CHAPTER XII.
NEGRO SCHOOL LAWS.
1619-1860.

The Possibilities of the Human Intellect.—Ignorance Favorable to Slavery.—An Act by the Legislature of Alabama imposing a Penalty on any one Instructing a Colored Person.—Educational Privileges of the Creoles in the City of Mobile.—Prejudice against Colored Schools in Connecticut.—The Attempt of Miss Prudence Crandall to admit Colored Girls into her School at Canterbury.—The Indignation of the Citizens at this Attempt to Mix the Races in Education.—The Legislature of Connecticut passes a Law abolishing the School.—The Building assaulted by a Mob.—Miss Crandall arrested and imprisoned for teaching Colored Children against the Law.—Great Excitement.—The Law finally repealed.—An Act by the Legislature of Delaware taxing Persons who brought into, or sold Slaves out of, the State.—Under Act of 1829 Money received for the Sale of Slaves in Florida was added to the School Fund in that State.—Georgia prohibits the Education of Colored Persons under Heavy Penalty.—Illinois establishes Separate Schools for Colored Children.—The "Free Mission Institute" at Quincy, Illinois, destroyed by a Missouri Mob.—Numerous and Cruel Slave Laws in Kentucky retard the Education of the Negroes.—An Act passed in Louisiana preventing the Negroes in any Way from being instructed.—Maine gives equal School Privileges to Whites and Blacks.—St. Francis Academy for Colored Girls founded in Baltimore in 1831.—The Wells School.—The First School for Colored Children established in Boston by Intelligent Colored Men in 1798.—A School-house for the Colored Children built and paid for out of a Fund left by Abiel Smith for that Purpose.—John B. Russworm one of the Teachers and afterward Governor of the Colony of Cape Palmas, Liberia.—First Primary School for Colored Children established in 1820.—Missouri passes Stringent Laws against the Instruction of Negroes.—New York provides for the Education of Negroes.—Elias Neau opens a School in New York City for Negro Slaves in 1704.—"New York African Free School" in 1786.—Visit of Lafayette to the African Schools in 1824.—His Address.—Public Schools for Colored Children in New York.—Colored Schools in Ohio.—"Cincinnati High School" for Colored Youths founded in 1844.—Oberlin College opens its Doors to Colored Students.—The Establishment of Colored Schools in Pennsylvania by Anthony Benezet in 1750.—His Will.—"Institute for Colored Youths" established in 1837.—"Avery College," at Allegheny City, Pennsylvania, founded in 1849.—Ashmun Institute, or Lincoln University, founded in October, 1856.—South Carolina takes Definite Action against the Education or Promotion of the Colored Race in 1800-1803-1834.—Tennessee makes no Discrimination against Color in the School Law of 1840.—Little Opportunity afforded in Virginia for the Colored Man to be enlightened.—Stringent Laws enacted.—History of Schools for the Colored Population in the District of Columbia.

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THE institution of American slavery needed protection from the day of its birth to the day of its death. Whips, thumbscrews, and manacles of iron were far less helpful to it than the thraldom of the intellects of its hapless victims. "Created a little lower than the angels," "crowned with glory and honor," armed with authority "over every living creature," man was intended by his Maker to rule the world through his intellect. The homogeneousness of the crude faculties of man has been quite generally admitted throughout the world; while even scientists, differing widely in many other things, have united in ascribing to the human mind everywhere certain possibilities. But one class of men have dissented from this view—the slave-holders of all ages. A justification of slavery has been sought in the alleged belief of the inferiority of the persons enslaved; while the broad truism of the possibilities of the human mind was confessed in all legislation that sought to prevent slaves from acquiring knowledge. So the slave-holder asserted his belief in the mental inferiority of the Negro, and then advertised his lack of faith in his assertion by making laws to prevent the Negro intellect from receiving those truths which would render him valueless as a slave, but equal to the duties of a freeman.

ALABAMA

had an act in 1832 which declared that "Any person or persons who shall attempt to teach any free person of color or slave to spell, read, or write, shall, upon conviction thereof by indictment, be fined in a sum not less than $250, nor more than $500." This act also prohibited with severe penalties, by flogging, "any free negro or person of color" from being in company with any slaves without written permission from the owner or overseer of such slaves; it also prohibited the assembling of more than five male slaves at any place off the plantation to which they belonged; but nothing in the act was to be considered as forbidding attendance at places of public worship held by white persons. No slave or free person of color was permitted to "preach, exhort, or harangue any slave or slaves, or free persons of color, except in the presence of five respectable slave-holders, or unless the person preaching was licensed by some regular body of professing Christians in the neighborhood, to whose society or church the negroes addressed properly belonged."

