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Robert W. Woodruff
Library
Gift of
Randall K. Burkett
EMORY UNIVERSITY
Special Collections & Archives
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Young Women's Department, with Industrial and Dining Room*. Teachers' Residence. Barn and Store-House. Young Men's Department, with Assembly and Recitation Koomt.
Hampton Creek. '
fVkjpnia Hall stands just in rear of the above long wooden building, which will eventually be removed.]
Hampton Normal and Agricultural Institute.
[BEFORE THE ERECTION OF VIRGINIA HALL.]
HAMPTON
AND ITS STUDENTS.
BY
TWO OF ITS TEACHERS,
MRS. M . F. ARMSTRONG
and
HELEN W. LUDLOW.
WITH FIFTY CABIN AND PLANTATION SONGS,
ARRANGED BY
THOMAS P. FENNER,
IN CHARGE OF MUSICAL DEPARTMENT AT HAMPTON.
"I'm gwine to climb up higher and higher,
I'm gwine to climb up higher and higher,
I'm gwine to climb up higher and higher;
Den my little soul's gwine to shine, shine,
Oh! den my little soul's gwine to shine along."
Old Slave Song.
NEW-YORK :
G. P. PUTNAM'S SONS.
1875.
Entered, according to Act of Congress, in the year 1874, by
HELEN W. LUDLOW,
in the Office of the Librarian of Congress, at Washington.
PREFACE.
The desire to know more about Hampton and its students, on the
part of the many friends of this Institution, has been one reason for
publishing this little book. To them, and to the many other friends
of the freedmen and of all the great interests of humanity who, we
hope, will be made Hampton's friends by reading it, the authors
wish to say that while the impressions it gives of the school and the
life in and around it are in every sense their own, for which they
are therefore alone responsible, the historical and statistical infor¬
mation contained in these pages is official, and may be relied upon
as accurate.
For all of its illustrations, except the first and the last three, the
book is indebted to the courtesy of Messrs. Harper Bros., who have
kindly allowed the use of their wood-cuts.
M. F. A.
H. W. L.
Hampton, January i, 1874.
CONTENTS.
The School and its Story M. F Armstrong. 7
A Teacher's Witness " 36
The Butler School " 67
Interior Views of the School and the Cabin. Helen W.
Ludlow 71
What is the Privileged Color ? 75
A Wolf in Sheep's Clothing 78
How Aunt Sally Hugged the Old Flag 81
The Woman Question Again. 85
The Richness of English 91
The Sunny Side of Slavery 95
Father Parker's Story 101
<! Want to feel right about it" 105
A Case of Incomplete Sanctification 109
Just where to put dem 115
Hunger and Thirst after Knowledge 12 j
The Hampton Students in the North—Singing and Build¬
ing Helen IV. Ludlow. 127
Virginia Hall " 151
Appendix :
Appeal 159
The Southern Workman 161
Speech of the Hon. William H. Ruffner 161
Letters from Public School Officers and others 163
Financial History of the Institute 165
Extract from the Catalogue of 1873-74 167
Report of Prof. R. D. Hitchcock and others 17°
Cabin and Plantation Songs Thomas P. Fenner. 171
LIST OF ILLUSTRATIONS.
Hampton Normal and Agricultural Institute.... Frontispiece.
Virginia Hall 8
Walls of St. John's Church 12
Teachers'Home and Girls'Quarters 26
Chapel and Farm Manager's Home 41
Lion and John Solomon 42
Printing-Office 43
Assembly-Room 50
Reading-Room 54
Winter Quarters 60
Ball Club. 64
Butler School-House 66
Negro Cabin at Hampton 72
Virginia Hall—New Building 152
" " Second-floor Plan 154
" " Interior of Girls'Room 156
THE SCHOOL AND ITS STORY.
By M. F. A.
Among all the States of the Union, not one has a history-
more interesting than Virginia, for her annals are full of
strangely poetic incident, from the world-famous idyl of Poca¬
hontas to the tragic stories still fresh in our own memories ; and
from the fertile seaboard to the rich mountain valleys of her
western border, there is scarcely a field or village that has not
its tale to tell. More than one great name, " familiar in our
mouths as household words," belongs in the catalogue of Vir¬
ginia's children ; and although to-day her greatness is a thing
of the past and the future, yet that future promises such cer¬
tainty as is more than guaranteed by her natural advantages
and the brave and willing temper of her people.
In the history of this State, there arose, long years ago, an
unnatural relation between two races, which furnished a pro¬
blem, dealt with by statesmen, philanthropists, and fanatics,
and finally solved by God himself, in his own time, and his own
way; and it is with an outgrowth of that problem and its solu¬
tion that this little book has to do.
The introduction of negroes into the country as slaves was
made at a time when only a few minds, here and there, had
any true conception of the rights of individuals, or could put
a fair interpretation upon that higher law which makes us our
brothers' keepers; and the virgin soil and relaxing climate of
8
HAMPTON AND ITS STUDENTS.
THE HAMPTON INSTITUTE—THE NEW BUILDING, VIRGINIA HAL1.
the South made slavery so temptingly easy and profitable as to
insure its continuance until a Power stronger than humanity
interfered to bring it to an end. In no part of the United
States can the history of negro slavery, from its origin to its
extinction, be more clearly traced than in Virginia ; and as that
State was chosen as the scene of bitterest struggle, so it seems
likely to attain the earliest and highest development, for within
its borders are now being fairly tested the possibilities of the
African race, and the results to them and the whites of the new
relations of freedom. It is not too much to say that through¬
out the history of slavery in Virginia, there runs a strain of
poetic justice which is absolutely dramatic, robbing facts of
their dryness and interweaving the prosaic details of life with
the elements of tragedy. Nowhere has there been greater
prosperity, nowhere has there been greater suffering, and many
a page might be filled with the record of the changes which a
century has wrought, of the old things that have passed away,
and the new hopes that are blossoming for the future ; and in
writing this brief story of an experiment which is just now
VIRGINIA, PAST AND PRESENT.
9
being tried upon Virginian soil, there will be an earnest attempt
to offer such testimony of the capacity of a hitherto enslaved
race, and of the intelligent and generous action of their whilom
owners, as shall not be altogether valueless.
This experiment of negro education is too serious a matter
to be treated otherwise than with the severest honesty ; it is
not to be wrought out in the white heat of fanaticism, or the
glow of a superficial sentiment, but must rather be tested by
patient, practical trial on the largest possible scale ; and such
trial can at present be made only under specially favorable cir¬
cumstances. There must be a suitable climate, a need and an
ability to pay for skilled labor, and a fairly unprejudiced and
intelligent white population, while, of course, the willingness of
the blacks themselves to assist in the work of their own en¬
lightenment must, to a certain extent, be taken for granted.
Such a combination of circumstances exists in a marked degree
in Virginia, and in that State, past events seem, in a curious
fashion, to have paved the way for the present endeavor. Not
but that what may be found true of the blacks in Virginia will
hold good in all parts of our Southern country, but merely that
in all initial experiments of this nature, involving possibly the
life of a whole race, justice demands that the weakness and
ignorance of those whose fate hangs in the balance should, if
possible, be compensated for by the offer of especial opportu¬
nities.
Therefore, when we ask our readers to go back with us at
first into the past of a little Virginian town, we are only ask¬
ing them to trace by and by for themselves a logical sequence
of events whose results promise to-day a glorious success, and
whose close relation to each other can scarcely be without in¬
terest to any who are taking thought as to the future of the
IO HAMPTON AND ITS STUDENTS.
African people on this continent. We have said that there is
scarcely a village in Virginia that has not its tale to tell, and
truly no romancer need desire richer material than lies ready to
his hand in many of the older settlements which still bear the
mark of their English origin, and hold in their mouldy parish-
registers or upon the moss-grown stones in their neglected
graveyards, the names of famous old English houses whose
cadets, or even whose heads, came with rash enterprise to meet
their death in the wilderness which they dreamed was to yield
them instead a fabulous treasure.
Just at the mouth of the Chesapeake Bay, where one of its
numerous tributary creeks opens into the broad harbor of
Hampton Roads, stands a little village, scattered along the
western shore of the creek, with its half-ri\ined houses and
low, white cabins irregularly clustered upon the level green
meadows down to the very water's edge. The back country
through which the creek wanders for the few miles of its
course, and the shore itself, are flat and monotonous, except for
the brilliant coloring and golden, semi-tropical sunshine which
for eight months in the year redeem the landscape from the
latter charge. But the changeful beauty of the shore, even
when at its climax in the fresh spring months, can bear no
comparison with the eternal beauty of the sea, which, stretch¬
ing far on either hand, offers by day and night, in calm and
storm, new glories and beautiful, strange surprises of color and
sound and motion. When the fury of an Atlantic storm drives
vessel after vessel into the secure anchorage of the Roads,
until a whole fleet is gathered under the guns of Old Point Com¬
fort ; or when, on some bright, breezy morning, scores of white-
winged oyster-boats put out from every safe nook of the shore,
dotting the sparkling blue of the bay like snowy birds ; or, bet-
IN AND ABOUT HAMPTON.
II
ter still, when the fading crimson glow of sunset makes the shore
shadowy and' indistinct, and the little returning flotilla floats
tranquilly homeward to the slow dip of oars and the weird, rich
singing of the negro boatmen—then one gazes and listens, to
confess at last that such scenes are hard to rival, and that this
unfamiliar bit of Virginia coast need not fear the verdict of
critics with whom still lingers the remembrance of Mediterra¬
nean skies or distant tropic seas.
By this broad, shining sea-path, there came, more than two
hundred years ago, the daring little band of Englishmen who
settled the town of Hampton, and made it their head-quarters
in the colonization of the neighboring country. Their story is
too well known to every child in America to need recapitulation
here. Their hopes and their disappointments, their struggles
and sufferings, their defeats, and final victory over the obsta¬
cles that opposed their determination to possess, in their
Queen's name, the beautiful fertile land they had discovered—
all these are a part of the nation's history not easily to be for¬
gotten. In Hampton itself still stands the quaint little church
of St. John, built between 1660 and 1667, and the records of
the court, which date as far back as 1635, prove that even before
that time a church had been built; while the old, deserted grave¬
yard has many a grave whose hollow holds the dust of English
hearts broken or wearied out by unaccustomed hardship. Here
and there may still be found vestiges of these earliest occu¬
pants of the soil; but from its first settlement, the town of
Hampton has passed through such vicissitude as does not often
fall to the lot of an obscure village ; for the fortunes of war have
been uniformly against it, and it has seen more wars than one.
In 1812, the town was sacked and left desolate, its geographical
position exposing it to especial dangers, while it was unable to
12
HAMPTON AND ITS S7 UDENTS.
WALLS OF ST. JOHN'S CHURCH.
defend itself, and was not of sufficient importance to receive
efficient protection.
Years before this time, however, the curse which was the
cause of the blighted prosperity, not of one town only, but of
the whole South, had fallen, and when the first cargo of slaves
was landed within a few miles of Hampton, it was as if men's
eyes were thereafter blinded to the light of God's truth, for
from that hapless day, each year but added to the incubus, until
relief could only come through fire and sword. Viewed in the
BEGINNING OF THE WAR.
T3
light of later events, this landing of the first slaves at Hamp¬
ton ranks as one of the strange coincidences of fate ; for here
upon the spot where they tasted first the bitterness of slavery,
they also first attained to the privileges of freemen, the famous
order which made them " contraband of war," and thereby vir-
tually_gave them their freedom, having been issued by General
Benjamin F. Butler, from the camp at Fortress Monroe, in May,
1861.
The year of 1861 opened with threats of trouble near at
hand, and before the spring had fairly set in, our civil war began,
the country in the neighborhood of Fortress Monroe becom¬
ing almost immediately the scene of bitter contest; for the
importance of that post as a centre of operations was second
to none other on the Atlantic seaboard. The creek upon
which Hampton stands was for a while the boundary-line
between the two armies—the Union lines remaining intrenched
upon its eastern shore during the early part of the war, while
the combating forces swayed back and forth as fortune favored
one or the other. The town and the long bridge across the creek
were burned, and the few houses of the richer residents which
escaped the general destruction were made the head-quarters
of Union or Confederate officers, as might be, until the lawless
hands of successive possessors had obliterated all traces of
former luxury. Before the war, Hampton and Old Point Com¬
fort were favorite watering-places with the better class of
Virginians, and summer after summer had seen the rambling,
airy houses filled with Southern aristocracy ; so that the havoc
of war wrought a quick and startling change from the gayety
of one season to the terror of the next.
But as the months went by, a greater change than all drew
near ; and when in the early summer of 1861, troops of blacks
14
HAMPTON AND ITS STUDENTS.
came pouring in from the interior of the State and the north¬
ern counties of North-Carolina, then, indeed, the real meaning
of the war and its inevitable end became apparent, and the
question was no longer, " What is to be done with the slaves ?'
but instead, " What is to be done with the freedmen ?"
Newbern, North-Carolina, and Hampton, Virginia, were the
two cities of refuge to which they fled, their lives in their
hands, as the Israelites of old fled from the avengers of blood.
Fortress Monroe and its guns offered tangible protection, and
the spirit of the officers in command promised a surer protec¬
tion still; so that in little squads, in families, singly, or by whole
plantations, the negroes flocked within the Northern lines, until
the whole area of ground protected by the Union encamp¬
ments was crowded with their little hurriedly-built cabins of
rudely-split logs. A remnant of these still remains in a suburb
of Hampton, numbering about five hundred inhabitants, and
known by the significant name of Slabtown, and another called
more euphoniously Sugar Hill—on some principle of Incus a non
lucendo, it must be, as it is situated on a dead level, and cer¬
tainly has no appearance of offering much literal or figurative
sweetening to the lives of its inhabitants.
How these people lived was and still is a mystery, for the
rations issued them from the army and hospital establishment
were necessarily insufficient, and those at the North who would
gladly have welcomed the new-comers with practical assistance
were already overburdened with the paramount claims of army
work. However, all through that long first summer of the war,
we find occasional evidence that these new-born children of
freedom were not altogether forgotten ; and in October of the
same year, we know that organized work was begun among
them.
AMERICAN MISSIONARY ASSOCIATION
15
This work was initiated by the officers of the American Mis¬
sionary Association, who, in August, 1861, sent down as mis¬
sionary to the freedmen, the Rev. C. L. Lockwood, his way
having been opened for him by an official correspondence and
interviews with the Assistant Secretary of War and Gene¬
rals Butler and Wool, all of whom heartily approved' of the
enterprise and offered him cordial cooperation. He found the
"contrabands" quartered in deserted houses, in cabins and
tents, destitute and desolate, but in the main willing to help
themselves as far as possible, and of at least average intelligence
and honesty. There was, of course, little regular employment
to offer them, and they subsisted upon government rations,
increased by the little they could earn in one way and another.
Mr. Lockwood's first work was the establishment of Sunday-
schools and church societies, and his own words show the
spirit in which the assistance he was able to give was offered
and received. He says, in one of his first letters to the Ame¬
rican Missionary Association, " I shall mingle largely with my
religious instruction the inculcation of industrious habits, order,
and good conduct in every respect I tell them that they are
a spectacle before God and man, and that if they would further
the cause of liberty, it behooves them to be impressed with
their own responsibility. I am happy to find that they realize
this to a great extent already."
This was certainly encouraging, and he goes on to report
that he finds little intemperance, and a hunger for books among
those who can read, which is most gratifying. He appeals at
once for primers, and for two or three female teachers to open
week-day schools ; and recommends that, in view of the impe¬
rativeness of the need, the subject should be brought before
the public through the daily press and by means of public
i6
HAMPTON AND ITS STUDENTS.
meetings. At the same time, he describes the opening of the
first Sunday-school in the deserted mansion of ex-President
Tyler, in Hampton, and, from his personal observation, declares
that many of the colored people are kept away from the schools
by want of clothing, a want which he looks to the North to
supply. A little later in the year, he writes that, on Novem¬
ber 17th, the first day-school was opened with twenty scholars
and a colored teacher, Mrs. Peake, who, before the war, being
free herself, had private^ instructed many of her people who
were still enslaved, although such work was not without its
dangers.
From this time, schools were established as rapidly as suita¬
ble teachers could be found and proper books provided; but it
must be noted that these teachers were working almost with¬
out compensation, their sole motive being a desire for the eleva¬
tion of the race. As a proof of the quick awakening of the
ex-slaves to a sense of the duties of freedom, Mr. Lockwood
mentions that marriages were becoming very frequent, and
that although the fugitives lived in constant fear of being re¬
manded to slavery, they did not remit their efforts to obtain
education and to raise themselves from the degradation of their
past.
In December, 1861, at the annual meeting of the American
Missionary Association, it was resolved that " the new field of
missionary labor in Virginia should be faithfully cultivated,
and that the colored brethren there were fully entitled to the
advantages of compensated laborwhich latter clause was a
much-needed acknowledgment, for in the same month we find it
stated that government, in return for the rations supplied to
the freedmen around Fortress Monroe, claimed the labor of all
who were able to work, giving them a nominal payment, the
NORTHERN SENTIMENT.
greater part of which was retained by the quartermasters for
the use of the women, children, and infirm. The honesty and
wisdom with which this provision was apportioned depended,
of course, upon the character of the quartermasters and their
interest in the people ; and there is no doubt that even when
the administration was thoroughly just, the supply was entirely
inadequate to the need. In accordance with the above resolu¬
tion, the American Missionary Association increased the num¬
ber of their colored employees, and, in January, 1862, sent
down a second reenforcement of missionaries and teachers—
the reports of the progress of the negroes and their eagerness
for knowledge continuing remarkably favorable, while the de¬
votion of a few was worthy of a more public acknowledgment
than it has ever received ; as, for example, Mrs. Peake, who died
in April, 1862, having literally laid down her life for her people,
for whom she labored beyond her strength until death lifted
her self-imposed burden.
During all these months, the attention of the Northern
public had been gradually attracted toward the condition of the?
freedmen at various points throughout the South, and, on the
20th of February, 1862, a great meeting was held in the
Cooper Institute, New-York, at which many prominent men
were present, and a committee appointed who organized
themselves as the " National Freedmen's Relief Association,"
and announced their desire " to work, with the cooperation of
the Federal Government, for the relief and improvement of the
freedmen of the colored race ; to teach them civilization and
Christianity; to imbue them with notions of order, industry,
economy, and self-reliance ; and to elevate them in the scale of
humanity by inspiring them with self-respect." This meeting
gave incontrovertible evidence of the rapidity with which sym-
i8
HAMPTON AND ITS STUDENTS.
pathy for the freedmen had grown up in the North ; but at the
same time this sympathy was as yet, necessarily, of a*very
general character, and, indeed, it was not then possible to enter
into details, for the great fact of the permanent emancipation
of the slaves was not yet fully established, and innumerable
difficulties beset those who undertook any systematized effort
for their relief. Complaints had been made in regard to the
treatment of those at Fortress Monroe, and General Wool had
appointed a committee to examine into their condition, moral
and physical, which commission, after a faithful discharge of
their duty, reported on most points favorably—making, however,
some suggestions as to future action, the principal of which
was the recommendation that the government should appoint
some responsible civil agent to the charge of the improvement
of the freedmen. Captain C. B. Wilder, of Boston, was ap¬
pointed superintendent of their affairs, and rendered efficient
service in their behalf.
Mr. Lockwood still held his position as missionary to Hamp¬
ton, and in July of this year wrote that the building of small
tenements was going on rapidly, gardens were being cultivated,
while a church and school-house were finished and occupied ;
and one of the officers of the American Missionary Associa¬
tion reported, on his return from a tour of inspection, that the
general evidences of improvement were most satisfactory. Un¬
doubtedly, the quick and generous reply of the North to the
demand made upon their beneficence had much to do with-the
safe transition of the blacks from slavery to freedom ; but it must
be remembered that opinion in the North was still divided,
and that more was due to the patient, determined spirit of the
freedmen themselves than to any other cause. A noteworthy
exhibition of this spirit occurred shortly after the decision of
FREEDOM AND ITS MEANING. 19
the officers of the " Freedmen's Bureau," that no more rations
were to be issued to the blacks about Fortress Monroe, at a
time when a large number of them had no visible means of
support except such as government furnished. The distribu¬
tion of rations ceased abruptly upon a certain day, October
ist, 1866,* and the expectation of the officers stationed at
Hampton was that there would ensue general and probably
serious disturbance in the crowded quarters of the colored
people, who must necessarily feel the deprivation very acutely.
On the contrary, the report of these officers is, that the order
was carried out without producing the smallest expression of
dissatisfaction, and the usual tranquillity was maintained. The
two thousand freedmen who had been fed by government
for years, and were living in the depths of poverty, answered
almost at once the sudden and severe draught upon their
resources, and proved themselves possessors of unsuspected
strength.
Ignorant as these people were, they knew that they were
free, and in no way did they mean to trifle with their new¬
found blessing. They had a curiously quick appreciation of
the fact that freedom meant little to them unless they knew
how to use it, and they discerned for themselves that their
primary need was education. After the President's proclama¬
tion, published in October, 1862, the demand for schools steadi¬
ly increased, and as the opportunities for their safe establish¬
ment and support increased also, there began an amelioration
of the condition of the freedmen, which promised to be per¬
manent because based on a sure foundation. The physical
destitution was so great that no charity, however broad, could
* See Appendix, Note 1.
20
HAMPTON AND ITS STUDENTS.
do more than afford superficial relief, and it soon became evi¬
dent that, on every account, the best help for these people was
that which soonest taught them to help themselves. Untrained
as they were, even in respect to the simplest facts of life,
their education had at the outset" to be, of necessity, of the
most elementary character, and such primary schools as could
with comparative ease be supplied with both teachers and
books amply sufficed, and for the first two or three years
seemed to the blacks like the gates of heaven. As the num¬
ber of fugitives near Hampton grew from month to month,
and the prospect was that for many of them the settlement
there would become a permanent home, these primary schools
increased in number and capacity, one of them alone receiving
within three months more than eight hundred scholars, while
night-schools and Sunday-schools took in many who for vari¬
ous reasons could not attend during the usual day-school
hours.
The Society of Friends at the North had, early in the war,
shown great interest in the freedmen, had sent several teachers
to Hampton and the vicinity, and was at this time occupying
one of the deserted houses as an Orphan Asylum. These
teachers worked in hearty cooperation with the teachers of the
American Missionary Association, and the little band struggled
jravely with the gigantic undertaking, for the work at this
point, where there were not less than 1600 pupils, was growing
so rapidly that failure here was especially to be dreaded.
But no teachers of another race could do for the freed peo¬
ple what was waiting to be done by men and women of their
own blood. In 1866, the American Missionary Association de¬
termined upon the opening of a normal school, and in January,
1867, there appeared in the American Missionary Magazine an.
GRO WTH OF THE WORK.
21
article by General S. C. Armstrong, earnestly and ably setting
forth the need of normal schools for colored people, wherein
they could be trained as teachers, and fitted to take up the work
of civilizing their expectant brethren ; and this article was fol¬
lowed later in the year by reports from various well-qualified
employees of the American Missionary Association as to the
feasibility of this scheme. They were unanimous in their ap¬
proval, and strongly urged the necessity of immediate action,
recommending the establishment of normal or training schools
as soon as adequate funds could be procured.
As is evident from the foregoing sketch of the growth of
the work at Hampton, every thing pointed to that place as
of primary importance; for here was collected one of the
largest settlements of fugitives (the population being of great¬
er relative density than at any other point on the Atlantic
coast), here was a central and healthy situation, and here was
protection and a close connection with the sympathies of the
Northern public. Furthermore—and herein the thought of God
seems too clear for us to dare to speak of it as " chance"— the
chief official of the Freedmen's Bureau at Hampton was at this
time General S. C.Armstrong, late Colonel of the Eighth Regi¬
ment U. S. Colored Troops and Brigadier-General by Brevet,
whose interest in the blacks was earnest and practical, and
whose peculiar preparation for the work before him has had so
much to do with the results of that work, that it can not be
passed over unnoticed.
General Armstrong is the son of the Rev. Richard Arm¬
strong, D.D., who for nearly forty years was missionary to the
Sandwich Islands. It may be interesting, in connection
with his son's work in Virginia, to know that Dr. Armstrong
received his doctorate from Washington College, Lexington,
2 2 HAMPTON AND ITS STUDENTS.
Va., with whose President, Rev. Dr. Junkin, he was an inti¬
mate friend at Carlisle College, Pa.
During sixteen years of his long life as missionary, Dr. Arm¬
strong was Minister of Public Instruction of the Hawaiian
Kingdom, and in that position largely influenced the policy of
the government in respect to the school system of the Islands.
He succeeded in establishing the higher schools, upon a manu¬
al-labor basis, and these schools have been and still are remark¬
ably satisfactory, both pecuniarily and in the character and
efficiency of their graduates. Dr. Armstrong's life as a public
man was one of incessant labor, and in the sphere of usefulness
which he may be said to have created, his son was trained until
his twenty-first year, when, after having served actively in the
Department of Public Instruction at Honolulu for one year, he
was sent into the stimulating atmosphere of a New-England
college, to complete his education, at Williamstown, Mass.
Graduating from Williams College in the summer of 1862, he
at once entered the army as captain in a New-York regiment,
shortly afterward received a commission in the U. S. Colored
Troops, and as colonel of a colored regiment, gained an expe¬
rience of the negro in a military capacity, which at the close of
the war was supplemented by a term of service in the Freed-
men's Bureau, where he became thoroughly familiar with the
civil needs of the newly-made citizens.
Trained by this rare combination of events, General Arm¬
strong, placed in a position of power at Hampton, seized at
once the salient points of the situation, and found himself, from
very force of habit, in quick sympathy with the people for whom
he was called upon to act. Thenceforward, the key-note of the
work of which we write was found in the fact that its chief
brought from Hawaii to Virginia an idea, worked out by Ame-
SCHOOLS FOR TEACHERS.
23
rican brains in the heart of the Pacific, adequate to meet the
demands of a race similar in its dawn of civilization to the peo¬
ple among whom this idea had first been successfully tested.
General Armstrong saw that the need of the freedmen, now
that their* escape from slavery had become a certainty, was a
training which should as swiftly as possible redeem their past
and fit them for the demands that a near future was to make
upon them. They needed not only the teaching of books, but
the far broader teaching of a free and yet disciplined life, and
the surest way to convince them of their own capacity for the
duties imposed upon them by freedom was to show them mem¬
bers of their own race trained to self-respect, industry, and real
practical virtue. Teachers of their own race must be had,
young men and women, who could go out among them, and, as
the heads of primary schools, could control and lead the chil¬
dren, while, by the influence of their orderly, intelligent lives,
they could at the same time substantially affect the moral and
physical condition of the parents. Normal schools upon the
broadest plan were the thing required ; and as the American
Missionary Association, who, by right of their earnest labor,
were in possession-of the field at Hampton, were favorably in¬
clined to such an experiment, General Armstrong resolved,
with their cooperation and at their request, to devote himself to
the work of founding a manual-labor school for colored people,
from which should go forth not only school-teachers, but farm-
teachers, home-teachers, teachers of practical Christianity,
bearing with them to their work at least some faint reflection
of the spirit of Christ himself. What could be more natural,
more beautiful than the growth of such a school within the
lines of Camp Hamilton, close to the spot sullied by the foot¬
steps of the first slaves, on the very ground where the first
24
HAMPTON AND ITS STUDENTS.
freedmen's school was opened, and where, when the Monitor
and the Merrimac met yonder in the blue water of the " Roads,"
a crowd of dusky figures was gathered in piteous, imploring
prayer that victory, might not be unto the foe, whose success
meant the old terror, the awful darkness, of human bondage.
Here then should rise, God willing, the walls of such a build¬
ing as America had never seen, a building whose corner-stone
should be the freedom of Christianity, and from whose gates
should go out, year after year, men and women fitted for right¬
eous labor among a people whose past is a blot upon the na¬
tional honor, staining the escutcheons of both North and South,
and to whom North and South alike owe a debt to be repaid
only by wise and liberal care for many a day to come.
So, in the midst of suffering, in the midst of dangers and
uncertainties, with no sure promise of support, the school
began its life, and inaugurated its work in April, 1868,
being incorporated by the General Assembly of Virginia,
in June, 1870, as the " Hampton Normal and Agricultural In¬
stitute" with the following Board of Trustees: President,
George Whipple, New-York; Vice-Presidents, R. W. Hughes,
Abingdon, Va. ; Alexander Hyde, Lee, Mass.; Secretary, S.
C. Armstrong, Hampton, Va.; Financial Secretary, Thomas K.
Fessenden, Farmington, Ct ; Treasurer, J. F. B. Marshall, Bos¬
ton, Mass.; O. O. Howard, Washington, D. C. ; M. E. Strieby,
Newark, N. J. ; James A. Garfield, Hiram, Ohio ; E. P. Smith,
Washington, D. C. ; John F. Lewis, Port Republic, Va.; B. G.
Northrop, New-Haven, Ct. ; Samuel Holmes, Montclair, N. J. ;
Anthony M. Kimber, Philadelphia, Pa.; Edgar Ketchum, New-
York City ; E. M. Cravath, Brooklyn, N. Y. ; H. C. Percy,
Norfolk, Va. ; who now hold and control the entire property of
the Institute, and to whose wisdom is due the adoption of the
FOUNDATION OF THE HAMPTON SCHOOL. 25
carefully elaborated system which experience has proved to be
so successful.
Little by little, the building grew ; money and helping hands
came from the North ; a hundred acres of good farm-land gave
opportunity for that practical education in agriculture so sadly
needed throughout the South ; and although the struggle was
unceasing, the spirit of those on whom the burden fell never
for a moment flagged, and the work went steadily on. One
by one, friends were made who pledged themselves that
" Hampton " should not fail; and the wisdom and experience of
more than one co-laborer were placed at General Armstrong's
disposal. With the hearty generosity characteristic of him,
GeneralO. O.Howard, both as head of the Freedmen's Bureau
and as a private individual, gave good help again and again to
the school which was to do a work after his own heart, and
from the date of its opening to the present day, he has proved
an unfailing friend and benefactor.* As the plan of the
school became more generally understood, students flocked in,
not from Virginia alone, but from many States of the South,
and showed an appreciation of the opportunity offered them
greater than the most hopeful of the laborers among them had
dared to expect. The corps of teachers was necessarily en¬
larged, and a "Home" furnished for them in one of the
houses purchased with the farm, while a long line of deserted
barracks and a second building, formerly used as a grist-mill,
were taken for girls' dormitories—these, with the necessary
barns and workshops, all standing in convenient neighborhood
to each other, close down upon the shore, completing the pres¬
ent list of school-buildings.
* See Appendix, Note 2.
26
HAMPTON AND ITS STUDENTS.
teachers' home and girls' quarters.
The history of the school from the time of its legal organiza¬
tion until to-day is the history of a brave struggle against op¬
posing circumstances, which has been made thus far successful
by the determined spirit of students and teachers, the steady lib¬
erality of Northern friends, and the generosity of Virginia. In
recalling the list of those who have fed the growth of the school
with full and cheerful bounty, it is almost impossible to avoid the
mention of special names and instances, and yet in any such
mention it is inevitable that much must be left unsaid and the
story of many a gracious deed remain untold. There is perhaps
no feature of the history of Hampton more striking and more
valuable as a proof of the power of unity of purpose than the
fact that the school is, as it claims to be, truly unsectarian,
and that while founded by the American Missionary Associa¬
tion, and therefore strictly orthodox in its origin and evan¬
gelical in its teaching, it ranks among its supporters and
warm friends, Quakers, Unitarians, societies and men of every
shade of belief.
HELPING HANDS.
27
The gift which gave Hampton its first impetus came in the
spring of 1867, when the Hon. Josiah King, one of the execu¬
tors of the "Avery Fund," of Pittsburg, Pa., visited Hamp¬
ton, and decided to expend, through the Association, $10,000 of
that legacy in assisting to purchase the " Wood Farm "or" Lit¬
tle Scotland," a tract of land on the east side of the creek, known
during the war as Camp Hamilton, in which, at one time, as
many as fifteen thousand sick and wounded Union soldiers have
been cared for. This property consisted of 125 acres of excel¬
lent land, besides two outlying lots of small value, containing
40 acres, with some $12,000 worth of available buildings, and
the total cost was $19,000, of which the American Missionary
Association paid $9000, thus holding the property until the
appointment of the Board of Trustees, whose names have al¬
ready been given, to whom the property and control of the
school were transferred in 1872.
As a natural result of military occupancy, the farm was at
this time entirely out of condition, and both buildings and soil
required an immediate and comparatively large outlay. The
Freedmen's Bureau made an appropriation of about $2000 to
aid with the buildings, and just as this was exhausted, and the
position most critical, Mrs. Stephen Griggs, of New-York, made
a timely gift of $6000, increasing it afterward to $10,000,
which put the institution on a firm foundation. From time to
time, General Howard, as chief of the Freedmen's Bureau,
granted additional funds for building and other purposes, amount¬
ing to upward of $50,000, and contributions of from $50 to
$5000 dropped in from various sources, increasing as the school
grew, and furnishing so sure a supply, that, although the trea¬
sury was at times absolutely empty, and the coming of the next
dollar an entire uncertainty, yet, in obedience to some unknown
28
HAMPTON AND ITS STUDENTS.
law of supply and demand, the next dollar never failed to come
and save the school from a bankruptcy which was more than
once threatened. Thus, when the present Academic Hall had
been completed, at a cost of $48,000, and $44,500 was all that
the most strenuous efforts had been able to secure, a generous
lady of Boston canceled the debt. And now again, when the
recent panic in the money market had caused the income of
resources for the building of Virginia Hall to cease entirely, two
Boston friends guaranteed the funds for completing the walls
and putting on the roof—a gift of about $10,000. Experiences
like this can not fail to strengthen our faith that this is God's
work, and will go on in the future as it has in the past.
In 1872, the school received its first aid from Virginia, which
was bestowed on it in its character as an agricultural college, and
acknowledged as follows by the Board of Trustees at a meeting
held in Hampton, June 12th, 1872 :
"Resolved\ 1. That the trustees of the Hampton Normal
and Agricultural Institute accept the trust reposed in them by
the General Assembly of Virginia, in the act approved March
19th, 1872, entitled, 'An Act to appropriate the income arising
from the proceeds of the land scrip accruing to Virginia
under act of Congress of July 2d, 1862, and the acts amenda¬
tory thereof, on the terms and conditions therein set forth.'
" Resolved, 2. That^ in view of this appropriation, the trus¬
tees hereby stipulate to establish at once a department in
which thorough instruction shall be given, by carefully selected
professors, in the following branches, namely, Practical Farming
and Principles of Farming ; Practical Mechanics and Principles
of Mechanics; Chemistry, with special reference to Agriculture;
Mechanical Drawing and Book-keeping ; Military Tactics.
" Resolved, 3. That the trustees request leave of the cura-
LEGAL ORGANIZATION.
29
tors to invest, at an earlyday, not mo re than one tenth of the
principal of the land fund assigned to this institution in addi¬
tional lands, to be used for farm purposes, and to expend not
exceeding five hundred dollars ($500) during the present year
in purchasing a chemical laboratory.
" Resolved\ 4. That the Principal of this institution be au¬
thorized to receive one hundred students from the free colored
schools of this State, free of charge, for instruction and use of
public buildings, to be selected by him, in such manner as may
be agreed upon between himself and the Board of Education
of the State of Virginia."
The appropriation was 100,000 acres of the public land scrip,
sold in the market for $95,000, one tenth of which was expend¬
ed for seventy acres of additional land, and the balance invest¬
ed in State bonds bearing six per cent interest.
This noble gift is worthy of Virginia's advanced position in
the work of development and progress before the South,* a
position to which her Superintendent of Public Instruction, Dr.
Wm. H. Ruffner, points with just pride in his last deeply inter¬
esting report to the General Assembly. She is not only at the
head of all the Southern States in the work of education, by her
numerous colleges and universities, by her splendid school sys¬
tems of Richmond and Petersburg, and her general and gene¬
rous provision for common schools throughout the State, but it is
proven by statistics that" where the white population alone is
concerned, Virginia has a larger proportion of her sons in superior
institutions probably than any State or country in the world."
"What stronger evidence," Dr. Ruffner justly asks, "could be
presented of the love of Virginia for the higher branches of
learning than the fact that it can not be quenched or even
*See Governor Walker's letter, Appendix, Note 5.
3° HAMPTON AND ITS STUDENTS.
partially suppressed by the pinching poverty which now over¬
spreads the South ?" It is evident that, as he told us last sum¬
mer, at Hampton commencement, "our old State has entered
honestly and uncomplainingly upon the work of educating her
people, white and colored, with impartiality, and to the extent
of her ability, and she intends to keep on with it."
The curators mentioned in the above resolutions are nine in
number, five of whom are appointed by the Governor every
fourth year, and it is provided that three of these five must
be colored men. The State Board of Education, composed of
the Governor, Attorney-General, and State Superintendent of
Education, together with the President of the Virginia Agri¬
cultural Society, are curators ex-officio.
The full Board consists at present of Gilbert C. Walker,*
Governor of Virginia, President of the Board of Education ;
James E. Taylor, Attorney General; William H. Ruffner, Su¬
perintendent of Public Instruction ; William H. F. Lee, Presi¬
dent Virginia Agricultural Society. (The above named are
ex-officio members.)
Appointed for a term of four years : O. M. Dorman, of Nor¬
folk, Va. ; Thomas Tabb, of Hampton, Va. ; William Thorn¬
ton, of Hampton, Va. ; James H. Holmes, of Richmond, Va. ;
Caesar Perkins, of Buckingham C. H., Va.
This body of curators meet the trustees annually for the
transaction of business, the last annual meeting bringing to¬
gether a remarkable group of men of two races and opposing
sentiment, who united in complete amity for a work of which
they, one and all, appreciated the importance.!
* By the last election of November, 1873, General James L. Kemper
was elected Governor of Virginia, and becomes President, ex-officio,
of the Board of Curators. t See Appendix, Note 8.
SOUTHERN FRIENDS.
31
This spirit of amity, of mutual respect, and good-will which
has been constantly developing between the school and its
Southern neighbors in the State and the town has been indeed
one of the most gratifying and encouraging features in its his¬
tory, and a most essential element in its success. Abundant
evidence of the existence of such a spirit is found in the fact
that from many of the best citizens of Hampton, the school has
received friendly visits and frequent words of encouragement
and good-will. One of her most eminent citizens is a member
of the State Board of Curators of the Institute, and as its legal
adviser, has rendered valuable and gratuitous service. To one
of her leading clergymen, the school is indebted for interesting
and instructive lectures, and for words of Christian sympathy
and friendly counsel. One of her principal physicians has
offered his services gratuitously to the school. More than one
merchant of the town has made a liberal discount from his bill
against it, and one, in doing so, adds these kind words :
" Please accept this as my humble mite toward the support
of your admirable institution. Would that my means were
such as to justify a more liberal discount."
All these instances of good-will, and others which could be
named, have come from citizens whose fortunes were cast with
the South, in the late civil contest, and it is a pleasure to re¬
ceive such proofs of their appreciation of the real aim and
scope of the work. The distrust and occasional disfavor with
which the enterprise was first viewed by some of them have
gradually given place to confidence and good-will as time has
developed its workings and its influence, and there is now be¬
tween the school and its neighbors generally a mutual feeling
of pleasure in each other's prosperity.
32
HAMPTON AND ITS STUDENTS.
The growing prosperity of the town of Hampton, since its
desolation by the war, is indeed a matter for rejoicing. Ro¬
mantic as has been the tragic history of its past, it is by no
means interesting merely as a ruin, but, on the contrary, is reco-
vering itself with a rapidity that is striking and significant The
" contraband " tide which overwhelmed it in 1861, in ebbing,
left a residue behind which makes its population (2500) still
nearly three quarters negro, but the condition of the freedmen,
then greatly demoralized, has constantly improved. Five years
ago, the trustees of the Normal School appropriated a portion
of its lands for the erection of model cottages, which were sold
to the freedmen at paying prices.
The ambition to become land-owners, encouraged in this and
in other ways, has so increased among them, that, as an intel¬
ligent white citizen of Hampton recently remarked, "not one
of them is satisfied now till he owns a house and lot, and a cow.
All the money he can get he saves up to buy them." A strik¬
ing sign of the improvement in the relations of the freedman
with his white neighbors is the fact that one of the principal
proprietors of land in Hampton, one of its old residents, has'
recently been selling off his lots successively to white and col¬
ored bidders as they chanced to present themselves.
The army of slab huts which once overran the desolated
streets has retreated to an outpost, which it still holds, but is
gradually melting away before the advancing forces of civiliza¬
tion.
The town itself is steadily rising from its ashes. It has
some fifty stores, a new and well-kept hotel, while the ancient
walls of St. John's Church, which have withstood so many of
the shocks of time, no longer stand in picturesque ruin, but
gather within them every Sunday many of those who wor-
PROSPERITY OF THE DISTRICT 33
shiped there before the war. The little village is in a generally
thriving condition, and bids fair to reestablish its long-held
reputation as an attractive seaside resort, as many of the
friends and guests of the Normal School have already found it a
pleasant place of retreat from bitter northern storms, with, its
unsurpassed beauty of situation, and its climate, temperate
in the main (though not entirely free from the terrors of
the frost), the pleasures of midwinter boating on its land¬
locked waters, its Christmas roses, and its perennial oysters.
It is the centre of historic ground, and is surrounded by
places well worth visiting, whose names recall associations
of thrilling interest: Yorktown, Newport News, Norfolk,
Big Bethel, are all within a radius of twenty miles. Two
miles down the creek, at the mouth of Hampton Roads,
is Fortress .Monroe, interesting both in its historic past
and its present busy life as a military post and artillery
school, under command of Major-General W. F. Barry.
Nearer still is another friendly neighbor of* the school, the
Chesapeake Military Asylum, as it is popularly called, the
Southern branch of the National Home for Disabled Volun¬
teers. The large, commanding edifice occupied before the war
by one of the principal young ladies' seminaries of Virginia
now shelters nearly four hundred invalid veterans,' under the
kind and able command of Captain Woodfin, U. S. Volunteers,
and is a monument of the nation's gratitude, at all times
worthy of inspection.
These are some of the attractions of Hampton, but among
them the school itself surely ranks first, in view of what it has
done and is doing to solve some of the grave problems left to
the country by the decisions of the war, the problems of recon¬
struction for blacks and whites, of the readjustment of dis-
34
HAMPTON AND ITS STUDENTS.
turbed social equilibriums, of what to do with the negro, and
what to do for the South.
The influence of a live, active power like this institution
should certainly be felt in the circle immediately surrounding
it, and may claim some place among the causes of Hampton's
growth. Not only by adding somewhat to the business of the
place, but by making itself and its objects respected, by giving
honor to industry, and working out the visible results of skilled
labor and practical education, by manifesting a spirit of helpful
sympathy and honest intent to the community around it, it has
established a position therein which is cordially acknowledged,,
and deserves such estimate by the thinking men of the South
as was expressed on the last commencement-day by Rev. Dr.
Ruffner :
" It would have been easy to establish a school here that
would have been hateful to the intelligent people of the State,
and been mischievous just in proportion to its success, But
this school is worthy of all praise. Its aim has been honest and
single. It is just what it seems to be—a purely educational
institution, giving satisfaction to all and offense to none."
Such, up to this time, has been the history of the " Hampton
Normal and Agricultural Institute," and the noteworthy fact
stands out, we trust, clearly enough that the school is a growth ;
no unfinished, one-sided, unstable creation of an individual
whim, but a natural, healthy growth. It has not been forced
upon the people ; it is not a makeshift until something better
can be had ; it has not been endowed by any one person, to be
at the mercy of a changing humor ; but, on the contrary, it has
met a people's imperative demand, and having met that demand
honestly, it bears within itself the reason for its permanent
continuance and increase, while the fact that its acres have been
SUCCESS OF THE SCHOOL.
35
bought and its bricks laid with money from a thousand different
sources has rooted its claims in a multitude of hearts, and
made its future very hopeful.
The system adopted in the first instance by the officers and
trustees has been, with some modifications, continued, and has
certain peculiarities which entitle it to such a description as
can best be given from the personal observation of one who, as
a teacher, has obtained a familiar knowledge of its working and
its results. The following pages are therefore devoted to an
account of the actual condition of the school, giving, also,
something of the experience of the troupe of colored singers
known as the " Hampton Students," who were sent out in the
winter of '72-3, in the hope that the appeal of their music and
their faces might enable the Hampton treasury to meet the
calls made upon it by the rapidly increasing student-roll. The
endeavor has been, in presenting this brief history to the
public, to create, if possible, an intelligent and lasting interest
in the future of Hampton, and to show that, while its work was
at the outset necessarily experimental, the school has already
become theoretically and practically a success, needing only a
reasonable increase of means in order to take its place as one
of the most important institutions of the South.
36 HAMPTON AND ITS STUDENTS,'
A TEACHER'S WITNESS.
By M. F. A.
