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34FRIENDS HISTORICAL ASSOCIATION from the Dutch quite misrepresents the situation. The English translation reads : "... some of the bell-wethers were confined for a time in the mad-house and afterwards whipped." The latter half of this sentence in the Dutch reads, "en daarna geslaakt wierden." Slaaken does not mean to whip but to release. It follows that the sentence should be translated : "some of the bell-wethers were confined in the mad-house but afterward released." This changes the meaning entirely and goes far to prove that the persecution was the reverse of serious. It is interesting to note that the Lowlands have known a threefold reformation : the Anabaptist, the Lutheran, and the Calvinistic. Calvinism had won the day but the Anabaptist tendencies had never quite disappeared . The notion of the "inner light" was not foreign to the Dutch mind even though this identical expression was not used. When Grotius and the Armenians contend that the use of our individual powers of reasoning should lead to personal convictions rather than to universal explanations of truth, as in a creed, they are not so far removed from George Fox and Quakerism as one might think. May I add in conclusion that Dr. Hull's book is well documented, well illustrated, and clearly printed. An excellent piece of work. J. A. C. Fagginger Auer Professor of Church History, Harvard University The Education of Negroes in New Jersey, by Marion M. Thompson Wright. Teachers College, Columbia University, Contributions to Education, No. 815. New York, Bureau of Publications, Teachers College, Columbia University, 1941. 227 pp. $2.35. NEW JERSEY is an interesting State in which to study the history of Negro education. Lying as it did before the Civil War midway between the old divisions of South and North, slavery and freedom, plantation agriculture and diversified farms, it was affected by both Southern and Northern attitudes on the race question. And now, being both urban and rural, industrial and agricultural, and having resort cities for the better-off and factory towns for the more recent European immigrants, it is a kind of hothouse for social experiment. Religiously, culturally, politically, and economically, it is and has long been a land of diversity rather than uniformity. And it is this variety, a variety which one neglects when he thinks of New Jersey in J. T. Adams's terms, as a "bedroom for New York and Philadelphia," which adds interest to any study of the institutions and social attitudes of the state. Mrs. Wright's book has many of the earmarks of a Ph.D. essay, but it has more passion in it than most such efforts, for it is the story of an underprivileged race by a member of that race. Her professional degrees and her present position as Assistant Professor of Education in Howard University indicate that the author had good technical equipment for her work. But training has not produced in this case the water-gruel objecto /. 31, No. 1. Spring 1942 BOOK REVIEWS35 tivity common to most doctoral dissertations. Mrs. Wright has a thesis to maintain, which she does from the preface of her book to the conclusion . It is that equality of the races in education is vital to the successful development of the Negro race and to the survival of American democracy. Conversely, advocates of segregated schools, whether they are prejudiced white people or shortsighted and clannish colored people, are enemies, conscious or unconscious, of the best interests of American society. The story which Mrs. Wright tells begins with the earliest efforts of certain religious bodies to educate the slaves in the tenets of Christianity. Others, such as the Friends, were further concerned to care for the minds and spirits of their Negroes, both before and after emancipation. Abolition societies and philanthropists, many of them Quaker or Quaker-inspired, promoted Sunday schools or charity schools for Negroes. Eventually Negro leaders arose to further the education of their people, and Negroes benefited from the growth of free public education in the State in the mid-nineteenth century. A law of 1881 prohibited racial discrimination in the public schools, but the practice since that date has been varied rather than uniform, with Negroes...

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