In 1833, the mayor and aldermen of the city of Mobile were authorized by an act of the Legislature to grant licenses to such persons as they deemed suitable to give instruction to the children of free Colored Creoles. This applied only to those who resided in the city of Mobile and county of Baldwin. The instruction was to be given at brief periods, and the children had to secure a certificate from the mayor and aldermen. The ground of this action was the treaty between France and the United States in 1803, by which the rights and privileges of citizens had been secured to the Creoles residing in the above places at the time of the treaty.

ARKANSAS,

so far as her laws appear, did not prohibit the education of Negroes; but a study of her laws leaves the impression that the Negroes there were practically denied the right of instruction.

CONNECTICUT

never legislated against educating Colored persons, but the prejudice was so strong that it amounted to the same thing. The intolerant spirit of the whites drove the Colored people of Hartford to request a separate school in 1830. Prejudice was so great against the presence of a Colored school in a community of white people, that a school, established by a very worthy white lady, was mobbed and then legislated out of existence.

"In the summer of 1832, Miss Prudence Crandall, an excellent, well-educated Quaker young lady, who had gained considerable reputation as a teacher in the neighboring town of Plainfield, purchased, at the solicitation of a number of families in the village of Canterbury, Connecticut, a commodious house in that village, for the purpose of establishing a boarding and day school for young ladies, in order that they might receive instruction in higher branches than were taught in the public district school. Her school was well conducted, but was interrupted early in 1833 in this wise: Not far from the village a worthy colored man was living, by the name of Harris, the owner of a good farm, and in comfortable circumstances. His daughter Sarah, a bright girl, seventeen years of age, had passed with credit through the public school of the district in which she lived, and was anxious to acquire a better education, to qualify herself to become a teacher of the colored people. She applied to Miss Crandall for admission to her school. Miss Crandall hesitated, for prudential reasons, to admit a colored person among her pupils; but Sarah was a young lady of pleasing appearance and manners, well known to many of Miss Crandall's present pupils, having been their classmate in the district school, and was, moreover, a virtuous, pious girl, and a member of the church in Canterbury. No objection could be made to her admission, except on acount of her complexion, and Miss Crandall decided to receive her as a pupil. No objection was made by the other pupils, but in a few days the parents of some of them called on Miss Crandall and remonstrated; and although Miss Crandall pressed upon their consideration the eager desire of Sarah for knowledge and culture, and the good use she wished to make of her education, her excellent character, and her being an accepted member of the same Christian church to which they belonged, they were too much prejudiced to listen to any arguments—'they would not have it said that their daughters went to school with a nigger girl.' It was urged that if Sarah was not dismissed, the white pupils would be withdrawn; but although the fond hopes of success for an institution which she had established at the risk of all her property, and by incurring a debt of several hundred dollars, seemed to be doomed to disappointment, she decided not to yield to the demand for the dismissal of Sarah; and on the 2d day of March, 1833, she advertised in the 'Liberator' that on the first Monday in April her school would be open for 'young ladies and little misses of color.' Her determination having become known, a fierce indignation was kindled and fanned by prominent people of the village and pervaded the town. In this juncture, the Rev. Samuel J. May, of the neighboring town of Brooklyn, addressed her a letter of sympathy, expressing his readiness to assist her to the extent of his power, and was present at the town meeting held on the 9th of March, called for the express purpose of devising and adopting such measures as 'would effectually avert the nuisance or speedily abate it if it should be brought into the village.'

"The friends of Miss Crandall were authorized by her to state to the moderator of the town meeting that she would give up her house, which was one of the most conspicuous in the village, and not wholly paid for, if those who were opposed to her school being there would take the property off her hands at the price for which she had purchased it, and which was deemed a reasonable one, and allow her time to procure another house in a more retired part of the town.