It is evident that the only test of any system of education
which can be of value is the test of practical application, and
when the founders of the Hampton Normal and Agricultural
Institute were called upon to decide as to the general character
of the school they were about to establish, they were keenly
alive to the importance of making use of all possible means to
insure the success of their unique undertaking, an undertaking
which was at that time so far without precedent as to be to
many minds simply chimerical.
First of all, therefore, they consulted the needs of those who
were destined to become the pupils of the school, and then took
careful account of the experience of various experimentalists,
a course which resulted in the adoption of a " Manual Labor
System," which, by right of the originality of certain of its
features, may fairly be known as the " Hampton System." This
system, as it stands, is remarkable ; because, while it has
drawn largely from different sources in our own and other
countries, its application to a people scarcely emerged from
slavery made requisite certain peculiarities which are particu¬
larly worthy of notice as being a direct result of an unparalleled
social revolution.
The slaves, whose emancipation made such a school as
Hampton possible, found, as the inevitable effect of their
enslavement, their chief misfortune in deficiency of character
AFTER THE WAR.
37
rather than in ignorance. They were improvident, without
self-reliance, and immoral. On the other hand, they possessed
the virtues of patience and cheerfulness, a hearty desire for
improvement, especially in book knowledge, while in many
cases there existed a religious fervor often amounting to a form
of superstition, so vivid was, and still is, their belief in all con¬
ditions of the supernatural, from God to Satan. Four millions
of these slaves were set free with absolutely no preparation for
a state of which the novelty alone was sufficient to blind or
dazzle their unused faculties, and with scarcely more than
nominal restraint or assistance, were left to shift for themselves
in the midst of the ruins of tlie only social law of which they
had any experience.
It can hardly be necessary to allude in other than the
briefest terms to the condition of the Southern States directly
after the war ; and, indeed, there are only two facts which require
just here to be dwelt upon—namely, first, that the slaveholders
bereft of their slaves were almost as helpless as the slaves, so
far as concerned the retrieval of their fortunes ; for not only
had six generations of slave-owning in a marked manner en¬
feebled the power of a majority of the dominant race, but the
annihilation of property in men left the South in almost universal
bankruptcy ; second, that enforced labor being no longer to be
had, the future of the South depended upon the speedy creation
of a class of skilled and willing laborers, and that such laborers
were to be found mainly in the vast army of unemployed freed
men and women.
No one for whom the question had any interest could fail to
see that the best hope of both whites and blacks lay in a wise
training of both faces for the work that was waiting for them,
and the establishment in the South of schools that should afford
38
HAMPTON AND ITS STUDENTS.
such training. General Armstrong, stationed as an officer of
the Freedmen's Bureau at Hampton, where the work had been
already so well begun by the American Missionary Association,
saw the importance of locating one of these schools at that
point, central as it was to the great negro population of Virginia^
North-Carolina, and Maryland, a population numbering more
than a million. The seed sown years ago in far-off Pacific
islands sprang now into quick fruitage, for a youth passed
among a people similar in many respects to the Anglo-African,
gave him a peculiar power to grasp the problem of the suc¬
cessful establishment of a normal school for freedmen. The
intelligent and liberal support of the American Missionary
Association and the Freedman's Bureau enabled him, when
appointed Principal of the Hampton Institute, to adopt a
manual-labor system, his opinion being that such a system,
carefully prepared, would best meet the exigencies of the case.
He had seen the successful working of such schools among the
semi-civilized natives of the Sandwich Islands, and his own
views were strengthened by the testimony of some of the oldest
of the pioneer missionaries, one of whom, the Rev. Dwight
Baldwin, D.D., in writing to Hampton, gives briefly the result
of their experiments among the Hawaiian people. He says,
"The Lahainaluna school has been a great light in the midst
of the Hawaiian Islands. For the whole forty years that it has
been in operation, it has been a mighty power to aid us in
enlightening and Christianizing the Hawaiian race. Without
this seminary, how could we have furnished any thing like
efficient teachers for a universal system of common schools, a
system which has already made almost the entire people of
these islands readers of the Bible ? Then, alsb, of all the native
preachers and pastors who have been enlisted in this good
MANUAL-LABOR SCHOOLS.
39
work, it has been very rare to find one particularly useful who
has not been previously trained in this seminary. And through¬
out the islands, except just about the capital, where foreigners
are employed, the execution of the laws depends entirely upon
educated Hawaiians. It has always been a manual-labor
school. This arose partly from necessity ; but a second reason
was that all our plans for elevating this people were laid from
the beginning to give them not only learning, but also intel¬
ligent appreciation of their duties as men and citizens, and to
prepare them in every way for a higher civilization. The plan
pursued here in this respect is the same, I believe, essentially,
as you have pursued at the Hampton Institute. It is the plan
dictated by nature and reason, and if you pursue it thoroughly
and wisely, it will make your Institute a speedy blessing to all
the freedmen of the South."
From such witnesses as these, and from the carefully reported
experience of schools in Germany, France, and Great Britain,
all possible facts were obtained, and Hampton, in 1868, was
inaugurated as a manual-labor school. To the completeness
with which it has fulfilled its original design, many witnesses
have borne testimony, and that one given by the Rev. George
L. Chaney, of Boston, in January, 1870, is especially interesting
from its impartiality :
" This school, open alike to men and women of every race,
but only attended now by freedmen, sets the rule of educa¬
tion to the whole nation. The State which is kept standing
on the threshold of our Union carries in her hands the ideal
school. The Northern men and women who went South to
teach have learned more than they have taught. Driven by
the necessity of their impoverished pupils, they have learned to.
combine an education of the hand with the education of the
HAMPTON AND ITS STUDENTS.
mind. It is already written in the proof-sheets of the new
history, that Massachusetts learned from Virginia how to keep
school."
At the very outset, the trustees were wise enough to reject
the theory that the manual labor performed by students must
necessarily be made profitable, but based their efforts upon the
fact that their system had for its primary object the education
of the pupils. They devoted themselves to obtaining for the
scholars such advantages as the nature of their past lives made
specially desirable ; and realizing distinctly that true manhood
is the ultimate end of education, of experience, and of life, they
grounded their work on the conviction that the best and most
practical training is that of the faculties which should guide and
direct all the others. They appreciated also the comparative
uselessness of educating the men of any race when their
mothers and sisters are left untrained, and resolved that the
Hampton system should include both sexes under the most
favorable possible circumstances.
The school opened in April, 1868, with twenty (20) scholars
and two (2) academic teachers, while for the term beginning
September, 1873, the catalogue shows us a roll of twelve (12)
teachers in the academic department, six (6) teachers in the
industrial departments, and two hundred and twenty-six (226)
pupils. These figures in themselves represent success, and
the reports of the various departments furnish still further
proof that the division of labor and study has been satisfactory
to teachers and scholars, while the pecuniary result is altogether
better than was originally expected. At the opening of the
present term, the system may be considered as matured, and
the division of the school into academic and industrial depart¬
ments, each with its separate corps of teachers, under the
THE FARM.
41
CHAPEL AND FARM MANAGER'S HOUSE.
control of one principal, has been found to afford the required
advantages.
The farm of one hundred and ninety (190) acres, which
includes seventy-two (72) acres of the " Segar Farm," recently
purchased with the avails of the Land Scrip Fund, is managed
by an experienced farmer; and for the purpose of interfering as
little as possible with recitations, the students are divided
into five squads, which are successively assigned one day in
each week for labor on the farm. All the boys also work a
half or the whole of every Saturday, during the term. Each
student has therefore, each week, from a day and a half to two
days of labor on the farm, for which he is allowed from five to
ten cents an hour, or from seventy-five cents to two dollars a
week, according to his ability.
From two to four hired men are steadily employed to take
care of teams, drive market-wagon, etc. ; but the greater part
of the farm-work is done by the young men of the school.
Market-gardening is carried on extensively, hundreds of dollars'
worth of asparagus, cabbages, white and sweet potatoes, peas,
42
HAMPTON AND ITS STUDENTS.
and peaches being annually sold at Fortress Monroe, or shipped
to the markets of Baltimore, Philadelphia, New-York, and
Boston. Between twenty and thirty gallons of milk are daily
supplied to the boarding department of the school or sold in the
neighborhood, at an average price of thirty cents per gallon.
The introduction of blooded stock, a French Canadian stallion,
Ayrshire cattle, Chester pigs, etc., is directly benefiting the
farmers of the surrounding country, the appreciation of the
value of these importations being shown by the fact that at the
Virginia and North-Carolina State Agricultural Fair held in
Norfolk, in the autumn of 1872, three first prizes were taken by
normal-school stock.
The division of the one hundred and forty-six (146) acres
under cultivation during the past year is as follows:
Corn 55 acres.
LION AND JOHN SOLOMON.
Wheat
35
4
6
Barley
Corn-fodder
Peas
4 "
THE PRINTING-OFFICE.
43
Early potatoes 7 acres.
Sweet potatoes 4 "
Asparagus 3J- "
Cabbages i "
Turnips, carrots, etc 3 "
Snap beans 2 "
Oats sowed with clover 8 '•
Garden vegetables 2^ "
Broom-corn ^ "
Strawberries £ "
Peach orchard (8oo trees) 6 "
Pear orchard and nursery 2 "
Cherry and plum orchard 2 "
Apple orchard 4 "
THE PRINTING-OFFICE.
The printing-office connected with the school was founded
by the gift of one thousand dollars from Mrs. Augustus Hem-
en way, of Boston, and was opened for business November
44 HAMPTON AND ITS STUDENTS.
1st, 1871, beginning with two small presses, a second-hand
Washington hand-press, and a quarter-medium Gordon press,
to which was added last winter, by the liberality of Messrs.
Richard Hoe & Co., of New-York, a first-class hand stop
cylinder press, a gift of very great value to the school.
About the same time, a donation of nearly three hundred
dollars' worth of new type was made by Messrs. Farmer, Little
& Co., New-York. These generous gifts have greatly in¬
creased the working facilities of the office, which is the only
one in Hampton. By the job-work which it is thus able to
take in, it is established upon a paying basis, as well as enabled
to offer greater advantages of work to the students. The boys
employed in the office are selected as showing particular apti¬
tude for the business, and the majority of them make rapid
progress—one indeed having been able during the past year to
pay his way in school by work done out of school hours.
The first cost of the office and its furniture was paid by
friends in the North, and the neighborhood affords a fair regu¬
lar supply of job-work, while an illustrated paper, The Southern
Workman, is published monthly, for circulation among the in¬
dustrial classes of the South, among whom it has met with
a very favorable reception.*
In addition to their training on the farm and in the printing-
office, the male students are employed in the carpenter and
blacksmith-shops, shoe-shop and paint-shop, where most of
the ordinary repairs and light work of the establishment are
done. These different departments of manual labor furnish
such variety of instruction as admirably prepares the students
for the uncertainty of their future lives, and enables them at the
* See Note 3 in Appendix.
TRAINING OF THE GIRLS.
45
end of the three years' course to choose between several occu¬
pations, in any one of which they can serve with honor and
profit to themselves.
girls' industrial room.
The young women of the school are also provided with an
Industrial Department (founded by a Northern lady), where
they are taught to cut and fit garments, and to use various
sewing-machines, the articles which they produce being sold to
members of the school or to persons in the neighborhood ; and
the report of the founder of this department is, that "the young
women employed are in most cases faithful and industrious,
eager and grateful for the opportunity of earning something
toward their expenses, while their spirit and conduct in con¬
nection with the department have, except in a few cases, been
good in all respects." In addition to the special work of this
46 HAMPTON AND IIS STUDENTS.
department, the girls are taught the ordinary duties of a house¬
hold, laundry-work, etc., and are thus fitted to become cleanly
and thrifty housekeepers, while their personal habits are care¬
fully superintended, and they are constantly instructed in the
simpler laws of health.
The labor performed by the students during the last two
years and its results are so essential a part of the school's
history, that the following extract from the Treasurer's report
is given, as embodying statistics of real value:
session of 1871-2.
Students on labor list 95
credits for labor.
On farm $1,360 01
Boarding Department (house-work) 1,087 35
Girls' Industrial Department (sewing, etc.) 625 03
School-work (accountants, janitors, carpenters, etc.) 826 01
Shoemakers 74 95
Printing-office 280 62
Total $4,253 97
session of 1872-3.
Students on labor list 170
credits for labor.
On farm $1,873 93
Boarding Department (house-work) 1,408 90
Girls' Industrial Department (sewing) 701 08
Printing-office 239 91
School-work (accountants, janitors, carpenters, etc.) 1,018 62
Shoemakers 86 37
Work on buildings 53 26
Total $5,382 07
The rates of credit for labor are adjusted according to its
market value, and the training which the students receive in the
DIVISION OF EXPENSES.
47
thorough examination and understanding of their accounts,
which are made out in detail monthly by the Treasurer, is of
permanent and incalculable benefit to them.
One of the fundamental principles of the school is that no¬
thing, should be given which can be earned or in anyway sup¬
plied by the pupil, and in consonance with this principle, regular
personal expenses for board, etc., rated at $10 a month, are
thrown upon each student, to be paid by them, half in cash and
half in labor. Good mechanics, first-rate farm-hands and seam¬
stresses can earn the whole of this amount, but those pupils
whose labor is of little value, and who are destitute, being
either orphaned or with impoverished parents, require an,d re¬
ceive proper aid, nearly one third of the boarders having been
assisted by direct donations during the past term. To this pur¬
pose are devoted the annual income from the" Peabody Fund "
of $800, and such part of the cash receipts of the school as
may be found necessary-; personal relief being made systema¬
tically exceptional and closely contingent upon high merit.
Among the most prominent dispensers of such aid are Mr.
and Mrs. George Dixon, of the English Society of Friends, and
during six years teachers among the freedmen in the South, at
their own charges. They are now giving personal aid to forty-
five of their former pugils as members of this institution. To
this end, they have secured funds by personal effort in Eng¬
land. Mr. Dixon was for twenty-five years head of* the Agri¬
cultural College at Great Ayton, Yorkshire, England, and now,
as a resident on the Normal School premises, and lecturer on
Agricultural Chemistry, adds very materially to the resources
of the faculty.
While every thing is thus done to cultivate a spirit of self-
reliance and independence, it has been proved, as a matter of
48
HAMPTON AND ITS STUDENTS.
fact, that beyond this payment of actual personal expenses, the
colored youth of the South are not able to go. These young
men and women at Hampton strain every nerve to meet the
daily cost of their food and clothing, and it is beyond a doubt
that if they are to get any education at all, such education must
bt given to them. Instruction, therefore, is the central point
of our work, and entails the chief outlay, to meet which, the
actual cost of educating each individual, estimated at $70 per
annum, has to be secured by voluntary contributions. In
order, therefore, to keep up that practical, personal interest in
the school which, so long as it depends upon private charity, is
of the first importance, a system of scholarships has been in¬
stituted and found to be most successful.
These scholarships are divided as follows : Annual scholar¬
ships of $70, scholarships for the course of three years of $210,
and permanent scholarships of $1000, the interest of which is
forever devoted to the education of a pupil. Last year, 152
annual (or $70) scholarships were contributed, many of the
donors of which have signified their intention to renew them,
thus meeting the heaviest present expense of the school; but
the desire of the trustees is to establish, as rapidly as possible,
permanent (or $1000) scholarships, and a number of professor-'
ships, of from $10,000 to $25,000 each, which will save the time
and cost of annual collections, and insure the future of the
institution.
The Rev. Thomas K. Fessenden, of Farmington, Ct., over
two years ago undertook the work of securing an endowment.
His efforts have been successful beyond expectation (see
note in Treasurer's report in Appendix); and in this connection,
it is not out of place to mention that Mr. Fessenden is the
founder of the Girls' Industrial School at Middletown, one of
SCHOLARSHIP SYSTEM.
49
the noblest charities in Connecticut. As a member of the
Legislature of that State, his influence secured the passage of
a satisfactory law in behalf of that school, and his personal so¬
licitations resulted in an endowment of nearly $100,000 for it.
The wholesome and pleasant relation which grows up be¬
tween the givers of our scholarships and their recipients, does
in no way abate the self-respect of the latter, and entails no loss
of stimulus to hard work ; for, in the words of the Principal of
the school, " it is helping those who help themselves, and, as
results show, is productive of sound scholarship and Christian
manliness." Each student who is thus assisted is expected, in
the first instance, to write a letter of acknowledgment to the
unknown friend whose interest is so substantially shown, and
the donor not seldom finds an unexpected source of happiness
in the quaint expressions of gratitude which reach him in the
name of some dark-faced boy or girl hungry for books and their
mysterious contents.
The three classes of the school—Seniors, Middlers, and Ju¬
niors—are carefully divided according to the ability of their
members, and the standard of scholarship is unvarying, no in¬
dividual being retained unless there is shown both desire and
power to keep up with the class studies, although so much
hearty assistance is given by the teachers, both in and out of
school hours, that only the hopelessly stupid or careless need
fear expulsion. The teacher who in her turn takes charge of
the boys' or girls' evening study hour finds her office no sine¬
cure, as she moves among the desks, stopping here and there
to answer the impatient appeal of lifted hands with the few
words of advice or encouragement that shall make the crooked
ways straight through the intricacies of algebra, or the laby¬
rinth of moods and tenses.
5°
HAMPTON AND ITS STUDENTS.
THE ASSEMBLY-ROOM.
As to the ability of these colored students in comparison
with whites, the verdict of the teachers is unanimous ; the ave¬
rage in the Hampton classes, they agree, differs little from the
average in any ordinary Northern school, while the marked eager¬
ness to learn compensates, to a great extent, for the entire lack of
culture in past generations and of home-training in the present.
To meet this want, which is one of the most serious hindrances
WITNESS OF TEACHERS.
in the colored student's road to learning, efforts are made to
give them as much general information as possible outside of
the regular line of school study, by familiar lectures upon topics
of common interest. These are always listened to with eager
interest, especially when made graphic by personal experience,
or enlivened by blackboard illustrations. A daily bulletin of
news made up from the leading journals, and published on a
large blackboard in the main hall, is found another great help
in rousing these wakening minds to a sense of what is going
on in the world around them.
I have never seen, I can scarcely imagine a more hopeful
picture than is offered by some of the more advanced students
of our school, for there is a quick gratitude for every word of
explanation which helps them on their difficult path, to which
no heart can fail to respond, while the absolute famine for
knowledge which distinguishes them from ordinary students
finds its answer in the brain of every true teacher. No one
can live among these people, much less can attempt to open for
them the way into the wondrous kingdoms of Nature and Art,
without gaining in return new views of the possibilities of
humanity, and strong faith that the future of this long-enduring
race will yet redeem its past.
Without fanaticism, and without special prejudice in favor of
the negroes, the teachers at Hampton, going down from North¬
ern schools and Northern homes, are fair witnesses as to the
capacities and characters of their pupils, and I am only their
representative in saying that to educate these ex-slaves pays in
every sense.
The ex-slaveholders in Virginia, and generally in the other
Southern States, comprehend the necessity of negro education
and are willing, not only to put no obstacles in the way of schools
52
HAMPTON AND ITS STUDENTS.
already established, but to assist them wherever possible, as in
Virginia, where one third of the land scrip of the State was last
year voted to Hampton, and where the head of the Depart¬
ment of Education, Rev. W. H. RufFner, D.D.,* has been one.
of Hampton's best friends, showing an earnest desire to second
the action of the school officials with the prestige which his
position gives. The better class of Southerners appreciate, of
course, that the economic value of an educated negro is far
greater than that of an uneducated one, and their desire to
develop the resources of their country would alone lead them to
see that on this point the interests of the white and the colored
population coincide; but aside from this, there is a growing
sense of the justice of including the negro in any future scheme
of popular education, which will prove a valuable auxiliary to
the conviction of the expediency of such a course. As a result
of this, the State governments are gradually assuming the
charge of the elementary instruction of the colored people,
but the feeling against mixed schools is still so strong that they
are shut out from all Southern collegiate institutions, and con¬
sequently are able to get no professional training except in
schools established, like Hampton, especially for them.
As has been before noticed, the experience of the most suc¬
cessful missionaries, all the world over, as well as that of the
leading practical educators of the South, induces them to prefer
always trained teachers of the same race as those whom they
are destined to teach, and already the demand for colored teach¬
ers in Virginia alone could not be supplied by all the Southern
States together. To-day, thousands of colored children in Vir¬
ginia and the Carolinas are without elementary schools, not
fjom any unwillingness on the part of the State governments
* See Appendix, Note 4.
WITNESS OF SOUTHERN SCHOOL-OFFICERS. 53
to supply them, not because salaries and school-houses are
wanting, but solely because there are no teachers ; and it would
hardly be possible to find more speedy means for facilitating
popular education in the South than the establishment of in¬
stitutions devoted primarily to the training of colored teachers.
Hampton is doing just this work, for nine tenths of the gradu¬
ates she sends out become at onc^ teachers of colored schools,
and testimony to the thoroughness of the training they have
received pours in upon us from Virginia school-officers—all of
them ex-slaveholders and ex-officers of the Confederate army—
who, without exception, report more than favorably as to the
ability and conduct of the teachers supplied by Hampton.*
In the growth of such an institution as this, in the midst of
so disturbed a society as still exists in the South, there must
arise, now and again (in spite of the determined efforts of its
officers to prevent political complications), questions involving
the rights and duties of the colored people as citizens and
responsible political agents, and the chief danger of the race lies
only too evidently in the plasticity and ignorance which put
them completely under the control of any superficial or un¬
principled men whose ambition may point in the direction of
party leadership. This blind leading of the blind is already
producing its result in the spread of the belief that political
rights are better to be obtained by self-assertion and selfish
struggle than by studying to acquire such fitness for power,
that power can not be withheld, and this false doctrine can
only be counteracted by the introduction of intelligent political
opinion among the more advanced class of colored people.
Nowhere can such opinions be more quickly and widely dis¬
seminated than from a school which strives to be a centre of
* See Appendix, Note 5.
54
HAMPTON AND ITS STUDENTS.
READING-ROOM.
moral as well as intellectual light; and while at Hampton there
is constant endeavor to inculcate an honest appreciation of the
importance of political duties, the young men who graduate
from there are earnestly encouraged to value principle far above
individual aggrandizement There can be no doubt that the
white leaders of both parties in the South have made shameful
use of the ignorance of their negro fellow-citizens, and the only
weapons with which such duplicity and dishonor can be suc¬
cessfully fought are those which education furnishes. Any
institution having such work before it must, from the outset, be
independent of State control, and while State aid under certain
restrictions should be a matter of course, yet the school system
should be entirely untrammeled by the chains of this or that
SERVICE TO THE STATE.
55
political party. In this respect, Hampton is most fortunately
free, having steered between Scylla and Charybdis to take
finally an independent stand which commands respect from all
parties.
The service which Hampton, in a political aspect, is doing
for the State is rapidly obtaining the acknowledgment it
merits ; for to withstand dangers arising from ignorant com¬
bination is just now (in the absence of social criticism and
intelligent public opinion) one of the problems most urgently
pressing .on Southern society, and those most interested recog¬
nize already that no effective legislation can be looked for in the
face of the dense ignorance existing among the poorer classes
of the South, especially when such ignorance is manipulated
by adroit and conscienceless leaders. No radical change in the
political condition can be expected except as the mass of the
people are gradually led up to a higher plane of thought; and
the speediest means of effecting this advancement is found in
schools whose students, going out in their turn as teachers,
influence the life of a whole neighborhood, and being of one
blood with those among whom they labor, know their needs,
and can rouse and purify them by the force of personal exam¬
ple. The value of the Hampton school in this respect is neither
imaginary nor sentimental, but altogether practical and suscep¬
tible of direct proof, and the acknowledgment of this comes
to us constantly from the most satisfactory source, namely, from
educated Southern men themselves, who watch the progress of
our educational experiment with exceeding interest, and often
are ready with kindly words of appreciation, which in their
mouths are full of meaning. Undoubtedly, the natural, though
rapid development of the plan of the Hampton trustees has
had much to do with its 'acceptance by Southerners of every
56
HAMPTON AND ITS STUDENTS.
shade of political sentiment, for its growth from very humble
beginnings has been so completely in accordance with the law
of demand and supply, that the most determined prejudices
have faded away before its steady progress ; and to-day those
Southerners who know any thing of its work give it the fore¬
most rank among the educational institutions south of Wash¬
ington.
As an economic experiment, the manual-labor system, as
applied at Hampton, is an undoubted success*—that is, the
expenses of the school are reduced to a minimum, .while the
students, not overburdened with physical labor, come to their
books with fresh interest and untired faculties, and not only
lose none of the advantages of their three years' intellectual
culture, but, on the other hand, gain much by the varied train¬
ing in the practical duties of life, which opens to them new
fields of labor, and offers fresh stimulants to honest ambition.
It is no more than true to say, that in this respect Hampton has
exceeded the hopes of its founders, having demonstrated that
the properly systematized manual labor of both male and
female students can, in this country, be made a sure source of
revenue to the school, without in any degree lessening the
ability of such students to receive intellectual culture.
But while Hampton has a wide sphere of usefulness in its
relation to the State, and as an educational experiment upon
the largest scale is of interest to all lovers of humanity, it is as
a noble and beautiful charity that it makes its highest claim upon
us ; and in this view, it is difficult to speak of it in terms that
will not seem to be the result of an exaggerated sympathy. At
the risk of such accusation, a close acquaintance with the daily
life of the school and a personal intimacy with its teachers and
* See Appendix, Note 6.
PURPOSE OF THE SCHOOL.
57
students induce me to offer what I believe to be the experience
not of one teacher only, but of the whole working corps of the
school, in regard to the efficiency of the academic department
and thfe general characteristics of its pupils. During the term
of 1873—4, the number of students enrolled was 226, who for the
academic course were divided among twelve teachers, most of
them trained graduates of the best Northern schools. The
plan of the school subdivides these three classes 'into smaller
sections of from twenty to fifty scholars, according to the
nature of the study,* and these are passed from one recitation to
another during the school hours, which are from nine till three,
with proper intervals for dinner and recess. The training
which they receive is, I believe, more thorough than that given
in most schools, because, by reason of the ignorance of the stu¬
dents on all general as well as special subjects, it is necessary
to begin at the foundation and to reiterate instruction until
permanent impressions are produced, while, the number of
studies being limited, the teachers are able to do justice to
the branches which they undertake.
There are doubtless schools for colored people in the South
whose list of studies is much longer and more pretentious than
that of Hampton, but as the point to be considered is not so
much what the negro at high pressure is capable of learning,
as what for his own present good he most needs to learn, a
course which includes merely the ordinary English branches,
while surrounding the student with influences calculated to
mould his character and elevate his whole nature, is far more
desirable than one which promises to turn out graduates pro¬
ficient in a dead language or facile in oratory.
More important than quickness in thought or correctness in
* See Appendix, Note 7.
58
HAMPTON AND ITS STUDENTS.
speech, are the fundamental habits of a life, and this fact holds its
proper place in our students' training. Every day, the young
men are drilled, without arms, in various evolutions, to acquire
promptness in obedience and in action, and a .good carriage.
They are closely inspected from head to foot every day, and
want of neatness in attire is a matter for discipline. Quarters
also are subject to daily inspection, and penalties are sure for
any want of order. Standing in the school depends quite as much
upon faithfulness in labor as upon proficiency in study. Rank
is determined, as nearly as possible, by character and real value,
and not by recitation-marks.
The programme of work at Hampton is simple enough at
first sight, but it must be remembered that the minds for which
it is laid down are absolutely fresh and untutored, while only
too curious in the pursuit of knowledge.
There are scholars and scholars, and it is impossible to de¬
scribe the difference between a class in Hampton and a class
of the same relative age and intelligence in a Northern school.
It would be good indeed if I could put down upon paper the
enthusiasm, the quick answers of tongue and eye, the honest
perseverance, the wild guessing, the half-incredulous astonish¬
ment with which some bit of history, some scientific experi¬
ment, or mayhap some ringing poem or well-demonstrated pro¬
blem, is received by a group of dusky scholars, as they stand
.gathered about the teacher, who for them is an oracle, a hea¬
ven-sent messenger. Such eagerness and earnestness of pur¬
pose. make study what it should be, a delight to teacher and
pupil, and fatigue and dullness are unknown conditions in the
midst of scholars to whom the smallest fact is a treasure, and
in whom every day shows change and growth.
I can scarcely ask those who are strangers to such work to
ABILITY OF STUDENTS.
59
believe how rapidly these young men and women develop un¬
der the novel influences brought to bear upon them by teachers
thoroughly interested in their progress, nor how quickly they
grasp all that marks their inferiority to the Anglo-Saxons with
whom they are associating. When placed in contact with
cultivated white teachers, our colored students are not long in
realizing how great is the height which they must scale in order
to win a true equality, and their appreciation of the value of edu¬
cation and opportunity is so keen as to seem at times almost
superstitious. Yet this rarely discourages them, and their cha¬
racteristic as students is a determination to sacrifice much, and
labor to their utmost for the education which to them is the
password to, the good things of this world. They are by no
means slow in the acquirement of knowledge; indeed, when one
considers through how many generations the intellectual facul¬
ties of the race have lain dormant, it is astonishing that the
mental peculiarities and weaknesses of this first generation of
freedmen are not more marked and difficult to overcome than
they are practically found to be.
Our students learn with average readiness, and show more
than average perseverance, but find their chief obstacle in an
inability to assimilate the ideas which they receive, an obstacle
largely to be accounted for by the fact that they have had little
previous education, and as children formed no fixed habits of
thought. The formulation of ideas and their expression in words
are invariably difficult for them, and at times it is fairly pitiful to
watch their efforts to catch and crystallize into language a
thought which they feel to be slipping from them back into the
realms of mystery whence it came. But, in the main, our ver¬
dict g.s teachers is that they are already good students, and bid
fair to become better, while the difference in the youth who
6o
HAMPTON AND ITS STUDENTS.
enters Hampton and the youth who leaves it at .the end of a three
years' course is so great as to be the only personal argument
required among those who know the school in favor of every
possible increase of its power and facilities.
Last year, we had the sorrow of turning away from our doors
many an applicant whose only hope lay with us, because our
buildings were already more than full; and all through the chill
WINTER QUARTERS IN FRONT OF INSTITUTE.
Virginian winter, our boys, in squads of twenty-four to thir¬
ty at a time, are lodged in tents whose canvas walls are frail
protection against the stormy winds which sometimes visit
that open sea-coast. I have looked from my window, on many
a frosty night, at those icicle-fringed tents, and through many a
wild morning have watched the heavy Southern rain beating
CLAIM UPON THE PUBLIC.
6l
upon their gray roofs, wishing in my heart that those in North
or South who tell us that " negro " is but a synonym for lazi¬
ness and cowardice could see for themselves the testimony"
borne by that little settlement of tents standing unsheltered
within a stone's throw of the sea. There is as much down¬
right pluck under these black skins as under any white ones,
and the admirable courage and ambition of the freed people
deserve substantial recognition and encouragement; for, how¬
ever heavy is the tax laid upon them, they have shown them¬
selves ready to meet it, for the sake of the much-coveted prize
of education.
We who, in God's providence, were appointed to bring to
these children of His their wearily-looked-for freedom, are
to-day, in His sight, responsible in great part for the use they
make of it; and to have broken their chains only to leave them
in an ignorance worse than slavery would truly be a deed
unworthy of our country and our Christianity. We have set
them free, and now we have before us the plain duty of teaching
them to use their freedom, and to that end there seems little
doubt such schools as Hampton are the swiftest means. In¬
deed, there is no other way than this ; and Hampton, already
securely founded, has every claim upon the attention and gene¬
rosity of the public, to whom we appeal, in the name of a
benighted race, for the speedy aid which shall lift from the
colored people of the South the burden of past misfortune, and
save their white brothers from years of struggle and social
disorder.
We want more room, we want money to put up new
buildings which shall receive and welcome the crowd of waiting
students for whom with our present means we can do nothing,
and the bulk of this money must come from the North, for the
62
HAMPTON AND ITS STUDENTS.
South is no longer able even to support those institutions that
ate dearest to its national honor, and the State has for the
'present done its utmost for Hampton.
In asking for an endowment for our school, we draw atten¬
tion especially to the fact that in these days the centralization
of resources for advanced education is all-important. " Scatter
your resources for primary education; concentrate your resour¬
ces for advanced education," has become an axiom ; and one
such institution as Hampton, fully endowed and thoroughly
furnished with the machinery of education, can do ten times
the work of two or three institutions indifferently equipped
and constantly struggling for existence. In this country, where
the population is spread over so wide an area, these educational
foci, to which the youth of the land are drawn by the attraction
of advantages to be obtained nowhere else, are far more econo¬
mical of public resources than any system of scattered colleges,
which only impoverish each other and the State, while the ex¬
perience of nations older than our own demonstrates the great
increase of intellectual power to be obtained by the plan of
concentration. Hampton's field practically embraces the
States of Virginia and North-Carolina, including a colored popu¬
lation of nearly a million souls, while it has always on its stu¬
dent-roll, representatives from several other States.
Atlanta University, Atlanta, Ga., Fisk University, at Nash¬
ville, Tenn., and Howard University, at Washington, D. C.,
all have similar relation to the two or three States around
them, and the radius of their influence has, in each case, a sweep
of hundreds of miles, though, as a matter of course, there is no
practical interference. There are many minor and very merito¬
rious institutions devoted to the freedmen, chiefly denomina¬
tional, but competition for students is not likely to arise in this
WHAT HAMPTON NEEDS.
63
generation, and there is noticeably more tendency to concen¬
tration in the South than in the North.
Hampton, a school which sprang into life in answer to the*
cry of a people hungry for knowledge,-needs, in round numbers,
an endowment of $300,000, besides its building fund, to make
it what it should be, an institution of the highest order, amply
supplied with means to carry on the work which it has begun.
New buildings are needed at once, especially for the young wo¬
men, who are not able to bear the hardships which the young
men willingly undergo, and the walls of "Virginia Hall," inclos¬
ing chapel, dining-room, and dormitories, have risen, brick by
brick, as the money has come to us from kindly Northern friends,
who believe, as we do, that their gifts are made to serve a noble
end. This " Hall " will cost, unfurnished, $75,000, and will in
itself be an education for our students, for here they will find
those appliances of civilization which, while they are to us
every-day matters, are to them an important part of a new life.
Here they will be taught the cleanliness, order, and decencies
of manner which are as necessary in any scheme of education
for the negro as the spelling-book and the pen, and here they
will be made gradually but surely to feel the influence of that
careful physical training to which most of them are entirely
strange.*
When this undertaking is complete—and we have faith that
that day is not far off—then our young men may claim a like
shelter and opportunity, and still must we look chiefly to the
North to supply the sinews of war in this fight against igno¬
rance, believing that our prayer, made in the name of a righteous
cause, will not go long unanswered.
* A further account of Virginia Hall and its financial history will
be found in the chapter devoted to the Hampton student singers.
64 HAMPTON AND ITS STUDENTS.
Writing, as I am permitted to do, as a representative of the
teachers of the school, I am able to speak very boldly of its
personal aspect, and we who for its sake are not ashamed to beg
are of one mind as to the exceeding great reward which this
work offers.
BALL CLUB.
The reward to the State is found in the economy of public
moneys, and in the protection from that chiefest danger to a
democracy, an ignorant population.
The reward to the teacher comes hour by hour in grateful
acknowledgment of eye and hand, in the witness of rapid and
steady growth toward a better life, in the sure conviction that
the result will stand, not for time alone, but for eternity.
And the reward of you who give unto us of that which we
have not will come in part in the sight of a noble work going
surely on to its accomplishment, but in its completeness only
QUESTION AND ANSWER.
65
in that hereafter whose blessing is that which passeth under¬
standing.
In this little volume, we have tried to lay our case fairly
before a public to whom it is not altogether unknown, and the
facts of Hampton's past history, with the arguments which it
has to show in favor of its system, may, we believe, be left to
speak for themselves. When we ask, " Shall Hampton be made
a permanent, powerful institution ?" we think it is evident that
the. question goes far deeper than its face.
" Shall the four millions of ex-slaves within our national
boundaries be educated into useful, honest citizens, or left to
corrupt the country and themselves by the strangely fatal
power of ignorance ?"
" Shall the four millions of God's children thrown helpless
upon the nation's charity be lifted up into the equality of
Christendom, or left to the dominion of vices from which only
a wise and timely care can save them ?"
It is, in truth, this that we are asking, and it is to this that
you into whose hands heaven has given the means of a peo¬
ple's salvation must give the answer, an answer which, be it
remembered, reaches past our feeble questioning, up to the ear
of God himself.
THE BUTLER SCHOOL.
In the year 1863, when the need of the freed people was
most extensive and pressing, General B. F. Butler, being then
chief in command at Fortress Monroe, erected with govern¬
ment funds the large wooden building shown in the accom¬
panying cut, which has ever since been known as " The Butler
School."
By the end of that year, above six hundred pupils were
gathered within its rough walls, under the care of the Rev.
Charles A. Raymond, chaplain of the military post, who con¬
ducted it upon the Lancasterian plan—that is, by a system of
monitors who, after receiving instruction from the principal,
would at once convey it to their pupils. Their task must have
been sufficiently perplexing, inasmuch as to the ordinary diffi¬
culties of such a school was added the unpleasantness of having
all the six hundred children, utterly untrained as they were,
huddled into a single room ; for in those dark days, the refine¬
ments of education were things scarcely to be so much as hoped
for. This overcrowding was, however, gradually relieved by the
establishment of another school at " Slabtown " (an impromptu
suburb of Hampton), and by the building of the " Lincoln
School" in 1866, by General Armstrong, with funds supplied
by General Howard.
The " Butler " school-house was turned over by the govern¬
ment in 1865 to the American Missionary Association, who
supplied it with teachers until it became the property of the
trustees of the Hampton Institute, upon whose grounds it
68
HAMPTON AND ITS STUDENTS.
stands. In 1871, these trustees requested the public school
officers of the county to assume charge of it, reserving the right
to nominate its principal. It thus became a free county school,
the building, however, remaining the property of the Hampton
Institute, whose officers and teachers have kept a watchful eye
upon an institution many of whose pupils naturally pass
into the more advanced system of Hampton, and graduate from
there.
In fact, the school as it now stands is properly preparatory to
the " Normal." It is at present under the charge of George and
Eunice Dixon, members of the Society of Friends, whose
faithful labors for the freedmen, both in this country and in Eng¬
land, have allied them so closely with the Hampton School
that they have come finally to take, as teachers, direct interest
in its work, and from their present responsible position furnish
the following facts in regard to their school:
"Its pupils," writes Mrs. Dixon, "now number 194: 95 girls
and 99 boys, running, in age, from five years to twenty-four,
and my assistants are a young colored wjman, a graduate of
the Normal School at Providence, Rhode Island, and a young
colored man, a graduate of the Hampton Normal School.
There are two divisions—the county school and the prepara¬
tory class for the ' Normalthe latter numbering some forty
members, most of whom show a strong desire to learn, and
are taught reading, writing, arithmetic, geography, and grammar.
" As this is usually their first experience of school life, we
found it, in the beginning, difficult to establish any proper dis¬
cipline ; but the system which we have chosen has been grad¬
ually successful, and our school is in comparatively good order.
We told our scholars at the outset that there was to be no
whipping, but that persistent violation of the rules of the school
WORK AMONG THE CHILDREN. 69
would result in expulsion, and our resolution has been carried
out. One very bad boy has been expelled, with the promise of
bsing allowed to reanter next year if he shows himself deserv¬
ing of the privilege, and others have been suspended for a day
or* two, and taken back on a promise of obedience. The plan
has worked well, and had a good effect upop the school."
The Superintendent of Public Schools for the county, a
Southern gentleman, George M. Peek, Esq., has always shown
especial interest in the Butler School, and on his last official
visit to it expressed his warm gratification with its present con¬
dition, which is very encouraging, as its influence among the
younger children of the neighborhood is immediate, while its
v
position as preparatory to the higher training of Hampton
makes its well-being a matter of serious importance.
M. F. A.
INTERIOR VIEWS
OF
THE SCHOOL AND THE CABIN.
By H. W. L.
NEGRO CABIN AT HAMPTON.
THE
INTERIOR VIEWS
of
SCHOOL AND THE CABIN.
A four months' residence in the school, and the occasional
opportunities its busy hours afford for researches among the
cabins, could scarcely enable one to elaborate any thorough
estimate of negro character, or to add any thing of value to the
discussion of the great question of the freedmen's education,
though one quarter of that time is enough to fascinate a novice
with the work.
I have to offer instead, therefore, only a few sketches, in
simplest light and shade, of the life of bondage and freedom, a
few homely interiors of the cabin and school; and the subject
is so full of picturesqueness and variety, that I find it difficult
to choose from the materials I have collected.
The special interest of most of the portraits is that they are
drawn by their own originals. They were obtained from our
students by the offer of prizes for the best executed, with the
design of private distribution, to interest friends at the North,
and for this purpose were left entirely uncorrected and unre-
vised ; and as only the new-comers were asked to write, they are
a sample of the material we have to work upon rather than
of the results of our work.
After all, this broken speech seems, somehow, on mellow
Southern tongues, far more musical than elegant English.
74
HAMPTON AND ITS STUDENTS.
There is a charm of freshness and spontaneity and uncon¬
scious eloquence which the first effect of cultivation is often to
destroy. A provincial dialect is picturesque as a peasant
costume, and can be remodeled only at the expense of its
grace.
It is passing rapidly away, and its wearers, naturally per¬
haps, are eager to cast off and forget as utterly as they may
what they regard as a badge of former humiliation, not realiz¬
ing that they will by and by return and reverently seek for
the scattered fragments of a past that was so rich in pathetic,
characteristic interest.
There is a present and practical reason for us to collect
them, that we may more vividly picture to ourselves the neces¬
sities of our new fellow-citizens and the duties we still owe to
them.
WHAT IS THE PRIVILEGED COLOR. 75
WHAT IS THE PRIVILEGED COLOR?
We are very frequently asked whether we discover any
marked difference in the mental and physical strength of our
light and dark students, the prevailing idea seeming to be that
the approach to the Anglo-Saxon type must be in all respects
an advantage. The school is perhaps as good a field as could
be found for the study of this interesting and significant
question. We find there all shades of color and various race
mixtures, and at first view the subject seems a puzzling one.
The prize biography last year was written by a student who
might go from one end of the Union to the other without being
suspected of a drop of negro blood; the prize oration, at the
laying of the corner-stone of Virginia Hall, was delivered by a
young man of the most undoubted African type. The ques¬
tion is one which demands careful and thorough study; and a
far more valuable consideration of it than my few months'
observation can furnish is the following testimony of General
Armstrong:
" The experience of teachers of freedmen, as far as I know,
is, that nothing is to be taken for granted, by reason of a light
skin.
" There is a good deal in the shape of the head, the facial
angle, the general make-up or style of the person, but there
are frequent exceptions to this. Many are better than they look.
" The light color usually signifies a less cheery disposition ;
mulattoes and octoroons often have sad faces, languid eyes, such
as are hardly to be found among the pure blacks. In respect
to intellect, the latter are quite as apt to be well endowed as
the former. The negro is usually more ingenuous and simple
than the n}ixed class.
76
HAMPTON AND ITS STUDENTS.
" The pure-blooded have more endurance than the other
class ; they can stand more heat, longer and harder pressure,
and seem to have not only more vitality, but to be more likely
to last as a people. Infusion of white ideas has proved much
more advantageous to the blacks than infusion of white blood.
"There is a good deal of jealousy and caste feeling among
the negroes, based on color; a decided preference for being
white. This points to the unhappy fact of a lack of pride of
race, of esprit de corps as a nation. They seem to have no
national idea ; and with strong desire and effort for individual
improvement, there is little faith in or enthusiasm for them¬
selves as a people with a high destiny.
" My experience and observation for over two years with the
black troops was, that the highest non-commissioned officers
were as dark, as a class, as the rest of the regiment. These offi¬
cers were carefully picked out for their capacity and force, and
I took pains to see if they were not of lighter skins than the
rest of the rank and file. The best ten in a thousand were
about of the average shade. I learned to base no opinion what¬
ever on mere color."
A rather amusing aspect of the question is taken by one of
the,students who is as white as the whitest of us, and bears the
additional peculiarity of red hair in mockery of his undoubted
claim to African descent. He sets forth feelingly some of the
conflicting advantages and disadvantages of a white skin:
" I am at the Hampton Normal School at present, under the
patronage of Mr. George Dixon, for whose goodness to me I
shall always feel grateful. On my way to this place, I made
the acquaintance of a colored gentleman going to Petersburg,
so we journeyed together from Danville, and met with nothing
of note till we got to Burkeville, where we had to wait for the
cars till next day. On getting off the train, I was immediately
beset by porters, who claimed me for their respective hotels.
As I could not be well divided, I went with one who promised
A DOUBTFUL PRIVILEGE.
77
me a bed for twenty-five cents, (cheap !) As they did not ask
my companion to go, I said to him, ' Come, let's go to the hotel.'
