THE ECONOMIC CONDITION OF THE NEGROES OF

NEW YORK PRIOR TO 1861

The institution of slavery existed in the State of New York until 1827. The number of slaves had increased from 6,000 slaves in 1700 to 21,000 in 1790.1 Moved by the struggle for the rights of man, the legislature of New York passed in 1799 an act of emancipation, providing that all children born of slave parents after July 4 ensuing should be free and subject to apprenticeship in the case of males until the age of 28, and of the females until the age of 25 while the exportation of slaves was forbidden. By the process of emancipation all slaves were liberated in 1827. Thenceforth, birth on the soil of New York was a guaranty of freedom and slaves from other States fled to New York as an asylum.2 As a result of these efforts at gradual emancipation, there were more than 10,000 free Negroes in New York City in 1800.

We are to inquire here as to exactly what was the eco

Morgan, Slavery in New York, page 38.

2 New York Emancipation Law-African Repository, Vol. 31, page 155.

nomic condition of these Negroes. What of their wealth, their means and methods of living well and wisely? With gradual emancipation and the cessation of the sale of slaves the Negroes became economically unimportant to the whites. They were employed as servants, laborers, sailors and mechanics. It was reported to the American Convention of Abolition Societies in 1797, however, " that a degree of decorum and industry prevailed among them much to their honor and advantage." This report further said that "Many in the town and country were freeholders, several worth from $300 to $1,300. Various associations among the free blacks for mutual support, benefit and improvement had been established. One of these had a lot for a burying ground and the site of a church worth fifteen hundred dollars. All were in a state of progressive improvement.'' Still another part of the report made by these delegates stated that" on the whole they exhibited an example of successful industry highly honorable to themselves, gratifying to their parents, encouraging to patrons and consoling to humanity." Again, in 1803, the New York delegates reported that the "increase of the number of freeholders among the free blacks is an evidence of the progress of industry, sobriety, and economy, and strengthens the hope that they will gradually emerge from their degraded condition to usefulness and respectability."'s

Further evidence of the economic improvement of free Negroes during this period is evidenced by a significant appeal made by the members of the American Convention of Abolition Societies to the Free Negroes of New York in 1805. "The education of your offspring," said these friends of the Negroes," is a subject of lasting importance and has obtained a large portion of your attention and care. In 3 Half a Man, M. W. Ovington, page 69.

4 American Convention of Abolition Societies, 1797, p. 39.

5 Ibid., p. 31.

• Ibid., p. 39.

7 Ibid., p. 30.

8 Ibid., 1803, p. 7.

this, too, we call upon you for your aid; many of you have been favored to acquire a comfortable portion of property and are consequently enabled to contribute in some measure to the means of educating your offspring." In response to this appeal, the society of free people of color was established in 1812 to maintain a Free Orphan School in New York City and employed two teachers; and there were three other schools which they supported with their tuition fees, while those who were not sufficiently well circumstanced to educate their children sent them to the African Free Schools maintained by the New York Manumission Society.10

These African Free Schools were conducted in such a way as to have a direct bearing on the economic improvement of the Negroes. In 1818 the New York Mission Society informed the American Convention of Abolition Societies that the former had devised a plan of extending their care to certain children of color who had completed their course of instruction in the New York African Free Schools "in putting them at some useful trade or employment." These friends of the race in New York said that it had long been a regret that Negro children "educated at their schools had been suffered after leaving it to waste their time in idleness, thereby incurring those vicious habits which were calculated to render their previous education worse than useless." To remedy this evil they appointed an Indenturing Committee, whose duty was to provide places for these children and put them at a trade or some other employment when they had completed their education. The Committee took special care that the persons with whom children might be placed should be those of good character and while on the one hand they insisted that the children demean themselves with sobriety they extended their guardian care to them so that they might not "become subjects of oppression and tyranny." This Indenturing Committee in reaching its decision as to the sort of occupations to which the 9 American Convention of Abolition Societies, 1805, p. 38. 10 Ibid., 1812, p. 7.

children could be apprenticed expressed a decided preference for agricultural pursuits, being persuaded that an occupation of this nature was far more conducive to the moral improvement of these Negroes than the pursuits of the city under the most favorable circumstances. This plan upon being presented to the parents and guardians of these children was favorably received, but it does not appear that a large number of them thereafter participated in agriculture.11

The activity of the girls who had received instruction in household economics in free schools showed progress in another direction. They formed a society under the name of the African Dorcas Association for the purpose of procuring and making garments for the destitute. The boys, too, contributed their share to this progress, taking up such trades as sail makers, tire-workers, tailors, carpenters and blacksmiths.

Such reports12 represent the condition of the free Negroes of New York before slavery was completely abolished. This change in the status of the Negroes then, and the evolving industrial system effected a change in the economic condition of the Negro throughout the city.13

It must be remembered in this connection, however, that these Negroes experienced difficulties on account of their color either in obtaining a thorough knowledge of the trades or, after they had obtained it, in finding employment in the best shops. White and black laborers at first worked together in the same room and at the same machine. But soon prejudice developed. It was made more intense by the immigration into this country of a large number of poor Germans and Irish, who came to our shores because of the disturbed conditions of Europe. Their superior training and

11 American Convention of Abolition Societies, 1812, p. 14.

12 Inspectors of the New York African Free Schools reported to The Commercial Advertiser, May 12, 1824, that "we never beheld a white school of the same age in which without exception there was more order, neatness of dress, and cleanliness of person."

13 Ibid.

experience enabled them to get positions in most of the trades. Most northern men, moreover, still objected to granting Negroes economic equality. When the supply of labor exceeded the demand, the free Negroes, unable to compete with these foreigners, were driven not only from the respectable positions, but also from the menial pursuits. Measures to restrict to the whites employment in higher pursuits were proposed and where they were not actually made laws, public opinion, to that effect, accomplished practically the same result. This reversal of the position of labor, however, did not take place without a struggle, for there soon arose ill-feeling which culminated in the riots between 1830 and 1840.14

In spite of this condition, Arthur Tappan, Gerrit Smith and William Lloyd Garrison reported to the Second American Convention for the Improvement of the Free People of Color that" by perseverance, the youth of color could succeed in procuring profitable situations.15 To these benefactors, however, it was soon evident that Negroes had to be trained for the competition with white laborers or be doomed to follow menial employment. In accordance with this Gerrit Smith established in 1834 a school in Peterboro, for the purpose of training Negro youths under the manual labor system.16 With such training, he believed, free Negroes would gain a livelihood, send their children to school, and gradually accumulate money. He hoped that many of them would make progress to the extent of possessing property valued at $250, which amount would enable citizens of color17 to vote in the State of New York.

Hoping to put an end to economic poverty among these Negroes, Gerrit Smith devised a scheme for the distribution of 3,000 parcels of land of 40 or 60 acres each among the unfortunate blacks then handicapped in this untoward situation in New York City. From a list of names furnished him by Rev. Charles B. Ray, Rev. Theodore F. 14 Journal of Negro History, Vol. III, p. 354.

15 Woodson, Education of the Negro Prior to 1861, p. 286.

16 Journal of Negro History, Vol. III.

17 Hurd's Law of Freedom-Bondage, p. 81.