"The town meeting was held in the meeting-house, which, though capable of holding a thousand people, was crowded throughout to its utmost capacity. After the warning for the meeting had been read, resolutions were introduced in which were set forth the disgrace and damage that would be brought upon the town if a school for colored girls should be set up there, protesting emphatically against the impending evil, and appointing the civil authority and select-men a committee to wait upon 'the person contemplating the establishment of said school, and persuade her, if possible, to abandon the project.'

"The resolutions were advocated by Rufus Adams, Esq., and Hon. Andrew T. Judson, who was then the most prominent man of the town, and a leading politician in the State, and much talked of as the Democratic candidate for governor, and was a representative in Congress from 1835 to 1839, when he was elected judge of the United States District Court, which position he held until his death in 1853, adjudicating, among other causes, the libel of the 'Amistad' and the fifty-four Africans on board. After his address on this occasion, Mr. May, in company with Mr. Arnold Buffum, a lecturing agent of the New England Anti-Slavery Society, applied for permission to speak in behalf of Miss Crandall, but their application was violently opposed, and the resolutions being adopted, the meeting was declared, by the moderator, adjourned.

"Mr. May at once stepped upon the seat where he had been sitting, and rapidly vindicated Miss Crandall, replying to some of the misstatements as to her purposes and the character of her expected pupils, when he gave way to Mr. Buffum, who had spoken scarcely five minutes before the trustees of the church ordered the house to be vacated and the doors to be shut. There was then no alternative but to yield.

"Two days afterward Mr. Judson called on Mr. May, with whom he had been on terms of a pleasant acquaintance, not to say of friendship, and expressed regret that he had applied certain epithets to him; and went on to speak of the disastrous effect on the village from the establishment of 'a school for nigger girls.' Mr. May replied that his purpose was, if he had been allowed to do so, to state at the town meeting Miss Crandall's proposition to sell her house in the village at its fair valuation, and retire to some other part of the town. To this Mr. Judson replied: 'Mr. May, we are not merely opposed to the establishment of that school in Canterbury, we mean there shall not be such a school set up anywhere in the State.'

"Mr. Judson continued, declaring that the colored people could never rise from their menial condition in our country, and ought not to be permitted to rise here; that they were an inferior race and should not be recognized as the equals of the whites; that they should be sent back to Africa, and improve themselves there, and civilize and Christianize the natives. To this Mr. May replied that there never would be fewer colored people in this country than there were then; that it was unjust to drive them out of the country; that we must accord to them their rights or incur the loss of our own; that education was the primal, fundamental right of all the children of men; and that Connecticut was the last place where this should be denied.

"The conversation was continued in a similar strain, in the course of which Mr. Judson declared with warmth: 'That nigger school shall never be allowed in Canterbury, nor in any town of this State'; and he avowed his determination to secure the passage of a law by the Legislature then in session, forbidding the institution of such a school in any part of the State.

"Undismayed by the opposition and the threatened violence of her neighbors, Miss Crandall received, early in April, fifteen or twenty colored young ladies and misses from Philadelphia, New York, Providence, and Boston, and the annoyances of her persecutors at once commenced: all accommodations at the stores in Canterbury being denied her, her pupils being insulted whenever they appeared on the streets, the doors and door-steps of her house being besmeared, and her well filled with filth; under all of which, both she and her pupils remained firm. Among other means used to intimidate, an attempt was made to drive away those innocent girls by a process under the obsolete vagrant law, which provided that the select-men of any town might warn any person, not an inhabitant of the State, to depart forthwith, demanding $1.67 for every week he or she remained after receiving such warning; and in case the fine was not paid and the person did not depart before the expiration of ten days after being sentenced, then he or she should be whipped on the naked body, not exceeding ten stripes.

"A warrant to that effect was actually served upon Eliza Ann Hammond, a fine girl from Providence, aged seventeen years; but it was finally abandoned, and another method was resorted to, most disgraceful to the State as well as the town. Foiled in their attempts to frighten away Miss Crandall's pupils by their proceedings under the obsolete 'pauper and vagrant law,' Mr. Judson and those who acted with him pressed upon the Legislature, then in session, a demand for the enactment of a law which should enable them to accomplish their purpose; and in that bad purpose they succeeded, by securing the following enactment, on the 24th of May, 1833, known as the 'black law.'

