The Negro spiritual was the central medium by which slaves expressed the suffering of an inhuman existence. Since Reconstruction, the Sea Islands region, comprised of the North Carolina, South Carolina, and Georgia coastal areas, offered a geographical isolation that fostered songs with a cultural distinctiveness as part of the Gullah tradition. Saint Helena Island, one of the largest of the Sea Islands, provided the earliest written sources of Negro spirituals that were transcribed by white missionaries intrigued by the strange songs emanating from the newly freed slaves. In 1862, two of these missionaries, Laura Towne and Ellen Murray, founded the Penn Normal, Industrial, and Agricultural School, one of the first schools for freed slaves in the South, and for 40 years these committed women endeavored to educate the Negro inhabitants through a Northern curriculum that effectively improved the literacy of students. Yet the school’s cultural bias was equally effective in destroying much of the language and music of its students. Specifically, I will discuss Penn School’s educational and music curricula and the unfortunate linguistic, textual, and melodic losses that resulted from the school’s practices.
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