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Although Princeton president Ashbel Green condemned slavery on moral grounds, his religious convictions did not keep him from owning or hiring slaves himself—including at least three who lived and worked in his house on campus.

John Witherspoon and Samuel Stanhope Smith’s curriculum emphasized Scottish moral philosophy, providing early Princeton students with a new philosophical framework for opposing slavery even as pro-slavery apologists used the same philosophical concepts to defend the practice of owning slaves.

Princeton’s faculty and students actively opposed abolition, creating a climate of fear and intimidation around the subject during the 19th century. Although some Princeton affiliates were critical of slavery, the institution demonstrated a catastrophic failure of leadership on the greatest moral question of the age.

The College of New Jersey attracted large numbers of Virginia students in the 18th and 19th centuries, contributing to Princeton’s reputation as a school for southerners. This essay focuses on three students from Virginia whose careers as clergymen and educators reflected evolving arguments about slavery and emancipation from the Revolutionary War to the Civil War.

As the institution of slavery slowly declined in 18th and 19th-century New Jersey, the Trustees of 1820 reflected the changing face of pro- and antislavery thought in the state—variously owning slaves, supporting gradual emancipation or African colonization, and advocating for immediate abolition.