"'Whereas, attempts have been made to establish literary institutions in this State for the instruction of colored persons belonging to other States and countries, which would tend to the great increase of the colored population of the State, and thereby to the injury of the people: therefore,

"'Be it enacted, etc., That no person shall set up or establish in this State any school, academy, or other literary institution for the instruction or education of colored persons, who are not inhabitants of this State, or harbor or board, for the purpose of attending or being taught or instructed in any such school, academy, or literary institution, any colored person who is not an inhabitant of any town in this State, without the consent in writing, first obtained, of a majority of the civil authority, and also of the select-men of the town in which such school, academy, or literary institution is situated,' etc.

"'And each and every person who shall knowingly do any act forbidden as aforesaid, or shall be aiding or assisting therein, shall for the first offense forfeit and pay to the treasurer of this State a fine of $100, and for the second offense $200, and so double for every offense of which he or she shall be convicted; and all informing officers are required to make due presentment of all breaches of this act.'

"On the receipt of the tidings of the passage of this law, the people of Canterbury were wild with exultation; the bells were rung and a cannon was fired to manifest the joy. On the 27th of June, Miss Crandall was arrested and arraigned before Justices Adams and Bacon, two of those who had been the earnest opponents of her enterprise; and the result being predetermined, the trial was of course brief, and Miss Crandall was 'committed' to take her trial at the next session of the Supreme Court at Brooklyn, in August. A messenger was at once dispatched by the party opposed to Miss Crandall to Brooklyn, to inform Mr. May, as her friend, of the result of the trial, stating that she was in the hands of the sheriff, and would be put in jail unless he or some of her friends would 'give bonds' for her in a certain sum."

The denouement may be related most appropriately in the language of Mr. May:

"I calmly told the messenger that there were gentlemen enough in Canterbury whose bond for that amount would be as good or better than mine, and I should leave it for them to do Miss Crandall that favor. 'But,' said the young man, 'are you not her friend?' 'Certainly,' I replied, 'too sincerely her friend to give relief to her enemies in their present embarrassment, and I trust you will not find any one of her friends, or the patrons of her school, who will step forward to help them any more than myself.' 'But, sir,' he cried, 'do you mean to allow her to be put in jail?' 'Most certainly,' was my answer, 'if her persecutors are unwise enough to let such an outrage be committed.' He turned from me in blank surprise, and hurried back to tell Mr. Judson and the justices of his ill success.

"A few days before, when I first heard of the passage of the law, I had visited Miss Crandall with my friend, Mr. George W. Benson, and advised with her as to the course she and her friends ought to pursue when she should be brought to trial. She appreciated at once and fully the importance of leaving her persecutors to show to the world how base they were, and how atrocious was the law they had induced the Legislature to enact—a law, by the force of which a woman might be fined and imprisoned as a felon in the State of Connecticut for giving instruction to colored girls. She agreed that it would be best for us to leave her in the hands of those with whom the law originated, hoping that, in their madness, they would show forth all their hideous features.

"Mr. Benson and I, therefore, went diligently around to all who he knew were friendly to Miss Crandall and her school, and counselled them by no means to give bonds to keep her from imprisonment, because nothing would expose so fully to the public the egregious wickedness of the law and the virulence of her persecutors as the fact that they had thrust her into jail.

"When I found that her resolution was equal to the trial which seemed to be impending, that she was ready to brave and to bear meekly the worst treatment that her enemies would venture to subject her to, I made all the arrangements for her comfort that were practicable in our prison. It fortunately happened that the most suitable room, unoccupied, was the one in which a man named Watkins had recently been confined for the murder of his wife, and out of which he had been taken and executed. This circumstance we foresaw would add not a little to the public detestation of the black law. The jailer, at my request, readily put the room in as nice order as was possible, and permitted me to substitute for the bedstead and mattrass on which the murderer had slept, fresh and clean ones from my own house and Mr. Benson's.

"About 2 o'clock, P.M., another messenger came to inform me that the sheriff was on the way from Canterbury to the jail with Miss Crandall, and would imprison her unless her friends would give the required bail. Although in sympathy with Miss Crandall's persecutors, he saw clearly the disgrace that was about to be brought upon the State, and begged me and Mr. Benson to avert it. Of course we refused. I went to the jailer's house and met Miss Crandall on her arrival. We stepped aside. I said: 'If now you hesitate—if you dread the gloomy place so much as to wish to be saved from it, I will give bonds for you even now.' 'Oh, no,' she promptly replied, 'I am only afraid they will not put me in jail. Their evident hesitation and embarrassment show plainly how much they deprecated the effect of this part of their folly, and therefore I am the more anxious that they should be exposed, if not caught in their own wicked devices.

