We have been instructed to look at the Negro as "idle, worthless, indolent and disloyal," but a careful examination of the West Indies and South Amer… - Arturo Alfonso Schomburg

But even this latter groups who came within the limelight of national and international notice, and thus into open comparison with the best minds of their generation, the public too often regards as a group of inspired illiterates, eloquent echoes of their Abolitionist sponsors. For a true estimate of their ability and scholarship, however, one must go with the antiquarian to the files of the Anglo-African Magazine, where page by page comparisons be made. Their writings show Douglass, McCune Smith, Wells Brown, Delany, Wilmot Blyden and Alexander Crummell to have been as scholarly and versatile as any of the noted publicists with whom they were associated. All of them labored internationally in the cause of their fellows; to Scotland, England, France, Germany and Africa, they carried their brilliant offensive of debate and propaganda, and with this came instance upon instance of signal foreign recognition, from academic, scientific, public and official sources.

Vindicating evidences of individual achievement have as a matter of fact been gathered and treasured for over a century: Abbé Gregoire's liberal-minded book on Negro notables in 1808 was the pioneer effort

Where is our historian to give us our side view and our chair of Negro history, to teach our people our own history? We are at the mercy of the "flotsam and jetsam" of the white writers. The very learned Rev. Alexander Crummell, before the American Negro Academy, stated that he heard J. C. Calhoun say that the inferiority of the Negro was so self-evident that he would not believe him human unless he could conjugate Greek verbs; and yet it must have been evident to Calhoun that in North Carolina there were many Negroes held as slaves who could read and write Arabic.¹ In those days men like Juan Latino, Amo, Capitein, Francis Williams, Rev. J. Pennington, and others could not only conjugate the Greek and Hebrew verbs, but had shown unmistakable evidences of learning, for they had received degrees from the universities of world-famed reputation. Yet in those days there were many whites unrestrained, enjoying the opportunities of education, who could not conjugate Greek roots nor verbs of the spoken language of the land. Yet this barrier was set up to persons restrained by force from the enjoyment of the most ordinary rights.