He and I started, but he was informed by the proprietor that
he didn't take colored people at his hotel, and he recommended
him to another place ; but me they took to the hotel, not
knowing that I was colored ; so, as they didn't ask, I didn't
busy myself telling it, and was comfortably provided for, for
the night.
" This was all very well till next day, when, going to get my
ticket, I called for a second-class fare, for my money was
somewhat short. The agent looked at me with a stare, and
said, ' Sir, we only sell second-class tickets to niggers ! As you
are a white man, you must buy a white man's ticket.' Here
was a stunner. A colored man made into a white man with¬
out his say so ! But I was not to be outdone, and so hunted
up my colored friend, who bought me the desired ' nigger's'
ticket, and we bid Burkeville farewell,"
78
HAMPTON AND ITS STUDENTS.
A WOLF IN SHEEP'S CLOTHING.
It was a great surprise to me to discover that the element
of humor is almost entirely lacking in the character of the
Southern negro, though he has a certain sense of the broadly
grotesque. He may sometimes furnish material for the
humor of others, but it is quite unintentional usually. Whe¬
ther this be ,a primitive deficiency or not, I do not know. It
may well enough be owing to the severe schooling of slavery,
which left little time for any laughing _ but that coarser sort
which comes from want of thought instead of quickness. Does
not this very want, however, itself suggest a means of elevating
•him—at least a test of his progress ? I have always bailed the
dawn of a tolerable joke as a promise of light ahead, and I
regard* the sly, humorous hit at a fleecy official wolf one of the
best points in the otherwise well-written sketch which fol¬
lows :
lorenzo ivy's life.
" Times have changed so fast in the last ten years, that I often
ask myself who am I, and why am I not on my master's plan¬
tation, working under an overseer, instead of being here in
this institution, under the instruction of a school-teacher. I
was born in 1849. My master was very good to his slaves,
and they thought a great deal of him. But all of our happy
days were over when he went South and caught the cotton
fever. He was never satisfied till he moved out there. He
sold the house before any of the black people knew any thing
about it, and that was the beginning of our sorrow. My
father belonged to another man, and we knew not how so6n
we would be carried off from him. Two of my aunts were
married, and one of them had ten children, and bpth of their
A WOLF IN SHEEP'S CLOTHING.
79
husbands belonged to another man. Father and my uncles
went to their masters and asked them to buy their families.
They tried to, but our master wouldn't sell, and told him
how many hundred dollars' worth of cotton he could make off
us every year, and that we little chaps were just the right size
to climb cotton-stalks and pick cotton. But our master and
father's master had once agreed that if either one of them
ever moved away, he would sell out to the other. So father's
master sent for the other gentlemen who heard the conversa¬
tion, and they said it was true. After a day or two's considera¬
tion, he agreed to let him have mother and the seven children
for $12,000. That released us from sorrow,. But it was not so
with my aunts ; they had lost all hope of being with their
husbands any longer; the time was set for them to start; it
was three weeks from the time we were sold. Those three
weeks did not seem as long as three days to us who had to
shake hands for the last time with those bound together with
4:he bands of love.
" Father said he could never do enough for his master for
buying us. They treated us very well for the first three
or four years—as the saying was with the black people, they
fed us on soft corn at first and then choked us with the husk.
When I was large enough to use a hoe, I was put under the
overseer to make tobacco-hills. I worked under six overseers,
and they all gave me a good name to my master. I only got
about three whippings from each of them. The first one was
the best; we did not know how good he was till he went away
to the war. Then times commenced getting worse with us.
I worked many a day without any thing to eat but a tin cup of
buttermilk and a little pi^ce of corn-bread, and then walk two
miles every night or so to carry the overseer his dogs ; if we
failed to bring them, he would give us a nice flogging.
"When the war closed, our master told all the people, if
they would stay and get in the crop, he would give them part
of it. Most of them left; they said they knew him too
well. Father made us all stay, so we all worked on the re-
So
HAMPTON AND ITS S7 UDENTS.
mainder of the year, just as if Lee hadn't surrendered. I
never worked harder in my life, for I thought the more we
made, the more we would get. We worked from April till one
month to Christmas. We raised a large crop of corn and
wheat and tobacco, shucked all the corn and put it in the barn,
stripped all the tobacco, and finished one month before Christ¬
mas. Then we went to our master for our part he had pro¬
mised us, but he said he wasn't going to give us any thing, and
he stopped giving us any thing to eat, and said we couldn't
live any longer on his land. Father went to an officer of the
Freedmen's Bureau, but the officer was like Isaac said
to Esau: 'The voice is like Jacob's voice, but the hands
are the hands of Esau.' So that was the way with the officer
—he had on Uncle Sam's clothes, but he had Uncle Jeff's
heart. He said our master said we wasn't worth any thing,
and he couldn't get any thing for us, so father said no more
about it.
" We made out to live that winter—I don't know how. In
April, 1866, father moved to town where he could work at his
trade. He hired all of us boys that were large enough to work
in a brick-yard for from three to six dollars a month. That was
the first time I had tasted the sweet cup of freedom.
" I worked hard all day, and went to night-school two terms
and a half, and three months to day-school. When I entered,
I could read and spell a little, but did not know one figure from
another, or any writing. These schools were kept by the
Philadelphia Friends' Relief Association, and had very good
teachers.
" Father moved next to East Tennessee, and I went to
school there three months last winter, and was sent with my
sister and two other brothers, by some kind friends who had
been my teachers, to this Hampton Normal and Agricultural
School.'
HUGGING THE OLD FLAG,
8l
HOW AUNT SALLY HUGGED THE OLD FLAG.
A few rods from the school-farm gate, on the road to
Hampton, stands a row of neat white-washed cabins, curtained
by swinging Virginia creepers, and hiding behind mammoth
rose-bushes, rosy often till Christmas, though not so last
winter, which was the coldest since the war—the war is still
the epoch from which all dates are calculated in the South.
On a mild November day, after a vain and unsophisticated
search through Hampton for a church, black or white, disposed to
keep Thanksgiving, I stopped with a friend at the door that boasts
the biggest rose-bush, to negotiate for a bouquet to adorn our
Thanksgiving dinner-table. Aunt Sally's familiar, beaming face
and portly form filled the low doorway.
" Come in, come in, chillen. I'se right proud for to see yer.
Jes' come in an' sot up to de fiah a bit, whiles I gets ye some
posies. We'll hab right smart ob a fros' to-night, / believe."
" Thank you, Aunty," we said, accepting her invitation, and
stepping into an absurdly tiny bit of a room, neat as wax-work,
one side of it entirely taken up by a hugely disproportioned
fireplace, a pine " candle-knot" distributing warmth and cheer¬
fulness between the great brass andirons, and a grizzly old
" uncle" toasting himself comfortably in the chimney-corner. He
rose as we entered, and gave us a minor echo of Aunt Sally's
hearty greeting.
" How is it you're all such heathen here in Hampton, Aunty ?
Not a church-door open on Thanksgiving-Day ! Got nothing
to be thankful for ?"
" Laws, yes, dear. I'se been thankful stiddy for de las' ten
year—eber sence Massa Linkum proclamated dat de black
folks was free. But I specs fo' suah you won't find no churches
open 'thout it is ober to de Missionary."
" Oh ! yes, our chapel is open, and full too, but we thought
we'd like to see how you keep the day yourselves."
82
HAMPTON AND ITS STUDENTS.
" Well, dear, I neber see it kep' nohow down yere, I reckon
it's a kind o' Yankee day, like Christmas is ourn. Dere use
to be great doin's ober Christmas in de ol' times."
" You know you promised to tell us something about those
old times some day, Aunty. Have you always lived here, in
Hampton ?"
" I war raised yere, dear, but our family move ober to Nor¬
folk, an' we war dere when de war took place."
" So you have always belonged to the same family—you had
pretty easy times then, hadn't you ?"
" Dat's so, dear. I war always employed a-nussin' chillen, you
see, an' dey took good keer ob me."
" How many children have you had, Aunty ?"
"Fourteen, dear. De las' one war as likely a young gal
when she war fifteen as eber you see ; tall, an' pretty as a
pictur', Rosy war—jes' as pretty as a pictur'!" and the old face
kindled.
" What's become of them all, Aunty ?"
" Sold, dear ; ebery one on 'em sold down Souf, away from
me."
" And Rosy ?" -
" Sold—to a trader—when she war fifteen ; an' jes' as pretty
as a pictur'. I did hear he sol' her to a man in Richmond,
but I neber could fin' nuffin ob her, dough I sent dere sence
de war. She's dead—she must be."
There was a silence—a convulsion passed across the dark
face—one gasp of reviving motherhood shook her great breast,
and then her features settled fcack into their patient repose.
" When de chillen war all done gone," she went on to say,
" my missis 'lowed me for to hire my own time, an'I tuk a
little cabin jes' out ob Norfolk, an' lived dere by myself eber
sence."
" How did you support yourself? Didn't you find it hard
work ?"
" I done washin'. I got along well enough tell the war come,
an' den it war mighty hard scratchin' for ebery body ; but 1
HUGGING THE OLD FLA6.
83
war too old to be ob much use to 'em, so dey let m'e stay by my¬
self. I war dere when de Yankees marched into Norfolk."
" That must have been a great time for your people."
" I tell ye what, it war dat. My missis, she tuk fright afore-
hand, an' move into de country, 'long o' some ob her relations,
an' she try for to scare me. 'You'd better come 'long too,
Aunty,' she say ; 'dem Yankees '11 cotch you. Dey's all got
hoofs an' horns like de debil, an' dey won't leave a haar on
you' head, fo' suah.' I done tell her what'd dey go to do
to an ol' good-for-nuffin nigger like me. Dey wouldn't hab no
use for me, I'se thinkin'. I'll stay by de stuff. So she leff me.
Dey didn't come for a day or two, but one mornin' I started
out soon wid a basket ob eggs for to sell, when I heared sech
a screechin', an' a runnin', an' a hollerin', as ef de day ob
judgment had come. All de colored people war out in de
streets, an' de white ladies war a frowin' down deir best chiny
bowls an' pitchers, an' ebery ting dey could lay der han's on,
out ob de second-story windows, at 'em, so dey had to take to
de middle ob de street, an' dere dey stood all up an' down in
rows, a shoutin' an' a hollerin'.
" An' den I see a great flag, all torn an' dirty, a stretched
clar across de street, a hangin' way down mos' to de groun'.
' What's dat flag ?' I say to a man in de crowd. ' Dat flag ?'
he say. ' Why, dat's a bressed flag, Aunty. Dat's de Union
flag, an' de Yankees is comin' !'
"I tell you, I jes' drop, my basket ob eggs like I'd been
shot, and ran down de street like an ol' cow, 'thout stopjpin', tell
I got to dat yer flag, an' den I spreads out my two arms wide
—so—an' I hugs dat ol' flag up to my bress—so—an' I kisses
it, an' a kisses it, an' I says, ' Oh ! bress you—bress you bress
you ! Oh ! why didn't you come sooner an' save jes' one ob my
chillen ?' An' den de Yankees come a marchin' up de street
wid de ban' a playin', an' de people a shoutin', an' I war cryin' so
I couldn't see nuffin, tell all to once I 'membered what my ol'
missis tell me, an' I wiped my eyes, an looked to see ef dey
did hab horns for sartin."
84
HAMPTON AND ITS STUDENTS.
" Well, did you see any horns, Aunty ?"
" Go 'long ; dey were, ebery one on 'em, as pretty a gen'le-
man as you be, sah, an' one ob de Yankee officers on a big
white horse see me, an' hollered out to me, ' Dat's right, ol'
woman, hug de ol' flag jes' as much as ye wan' ter,' an' de
soldiers all cheered like mad.
" De white ladies done shut up dem windows mighty quick
when dey see de troops a really comin', an' all-de colored folks
war out all night. A white man says to me,' Do you know
it's arter nine, ol' woman ?' but a soldier steps up quick, an'
says,' Neber mind what time it is ; no more pattyroles now,
Aunty !' So we done stay up all night long, a shoutin' an' a
glorifyin' God!"
We dried our eyes, took our roses, and went home, feeling
that we had heard our Thanksgiving sermon after all.
THE WOMAN QUESTION AGAIN
85
THE WOMAN QUESTION AGAIN.
The proportion of girls to boys in the applicants for admis¬
sion to the school is about two to three. It is not unfair, I
think, to estimate their relative appreciation and use of its op¬
portunities at about the same ratio, and, as far as I have been
able to inform myself, it is the ratio which exists generally
among the freed people. There are brilliant exceptions, but, as
a general rule, the young women are not so intensely alive as
the young men are to the importance of an education. There
must be a reason for this state of things, of course. I think
it is that slavery has done more for the degradation of woman
than of man, and freedom less, thus far, to elevate her.
Ask any young freedman what liberty means to him, and he
will answer instantly, " Citizenship—suffrage—the right to be
an American citizen." The acquisition of this right, with all its
present privileges and dreamed-of possibilities, was a new birth
to the slave—the wakening of a new soul. It is the secret, I
believe, of his marvelous hunger and thirst after knowledge.
Ignorance he thinks the badge of slavery. He confides in his
white leaders because of their superior information.
" Look at de white folks," I heard a preacher say, in a per¬
sonal application of his sermon, no doubt well understood by
his flock. " D'ye eber see a white man want to marry a woman
when he had a lawful wife a libing ? Neber! I neber heared
ob sech a thing in all my life. A white man is 'structed : he
knows dat's agin de law and de gospil."
It is evident that this touching confidence, and his exalted
estimate of his unaccustomed privileges, may easily be taken
86
HAMPTON AND ITS STUDENTS.
advantage of by unscrupulous leaders, to the freedman's injury,
but his intentions are innocent. In the glow of the first rosy
dreams of youth that have ever been allowed him, he honestly
believes that knowledge is power. He will therefore make
every sacrifice for it. A student at Hampton, asked to give
his reason for wishing an education, and his purpose in life,
wrote naively, " I wish to be a statesman for the good of my
people."
Without this conspicuous and dazzling goal, the young freed-
woman feels no corresponding immense incentive to the diffi¬
cult task of self-education. A higher standpoint than slavery
has left her is necessary to see that freedom's rich gift to wo¬
man is better than the ballot-box, and imposes higher respon¬
sibility—the gift of home : the right to her husband, the right
to her children, the right to labor for her loved ones in a secure
home, whose purity and happiness depend more- than half upon
herself. She does not dream that there is as much connection
between arithmetic and housekeeping as there is between
grammar and public speaking.
There is the more need therefore of patient and earnest ef¬
fort by the teachers who are working for the elevation of this
race to rouse the dormant energies of those upon whom its
higher civilization will so largely depend, and the success which
such efforts often bring proves them well worth while. In the
list of colored teachers who have gone out from Hampton, there
are none more promising and useful than some of its young
women graduates.
lizzie gibson's story.
" I was born a slave in the year 1852. I spent my happiest
days of slavery in my childish days, and thought it was always
A GIRL'S GLIMPSE OF SLAVERY.
87
to be just that way; but at the age of seven years that thought
was changed, and a sorrowful change it was. I was then taken
from my mother, assail the rest of the children was. Neither
of us went to the same place, and only one staid at the old
home. My master,, as I called him, died, and being greatly in
debt, we were first hired out to get money to pay the debts.
This was not so grievous at first. We would get together and
talk to each other about it, and how we were going to eat good
things when we got to our new homes ; but just a few days be¬
fore the hiring took place, I was struck to my heart with a
scene I can never forget, and it was this. There was a very
public place where I then lived, and all that wanted to hire,
sell, or buy, would come here, generally in court week, or the
first day of the year. Then the streets would be crowded, to
get them a nigger, as they generally called us, and in the crowd¬
ed street, sitting on the ground, was a colored woman with her
children ; her husband was standing a little way off from her,
crying. There walked up to him a white man, and said, ' Have
you any clothes ? If you have, get them. You belong to me
now. I want you to go home with me. Be quick about it, for
I want to be off.' Then with a loud cry, the colored man said,
' I have nothing but my wife and children. Have you bought
them too ? Are they going with you ?' ' No,' said the white
man, ' I have bought none but you.' Then he begged to stay
and see what was going to be done with his wife and children,
but the man screamed out at him to get into the wagon to go,
but would not tell him where he was going. Just at that time
stepped up a very nice-looking man, and said, ' I have bought
your wife and the baby, but the little boy I can't get. I will
give her enough to eat and wear, and she shall be my cook.'
Then walked up a great ugly-looking man and said, 'Tellyour
mammy good-by then.'
" I stood and looked some time without stirring, and when I
found myself the briny tears were trickling down my cheeks.
This was my first dread of slavery. Then the day came for me
to stand on the block. It did not go so hard with me, but my
88
HAMPTON AND ITS STUDENTS.
sisters and brothers was scattered so that I never saw them
again until we were called to this place again, not for the same
light occasion, but it was for the fearful one of being sold. I
was bought by the same one that I was hired to. I became
quite a favorite with this family. They were very good to me,
and taught me some of the precious truths of the Bible, which
I have found of much use to me. God grant that I may con¬
tinue to learn of them and become wise in Christ.
"The war came and went without my feeling it in the least.
Then came the Emancipation, which was welcomed by every
colored person, for it was the first time that they were able to
say, ' Glory to God in the highest, peace on earth, good-will to
men,' without being afraid. I could hear first one and then
the other saying, ' I am free!' Then I went to live with my
cousin, and had a chance to go to school. I went six months,
and learned to read very well, and then went out to service
again, as I thought it my duty to help my father, who was not
very strong, and had six children of us. In 1870, I got a very
pleasant school. This I taught 'one year, and then returned
home for the first time in my life.
" In October, 1872, I came to Hampton, and will still look
to God for the future."
As an illustration of what three years of earnest work can do
for a young freedwoman, I add to these sketches the
address of welcome,
composed and delivered at hampton school commencement,
by alice p. davis, of the graduating class, june 12, 1873.
"Kind Friends—Ladies and Gentlemen : We welcome you
here to-day, and feel ourselves highly honored to be favored
with your presence. Welcome, a hearty welcome to you, kind
friends, who have left your homes to be with us to-day ;
welcome, a happy welcome to our Board of Trustees ; and again
a cordial welcome to all. Looking over this assemblage, I see
A GIRL GRADUATE.
89
many persons whose hearts, I believe, glow with brotherly love
and sympathy, hoping to see us prosper in our work at Hamp¬
ton. Before us are some of the noble benefactors who have
contributed so liberally to our school. Dear friends, you have
been strong pillars of our institution, and by your ample assist¬
ance we have been raised to this point, and we still look to you
for the future. We are not yet where we want to be, nor what
we want to be. We are still dependent—only making one step
toward the point we are striving to reach ; and when you see
us climbing higher and higher up the hill of science, you can
but look back upon the past and feel that you have again
received your money with usury.
" Friends of Virginia, who are present with us to-day, we hope
that you will never have cause to regret that the building which
to-day receives the name of Virginia Hall was founded upon
your soil. Your generous gift to us of the College Land
Scrip shows that you appreciate the work that has begun here,
and we can only acknowledge your magnanimity by using
every means given us in trying to redeem your State from
poverty and ignorance. She has, to-day, many who have
enjoyed the advantages of this school, working with earnestness
and Christian fervor to diffuse knowledge among her illiterate
citizens. Let North and South unite their efforts to rear such
institutions as this, from whose walls light may beam into all
our households, filling us with joy and peace. With unspeak¬
able joy can I exclaim, with the psalmist, ' Oh ! that men would
praise the Lord for his goodness and for his wonderful works
toward the children of men !' He has done great things for
us, as a race, by bursting the galling chains of sin and ignorance
and raising up for us such kind friends. Had it not been for
our friends, many of us would not be here, receiving day by day
an education which brings us from the dark path of ignorance
to this beautiful field of knowledge. As we go out into the
world, we shall still look to this school as our kind Alma Mater
—ay, a mother indeed she has been to us, for she has given us
more instruction in these three years than our dear but illiterate
90 HAMPTON AND ITS STUDENTS.'
mothers ever could. Girls, let us determine to work faithfully
in the cause of education, that the seeds of education we receive
here may spring up and bear much fruit.
" We thank all those who have shown kindness to our Singers,
who are now giving concerts to raise the beautiful building of
which we expect to-day to lay the corner-stone. The word
corner-stone calls my mind to that beautiful verse in the Bible,
' The stone which the builders rejected, the same has become
the head of the cornerthat stone upon which the whole is
now resting. Let us raise our hearts and voices to the great
Corner-stone to pour forth his blessings upon us, that our
school may be consecrated to him, as was the beautiful temple
of Solomon ; that those who abide within her walls may have
their hearts set upon the noble work of instructing their race ;
that their general deportment may be such as will give their
school credit; and that after we leave here, we may get for her a
name that will never be effaced.
" Dear schoolmates, the whole responsibility is resting upon
us. We are to raise, as it were, her walls higher, year by year ;
therefore let us work with unwearied zeal, never ceasing to labor
until He shall say,' It is enough.'"
THE RICHNESS OF ENGLISH.
91
THE RICHNESS OF ENGLISH.
I ought, perhaps, to borrow from the wit of the immortal
Artemus, to head the following biography with the assurance
that " this is not a goak," though it may serve as a good illus¬
tration of the first effect of disturbing the picturesque costume
of the freedman's own dialect. I should not publish it certainly,
if, while I know it will provoke a laugh—as it would by this time
in the writer—I did not hope that it will find many readers as
sympathetic as one to whom I showed it in manuscript—a lady
of intellect and culture, who can judge our "peculiar institu¬
tions" all the more impartially, perhaps, for not being an
American, while her remarkably delicate acquaintance with
English gives her as quick appreciation of the drollery of its
misuse as if it were her mother tongue.
She detects within the curious tangle of words more ideas
than are sometimes found in school compositions at the North,
and a touching depth of heart. She sees interesting suggestions
of tropical fertility and strength of imagination ; she finds
something very pathetic in the evident struggle for expression,
and she thinks that your irresistible laugh will be followed by a
deeper thought and a tenderer judgment.
I have hoped so, too.
an early effort.
"I was'born September 1st, 1851, at Nixonton, a small col¬
lection of Pasquotank Co., N. C. When two years old, tnore or
less, I remember loving little play-carts, and made them often,
and felt that I had done as much as the man who makes the
large and useful dray. Little play-vessels in like manner
92 HAMPTON AND ITS STUDENTS.
charmed my years as they passed. And the like fancies pos¬
sessed my love. When the civil war of 1861 came on, I was
near ten years of age. My father was a slave, but my mother
was not, but considered free, consequently I was, as mother,
what was called the free-born in those days.
" My mother was obliged to work very hard to support her four
children, father being unable to do but little. People were in
confusion on the account of war, and father, accordingly, for
the sake of freedom, ran away in the Union lines, about sixty
miles from home, to Roanoke Island, N. C. Seven months after¬
wards he returned, and taking mother and the children, retraced
his route to the Union lines. At first we were a little troubled,
t>ut soon father got some work to do, and began to make money
and means of support. Meanwhile, government schools were
erected. My brother and sister were sent to school, and I put
to work to help earn means of support. After the first year we
were there, I was sent to school. I studied my books with
much energy, and my teachers said I learned remarkably, thus
gaining the approval of teachers and friends.
"Time rolled on, and when we had been there two years and a
half, we returned home (in 1864). Now the war being closed,
that terrible conflict, the people were not yet settled. Money
being scarce, father knew not what to do for the best. Gov¬
ernment schools were set up in our city, and I went to school
a few months, when father, seeking for a better situation,
moved in the country a few miles where there was not any
schools or churches, and his subsequent removals into similar
vicinities began an effectual change in my manner, being desti¬
tute of these necessary instructions. Tho' I never forgot to
work what I could for my own elevation. Two years in this
desolated land when I had passed through an ordeal of these
unfriendly circumstances.
" At this point, father again removed home, and I went to
school a short while in the winter, and resumed my business of
farming in spring, as usual, but with brighter views, looking on
the darky sarcastic sceneries of the past like unto a stamp by which
THE RICHNESS OF ENGLISH.
93
a feature was wrought in my character; which in every way made
me probably more fit and ready for incidents; which rebelled
against extravigance and approved economy. When I got
these small opportunities to attend school, I valued them much.
My father could not aid or send me to school much at the
time, and it was my constant prayer to God for the time when I
could go to school, and I looked to the time when I should be
twenty-one.
" Time rolled on, and on Sep. I, 1872, I was twenty-
one. The time now expired that I had long looked to lor
more brighter prospects. But being out in the wide world
without experience to seek my own welfare was seemingly
keen. The first work I did to earn money for myself was
teaching a small school near home. My teacher having
previously given me the advice to come to Hampton N. &
A. Institute, I did accordingly, entering this school October
i, inst.
" I began to see my way more clearly. God was answering
prayer. Event after event with the time had been passing,
leaving me apparently the more in dark dispare. Those
which appeared as joy served only as the meteors which appear
and then disappear, leaving you in the more obscure darkness
than before. But this event was so soothing to my disparing
heart, and so much more than a poor boy could expect, so
lofty, I was inspired, or seemed inspired with magnanimity. I
could love my friends, and look upon my enemies without
contempt, scorn, or hatred. Here at this place I was pro¬
vided with friends more and better than I felt my unworthy
self deserving. I feel with gratitude and much love toward
them, and feel or rather know that ' thanks' are too small a
sacrifice for their attention, kindness, and generosity to me.
" Time was yet rolling untill to-day. I can only stand, com¬
pare the past with the present, meditate the striking con¬
trast, the difference of my present feeling with that of last
year this time, or year before, or if you will, the time before ;
I can look on my teachers and friends with uplifted, light,
94
HAMPTON AND ITS STUDENTS.
and fervent heart, and dilating eyes, telling the unutterable
story of thanks within. My desire is to make every effort
prove my faithfulness to them and my own elevation, and to
show that I value it beyond my power of expression. I have
every desire to be that in principle and character which men
could approve and God could smile upon.
" Now at home are two sisters and four brothers, who are
not enjoying the advantages< of education, and command my
sympathy."
THE SUNNY SIDE OF SLAVERY,
95
THE SUNNY SIDE OF SLAVERY.
The truthfulness of a picture depends quite as much on the
light in which it is viewed as on that in which it is painted. In
selecting its tone and arranging his light and shade, the artist
has to consider where it will hang, and what strange rays will
fall across his lines and distort his shadows. He can not al¬
ways afford to sit down in broad daylight and paint his picture
just as he sees it.
I think the time has happily arrived when the pictures of
slave-life may be so painted, instead of being toned down to
one or another uniform tint to suit a Northern or a Southern
exposure. They are not now to be viewed in the fierce glow of
passion, the twilight of cold indifference, or the cross-lights of
conflicting popular prejudices, but in the clearness of a day that
is approaching its meridian, in whose generous and generally
diffused radiance the more delicate shades of an experience that
was varied, like all other phases of human life, may be dis¬
cerned and appreciated.
The darkest places of slavery can indeed be illuminated only
by that light from above which, soon or late, shines into all the
dark places of earth, the sunshine of God's love and providence.
It is time, perhaps, that those of us who have been so long
accustomed to regard slavery as an unmitigated evil and dark¬
ness should, look at it in this higher light. In the long per¬
spective of the ages, we have no trouble in seeing that every
nation which has been great in history has passed through its
baptism of fire. We can acknowledge that the forty years'
wandering in the wilderness were, to the Israelites, the neces¬
sary entrance to the Promised Land. We glory in the tribula-
96
HAMPTON AND ITS STUDENTS.
tions also of our own Puritan ancestors, and fathers of the
Revolution, and are quite willing to think that the inherited
benefits of their sufferings and struggles have not so far run
out in a century that it is yet time to renew them. And so
those who are standing as educators of this new-born nation
of freedmen, viewing them from close standpoints, in all lights,
and mingling not only with a picked class of students, but
with the outside masses, and with those whose relations to
them have so suddenly changed, learn to discern the hand of
God in the long wanderings and captivity of this race, whose
history bears so striking an analogy to that of the Peculiar
People, that they have themselves adopted that as the type of
their own.
I have been most forcibly struck with this aspect of the case
as exemplified in the difference I find between the freed people
and their brethren in the North, among whom my estimate of
the race was first formed. The marked superiority in many
respects of a people just emerged from slavery to those who
had not with a great price obtained their freedom—though
there are of course shining and well-known exceptions to such
a statement—perplexed and troubled my most cherished con¬
victions of the value of the privileges of liberty, until I remem¬
bered it is through much tribulation that we enter into all our
kingdoms, and reflected that we lovers of liberty at the North
have imposed upon our colored brother all the depressing dis¬
tinctions of caste that make a great part of the demoralizing
influences of slavery, while he has missed the stern discipline
of an experience which, terrible as it was, has developed a
strength and a stamina, a religious sentiment and character in
his enslaved brother which his weak-natured race could never
have gained otherwise, it may be, certainly not in the tropical
THE SUNNY SIDE OF SLAVERY.
97
wilds from which it came. In this light of God upon history,
slavery itself may yet praise Him.
But even from lower standpoints, we may now acknowledge
occasional rays that cheer the darkness. We may gratify our
faith in humanity with the acknowledgment that many large-
hearted and deep-thinking slave-owners have existed, like one
whose liberal views and clear foresight make him now one of
the ablest advocates of the education of the freedmen, who, in
the face of his influential position in the South, used to gather
his numerous slaves into Sunday-schools and teach them to
read and write. We shall find that there were many others
who, from simple generosity and gentlemanliness, or even the
mere characteristic good-nature of a Southern temperament, if
you will, unconsciously made the best of the unnatural relations
in which birth and education had placed them, and cast a glow
of cheerfulness over the life upon " the old plantation."
There is something cheering and honorable to both sides in
the fact that a friendship still exists in some cases between the
freedmen and their former masters, and there are, I believe,
not unfrequent cases like that of Aunt Nancy, in Hampton,
who, seeing her old mistress reduced to poverty by the war,
insists on still doing her washing and many little heartily
rendered services.
And there is, certainly, some significance in the fact that
when General Armstrong, as officer of the Freedman's Bureau
at Hampton, took measures to distribute the crowded popula¬
tion of freedmen who had flocked there as " contrabands," a
very large proportion gladly accepted the free passes offered by
the Bureau to return to their old homes. They knew, of course,
that they were returning as freedmen and not slaves, and one
motive may have been a mere physical attachment to locality,
98
HAMPTON AND ITS STUDENTS.
or the longing to see their own people; but it is evident, at
least, that their old masters had not always inspired them with
a dread of fiends who could not be endured in any relation.
They found, indeed, in very many cases, that, practically, the
new responsibilities of freedom involved hard work and self-
sacrifice to which they had never been accustomed. And,
while the darker aspects of slave life have their own terrible
reality, it is no doubt true that its merely physical effects were
not always felt as oppressive.
It is in the intense light of his new opportunities, and by the
broad contrasts of such advantages of education and dignity as
the school affords, that the freedman looks back upon the house
of bondage as a dungeon of unmitigated darkness. It is
pleasant to find that, even on this higher standpoint, he can
sometimes preserve a sunny memory of the past, such as that
below, whose single dark line, the bare fact of enslavement, is,
after all, the real clue to all the worst results of an intrinsically
false system.
timothy smith's life.
" My parents were both slaves. They belonged to different
masters. We children were with our mother. Our master
was an honest, religious man, and kind to his servants. He
owned a medium-sized plantation. Here I was nurse for several
years. I liked the line of nursing very much as it were my
own brothers and sisters I had to attend to. From thence he
put me in the house as a dining-room servant. I can almost
imagine now precisely how I looked then standing round the
table with a large bunch of peacock feathers in my . hand fan¬
ning the flies off. Just as soon as the meals would be over, I
would be out playing, hunting, or fishing. I seen delightful
times in those days. When I was at home, they would have
THE SUNNY SIDE OF SLAVERY. 99
me sometimes working on the farm, sometimes in the house.
Either occupation were done cheerfully. , Every thing seemed
pleasant to me, and I was almost as happy as a spring bird,
except for one thing that I was bereft of that grieved me much,
and that was an education. I had almost every thing I wished
for in reason except an education and freedom. When I was
large enough to attend to my master's affairs, he put me at the
head of his farm. This I delighted in much. I felt like that
he was a dear friend of mine, for he would often tell me that I
would be free some of these days, for the Bible said so. This
was several years before the rebellion, but I believed him, for
he was a truthful man. I have followed my plow many a day,
whistling of my plain tunes, and felt like that there was a
better day a coming—meanwhile I enjoyed a good time.
" At the end of the war, he told me I was welcome to stay with
him the balance of the year. He clothed and fed me, but gave
me no wages. As my mother and father had been parted by
some misfortune, I was obliged to look out for mother and
seven children, so when Christmas drew nigh I told him that I
must get a home where I could work for them. He told me he
would give me any price in reason if I would stay with him the
next year. Well, I agreed to stay, provided he would give me
one fourth of every thing that was made upon the plantation and
feed the whole family and school us of nights. He immediate¬
ly agreed to do so. I would work hard upon the farm all day
and study at night. I did not know my a b c's at the begin¬
ning of 1866. I could not write my name in 1867. There were
no public schools near by. I walked a mile every night, some¬
times in snow knee-deep. I seen that education was a great
thing and something that I badly needed, especially in keeping
my accounts. I staid there during 1868. That fall I had a
chance to go five months to a public school. I thought the
time was precious and I lost just as little of it as possible. My
distance then was five miles, which I walked every night and
morning. Rain, hail, or snow seldom kept me back. During
that time I professed religion. Ever since that time I'have
IOO
HAMPTON AND ITS STUDENTS.
been trying to serve my Heavenly Master. I find it to be the
greatest thing that I ever did in my life. In 1869 I went seven
months to school again, living with my uncle three miles from
the school.
" The Superintendent of the county was anxious to have me
come to this Institution, so through his recommendation I am
here to-day, and belong to the Junior Class. I am grateful
to God for this much-esteemed opportunity.
" Dear reader, you will please remember when you read these
few lines that you are reading the writing of a person that has
only had about sixteen or seventeen months school altogether."
FATHER PARKER'S STORY.
IOI
FATHER PARKER'S STORY.
Father Parker would make a fine specimen of an African
bishop, were he called to the sceptre of St. Augustine instead
of the pastoral charge of the one colored Methodist flock in
Hampton. He has ample presence and dignity for the posi¬
tion, and the effect of his portly six feet of stature is added to
by a pair of silver-bowed spectacles, which are usually pushed
far up on his high bald crown above the ring of grizzled wool
around it. His superbly sonorous voice, without a suspicion
of nasal tone, rings through his little Zion every Sunday,
awakening sinners and comforting saints, and when he cries,
" De Lord will come, my brudderin', an', as one ob de com¬
mentators tells us, ' He will burn up de chaff wid unsquincha-
ble fire!'" wailing moans of fearful expectation rise to the
rafters ; and when he whispers tenderly, " Oh ! dorit you know,
my little chil'en, dat my dear Jesus hab died for you, an'
hab giben himself for you ?" his words are echoed with sobs.
At a love-feast one night, in the silent pause after the wild,
rude hymns poured forth that night with unusual fervor and
earnestness, Father Parker talked to his flock of the wonderful
peace of God that filled his heart. " Twenty-two years ago,
my brudderin', de Lord spake peace to my soul. Den ebery
thing said peace to me also. De birds sang ' Peace, peace,' an'
de leaves up in de tree-tops said ' Peace, peace,' an' my own
heart said 4 Peace!' an', my brudderin', it has been saying
' peace' eber sence."
After listening to one of his Sunday morning sermons, as we
occasionally liked to do, two of the teachers from the " Mission¬
ary" lingered after service to introduce ourselves to Father
Parker, and ask if we might call and see him some evening,
and talk over the " old times" with him a little. He welcomed
us with affability that was courtly, so the next Saturday even-
«ng~found us at his door.
It was opened by a fresh-faced woman who asked us into
102
HAMPTON AND ITS STUDENTS.
the neat little parlor with a smile, while she went to " tell
Father," who was in his study. A bright little girl, sitting in
the room with her book, we naturally took for a grand-daughter,
but she said she had been adopted by Father Parker, who sent
her to school.
Summoned to his " study," we mounted the stairs, and found
it to be a corner of his bedroom, where the old bishop was
seated in a comfortable arm-chair, before a table holding two
or three books besides his well-worn Bible, while a large illus¬
tration from The Southern Workman adorned the wall in front
of him.
" I'm glad to see you, honey ; glad to see you, my dear," he
said, rising to meet us with a cordial smile, while the fresh-
faced woman brought us chairs, and then seated herself at a
table near with some sewing.
" This is your daughter, Father Parker ?"
" No, my wife," he said. The woman glanced up from her
needle, and they exchanged a quiet smile.
" But you have children ?"
" Dey are all dead," he replied, such a quick flash of pain
crossing his face that we hastened to turn from what was evi¬
dently a darker memory than death.
" You have a large church here ?"
" Yes, it is de only one. All de rest are Baptisses. Dere's
a great deal ob work yere for all ob us. De young people don't
care so much for gwine to meetin' as de ol' folks use to when
we had to meet in de woods for fear ob man."
" Have you always been a preacher, Father Parker ?"
" Eber sence I experienced religion. Dat's nigh on to fifty
year ago. When I got de grace ob God into my heart, I war
called to speak to sinners. I began in de cabin meetin's, and
when de white preacher dat had charge ob our church founded
out dat I could read, he had me to 'sist in de singin', and to
lead de prayer-meetin's, an' to preach when he war away.
You know de cullered people war obleege to hab white minis¬
ters in slavery times. He use' to come down onst in a while
FATHER PARKER'S STORY.
103
and preach up ' Sarvants, obey your marssas,' an' den I'd preach
de gospil in between times, 'cep' when he was to hear me;
den I'd hab to take his tex'."
" And who took the salary ?"
Father Parker's resounding laugh showed that he did not
think we asked for information.
" But how did you learn to read so well ?"
" I learned dat 'fore I got religion, from my second marssa's
little gal. I tuk care ob de stable, an' she use' to go by ebery
day to school, an' I tol' her I wished I knowed my letters, an'
she said she'd teach me. So she use' to come into de stable
ebery evenin' on her way home, tell one day her pa heared me
a-sayin' off my letters to her, an' he called her out an' slapped
her face, an' guv me a whippin'. Den she war mad, an' said
she'd teach me anyway, but we had to be mighty sly about it.
Bat when de white preacher foun' I could read some, he use'
to take me nights an' teach me to read de hymes an' de church
'scipline."
" But didn't he know that was against the law ? Did he
think the law wrong ?"
" Oh ! 'twarn't dat, but he wanted me to help him, an' so he
teached me so I could read de 'scipline."
"You spoke of your second master. How many did you
have ?"
" I war sol' three times, but dat war when I war young. I
hab libed a slave in Norfolk forty year. De las' three or four
I paid my marssa twenty-five dollar a month for my body, an'
kep' myself. I war in Norfolk all fru de war. I seen de ol'
Varginny when she went out to fight de Shenando', an' den de
nex' day, sah, dere came a little thing down from de Norf—look
jes' like a cheese-box. Dey say de debil war in her—could
go un'er de water jes's well's on top. Called her de Fer-
mometer, I b'lieves ; an,' sir, she done whip dat Varginny all to
pieces—come back wid a great hole in her. Yes, I'se seen
wonderful things in my day—seen pretty hard times too—but
I hab Seen His people freed !"
104
HAMPTON AND ITS STUDENTS.
" That must have been a wonderful day."
" It war a wonderful day, honey. It war like de great day ob
de Lord's comin'. I neber seed anoder sech a day, unless"—
and Father Parker leaned back in his chair and reverently
closed his eyes with a serene smile of reminiscence—" unless
it war de fus' day we celebrated Mister Linkum's 'mancipation
proccolymation in Norfolk ; de fus'—day—ob January—
eighteen—sixty-three."
We had had to use a good deal of judicious pumping thus
far, but, warming as the pleasant memory stole over him,
Father Parker became fluent.
"You see, honey, dey had a percession, an'all de Union
troops in Norfolk marched in it, an' a company from Fort Mon¬
roe, an' Gineral Butler rode in it himself, on a great black
horse. An' all de colored people in Norfolk an' roun' walked
in der percession, an' who did dey come an' ask to head 'em,
a ridin' in a carridge, wia de flag a flyin' oberhim, but ol' Uncle
Bill Parker himself! Dat's me, honey! An' I went, and
headed dem colored people, a ridin' in dat yer carridge, asettin'
back on dem yer cushions ! . An' I sot bark—so—an' lifded up
my eyes, an' seed de Union flag a wavin' an' a wavin' ober my
head—so—an' de music a playin', an' de people a shoutin', an' I
said, ' O Lord! can dis be me—ol' Bill Parker—slave forty
year—a settin' back in dis yere carridge, on dese yere cush¬
ions, wid de ol' flag a flyin' ober my head, a ridin' along at de
head ob dis percession ob free men ?' An' I sot back !"
Father Parker suited the action to the word, closing his eyes
with an ineffable smile of satisfaction, as if he still heard the
freemen's shout.
It was a climax, and we rose to go.
" And since then, you have not preached ' Servants, obey
your masters,' Father Parker ?"
" I preaches, honey,' Stan' fas', derefore, in de liberty where¬
with my Jesus Christ hab make you free !'"
" Good-night, Father Parker."
" Good-night, honev."
" WANT TO FEEL RIGHT"
" WANT TO FEEL RIGHT ABOUT IT."
One of the noblest traits brought out in the negro's charac¬
ter by the stern discipline of slavery is a marvelous sweetness
of temper toward his old masters. It was amply illustrated in
the times of his bondage, and has been nobly shown since his
emancipation by the forbearing use of his rights and the pa¬
tient waiting for their enjoyment.
An innocent little child once complained to me, " I cant obey
the commandment, 'Forgive your enemies,' for I haven't any
enemies to forgive." The slave did not always lack that essen¬
tial to obedience, and in obeying he has gained his most enno¬
bling characteristic. His meekness has been called weakness,
and so was Christ's.
There is, to me, something inexpressibly touching in the
simple way in which some of our older students have said to me
—young men old enough to have drunk the bitter cup to its
dregs—" I don't like much to talk up these things. I feel as if
folks mightn't believe me, and then, if I think too much about
them myself, I can't keep feeling right, as I want to, toward my
old masters. I'd do any thing for them I could, and I want to
forget what they have done to me."
This is as good philosophy as it is good Christianity, and I
have no desire to dwell more than is necessary upon har¬
rowing experiences, the admitted possibility of which has
doomed the system which allowed it to extinction and the
world's curse.
The following sketch, which was drawn with some difficulty
from one of these silent sufferers, is one of special interest
Io6 HAMPTON AND ITS STUDENTS.
which will call forth the sympathy of both Northern and South¬
ern readers. It is the story of a gallant encounter with some of
those cowardly, night-loving miscreants from whom Virginia
has always been fortunately free—outlaws execrated by those
who have a right to represent the South—the Ku Klux Klan.
K. K. K.
(Names are suppressed or altered in this sketch by request of the
author.)
" With the Ku Klux I certainly had a tolerable rough time.
" My first school-teaching was as an assistant to a Mr. ,
at Company's Shops. I did not know much more than to read
and write, and I went to school nights also. After the Ku
Klux whipped him, he went away, and then I left, and went
to Caswell County, North-Carcrlina, after they ran me away,
and commenced teaching another school.* After teaching
there four or five months, they determined to break the school
up, and put up a notice that I had to ' stop teaching that nigger
school, and let them niggers go to work,' else they would hang
me to a limb, and kill Johnson and bury him in the school-yard
ground. Johnson was a colored man who had influence over
the colored people, and did all he could to have their schools to
continue, as I did myself. He also had an influence over the
elections, and gave them advice how they should vote. They
were opposed to me on the account of my being a teacher and
instructing my people.
" When they sent out this notice, Johnson and myself fortified
our doors. We had only two old swords in the house, but we
* The demand for teachers among the freedmen after emancipation
became at once so great that as soon as one of them knew how to
read and write a little, he was beset with applications to impart his
knowledge to others, and " Uncle Ned's school" is no mere fancy of
the sculptor.
KU KLUX KLAN.
J07
were bent on staying in it. And I determined to carry on my
school, because I knew it was a thing that should be done.
" About two or three weeks after the notice, the Ku Klux
came about midnight. They awoke us up by their screams
and yells, and shooting through the door, and trying to knock
it down. The door was so well fortified that they could not
get it down. They then ceased shooting and yelling, and com¬
manded us to open the door, but we told them they had no
business there that time of night, and that we had not done
any thing—what did they want ?
" They again commanded us to open the door, saying they
wanted us, and would have us.
" When they saw we were not going to open the door, they
commenced setting the house on fire. We, seeing that they
determined to have us, and the house burning, we snatched up
the two old swords, and opened the front door, expecting them
to crowd in on us and take us by force, but we determined to
stand up and fight as long as life lasted. Just as we opened
the door, a very large man jumped at it. As he sprang, a
sword was pierced through him, and he fell out. We shut the
door again quickly. After the stabbing of this man, they
became somewhat excited, and while they were taking care of
the man that was stabbed, and setting the house on fire, we
opened the back door and slipped out. As they saw us, they
shot at us and ran us a good ways, but finally we reached the
woods and escaped.