"We therefore returned with her to the sheriff and the company that surrounded him, to await his final act. He was ashamed to do it. He knew it would cover the persecutors of Miss Crandall and the State of Connecticut with disgrace. He conferred with several about him, and delayed yet longer. Two gentlemen came and remonstrated with me in not very seemly terms: 'It would be a —— shame, an eternal disgrace to the State, to have her put into jail—into the very room that Watkins had last occupied.'

"'Certainly, gentlemen,' I replied, 'and this you may prevent if you please.'

"'Oh!' they cried, 'we are not her friends; we are not in favor of her school; we don't want any more —— niggers coming among us. It is your place to stand by Miss Crandall and help her now. You and your —— abolition brethren have encouraged her to bring this nuisance into Canterbury, and it is —— mean in you to desert her now.'

"I rejoined: 'She knows we have not deserted her, and do not intend to desert her. The law which her persecutors have persuaded our legislators to enact is an infamous one, worthy of the dark ages. It would be just as bad as it is whether we would give bonds for her or not. But the people generally will not so soon realize how bad, how wicked, how cruel a law it is unless we suffer her persecutors to inflict upon her all the penalties it prescribes. She is willing to bear them for the sake of the cause she has so nobly espoused. If you see fit to keep her from imprisonment in the cell of a murderer for having proffered the blessings of a good education to those who in our country need it most, you may do so; we shall not.'

"They turned from us in great wrath, words falling from their lips which I shall not repeat.

"The sun had descended nearly to the horizon; the shadows of night were beginning to fall around us. The sheriff could defer the dark deed no longer. With no little emotion, and with words of earnest deprecation, he gave that excellent, heroic, Christian young lady into the hands of the jailer, and she was led into the cell of Watkins. So soon as I had heard the bolts of her prison door turned in the lock, and saw the key taken out, I bowed and said: 'The deed is done, completely done. It cannot be recalled. It has passed into the history of our nation and our age.' I went away with my steadfast friend, George W. Benson, assured that the legislators of the State had been guilty of a most unrighteous act, and that Miss Crandall's persecutors had also committed a great blunder; that they all would have much more reason to be ashamed of her imprisonment than she or her friends could ever have.

"The next day we gave the required bonds. Miss Crandall was released from the cell of the murderer, returned home, and quietly resumed the duties of her school until she should be summoned as a culprit into court, there to be tried by the infamous 'Black Law of Connecticut.' And, as we expected, so soon as the evil tidings could be carried in that day, before Professor Morse had given to Rumor her telegraphic wings, it was known all over the country and the civilized world, that an excellent young lady had been imprisoned as a criminal—yes, put into a murderer's cell—in the State of Connecticut, for opening a school for the instruction of colored girls. The comments that were made upon the deed in almost all the newspapers were far from grateful to the feelings of her persecutors. Even many who, under the same circumstances, would probably have acted as badly as Messrs. A. T. Judson & Co., denounced their procedure as 'un-Christian, inhuman, anti-Democratic, base, mean.'

"On the 23d of August, 1833, the first trial of Miss Crandall was had in Brooklyn, the seat of the county of Windham, Hon. Joseph Eaton presiding at the county court.

"The prosecution was conducted by Hon. A. T. Judson, Jonathan A. Welch, Esq., and I. Bulkley, Esq. Miss Crandall's counsel was Hon. Calvin Goddard, Hon. W. W. Elsworth, and Henry Strong, Esq.

"The judge, somewhat timidly, gave it as his opinion 'that the law was constitutional and obligatory on the people of the State.'

"The jury, after an absence of several hours, returned into court, not having agreed upon a verdict. They were instructed and sent out again, and again a third time, in vain; they stated to the judge that there was no probability that they could ever agree. Seven were for conviction and five for acquittal, so they were discharged.

