Anti-literacy laws in the United States
Anti-literacy laws in many slave states before and during the American Civil War affected slaves, freedmen, and in some cases all people of color. Some laws arose from concerns that literate slaves could forge the documents required to escape to a free state. According to William M. Banks, "Many slaves who learned to write did indeed achieve freedom by this method. The wanted posters for runaways often mentioned whether the escapee could write." Anti-literacy laws also arose from fears of slave insurrection, particularly around the time of abolitionist David Walker's 1829 publication of Appeal to the Colored Citizens of the World, which openly advocated rebellion, and Nat Turner's slave rebellion of 1831.
The United States is the only country known to have had anti-literacy laws.
State anti-literacy laws
Between 1740 and 1834 Alabama, Georgia, Louisiana, Mississippi, North and South Carolina, and Virginia all passed anti-literacy laws. South Carolina prohibited teaching slaves to read and write, punishable by a fine of 100 pounds and six months in prison, via an amendment to its 1739 Negro Act.
Significant anti-black laws include:
- 1829, Georgia: Prohibited teaching blacks to read, punished by fine and imprisonment
- 1832, Alabama and Virginia: Prohibited whites from teaching blacks to read or write, punished by fines and floggings
- 1833, Georgia: Prohibited blacks from working in reading or writing jobs (via an employment law), and prohibited teaching blacks, punished by fines and whippings (via an anti-literacy law)
- 1847, Missouri: Prohibited assembling or teaching slaves to read or write
A 19th-century Virginia law specified: "[E]very assemblage of negroes for the purpose of instruction in reading or writing, or in the night time for any purpose, shall be an unlawful assembly. Any justice may issue his warrant to any office or other person, requiring him to enter any place where such assemblage may be, and seize any negro therein; and he, or any other justice, may order such negro to be punished with stripes."
In North Carolina, black people who disobeyed the law were sentenced to whipping while whites received a fine and/or jail time.
Restrictions on the education of black students were not limited to the South. While teaching blacks in the North was not illegal, many Northern states, counties, and cities barred black students from public schools. What few schools there were for black students were projects funded by donations from Quakers and other philanthropists. The attempt in 1831 to open a college for black students in New Haven was met with such overwhelming local resistance that the project was almost immediately abandoned (see Simeon Jocelyn). Private schools in New Hampshire and Connecticut that attempted to educate black and white students together were destroyed by mobs (see Noyes Academy and Canterbury Female Boarding School).
Educators in the South found ways to both circumvent and challenge the law. John Berry Meachum, for example, moved his school out of St. Louis, Missouri when that state passed an anti-literacy law in 1847, and re-established it as the Floating Freedom School on a steamship on the Mississippi River, which was beyond the reach of Missouri state law. After she was arrested, tried, and served a month in prison for educating free black children in Norfolk, Virginia, Margaret Crittendon Douglas wrote a book on her experiences, which helped draw national attention to the anti-literacy laws. In some cases, slaveholders ignored the laws. They looked the other way when their children played school and taught their slave playmates how to read and write. Some slaveholders saw the economic benefit in having literate slaves who could undertake business transactions and keep accounts. Others believed that slaves should be sufficiently literate to read the Bible.
- "Illegal to Teach Slaves to Read and Write". Harper's Weekly. June 21, 1862.
- Banks, William M. (1996). Black Intellectuals: Race and Responsibility in American Life. W. W. Norton.
- Paul Finkelman, Encyclopedia of African American History, 1619–1895: From the Colonial Period to the Age of Frederick Douglass, Oxford University Press, USA, Apr 6, 2006, p. 445
- Christopher M. Span; Brenda N. Sanya (2019). "Education and the African Diaspora". In Rury, John L.; Tamura, Eileen H. (eds.). The Oxford Handbook of the History of Education. Oxford University Press. p. 402.
- Cornelius, Janet Duitsman (1991). When I Can Read My Title Clear: Literacy, Slavery, and Religion in the Antebellum South. Columbia, South Carolina: University of South Carolina Press.
- "Slave Codes (20 November 2016)". Boundless U.S. History. Boundless U.S. History. Retrieved 4 February 2017. CS1 maint: discouraged parameter (link)[permanent dead link]
- Kim Tolley (2016). "Slavery". In Angulo, A. J. (ed.). Miseducation: A History of Ignorance-Making in America and Abroad. Baltimore, MD: Johns Hopkins University Press. pp. 13–33. ISBN 978-1-4214-1932-9.
- "Negroes and Mullattoes" (PDF). Missouri Secretary of State. Retrieved 13 September 2020. CS1 maint: discouraged parameter (link)
- "Offences against public policy," Title 54, Chapter 198; "Assembling of negroes. Trading by free negroes," Section 31; in The Code of Virginia. Richmond: William F. Ritchie. 1849. p. 747. Retrieved 10 February 2017. CS1 maint: discouraged parameter (link)
- North Carolina Digital History, http://www.learnnc.org/lp/editions/nchist-newnation/4384
- Robert W.Tabscott John Berry Meachum Defied The Law to Educate Blacks, St. Louis Beacon, August 25, 2009
- Douglass, Margaret, Educational Laws of Virginia: The Personal Narrative of Mrs. Margaret Douglass, a Southern Woman Who Was Imprisoned for One Month in the Common Jail of Norfolk, John P. Jewett and Co., 1854