIN !S PROGENY AND THE EMERGENCE OF A SOCIAL CLASS...............................241 SELECTED BIBLIOGRAPHY............................ 286 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. To Edward Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS This study was made possible through the generosity and cooperation of many people. Although space does not permit me to single out some for the thanks which they deserve, all can take the completion of the work as an indication that their efforts were not entirely wasted. Dr. John Abernathy Smith, the chairman of my commit­ tee, always managed somehow to adjust his own busy schedule to my erratic hours--frequently over cups of coffee in his home--and gave me the benefit of his counsel as the work progressed. I have profited greatly from Professor Smith's perceptive advice and criticism. I am also grateful to the members of my committee, Dr. Edith H. Grotberg, Dr. Bernard Hodinko, and Dr. Sterling D. Whitley, for their constant interest, much-needed encouragement, and patient understand­ ing. Particular gratitude goes to Dr. Paul P. Cooke, President of the District of Columbia Teachers College and to the Board of Higher Education, Washington, D. C., for granting me intermittent leave to conduct this research. And Dr. Charles Walker Thomas, Dean of Students at the District of Columbia Teachers College and graduate of Oberlin, has constantly exhibited his interest, assurance and support. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Especially warm appreciation for assistance, advice and courtesy far beyond the call of duty is due Mr. W. E. Biggleston, archivist of Oberlin College, and Miss Gertrude Jacob, assistant archivist. They generously gave me access to material in the archives, helped me find my way through manuscript collections during the time which I spent at Oberlin and then answered my urgent written and telephoned requests for information promptly and with impressive effi­ ciency and friendliness. The staff of the Oberlin College Library was also immediately responsive to my needs and pro­ vided me with valuable assistance. The staff of the Library of Congress helped me gather materials and provided me with study facilities. I am singularly obliged to Mr. Herbert C. Davis, assistant head of Stack Services; Mr. Wiley D. Boyd; and Mr. Theodore Cassell. The assistance which I received from Dr. Dorothy Porter and Mrs. Charlotte Price at the Howard University Library is greatly appreciated, as is the special help given to me by Mr. Walter B. Williams, Chief Librarian of the District of Columbia Teachers College, and the generosity of Mrs. Phyllis Gibbs Fauntleroy, who shared manuscripts and personal papers of the Gibbs family with me. My daughter, Patricia Fletcher Malveaux, served as my assistant in several instances— one being to help with the research for Chapter II at the Schomberg Collection of Negro History in the Countee Cullen Branch of the New York Public Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Library. My friend and personal gadfly, Dr. Jean H. Braden, relieved me of many tedious tasks in preparing manuscript for final copy. To both of them, and to numerous friends and colleagues who have given me much practical help, I express my sincere gratitude. Some who deserve special mention are listed below: The staff of the Dean of Students at the District of Columbia Teachers College— including my student- assistant, Miss Marzell Jennings; Dr. Matthew J. Whitehead; Dr ...Kenneth F. Woods; Dr. James Braden; Dr. Robert G. Williamson; Mrs. Helen B. Smith; Miss Barbara Kraft; and Mr. Arthur R. LaBrew. To my friend, Mrs. Martha Engstier, who typed the final copy of this manuscript, goes my sincere gratitude. Finally, I am grateful to my entire family— partic­ ularly my husband, Edward--for their tolerance, patience, constant support, and, most of all, their sense of humor. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER I INTRODUCTION When the federal census was taken in 1830, almost thirteen million people lived in the United States. Of these, 2,009,143 were American blacks held in slavery by whites and allowed few basic human rights. Although an additional 319,599 blacks were classified as free, they were held in bondage as securely as slaves by legislated restrictions.^ Treated as pariahs and concentrated for the most part in budding urban centers, these free blacks had no access to the social, economic, and political institu­ tions of the new nation. They were, with some exceptions, necessarily and primarily concerned with survival in a society which did not view them as legitimate members. It was during the 1830's that Oberlin, a small strug­ gling institution of higher learning in a white, religious, pioneer settlement on an Ohio frontier broke a cultural tradition that had existed in America for two hundred years. The settlers invited qualified black students to enroll in their institution on terms of social and intellectual % egro Population, 1790-1915, Department of Commerce, U. S. Bureau of the Census (Washington, D.C., 1918), pp. 25- 53. 1 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 2 equality with whites. The social and political repercus­ sions of their action were immediate and far-reaching. The story of the founding and early development of Oberlin is told with eloquence, sensitivity, and a scholarly regard for documentation by Robert S. Fletcher in his
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