"The second trial was on the 3d of October, before Judge Daggett of the Supreme Court, who was a strenuous advocate of the black law. His influence with the jury was overpowering, insisting in an elaborate and able charge that the law was constitutional, and, without much hesitation, the verdict was given against Miss Crandall. Her counsel at once filed a bill of exceptions, and took an appeal to the Court of Errors, which was granted. Before that, the highest legal tribunal in the State, the cause was argued on the 22d of July, 1834. Both the Hon. W. W. Elsworth and the Hon. Calvin Goddard argued with great ability and eloquence against the constitutionality of the black law. The Hon. A. T. Judson and Hon. C. F. Cleaveland said all they could to prove such a law consistent with the Magna Charta of our republic. The court reserved a decision for some future time; and that decision was never given, it being evaded by the court finding such defects in the information prepared by the State's attorney that it ought to be quashed.

"Soon after this, an attempt was made to set the house of Miss Crandall on fire, but without effect. The question of her duty to risk the lives of her pupils against this mode of attack was then considered, and upon consultation with friends it was concluded to hold on and bear a little longer, with the hope that this atrocity of attempting to fire the house, and thus expose the lives and property of her neighbors, would frighten the instigators of the persecution, and cause some restraint on the 'baser sort.' But a few nights afterward, about 12 o'clock, being the night of the 9th of September, her house was assaulted by a number of persons with heavy clubs and iron bars, and windows were dashed to pieces. Mr. May was summoned the next morning, and after consultation it was determined that the school should be abandoned."

Mr. May thus concluded his account of this event, and of the enterprise:

"The pupils were called together and I was requested to announce to them our decision. Never before had I felt so deeply sensible of the cruelty of the persecution which had been carried on for eighteen months in that New England village, against a family of defenseless females. Twenty harmless, well-behaved girls, whose only offense against the peace of the community was that they had come together there to obtain useful knowledge and moral culture, were to be told that they had better go away, because, forsooth, the house in which they dwelt would not be protected by the guardians of the town, the conservators of the peace, the officers of justice, the men of influence in the village where it was situated. The words almost blistered my lips. My bosom glowed with indignation. I felt ashamed of Canterbury, ashamed of Connecticut, ashamed of my country, ashamed of my color."[58]

Thus ended the generous, disinterested, philanthropic Christian enterprise of Prudence Crandall, but the law under which her enterprise was defeated was repealed in 1838.

It is to be regretted that Connecticut earned such an unenviable place in history as this. It seems strange, indeed, that such an occurrence could take place in the nineteenth century in a free State in a republic in North America! But such is "the truth of history."

DELAWARE

never passed any law against the instruction of Negroes, but in 1833 passed an act taxing every person who sold a slave out of the State, or brought one into the State, five dollars, which went into a school fund for the education of white children alone. In 1852, the Revised Statutes provided for the taxation of all the property of the State for the support of the schools for white children alone. So, by implication, Delaware prohibited the education of Colored children.

In 1840, the Friends formed the African School Association in Wilmington; and under its management two excellent schools, for boys and girls, were established.

FLORIDA.

On the 28th of December, 1848, an act was passed providing "for the establishment of common schools." The right to vote at district meetings was conferred upon every person whose property was liable to taxation for school purposes; but only white children were allowed school privileges.

In the same year an act was passed providing that the school funds should consist of "the proceeds of the school lands," and of all estates, real or personal, escheating to the State, and "the proceeds of all property found on the coast or shores of the State." In 1850 the counties were authorized to provide, by taxation, not more than four dollars for each child within their limits of the proper school age. In the same year the amount received from the sale of any slave, under the act of 1829, was required to be added to the school fund. The common school law was revised in 1853, and the county commissioners were authorized to add from the county treasury any sum they thought proper for the support of common schools.[59]

GEORGIA

passed a law in 1770 (copied from S. C. Statutes, passed in 1740), fixing a fine of £20 for teaching a slave to read or write. In 1829 the Legislature enacted the following law:

"If any slave, negro, or free person of color, or any white person, shall teach any other slave, negro, or free person of color to read or write either written or printed characters, the said free person of color or slave shall be punished by fine and whipping, or fine or whipping, at the discretion of the court; and if a white person so offend, he, she, or they shall be punished with a fine not exceeding $500, and imprisonment in the common jail at the discretion of the court."

In 1833 the above law was consolidated into a penal code. A penalty of $100 was provided against persons who employed any slave or free person of Color to set type or perform any other labor about a printing-office requiring a knowledge of reading or writing. During the same year an ordinance was passed in the city of Savannah, "that if any person shall teach or cause to be taught any slave or free person of color to read or write within the city, or who shall keep a school for that purpose, he or she shall be fined in a sum not exceeding $100 for each and every such offense; and if the offender be a slave or free person of color, he or she may also be whipped, not exceeding thirty-nine lashes."