" We staid in the woods until day and went home. I com¬
menced my school that morning just the same as nothing had
not taken place, and taught all that week until out. Friday
they came after us again. The way I did, I went into the
woods after night to sleep, and came in of mornings, because
after the first night, they determined to have us. Friday night
I had some of my friends to stay in the woods with me. I was
armed with a sword and the rest with guns. They came to the
house about midnight, shooting and yelling, and we were down
in the woods a few yards from the house. As they did not
108 HAMPTON AND ITS STUDENTS.
succeed in getting us, they tore every thing up they could get
hold of, and then searched the wood for me. When they got
near to me, I saw there were so many that I could not resist.
I spoke to the three other men that were with me, that we had
better save our lives. Myself and two others escaped, but they
killed the other friend. When I returned out of the wood the
next morning, I saw him lying dead, very badly shot.
" On Saturday I left, and have never been back since, though
I held out as long as I possibly could. Then I went down into
Johnson County ancf taught school, and studied of nights until
I went to Hampton.
" I feel as though I have had a hard time of it. It was all for
the best. God only knows."
INCOMPLETE SANCTIFICATION.
a CASE OF INCOMPLETE SANCTIFICATION.
A pleasant two miles' Walk through the straggling outskirts
of Hampton, among the snarling curs that go round about its
uncertain ways in the evening—pleasant, notwithstanding, for
the glory of a June sunset, and the soft charm of a long Southern
twilight—brought the self-constituted committee of investiga¬
tion to Harry Jarvis.'s isolated cabin. It wa^ shut up for the
night and dark at eight o'clock, but we had walked far, there
was no other resting-place near, and, more than all, we had
come with a purpose ; so, after a brief consultation, we decided
to prove at least whether we had found the right place.
Our rap at the door was followed instantly, as if by a bell-
rope attachment, by a sharp r-r-r-row-ow-ow that seemed to
come up out of the ground from some canine Atlas who had the
house upon his shoulders, literally as well as figuratively.
In another moment, we heard the scratching of a match and
the shuffling of a boot inside, light twinkled through the chinks
of the slabs, and a deep voice called,
" Who dar ?" x
" Friends from the Normal School."
" All right. I knows yer voice. Luf ye in d'rec'ly. Ah !
Howdy! Howdy! Sht Gyp ! She can't get ye ; she'm fasded
up un'er de step. Please to walk in."
" I'm afraid we're intruding, Mr. Jarvis. It is late. We wouldn't
have knocked, but we wanted to make sure whether we'd found
your house, so as to come again. We'll step in and rest just a
minute, thank you, if you were not going to bed."
" Nuffin ob de sort, sah. Neber thought ob gwine to bed.
You'll please to scuse me for der bein' no light. Loisa ben a
puttin' de young uns to sleep, an' I jes' sorter stretched my¬
self out to res' like, arter my work. Glad to see yer. Please
take a seat."
Our welcomer was a man in the prime of forty years ; perhaps
the finest specimen of his race, physically, that I have ever seen.
IIO
HAMPTON AND ITS STUDENTS.
Over six feet in height, with close-knit, perfectly-proportioned
frame, a well-set, shapely head, a Roman nose, and the eye of a
hawk, he towered in his low-roofed cabin like a son of Anak. He
might have been a model for a Greek chisel—the young Her¬
cules in bronze, or a gladiator ready for the imperial review.
Even with the loss he had suffered of his right leg—nothing
new for a Greek statue—he would have been formidable to en¬
counter if we had not been " friends," but the " patrols" whose
midnight knock used to strike terror through black breasts in
the dying days of slavery; a terror some remnants of which
still linger in instinctive fears, and account perhaps for the un-
amiable retinue of yapping curs that help the freedmen enjoy
their new privileges of liberty, and their share in the maxim
that every man's house is his castle.
After giving us chairs, our African prince seated himself
only at our request, and, laying down his crutch, waited for us
to begin the conversation, while the sounds from the next
room—a dark alcove but half partitioned off from the rest of
the cabin—proved that Loisa had not entirely suppressed the
enterprising " young uns."
" Mr. Jarvis, I had meant to ask you to repeat to my friend
here, the story you told me the other day yo£i were working at
the school; about your life on the Eastern shore, and your
escape, you know."
"Yes, yes, I knows ; neber'll forgit dat, nohow."
"You had rough times there."
" Well, I did so! My marssa, he war de meanest man on all
de Easte'n sho', and dat's a heap to say. It's a rough place.
Dat yer Easte'n sho' 'm de outbeatinest part ob all de country
fur dem doin's. Dey don't think so much ob deir niggers as dey
do ob deir dogs. D' rather whip one dan eat any day."
" Well, tell us how you escaped."
" Dat war de fus' yeah ob de war, madam. It war bad
enough before, but arter de war come, it war wus nor eber.
Fin'ly, he shot at me one day, 'n I reckoned I'd stood it 'bout's
INCOMPLETE SANCTIFICATION. Ill
long's I could, so I tuk to der woods. I lay out dere for three
weeks."
" Three weeks in the woods ! How did you live ? How did
you help being taken ?"
" Couldn't get out no sooner, ye see, fur he had his spies out
a watchin' fur me. He hunted me wid dogs fust, but I'd crost
a branch, an' dey los' de scent, and didn't fin' it, an' den he sot
his slaves all up an' down de sho', waitin' fur me to come out."
" Would they have taken you ?"
" Dey wouldn't a durs' not to, ef I had come out, but I had
frien's who kep' me informed how t'ings war gwine on, an'
brought me food. At las' he guv a big party for his birfday ;
had his house full ob gen'lemen jus' like himself. I knowed
dey'd all be a drinkin' an' carousin' night an' day, an' all de sar-
vants be kep' home, so I tuk de opportunity to slip down to
de sho' in de night, got a canoe an' a sail, 'n started for Fort
Monroe."
" Where did you get the canoe ?"
" Stole it from a white man."
" And the sail ?"
" Stole dat from a nigger."
" Oh!—well—how far did you have to go ?"
" Thirty-five miles 'cross de bay, 'n when I got out o' shelter
ob de sho', I struck a norther dat like to a tuk away my sail.
Didn't 'pear as ef I'd eber get to lan'."
" Were you not terribly afraid in that little boat ?"
" No, madam. You see it war death behind me, an' I didn't
know what war ahead, so I jes' askded de Lord to take care ob
me, an' by-am-by de win' went down to a good stiddy breeze
straight fur Ol' P'int, an' I jes' made fas'de sheet'n druv ahead,
'n nex' mornin' I got safe to de Fort."
" There you were all right, I suppose."
" Well, dat war 'fore Gin'ral Butler had 'lowed we war contra-
ban'. I went to him an' asked him to let me enlist, but he said
it warrit a black mans war. I tol' him it would be a black man's
war 'fore dey got fru. He guv me work dough, an' I war gettin'
112
HAMPTON AND ITS STUDENTS.
on bery well, tell one day I seed a man giben up to bis mars-
sa dat come fur him, an' I 'eluded dat war not de place for me,
so I hired on to a ship gwine to Cuba, an' den on one a-gwine to
Africa, an' war gone near two year. When I landed in Boston,
I foun' dat it had got to be a black man's war fo' suah, I tried
to 'list in de 54th Massachusetts, Gin'ral Shaw's rigiment, but
dat war jes' full. So I war one ob de fus' dat 'listed in de 55th, an'
I fowt wid it till de battle ob Folly Island. Dere I war
wounded free times ; fust in dis arm, but I kep' on fightin' till
a ball struck my leg an' I fell. I war struck once more in de
same leg, an' I lay onde fiel' all night I should have bled to
death ef all our men hadn't been drilled in usin' a tourniquet,
an' supplied wid bandages. I jes' had time to stick my knife
in de knot an' twist it tight 'fore I fainted. When dey foun'
me, dey was gwine to take my leg off, but dey said 'twarn't
no use, I'd die anyway. But I didn't die, 'n war sent to a
horspital. I war dar for six months, 'n my leg war bery bad,
pieces ob de bone a comin' out. But I stood it all for to keep
my leg, 'n at las' it got well, only a bit stiff. Den I come back
to Hampton an' tuk dis little place, an' war doin' mighty well,
but all ter wunst de woun' opened agin', an' I had to lose my
leg arter all."
" Didn't you feel like staying in Africa when you were there ?
" No,' madam, I went 'shore in Liberia, an' looked about, but
I 'eluded I'd rudder come home."
"You had a strong attraction here, I suppose—a wife and
children."
" Well, I couldn't fotch my wife wid me from de Easte'n
sho', I didn't want to risk her life wid mine ; but when I got
back from Africa, I sent for her, an' she sent me word she
thought she'd marry anoder man. Arter de war was ober, an'
I'd got my place yere, she sen's me word her husban' is dead,
but I tol' her she mout a kep' me when she had me, 'n I could
get one I liked better, 'n so I have."
The children having subsided, Loisa, becoming interested
in the conversation, stood leaning against the lintel of the al-
INCOMPLETE SANCTIFICA TlON. 113
cove, near her husband's chair, and received his compliment at
her rival's expense with a conscious smile.
" Can you read, Mr. Jarvis ?"
" No, I can't read much ob any. I'se worked a good deal at
de Missionary, but I war too ol' to go to school. Loisa, she
Tarned, an' she sot to teachin' me, but I couldn' l'arn nuffin'
from her."
" Is that your fault, Mrs. Jarvis, or your husband's ?"
" It's his, I reckon, ma'am," she answered with a giggle. " I
c'd teach him ef he'd let me."
" Well, 'tain't de thing fur a woman to be a teachin' her hus-
ban' ; 'tain't accordin' to scriptur', 'n I don' approve ob it no
how !"
This great principle of orthodoxy established, we turned to
the remaining object of our visit.
" Mr. Jarvis, we wont keep you up any longer now, but we are
anxious to get hold of some plantation songs of a different kind
from the spirituals ; some of those you used to sing at your
work, you know ; at corn-huskings or on the water. If we come
some other day, can you sing us some ?"
"Not o'dem corn-shuckin' songs, madam. Neber sung
none o' dem sence I 'sperienced religion. Dem's wicked songs."
" I have heard some of your people say something of that sort,
but I didn't suppose they could all be wicked songs. Are there
no good ones ?"
"Nuffin's good dat ain't religious, madam. Nobody sings
dem corn-shuckin' songs arter dey's done got religion."
" So you have got religion, Mr. Jarvis. Well, that is a great
thing to have."
" So it am, madam. 'Twar a missionary lady a teachin' yere
jes' arter de war dat led me to 'sperience it. I neber had
t'ought much about my sins, no way, an' when she talk to me I
tol' her I specked I warn't no more ob a sinner dan de mos' o'
folks. But I meditated on it a heap, an' I see I war a mighty
great sinner fo' suah, an' I felt mighty bad about it—couldn't
eat nor nuffin'—tell one night de Lord he .come an' tell me my
114 HAMPTON AND ITS STUDENTS,
sins war all forgiben, an' I got so powerful weak I could
skursely stan'. An' den de glory come into my soul, an' I sot
up a hollerin' an' a shoutin' so's I couldn't stop, an' inde morn-
in' I went to tell Miss Smith, 'n I couldn't help a hollerin' 'n a
shoutin'. 'Why, Jarvis, you'se gone crazy,' says she. She'd
tol' me to get religion, an' when I done got it, jes' as she said,
she t'ought I war crazy. Dat ar' war cur'ous ! But when you'se
got de glory in your soul, you can't help a hollerin' 'n a shoutin'."
"Then, as you have experienced religion, Mr. Jarvis, I sup¬
pose you have forgiven your old master, haven't you ?"
It was an unexpected blow. The glow died out of his face,
and his head dropped. There was, evidently, a mental struggle.
Then he straightened himself, his features set for an inevitable
conclusion. ^
" Yes, sah ! I'se forgub him \ de Lord knows I'se forgub
him ; but"—his eye kindled again as the human nature burst
forth—" but I'd gib my oder leg to meet him in battle!"
" Well, we'll talk about this another time, Mr. Jarvis. Good¬
night now."
" Good-night, sah."
The. subterranean terrier gave us a parting salute, and then
let us go to the other dogs.
TEN YEARS' PROGRESS, 115
JUST WHERE TO PUT DEM.
A diminutive Hampton student, leaning delighted over a
volume of natural history with colored illustrations which his
teacher was showing him, pondered thoughtfully awhile over
the picture of the monkeys, and then, turning his twinkling
black eyes up to her face, said inquiringly,
" Dey do say, Miss Deming, dat dem is old-time folks."
I fancy that she did not add to his stray crumb of Darwinism
a crusty hint of what further " dey do say"—some of dem—on
the classification of folks in general, and his folks in particular.
It would seem somewhat difficult indeed to set appropriate
bounds to the progress of a race, one of whose genuine sons
has been able to evolve as much in ten years' time from adverse
fate as the author of our closing sketch, and the oration which
follows it.'
life of george e. stephens.
" I was bora a slave in 1853. My mother, with the assistance
of my father, hired her time by washing clothes, Her children
being too young for service, were allowed to stay with her. It
would be just to say that these privileges, which were rare,
were obtained from a family through whose veins flowed Quaker
blood—a race of people who always act with clemency.
" During my slave-life I had a desire to learn to read, but did
not have any one to teach me ; but, unexpectedly, and against
the prevailing sentiment of the South, the youngest servants
owned by my master were on Sunday evenings taken into his
sitting-room, and there we would spend the afternoon learning
the alphabet. I had an eager desire 1 to learn, and bought
myself a large book containing painted letters and pictures.
This book I bought with a silver dime from my so-called mas¬
ter's store, and in it I learned over half of my letters.
116 HAMPTON AND ITS STUDENTS.
" Being familiar with the fact that war was approaching, I was
cheered by the hope I should be able to read at no distant day.
Well do I remember when the news was echoed from one end
of the town to the other, 'The Yankees are coming!' They
met a warm reception from the slaves. I had the privilege of
seeing the first who came to our town in uniform. I often
visited the soldiers, who were very kind to me. My uncle with
twelve others ran the blockade and boarded a man-of-war. This
action created a great sensation, as they were the first who had
left their masters. Soon after this we all left.
Tn the early part of 1863, I went to a school taught by a
colored man. The studies taught were limited to reading
and spelling. It seemed to me I would never learn to put
letters together, and when I was put into words of two letters,
I was willing to give up studying. I studied hard, and perse¬
vered till I could spell words of two syllables, when the school
was given to an old man who was a soldier, who had been a
teacher in the North, and was fully qualified for the position.
The days I spent under him as a scholar are among the bright¬
est of my life. After he closed his school, the American Mis¬
sionary Association sent teachers South. They all took an
interest in me, especially one, who would spend whole after¬
noons with me on my lessons. I made greater progress under
her than under all the rest of 'my teachers, and loved her
better.
" Having been sent to school all this time by my father, and
attained an age when I could be of some benefit to him, I
thought it was no more than right that I should do something.
I began to teach school about fifteen miles from home. Here
I found difficulties that almost made me give up. I was placed
among an ignorant people who I were to teach, and make some
attempt, though small, to elevate ; while not many miles from
where I was teaching a preceptor had been hung for instructing
his own race. When I went home on Saturday, I had to walk
fifteen miles, and get back Monday to open school at nine
o'clock. I continued my school for four months. I think I
CORNER-STONE ORATION
II 7
gave satisfaction, because they wanted me to teach again, but I
took a school nearer home—only five miles off. To this I
walked every morning—teaching six hours. I taught two
sessions here, and enjoyed it very much, though it required
considerable patience. In this way I helped my father to build
a house, and sent my sister to the Hampton Normal School. I
am now in the middle class of this school, where I trust to make
myself a good and useful man, and become great in that from
which true greatness only is derived."
ORATION AT THE LAYING OF THE CORNER-STONE OF VIRGINIA
HALL, HAMPTON SCHOOL, JANUARY 12, 1873.
BY THE AUTHOR OF THE FOREGOING SKETCH.
"Friends, one and all, we welcome you here to-day for
the purpose of enjoying with us the laying of the corner-stone
of this edifice.
. " This is an event that should fill our hearts with emotions of
pride ; for here will be erected a system of buildings that will
supply ample privileges to those who wish to become workers
in the great field of usefulness that lies before us ; and provide
those means by which thousands, directly oi: indirectly, are
to be blessed with advantages for the procurement of knowledge.
" We see to-day among us friends, true and zealous, from the
different portions of our common country, observing for them¬
selves the work that has been done here, and that which re¬
mains to be done ere ignorance can be eradicated, and know¬
ledge diffused throughout this broad land. We feel an
inexpressible pleasure in seeing those here who have done so
much for the establishment of this institution ; who began this
great work under adverse circumstances in the dark days of
the past, but, feeling the great need of such an undertaking,
and the good that could be accomplished, went forward with
unlimited fervor in their Christian mission to gladden the waste
places of the South, ' and to make the desert rejoice and blossom
II8 RAMP TON AND ITS STUDENTS,
as a rose.' We trust they can now look back with pleasure,
and feel that their labors have been blessed with success, that
a work has been begun whose completion will solve the
great problem of our capability of becoming a useful and
elevated people.
" We can only show our gratefulness to you by trying to make
the best use of our time, and to prove by our actions that we
know how to value the blessings imparted to us, and the
avenues which are opened to us for moral, educational, and
religious advancement. We ask a review of the past, willing
that you should draw your own conclusions, but feeling ani¬
mated with the hope that they will be gratifying to us and
encouraging to you.
" We see among us to-day many natives of this sunny land,
drawn by the wish to see for themselves what we can do toward
the accumulation of that which is power, and which will prepare
us for the duties of life in their various forms. We greet you
with a hearty welcome. We ask you, under the beautiful sun¬
light of this glad day, to enjoy with us this glorious occasion.
It should fill our hearts with a joy that words fail to express,
when we consider the worth of such institutions as this, and
what they are doing toward alleviating the superstition and
ignorance which are so prevalent among us, and diffusing light
and knowledge to all, until not a single cabin throughout this
Southern land shall contain an inmate who has not the elements
of a common English education. This is a result that we may
all hope and pray for, and at its arrival feel thankful to God that
our eyes have seen the sight.
" Our interests are so intimately connected with yours, and
our general positions are in a great degree so similar, that this
change must affect both races ; and if this be true, why not
mutually unite for the attainment of an end whose consumma¬
tion will shed a lustre upon the land that no power can ever
annihilate ? Then will prosperity spread its welcome mantle
over our land, and our minds and hearts will be irradiated by
the everlasting sunbeams of religion and immortal truth.
CORNER-STONE ORATION.
119
"To my colored friends, with whom I am identified, whose
interest and advancement affect mine, and whose retrograding
likewise, I am at a loss to express myself on behalf of my
schoolmates in words most befitting this occasion. As I look over
this assembly, composed largely of those who are sons of
Africa's benighted millions, and attempt to comprehend that
this great undertaking is for you, that you are to have the ben¬
efit of all this, my whole heart and mind are absorbed in the
magnitude of the thought, and lost to a perception of the fact;
yet it is all true.
" I know you can but feel grateful to God, and spontaneous
thanks proceed from your hearts to him, and to those whom
he has used as instruments in this great and good work for
you. You have only begun, and are scarcely yet in the path¬
way by which you must attain that position in life which will
qualify you for the duties that devolve upon you as citizens.
You have a great work before you, one whose importance you
have yet to realize, and the accomplishment of which eludes
your imagination.
" It is not the elevation of a few, but the raising of more than
four millions of human beings, that we must work and pray for
using every means in our power and improving our opportuni¬
ties in their various forms, if we hope to reach our destined
end. Welcome, then, thrice welcome to the portals of science,
whose doors fly wide for your entrance, whose treasures are
opened for your perusal, and whose riches lie at your command ;
enter and enjoy them without fear or molestation.
" Let us unite our efforts, for with unity of spirit, of purpose,
and of action alone can we make this country what it should be.
Let labor be honored by all, for no nation can prosper without
it. Let the elevating influences of religion, morality, temper¬
ance, and truth assume the places now occupied by vice and
intemperance, and we shall yet see that a happy destiny awaits
this country. Then we can look for reconciliation and welcome,
peace and tranquillity.
" When we all have been educated to that standard which will
120
HAMPTON AND ITS STUDENTS.
fit us to comprehend the great end of life, and so to conduct
ourselves that our examples shall be worthy of imitation, we
may feel that we have acquired that greatness which Napoleon
well might envy. Let us assume life's great duties with earn¬
estness and zeal, and never feel that we have completed its
mission until we shall be able to exclaim, like the prophet,
' Break forth into joy—sing together, ye waste places of the
South ; for the Lord hath comforted his people ; he hath re¬
deemed Jerusalem.'"
WILL THE NEGRO LEARN i 121
HUNGER AND THIRST AFTER KNOWLEDGE.
A bit of reminiscence of the early history of emancipation,
cut from an old scrap-book, brings back to me with curious
freshness the surprise with which such intelligence was at first
received, even by the most enthusiastic and sanguine of the
freedmen's friends.
" Passing through a sally-port at Fort Hudson, a
few days since, near that rugged and broken ground
made memorable by the desperate charge of the col¬
ored regiments, June 14th, 1863, I met a corporal
coming in from the outworks with his gun upon his
shoulder, and hanging from the bayonet by a bit of
cord a Webster's spelling-book. Already, hundreds
in every regiment have learned to read and write. In
almost every tent, the spelling-book and New Testa¬
ment lie side by side with weapons of war. The ne¬
groes fight and the negroes read."
In the school and the cabin, I find still abundant witness to
this early testimony. The impetus of the first enthusiasm for
learning has not been lost, as we feared it would be. In the
harder lines of self-sacrifice and manly effort, tfie negroes are
still fighting their way out of that bondage of ignorance and
degradation from which no proclamation could emancipate
them. They eagerly accept what upward help they can get, and
if none comes struggle on without it, as a colored preacher of
Hampton, who keep^ the Back River Light and walks the eight
miles between his light-house and church every Sunday, was
found by one of the normal-school teachers, struggling all by
himself with the formidable outworks of an old Greek gram¬
mar, in the fond hope of being able, some day, to read his Tes¬
tament in the original.
Such an itinerant teacher as a good newspaper is invaluable
to those who can read. I find the Southern Workman in many
of the cabins, and one of its subscribers gives an illustration
122
HAMPTON AND ITS STUDENTS.
of the general appreciation of it, with an unsophisticated eager¬
ness that is somewhat pathetic. He writes :
" I have just bought a pece of Land and I Cow and one
oxson, and I al so hav one Horse to make a Farm. I am now
working out a Frame for my House, and to get my Head in
order for bisness, it is my intrest to take your Paper. I like
it so well that I would like to hav it come every 2 weeks. If
you could send it to me that way this Year I would be Glad to
get at Eny Price. I have 7 names that wants to take the
Paper every 2 weeks, but you must let me have it that way if
you cant no other person, and let me know what it cost and I
will send the pay."
This economical suggestion of issuing a bi-weekly edition of
a monthly paper just for one person, if we could not afford to
for every body, has not been acted upon that I know of.
Among the applications for admission to the school are fre¬
quently touching appeals from persons evidently too old to
receive practical benefit from its instructions. One such
writes:
" Dear Mr. President: I am poor an nedy for the want of
somebody to Teach me. I am called to preach the Gospel in
the World. While I am therein the World and I want som
more Instruction. If you ill take me in that Schoold, I Will
find myself ef you ill find me a Bead to sleep in."
Those who feel themselves too old to begin the difficult
work of learning to read will cheerfully undergo any sacrifice
to send their children to school, and the young people them¬
selves exhibit the same spirit. It is evident in the sketches
our students have drawn for you of their own lives, and in
many more than I have room to give in full. One of them
writes:
" The chance of the slave was very limited, you know, to¬
ward obtaining an education. I recollect I used to try and
count a hundred. The way I did, I took a board and a piece
of fire-coal, making marks one by one. At the surrender I
could count fifty ; that was my improvement from the time I
THIRST AFTER KNOWLEDGE.
123
commenced up to the surrender. In the fall of 1866, the
colored people started a little school, though they had rather a
hard difficulty before they could start it. The outcry was that
the negroes were rising. I went to school that fall and was
very proud to go. Such a scene I had never witnessed before ;
therefore, I made the best use of my time. The first week I
learned the alphabet and commenced spelling and reading in
the National Primer. I went to school some days and nights.
I had to study hard, and tried to make all the progress I possi¬
bly could. I went to school till I got so I could read and write
a little, then I had to stay home and wait on my sick father,
but I went to night-school. I kept up studying my books, and
then began to teach school, studying also nights. So you see
this is the way I obtained what education I had before I came
to Hampton."
He has shown his appreciation and worthiness of his advan¬
tages since he came here, voluntarily rising an hour before the
required time, all the cold winter mornings of last year, to gain
extra opportunity for study.
Another of our boys writes :
" As soon as the schools commenced in our place, I went to
school in the morning, while my brother went in the evening,
until I learned to read. Then I had to stop and go to work,
but I still kept trying to learn, and after a while got to go to
school again by working mornings and evenings. Many nights
I sat up till twelve o'clock over my lessons. In this way, I
remained in school several months. Then I heard of the
Hampton Normal School, and determined to try to go to it.
My father said he was not able to send me, so I could not go
that term, but I did not lose my determination to get an edu¬
cation. I saved all the money I could get, and got my friends
to help me, so the next year I started for here. If I be suc¬
cessful in getting through here, I expect to spend the rest of
my time in the elevation of my race."
All last winter, which was an unusually severe one for Virgi¬
nia, one of our students, the son of the Greek student in the
124
HAMPTON AND ITS STUDENTS.
Back River Light-house, in spite of lameness, walked sixteen
miles, every day, in all weathers, over a rough road, for his
schooling, and his sister bore him company. Our little stu¬
dent camp is pitched for its second winter, and cheerfully
filled with those who know how to endure hardness as good
soldiers in the struggle 'for education. Our girls, too, ought
not to be left out in this testimony-to their people's hunger
and thirst after knowledge. Till Virginia Hall is finished, they
are exhibiting an equal patience and courage in their dark and
crowded barracks almost as shelterless as the tents. One of
them writes, in a sketch of her life :
" I feel, that the Lord, who has been with me in my darkest
hours of slavery, is none the less present in freedom, in trying
to get an education. I work a while, and then go to school a
while, and now I am able to teach, and have taught three
years. I find pleasure in teaching, and think I shall choose
that as my mission. I am extremely proud of the chance of
coming to Hampton to fit myself for that end ; and I am
trusting in Him who has led me hitherto, to help me on."
And will He not, and should not we, help those who so
patiently and heartily are helping themselves ?
Some time after the opening of school in the fall of 1871, an
applicant presented himself for admission whose unpromising
appearance and great difficulty in passing the entering-exami-
nation caused him to be rejected. Spmething unusually down¬
cast in his disappointed face attracted the notice of the princi¬
pal, and when inquiry was made as to his means for returning
home, it was discovered that he had walked almost all.the way
from Russell County, 'Western Virginia, over sixty miles, and
had no money to take him back, even in the same weary way.
He had started with fifty-two dollars in his pocket, the results
of a year's work in a blacksmith-shop, and to save this little
hoard for his school bills, he shouldered his bundle of clothes,
and crossed the mountains on foot into Virginia, walking forty-
two miles to Marion. Here he took the train and came to
THIRST AFTER KNOWLEDGE.
125
Lynchburg, where he unfortunately missed a connection, and
was obliged to spend the night at a hotel. While paying his
bill the next morning, some pickpocket caught sight of his roll
of money, and robbed him of all that he had but the fifty cents
change returned him by the landlord. This crushing loss of his
whole year's earnings did not turn him back. He got on the
train, and went as far as his fifty cents would carry him—to Ivy
Station, namely, between Petersburg and Suffolk—stopped here,
and worked for eight days in a steam saw-mill, at one dollar a
day, which he was able to get because he understood running the
engine. Starting again with five dollars in his pocket instead
of fifty, he walked the rest of the way to Norfolk, where he had
to take the boat to Hampton. After hearing his story, no one
had the heart to send him back, foot-sore and disheartened, to
retrace his weary steps. He tells me, " When I found the
General would let me stay, I determined to do the very best I
could, both in working and studying." The farm-manager
reports him as one of the most faithful of his hands ; he is
doing a great part of the iron-work on the roof of Virginia
Hall, and will graduate very creditably -from the senior class
this year. " The negroes fight, and the negroes read."
The Hampton Students in the
North.
SINGING AND BUILDING.
By H. W. L.
The spirit of self-help in which the Hampton School was
founded is carried into the plans for its future. The young
men have been employed, to what extent has been found
profitable, in the actual work of construction of the new
building, and much of the necessary funds are won, directly or
indirectly, by the personal efforts of the students.
The idea of utilizing their wonderful musical talents for the
good of their people had for years been a favorite one with
the Principal, but the honor of first turning to account this
peculiar power is due to Professor George L. White, of Fisk
University, Tennessee, under the care of the American Mis¬
sionary Association.
The exigencies of that important institution had induced
Professor White, Musical Director, to attempt raising, by
means of negro music, a fund to save the University from im¬
pending troubles, and, if possible, to improve and enlarge it.
The world-renowned " Jubilee Singers" need no introduction.
Their splendid campaign, under Professor White and Rev. G.
D. Pike, District Secretary American Missionary Association,
in America and England, makes a remarkable and creditable
chapter in the history of the negro race.
128 HAMPTON AND ITS STUDENTS.
At Hampton no special effort had been made in this direc¬
tion, chiefly because of the great difficulty of finding a leader
in all respects fitted for the peculiar demands of the under¬
taking. But, as is often the case, the hour that brought the
supreme necessity brought also the man and the means to
meet it.
Mr. Thomas P. Fenner, of Providence, for some time pro¬
fessor in the Conservatory of Music there with Dr. Eben
Tourj^e, founder of the New-England Conservatory in Bos¬
ton, was introduced to General Armstrong by Dr. Tourjee
as the best man he knew for the position. Mr. Fenner came
to Hampton in June, 1872, to establish a department of music
in the school, and survey the field with a view to the formation
of a band for Northern work. He was quickly impressed with
a conviction of the wonderful capabilities of this "American
music," and entered into the labor of organizing the " Hamp¬
ton Students " with an enthusiasm and skill that brought them
into the field ready for action within six months. While his
extensive and varied experience in chorus practice and vocal
training, as well as in band and orchestral music, makes him
thorough in various branches of musical instruction, he is fitted
for the more delicate task of developing this characteristic
slave music in its own original lines, by the rarer qualifications of
artistic taste, versatility, and tact, and these, in combination
with his enthusiastic and Christian devotion to the causer
have in a very important sense secured the success of the
enterprise. The peculiar strength of the Hampton Chorus
is the faithful rendering of the original slave songs, and Mr.
Fenner has been remarkably fortunate, while cultivating their
voices to a degree capable of executing difficult German songs
with a precision of harmony and expression that is delicious,
in that he has succeeded in preserving to them in these old-
time melodies that pathos and wail which those who have lis¬
tened to the singing on the old plantations recognize as the
"real thing."
Five hundred dollars were given by one who has often
THE STUDENT SINGERS.
I29
proved a friend in need to aid the company at the start. It
was felt by the Principal that so great were the risks of the
effort that without some special aid the campaign - was too
perilous a venture. At the right time came the donation, and
the Hampton Students were launched upon their crusade for
humanity.
The Hampton Student Singers at first numbered seventeen.
As they were all young, and, with one exception, entirely un¬
used to appearing before the public, it was necessary to take
out a large chorus until experience should develop the most
available voices. Those with whose faces you have become
familiar in the concert-room, and by Mr. Rockwood's very suc¬
cessful photograph, and who have borne the burden of the
campaign work, are, as many of you already know, the fol¬
lowing :
Carrie Thomas, leading soprano. Miss Thomas is the only
member of the company who is of Northern birth, as well as
the only one who has had any previous experience of singing
in public. Her home is in Philadelphia, and she was for a
time under the instruction of Mrs. Greenfield, better known in
the North as the " Black Swan." Miss Thomas is, like all the
others, a regular member of the Hampton School, and expects
to finish the course there.
With four exceptions, all the rest of the company have
lived in slavery; they are:
First and second sopranos : Alice M. Ferribee, from Ports¬
mouth, Va.
Rachel M. Elliott, from Portsmouth, Va. Miss Elliott has just
returned to the school to complete her course there.
Lucy Leary, from Wilmington, N. C. Miss Lcary lived, be¬
fore the war (which left her without nearer relatives than
cousins, one of whom is also a member of the company), in
Harper s Ferry, where her father fell in the John Brown raid.
Mary Norwood, from Wilmington, N. C. She is the only
one of the young women besides Miss Thomas who has never
been a slave. Miss Norwood has also returned to the school
13O HAMPTON AND ITS STUDENTS,.
The above take the first or second soprano parts, as occasion
demands.
Altos: Maria Mallette, from Wilmington, N. C.; Sallie Davis,
from Norfolk, Va.
First Tenors : Joseph C. Mebane, from Mebanesville, N. C.;
Hutchins Inge, from Danville, Va.
Mr. Inge is a graduate of the school, of the class of '72^ He
returned to pursue a post-graduate course, and was also em¬
ployed as clerk in the Treasurer's office till he joined the singers.
Whit T. Williams, from Danville, Va.
James A. Dungey, from King Williams County, Va.
Mr. Dungey was free born, but has always lived in the
South. He also is a graduate of the class of '72, and has re¬
cently left the singers to take charge of a school. His father
has been a member of the Virginia House of Delegates.
Second Tenors : J. B. Towe, of Blackwater, Va.
William G. Catus, of Winton, N. C. Mr. Catus was pre¬
vented by illness from going to the photographer's with the
rest of the class, but he has been a regular member of it until
last summer, when he left to take charge of a school at New-
some's Depot, Va. He was free born, but was bound out in
childhood, and, like many of the free negroes in the South*
endured all the evils of slavery but its name.
First Basses : James H. Bailey, from Danville, Va. ; Robert
H. Hamilton, from Philadelphia, where he has lived since
the war. He was held as a slave in Louisiana and Mississippi
until set free by the Union army.
Second Basses : James M. Waddy, from Richmond, Va. ;
John A. Holt, from Newburn, N. C.
Most of the class have had no means of support but the
labor of their hands. The young women worked in the laun¬
dry, kitchen, dining-room, and sewing-room. The men are
chiefly farm-hands. - Dungey supports himself by shoemaking.
Tov^e works at the forge, and Catus at the carpenter's bench.
Waddy, who is, in summer, engineer of the hydraulic works at
LOYAL WORK.
I31
the " Old Sweet Springs," Va.', repairs machinery and doe£
what plumbing is required.
The changes indicated in the above list have been made
only by the necessity of reducing the chorus to the smallest
number consistent with its effectiveness, or the desire of th<*
students to go on with their other pursuits. The class as a
whole has worked faithfully and well, and while its members
prefer that no more personal account of themselves should be
given to the public, they all deserve honorable mention. Their
voices are their own witness. They are all fresh, and have
developed and improved greatly since their first public trial.
The " Hampton Students " are all, as has been said, regular4
members of the school. Of the above-named, seven ar6
Juniors, seven from the Middle Class, one from the Senior,
and two are post-graduates. They take their school-books
with them to improve what chances for study they can secure,
and are anxious to get back to Hampton to finish the course of
education that has been interrupted, willingly and conscientij
ously, for the good of their people.
It is often asked, " Has not a constant appearance for many
months before the public injured their characters or changed
their tastes ?" We answer, there is, we think, in some cases/ a
slight injury, but, on the whole, they have, from first to last,
behaved surprisingly well. School discipline has been kept up
through all their wanderings ; the greatest care has been
taken of their manners and morals, and their health ; a lady
has always had charge of the girls, and the men have had Mr.
Fenner's constant care. They all appear to be as loyal to
right work as the students at Hampton, and most of them
have turned to good account their many opportunities for ob¬
servation and information.
Their severe and protracted effort, the absence of pecuniary
stimulus, the genuineness and sincerity of their singing, and
their high aim have reacted upon them happily.
Perhaps they have riot forgotten the words of one of Hamp¬
ton's and humanity's noblest friends, who said to them, "Your
132 HAMPTON AND ITS STUDENTS.
work is a religious one ; you can not tell how many hearts are
touched or helped by your sweet music; always pray before
you sing."
The story of their campaign must be very briefly told, and
I have taken the outline of it from the notes regularly kept by
themselves. They started upon it under the care of General
Armstrong, who has gone with them over most of their routes,
Mr. Fenner, their musical director, and Mrs. S. T. Hooper, of
Boston, whose name is honorably known in connection with
the Sanitary Commission of the late war, and in much of the
benevolent work to which it has given rise, and who gene¬
rously consented to lend the prestige of her position and in¬
fluence to the enterprise by taking charge of the young
women^ as far as to New-York, after having carried through
the labor of fitting them out for the expedition, at the school
where she was visiting at the time. Her place with the class
has since been occupied by different ladies.
FROM THE STUDENTS' JOURNAL WITH INTERPOLATIONS.
FEBRUARY, 1873.
CONCERTS AND WORK IN CHURCHES DURING THE MONTH.
15th. Washington, D. C. Lincoln Hall.
i&th. Washington, D. C. Lincoln Hall.
19/^. Washington, D. C. Lincoln Hall.
23d. Philadelphia. Dr. Hawes's Church (Presbyterian). Collection.
i^th. Philadelphia. Horticultural Hall.
27th. Philadelphia. Dr. Warren's (M. E.) Church. Collection.
28tk. Philadelphia. Horticultural Hall.
" We started from Hampton, a cold and rainy evening, on the
13th of February, for Washington, D. C., where we gave our
first concert, in Lincoln Hall, on the 15 th. We were hospitably
entertained in Washington at Howard University, by the kind¬
ness of General O. O. Howard. On the morning of the 15th,
after rehearsing our programme for the evening in the Hall,
we were taken to the President's mansion, by his invitation.
President Grant received us in the East Parlor of the White
STUDENTS' JOURNAL—FEBRUARY. 133
House, where we sang for him and his family a few of our.
plantation melodies, with which he seemed much delighted.
He made a few very encouraging remarks to us, wishing us
all possible success. General Armstrong told him something
about our school, and introduced us to the President, who
kindly shook hands with each of us. We were then shown the
State apartments in the White House, and also visited the
Treasury Department. In the evening our first concert came
off quite well. We had quite a full house, considering the
inclemency of the weather.
"Feb. lyth. We visited the national Capitol, and saw those
grand pictures and sights which I had never seen before. Up
in the dome we sang 'The Church of God' and 'Wide River,'
to see how it would sound. The effect was much greater than
we had expected, and many people gathered below in the
rotunda and applauded us.
11 Feb. i8tk. Our second concert came off nicely. The house
was about six-eighths full, and everybody seemed pleased with
the performance."
One more concert, which was still more encouraging in num¬
bers and enthusiasm, closed the first series in Washington,
and the company started hopefully upon their Northern tour.
The rest of the month was passed in Philadelphia, where the
reception was fair, and the comments of the press very favorable,
as indeed they have very generally been. The warm and gen¬
erous friends whom the school already possessed in Philadel¬
phia made the students' stay there pleasant. Their quarters in
Market street—the old Wistar residence—were supplied them
by the kindness of Mr. A. M. Kimber, and were furnished with
necessary comforts chiefly by the ladies of Germantown.
Here they received many pleasant visits and favors, of some of
which one of them writes :
" This has been a day to be remembered by the Hampton
Students for years to come. Miss Mary Anna Longstreth,
through the kindness of Providence, met the class and present¬
ed each one of us with a text-book containing a text for each
134
HAMPTON AND ITS STUDENTS.
day in the year, after which we all kneeled in prayer, Miss
]L,ongstreth invoking the kind protection of our Saviour over
us in a truly heartfelt petition."
The class also received several kind invitations. Delightful
evenings were thus spent at Rev. Dr. Furness's and Mr. Sam¬
uel Shipley's, where they were cordially received and bounti¬
fully entertained. On the 24th they were glad to have an
opportunity of doing a kindness by singing for the children at
the Soldiers' Orphan Asylum.
MARCH.
CONCERTS AND WORK IN CHURCHES DURING THE MONTH.
Ist. Philadelphia. Horticultural Hall. Matinee.
2,d. Philadelphia. Central Congregational Church. Concert.
4th. Philadelphia. Dr. Furness's Church. Concert.
5th. Philadelphia. Athletic Hall.
6th. Germantown. Association Hall.
yth. New-York. Steinway Hall.
yth. New-York. Dr. Burchard's (Presbyterian) Church. Collec¬
tion taken.
10th. New-York. Fourth-ave. Presbyterian Church (Dr. Crosby's).
nth. New-York. Steinway Hall.
14th. New-York. Steinway Hall.
15th. New-York. Union League Hall. Matinee.
16th. New-York. West Twenty-third street Presbyterian Church.
' Collection.
18th. Bridgeport (Ct.). Opera House.
loth. New-York. Dr. Rogers's (Reformed) Church. Concert.
21 st. New-York. All Souls Church (Dr. Bellows's). Concert.
22'd. New York. Union League Hall. Matinee.
23d. New-~York. Dr. Anderson's (Baptist) Church.
23d. New-York. Memorial Church (Dr. C. S. Robinson's). Col¬
lection.*
24/^. New-York. Steinway Hall.
* The largest church contributions made in aid of the Hampton Students'
undertaking were those of the Memorial Presbyterian Church, New-York
Rev. C. S. Robinson, D.D., pastor, which was $485.00, cash ; and of the Uni¬
tarian Church. Dorchester, Mass., Rev. Dr. Hall, pastor, which was $422.00 in
cash, and $280.00 in pledges ; in all, $702.00.
SINGING AND BUILDING—MARCH. 135
27th. New-York. Steinway Hall.
29M. New-York. Union League Hall. Matinee.
30th. New-York. Church of the Messiah (Dr. Powell's, Unitarian)
Collection.
31s/. Brooklyn, Lafayette Avenue Presbyterian Church (Dr. Cuy-
ler's). Concert.
In this month, the students also sang for the children of the
Industrial School, and of the Colored High School, under the
superintendence of Miss Fannie Jackson. They also had a
pleasant entertainment in Germantown, at the house of Mr.
Kimber.
On the 7th they left Philadelphia for New-York, where they
boarded—as they have always done in that city—at the com¬
fortable and well-kept house of Mr. Peter S. Porter, at 252
West Twenty-sixth street. On the evening of their arrival,
they gave their first New-York concert, in Steinway Hall, to a
fair house. On Sunday, the 9th, they attended Dr. William
Adams's church, on Madison Square f and Dr. Adams, recog¬
nizing them, gave them a most kindly welcome, and invited
them to sing to the children of the.congregation, whom he was
about to address, introducing them with a few touching words
which brought tears to many eyes besides his own. In the
evening they sang to a crowded audience, and a, collection was
taken for them at the church of Dr. Samuel Burchard, who had
been the first to offer them this favor, as he had to the Jubilee
Singers who had preceded them.
On Monday evening, March 10th, the students gave a pri¬
vate concert to the clergymen of the city. The audience
resolved itself, at the close, into a business meeting, and the
following record of its proceedings, taken from one of the jour¬
nals mentioned, will speak for itself:
Resolutions adopted by the Clergymen of New-York, at a
Private Concert given before them March 10th, 1873, by the Hamp¬
ton Students, in the lecture-room of Dr. Crosby's church, on
Fourth Avenue. Published in the New-York Evangelist, Observer,
etc.:
"At the close of the concert, Rev. Dr. Crosby being called
136
HAMPTON AND ITS STUDENTS.
to the chair, remarks expressive of great satisfaction were made
by Rev. Drs. Rogers, Ormiston, Cheever, Bellows, Robinson,
and others ; and a committee, consisting of Drs. Prime, Bur-
chard, and Bellows, was named to prepare resolutions. They
reported the following, which were unanimously adopted :
" Resolved, 1 st. That the eminently wise and practical policy
pursued by General Armstrong and his supporters in the
Hampton Institute recommends that institution specially to
those who see a problem of most obvious political and religious
interest in the state of the Southern freedmen.
" Resolved\ 2d, That we have heard with great delight the
songs of these pupils, and cordially commend them and their
object to the sympathy and support of the people of New-York,
and especially of pastors and churches."
The effect of this cordial indorsement, which has ever since
been continued by the clergymen of New-York, was apparent
at once.
The remainder of the New-York concerts were successful.
To continue my extracts from the Students' journal:
"March iStk. We were invited to the house of Rev. Dr.
Bellows, where we sang to his family and some invited guests,
and had a very pleasant time. We went from his house to
take the cars for Bridgeport, Ct., where we gave a concert
in the Opera House, which was crowded, and we received
hearty applause. The next day we returned to New-York, and
visited the Central Park, where we saw all kinds of wild ani¬
mals, from the huge elephant down to the small wren.
" March 25th. We were invited to sing in Brooklyn at the
house of Mr. Robert C. Ogden, where a large party was given,
composed of about a hundred and fifty of the first gentlemen
of the city. Among the guests was General O. O. Howard, of
the Freedmen's Bureau, who made an address about our school.