In the summer of 1850 a series of articles by Mr. F. C. Adams appeared in one of the papers of Savannah, advocating the education of the Negroes as a means of increasing their value and of attaching them to their masters. The subject was afterward taken up in the Agricultural Convention which met at Macon in September of the same year. The matter was again brought up in September, 1851, in the Agricultural Convention, and after being debated, a resolution was passed that a petition be presented to the Legislature for a law granting permission to educate the slaves. The petition was presented to the Legislature, and Mr. Harlston introduced a bill in the winter of 1852, which was discussed and passed in the lower House, to repeal the old law, and to grant to the masters the privilege of educating their slaves. The bill was lost in the senate by two or three votes.[60]

ILLINOIS'

school laws contain the word "white" from beginning to end. There is no prohibition against the education of Colored persons; but there being no mention of them, is evidence that they were purposely omitted. Separate schools were established for Colored children before the war, and a few white schools opened their doors to them. The Free Mission Institute at Quincy was destroyed by a mob from Missouri in ante-bellum days, because Colored persons were admitted to the classes.

INDIANA

denied the right of suffrage to her Negro population in the constitution of 1851. No provision was made for the education of the Negro children. And the cruelty of the laws that drove the Negro from the State, and pursued him while in it, gave the poor people no hope of peaceful habitation, much less of education.

KENTUCKY

never put herself on record against the education of Negroes. By an act passed in 1830, all the inhabitants of each school district were taxed to support a common-school system. The property of Colored persons was included, but they could not vote or enjoy the privileges of the schools. And the slave laws were so numerous and cruel that there was no opportunity left the bondmen in this State to acquire any knowledge of books even secretly.

LOUISIANA

passed an act in 1830, forbidding free Negroes to enter the State. It provided also, that whoever should "write, print, publish, or distribute any thing having a tendency to produce discontent among the free colored population, or insubordination among the slaves," should, on conviction thereof, be imprisoned "at hard labor for life, or suffer death, at the discretion of the court." And whoever used language calculated to produce discontent among the free or slave population, or was "instrumental in bringing into the State any paper, book, or pamphlet having such tendency," was to "suffer imprisonment at hard labor, not less than three years nor more than twenty-one years, or death, at the discretion of the court." "All persons," continues the act, "who shall teach, or permit, or cause to be taught, any slave to read or write, shall be imprisoned not less than one month nor more than twelve months."

In 1847, a system of common schools for "the education of white youth was established." It was provided that "one mill on the dollar, upon the ad valorem amount of the general list of taxable property," should be levied for the support of the schools.

MAINE

gave the elective franchise and ample school privileges to all her citizens, without regard to race or color, by her constitution of 1820.

MARYLAND

always restricted the right of suffrage to her "white male inhabitants," and, therefore, always refused to make any provisions for the education of her Negro population. There is nothing upon her statute-books prohibiting the instruction of Negroes, but the law that designates her schools for "white children" is sufficient proof that Negro children were purposely omitted and excluded from the benefits of the schools.

St. Frances Academy for Colored girls was founded in connection with the Oblate Sisters of Providence Convent, in Baltimore, June 5, 1829, under the hearty approbation of the Most Rev. James Whitfield, D.D., the Archbishop of Baltimore at that time, and receiving the sanction of the Holy See, October 2, 1831. The convent originated with the French Fathers, who came to Baltimore from San Domingo as refugees, in the time of the revolution in that island in the latter years of last century. There were many Colored Catholic refugees who came to Baltimore during that period, and the French Fathers soon opened schools there for the benefit of the refugees and other Colored people. The Colored women who formed the original society which founded the convent and seminary, were from San Domingo; though they had, some of them, certainly, been educated in France. The schools which preceded the organization of the convent were greatly favored by. Most Rev. Ambrose Marechal, D.D., who was a French Father, and Archbishop of Baltimore from 1817 to 1828, Archbishop Whitfield being his successor. The Sisters of Providence is the name of a religious society of Colored women who renounced the world to consecrate themselves to the Christian education of Colored girls. The following extract from the announcement which, under the caption of "Prospectus of a School for Colored Girls under the Direction of the Sisters of Providence," appeared in the columns of the "Daily National Intelligencer," October 25, 1831, shows the spirit in which the school originated, and at the same time shadows forth the predominating ideas pertaining to the province of the race at that period.