We sang some of our plantation melodies, closing with 'John
Brown's Body lies a-moldering in the Grave,' and went home
much pleased with our visit.
SINGING AND BUILDING—APRIL,
137
" March 27th. Our concert at Steinway Hall was a very good
one, and the audience seemed to enjoy it hugely. The Fisk
Jubilee Singers were present, and after the concert came to
the anteroom to see us."
This first meeting of the two companies was a pleasant inci¬
dent of the evening. The last occurred a few evenings later,
at the farewell concert of the Fisk Singers, who were on the
eve of their departure for Europe; and they enjoyed a social
sing together before exchanging their good-bys and good
wishes, which have been so brilliantly fulfilled for the Jubilee
Singers.
The notices of the city press were exceedingly favorable and
kindly. Among others, the very full and discriminating arti¬
cles of Rev. Dr. T. L. Cuyler in the New-York Evangelist,
and Mr. W. F. Williams in the New-York Weekly Review and
Evening Post, were of great value. The excellent notices of
the Times, World, Tribune, Herald, and other papers, were used
with good effect through the whole of the campaign following.
APRIL.
CONCERTS AND WORK IN CHURCHES DURING THE MONTH.
2d. Elizabeth, N. J. Library Hall.
5th. Brooklyn. Academy of Music.
6th. New-York. Dr. Burchard's Sunday-School. Collection
taken.
8th. New-York. West Twenty-third street Presbyterian Church.
Concert.
\oth. Jersey City. Tabernacle.
iith. Newark. Association Hall.
12th. Brooklyn. Academy of Music.
14th. Englewood, N. Y.
15th. New-York. Association Hall (benefit of Colored Orphan
Asylum).
1 7th. New-York. Church of the Disciples (Dr. Hepworth's). Con¬
cert.
18th. Stamford, Ct. Seeley's Hall.
zoth. Boston. Rev. E. E. Hale's church.
21 st. Boston. Tremont Temple.
23d. Boston. Tremont Temple.
138 HAMPTON AND ITS STUDENTS.
26th. Boston. Tremont Temple. Matinee.
27th. Charlestown. Winthrop Church. Collection taken.
28th. Jamaica Plain. Town Hall.
29th. Brookline. Town Hall.
yoth. Chelsea. Academy of Music.
" April 7th. Part of the class visited the Rev. Dr. Garnett,
and spent an hour at his house very pleasantly.
" April 15th. After our concert for the Colored Orphans'
Home, which was well attended, we went by invitation to the
house of Mr. W. F. Williams, musical critic on the N. Y,
Evening Post, and leader of the boy choir in Dr. Tyng's
church. We were hospitably entertained, and had the pleasure
of hearing his choir rehearse, and of singing to them. They
did themselves great credit.
" April 16th. By the kindness of Miss Magie, a friend of
the school, we enjoyed a ride around Central Park. It was
very pleasant indeed.
" April iStk. We left New-York for Boston, stopping on
the way to give a concert at Stamford. We took the night-
express from Stamford, due in Boston at 6.30 next morning.
About four in the morning, a cry of 'Danger ! Fire !' was heard,
and our train was stopped just in time to prevent the probable
loss of all on board. God, in his infinite mercy, spared our
lives, though the train, only ten minutes ahead of us, whose pl^ce
ours would have had but for a small delay, dashed through a
broken bridge, and carried many souls into eternity without a
moment's warning. Our train was detained by the accident
about seven hours.
" Our concerts in Boston were very successful. We also sang
in Park st. Church, taking the place of the choir, for the North-
End Mission School, and before the Preachers' Meeting in the
Wesleyan Chapel. We sang too for the inmates of the Insane
Asylum at Somerville, who gave us rounds of applause. We
were kindly entertained at Mrs. Baker's, in Dorchester, and by
Mr. Ropes, of Boston, and Mrs. Wendell Phillips, for whom
we sang."
SINGING AND B UILDING—MA K 139
MA Y.
CONCERTS AND WORK IN CHURCHES DURING THE MONTH.
2d. Salem. Mechanics' Hall.
3d. Boston. Music Hall. (Fair of All Nations, benefit of Y. M.C. A.)
4th. Woburn, Mass. Congregational Church. Collection taken.
5th. Haverhill, Mass. City Hall.
€>th. Newburyport, Mass. Town Hall.
7th. Boston. Tremont Temple. Matinee.
8th. Portland, Me. City Hall.
gth. Portsmouth, N. H. Temple Hall.
11 th. Boston. Hollis st. Church, Dr. Chaney's. Collection.
11th. Newtonville. Dr. Wellman's Church. Collection.
12th. Providence, R. I. Music Hall.
13th. Whitinsville, Mass. Congregational Church. Concert.
14th. Worcester, Mass. Mechanics' Hall.
15th. Boston Highlands. Winthrop st. M. E. Church. Concert,
16th. New-Bedford, Mass. Liberty Hall.
17th. Boston, Mass. Tremont Temple. Matinee.
18th. Charlestown, Mass. Trinity M. E. Church. Collection.
20th. East Abington, Mass. Phoenix Hall.
21 st. North Bridgewater, Mass. Music Hall.
23d. Lowell, Mass. Huntington Hall.
25th. Dorchester, Mass. Congregational Church (Dr. Mean's).
Collection.
26th. Chelsea, Mass. Academy of Music.
27th. Salem, Mass. Mechanics' Hall.
28th. Cambridge, Mass. Harvard Square (Unitarian) Church.
Concert.
29th. Worcester, Mass. Mechanics' Hall.
30th. New-Bedford, Mass. Liberty Hall.
In this month, the students also sang in the Bromfield st.
M. E. Church before the Freedmen's Aid Society, and before*
the annual meeting of the American Missionary Association
in Tremont Temple. They kept their head-quarters in Boston,
making excursions into the country from there. These tours
were fairly successful. At Whitinsville, they were lodged very
hospitably in private houses. The class was also pleasantly
entertained at various times by Miss Abbie May, Mrs. Geo.
Russell, Mrs. S. T. Hooper, and Mrs. Augustus Hemenway, of
Boston.
140 HAMPTON AND ITS STUDENTS.
JUNE.
concerts and work in churches during the month.
ist. Boston, ist Baptist Church, Dr. Neal's. Collection.
2d. Fall River, Mass. Association Hall.
3d. Taunton, Mass. Music Hall.
4th. a.m. Wire Village, Mass. Methodist Conference. Collection
taken.
%th. p.m. Foxboro, Mass. Town Hall.
5th. Lexington, Mass. Town Hall.
6th. Maiden, Mass. Town Hall.
Zth. Boston. Tremont st. M. E. Church. Collection.
yth. Concord, N. H. Phoenix Hall,
ioth. Manchester, N. H. Music Hall.
iith. Nashua, N. H. City Hall.
12th. Quincy, Mass. Town Hall.
13th. North Bridgewater, Mass.
i$th. Jamaica Plain, Mass. Unitarian Church (Mr. Clark's). Col¬
lection.
\6th. Franklin, Mass. Congregational Church. Concert.
17th. Fall River, Mass. First Baptist Church. Concert.
18th. Andover, Mass. Town Hall.
igth. Newton, Mass. Elliott Church. Concert.
20th. Waltham, Mass. Rumford Hall.
lid. Arlington, Mass. Congregational Church (Dr.Cady's). Col¬
lection.
23d. Manchester, N. H. Music Hall.
24/^. Concord, N. H. Phoenix Hall.
25th. Medway, Mass. Sanford Hall.
ibth. Gloucester, Mass. Town Hall.
27/72. East Attleboro, Mass. Congregational Church. Concert.
2gth. Boston. Bowdoin square Baptist Church. Collection.
30th. Lawrence, Mass. Town Hall.
In June, as the above table shows, the students worked very
hard, singing every night, with only three or four exceptions.
This incessant labor was pleasantly relieved by social visits at
the houses of Mr. B. W. Williams, at Jamaica Plain, and
Governor Claflin, at Newtonville. The concerts this month
were quite successful. At Franklin and Medway, the students
were entertained at private houses. It is pleasant to acknow¬
ledge the generous and most complimentary notices of the
SUMMER QUARTERS.
141
Press throughout New-England, and especially in Boston.
They have often been quoted most advantageously to our
cause.
SUMMER QUARTERS.
On the 1st of July, the Hampton Students left Boston for
Stockbridge, Mass., and in this quiet old town, among the
Berkshire hills, went into summer quarters. An old-fashioned
but comfortable farm-house of Revolutionary date was rented
for them, and they did their own housework. A teacher was
secured, and they took up their studies again with as much
regularity as was consistent with needful rest and exercise. July
and August and most of September were thus spent in well-
deserved relaxation from the labors of the finished campaign
and in preparation for the next. During the whole time, they
gave about twenty concerts in Berkshire county, by which they
paid all the summer expenses, and cleared about $800 over
them. They also sang for an entertainment at Mr. David
Dudley Field's, in Stockbridge, and at a private concert
arranged for them by a lady from Boston who was spending the
summer in Lenox. Several excursions, one of them to the
central shaft of the Hoosac tunnel, and several pleasant visits,
were made during the summer; and at the beautiful home of
Mr. Alexander Hyde, in Lee, and at Miss Williams', in Stock-
bridge, they were kindly entertained. A pleasant surprise
party was also given them by the colored residents of the
neighborhood, and they had a grand picnic at Stockbridge
Lake, at which nearly thirty representatives of the Hampton
School were present.
A tabular statement of the work of July, August, and Sep¬
tember—part of the last month belonging to the fall cam¬
paign—is given below :
JULY.
\th. Kent, Ct.
25th. Lenox, Mass.
29//?. Pittsfield, Mass.
31 st. Stockbridge, Mass.
142 HAMPTON AND ITS STUDENTS,
A UGUST.
ist. Lee, Mass.
6th. Great Barrington, Mass.
7th. Lenox, Mass.
15th. Housatonic, Mass.
21 st. Salisbury, Ct.
25th. South-Adams, Mass.
26th. Williamstown, Mass. Matinee.
26th. P. M., North-Adams, Mass.
29/^. Lee, Mass.
SEPTEMBER,
1 st. Lenox, Mass.
2</. -Great Barrington. Mass.
4th. Stockbridge, Mass.
8th. New-Marlboro, Mass.
10th. West-Stockbridge, Mass.
12th. Winsted, Ct.
16th. Canaan Valley, Ct.
FALL CAMPAIGN.
Z2d. Westfield, Mass.
231/. Holyoke, Mass.
24th. South-Hadley, Mass. Matinee.
24^. East-Hampton, Mass. Concert.
25th. Belchertown, Mass.
26th. Amherst, Mass,
27th. Old Hadley, Mass.
29th. Northampton, Mass.
30th. Greenfield, Mass.
THE FALL CAMPAIGN.
On the 23d of September, the Hampton Students left Stock-
bridge, and started upon their fall campaign, giving concerts
every evening for the remainder of the month. The summer's
rest and rehearsals had told upon their voices, and their marked
improvement was everywhere noticed. They entered with
fresh zest upon their work.
" At South Hadley," writes one of the class, " we visited and
dined at the Mt. Holyoke Female Seminary. Here we were
treated with all the respect and had all the attention paid to
us that could be wished or desired. Indeed, one wouldn't
THE FALL CAMPAIGN. 143
think that he was colored unless he happened td pass before a
mirror, or look at his hands. At Greenfield, we were enter¬
tained, after the concert, at the house of Rev. Mr. Moore."
OCTOBER.
CONCERTS AND WORK IN CHURCHES DURING THE MONTH.
Ist. Shelburne*Falls, Mass.
:2d. Ludlow, Mass.
3d. Spencer, Mass.
6th. Boston, Mass. Tremont Temple.
*]th. Lynn, Mass.
8th. Boston, Mass. Tremont Temple.
9th. Salem, Mass.
11 th. Jamaica Plain, Mass.
12th. Dorchester, Mass. Unitarian Church (Rev. Mr. Hall's). Col¬
lection.
i2,th. Worcester, Mass.
14//2. North-Brookfield, Mass.
15th. Hartford, Ct.
16th. Me ride n, Ct.
17th. New-Haven, Ct.
18th. New-London, Ct.
19th. New-London, Ct. M. E. Church. Collection.
20th. Norwich, Ct.
21 st. Providence, R. I.
22*/. New-Bedford, Mass.
23d. Foxboro, Mass.
24M. Taunton, Mass.
i%th. Middleboro, Mass.
2~jth. Pawtucket, Mass.
28M. North-Attleboro, Mass.
29th. Fall River, Mass.
2pth. Newport, R. I.
31 st. Providence, R. I.
The financial panic which fell like a frost upon the country
in these beautiful autumn days, making them the saddest of
the year to so many, affected the interests of the Hampton
Students of course, and very seriously. They were, however,
among friends, and at the places where they were known had
sometimes good audiences still. The weathertwas almost con-
144 HAMPTON AND ITS STUDENTS.
stantly propitious, and they worked hard, singing nightly, with
but four exceptions in the month. They sang twice at Provi¬
dence to very good houses, though the second evening was that
of the Black Friday of Rhode Island, signalized by the failure
of the Spragues. Their concerts at New-Bedford and New¬
port were crowded and enthusiastic. At Ludlow and North-
Brookfield, they were kindly taken care of at - private houses.
At Newport they paid an interesting visit to Col. Higginson,
the well-known author of " Oldport Days." They were also
kindly entertained by several friends of the school and of the
freedmen ; Mrs. Wm. Johnson, in New-Haven, Mrs. Richmond,
at Providence, and Mr. Jackson, of Middleboro. They sang
afso for the inmates of the Insane Asylum at Hartford, and for
the State Reform School for boys, in Meriden, Ct., under the
charge of Dr. Hatch.
NO VEMBER.
CONCERTS AND WORK IN "CHURCHES DURING THE MONTH.
ist. Worcester, Mass. Matinee.
id. Boston, Mass. Union Congregational Church (Dr. Parson's).
Collection.
3d. Wellesley, Mass.
4th. Lynn, Mass.
5th. Randolph, Mass.
6th. Brookline, Mass.
*]th. Newton, Mass.
8th. Boston, Mass. Music Hall.
loth. Andover, Mass.
nth. Gloucester, Mass.
12th. Marlboro, Mass.
13th. South-Manchester, Ct.
14th. Glastonbury, Ct.
15th. New-Britain, Ct.
\7tJ1. Winsted, Ct.
18th. Water bury, Ct.
19th. New-York. Packer Institute. Concert.
20th. New-York. Steinway Hall.
21 st. New-York. Steinway Hall.
23d. New-York, West Twenty-third street Presbyterian Church
(Dr. Northrop's). Collection.
NOVEMBER.
145
24th. New-York. Steinway Hall.
26th. Elizabeth, N. J.
■27 th. Philadelphia, Pa. Academy of Music.
28th. Harlem, N. Y. Congregational Church. Concert.
29th. New-York. Union League Hall. Matinee.
2,oth. Brooklyn. City Park Sunday-school.
30th. Brooklyn. Dr. Budington's Church—Congregational. Cot-
lection.
"*pth. Brooklyn. Rev. Henry Ward Beecher's, Plymouth Church.
The head-quarters of the company during this month were
in the cities of Boston and New-York, from which were made
short excursions among the neighboring towns. The concert
in Music Hall, Boston, on the 8th, was given in aid of the
Memphis sufferers from yellow fever. That at Gloucester was
their second appearance there, and the house was crowded.
At South" Manchester, they had a very hospitable and generous
reception by the Messrs. Cheney, whose extensive and widely-
known American Silk Works make up this model manufactur¬
ing village. From here the party was taken in carriages to
Glastonbury, Ct., where they were entertained at private
houses, among others at that of Miss Abbie and Miss Julia
Smith, warm friends of the school and the cause, who pleasantly
said that the coming of the Hampton Students had brought
them the day of jubilee to which they had looked forward in
the stormy days of early abolitionism.
On Thanksgiving day; the students sang in Philadelphia,
returning the same night to New-York. At their concert in
Harlem, on the 28th, they were very warmly received in the
Rev. Mr. Virgin's church, and a voluntary contribution was made
them by the audience, in addition to the purchase of tickets.
Sunday the 30th was spent delightfully in Brooklyn, in visiting
the interesting City Park Sunday-school, of which Mr. Robert
C. Ogden is superintendent, and singing there and at Dr. Bud¬
ington's church, where a praise meeting had been arranged
for their benefit. In the evening, they attended Plymouth
Church, and sang, several of their touching hymns by request
146
HAMPTON AND ITS STUDENTS.
of Mr. Beecher, who said that they had assisted the effect of
his sermon.
They were entertained in this month at Mrs. Benedict's
house, in Waterbury, Ct., and by Mr. W. F. Williams, in New-.
York, whose boy choir sang for them.
DECEMBER.
CONCERTS AND WORK IN CHURCHES DURING THE MONTH.
1st. Brooklyn. Academy of Music.
2d. Jersey City, N. J.
3d. Williamsburgh, L. I.
4th. Newark, N. J.
6th. Poughkeepsie. Vassar College.
7th. Poughkeepsie. Churches of Rev. James Beecher (Congre¬
gational), Rev. F. B. Wheeler (Presbyterian), Rev. Mr.
Lloyd (M. E.)
Sth. Rondout, N. Y.
<jth. Poughkeepsie, N. Y.
11 th. Westchester, Pa.
\2.th. Camden, N. J.
14th. Philadelphia, Pa. Central Congregational Church. Collec¬
tion.
15th. Trenton, N. J.
16th. Wilmington, Del.
17th. Vineland, N. J.
18th. Bridgton, N. J.
19th. Philadelphia, Pa. Dr. Furness's church. Concert.
20th. Wilmington, Del.
lid. Germantown, Pa.
33d. Baltimore, Md.
JANUARY, 1874.
TABLE OF CONCERTS AND OTHER WORK DURING THE MONTH.
23^. Hampton, Va. Normal School Assembly Room. Musical
entertainment to invited guests. '
30th. Hampton, Va. Bethesda Chapel. Benefit proffered by citi¬
zens of Hampton, Old Point, and Fortress Monroe.
31st. Hampton, Va. National Asylum for Volunteers. Musical
entertainment for the veterans.
HOME AGAIN.
147
FROM STUDENTS' JOURNAL.
" December 1 st. Another stormy night, as usual, for our
Brooklyn concert
" On the 6th, we went to Poughkeepsie, where we were en¬
tertained at private houses for two nights. A visit having been
arranged for us at Vassar College, we took dinner there, and
then gave a short concert in the chapel to the four hundred
young ladies, and then took tea, after being shown many things
of interest. It is needless to say that it was a delightful visit.
The students seemed pleased with our singing, and we were
delighted with what we saw. The students gave a large con¬
tribution to our school ($150). On Sunday, we sang in three
churches, Mr. James Beecher's, Mr. Wheeler's, and Mr. Lloyd's.
" On Monday, we sang in Rondout to a very good audience.
The next day returned to Poughkeepsie and gave our concert.
It was very well attended, and the people seemed well pleased.
On Wednesday, we took leave of our friends in Poughkeepsie,
feeling very grateful to them and to a kind Providence for the
kindly manner in which they had received and kept us during
our stay.
" On December nth, we arrived at Philadelphia, from New-
York, and the same evening sang at Westchester, Pa."
The head-quarters of the class for the next fortnight were at
Philadelphia. Besides the concerts named in the list, they sang
for the inmates of the Philadelphia House of Refuge. They
were kindly entertained at Rev. Dr. Furness's house in Phila¬
delphia, and Mr. Kimber's in Germantown.
On the 23d, they left Philadelphia for Hampton, giving a
concert at Baltimore, on the way, to a small but very enthusias¬
tic audience. They reached home on the morning of the 25th
in time to share the Christmas festivities with their school¬
mates and teachers, from whom they had been separated for ten
months. The day was one of rejoicing for all.
During the last six weeks, they had worked incessantly, sing¬
ing every night, but much of the time not even paying ex-
148 HAMPTON AND ITS STUDENTS.
penses. The panic was not only fatal to their concerts, but
threatened serious embarrassment to the school. After such an
experience, the sight of " Old Point Comfort " was as welcome
as to the pioneers of English civilization after a rough Atlantic
voyage.
After the holidays were over, they took up study and work
with their classes as far as seemed best for them, slipping into
their old places with a simplicity and zest that have showed
them unspoiled by their year's experience, while the marked
improvement in their voices, and in many other respects, is very
evident to their friends at home.
They have spent the remainder of December and the whole
of January in quiet. The only concerts which have been given
are a private entertainment in the 'School Assembly Room,
to the invited citizens of Hampton, and the officers from Fort¬
ress Monroe, and a benefit concert tendered by them to the
students in aid of the Building Fund, which was given at Be-
thesda Chapel, on January 30th, to a crowded and enthusiastic
house. The letter offering this courtesy, I give below, as a
pleasant and welcome example of the kindly appreciation in
which the school is held by its neighbors. It was signed by
nearly all of the principal citizens of Hampton, and from the
Fort. I have room for only a few of the representative names:
"To Gen. J. F. B. Marshall :
u Sir : The citizehs of Hampton, Old Point, and vicinity, de¬
siring in some way to show their appreciation of the work now
being done in the cause of education by the officers and teach¬
ers connected with the Hampton Normal and Agricultural In¬
stitute, and wishing for an opportunity to acknowledge their
indebtedness to the ' Hampton Students,' for the musical en¬
tertainments given to our community, we hereby tender a bene¬
fit, the proceeds to go to the use of your Institution, and the
time and place to be chosen by you.
"Jan. 24, 1874."
Signed by Jacob Heffelfinger, Esq., Col. J. C. Phillips, H. C.
OUR SOUTHERN FRIENDS.
149
Whiting, Esq., Col. Thomas Tabb, Gen. William F. Barry, Gen.
Joseph Roberts, Capt. P. T. Woodfin, and others.
The following i^ply was returned by Gen. Marshall:
" Hampton Normal and Agricultural Institute, )
Hampton, Va., January 26, 1874. \
" Gentlemen : I have the honor to acknowledge receipt of
your communication of 24th instant, and to assure you, in be¬
half of the officers and teachers of the Normal School, of our
gratification at your indorsement of the educational work in
which we are engaged, and your cordial expressions of good¬
will toward the Institution.
" I accept with pleasure your kind offer of a benefit concert,
to be given by the ' Hampton Students,' in aid of our building
fund, and would propose Friday evening next, at the ' Bethes-
da Chapel' (Rev. Mr. Tolman's), as the most convenient time
and place for the proposed entertainment.
" I am, gentlemen, yours very truly,
"J- F. B. Marshall,
"A. A. Principal.
" To Jacob Heffelfinger, Esq., Col. J. C. Phillips, H. C.Whiting, Esq.,
Col. Thomas Tabb, Gen. William F. Barry, Gen. Joseph Roberts,
Capt. P. T. Woodfin, and others."
The Norfolk Landmark publishes the incident and General
Marshall's reply, and makes the following comment, which is
interesting as showing a conservative Southern journal's view
of the reconstruction question :
" On looking at the names of the gentlemen to whom this
note is addressed, it is gratifying to see that the two old armies
are represented. The Federals and ex-Confederates who held
on valiantly to the end at Appomattox or Greensboro are now
united in a practical reconstruction, which conveys a good les¬
son to the political warriors (?) at Washington. "
The Students have also sung for the veteran volunteers of
the National Home, at Hampton, and were most generously
entertained, by the courtesy of the commandant, Capt. P. T.
150 HAMPTON AND ITS STUDENTS.
Woodfin, U. S. V., to whom the school owes many acts of
kindness.
On the third of February, they start northward once more.
Virginia Hall, which existed for them only in hope when they
first took up their mission, they now leave behind them, the
growing monument of their years' work, and they go forth, trust¬
ing to return next June to witness its dedication, and insure its
full completion.
When the President of the United States kindly took their
hands at the White House, as they have told you, he said to
them :
" It is a privilege for me to hear you sing, and I am grateful
for this visit. The object you have in view is excellent—not
only good for your people, but for all the people, for the nation
at large. The education you aim at will fit you for the duties
and responsibilities of citizens, for all the work of life. I wish
you abundant success among the people wherever you go, and
success to those you represent in reaching a high degree of
knowledge and usefulness." ,
They are hoping still to find his God-speed echoed by the
people to whom they appeal by the plaintive music of slave* life
for help to raise themselves into the higher life of freedom.
VIRGINIA HALL.
By H. W. L.
In undertaking any great work which must depend largely
for its accomplishment upon the practical sympathies of the
public, it is a wise as well as a fair policy to let a brave begin¬
ning appeal to those sympathies at once, as the pledge of an
honest purpose, and its honest fulfillment. It is on this princi¬
ple that the building of Virginia Hall has been carried out. Its
foundations were laid early in April of last year. At that time
there was not a dollar in the treasury for building purposes, and
$3000 were owing for bricks which had been manufactured the
previous summer.
The chorus of Hampton Students had just started upon their
untried campaign for the $75,000 estimated as the full cost,
and the future certainly seemed difficult to read.
" Break ground " was the decision, " and let the work go on
as long as the money comes in. It is a great need, and the
Lord knows it. We will do all in our power, and then if He
can afford to wait, we can."
The ground was broken, accordingly, as soon as the frost was
sufficiently out of it, and the work pushed, until, on June 12th,
1873, the corner-stone was laid by Prof. Roswell D. Hitch¬
cock, D.D., of New-York,* in the presence of many distin¬
guished visitors from the North and South, and Great Britain,
who were drawn to Hampton ^y the interest of the occasion,
and of the commencement exercises of the school, and by their
*See Appendix, Note 8.
VIRGINIA HALL.—NOW BEING ERECTED. CHIEFLY THROUGH THE EFFORTS OF THE HAMPTON STUDENTS.
GOOD SECURITY.
153
desire to inspect the successful operation of the manual-labor
system in Southern education.
In announcing the design of the new hall, Gen. Armstrong
said : " As security for its completion, we have our faith in our
jwn earnest efforts, in the people of this country, and in our
God." That this was good security, the finished walls of the
beautiful edifice now stand to witness.
As fast as the dollars have come into the treasury, they have
been turned into bricks and mortar and timber, and the work
has not been suspended for want of them for even a single
day. As a friend lately remarked : " There is something actu¬
ally sublime in the way those walls have gone steadily up, rising
day after day, day after day, right through this panic, when the
largest business firms have been brought to a stand-still. It is
like the movement of God's providence."
We certainly have reason to feel that it is the movement of
God's providence, and to believe that it will not cease till His
full purpose is accomplished. When the panic was at its height,
and every usual means of securing funds seemed ^exhausted,
when there appeared to be no choice left but to stop work and
leave uncovered walls exposed to the damaging severities of
winter, two friends from Boston came to the rescue—one with
a check for $5000, the other with a guarantee equivalent, if
necessary, to $5000 m:>re, and the work went on/ The cost of
finishing the whole exterior is thus assured ; and as I write, the
hall is rapidly assuming, externally, the finished aspect which
is faithfully represented in the picture on page 152 in this
sketch. It is expected that the roof will be finished by the first
of March.
The material of the building is red brick, the color relieved
by lines and cappings of black. It measures one hundred
and ninety feet in front by forty in width, and has a wing run¬
ning one hundred feet to the rear. It will contain a chapel,
with seating capacity for four hundred people; an industrial-
room for the manufacture of clothing, and for instruction in
sewing in all its branches ; a dining-room able to accommodate
VIRGINIA HALL.
155
two hundred and seventy-five boarders ; a large laundry and
kitchen, besides quarters for twelve teachers, and sleeping-
rooms for one hundred and twenty girls.
The heating apparatus is to be steam, which will be applied
to cooking. The kitchen and laundry are to have the best
appliances for thorough work, and are to be as attractive and
comfortable as any rooms on the premises. Every thing will be
done to dignify labor, by making its associations respectable.
Gas will be introduced as soon as possible. The basement,
eight feet in the clear in height, will be well lighted, dry, and
besides containing the printing-office and being the publication-
office of the Southern Workman, will be useful in many ways.
A competent engineer will care for the machinery, apply
steam power to grinding meal, sawing wood, etc., and by mak¬
ing the many repairs incidental to an establishment like this,
will, it is expected, save to the school an amount equal to his
salary.
The friends of the school may be assured that the con¬
struction is well done. Only day labor is employed, and the
work is up to the mark in every way.
Mr. Albert Howe, Farm Manager, an ex-Union soldier, is
superintendent, and Mr. Charles D. Cake, a Hampton mechanic
and ex-Confederate soldier, is foreman. The mechanics are
about half white and half colored, are paid according to their
labor, and are most harmonious, though equally divided in
politics and in war record. The brains and hands employed
are all local, yet Colonel Thomas Tabb, of Hampton, feels jus¬
tified in saying that it will probably be the finest building in
Virginia. The architect is Mr. Richard M. Hunt, of New-
York City, whose reputation is national.
The institution is equally fortunate in the capacity and
energy of Mr. Howe and in the mechanical skill and faithful¬
ness of Mr. Cake, under whose care the well laid walls have
gone up like magic—obedient to the call of a people's need.
The brick used is made on the Normal School premises, under
the superintendence of Judge Oldfield, of Norfolk, an expe-
INTERIOR OF A GIRLS' ROOM IN VIRGINIA HALL.
VIRGINIA HALL.
157
rienced brickmaker. About a million bricks and five hundred
thousand feet of lumber will be used. The interior finish will
largely be in native Virginia pine.
An interior view of a girls' room in Virginia Hall is here¬
with presented. There will be, however, but one bureau in¬
stead of two as in the picture, and a plain drop window-curtain.
The cost of furnishing one of these rooms (of which there
are sixty, besides eight rooms for teachers) is sixty dollars.
Will not individuals and societies undertake the cost of fur¬
nishing them ? To insure uniformity and satisfaction, it is
better to send the amount to the Treasurer, who will purchase
at wholesale prices. The bedding may, however, be very satis¬
factorily made up and sent direct. A statement of precisely
the articles needed, and their prices and shipping directions,
will be sent to any one desiring it, who shall address S. C.
Armstrong, Hampton, Va.
It i^ aimed to create no useless or expensive tastes. " Plain
living and high thinking " is the right formula for educational
work. In building, furnishing, boarding, and in all the work
and living at Hampton, the idea is to surround the student with
influences that shall stimulate self-respect, that shall develop
the higher and better nature by a practical recognition of it.
Good buildings and furniture take care of themselves. Aca¬
demic Hall, costing $48,500, has in four years of hard usage
received no appreciable injury.
It is borne in mind that graduates must enter upon a lowly
life in cabins, and endure the " hog and hominy" fare of their
poverty-stricken people. Strong self-respect and ideas of true
culture do not and will not alienate them from their race, but
rather make them more appreciative of the work they have
to do.
For months past, every nerve of the corps of Hampton's
workers has been strained to secure funds for the completion
of their beautiful building.
The first $40,000 have been given and nearly expended, ten
thousand of which hav<i been the direct net proceeds of the
'58
BAMP TON AND ITS STUDENTS.
concerts of the " Hampton Students," and the remaining thirty
thousand the indirect results of the interest they have excited,
or the fruits of the collateral efforts that have been made.
The workers are now upon the home-stretch. With no dis¬
couraging debt, with a consciousness that their efforts are in
the line of a pressing need and of a great justice and humanity,
and that the strongest signs of special providential favor have
been manifested, they will press the completion of the interior
so that the dedication may take place on the nth of next
June. Virginia Hall, we have faith to believe, will then be
devoted to the service of the Commonwealth whose noble
name it bears, and of the Divine Power that has been in all
its building and is entitled to all the glory of it.
Twenty-five thousand dollars more must be secured to pre¬
pare it for use next fall, and many young women eager for
education are watching with anxious eyes for its opening. It
is for this that our Hampton Student Singers have once more
entered the field, and that we send this little book out with
them.
Have we not reason still to trust to our own earnest efforts,
to the people of this country, and to our God ?
appendix-
The following statement shows the various specific objects for which funds are
needed for the completion and successful working of the Hampton Normal and
Agricultural Institute.
Permanent and reliable means of support are the great need; therefore, first in
importance is an
endowment fund.
First. Foundations of from ten thousand to twenty-five thousand dollars for the
support of instructors and professors. One hundred thousand dollars are needed
in this way.
Second. Scholarships of one thousand dollars, the proceeds of which shall be
devoted to the- maintenance of the corps of teachers, enabling students to receive
instruction free of charge.
Third. A general fund of one hundred thousand dollars, the proceeds of which
shall be used according to the judgment of the trustees for miscellaneous objects.
Such a fund is indispensable to efficiency.
Fourth. A beneficiary fund of forty thousand dollars, the interest to be applied
to personal relief of needy and deserving students.
Such aid is here exceptional and made closely contingent upon merit, but of our
nearly two hundred (and rapidly increasing number of) boarders, many are orphans,
in utter poverty, unable, owing to youth or to a degree of delicacy or inexperience,
to earn by labor in the industrial departments enough for board, books, and cloth¬
ing. In some cases, those who will make the best teachers are not capable of
heavy physical effort. Great care is taken to avoid pauperizing poor students, but
help in certain cases is a duty.
Two hundred boarding students, in a session of eight and a half months, at an
average of $r3 per month for board, books, and clothes, would be charged with
$22,100. Of this amount, it would be wise to cancel by charity from $3000 to
$5000.
It is, in general, the plan of the school that students bear their own personal
expenses, and most of them can do so by paying half in cash and half in labor, and
by earnings as teachers after graduation. Much of the labor given out is, however,
a direct tax upon our cash income, and this burden is to be met by the general fund
of the school, which, in reality, is a charity fund applied in the wisest, most health¬
ful, and stimulating way.
a building fund
of thirty-five thousand dollars is needed for the completion of Virginia Hall, a
young women's dormitory.
The young men are occupying recitation-rooms, or are quartered in tents. There
is no young men's dormitory whatever. Twenty-five thousand dollars are needed
to provide proper shelter for one hundred and fifty male students. This need is
pressing.
i6o
APPENDIX.
Our agricultural operations are on a large scale, and are highly successful, both
as a means of instruction and of improvement in manly and useful qualities, and as
self-supporting, but we have no suitable barn. Five thousand dollars are needed
for the erection of a barn which shall be a model, an object-lesson, to this section
of the country, and an indispensable convenience and economy to the farm.
The farm is in possession of the skill needed to manage a hot-house. Such a
feature is desirable: its products could be sold to advantage, and it would be most
useful as a part of our system of practical instruction. It would cost, fitted up,
about $1500, but it is not urgently needed.
funds for current expenses.
Annual scholarships of $70 a year, or scholarships of $210, for the three years'
course, are asked for. Many can supply these whose means do not permit them
to do more. Individuals, Sunday-schools, and societies, in various parts ol the
country, are maintaining scholarships here, and all who have given them are en¬
treated to contitiue their annual help until the school shall be on a solid foundation of
its own.
We are putting forth the greatest energy to place this institution on a footing of
permanent usefulness, to make it a pillar of civilization and Christianity. Mean¬
while, we appeal to the country to aid us in paying current expenses.
Catalogues and detailed financial statements of the affairs of the school will be
sent to contributors desiring such information.
Contributions and inquiries should be sent to General J. F. B. Marshall, Trea¬
surer, Box xo, Hampton, Va., or to Rev. Thomas K. Fessenden, Financial Secre¬
tary, Farmington, Ct., or to the undersigned.
On behalf of the trustees,
Hampton, Va., January 1, 1874. S. C. Armstrong, Principal.
Note i. (See page 19.)
The following is a copy of the order for discontinuing the distribution of rations
to the freedmen about Fortress Monroe :
"War Department. i
"Bureau of Refugees, Freedmen, and Abandoned Lands, >
"Washington, August 22, 1866. \
Circular No. ro.
" In accordance with the instructions of the Secretary of War, it is ordered that
on and after the first day of October next, the issue of rations be discontinued
except to the sick in regularly organized hospitals, and to the orphan asylums for
refugees and freedmen already existing, and that the State officials who may be re¬
sponsible for the care of the poor be carefully notified of this order, so that they
may assume the charge of such indigent refugees and freedmen as are not embraced
in the above exceptions. " O. O. HOWARD,
"Official: "Major-General Commissioner.
"Assistant Adjutant-General.''''
Note 2. (See page 25.)
The following letter from General O. O. Howard was received in reply to a
request from the author of The School and its Story that he would add his own
opinion of Hampton to her witness as a teacher. It is generous, as his responses
to appeals from Hampton have ever been:
APPENDIX.
161
"Washington, D. C., Sept. 10, 1873.
" Dear Madam : I can not give an unbiased opinion of Hampton Institute,
because from the commencement I have been its ardent and sanguine friend. I am
now on its Board of Trustees, and eager to see this institution placed on solid
foundations.
_ " Hampton presents unity in its Board of Trustees, unity in its faculty of instruc¬
tion, and able administration. It combines practical teaching with its theoretical,
and opens avenues to the children of the poor. Its requirements are intelligence
and industry, not limited by race or caste. I invoke upon it the favor and sympa¬
thy of men and women who love to do good, and repair some of the ills of our past
national and social crimes.
" God is sure to help its earnest workers. Let the catholic spirit of our divine
Lord and Master never suffer it to be cramped by bigotry or narrowness, or cursed
by skepticism. Then will this young and happy institute meet the warm wishes of
its indefatigable superintendent, Gen. S. C. Armstrong, and not fail to fulfill the
unflagging faith of its founders.
"With many thanks for the honor you extend to me,
" I remain sincerely your and General Armstrong's friend,
" O. O. Howard,
'' President Howard University."
Note 3. (See page 44.)
The Southern Workman is already known to many of our friends. It is edited
by officers of the school, and printed chiefly by colored students who are learning
the printers' trade, and paying their way through school by type-setting and press-
work. The first number was issued January 1st, 1872. It began its second year
with a monthly circulation of fifteen hundred, and a paid-up subscription list of
over eleven hundred. This is a much nearer approach to the point of self-support
than has ever been attained in the South before by any similar paper.
Over three quarters of its issue goes to the freedmen, for whom it is really in¬
tended ; and for them indeed there is no similar paper. Avoiding politics, it gives
them intelligence concerning their own race and the outside world, interesting cor¬
respondence from teachers, and practical and original articles upon science, agri¬
culture, housekeeping, and education. It is handsomely printed on good paper,
and supplied with first-class illustrations by Northern friends, among whom are the
publishers of the Nursery, the Christian Weekly, Every Saturday, and Harper's
Magazine.
The complete success of this paper is the attainment of an important vantage-
ground in an important field. Will you not lend a hand in this effort by subscrib¬
ing, as many of our friends have done, for some poor family in the South who can
not spare a dollar ?*
Note 4. (See page 52.)
The following address was delivered by Rev. William H. Ruffner, D.D., Super¬
intendent of Public Instruction in Virginia, at the Hampton Institute Commence¬
ment, June 12th, 1873. The day was also chosen for the laying of the corner-stone
of Virginia Hall, and the combined interests of the occasion called together a re¬
markable assemblage of men and women of intellect and influence, from North and
South and beyond the sea, many of whose names are honored in every part of our
* Terms, $i per year. Address, Southern Workman, Hampton, Va.
162
APPENDIX.
country and in Great Britain. This report of Dr. Ruffner's remarks was kindly
furnished by himself, in response to the very unanimous request, by vote, of the
assembly:
" Mr. President, I came here simply to discharge my duty as one of the curators
of that part of the Land Fund which was given by the Legislature to this institu¬
tion. My intention was not to take part in the public exercises of this occasion;
but after arriving here yesterday evening, and finding how many influential gentle¬
men were gathering from distant States, I determined to bear a testimony in favor
of this school, and to suggest thoughts which might bear fruit hereafter.
" The Hampton Normal and Agricultural Institute, as its name imports, ad¬
dresses itself to the two great wants of Virginia at this time, the education of her
unlettered masses, and the promotion of her material and especially her agricul¬
tural prosperity.
" The colored schools of the State are suffering more than I can tell you for the
want of trained teachers. The lower the average intelligence of a people, the
larger the work of the teacher, for he has not only to do, but to undo. The educa¬
tional work among the colored people in the South is not only one of great magni¬
tude, but it is a peculiar and delicate -work. Comparatively few men understand it,
and still fewer are fitted to carry it on without mixing evil with the good. The
negro has many good friends who are bad advisers. It would have been easy to
establish a school here that would have been hateful to the intelligent people of the
State, and been mischievous just in proportion to its success. But this school is
worthy of great praise. Its aim has been honest and single. Although now and
then words and things out of the direct line may appear, yet I believe its purpose
to be wholly educational; and the more exclusively it can preserve its character,
the more useful and honorable will be its career.
"And, gentlemen, I like the cast of the school, as well as its spirit. It gives a
sound, general education, together with several practical applications thereof. The
royal idea i-n both Prussia and China is, that a youth's education is not complete
until he has been taught to make a living in two ways, one by his head, and the
other by his hands ; and behold here we have the double training. Some students
will succeed better in the head-work, and others in the hand-work. Some will em¬
ploy the two interchangeably; and whether they do the one or the other, they will
be doing valuable public service,
" Leaving out of view our new Agricultural and Mechanical College at Blacks-
burg, which we hope to make a model of its kind, I know of no school which so
accurately represents as this does what seems to me to have been the idea floating
in the mind of Congress, when it gave to the States the educational land scrip.
After years of study, I feel justified in the conviction that there has been a misap¬
plication of this land scrip in most of the States. Hie ' industrial classes' have not
received, and are not likely to receive, any direct benefit from a vast donation in¬
tended exclusively for them. But this school deserved as well as received a portion
of the fund. And no act of the Virginia Legislature has met with more general
approval by the people of the State than the act of endowing this institution with a
third of the land fund. And the remark by the State Superintendent of Connecti¬
cut is worthy of note—namely, that of all the States, North or South, Virginia
alone has given to the negroes a share in the Congressional donation for the edu¬
cation of the industrial classes. Elsewhere it has all gone for the higher education
of the whites!
"Allow me to say, gentlemen, that although Congress has recognized hand¬
somely the claims of education as an element in national aggrandizement, it has
left a solemn duty unperformed. It converted slaves to citizens without pro¬
viding means whereby their citizenship might be a reality and a blessing. It sim¬
ply cast four millions of freedmen, in their poverty and weakness, upon the ruined
communities of the South. It has abundantly inculcated upon them their rights ;
but as an eloquent speaker has said to-day, the negroes have duties as well as
APPENDIX.
163
rights ; and what provision has been made by Congress for fitting these people for
their duties ? '
" I do not desire the national government to go to school-teaching, but I do
desire to see these Southern States furnished with the means of educating the chil¬
dren of the freedmen. Our old State has entered honestly and uncomplainingly
upon the work of educating all her people impartially, and to the full extent of her
means, and she tntetids to keep at it without faltering. He who says any thing to
the contrary speaks ignorantly or falsely. But the work is too great for her pre¬
sent ability. In order to do it properly, s|ie must have large aid. And this is true
of every Southern State. I have faith to believe that this aid will come sooner or
later. The noble sentiments expressed, this day, in our hearing by representative
men from New-Jersey, New-York, and New-England, are unmistakable harbin¬
gers of an approaching era of justice, good feeling, and mutual respect. Here we
have a cause in which we have already begun to work together. And may I not
bespeak the aid of the powerful talent and influence here present in securing large
appropriations from Congress to the Southern States to enable them to do all that
needs to be done in this great work of popular education ?
" Normal, Agricultural, and Mechanical schools which, like this one, are true to
their names, should be liberally provided for by public and by private means; but
large provision is needed for the support of teachers in the field and for furnishing
all the appliances of education. The movement in this direction, begun two win¬
ters ago, will be continued next winter, and is worthy the attention of the friends
of education everywhere.
" My impression is, that this school has a great future before it. As matters
now stand, it has all the elements of prosperity and growing usefulness. Let it be
endowed with all the means required for its widest expansion, and, what is better,
for its solid growth."
Note 5. {See pages 29 and 53.)
The following collection of letters received by the Principal of the Hampton
Institute furnishes forcible testimony of the practical success of the school, and
is offered to the public in the belief that it illuminates both sides of a difficult
question:
Commonwealth of Virginia, Executive Chambers, )
Richmond, March 5, 1873. )
General S. C. Armstrong:
Dear Sir : The unanimity with which the Virginia Legislature bestowed one
third of the land fund upon the Hampton Institute, and the universal approval of
the act by the Virginia people, afford the highest possible testimony in favor of this
institution. The school is regarded as the product of an original study and true
comprehension of the intellectual and moral wants of the colored race, and not as
a mere fanciful, initiative scheme of education. The direct results of the institu¬
tion are exceedingly valuable, and its general influence most happy in promoting a
spirit of education among the colored people. Its technical cast is worthy of the
attention of educators everywhere. The indications now are that the present
accommodations of the school will fall very short of the demand. Such a result
would be deplorable for many reasons. The Board of Education of Virginia
heartily indorses your plan for increasing your educational facilities.
Respectfully yours,
Gilbert C. Walker.
February 8, 1873.
General S. C. Armstrong: .
My dear Sir : In response to your letter of the 5th instant, requesting an ex¬
pression of my views as to the efficiency of your graduates, I am pleased to be
able to state that, so far as their work has fallen under my observation, I have
found them worthy representatives of a worthy institution. »Those serving under
164
APPENDIX.
my jurisdiction as Superintendent of Schools proved themselves to be very faithful
and efficient teachers, and the success attending their schools was in many cases
truly surprising. The evidences furnished by their good deportment showed that,
while cultivating their intellectual faculties, Hampton had not neglected their morals.
I considered Samuel Windsor one of the best teachers for primary schools I
had ever seen. His teaching was after the most approved methods, and the evi¬
dences furnished during my visitations and examinations 01 his school proved that
he himself had been the subject of very superior training. He is now the princi¬
pal of a flourishing graded school of about two hundred pupils.
If such is a fair specimen of the teachers you turn out at Hampton, the country
has much to hope for in the continued prosperity of your institution. The great
want of our colored schools is properly-trained colored teachers.
Wishing you abundant success in your important work, I am,
Very truly yours,
L. R. Holland, Superintendent Schools.
Franklin Depot, )
Susquehanna Co., Va., Jan. 22, 1873. s
General S. C. Armstrong :
Dear Sir : Yours of the 2d instant was received some time ago, and in reply
I must say that it will give me much pleasure to give you what information I pos¬
sess regarding my experience with the teachers sent from your institution.
I have been fortunate enough to receive four of five of them—namely, William
H. Lee, George W. Lattimore, William Barrett, and John K. Britt. The course
of study, as pursued at the Hampton Normal and Agricultural Institute, is admira¬
bly adapted for the preparation of teachers for our colored schools, and in my opinion
is fulfilling its mission to the satisfaction of all concerned. So far as the qualifica¬
tions of the teachers named are concerned, there is no question, for a visit to their
schools only convinces me of their proficiency for their duties ; and I have come to
regard it as useless to examine any candidate for a teacher's certificate who can pro¬
duce the diploma from your Institute. Very respectfully,
James F. Bryant, Superintendent Schools, etc.
Seven-Mile Ford, Va., Jan. 13, 1873.'
General S. C; Armstrong :
Dear Sir : I have been superintending schools here for more than two years, and
I have been able to get no teachers that have been serviceable to the colorod race, save
those who have been educated at Hampton. I will except one who was educated at
New-York. The colored teachers from your school have been well instructed in
all the rudimentary branches taught in our public schools; in fact, better than
many white teachers who are employed in our schools. Your graduates and
undergraduates have been properly trained in morals, etc., and their influence is
perceptible in the schools where they teach. Joseph D. Giles, James Ricks, and
Stephen A. Ricks did me good service last year. S. A. Ricks is still teaching. I
wish I had more of your pupils for my colored schools. The negro race must be
educated in the common English branches if they are to make citizens in the govern¬
ment. Our free institutions demand it. We must have an intelligent citizenship if
we are to have a happy, strong, and prosperous government.
Very respectfully,
D. C. Miller, Superintendent Schools, Smith Co.
The following letter from Prof. Joynes, of Washington and Lee University, Vir¬
ginia, is, although personal and not intended for publication, inserted here as a
valuable part of the cumulative evidence offered in this book of the sincere and kind
welcome extended by representative Southern men to honest and earnest efforts for
the freedmen. Prof. Joynes will, we hope, excuse the liberty taken with his gen¬
erous and friendly letter:
APPENDIX.
Washington and Lee University, /
Lexington, Va., Jan. 19, 1874. $
Gf.nerat, S. C. Armstrong:
Dear Sir : I have received, through my friend, Rev. George F. Adams, your kind
invitation that I should visit the Hampton Normal School, and especially at its
next commencement. I regret that it is not in my power to make any positive ap¬
pointment to this effect, but I assure you I shall lose no opportunity of visiting
your school, and expressing thereby, personally, my deep interest in its work.
Permit me to assure you that I have, from the beginning, looked with deepest
interest upon your school and its work. I think you are engaged in an experiment
which has the closest and profoundest relation to the great question of the races in
our country; and I regard the work which your school is doing as more important
for the colored race than any political legislation whatsoever. Increased knowledge
and intelligence—the knowledge and intelligence that add value as well as dignity
to labor, and increase as well as justify the sentiment of personal self-respect; the
experience that these gifts are to be acquired (for colored as well as for white) only
by effort, self-sacrifice, and personal'worth; and the great lesson which you are
teaching, that the moral enfranchisement and progress of the colored race can be
won only through the colored race itself—these are truths that are worth more
than any mere political doctrines. And your school is teaching them by example
and by precept, in a manner that must make it a centre of the deepest interest,
alike for all educators and for all patriots.
Permit me to add that it is, I believe, a sentiment of general and just congratu¬
lation among Virginians, that a work so important and critical should be in the
hands of a man as judicious, as liberal, and as conservative as yourself; and that
our people regard you with the utmost confidence and respect.
I regret once more that I can not now promise to accept your invitation, but I
trust I shall at least have the pleasure of meeting you at Norfolk.
Very respectfully,
Edward S. Joynes.
Note 6. (See page 56.)
FINANCIAL HISTORY OF THE INSTITUTE.
The financial affairs of the Institute are in charge of Gen. J. F. B. Marshall, who
has had thirty years of active business experience, and was, during the late war,
Paymaster-General of the State of Massachusetts. He has given heavy bonds for
the faithful performance of his duty," and has organized a thorough system of
accounts showing the precise financial condition of every department of the school,
and the debits and credits of each student, which, though involving great labor,
has been most satisfactory to those who have examined his books, and justifies the
school's claim to a faithful stewardship of funds intrusted to it.
His daily practical and theoretical instruction of students in book-keeping gives
them many of the advantages of a Business College. The following is an extract
from his report as Treasurer :
The property comprising the Normal School premises was purchased by the
American Missionary Association in June, 1867. It originally contained one hun¬
dred and sixty-five acres of land, of which forty acres were in outlying lots, and
afterward sold to freedmen. The cost of the land was nineteen thousand dollars,
ten thousand of which were appropriated for the purpose by the trustees of the
Avery Fund, a large bequest left by Mr. Avery, of Pittsburg, Pa., for the education
of freedmen in the United States and Canada. |
The property is now owned and controlled by the Board of Trustees.
APPENDIX,
The outlays from the beginning, for buildings, furniture, stock, implements,
books, apparatus, and current expenses, with the exception of the amount paid by
the students, have been met from appropriations by the American Missionary As¬
sociation, the Freedmen's Bureau, the Peabody Fund, the State Agricultural Col¬
lege Land Fund, and private donations of friends of the enterprise, as shown by
the following statement of
RECEIPTS AND EXPENDITURES OF THE HAMPTON NORMAL AND AGRICULTURAL
INSTITUTE FROM ITS ORGANIZATION TO JUNE 30, 1873.
Receipts.
1. From American Missionary Association, . . $34,600 00
2. " Societies and individuals through A. M. A., . . . 21,378 16
3. " Bureau of Refugees, Freedmen and Abandoned Lands, . 58,327 89
4. " Interest of Endowment Fund, 2,244 34
5. " Interest of State Agricultural College Land Fund, . . 7,480 50
6. " Trustees of Peabody Fund, ...... 3,400 00
7.' " "Hampton Students" (vocalists), 10,971 30
8. " Other sources, . 89,623 86
9. " Donations for Endowment Fund, . . . 43,94! 22
$271,967 27
Expenditures.
1. For Farm—namely:
For land, buildings, and expenses, ..... $27,648 79
" implements, wagons, carts, etc., . ... . 533 °9
" stock : horses, mules, cows, etc., 3.465 90
2. For subsistence of students and teachers, ..... 38,394 89
3. " school-buildings . . 83,721 59
4. " salaries, apparatus, and current expenses, .... 61,522 00
5. " furniture, 7,726 39
6. " investment of Endowment Fund, ...... 42,922 20
$266,934 85
Balance in hands of Treasurer, 5.032 42
$271,967 27
STATEMENT OF THE REAL AND PERSONAL PROPERTY BELONGING TO THE HAMPTON
NORMAL AND AGRICULTURAL INSTITUTE.
Real Estate.
Farm no acres, with barns, etc., inclosed, worth say,* . .
School premises, say 10 acres, valued at .
Academic Hall—class-rooms, offices, etc., cost ....
Teachers' Home—residence of teachers and principal, valued at
Griggs Hall—residence of matron, and girls' dormitory, valued at
Barracks—industrial-room, dining-hall, dormitories, etc., valued at
Butler School, occupied as county school (preparatory),
Farm-house—residence of farm manager and treasurer, cost .
New wharf, cost
Virginia Hall (unfinished, to cost $75,000) to date . . .
. $25,000 00
5,000 00
• 48,552 97
5,000 00
6,000 00
2,500 00
. 3,000 00
3.975 5o
916 82
14,008 12
$"3,953 4i
* Not including 72 acres purchased with the Land Scrip Fund.
APPENDIX,
167
Personal property.
Farm stock, comprising one Canadian stallion,one pure Ayrshire bull, fif¬
teen cows, four farm-horses, five mules, two yoke of oxen, swine, and
poultry, $3,465 90
Farm implements—wagons, plows, etc., ...... 1,533 °9
Furniture of school-rooms, dormitories, etc., at appraisal of cash value, 7,726 39
Books and apparatus, ... ...... 1,040 33
Printing-office—presses, type, etc., 4,899 58
$18,665 29
Endowment Fund.
The Endowment Fund, invested in First Mortgage Bonds, United States Cur¬
rency Bonds, stocks and shares, amounts to .... $38,829.75.
Note.—Rev. T. K. Fessenden, Financial Secretary of the Board of Trustees,
had paid in, up to November 15th, 1873, the date of his last quarterly report, in
cash and material, inclusive of collections for Building Fund and current expense
accounts, $73>5°3-83-
He has secured, in addition, a large amount in pledges and legacies, not less than
$40,000, which will, in time, be paid in.
Note 7. {Seepage 57.)
The following extracts from the Catalogue of 1873-4 are published for the infor¬
mation, of those interested :
INSTRUCTORS AND THEIR SPECIAL OR PRINCIPAL BRANCHES
OF INSTRUCTION.
S. C. Armstrong, Principal, Moral Science and Civil Government.
J. F. B. Marshall, Treasurer and Acting Assistant Principal, Book-keeping.
Academic Depart7ne?it.—John H. Larry, in charge, Natural Science and Elocu¬
tion and Drill; Mary F. Mackie, Mathematics; Amelia Tyler, Grammar and
Composition; Elizabeth H. Brewer, Ancient History and Physical Geography;
Mary Hungerford, Reading and United States History; Helen W. Ludlow,
English Literature; Julia E. Remington, Geography and Map Drawing; Na¬
thalie Lord, Reading; M. C. Kimber, Writing and Physiology.
Musical Department.—Thomas P. Fenner, in charge; Ethie K. Fenner, As¬
sistant.
Girls' Industrial Department.—S. H. Fenner, in charge.
Housework and Boarding Department.^-SuSAN P. Harrold, Matron; C. L.
Mackie, Steward and Hospital Department.
Agricultural Department.—Albert Howe, in charge.
George Dixon, Lecturer on Agriculture.
Mechanical Department.—John H. Larry, in charge.
Printing-Office.—W. J. Butterfield, in charge.
STUDENTS.
Whole number, 226. Young men, 149; young women, 77. Seniors, 27; Mid-
dlers, 76 (3 sections); Juniors, 98(3 sections); Preparatory, 23; Post-Graduates, 2.
Average age, 18.
BOURSES OF STUDY.
The courses of study embrace three years, and include—
APPENDIX.
NORMAL COURSE.
Language.—Spelling, Reading, Sentence-Making, English Grammar, Analysis,
Rhetoric, Composition, Elocution.
Mathematics.—Mental Arithmetic, Written Arithmetic, Algebra, Geometry, Ma¬
thematical Drawing.
History.—History of United States, History of England—Readings from Eng¬
lish writers. Universal History.
Natural Science.—Geography—Map-drawing, Physical Geography, Natural His¬
tory, Natural Philosophy, Physiology, Botany.
Miscellaneous.—Science of Civil Government, Moral Science, Bible Lessons,
Drill in Teaching, Principles of Business, Vocal Training, Instrumental Music.
, AGRICULTURAL COURSE.
Studies of the Normal Course at discretion. Lectures on the following courses :
Formation of Soils, Rotation of Crops, Management of Stock, Fruit Culture, Cul¬
tivation of Crops, Drainage, Market Gardening, Meteorology, Practical Instruction
in the routine of Farming and Market Gardening.
COMMERCIAL COURSE.
Studies of the Normal Course at discretion. Instruction in Book-keeping, Sin¬
gle and Double Entry, in Business Letters, Contracts, Account of Sales, and other
Business and Legal Papers, and in Commercial Law. Each student is required to
keep his account current with the-Institute in proper form.
MECHANICAL COURSE.
Studies of the Normal Course at discretion. Practical Instruction in the different
varieties of Sewing-Machines in use, in household industries, and in the following:
Penmanship, Free Hand Drawing, Mechanical Drawing, Printing.
Lectures are given through the year on Agricultural topics. Arrangements are
being made to secure every year the services of leading literary and scientific men
in a Lecture Course that shall afford the highest order of entertainment and in¬
struction.
EXPENSES AND LABOR.
Board, per month, $8 oo
Washing and lights, per month, I oo
Fuel, per month, 75
Use of furniture, per month, 25
$10 00
Clothing and books extra, to be paid for in cash.
Able-bodied young men and women over eighteen years of age are expected to
pay half in cash and half in work; that is, $5 per month in cash, and to work out
the balance. Boys and girls of eighteen years and less are required to pay $6 per
month. Studefits are held responsible for all balances against them that they may
not have worked out.
The amount of profitable labor being limited, it is desired to extend its advan¬
tages as far as possible; hence only those who are absolutely unable to pay any
thing in cash are allowed to work out their whole expenses. Young men and ■Wo¬
men, whose parents desire that they shall not be taken out of school to work, may,
APPENDIX.
169
upon the payment of $10 per month, attend school without interruption, but will
nevertheless be required to work on Saturdays, at such hours as may be assigned
them. Labor is required of all, for purposes of discipline and instruction. To
this end, day scholars are expected to labor at the rat^ of an hour per day, at such
industries as may be assigned them.
Bills are made out and are payable at the end of the month. The regular cash
payment is to be monthly, in advance.
The regular annual tuition fee of the institution is seventy dollars. Students are
not required to pay this. As the amount has to be secured by the Trustees, by
solicitation among the friends of education, students are called upon annually to
write letters to their benefactors.
DISCIPLINE.
Courtesy and mutual forbearance are expected of both pupils and teachers, as
indispensable to good discipline.
Every student is by enrollment committed to the discipline and regulations of the
school.
Students are subject to suspension or discharge for an unsatisfactory course in
respect to study, conduct, or labor.
The use of ardent spirits and tobacco is prohibited. Letter-writing is subject to
regulation.
The wardrobes of all students are subject to inspection and regulation by the pro¬
per officers.
Students are subject to drill and guard duty. Obedience to the Commandant
must be implicit. The rights of students are properly guarded.
DAILY ORDER OF EXERCISES AT THE H. N. AND A. INSTITUTE.
A. M.—5.00 Rising Bell.
" 5-45 Inspection of Men.
" 6.00 Breakfast.
" 6.30 Family Prayers.
" 8.00 Inspection of quarters.
" 8.30 Opening of school. Roll Call and Exercises.
" 8.55 to 10.20 Classes in Reading, Natural Philosophy, Arithmetic, Gram¬
mar, Geography, and Book-keeping.
" 10.20 to 10.40 Recess.
" 10.40 to 12.15 Classes in Writing, Arithmetic, Grammar, History, Al¬
gebra, and Elocution.
p. M.-12.15 to 1.30 Dinner and intermission.
" 1.30 Roll Call.
" 1.40 to 2.50 Classes in Spelling, Arithmetic, Grammar, Geography, Na¬
tural Philosophy, History, Civil Government, and Moral Science.
" 4.00 Cadet Drill.
" 6.00 Supper.
" 6.45 Evening Prayers.
" 7.15 to 9 Evening Study Hours.
« 9.30 Retiring Bell.
170
APPENDIX.
On Sunday there are morning religious services in the Chapel, conducted by the
Rev. Richard Tolman, formerly of Tewksbury, Mass., who has pastoral charge of
the school. The Church is organized as the " Bethesda Church," and has no de¬
nominational name or connection. Sunday afternoon there are Bible-Classes in the
Assembly Ilall, and in the evening a lecture or prayer-meeting.
Note. 8. (See page 30.)
Report of the Committee of Visitors to the School at its Commencement, June
12 th, 1873:
By invitation of the Trustees of the Hampton Normal School, the undersigned
attended the Commencement exercises of that institution on Thursday, June 12th,
1873. A detailed report might easily have been provided for, but the end contem¬
plated may perhaps be better served by a general statement of the impressions
made upon us.
The location of the institution seemed to us every way most felicitous. The
scenery is of a subdued and quiet type, but very charming. The historic associa¬
tions, both remote and recent, are suggestive and stimulating.
The whole spirit of the institution is at the widest possible remove from every
thing extravagant and fanatical. The colored race are not overrated, either moral¬
ly or intellectually. On the contrary, their characteristic infirmities are distinctly
recognized, and diligently combated. Consequently the immediate neighbors of
the institution, and the white people of Virginia generally, as they come to under¬
stand the matter, are more and more friendly from year to year. Self-interest of
course dictates the education of a race which has been so suddenly enfranchised;
but along with this there is likewise a great deal of the old Anglo-Saxon love of
fair play, and the negroes admit they will have themselves only to blame, if they
go to the wall.
The institution is singularly happy in its corps of instructors. General Arm¬
strong has a combination of qualities which fit him admirably for his position. He
has great enthusiasm and great diligence in his work. The teachers under him are
much above the average. The recitations we heard gave proof of very thorough
and very skillful drilling. Such eagerness for knowledge, on the part of pupils, we
never saw before. It seemed to us like a long thirst just beginning to be satisfied.
The five canvas tents upon the lawn looked as gallant as any tents ever did on a
battle-field.
But the institution has not yet reached half its proper stature. The new build¬
ing, whose corner-stone we assisted in laying, is most urgently needed. Men of
property can make no better use of it than at Hampton, in strengthening an insti¬
tution which, though it may have rivals, as we hope it may, is not likely to be sur¬
passed by any similar institution anywhere in the South.
ROSWELL D. HITCHCOCK,
HENRY W. BELLOWS,
WILLIAM I. BUDINGTON,
New-York, January, 1874. WILLIAM M. TAYLOR.
CABIN AND PLANTATION SONGS,
AS SUNG BY THE
HAMPTON STUDENTS.
ARRANGED BY
THOMAS P. FENNER,
IN CHARGE OF MUSICAL DEPARTMENT AT HAMPTON.
PREFACE TO MUSIC.
The slave music of the South presents a field for research and study very exten¬
sive and rich, and one which has been scarcely more than entered upon.
There are evidently, I think, two legitimate methods of treating this music:
either to render it in its absolute, rude simplicity, or to develop it without destroy¬
ing its original characteristics; the only proper field for such development being
in the harmony.
Practical experience shows the necessity, in some cases, of making compensation
for its loss in being transplanted. Half its effectiveness, in its home, depends upon
accompaniments which can be carried away only in memory. The inspiration of
numbers; the overpowering chorus, covering defects ; the swaying of the body;
the rhythmical stamping of the feet; and all the wild enthusiasm of the negro camp-
meeting—these evidently can not be transported to the boards of a public per¬
formance. To secure variety and do justice to the music, I have, therefore,
treated it by both methods. The most characteristic of the songs are left entirely
or nearly untouched. On the other hand, the improvement which a careful bring¬
ing out of the various parts has effected in such pieces as " Some d dese Mornirts,"
"Bright Sparkles in de Churchyard"Dust an1 Ashes," and " The Church ob
God," which seemed especially susceptible to such development, suggests possi¬
bilities of making more than has ever yet been made out of this slave music.
Another obstacle to its rendering is the fact that tones are frequently employed
which we have no musical characters to represent. Such, for example, is that
which I have indicated as nearly as possible by the flat seventh, in " Great Camp-
meeting," " Hard Trialsand others. These tones are variable in pitch, ranging
through an entire interval on different occasions, according to the inspiration of
the singer. They are rarely discordant, and often add a charm to the perform¬
ance. It is of course impossible to explain them in words, and to those who
wish to sing them, the best advice is that most useful in learning to pronounce a
foreign language : Study all the rules you please ; then—go listen to a nativf.
One reason for publishing this slave music is, that it is rapidly passing away.
It may be that this people which has developed such a wonderful musical sense in
its degradation will, in its maturity, produce a composer who could bring a music
of the future out of this music of the past. At present, however, the freedmen have
an unfortunate inclination to despise it, as a vestige of slavery; those who learned
it in the old time, when it was the natural outpouring of their sorrows and long¬
ings, are dying off, and if efforts are not made for its preservation, the country will
soon have lost this wonderful music of-bondage.
THOMAS P. FENNER.
Hampton, Va., January i, 1874.
Notb.—The melodies in this book, with three exceptions—on pages 206, 245,
247—are published here for the first time, and these exceptions are themselves
original in arrangement and effect. The words of the slave hymns are often
common property through the South, sung to different tunes in different sections of
the country.
CABIN AND PLANTATION SONGS.
©?), tren tug little Soul's gtotne to jrfjuxe.
" This wap sung by a boy who was sold down South by his master; and when he parted from
his mother, these were the words he sang.''— J. H. Bailey.
il=§
=3—
1. I'm gwine to jine de great 'so - ei - a-tion, I'm gwine to jine de
jfiL M. JS- • M. * JL
—t=pzzi-=fz=l
w
# -
« I
great 'so - ci - a - tion, I'm gwine to jine de great 'so - ci - a - tion;
j£z-!^=3 r_J
Den my lit - tie soul's gwine to shine, shine, Den my
1——n y V P-
i r
:*£-——n~
4—t
=t=r-
-N——j"
IJ
lit - tie sotil's gwine to sliine a - long. Oh,
-• s _ m—'-e
-y—y-
9 9 wa
g 0 f~
L_L«_L_y_
__1_.
=3.--
1
2 I'm gwine to climb tip Jacob's ladder, Den my little sou], &c.
3 I'm gwine to climb up higher and higher, Den my little soul, &c.
4 I'm gwine to sit down at the welcome table, Den my little soul, &c.
5 I'm gwine to feast off milk and honey, Den my little soul, &c.
6 I'm gwine to tell God h'ow-a you sarved me, Den my little soul, &o.
7 I'm gwine to jine de big baptizin', Den my little soul, &c.
174
HAMPTON AND ITS STUDENTS.
?|eter, go Iftmg Kent ISells.
" A secret prayer-meeting song, sung by Thomas Vess, a blacksmith and a slave. He especial¬
ly sang it when any one confessed religion. Thomas Vess was a man whose heart was given to these
songs, for in the neighborhood where he lived, it seemed like a prayer-meeting did not go on well
without him. I have long since learned wherever ho was known what happiness he got from
them."
J. M. Waddy.
+D—r .
1 1-
J
^ -K
If "I 1/ y i 1/
1. Oh Pe - ter, go ring dem bells, Peter, go ring dem bells, Peter, go
Al Cho. after D. C.
ring dem bells, I heard from heav-en to - day. I wonder where my
-a——#-
f-—y-
a
& 9—
Vti— !b ^ "l. K-F-* ^—~l s —v -j
tT v *-'% 9 o a-e-*--*—*—,
*1 S
mother is gone, I won-der where my mother is gone, I
c\. ^-| >S ^ "T~ P 0 0 * 0 - 0 -—n
M « i *■—-*, « F r r—{—» * • 0—'—0 1
=^J==fc-=«—
1 ^ $ I v 5
, _o , L_H__JS fc ^ . . D C-
fo=H^=^=^==^ :giEg=»,z=«z=:£^tfa ; ^~±zz^zBz:: 1
Im) g, if— s * >—»—»—^ 2~~3—^ . I
-0- -0- -#■ * * * *•'
wonder where my moth-er is gone, I heard from heav-en to-day.
—»—•—» » 0 \«—%—' - ' »—1-| —t——*--T 0-'-'■ 1
i^^=|==|i=F-t=fF=3==F=t:=|==»==fc=5—j«=s=p|=:1
r rn frrrrr' ^
CABIN AND PLANTATION SONGS.
175
Peter, p Ifttng trem IMls.—Concluded.
CHORUS
^ P Kr-I
_1 ! # J L^_#_
y k ^ P
I heard from lieav-en to-day, I heard from heavjen to - day, I
IH1
-w~r- —*—i
EfE=z£a
ffP-S—* —3—»—^—4- --3—*—g—g—g F-J : Hi
thank God, and I tlxank you too, I heard from heaven to - day,
i-): '• S J » 1 s I r : » « rJ::|l
I^=i^^^=p5=5=»=^--^==^==p=»=^g==i":tl
n B v y v ^ ? »• w
-fine..
2 I "wonder where sister Mary's gone—
I heard from heaven to-day;
I wonder where sister Martha's gone—
I heard from heaven to-day;
It's good news, and I thank God—
I heard from heaven to-day.
Oh, Peter, go ring dem bells—
I heard from heaven to-day.
Cho.—I heard from heaven, &c.
3 I wonder where brudder Moses gone—
I heard from heaven to-day;
I wonder where brudder Daniel's gone—
I heard from heaven to-day;
He's gone where Elijah has gone—
I heard from heaven to-day;
Oh, Peter, go ring dem bells—
I heard from heaven to-day.
Cho.—I heard from heaven, &c.
176
HAMPTON AND ITS STUDENTS.
Mt> 3Lorti, toijat a fHorntng.
V-.A—i—J #—
Q-iipfcz
I*=:zJ==£=fcfe=7=!
:t=c=rp-tJ=:=^i
fe=Tzf!=-£=fp:
tf:
v—L
i
1. My Lord, what a morning, My Lord, what a morn-ing, My
^ r — • ' » * * 1
-
:2s!.
S~'
*—•
(
Fine■ ^
Lord, what a morn-ing, When de stars be - gin to fall.
7R if
"1 fv -| I
1 11
F=F=
W~ ■ & '
9 . * 4 j
! ~1~ ~ti
*»
1
1
5
L_U
You'll hear de trumpet sound, To wake de na-tions un - der -
You'll hear de sin - ner moan, To wake, &c.
<1 li> D.C. al Fine.
ground, Look in my God's right hand, When de stars begin to ML
2 You '11 hear de Christians shout, To wake, &c.
Look in my God's right hand, When de stars, &c.
You '11 hear de angels sing, To wake, &c.
Look in my God's right hand, When de stars, &c.
Cho.—My Lord, what a morning, &c.
3 You '11 see my Jesus come, To wake, &c.
Look in my God's right hand, When de stars, &o.
His chariot wheels roll round, To wake, &c.
, Look in my God's right hand, When de stars, &c.
Oho.—My Lordj what a morning, &o.
CABIN AND PLANTATION SONGS.
177
$}ail! Kail! ft ail!
i K
P=:=^:
. -—0 -
- — a
:?=^=S=f
^ F a
-1 .'
Children, hail! hail! hail! I'm gwine jine saints a- bove;
f-
4
^ *
-0 F-
—I hj—
-y i/-
3®
Hail! hail! bail! I'm on my jour - ney home. Oh,
He-
Bright
:t=rEE
J '
f:
• ;r I
JT).C. al Seg.
:gH-—$=£ J=g=»=zs=ii^ii JJ
iiE^
look up yan - der, what I see, I'm on my journey home,
an - gels com - in' ar - ter me, I'm on my journey home.
P
P
:L=?=tU==
-is h-
M- •
:h
V—ip '
2 If you git dere before I do,
I'm on my journey home—
Look out for me—I'm comin' too;
I'm on my journey home.
Cho.—Children, hail, &c.
3 Oh, hallelujah to de Lamb!
I'm on my journey home;
King Jesus died for ebry man,
I'm on my journey home.
Cho.—Children, hail, &c.
178
HAMPTON AND ITS STUDENTS.
iLobz an' serbe tie Hattr.
—&—H
m
—m—_
If ye love God, serve Him, Halfe - lu- jab, Praise ye de Lord!
Come go to glo - ry with me,
m
f-
• 0
=t
- V ' 4.-—JL JZT
♦ is^
If ye love God, serve Him,Halle-lu - jah! Love an'serve de Lord.
Come, go to glo - ry with me.
-(£2.
m
&-
m
m:
prptp
-e?—
$
q:
3
Good mornin', brother trav'ler, Pray tell me where you're bound? I'm
D.C. al Seg.
Si
bound for Canaan's hap-py land, And de en-chant-ed ground.
2 Oh, when I was a sinner,
I liked my way so well;
But when I come to find out,
I was on de road to hell.
Cho.—I fleed to Jesus—Hallelujah! &c.
Oh, Jesus received me, Hallelujah, &c.
3 De Father, He looked on de Son, and smiled,
De Son, He looked on me;
De Father, redeemed my soul from hell;
An' de Son, He set me free.
Cho.—I shouted Hallelujah! Hallelujah, &c.
I praised my Jesus, Hallelujah, &c.
4 Oh when we all shall get dere,
Upon dat-a heavenly sho', *
We'll walk about dem-a golden streets,
An' nebber part no mo'.
Cho.—No rebnkin' in de churches—Hallelujah,
Ebery day be Sunday—Hallelujah, &c.
CABIN AND PLANTATION SONGS.
179
Stotng loto, stoeet (Ejjarfot
:—3— j—EEzriL _ ^zlz'zzn^zizjzz3
1 » ojzizz^zziiszz: j=rrgr—1 a—- *—^—H
Oil swing low, sweet cha - ri - ot, Swing low, sweet cha - ri - ot,
IP
a '» # »r
*-
3*—4
3:
•* -!»-
Swing low, sweet cha-ri - ot, I don't want to leave me be - hind.
! N t ! —_ —_ l
m
0-
:t=t:
P
I ✓ 1 I
rcc— r-B
+ 15'-
Oli de good ole chariot swing so low, Good ole chariot swing so low,
0 0-
^E£3E.
* -C
-0-
:p:
1
"I r;
-0 0 0 1
*=^'i
D.C.
S=z$=:2=J—hiz'-l^B
-0-
9;
Oh de good ole chariot swing so low, I don't want to leave me behind
* ~A~ m _ •#" # ^
•* 1-# 0 0 0 1- 1 1 m I
- -T-0-+0 0-'--J0-
:P—5 —F r-
0 0—0 0—r— E !- M J —•
C=S=E=f = =*=£—frcES:
1—r-f—£- b—1—p-|—j? £
2 Oh de good ole chariot will take us all home,
I don't want to leave me behind.
Cho.—Oh swing low, sweet chariot, &c.
180
HAMPTON AND ITS STUDENTS.
J$tg l$retf)iren, Xmn't get fflgacarg.
=F-
y_S-2_ _fy -51
fs \
^k-~ tJ IN—a a—
W—4-—* 0 —
=_=] _jf-
M . 0
; « • —
My breth-er - en, don't
wea - ry, An - gels brought de
r,'-f-
-# -
:p:
-y ?
lrf. 12 d.
u—
S=«=3:
-. * s *~L* *-.-J-g—-
y y ✓ 1/
ti-ding down; Don't get wea-ry, I'm hunt-ing for a home. home.
-I®—
=£-
I
V—Li>.
I
S=,r|
y-
You'd bat-ter be a pray - ing,
9-
H 9 '
I do love de Lord; For
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judg-ment day is a com-ing,
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Lord. Lord.
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2 Oh. whar you runnin', sinner ?
I do love de Lord—
De judgment day is a comin'!
I do love de Lord.
Cho.—My brtetheren, &e.
3 You'll see de world on fire!
I do love de Lord—
You'll see de element a melfcin',
I do love de Lord.
Cho.—My bretheren, &c.
4 You'll see de moon a bleedin';
I do love de Lord—
You'll see the stars a fallin';
I do love de Lord.
Cho.—My bretheren, &c.
CABIN AND PLANTATION SONGS.
jBtotog ftnote ire trcufcle 3Pbe gent.
181
(This song was a favorite in the Sea Islands. Once when there had been a good deal of ill
feeling excited, and trouble was appTehended, owing to the uncertain action of the Government
in regard to the confiscated lands on the Sea Islands, Gen. Howard was called upon to address the
colored people earnestly. To prepare them to listen, he asked them to sing. Immediately an old
woman on the outskirts of the meeting began "Nobody knows the trouble I've seen," and the
whole audience joined in. The General was so affected by the plaintive melody, that he found it
difficult to maintain his official dignity.)
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Oil, no - bod - y knows de trou-ble I've seen, No-bod - y knows but
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Nobod - y knows de trouble I've seen. Glory Hal-le - lu -jala!
Some-times I'm
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sometimes I'm down;
me goin' 'long so,
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Some - times I'm al - most to de groun', Oh, yes, Lord.
I have my tri - als here be - low, Oh, yes, Loid.
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2 One day when I was walkin' along, Oil yes, Lord—
De element opened, an' de Love came down, Oh yes, &c.
I never shall forget dat day, Oh yes, &c.
When Jesus washed my sins away, Oh yes, &c.
Cho.—Oh, nobody knows de trouble I've seen, &c.
182
HAMPTON AND ITS STUDENTS.
CHORUS.
7—
Uieto Tie 3Lan*.
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Oh way o - ver Jer - dan, View de land, View de land-
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Way o - ver Jer - dan, Go view de heavenly land.
ij
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I'm born of God, I know I
I want to go to heaven when I
am; View
die; Yiew
de land, View de
de land, View de
land;
land;
And you de - ny it,
To shout sal - va - tion
you can,
I fly,
Go view
Go view
de heav'nly land,
de heav'nly land.
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2 What kind o' shoes is dem-a you wear ? View de land, &c.
Dat you can walk upon de air ? Go view, &c.
Bern shoes I wear am de gospel shoes; View de land, &c.
An' you can wear dem ef-a you choose; Go view, &c.—Cho.
3 Der' is a tree in Paradise; View de land, &c.
De Christian he call it de tree ob life; Go view, &c.
I spects to eat de fruit right off o' dat tree; View de land, &c,
Ef busy old Satan will let-a me be; Go view, &c.—Cho.
A You say yer Jesus set-a you free; View de land, &c.
Why don't you let-a your neighbor be ? Go view, &c.
You say you're aiming for de skies; View de land, &c.
Why don't you stop-a your telling lies; Go view, &c.—Oho.
I
CHORUS.
CABIN AND PLANTATION SONGS.
®ije JBanbtlle Chariot
183
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Oh swing low, sweet cha-riot, Pray let me enter in, I don'want to
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stay here no long-er.
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I done been to heaven, an' I done been tried, I
Oh down to de wa - ter I was led, my
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been to de water, an' I been baptized, I don' want to stay here no longer,
soul got fed with de heav'nly bread, I don' want to stay here no longer.
9*
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2 I had a little book, an1 I read it through,
I got my Jesus as well as you;
I don' want to stay here no longer;
Oh I got a mother in de promised land,
I hope my mother will feed dem lambs;
I don' want to stay here no longer.
Cho.—Oh swing low, sweet chariot, &c.
3 Oh, some go to church for to holler an' shout,
Before six months dey're all turned out;
I don' want to stay here no longer.
Oh, some go to church for to laugh an' talk,
But dey knows nothin' bout dat Christian walk;
I don' want to stay here no longer.
Cho.—Oh, swing low, sweet chariot, &c.
4 Oh shout, shout, de deb'l is about;
Oh shut your do' an' keep him out;
I don' want to stay here no longer.
For he is so much-a like-a snaky in de grass,
Ef you don' mind he will get you at las',
I don' want to stay here no longer.
Cho.—Oh, swing low, sweet chariot, &c.
184
HAMPTON AND ITS STUDENTS.
3Ef se fcoant io see Jesus.
'' My father sang this hymn, and said he knew a time when a great many slaves were allowed
to have a revival for two days, while their masters and their families had one ; and a great many
professed religion. And one poor, ignorant man, professed religion, and praised God, and sang
this hymn." p
^dzi^iid^i:d-^=d=cdi^i=]=d=d=d=:q===^=d--=i:
wil - der-ness, Go in the wilderness, Ef ye want to see Je - sus
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feel, when ye come out da
happy when I come out do
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wil - der-ness, come out de wil - der-ness,
wil - der-ness, come out de wil - der-ness,
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come out de wil - der-ness. Oh brud-der, how d'ye feel when ye
oome out de wil - dor-ness. I felt so happy when I
Hi -U.
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CABIN AND PLANTATION SONGS.
2£f toant to see Jesus.—Concluded.
18Q
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come out d9 wil - der-ness, Lean- in' on de Lord. Ob lean - in'
come out de wil - der-ness, Lean- in' on de Lerd.
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on de Lamb of God, -who was slain on Cal - va - ry.
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2 I shouted Hallelujah, when I come out de wilderness—
Leanin' on de Lord ;
I heard de angels singin', when I come out de wilderness—
Leanin' on de Lord ;
I heard de harps a harpin,' when I come out de wilderness—
Lganin' on de Lord. *
Cho.—Oh, leanin' on de Lord.
3 I heard de angels moanin', when I come out de wilderness—
Leanin' on de Lord ;
I heard de deb'l howlin', when I come out de wilderness—
Leanin' on de Lord ;
I gib de deb'l a battle, when I come out de wilderness—
Leanin' on de Lord.
Cho.—Oh, leanin' on de Lord.
186
HAMPTON AND ITS STUDENTS.
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Oh, yes! Oh, yes ! I tell ye, breth-er - en, a mor - tal fac',
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Oh, yes! Oh, yes ! Ef yes want to get to heab'n,don'tnebber look back,
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Oh, yes ! Oh, yes! I want to know-a before I go, Oh, yes! Oh, yes !
Ebber since I hab-a been newly born.
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Yea, whether you love - a de Lord or no,
I love for to see - a God's work go on,
Oh, yes! Oh, yes!
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Oh, wait till I put on my robe, wait till I put on my robe,
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CABIN AND PLANTATION SONGS.
187
01), 5^8*—Concluded.
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Wait till I put on my robe, Oh, yes! Oh, yes!
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2.
Ef eber I land on de oder sho', Oh, yes,
I'll nebber come here for to sing no mo',
Oh, yes;
A golden band all round my waist,
An' de palms ob vic-a-try in-a my hand,
An' de golden slippers on to my feet,
Gwine to walk up an' down o' dem golden
street.
Cho.—Oh, wait till I put on my robe.
3.
An' my lovely bretherin, dat aint all, Oh,
yes,
I'm not done a talkin' about my Lord;
An' a golden crown a-placed on a-my head,
An' my long white robe a-come-a-dazzlin'
down,
Now wait till I get on my gospel shoes,
Gwine to walk about de heabenan' a-car-
ry de news.
Cho. —Oh, wait till I put on my robe.
4.
I'm anchored in Christ, Christ anchored
in me, Oh, yes, &c.,
All de deb'ls in hell can't-a-pluck a-me
out;
An' I wonder what Satan 's grumbulin'
about,
He's bound into hell, an' he can't git out.
But he shall be loose an' hab his sway,
Yea at de great resurrection day.
Cho.—Oh, wait till I put on my robe.
Verses, some of which are often added as
encores.
5.
I went down de hill side to make a-one
prayer, Oh, yes,
An' when I got dere, old Satan was dere,
Oh, yes,
An' what do ye t'ink he said to me?
Oh, yes,
Said, "Off from here you'd better be."
Oh, yes;
An' what for to do, I did not know, Oh,
yes,
But I fell on my knees, an' I cried, Oh,
Lord, Oh, yes,
Now my Jesus bein' so good an' kind,
Yea, to de with-er-ed, halt an' blind;
My Jesus lowered his mercy down,
An' snatch-a-me from a-dem doors ob hell,
He snatch-a-me from dem doors ob hell,
An' took-a me in a-wid him to dwell.
Cho.—Oh, wait till I put on my robe.
6.
I was in de church an' prayin' loud,
An' on my knees to my Jesus bowed,
Ole Satan tole me to my face,
" I'll git you when-a-you leave displace;"
Oh, brother, dat scare me to my heart,
I was 'fraid to walk a-when it was dark.
Cho.—Oh, wait till I get on my robe.
7.
I started home, but I did pray,
An' I met ole Satan on de way;
Ole Satan made a-one grab at me,
But he missed my soul, an' I went free.
My sins went a-lumberin' down to hell,
An' my soul went a-leapin' up Zion's hill;
I tell ye what, bretherin, you'd better not
laugh, n ,,
Ole Satan '11 run you down his path;
If he runs you, as he run me,
You'll be glad to fall upon your knee.
Cho.—Oh, wait till I put on my robe.
1S3
i
HAMPTON AND ITS STUDENTS.
Iftun, J&arg, Mutt.
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Run, Ma - ry, run, Run, Ma - ry, run, Oh, run, Ma - ry, run,
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know de od - er worl' 'm not like dis. Fire in de east, an'
Jordan's rib - er is a
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know de od - er worl' 'm
know de od - er worl' 'm
N N IS iv n.
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not like
not like
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Bound to burn de wil-der-ness, I know de od - er worl' m not
Stretch your rod an'come a - cross, I know, &c.
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2 Swing low, chario't, into de east, I know, &c.
Let God's children hab some peace; I know, &c.
Swing low, chariot, into de west; I know, &c.
Let God's children hab some rest; I know, &c.—Cho.
3 Swing low, chariot, into de north; I know, &c.
Gib me de gold widout de dross; I know, &c.
Swing low, chariot, into de south; I know, &c.
Let God's children sing and shout; I know, &c.—Cho,
4 Ef dis day war judgment day, I know, &c.
Ebery sinner would want to pray; I know, &c.
Dat trouble it come like a gloomy cloud; I know, &c.
Gader tick, an' tunder loud; I know, &c.—Cho.
CABIN AND PLANTATION SONGS
IMtgum ts a fortune.
&
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Oil, re-lig-ion is a fortune, I ra - ly do be-lieve, Oh, re
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- ligion is a fortune, I ra - ly do believe, Oh, re - li-gion is
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I ra - ly do be-lieve, Whar sab-baths have no end.
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Whar ye been, poor mourner, whar ye been so long; Been low down in de
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val r ley for to pray, An' I aint done pray - ing yet.
2 Gwine to sit down in de kingdom, I raly do believe, Whar Sabbaths, &c.,
Gwine to walk about in Zion, I raly do believe, Whar Sabbaths, &c.
Duo.—Whar ye ben young convert, &c.
3 Gwine to see my sister Mary, I raly do believe, Whar Sabbaths, &c.
Gwine to see my brudder Jonah, I raly do believe.
Duo.—Whar ye ben good Christian, &c.
4 Gwine to talk-a wid de angels, I raly do believe, Whar Sabbaths, &c.,
Gwine to see my massa Jesus, I raly do believe, Whar Sabbaths, &c.
190
HAMPTON AND ITS STUDENTS.
Some foesc iHorntn'g.
:|2"3
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Gwine to see my moth-er some o' dese mornin's, seemy moth-er
Oh, sittin' in de kingdom some o' dese mornin's, sittin' in de kingdom
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some o' dese mornin's, See my moth-er, some o' dese morn - in's,
some o' dese mornin's, Sittin' in de kingdom, some o' dese morn - in's,
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Look a-way in de heaven,
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a—«—•—a~-—a—
Hope I'll jine de band.
Hope I'll jine de band.
R*T^~|j ~"f> _S—•
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Look a -way in de heaven,
Look away in de heaven,
-0-^-0-0—0'0
CABIN AND PLANTATION SONGS.
191
g>ome a' Xrese JJftowtn's.—Continued,
way
in de heav - en,.... Look a - way
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Look a -way in de heaven,
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heaven, Lord, Hope I'll jine de band,
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heav-en, Lord, Hope I'll jine de band,
Look a -
Look away,.
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heav - en, Lord, Hope I'll jine de band,
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Look away in de
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192
HAMPTON AND ITS, STUDENTS.
Some o' tiese
heav - en, Look a -
fBonutl's.—Concluded.
way
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in de hea - ven,
-A-~
Look
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a-
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- way in deheav-en,
Look a-way
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Look a - way m ae heaven,
Look a-way....
h * 1^—
heav - en,.... Look
heaven, Look a-way
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in de heav-en, Look
in de heaven, Look a-way
n N J IN
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- way in deheav-en,
heav-en,
Look a -way in de heav-en,
Look a -way in de heaven,
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hea-ven, Lord, Hope I'll join de band.
2 Gwine to see my brother some o' dese mornin's;
Oh, shouting in de heaven some o' dese mornin's,
Hope I'll jine de band. Cho.—Look away.
3 Gwine to walk about in Zion, some o' dese mornin's,
Gwine to talk-a with de angels some o'dese mornin's,
Hope I'll jine de band. Cho.—Look away.
4 Gwine to talk de trouble ober some o' dese mornin's,
Gwine to see my Jesus some o' dese mornin's,
Hope I'll jine de band. Cho.—Look away.
CABIN AND PLANTATION SONGS.
193
il&g Hartr irelttercn 20antel.
| _3zrg =p——|—p-d—^—5=i=j_rK_iK__._
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My Lord de - lib-ered Dan - iel, My Lord de-lib-ei;ed Dan - iel, My
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Lord de - lib-ered Dan - iel; Why can't lie de - lib - er
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bound for Canaan's hap - py Ian', An' dis is de shout-ing band. Go on!
2.
Some say dat John de Baptist
Was nothing but a Jew,
But de Bible doth inform us
Dat he was a preacher, too;
Yes, he was!
Cho.—My Lord delibered Daniel.
3.
Oh, Daniel cast in de lions den,
He pray both night an' day,
De angel came from Galilee,
An' lock de lions' jaw.
Dat's so.
Cho.—My Lord delibered Daniel.
4.
He delibered Daniel from de lions' den,
Jonah from de belly ob de whale,
And de Hebrew children from de fiery
■ furnace,
And why not ebery man ?
Oh, yes!
Cho.—My Lord delibered DanieL
5.
De richest man dat eber I saw
Was de one dat beg de most,
His soul was filled wid Jesus,
And wid de Holy Ghost.
Yes it was!
Cho.—My Lord delibered DanieL
194
CIIO.
HAMPTON'AND ITS STUDENTS.
0!), tomsn'f Hat a toixre
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Oh, you got Je - sus, hold him fast.
'Tis stronger dan an i - ron band,
One more rib-er to cross,
One more rib-er to cross,
—t—e—I—e—M-.—0 m—
- n—y h-
Oh, bet-ter love was neb-ber told,
'Tis sweeter dan dat hon-ey comb,
•Jv*i -
—
One more rib-er
One more rib-er
to cross.
to cross. D. C.
/TS
Oh, de good ole chariot passing by,
One more riber to cross,
She jarred de earth an' shook de sky,
One more, &c.,
I pray, good Lord, shall I be one ?
One more, &c.,
To get up in de chariot, trabbel on,
One more, &c.
Cho. —Oh, wasn't dat a wide riber ? &c.
3.
"We're told dat de fore-wheel run by love,
Oae more, &c.,
We're told dat de hind wheel run by faith,
One more, &c.,
mmmmm
V V V W '
I
I hope I shall get dere bimeby,
One more, &c.,
To jine de number in de sky,
One more, &c.
Cho.—Oh, wasn't dat a wide riber? &c.
4.
Oh, one more riber we hab to cross,
One more, &c.,
'Tis Jordan's riber we hab to cross,
One more, &c.,
Oh, Jordan's ribt>r am chilly an' cold,
One more, &c.,
But I got de glory in-a my soul,
One more. &c.
Cho.—Oh, wasn't dat a wide riber? he.
CABIN AND PLANTATION SONGS.
195
©fj, gtbe toag, JotMn.
fzqzzzjizizd
CHORUS.
:^d j=5=:zt:i=~=j=i:—i=q==]=i=q-3—q—T"3==pzqq
Oh, give way, Jordan, give way, Jordan, Oh,
Jordan, give way, Jordan, give way,"
^ ^ .£•
^=t=
tsl— -g-
giveway, Jordan, I
hy-wt "~h {-•—i9--- —\ 0—H—|— | J- if?—
izz=z^izdzz=t=izp-c=zzzz±:t:zrc=i=E=E=f=r £d==±:=±=E=C=d
.£2.. * ^2.
Izfzzp:
: tzrzmzz £?z±\iz ?zz izzzz
f: .
/TN 2) UET)
e—»'=^
a - cross
—K ^—N N—1—9' v- aH— 1 -FT :
-I Z^—| ps_^—, —q n •—9
t'-i-«=3: :n=zgz:
to see my Lord.
JL- JL JL +.
u
Oh,
Oh,
»—0
0-
z^-tz
_ _ -9—. 0—
* •" ' P~"
£ heard a sweet mu - sic
I heard a sweet mu - sic
^-E=rr3:
QUARTETTE.
mmM
DUET.
up
in
a - bove,
de ai;-,
want to go
want to go
a - cross
a - cross
to see my
to see my Lord;
£i?=|
0 L'_
:t:
QUARTETTE.
-#—0 - 0—0 - 0- 1-0- 3ZTir_. s,!—K; s—N b~
Z p—p—1—r-I-y - y -L—-
wish dat music would come here, I want to go a - cross
wish dat music would come here, I want to go a - cross
pit:
to see my Lord,
to see my Lord.
"&• "0- a 0
-ir:Lc;_f_^z[i_r-L--1=pP-P—- F-
r-.-\-0——0—* *-■ 0-0--—&-h h 0~.—\
£ziil:z^Eh= ^-L—U-a—Uzt^zt—^z
Oh, stow back, sto wback de powers of hell,
I want to go across to see my Lord,
And let God's children take de field,
I want to go across to see my Lord.
Now stan' back Satan, let me go by,
I want to go across, &c.,
Gwine to serve my Jesus till I die,
I want to go across, &c.—Cho.
3.
Soon in de mornin' by de break ob day,
I want to go across, &c,.,
See de ole ship ob Zion sailin' away,
I want to go across, &c.,
-y— b—P-f- y - - F:
i
Now I must go across, an' I shall go
across,
I want to go across, &c.,
Dis sinful world I count but dross,
I want to go across, &c.—Cho.
4.
Oh, I heard such a lumbering in de sky,
I want to go across, &c.,
It make a-me t'ink my time was nigh,
I want to go across, &c.,
Yes, it must be my Jesus in de cloud,
I want to go across, &c.,
I nebber heard him speak so loud—
I want to go across, &c.—Cho.
196
HAMPTON AND ITS STUDENTS.
JoJu Sato.
chorus.
S"B=!i
■<«-
Est
=i H- =P s
-W R a • rs—h
~/g r# # • * *
John saw, Oh, John saw, John saw de ho - ly num.
" ~G, * #
-ber,
Set-tin on de gold - en al - tar.
—0 = 0 0 — 0 £—
1. "Wor- thy, wor ■
—! ' — »
-p-
-y-
-y-
:p:
m
-m 1
SL
=t
the Lamb, is the Lamb, is the Lamb, Wor-thy, wor-
.C2- JfL J2-
-I 1 1 rts 1 1 —rS f 2—
thy
:g=
-i9
r
n.c.
the Lamb, Set - tin' on de gold - en al - tar.
=t=
—y—y—y—j (
2 Mary wept, an' Martha cried—Settin' on, &c.
To see de'r Saviour crucified—Settin' on, &c.
Weepin' Mary, weep no more—Settin' on, &c.
Jesus say He gone before—Settin' on, &c.
Cho.—John saw, &c.
3 "Want to go to hebben when I die—Settin' on, &c.
Shout salvation as I fly—Settin' on, &c.
It's a little while longer here below—Settin' on, &c.
Den-a home to glory we shall go—Settin' on, &c.
Cho.—John saw, &c.
i!
CABIN AND PLANTATION SONGS.
197
l&utg 3Bmamtel.
—J*—M*
2=3==:t=FP=-J N__+_=pq
■% 1—&—I 0 « H -A A
—! ~m | \~gd ^ #—apt 0i I
0—!—5-cl s— 0—J—a—
1. Oh, who do you call de King E-man-u - el; I call my Je-sus
' * <L
|-t=t
*=
0*
9 >
CSOMUS.
King E-man - u - el.
0 •—»-
~a JL 0""'~^—ar. *—# #-
Oh. de King E - man - u - el is
\ * -U 0 - ' 0 0 - 0 0 I P 0 0-
-^=^=E=E^EE=fe3E
r
0 g—l\_ 0
i
might-y 'man-u - el;
' -0-
:G=
I
f
call my Je - sus KingEman - u - el.
- 4L A A * A
•* "t-
* P »-•-» £—
:tEEy=h==r—;fc
2 Oh, some call Him Jesus ; but I call Him Lord,
I call my Jesus King Emanuel;
Let's talk about de hebben, an' de hebben's fine t'ings,
I call my Jesus King Emanuel.
Cho.—Oh de King Emanuel, &c.
3 Oh steady, steady, a little while ;
I call my Jesus King Emanuel;
I will tell you what my Lord done for me ;
I call my Jesus King Emanuel.
Cho.—Oh de King Emanuel, &c.
4 He pluck-a my feet out de miry clay j
I call my Jesus King Emanuel;
He sot dem a-on de iirm Rock o' Age;
JL call my Jesus King Emanuel.
Oho.—Oh de King Emanuel, &c.
HAMPTON AND ITS STUDENTS.
CHORUS.
33e Die j51jeep troite iinoto tre Koatt.
x-\-
}—4r a g ~\~w) a —«—! *-.-« — * \rn \-*—0 ■ a-i-s—
Oh de ole sheep done know de road, De ole sheep done know de road, De
r^r#--o"*— 0—r0 —0—0—r0— —I i 1—T-» 1 *—r0 m——
1&-.
Fine.
—«— :
a —.—N- -
J.—J
r • -a. .A-
ols sheep done know de road. De young lambs mus' fiud de way.
-P- '
-m-
■■n „ 0 ■
~*~v=F-
±=
E
Oh, soon-er in de mornin' when I rise, De young lambs mus' find de way.
My brudder aint ye got yer counts all sealed, De young lambs, &c.
%
f-f-
>•«—^11
I ^:
D.C. dal Cho.
-K—K—N—h
a—a
"Wid crosses an' tri-als on eb - ry side, De young lambs mus' find de way.
You'd bet-ter go get em 'fore ye Jeave dis field, De young lambs, &c.
£
-- » 7 |S |-~£ ® 0
e-
"1 i *—
L
-fi-
2 Oh, shout my sister, for you are free, De young; lambs, &c.,
For Christ hab bought your liberty, De young lambs, &c.,
I raly do believe widout one doubt, De young lambs, &c.,
Dat de Christian hab a mighty right to shout, De young lambs, &c.
Cho.—Oh, de ole sheep, &c.
3 My brudder, better mind how you walk on de cross, De young lambs, &c.,
For your foot might slip, an' yer soul git lost, De young lambs, &c.,
Better mind dat sun, and see how she run, De young lambs, '&c.,
An' mind don't let her catch ye wid yer works undone, De young lambs, &c.
Cho.—Oh, de ole sheep, &c.
CABIN AND PLANTATION SONGS.
199
Mz €Ijuxtf) Df (Hirtr,
£=c=q=
<s>-
:s:
:^-i—^-F
m
De church of
4L .JLj
V-^.4
God dat sound so sweet,
*U" 0\JL >
■ J--P—!b:
De
-_"3
5ii=zf=!rg:
■v-
De cburcli of God dat sound so sweet, De
.ad
Isf-.
. I ,3d. ^
djZ* |— r~- ty-r-1
*. \\ & ■ I
-0=^~pA
church, de church of God.
- - - .f ^
... ^—*—*:'* 3 —
C}.-n-» 0 m- —0—0-.—#—
^V"T~~¥=B~T p
v 5; a & "!'
God, dat sound so sweet.
God
sweet, so sweet.
J 1 *
— A
f-#-
.-.j|
-I I IJ
15 " ✓ 1/ ^ "J/ p" v.!/
church of God, de church of God, Dat sound so sweet, sweet, dat sound so sweet.
QUARTETTE.
-N
-*—s _
Oh, look up yan -
»— , ' 1 \~ & # 0
• # L-&z • 1 J
see Bright
:£=£=? .=q
* * * s—q
x=t=t=^==3
der what
0 0 0 0 -
—1 1— 1 h~
0—m—» m —
1—-—i 1
Look up yan - - - der,
:£
1st.
2d.
see, Bright
JD.C.
li^PPP
an - gels com - in' ar - ter
~f 5->
I SS
me. ar - ter
P c
:E
x:
#v|#
me.
N
an - gels com - in
2.
Oh, Jesus tole you once "before,
To go in peace an' sin no more;
Oh, Paul an' Silas bound in jail,
Den one did sing, an' de oder pray.
Cho. —De church ob God, &c.
ar - ter
me.
EIeeI
ar - ter me.
3.
Oh, did you hear my Jesus say
" Come unto me, I am de way ;"
Oh, come along, Moses, don't get lost,
Oh, stretch your rod, an' come across.
Cho.—De church ob God, &c.
200
HAMPTON AND ITS STUDENTS.
BrtsJt gpatfcles in to <£f)tird)gatly.
This peculiar but beautiful medley was a great favorite among the hands in the tobacco
factories in Danville, Ya.
*=t
q:
May de Lord—He will be glad of me.... May de Lord—He
-0—r-i —i—
-0—hp—*— j»~
T~T
TT
will be glad of muTT. May de Lord—He will be glad of mc;
0 f- p' ^%j J J T>' f f f » f-
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i=E
s:: :ds?'
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35=
:=t H
« a » * r> _g m w ' 0
■p.'-. s ? Z
-7 | , ^
In de heav-en He'll re - joice. In de heav-en, once, In de
m
-s--
eeIE
g-rf'rr
(
heav - en, twice, In de heav - en He'll re - joice, In de
-A- -0- -0- -0- ~-|g- .
5=
b ^—=H—^0 —3 —ii—
heav-en, once, In de heaven, twice, In de beav-en He'll re - joice.
Ss=B£
■*■ . m
-I » '
-| 0-'-0~
=F:
-r&— ;-T
——• •
y-
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1—F
II
CABIN AND PLANTATION SONGS 201
33rtg;f)t Spar&leg (n tre <£j)urd)gartr.—Continued.
1) UO—Soprano and Tenor,
Briglit spar-Ides 'in de church-yard, Giveliglit un - to de tomb,
I , , I i i 1 I i i j I i
J 1 J ' m ~t_ -g- -!»-.
^—~— ' : 1 = F-—
TRIO—1st & 2d Soprano & Alto.
H
-H H H
i ._]
_] J 1 I ' L_| II
€
—I - — I 1
-0 <S 0—
0~—$ «—
%——0S % * \~75—T
if £
Bright
L« & 0
-0- -0-
summer, spring
La« & «
-0r
-0-
so - yer, Sweet
0 0i , _L ^—i 1
"*■ ■*" -»*- :g: •
flow-ers in de'r bloom.
cv =—
=*-r-*
-
QUARTETTE.
r|=
:i=4
—!-
-0- —r -0- -0- I ?
I T I . U
Bright sparkles in de church-yard Give liglit un - to de tomb, Bright
0 1 1-
A ■#- •#- i
-» F rl (—
£
a
inii
Tutti.
~Gr
*=g=
.1:
:5
sum-mer, springs over, sweet flow-ers in der bloom. My mother, once, my
- +• » - 0
;§i^zz£~£=E:
1 I"
O sr
:J 1 |_=iE=p_j -N
g —S— * g—Fg-v- «».-»-
-?—f-
T-"£
"r f"
mother, twice, my mother she'll re-joice. In de heaven, once, in de
** -» jCL A -^3" *
E^F^3EE
f-
BEEEEBEEgE!
202 HAMPTON AND ITS STUDENTS.
H3rtg!)t Sparftleg in Xre (E^nui^utn—Continued.
v ' IV I "1 I
F—H—*"
—I—-K-
^f=
=3 3 3 3-
~ . "
1 irH1' m «
—i—;
—1—
M-'IlI* * 1 *
G'
N 1 i F-
&
v \ bp
heaven, twice, In de Leaven she'll re-joice, In de heaven she'll rejoice.
§5
5-
~0-i-
N S
1 . \ 1
■u—v
K=cl
E
=:}a=3q=1=3=F=
—ah—a/—r* d—
~a—a #—r* *
LS>-
Mother, rock me in
de,cra-dle all de day . . .
all de
9:;
—» .
rock
_(t_.
1_
' I
de era - die all
-*—,—0 *
de
#—
:t=tzz:—~
-6^ i9«>
day,
~>S—nS
11^
CABIN AND PLANTATION SONGS. 203
Sparfcles in foe €f)urcijgartr.—Continued.
1
QUARTETTE.
w
iiiE
$
•7^-
w n i"- 1 ^ I """
All de day, all de
all de day,
o—0-
mt9m
jm.
day,.
all de day,
~P~
m
Oh,
=]——h-F^=j—J—HH-^FrT
%- :=S—s-:-s—3z±
rock me in de era-die all de day....
i==.S=r izrrz^Ed
:±
j j -#•
era - die all de day.
P=£
~~N~
Oil, moth-er, don't ye love yer dar - lin'
-&•
child, Oh, rock me in
S=i=g—S=:=S-^—^~b^jzfcgpgfc
de cra-dle all de
204: HAMPTON AND ITS STUDENTS.
Bttgfjt g>patfte in tie mjuxt^^xtf.—Continrnd.
-#••■»•-«■ ! ■a* ■*■ I 1®" f$i- i*" ~e°~
?•; ^ • ■*■ r s~- .
motli-er, don't ye love yer dar - lin child? Oh, rock me in de
ff
• I I I I
I
i
;»—
—#—# «—
■. ^
ii a it -
#
^ •
era-die all de day Mother, rock me in de era-die,
*- #- *
§£
£
—i—| i r
Moth-er, rock me in tlie era - die, moth-er,
La—0—0—; a—L
rock me in de era - die all de
~ ~ ~ § TT • g
iEEEi^El3^=|=i^
* *=^=k= :^=a=Et=:1
■ -y J? i , , £— ^|^—J
CABIN AND PLANTATION SONGS. 205
ISrigijt joparftta tn tie — Concluded.
:3=^=ii=i^=F
-• 0 0 T—0 ha
0—■—0 e—;—0—
-N—
*
is=i
rock me in de era - die all de
t—'—P—r# «
-iS>-
dayT"
You
may
s
"Z?
t= t-^F:
, * | '✓ | " -—- 11
lay me down to sleep, my mother dear, Ola, rock me in de cradle all de
—if-' *—0 '—® pfi -—®—|—" p—|—f?— —P-~-P—f-0—£—,——^—|
^aaafa t,u. q r n l . ill i ii
:=j=z=j=pi|z=vq::
■xi -ri J — H—4_
> I
V"
P'
~tr r—m—
liisi
—K—
E3=
—JJT"i—r _
t/ f i/ r " ' "
me down to sleep, my moth - er
=£EEiE»=EEELr=QEZZs3E7-E^E:
i ^ i ^ i p i \j
Dim,
do.
;z-"E±g=g-B=^=3 —— l=jj===* I==±=i=31
ii_l=g.izi7B-Eig=r=zgz=:g=:'=g:T^=fp—»-•—^=trg~i:^=Ji
■ ■ r -a.
dear,
Oh, rock me in de era - die all de day. .
206 HAMPTON AND ITS STUDENTS.
Judgment 20ag te a-rollm' atountr.
CJBO.
§±4
Judgment, Judgment, Judgment day is a - roll - in' a-round,
M. JL M. , ^
f: T_f -h"—^—-r« .«—* —T^--
» «>-—T-» * m »—-» 1—i P—
EEEB5c==t '
ir:
:zy—y__:
:zc:
...
n#- * j "fg* ■
Judgment, Judgment, Oh, how I long to go.
m
-p- A . ^
EE=E==t==E
F ® - It.
sozo.
-* "r
-J 1 1-
*-«■-#■
I've a good ole mud-der in de heav - en, my Lord,
I've a good ole fa - der in de heav - en, my Lord,
§5
m
TUTTI.
-—^1-T—n—!—-1 i\T~!"
-+ 4r ■
I long to go dere too; I
I long to go dere too; I
•p- -0- , -9- a
:d=S=-n:
tt -y -«r -»■
Oh, how I long to go dere too; I've a good ol^ mudder in de
Oh, how I long to go dere too; I've a good ole fa - der in de
TTJTTI.
tl:z:'~zg~j—zmz±itz^±t-p —y?—* -
— - * m&m 11 ' i
heav-en, my Lord, Oh, how I long to go. Judg-ment,
heav-en, my Lord, Oh, how I long to go.
a. N
§c
i^-=-
« -T-g'—TTI—g( ->g~
.—I -4-1 Al ^3 um _
1E3EE^E
W - -r——rn—■
CABIN AND PLANTATION SONGS.
207
,dftgmott Bag te fc=rollut' arounU.—Concluded.
IeI
Judg-ment,
JS- •
. — 7^- -—
-—v —
Judg-ment day
^ *•
4_ >f~
a - 10II - in'
a - rcuud,
$
:b==:
£
Judg-ment, Oh,
■*. -0- *-
how I
£■ +•
long to
go.
—.v 0 £ZS—*^'^—0 r ^— 1 I I 0 ) * & 0 r—- ^ 1 a
d-r—* &*=?-0-f-0 ©> T—I—*-—»— 1 *—F <5^—-It
p i v r r ^ z? w
2.
Dar's a long white robe in de heaven
for me,
Oh, how I long to go dere too ;
Dar's a starry crown in de heaven for¬
me,
Oh", how I long to go.
My name is written in de book ob
life,
Oh, how I long to go dere too,
Ef you look in de book you'll fin'em
dar,
Oh, how I long to go.
3. *
Brudder Moses, gone to de kingdom,
.Lord,
Oh, how I long to go dere too;
Sister Mary gone to de kingdom,
Lord, *
Oh, how I long to go.
Dar's no more slave in de kingdom,
Lord,
Oh, how I long to go dere too,
All is glory in de kingdom, Lord,
, Oh, how I long to go.
My brudder build a house in Para¬
dise,
Oh, how I long to go dere too ;
He built it by dat ribber of life,
Oh, how I long to go.
Dar's a big camp meetin' in de king¬
dom, Lord,
Oh, how I long to go dere too,
Come, let us jine dat a heavenly
crew,
Oh, how I long to go.
5.
King Jesus sittin' in de kingdom,
Lord,
Oh, how I long to go dere too ;
De angels singin' all round de trone,
Oh, how I long to go.
De trumpet sound de Jubilo,
Oh, how I long to go dere too,
I hope dat trump will blow me
home,
Oh, how 1 long to go.
208
HAMPTON AND ITS STUDENTS.
©!j, Sinner, pu'tr tetter get reaTsfg,
I J- J* \
i-
—(Sl-
—i^-
■-=P=
-tf-7
01 &
mm
~+
Oh, sin-ner, you'd bet-ter get rea - dy, Rea - dy, my Lord,
"•»« -9- ■&■
—,—«—a.—fi—iz! a -
I
£=
«—P—«
-U—i/—P—1-:
fcr
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'-*=±=*=3=
" =j=J
a-
J2l_fez p.
^==E=t
^ ■#■ -v
rea - dy, Oh, sin-ner, you'd bet-ter get rea - dy, For the
-t=—«—* 0~T-S—»—=—«—p——«-
p-
f « p #—C- (52 p
=t=E|
FINE.^s
EB
—ZN=-_N=Z^=^=S=:^
5:-j-±g
TT -tb TT
-y—y-
time is a - comin' dat sinner must die. Oh, sinner man, you had
P—P
9::ifc=jh=*=fci=pr
-fci2=t=r==c: '
c
—»—P—# s—T
—0—0—0 1
✓ y
-N—N N-
3®E*Ej^33
*—*—g— 3—
bet-ter pray, Time is a - com-in' dat sin-ner must die ;
-6- ■#"
- E=£=ii?=i7 +" 4-
—p—*
Z=t=tE
—p—p—P—*-4~»=* -- S--i|l
=p=p=£i=t:=±=:t2—p=t=i=33
hdz,
'H-j
h^—WEw:
y—y -i-V—
=^Ef^EEi=^=fe^^£5
r—J— r- # L*— A — 49 —
For it look-a like judgment eb - ry day.
ISe2=
Time is a-comin' dat
*—p—*_
-S a
:|=i:z±=t=t£3
f- f- f- f- •»-
U P U 1/ I
CABIN AND PLANTATION SONGS.
209
©5, Swwer, pu'xr tetter get reatrg.—Concluded.
x=_^=zp^dJ
heard a lumbring in de sky,
sin-ner must die ;
-(«-
—:?—
^=l?=g=;==gi=s=g=zg.-:^-y"S—EzfrfLzz
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Time is a - comin' dat sinner must die, Dat make-a me t'ink my
—9-p——1—'—L
V—V-—V—V-
-*—*
■p—«
+-j h
n , ' Da Capo dal Segno.
1 ! 1~J-1--« «—«—a—*—*—E-S— •—= m—J •
N— -& -& 9 -at -w
time was nigh, Time is a - com-in' dat sin-ner must die.
^^2,=='==^=?plz=zli=z^z=J—£=P=: £—11
I=±£====Z=±bzrz=zr=r—r==—tzbpzn g=»=t=dJ
I U U U i/ ! I
2.
I heard of my Jesus a many one say—
Time is a-comin' dat sinner must die,
Could 'move poor sinner's sins away—
Time is a-comin' dat sinner must die.
Yes, I'd rather a pray myself away—
Time is a-comin' dat sinner must die,
Dan to lie in liell an' burn a-one day—
Time is a-comin' dat sinner must die.
Oho.—Oh, sinner, you'd better get ready, &c.
3.
I think I heard a my mother say—
Time is a-comin' dat sinner must die,
'Twas a pretty thing a to serve de Lord—
Time is a-comin' dat sinner must die.
Oh, when I get to Heaven I'll be able for to tell—
Time is a-comin' dat sinner must die,
Oh, how I shun dat dismal hell—
Time is a-comin' dat sinner must die.
Cho.—Oh, sinner, you'd better get ready, &c.
210
HAMPTON AND ITS STUDENTS.
®ear tre Hamfcs a <Ergtn\
&
EE5E
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3=
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0
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You hear de lambs a cry - in', Hear de lambs a cry - in',
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Hear de lambs a cry - in', Oh, shepherd, feed - a my
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sheep.
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a| * .
Our
3av - iour spoke dese
words so sweet: '
0 0- . J
Oh shep -herd,
_ * ■«- •
CV
M .
-p 1_ L_ :
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• & » #...•
-a t_s_
feed - a my sheep, Said, "Pe - ter, if ye love me,
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S—5=i=r^zz|i=r=:
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feed my sheep." Oh, shep-herd, feed - a my sheep. Oh,
CABIN AND PLANTATION SONGS.
211
tit Hamts a (ftrgtn\—Concluded.
j fr—1 - j -i ! 1—r—i s—:—i
E^ee!E^EEE^==^^EI:^3^=;EE3!
Lord, 1 love Thee,. Thou dost know; Oh, shep-herd,
•£_ *
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feed
my sheep;
» ...»
Oh, give me grace to
D.e.
I
~l=s=
Jove Thee mo';
m——p—N N j =1 qjq
i—=f|5t=• « j
a.—LH# e 0 0 ■—,J
Oh, shep-herd, feed
-0- . .
my sheep.
?•—L-£
"2 I don' know what you want to stay here for, Oh, shepherd, &c.,
For dis vain world's no friend to grace, Oh,, shepherd, &c.,
If I only had wings like Noah's dove, Oh, shepherd, &c.,
I'd fly away to de heavens above, Oh, shepherd, &c.
Oho.—You hear de lambs crying, &c.
3 "When I am in an agony, Oh, shepherd, &c.,
When you see me, pity me, Oh, shepherd, &c.,
For I am a pilgrim travellin' on, Oh, shepherd, &c.,
De lonesome road where Jesus gone, Oh, shepherd, &c.
Cho.—You hear de lambs a-crying, &c.
4: Oh, see my Jesus hanging high, Oh, shepherd. &e.,
He looked so pale an' bled so free, Oh, shepherd, &c.,
Oh, don't you think it was a shame, Oh, shepherd, &c.,
He hung three hours in dreadful pain, Oh, shepherd, &&
Cho.—You hear da lambs a-crying, &c.
212
CHORUS.
HAMPTON AND ITS STUDENTS.
Ifttee anxr Sijltte.
V3Z 0—10 i/ 0-^0 a 0 0— s~.—0—1
-z?
Oh, rise an' shine, an' give God de
J *
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i - ry, glo - ry, Eise an'
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shine, an' give God de glo - ry,
-fZ-i —0—r 0 -9 0 —ra *
- ry, Eise an' shine, an'
cr_.__p r^_.
give God de glo - ry, glo - ry for de year of Ju-ber-lee.
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i
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Je - sus car - ry de young lambs in his bo - som, bo - som,
Je - sus lead de ole sheep by still wa - ters, wa - ters,
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Car - ry de young lambs in his bo - som, bo - som, Car - ry de
Lead de ole sheep by still wa - ters, wa - ters, Lead de
0 a. « 0 £7 'T/y%—m— m 7~ 0 0 a. 0
CABIN AND PLANTATION SONGS.
213
ant! S!)foe.—Concluded.
:d2==i! ^ ^rcspidi
— —•—*—0—0—:l#—d>; -l#—s<—J3
young lambs in his bo-som, bo-som, For de year ob Ju - ber - lee.
ole sheep by still wa - ters, wa-ters, For de year ob Ju - ber - lee.
t i I l
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2 Oh, come on, mourners, get you ready, ready,
Come on, mourners, get you ready, ready, (bis),
For de year ob jubilee;
You may keep your lamps trimmed an' burning, burning,
Keep your lamps trimmed an' burning, burning, (bis),
For de year ob jubilee.
Cho.—Oh, rise an' shine, &c.
3 Oh, come on, children, don't be weary, weary,
Come on, children, don't be weary, weary, (bis),
For de year ob jubilee;
Oh, don't you hear dem bells a-ringin', ringin',
Don't you hear dem bells a-ringin', ringin', (bis),
For de year ob jubilee.
Cho.—Oh, rise an' shine, &c.
i^artr trials.
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De fox tab hole in de groun', An' de bird hab nest in de air,
3=S
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An' eb - ry t'ing hab a hid - ing-place, But we,poor sin-ner, hab none.
iCJIORUS.
w—i—i r-
1 1 z5~
■i 1-.—i
i:
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Now aint dat hard tri - als, great trib - u - la - tion, Aint dat hard
1 1 ■ ■ N
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214
HAMPTON AND ITS STUDENTS.
®artr Crials.—Concluded.
1
*—I—1—r—m
' JST'
~g *-
-#• _
tri - als I'm boun' to leabe dis world. 1. Bap-tist, Bap-tist is my name,
2. Methodist, Methodist is my name,
3. Presbyterian, Presbyterian, &c.
XL £
V t t
1 1 1 1
H N—N-
1 1 1
—^ ^ - w—0 -
- -J
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Bap - tist till I die, I'll be baptize in de Bap - tist name, An' 111
Metho-dist till I die, I'll be baptize in de Methodist name, An' I'll
Presbyterian till, &c. Presbyterian name, &c.
D.S. Cho. al Fine.
=3=^=1
3±bt
lib on de Bap - tist side. 4. You may go dis-a way, You may
lib on de Methodist side,
lib on de Presbyterian side.
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dat - a way, You may go from do' to do', But ef you
-K-
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hab-n't got de grace ob God in you heart, De deb - il will get you sho*.
5. Now while we are march-in a - long dis dread - ful road,
B.C. dal Cho.
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You had
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bet - ter stop your
~i*< ]/ 1 1 1_
dif - fer - ent names, An'—
CABIN AND PLANTATION SONGS.
fftost Bone ©raMlfag.
215
^=zN^Trr.=Kp^rz^
—1__
9—-1..
# <=" -
Oh, my mudder's in de road, Most done trabelling; My mudder's in de road,
4 -"
y-f-y-
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"p"
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dbifc^—:$:
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Most done tra-bel-ling, My mudder's in de road, Most done trabelling. I'm
M. A.' -fi-
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& .—a' « a 1 N S——vTJ-r—w~~— * C 0 • —1
; .. * ,-.-g ^:_-N
bound to car-ry my soul to de Lord.
' JL JL 4L. I I
—jczirczz te :#r
:g—c;--®i^Trr:—>
h—»—»-H-F—i i— *>'
I'm bound to car-ry my
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soul to my Je - sus, I'm bound to car-ry my soul to" de Lord; Lord.
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^=_Sz3=^-fz:^=^£==ti- ^5=:e
2.
Oh, my sister's in de road,
Most done trabelling,
My sister's in de road, )
Most done trabelling. j ^
Cho.—I'm bound to carry, &c.
Oh, my brudder's in de road,
Most done trabelling,
My brudder's in de road, ) v
Most done trabelling. j ^
Cho.—I'm bound to carry, &c.
Oh, de preacher's in de road,
Most done trabelling,
De preacher's in de road, ) ,,. s
Most done trabelling. j
Cho.—I'm bound to carry, &c.
5.
All de member's in de road,
Most done trabelling,
De members' in de road, \ ,i- s
Most done trabelling. j iS
Cho.—I'm bound to carry, &c.
216
HAMPTON AND ITS STUDENTS.
Ctottte tip.
r ftn zj *vr 5 ffi, >
CHO.
m
y ✓ "V / "y _ ^
Ob, yes, I'm gwine up, gwineup, gwine &11 de way, Lord, Gwine up,
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gwine up to see de hebbenly land, Ob, yes, I'm gwine up, gwine up,
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gwine all de way, Lord, Gwine up, gwineup to see de hebbenly land.
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r^r——| 1 y p—— f--+wi r-j—t | n—:—V 9—•—•—•—rr 1
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^—y— y—c>—y y—
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Ob, saints an' sin-ners will-a you go,
see de bebbenly land,
-
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ill
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I'm a gwine up to heaven for to see my robe, See do liebbenly land,
■#■ ■#■ -0~
CABIN AND PLANTATION SONGS.
217
d&tohte lip.—Concluded.
s
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p==i=:i===p=i^:^
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Gwine to see my robe an.' try it on,
See de hebbenly
^ -#■ ~0~
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land,
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&
It's brighter dan-a dat glit-ter-in' sun, See de hebbenly land.,
n
i
-f-
—0
-h—W-bi
®—»-
1-f—
I'm a gwine to keep a climbin' high—
See de hebbenly land;
Till I meet dem-er angels in-a de sky—
See de hebbenly lan'.
Dem pooty angels I shall see—
See de hebbenly lan';
Why don't de debbil let-a me be—
See de hebbenly lan'.
Cho.—Oh yes, I'm gwine up, &c.
I tell you what I like-a de best—
See de hebbenly lan';
It is dem-a shoutin' Methodess— '
See de hebbenly lan';
We shout so loud de debbil look—
See de hebbenly lan';
An' he gets away wid his cluvven foot-
See de hebbenly lan'.
Cho.—Oh, yes, I'm gwine up, &c.
213 HAMPTON AND ITS STUDENTS.
J ijope mg fftotljcr torill fce t\ym.
This was sung by the hands in Mayo's Tobacco Factory, Richmond, and is really called
" The Mayo Boys' Song."
S list.
! j 1—i N 1 1—i—i K—i—i—■—i N—i—^—N—!—r
n—
cJr—z*—»—1u9—.i—1- L^~zi—c*—©—*- J-1
world on high,
world on high.
liflll
I hope my moth-er will be there, In that beauti - ful world oil high.
That used to join with me in pray'r, In that beauti - ful world on high.
v-
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-I
high. Oh,
_ 4.
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will be
jd i^>
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there.
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will be there,
Oh I
will be
there...
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will be there.
»
m
V V V
With the palms of vie - to - ry, crowns of glo
ry
-y-
:=F:
w *
1 f—
you
—
2 I hope my sister will be there,
In that beautiful world on high,
That used to join with me in prayer,
In that beautiful world on high.
Gho.—Oh, I will be there, &c.
3 I hope my brother will be there,
In that beautiful world on high,
That used to join with me in prayer,
In that beautiful world on high.
Cho.—Oh, I will be there, &c.
4 I know my Saviour will be there,
In that beautiful world on high,
That used to listen to my prayer,
In that beautiful world on high.
Cho. —Oh, I will be there, &c.
CHORUS.
:=h-z-&T
CABIN AND PLANTATION SONGS.
0?), tie $2et)tien is Sfjmut'.
-^—^-f^~±=z^=rj-=z±
219
—-I—=?-I:_n_q—=1—qz_
1—«——i—« 1—#—
, W 0 j-0— 0 0 0 «
r- 2-a 4-i1—« 1 —« «——a-
—0—«—o ^~rS—2-
0 0 - a L0
Oh de heb-ben is shi -nin', slii - nin', O Lord, do heb-ben is shi-nia'
a4L. *.*.4L4L*. +. 4t.m4L.4L.
.& >— . g la S a = 1 1 —is ° ts—rfi-
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1—h—| j—
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A— ,_! ...
• »— r r -!
!=*iLjdi£=«=±
i^zzirrriH
." i 0 ::
—g-.-j-g—
7 ^ .
full ob love. Oh, Fare-you-well, friends, I'm gwine to tell vou all; De
my tent a - gin', De
Oh, when I build a
• T[j
heb-ben is
. ii «? Tr^_»
• ? q e e
0—0—
shi-
nin':
shi -
nin'
f-
JL
«
so ole
- tan he
:c:zzc
j?-| — J-_—n^=q=j:=^=p=s==^z=q=d=g=F^==J==q=-^l
— —0-~—*—p^i—$—#—0—0—0 —«—1—0—: II
eyes to close; De heb - ben is shi - nin' full ob love,
can't get in; De heb - ben, &c.
<V r= ===q=£=F4=£=f
:^===U=U^=t:=^=^=^=±=E=fjl
I
2 Death say, '' I come on a-dat hebbenly 'cree; De hebben is, &c.
My warrant's for to summage thee; De hebben is, &c.
An' whedder thou prepared or no; De hebben is, &c.
Dis very day He say you must go;" De hebben is, &c.—Oho.
3 Oh, ghastly Death, wouldst thou prevail; De hebben is, &c.
Oh, spare me yet anoder day; De hebben is, &c.
I'm but a flower in my bloom; De hebben is, &c.
Why wilt thou cut-a me down so soon ? De hebben is, &c.—Cho.
4 Oh, if I had-a my time agin; De hebben i«, &c.
I would hate dat road-a dat leads to sin; De hebben is, &c.
An' to mj7 God a-wid earnest pray: De hebben is=, &c.
An' wra.stle until de break o' day; De hebben is, &c.—Cho.
220
HAMPTON AND ITS STUDENTS.
OTijo'll jine tie
A.Z^:zg=i-«:|zS—^=22=p:^=?=^-f^=ii—^_£:g_i_^-
- (5i_i—&—,—a -i-a—a •- —1 0—<&——&—, — 0—
Oh, Hal - le - lu - jah, Oh, Hal - le - lu - jah, Oh, Hal - Is -
IjS -f2. • t x ; M- .#. £ -g- —
: E—Eimin.-—rzz
SZj
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—\?~\?— ■—■ ^ i 1 1 1 1 1 ~i 1 ' i-
— — »—S 6>— 0—3—0 0 L—f-'—y-
- tin - tie
true?
Who'll jine de
* - =t
U - nion ? Eb - er
:h:
-1--
:^=ZE=EzzzEZZ^Z±^5ZE
-r—l—* i*—t
I i t
-b-t—! 1 * K_-|—J ^_£_, — ,
— L 1 a & 0-n-0 a—J
since I hab - a - been new - ly born. "Who'll jine de U - nion ?
=^:
plpiliJ
i 1 iii
CABIN AND PLANTATION SONGS.
221
SSEijoll jine t?e ^Enton.—Concluded.
-6—irt—'-f—' ! i~—N—i—,—I =rir=!—Ztu
1 1 g—& 0-*-a—e11
I love for to see - a God's work go on, "Who'll jine de XJ - nion ?
t_i k. ^ ^ i r-'
2.
Ef ye -want to ketch-a dat hebbenly breeze.
Who'll jine de Union ?
Go down in de valley upon yer knees,
"Who'll jine de Union ?
Go bend yer knees right smoove wid de groun',
Who'll jine de Union ?
An' pray to de Lord to turn you roun',
Who'll jine de Union ?
Cho.—Oh, Hallelujah, &c.
4.
Say, ef you belong to de Union ban',
Who'll jine de Union ?
Den here's my heart, an' here's my han',
Who'll jine de Union ?
I love yer all, both bond an' free,
Who'll jine de Union ?
I love you ef-a you don't love me,
Who'll jine de Union ?
Cho.—Oh, Hallelujah, &c.
3.
Now ef you want to know ob me,
Who'll jine de Union ?
Jess who I am, an' a-who I be,
Who'll jine de Union ?
I'm a chile ob God, wid my soul sot free,
Who'll jine de Union ?
For Christ hab bought my liberty,
Who'll jine de Union ?
Cho.—Oh, Hallelujah, &e.
222
HAMPTON AND ITS STUDENTS.
& %xmt <Eampzmeettn' lit Be ^romissetr Hantr.
" This hymn was made by a company of Slaves,who were not allowed to sing or pray anywhere
the old master could hear them; and when he died their old mistress looked on ttiem with pity,
and granted them the privilege of singing and praying in the cabins at night. Then they sang this •
hymn and shouted for joy, and gave God the honor and praise." J. 13. Towe.
-j-
~g~«'
*
m
Oh walk to - ged - der, chil-dron,
Oh talk to - ged - der, chil-dron,
Oh sing to - ged - der, chil-dron,
Dont
Dont
Dont
B
yer
yer
yer
— c
get
get
get
-9
we a - r y,
wea - ry,
wea - rv,
—@
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£=
1
§1.
_a/"
Walk to - ged - der, chil-dron,
Talk to - ged - der, chil-dron,
Sing to - ged - der, chil-dron,
—a •
Dont
Dont
Dont
h
yer
yer
yer
i
get
get
get
n
j? «
wea - ry,
wea - ry,
wea - ry,
"Walk to - ged - der, chil-dron,
Talk to - ged - der, chil-dron,
Sing to - ged - der, chil-dron,
m
Dont yer get wea - ry, Dere's a
D b> V—
»—i a
N S I V iS
^|j2fcrrjstfefcn=3_-'r=
W O! . 2h " r a~ 1 I •—
0——e •'—^ J— ,
great camp-meetin' in de Promised Land. Gwine to mourn an' neb-ber
1 a—i »—rF—~-w-
, v , (r w>—i-i r— —^ rp
H\}ri£ * * i » 0 H j t a
? —F—F—D p—£-F*—* ' -1
C * " r f
CABIN AND PLANTATION SONGS.
223
H great Camp-meetin'.—Concluded.
p -j —r~j -J J —r-ff — 1 1
^-B==^==zs£za-"fEfe££ ft=*=g_z=rf
:==- ht=^z=r^--»-izEji^-£- Eg —-g —-g—«-=j
Mourn an' neb - ber
• » ™ •
tare, Dere s a great camp- meet - m m de Promised Land.
=fc=tf_—
Ob get yoti ready, childron, Dont you get
weary,
Get you ready, childron, Dont you,&c. (bis.
Dere's a great camp-meetin' in de Prom¬
ised Land.
For Jesus is a comin', Dont you get, &c,
Jesus is a comin', Dont you get, &c., (bis.
Dere's a great camp-meetin' in de Prom¬
ised Land.
Gwine to bab a bappy meetin', Dont you
get weary,
Hab a bappy meetin',Dont you get, &c. (bis.
Dere's a great camp-meetin' in de Prom¬
ised Land.
Cho.—Gwine to pray an' nebber tire,
Pray an' nebber tire, (bis.)
Dere's a great camp-meetin' in de
Promised Land.
3.
Gwine to bab it in bebben, Dont you, &c.
Gwine to bab it in bebben, Dont, &c. (bis.
D j=re's a great camp-meetin' in de, See.,
Gwine to shout in bebben, Dont you get
weary,
SI?out in bebben, Dont you get, &c., (bis.
Dere's a great camp-meetin' in de, &c.,
Ob will you go wid me, Dont you get, &e.,
Will you go wid me,Dont you get,&c., (bis.
Dere's a great camp-meetin' in de, &c.,
Cho.—Gwine to sbout an' nebber tire,
Shout an' nebber tire, (bis.)
Dere's a great camp-meetin' in d£
Promised Land,
0 * Jl-JL *_.!
=:?=rE:^—
—s—W-'— t-
1® L.u 1 L_-
F U ✓ I *
V y I
4.
Dere's a better day comin', Dont you get
weary,
Better day a comin', Dont you get, &c., (bis.
Dere's a great camp-meetin' in de Prom¬
ised Land.
Oh slap your hands childron, Dont, &c.
Slap your hands childron, Dont, &c., (bis.
Dere's a great camp-meetin' in de Prom¬
ised Land.
Oh pat your foot cbildron, Dont you get
weary,
Pat your foot cbildron, Dont, &c., (bis.)
Dere's a great camp-meetin' in de Prom¬
ised Land.
Oho.—Gwine to live wid God forever,
Live wid God forever, (bis.)
Dere's a great camp-meetin' in de
Promised Land.
5.
Oh, feel de Spirit a movin', Dont you, &c.
Feel de Spirit a movin', Dont, &c., (bis.)
Dere's a great camp-meetin' in de, &c.
Oh now I'm get in' happy, Dont you get
weary,
Now I'm gettin' bappy, Dont, &c., (bis.).
Dere's a great camp-meetin' in de, &c.
I feel so happy, Dont you get weary,
Feel so happy, Dont you get weary, (bis.)
Dere's a great camp-meetin' in de, &c.
Cho.—Oh, fly an' nebber tire,
Fly an' nebber tire, (bis.)
Dere's a great camp-meetin' in de
Promised Land.
224
HAMPTON AND ITS STUDENTS.
CHOM US.
m
Good news,
Good news..
—i—
di_J _
-A S-ff-
s—#—ti¬
de ehar-iot's com-in', good news, de
v ji. d'A. ' ' • S N
1 ___ 9—e—f__ m ,
§*j£fJE±S=
Good news,
.i
0=1
1
=t=t
*-
47-
■o-'-m-
y-
;—!?—g-
good news,
k h £
;?=3z=i:
:» i—B—Jz
:EJz
V a V
good news,
cha - riot's comin', good news,
*• * • i A A •
de clia - riot's com-in', I
* TT F—F —«
5- feb=t==s?=f=—E=s=z=^p=^—st=
» y » » - -
good news,
don'
want lier leave a
<S A.
—d a i*-
£V__|~ ■]/ a ' P-
9 • ✓ > b! Pr
z^$z=z^—~\\
* *2—1:-# iL-—
mo be - hind.
:tf=£=Ei
Gwine to
get up in de cha - ri - ot, Car - ry me home,
CABIN AND PLANTATION SONGS.
225
ttetos, fce (Eijartof s comin'.—Concluded.
3$
^t—^=*=£=B?=ii=j—
i * i }-t:cz^=J=J:
Get up in de cha - ri - ot, Car - ry me home;
-t=t==
Get up in de cba - ri - ot, car - ry me home,
M m m m m a m m
m
i
M
r
S=£=5=i=^=fc^EI|Es^EH
» • • t.. t L , . -I. ; ;• .11
1st. 2d. 2>. C.
An'
I don' want her leave a me be - hind.
\ S
^ £ M ■§■
liiil
2 Dar's a long white robe in de liebben I know,
A long white robe in de hebben, I know,
A long white robe in de hebben, I know,
An' I don' want her leave-a me behind.
Dar's a golden crown in de hebben, I know,
A golden crown in de hebben, I know,
A golden crown in de hebben, I know,
An' I don' want her leave-a me behind.
Cho.—Good news, de chariot's comin', &c.
3 Dar's a golden harp in de hebben, I know,
A golden harp in de hebben, I know,
A golden harp in de hebben, I know, _
An' I don' want her leave-a me behind.
Dar's silver slippers in de hebben, I know,
Silver slippers in de hebben, I know,
Silver slippers in de hebben, I know, ^
An' I don' want her leave-a me behind.
Cho.—Good news, de chariot's comin', &c.
223 HAMPTON AND ITS STUDENTS.
23on't ge bieto trat sijip a tome a gall in'.
For 1st verse only.
3
: f5==j
i I—4-
q=
- -N N
3=^
-H—
0 ,—1 # «-
^ r
r * •?
Dont ye view dat ship a come a sail - in' ? Hal - le - lu - jah,
C-t 1 Ss-1"! =J
!:£l=E±£E
0:
Dont ye view dat ship
cv=« • * *
t/_—*—•— ~ *
—-S-
—«—
come a sail - in'? Dont ye
:^=j=sq
£^0
-N
H—P\-
— m—i—"—K———il—
-»■ -#■
y
ship a come a
dat
sail - in* ? Dont
t
ye
Q, • ? S -2 » • # # » g ^^# q
!3l : £ P_A * 5 S H 4 »_ # d
^t—?_•—«—# ft 1 v -H
1 b |J b JL— 0 j 0—5- m—I
pj-±zzi2=±q=iq=j=q=1iq:
--'4—#-v—-v _=r
U J
view dat
ship
a come a
iS«- -0-
i i r - '
sail - in? Hal - le - lu - jah.
0-
-Ijg—v-
1/ i 1/ p
.For 2(Z and a/i succeeding verses.
* «_
V *
1 h—
»
- v w
:Eeef
fbdJ
:l:
3
... - - 3=t
Dat ship is heav - y load - ed, Hal - le - lu - jah,
CABIN AND PLANTATION SONGS. 227
Mmt ge bteto trat sfljip,—Concluded.
-M
Dat
ship is
heav
-A——« ^ —*
p,—a- 0—1—a & 0—r—0-
9-
y load - ed, Dat
-W— «-
:5=^
=4 — fc=
^ j lis:
r —b-
=—K
§EES
ship is
■i--N-
heav
-N--3-
•H—N-
-A—
:^=±
load ed,
I
za'izuzzrez:
Dat....
I -#■ -#■ -+'-«■ -6^ -#-
ship is
* * U
heav - y
load - ed, Hal - le - lu - jah.
—»—* •—«_•_ft——j—?— »—T-g g-[
2 )t—f——Jznt: r~f-g ? jz=pzf_f2=i_ (8
—t?—i-r—*-l-r—r—^"Fr—r-
2 Dat ship is heavy loaded, Hallelujah, &c.
3 She neither reels nor totters, Hallelujah.
4 She is loaded wid-a bright angels, Hallelujah.
5 Oh, how do you know dey are angels ? Hallelujah.
6 I know dem by a de'r mournin', Hallelujah.
7 Oh, yonder comes my Jesus, Hallelujah.
8 Oh, how do you know it is Jesus ? Hallelujah.
9 I know him by-a his shinin', Hallelujah.
22^
Oh,
HAMPTON AND ITS STUDENTS.
$ iron't feel tt^toags toft.
£-4~zh-^-
: _k -ft w | -N
I am seek-in' for a ci - ty, Hal -
Oh, bredren, trab - bel wid me, Hal -
-0-
4-
.
r-
■ " Hr
- W -
I am
Oh,....
-I— 1 ^—
lu - jah,
In - jah,
-F-r£—»-
EhE^z|h5jE^E3E|
For
—K-
3=5
W • ™ • I i S I
U I. I. -0- I.
p b' ✓ ^ ^ I
seek - in' for a cit - y, Hal - le - lu
bred-ren, trab - bel wid me? Hal - le - lu
cit - y in - to de heav- - en, Hal - le
will you go a-long wid me? Hal - le
m
-P
I
9
cit - y
will you
—t- -0- -6f- -0-
V U \ i
to de lieav - en, Hal - le lu - jab.
a - long wid me? Hal - le lu - jah.
j—T -P N—^ k__|—K
4-t—■?—--J--^s
y i/ i/
de heav - en,
CABIN AND PLANTATION SONGS.
229
5 tron't ftzl tixtXu—Concluded.
:=i —* ^ ip N —t n-T—3 k =r
J 1 m H—■ —^ 1 1 1 ■ V—
^—0 0 0 € ft m —T—3 0 3 h5_.
* « » tf—I—S 0 0 0—
♦ * •*
hope to shout glo - ry when dis •world is on
if
i/
fi - ah,
Q r [; 1—""""F P "P m P—in E~ZlE——
_/ 1- 5 — m——\g — ~m —(——g
5—p I » ^
^—&-
Chil-dren, Oh, glo - ry Hal - le - lu - jah.
> -> JS_r_J 4 rn
EE^iEEi^E3E=tEE£=:r^EEEIEEl|J
—=r-| a 0 0 g—c J
2 "We will trabbel on together, Hallelujah, (bis)
Gwine to war agin de debbel, Hallelujah, "
Gwine to pull down Satan's kingdom, Hallelujah, "
Gwine to build up de walls o' Zion, Hallelujah. "
Cho.—Lord, I don't feel no-ways tired, &c.
3 Dere is a better day a comin', Hallelujah, (bisJ
When I leave dis world o' sorrer, Hallelujah, ''
For to jine de holy number, Hallelujah, "
Den we'll talk de trouble ober, Hallelujah. "
Cho.—Lord, I don't feel no-ways tired, &c.
4 Gwine to walk about in Zion, Hallelujah, (bis)
Gwine to talk a wid de angels, Hallelujah, ''
Gwine to tell God T^out my crosses, Hallelujah, "
Gwine to reign wid Him foreber, Hallelujah. s<
Cho.—Lord, I don't feel no-ways tired, &c.
230
HAMPTON AND ITS STUDENTS.
33fti gcu ijear mg Jegtis,
a ~N——N—rr—r*—r<~r~TT—itt~i—^—i—
Ef you want to get to heb-ben, come a- long, come a - long, Ef you
' Ef you want to see de an-gels, come a- long, come a - long, Ef you
•0- -p- -W -&* -9- •*»-
:rte=t=t=:t=t=t=:
F-E—
want to get to heb - ben, come a - long, come a - long, Ef you
want to see de an - gels, come a - long, come a - long, Ef you
—_l_ 1 !_ 1. l»—L-
r! F F
-» 1 1
—#-•-»—
» »—¥ H—i» ?- t S
H h h H H 1-7 H H—
~i b
1 h—£.
1 y
y £ -
Hit
-ft—-nq
=L=gi3
want to go to heb - ben, come a - long, come a - long,
want to see de an - gels, come a - long, come a - long,
-V 1£
CHORUS.
N N
n*
a . I * a
Hear my' Je - sua when He call you. Did you hear my Je - sus when He
Hear my Je - sus when He call you.
r=±=zt==:t===E=E:
—tr
Y
-0 - x f>—0—r0
: i •—0—
:p:1-&=6=fe
t=.» : I • • •—s—J
i
CABIN AND PLANTATION SONGS.
231
©ttr pu i)ear mg Jesus.—Concluded.
;
4 a a—f—« «-•—0-
" * «—P-h 1 !■
* * 0 r~« y-T—a
~j£L
E| =i
F ^
call you, Did you hear my Je - sus when He call you, Did you
t=t
y »—0- *—0-
-L—t
-0 0 -0 1
0 0 0
EES
-fl p—I P 0 P K
^^=s=fci^=Crfc=;:
tM7 0 o. s o d—r
M
2nd.
a •
e .—S
m
hear my Je - sus when He call you, For to try on your long white robe. robe.
jt*
si.
-S-'-ffTp
z5—g-"fc—i
' 0-
=£
Si
2 Oh, de hebben gates are open, come along, come aldng,
Oh, de hebben gates are open, come along, come along, (bis.,
Hear my Jesus when He call you;
Oh, my mother's in de kingdom, come along, come along,
Oh, my mother's in de kingdom, come along, come along, (bis.,
Hear my Jesus when He call you,
I am gwine to meet her yander, come along, come along,
I am gwine to meet her yander, come along, come along, (bis.,
Hear my Jesus when He call you.
Cho.—Did you hear my Jesus when he call you,
Did you hear my Jesus wjien he call you, (Ms,,
For to try on your long white robe.
3 Ef you want to wear de slippers, come along, come along,
Ef you want to wear-de slippers, come along, come along, (bis.,
Hear my Jesus when He call you;
Ef you want to lib forever, come along, come along,
Ef you want to lib forever, come along, come along, (bis.,
Hear my Jesus when He call you;
Did you hear my Jesus calling, " come along, come along,"
Did you hear my Jesus calling, " come along, come along." (bis.,
Hear my Jesus when He call you.
Cho.—Did you hear my Jesus when He call you,
Did you hear my Jesus when He call you, (bis.,
For to try on your long white robe.
232
EAMPTON AND ITS STUDENTS.
2>fott, toeep a^loto.
'—C-# # <&■ '—0 '
Zi - on, weep a - low, Zi - on, weep a - low,
t. t. ^ t. i
- - -•=te=tz -
w W W
Zi - on,
i9- *
-I— _
-» »-
—^ cr 1
jEEEEj
■:£=^=l=3==i
s=*i=s=4=J
« a -—0 0 '
a de Lamb.
?—
$$=t3=3!=t=Z
' ar *
My Je-sus Christ, a-walk-in'down de heb-ben - ly road, Den a
=Mctt=
1 s *_ £-#—#-#—0—
±=N:
Hal - le - lu - jah to - a de Lamb, An' out o' his mouth come a
•zZTZr=t=t=t=
— —*—— *
SSEtF^
two-edged sword, Den a Hal - le - lu - jah to - a de Lamb,
m
• • •—i—"r~—T"~—~r~- ~r~
_„t _ t=p=Ei^^—iz=t~=q
=F=y=f=f-t?—u=t==^==J
CABIN AND PLANTATION SONGS.
2>um, fcoeep a4cta).—Concluded.
233
what sort o' sword dat you talk - in* 'bout Den a
ate
6^-T=^g=S
»—? S j_£_g_L_# 0 m
Hal - le - lu - jah
ttirtEEEEEREf
j U) 0 » 1 V 1^-
tr|=!5=±
'bout dat
D.<7.
—J_±z^z:dJ
Hal - le - lu - jah to - a do "Lamb. Oh.
TSEP=^
T-»-—0—0 0—
f ^=s=b=t=zp=:
&£=£=£=5=z
"H-r—$=^Z?;
2 Oh, look up yonder, Lord, a-what I see,
Den a Hallelujah, &c.,
Dere's a long tall angel a comin' a'ter me,
Den a Hallelujah, &c.,
Wid a palms o' vicatry in-a my hand,
Den a Hallelujah, &c.,
"Wid a golden crown a-placed on-a my bead,
Den a Hallelujah, &c. Cho.—Oh, Zion, weep a-low.
3 Zion been a-weepin' all o' de day,
Den a Hallelujah, &c.,
Say, come, poor sinners, come-a an' pray,
Den a Hallelujah, &c.,
Oh, Satan, like a dat huntin' dog,
Den a Hallelujah, &c.,
He hunt dem a Christian's home to God,
Den a Hallelujah, &c. Cho.—Oh, Zion, weep a-low.
4 Oh, Hebben so high, an' I so low,
Den a Hallelujah, &c.,
I don' know shall I ebber get to Hebben or no,
Den a Hallelujah, &c.,
Gwine to tell my brudder befo' I go,
Den a Hallelujah, &c.,
What a dolesome road-a I had to go,
Den a Hallelujah, &c. Cho.—Oh, Zion, weep a-loiw.
234
HAMPTON AND ITS STUDENTS.
gtoeet (toaait.
My mother used to tell me how the colored People all expected to be free some day, and how
one night, a great many of them met together in a Cabin, and tied little budgets on their backs, as
though they expected to go off some where, and cried, and shook hands, and sang this hymn.
CHO ALICE DAVIS.
a UJn. w.
i. %—* 00—- -
am bound for, Sweet
Oh,de land I am bound for, Sweet Canaan'shappy land I am bound for, Sweet
■ —™ 0— |—4-©> »—r " - ' "
:=:y=g-t£=\=k-*-t>-
i— i——| y-
y—y—| B-
TJ^=q
—*—< *—±3
—a—2—» J
g -i
—0 —^~—zj—w €—
-JL-
-th -0-
Oanaan s happy land
—i 1-
!—*
-C- !
am bound for, Sweet Canaan's happy land, Pray,
-p—y—y—y-
1
FINE.
—i— H -r=j=Spj _.£_fr-^s=^=Er-f—iV-fen=rrq
I: J : « 2 « » • {
i —5—A—a1-*.—3l:;-# *—« ! —'aw—S-3
give me your right hand.
Oh,
Oh,
my brother, did you come for to help me,
my siB - ter, did you come for to help me,
:J;v-Sz:.:LS>-S_ S -j:
±—h-
=r=S:
Oh, my brother, did you come for to help me, Oh, my brother, did you
Oh, my sis - ter, did you come for to halp me, Oh, my sis - ter, did you
. -0~ , ■£- •£-
' :t—1== ' " * *
u f- ^__pp=—-—c—p—nx=E=r=p==p=z£q
tz—*—»--F—F—F-+-.—»• <0—0—1»—*—
-^^bzR4^:R—^-Fz=pt[i=5z=^=^=zpr-p=3
2 a.
D. C.
Ea=:
—# 25— —* «-
-»■ p
1
come for to help me; Pray, give me your right hand, your right hand,
come for to help me; Pray, &c.
■F- « .
* -—i , — *3 m 0 -
I
Note.—There is so little variety to the verses of " Sweet Canaan " that we have not thought it
■worth while to give them at greater length. They readily suggest themselves, and seem to be
limited only by the number of the singer's relations and friends.
CABIN AND PLANTATION SONGS.
235
$n tiat great gtttm=up fHcrtun'.
This song is a remarkable paraphrase of a portion of the Book of Revelations, and one of the finest
specimens of negro '' Spirituals." The student who brought it to us, and who sings the Solos,
has furnished all that he can remember of the almost interminable succession of verses, which he
has heard sung for half an hour at a time, by the slaves in their midnight meetings in the -woods.
He gives the following interesting account of its origin :
" I have heard my uncle sing this hymn, and he told me how it was made. It was made by an
old slave who knew nothing about letters or figures. He could not count the number of rails that
he would split when he was tasked by his master to split 150 a day. But he tried to lead a Chris¬
tian life, and he dreamed of the General Judgment, and told his fellow-servants about it, and then
made a tune to it, and sang it in his cabin meetings." J. B. Xowe.
._j2 S—K k b K K N
— ; w - — ■
I'm a gwine to tell you bout de comin' ob de Sav-iour; Fare-you-well,
i6=di—i j—
-N—N-
—P—^ rv \—_N—ts_.
— J -M 1 U _ J I 1
gn
t=2-
Fare-you-well. I'm a gwine to tell you 'bout de com - in ob de Sayiour;
-» 8-
m
Fare-you-well. Fare-you-well. Dar'sa bet-ter day a comin'; Fare-you-well,
&
—*
±lz=±;
^—
:p=t=
:52=
j ; H j j ■ -p j
A? v*—-—*—*—* -
Ilj : &
^r¥- 0 » &—
ft/
Fare-you-well;
-G-
r^n- * 0 1
ma
When my Lord s
jeaks to His Fa - der;
L« 9 1
-ar TT
Fare-you-well,
f9 _
* * 1
? (B }(3 ..
~ ? £ :
?—2~
i—<«—
"S3"
i=h
cd=±
Ii5i
Fare - you - well. Says Fa - der, I'm tired o' bear - in', Fare-you-well,
-0- -&• '
II
ia>:
r-
236
HAMPTON AND ITS STUDENTS.
I
Jtt trat great gttttettp JElorntn'Continued.
=fc
-j 1
w
!i{E
Fare-you - well. Tired o' bear-in for poor sin-ners; Fare - you - well,
t » ^ . 1 m ,
Fare - you - well. Ob, preachers, fold yourBi-bles; Fare - you-well;
S »3_ |
%
~V ~(T V ~&r
Fare - you-well; Prayer-makers pray no more; Fare-you-well, Fare-you-well,
•-t V- 'r-
—ja
:d=F==i
Irb
P
For de last soul's con-vert - ed; Fare-you-well, Fare-you-well;
m
be
•—»—
=P==is:
hz
=l=q=l
5 <s>-
V "Zt
For de last soul's con-vert-ed; Fare-you-well, Fare-you-well
!>S
*
-0—f-—i—•-
S h-
CABIN" AND PLANTATION SONGS.
237
3Ftt trat great gtttm-up ;pflorntn\—Concluded.
CHOJR US.
$-
32"
~i i r
In dat great get - tin - up morn-in; Fare - you - well, Fare-you - well,
~(2~
m
BEEp
:az:
=E—r
:J=E
*%=$
0-^-
is
I £-
m m r .
-J—%—<s>—~
In dat great git - tin - up morn - in'; Fare-you-well, Fare-you-well.
9^:
:t:
-0~
I
2. Dere's a better day a comin',
3. "When my Lord speaks to his Fader,
4. Says, Fader, I'm tired o' bearin',
5. Tired o' bearin' for poor sinners,
6. Oh preachers, fold your Bibles,
7. Prayer-makers, pray no more,
8. For de last soul's converted. (bis)Cho.
9. De Lord spoke to Gabriel.
10. Say, go look behind de altar,
11. Take down de silver trumpet,
12. Go down to de sea-side,
13. Place one foot on de dry land,
14. Place de oder on de sea,
15. Raise your hand to heaven,
16. Declare by your Maker,
17. Dat time shall be no'longer. {bis) Cho.
18. Blow your trumpet, Gabriel.
19. Lord, how loud shall I blow it ?
20. Blow it right calm and easy,
21. Do not alarm my people,
22! Tell dem to come to judgment, (bis)
Cho.
23. Den you see de coffins bustin',
24. Den you see de Christian risin',
25. Den you see de righteous marchin',
26. Dsy are marchin' home to heaven.
27. Den look upon Mount Zion,
28. You see my Jesus comin'
29. Wid all his holy angels.
30. "Where you runnin', sinner?
31. Judgment day is comin'. (bis) Cho.
32. Gabriel, blow your trumpet,
33. Lord, how loud shall I blow it ?
34. Loud as seven peals of thunder,
35. Wake de sleepin' nations.
36. Den you see poor sinners risin'.
37. See de dry bones a creepin', Cho.
38. Den you see de world on fire,
39. You see de moon a bleedin',
40. See de stars a fallin',
41. See de elements meltin',
42. See de forked lightnin',
43. Hear de rumblin' thunder.
44. Earth shall reel and totter,
45. Hell shall be uncapped,
46. De dragon shall be loosened.
47. Fare-you-well, poor sinner. Cho.
48. Den you look up in de heaven,
49. See your mother in heaven,
50. While you're doomed to destruction.
'51. When de partin' word is given,
52. De Christian shouts to your ruin.
53. No mercy'll ever reach you, Cho.
54. Den you'll cry out for cold water,
55. While de Christian's shoutin' in glory,
56. Sayin' amen to your damnation,
57. Den you hear de sinner sayin',
58. Down I'm rollin', down I'm rollin',
59. Den de righteous housed in heaven,
60. Live wid God forever.(bis.) Cho.
238
HAMPTON AND ITS STUDENTS.
gou ttt X*e Htgi)t
4r-
-0—
W
"Walk you in
-9 —A.
___ ^ w w w w.
de light, "Walk you in de light,
P^a . i"*^
+T- — -#• +- 4— 4— 4—
•T~r ~i » . ■■ r —
:: > • m g=—«
$3=
—i"
i
1e2:
—^5==#-
--K ^—N -P -1
* " —* — » a> J
Walk you in de light, Walk-in' in de light o' God,
—* *
--—.—# —-—# # -*—» » r-m— »—»
9-pl^F==F=F==F==F=^i;=;=S
—1U2—»-*—P—^r-*—f—P t-g=g—g
-# P .
-y y f—
U
1st
JV_
4 I
* * 11
2(2.
S N S
P^_7-W-
gj|
9—f-
Oh, chil - dren. God. Oh, chil-dren, do you think it's true,
Yes, He died for me an' He died for you,
a: :j
m
Walkin'in de light o' God, Dat Je - sus Christ did die for you,
For de Ho - ly Bi - ble does say so,
■——0
f—i—i
C-»-f
* $ V
m
CABIN AND PLANTATION SONGS.
Malt gfltt tn tie Hig¥)t.—Concluded.
239
y i i : i : ii :1 • il
1st.
zzh-x——n
2d. ^D.C.dal Cho.
*L—
"Walk - in' in de light
* f A *
mm
#.
God,
^—»—v
Oh, chil - dren.
2 I think I heard some children say,
Walkin' in de light o' God,
Dat dey neber heard de'r parents pray,
Walkin' in de light o' God.
Oh, parents, dat is not de way,
Walkin' in de light o' God,
But teach your children to watch an' pray,
Walkin' in de light o' God.
Cho.—Oh, parents, walk you in de light,
Walk you in de light, walk you in de light,
Walkin' in de light o' God.
3 I love to shout, I love to sing,
Walkin' in de light o' God,
I love to praise my Heavenly King,
Walkin' in de light o' God.
Oh, sisters, can't you help me sing,
Walkin' in de light o' God,
For Moses' sister did help him,
Walkin' in de light o' God.
Cho.—Oh, sisters, walk you in de light, &c.
4 Oh, de heavenly lan' so bright an' fair,
Walkin' in de light o' God,
A very few dat enter dere,
Walkin' in de light o' God.
For good Elijah did declare,
Walkin' in de light o' God,
Dat nothin' but de righteous shall go dere,
Walkin' in de light o' God.
Cho.—Oh, Christians, walk you in de light, &c.
240 HAMPTON AND ITS STUDENTS.
Stoeiet turtle 30obe, ox Jerusalem J*tetun\
pp 1st, Uh and 8th verses only.
1 Sweet tur - tie dove, she sing - a so sweet, Mud-dy de wa- ter,
. -tfz-
„ ~ h * -F r-* * * I—-r-F * * * ,
9:^i3=E==3-=t=P-t=t=r=—^E=t=t=t=t=^
—p--^—*—r ,1—~-r~F~h~hi ^ ~f—\n*—r—r—»—r-J
i
:gg:
:t:
1 J
so deep, An' we had a lit - tie meet - in' in de
□te=*
T S~
__fs_
»•
morn - in', A - for to hear Ga - bel's trum - pet sound.
* - .
n, k
^^=[==F=
CSOMJTS.
=*td=
S2
^=s=:=t=^
* I I W T W 1
—— I 1 #"• # '
Je - ru - sa - lem morn - in', Je - rn - sa - lem morn - in' by de
-,-5 p-f—f—f—■t-$- Jr f—«_ - -
9 • fab—t?—p—i^-=rzz :j==pz=:t2=i^=t= i==t=
1
-^2-
light, Don't you hear Ga - bel's trum-pet in dat morn - in'?
CABIN AND PLANTATION SONGS.
Stawt turtle 20obe.—Concluded.
sozo.
rfeizx —N-
2 Old sis - ter Win - ny,
241
m:
L.y_
took her "Seat, An' she want all
de mem - bers to fol - ler her, An' we had
-V
lit - tie meet-in'
Dal. Cho.
4=
p g—L_J 1 V—V—is
in de morn - in', A-for to hear Ga-bel's trum-pet-sound.
2 Ole sister Hannah, she took her seat,
An' she want all de member to foiler her;
An' we had a little meetin' in de mornin',
A-for to hear Gabel's trumpet sound.
Cho.—Jerusalem mornin', &c.
3 Sweet turtle dove, she sing-a so sweet,
Muddy de water, so deep,
An' we had a little meetin' ki de mornin',
A-for to hear Gabel's trumpet sound.
Cho.—Jerusalem mornin', &c.
(Solo.) 5 Ole brudder Philip, he took his seat,
An' he want all de member to foller him,
An' we had a little meetin' in de mornin,'
A-for to hear Gabel's trumpet sound.
Cho.—Jerusalem mornin", &c.
(Solo.) 6 Ole sister Hagar, she took her seat,
An' she want all de member to foller her,
An' we had a little meetin' in de mornin',
A-for to hear Gabel's trumpet sound,
Cho.—Jerusalem mornin', &C.
(Solo ) 7 Ole brudder Moses took his seat,
An' he want all de member to foller him,
An' we had a little meetin' in de mornin',
A-for to hear Gabel's trumpet sound.
Cho.—Jerusalem mornin', &c.
8 Sweet turtle dove, she sing-a so sweet,
Muddy de water, so deep,
An' we had a little meetin' in de mornin'.
A-for to hear Gabel's trumpet sound.
Cho.—Jerusalem mornin', &c.
242
HAMPTON AND ITS STUDENTS.
Sftreott's U3anti; or, mtlftztofnte Worses.
The explanation which has been given us of the origin of this curious hymn is, we think, in¬
valuable as an example of the manner in which external facts grew to have a strange symbolical
meaning in the imaginative mind of the negro race.
In a little town in one of the Southern States, a Scriptural panorama was exhibited, in which
Gideon's Band held a prominent place, the leader being conspicuously mounted upon a white
horse. The black people of the neighborhood crowded to see it, and suddenly, and to themselves
inexplicably, this swinging " Milk-White Horses'' sprang up among them, establishing itself soon
as a standard church and chimney-corner hymn.
Oh, de band ob Gid - e - on, band ob Gid - e - on, band ob Gid - e - on,
Oh, de milk-white hor - ses, milk-white hor - ses, milk-white hor - ses,
EEEf |
—0--I-—S—0 3 #—I—# 0 0.0—« ——m « —»—0-
— 9 f 0 "J 0 - #. 0—0— * —0 0'0 0~
=|
o - ber in Jor - dan, Band ob Gid - e - on, band ob Gid - e - on,
o - ber in Jor - dan, Milk white hor - ses, milk-white hor - ses,
» f" 0 0 0 0^0 0 -f- * • »_#
_p •_« p 1— * —!- - *
rp: ' - " '
»-
_=r 0 0 0 0'00 y TT
T— r
. p ?_!
— 9—
••
DUET.
-0—
-0 — &-
ZL—tz^Z
"F
—*—&-
f=:
How I
* t-
long to see dat day. 1. I hail to my sis - ter, my
CVf - *~i—h-F
-3—I 1 1 1——|. 1— ! I : . <=*—
-ff—J 1 J 1 1 j —0—£ p4-I9-1
z =□ i_p P-F—r-1-,'—3
sis - ter she bow low, Say, don't you want to go to heb - ben,
m
i
m
cso.
JV .
• -rs\- ;-^_=_T2 0^-0 3
[ow I long to see dat day. Oh,
Oh,
t y.£ : ': -■. ' ( 2' \ ' ^
N--V
Oh, de twelve white hor - ses,
Oh, hitch'em to the cha - ri - ot,
CABIN AND PLANTATION SONGS. 243
C&t&eott'g —Concluded.
twelve white lior - ses, twelve white hor - ses o-ber in Jor-dan,
hitch'em to de cha - ri - ot, hitch'em to de cha - ri - ot o - ber in Jor - dan,
I —i r—h—
_ w J. j 1 »-
h h k' k-MHj-K
«—«—«—«--#—« # ■—«■' o 5 ; » ;ii
0 0—099' 0 0 0 g-0-0^0'00 0 . 0
Twelve white hor - ses, twelve white hor - ses, How I
Hitch'em to the chariot, hitch'em to the chariot, How I
§i
- ^-V—>—
Is
*4* *£• a " ^ ^
*—2: J j
V 1-: i
long to see dat day.
long, &c.
=gi=j=.:pt:
gl
2 Duo.—I hail to my brudder, my brudder he bow low,
Say, don't you want to go to hebben ?—
How I long to see dat day!
Cho.—Oh, ride up in de chariot, ride up in de chariot,
Ride up in de chariot ober in Jordan ;
Ride up in de chariot, ride up in de chariot—i
How I long to see dat day!
It's a golden chariot, a golden chariot,
Golden chariot ober in Jordan ;
Golden chariot, a golden chariot-
How I long to see dat day !
3 Duo.—I hail to de mourner, de mourner he bow low,
Say, don't you want to go to hebben ?—
How I long to see dat day !
Cho.—Oh, de milk an' honey, milk an' honey,
Mill? an' honey ober in Jordan ;
Milk an' honey, milk an' honey—
How I long to see dat day !
Oh, de healin' water, de healin' water,
Healin' water ober in Jordan ;
Healin' water, de healin' water—
How I lovg to see dat day !
244
HAMPTON AND ITS STUDENTS.
33e 3@3inter'll soon bz 0ber.
P
m
iN N
8
f ^ f f /»
iii iii
win - ter, win-ter, wm-ter, win- ter,
Oh de win - ter, de ■win - ter, de
,S
winter'll soon be
win - ter, _ win - ter,
o - ber, chil - dren, de win - ter, de win - ter, de
-# « * « ft <2—A «_
win - ter'll soon be
win - ter,
o - ber, chil - dren, de win - ter, de
1 '• ♦'
win - ter,
win-ter, de win-ter'llsoon be o - ber, children, Yes, my Lord:
#■ -*&• -a~
-i 1 i-t——i *
i9—
-h-
(9<-
S>-
=^R=
'-JrrzT'-
&
=1=
|=K±fi^_M=±tfE2Z --JidJ
tg3=*
Oh look up yon-der what I see. Bright angels com-in' ar - ter me.
i \
£2 | (2 T®1" 1 1
=F=
19—«>—
-( St—
iRiPl
tad]
i " I"
2 I turn my eyes towards de sky, 3 Oh Jordan's ribber is deep an' wide,
An' ask de Lord for wings to fly; But Jesus stan' on de hebbenly side;
If you get dere before I do, An' when we get on Canaan's shore,
Look out for me I'm comin' too. Oho. We'll shout, an' sing forebber more. Cho.
CABIN AND PLANTATION SONGS.
Iftcqp iile torn sinftin' ©aton.
245
~i j •*—H^"1" | —a '——K—1—r-l
^i=^r^s t5-t-a=^f^=s=s-•: fer—r«-
z -3L_jg..:.dt» • «±*Zi=«I=SiL b« • »ja~*-«;:Fg-r *~Fg-
-E« «-• —
_ _ /{**-}—1
Oh. Lord, Oh my Lord! Oh my good Lord! Keep me from sink-in'
-<®-
6<--.
I* '25^'
Oli Lord,
my good Lord, Keep me from sink-in'
■#■ A* j£2- •
^ ■»»::.
Fine.
0 •
t===fa=£^-=3
i « «--4—O !
— * «-iJ—^ J
tell you what I mean to do, Keep me from sink - in' down,
bless de Lord I'm gwine to die. Keep me from sink - in' down,
m
—0—|—.—.—&
—p—I——s>
3
=j=
=* ft—fi=fr=&==jt=frq:-ft-p-j—j!—tt • n
* * * £ .' * I Ttj=L-*^4-.-i-:-=Z=:~i
T -0- -*• -0- ' -9-
^—
I mean to go to heb - ben too, Keep me from sink - in' down.
I'm gwine to judgment by an' by. Keep me from sink - in'down.
—0—|—1—— 9 fi . i._ a-.
-I—0—*—j j ^—Hi
246
HAMPTON AND ITS STUDENTS.
f^eat tre &ngete gtngln'.
p^1—I—»—•
CMO.
J . - 0 -A |-T—j—j * J
0—I—*—#-—«-+-#—* * #—I—!--«—« »—#-
de way, Sing all deway,
Oh, sing all de way,
■v-
sing all
*- +-
* ■#•
^^?|zj=t:-p-P^j-it^g=j=g^£=£==ErE
soxo.
y 9 U V
2 Now all things well, an' I don't dread hell;—
Hear de angels singin',
I am goin' up to Hebben, where my Jesus dwell;—
Hear de angels singin'.
For de angels are callin' me away,—
Hear de angels singin',
An' I must go, I cannot stay,—
Hear de angels singin'. Cho.—Oh, sing, &c.
3 Now take your Bible, an' read it through,—
Hear de angels singin',
An' ebery word you'll find is true;—
Hear de angels singin'.
For in dat Bible you will see,—
Hear de angels singin',
Dat Jesus died for you an' me,—
Hear de angels singin'. Cho.—Oh, sing, &c.
4 Say, if my memory sarves me right,—
Hear de angels singin',
We're sure to hab a little shout to-night,—
Hear de angels singin'.
For I love to shout, I love to sing,—
Hear de angels singin',
I love to praise my Hebbenly King,—
Hear de angels singin'. Cho.—Oh, sing, &c.
CABIN AND PLANTATION SONGS. 247
z teen a^ltet'ning all Tie Ntgijt long.
# 1 5 ^ 4 J-S 1 5—«.—•.-r~«.
I've been a list'ning all de night long, Been a list'ning all de
/—« . j~ gi ^ ^ ^ I—" ——p—■ ^^—r ■ ^ 0—£ 0-
rj"."2 -2-—_ r— r-\~ f—•——f-T-#—» P—»—— •;
l—•=^R^t=p=|=Hfc&==^=zi;
t P P
y y
■y t -#■-#■* |
day, I've been a list'ning all de night long, To hear some sinner pray.
0—t■—f" c trn—«_+T_tr fl_
!±J=fc=E=l=irE?=»—»=5= £—»=pziEB==FEtzritd
y r r s r r
bd>
5l=^=|-z^=:=fc=^=^f=ihz=:dz=J
" --1—# » *-—251-* * 81
s
Some said that John, de Bap - tist, Was noth - in' but a Jew,
-?---
JO. C.
-N—S
9 -ar
But the Bi-bledoth in - form us Dathe was a preacher too.
S^EEE
1
2.
Go, read the fifth of Matthew,
An' a read de chapter thro',
It is de guide to Christians,
An' a tells dem what to do.
Cho.—I've been a list'ning, &c.
Dere was a search in heaven,
An' a all de earth around,
John stood in sorrow hoping
Dat a Saviour might be found.
Cho.—I've been a list'ning, &c.
248
CABIN AND PLANTATION SONGS.
ISafcglcm's jfallot'.
This is often used in Hampton as a Marching song, and is quite effective when the two hundred students are filing out
of the assembly room to its spirited movement. We recommend it for similar use to Schools and Kindergartens.
\ S
1 N fv
R 9—m * <d *—•-
Pare cit - y, Bab - y - Ion's fall - in', to rise no more,
Pure cit - y, Bab -y-Ion's fall - in', to rise no more.
<2- 41 f X 4 f f , ^
-I—T-
-\-0 » 0 0 ! P f—
±%~F==Ek=S=S==E:£
—K-
Oh, Bab - y-lon's fall-in', fall - in', fall-in', Bab-y - Ion's fall-in' to
*•" _ 1
m
—r* ' r
»—hi 0 0—hi
f—5—5=H
-hV
Ju L_ai i
) ) t
m
rise no more, Oh, Bab -y -Ion's fall - in', fall - in', fall - in',
,-vr * r ' r-r— r-0 0 » T—- r* .« T T ,
b ——»—r u—u—r—*—r—P1—1— *—*—1
I—r—f —i—F—F-g—£—5—5—k-4f—P—£—1==3
—K 1-
fcr
N N
■» p a- ■ * m*—
'«—;-L^-
Bab -y -Ion's fall - in' to rise no more. Oh, Je - sus tell you v
If you get dere be -
.< ; ;
nn^m
HAMPTON- AND ITS STUDENTS.
240
$3afogl{m'gi JfaUin'.—Concluded.
-?—
once be - fore, Bab -y -Ion's fall - in' to rise no more; To
fore I do, Bab-y-Ion's fall - in' to rise no more; Tell
3ft
s—g-F-E-
-y—
1
-*f—z
#'—^—F—k—K—N,—^
« g «
Dal Seg. Clio.
—N N Nj-i
-0 1|-
-6 F-
I
go in peace an'sin no more; Babylon's fall in' to rise no more,
all my friends I'm comin' too; Babylon, &c.
-v,—y-
•* —«—»■
-i 1 <*
I
Be oU Erft a=mobmn'
—V
-i—lm—I—
1st.
J * 9 9 9 g a 9 —J) g 9 9-
Jes' wait a lit - tie while, I'm gwine to tell ye 'bout de
De Lord
told
No - ah lor to build Mm an
ole ark,
'[ Omit. ]
fcij—a—~t
-A N-|~
* -jr~
-N
4 *
ole ark, De ole ark a - mov - er - in', a - mov - er - in' a - long,
- 0—1—e> 0— »—a -n
..=Ej—;=£■ —!■:
: tr~Hs—h—v—» r r • J
* i. y L L- >
■t#—S—*—•—W~—5—-JL—
Oh de ole ark a - mov - er - in', a-mov - er - in', a - mov-er - in', De
250 CABIN AND PLANTATION SONGS.
Mt Die a=mcibmn' Elong.—Concluded.
Omit in the last verse,
—J* 1 N "t1 K "VL— " :f*—~ ~fsT—~Z|— • 1
W=i=i=z4=i=*=i—i-hi=i=^=i—
ole ark a - mov - er - in', a - mo1
J==g=»==3==f==f=|=p:
i?#:r=i:=*=»=:;==»=»=Ps:
L-J ! LJ. 1_ B. 1_J 1_| 1 #_
a - mov - er - 111
-« *-
For the last verse only,
a - Ions',
1
'—: -i
2 Den Noah an' his sons went to work upon de dry lan',
De ole ark a-moverin', &c.,
Dey built dat ark jes' accordin' to de comman',
De ole ark a-moverin', &c.,
Noah an' his sons went to work upon de timber,
De ole ark a-moverin', &c.,
De proud began to laugh, an' de silly point de'r finger,
De ole ark a-moverin', &c.-
Cho.—De ole ark a-moverin', &c.
3 When de ark was finished jes' accordin' to de plan,
De ole ark a-moverin', &c.,
Massa Noah took in liis family, both animal an' man,
De ole ark a-moverin, &c.,
When de rain began to fall an' de ark began to rise,
De ole ark a-moverin', &c.t
De wicked hung around' wid der groans an' de'r cries,
De ole ark a-moverin,' &c.
Cho.—Oh de ole ark a-moverin, &c.
4 Forty days an' forty nights, de rain it kep' a fallin',
De ole ark a-moverin', &c.
De wicked clumb de trees, an' for help dey kep' a callin',
De ole ark a-moverin', &c.,
Dat awful rain, she stopped at last, de waters dey subsided,
De ole ark a-moverin', &c.,
An' dat ole ark wid all on board on Ararat she rided,
De ole ark a-moverin', &c.,
Cho.—Oh, de ole ark a-moverin, &c.
HAMPTON AND ITS STUDENTS.
Bust an' Esijes.
251
0 0 ~0 a*—2d — m a— fl—^ 0i-'i— 0—|-tf ' 2
*—L*—* •—* i_0 0-\-0-±0—#—-*
1. Dust, dust an' ash - es fly ov-er on my grave, Dust, dust an' ash-es fly
^te=E=F=E=E=:E=F=^-F=S-h«=^=P-^
r r t i, r rr rrrrrr^i"
P * P
A__N 1.
* ? ® a _j5 L * » a Va a a—r» a—w—0—if, a 1
o-ver on my grave, Dust, dust an' ash-es fly o - ver on my grave,
>s, » 0—0 -JT &
1 2- i—w—5—u——L-
-y—/ Hf"
i I
V sj s v ,
-fc +J—»—1-«—r—«—-^-r -I—-
=c
P • F F
p * t-
! \ .>
£»—#—i—5—pP—!
feEEzEEEtfel
f r
Vf%4
\ -*■ -p- t -#■-#• •
An' de Lord shall bear my spir-it home, An' de Lord shall bear my spirit home.
S N I n . -F- m . »
1 1^1—|—_—"T-' r'—1—r*
£V- 0 — «—#_•_# —Ljf F-h^—V*—0-\~. 1—
J $. -s-m •- -% -Ef~>-pg—^rF- pp-KFr"-r:
r * v
FJ
^
J '
'-^ — " '■ 1——I—1 H ^ - V—1—1 ni—-1
jz=Ei^-F«^=^=s=g=R=s=3
10 ra a a a— .S .—*— 1
2. Dey cru - ci - fied my Sav - iour, An' nailed Him to de cross, Dey
3. Oh, Jo-seph begged his bo - dy, An' laid it in de tomb, Oh,
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HAMPTON AND ITS STUDENTS.
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INDEX TO CABIN AND PLANTATION SONGS.
Love an'serve de Lord 178
a «My Brethefen, don't get weary 180
My Lord delibered Daniel. 193
■My Lord, what a Mornin' 176
Most done trabelin' 215
Nobody knows de Trouble I've seen . 181
Oh ! de Hebben is shinin' 219
Oh ! den my little Soul's gwine to shine... 173
Oh ! give way, Jordan 195
Oh 1 Sinner, you'd better get ready 208
.Oh ! wasn't dat a wide Riber ? 194
Ef ye want to see Jesus 184 ' Yes
Gideon's Band, or de milk-white Horses... 242«JtPeter, go ring dem Bells 174
> Good News, de Chariot's comin' 224
..Gwine Up... 216
A Great Camp-meetin' in de Promised «
Land 322
Babylon's Fallin' *48'
Bright Sparkles in de Churchyard 200,
-"De Church ob God *99
— De ole Ark a-moverin' 249
De ole Sheep done know de Road 198
— De Winter'll soon be ober. 244
Did you hear my Jesus? 230
Don't ye view dat Ship a-come a-sailin' ?.. 226
» Dust an' Ashes 251
Hail! Hail! Hail! 177
Hard Trials 213
Hear de Angels singin' 241
Hear de Lambs a-cryin' 210
I don't feel noways tired 228^
I hope my Mother will be there............ 218
In dat great gettin'-up Mornin' 23s
•I've been a-list'nin' all de Night long 247
John Saw 196
•Judgment-Day is a-rollin' around 206
■f-Keep me from sinkin' down 24s
King Emafluel i93<«^Zion, weep a-low
Religion is a Fortune 189
^-Rise an'shine 212
Run, Mary, run 188
6— -Si
ome o' dese Mornin's 19*
Sweet Canaan 234
Sweet Turtle Dove, or Jerusalem Mornin'. 24®
'•) 'Swing low, sweet Chariot 179
The Danville Chariot 183
View de Land 182
Walk you in de Light 238
Who'll jine de Union ? 220
Jocm of inquest.
I bequeath to the Hampton Normal and agricul¬
tural Institute, located at Hampton, Virginia, the sum of
dollars, payable
in _ months after my decease, to be used
for the purposes, and under the direction of the Institute.
The above should be attested in some States, by three witnesses, and their
residences be given.