The prospectus says:

"The object of this institute is one of great importance, greater, indeed, than might at first appear to those who would only glance at the advantages which it is calculated to directly impart to the leading portion of the human race, and through it to society at large. In fact, these girls will either become mothers of families or household servants. In the first case the solid virtues, the religious and moral principles which they may have acquired in this school will be carefully transferred as a legacy to their children. Instances of the happy influence which the example of virtuous parents has on the remotest lineage in this humble and naturally dutiful class of society are numerous. As to such as are to be employed as servants, they will be intrusted with domestic concerns and the care of young children. How important, then, it will be that these girls shall have imbibed religious principles, and have been trained up in habits of modesty, honesty, and integrity."[61]

The Wells School, established by a Colored man by the name of Nelson Wells, in 1835, gave instruction to free children of color. It was managed by a board of trustees who applied the income of $7,000 (the amount left by Mr. Wells) to the support of the school. It accomplished much good.

MASSACHUSETTS.

A separate school for Colored children was established in Boston, in 1798, and was held in the house of a reputable Colored man named Primus Hall. The teacher was one Elisha Sylvester, whose salary was paid by the parents of the children whom he taught. In 1800 sixty-six Colored citizens presented a petition to the School Committee of Boston, praying that a school might be established for their benefit. A sub-committee, to whom the petition had been referred, reported in favor of granting the prayer, but it was voted down at the next town meeting. However, the school taught by Mr. Sylvester did not perish. Two young gentlemen from Harvard University, Messrs. Brown and Williams, continued the school until 1806. During this year the Colored Baptists built a church edifice in Belknap Street, and fitted up the lower room for a school for Colored children. From the house of Primus Hall the little school was moved to its new quarters in the Belknap Street church. Here it was continued until 1835, when a school-house for Colored children was erected and paid for out of a fund left for the purpose by Abiel Smith, and was subsequently called "Smith School-house." The authorities of Boston were induced to give $200.00 as an annual appropriation, and the parents of the children in attendance paid 12½ cents per week. The school-house was dedicated with appropriate exercises, Hon. William Minot delivering the dedicatory address.

The African school in Belknap Street was under the control of the school committee from 1812 to 1821, and from 1821 was under the charge of a special sub-committee. Among the teachers was John B. Russworm, from 1821 to 1824, who entered Bowdoin College in the latter year, and afterward became governor of the colony of Cape Palmas in Southern Liberia.

The first primary school for Colored children in Boston was established in 1820, two or three of which were subsequently kept until 1855, when they were discontinued as separate schools, in accordance with the general law passed by the Legislature in that year, which provided that, "in determining the qualifications of scholars to be admitted into any public school, or any district school in this commonwealth, no distinction shall be made on account of the race, color, or religious opinions of the applicant or scholar." "Any child, who, on account of his race, color, or religious opinions should be excluded from any public or district school, if otherwise qualified," might recover damages in an action of tort, brought in the name of the child in any court of competent jurisdiction, against the city or town in which the school was located.[62]

MISSISSIPPI

passed an act in 1823 providing against the meeting together of slaves, free Negroes, or Mulattoes above the number of five. They were not allowed to meet at any public house in the night; or at any house, for teaching, reading, or writing, in the day or night. The penalty for the violation of this law was whipping, "not exceeding thirty-nine" lashes.

In 1831 an act was passed making it "unlawful for any slave, free negro, or mulatto to preach the Gospel," upon pain of receiving thirty-nine lashes upon the naked back of the presumptuous preacher. If a Negro received written permission from his master he might preach to the Negroes in his immediate neighborhood, providing six respectable white men, owners of slaves, were present.

In 1846, and again in 1848, school laws were enacted, but in both instances schools and education were prescribed for "white youth between the ages of six and twenty years."

MISSOURI

ordered all free persons of color to move out of the State in 1845. In 1847 an act was passed providing that "no person shall keep or teach any school for the instruction of negroes or mulattoes in reading or writing in this State."

NEW YORK

had the courage and patriotism, in 1777, to extend the right of suffrage to every male inhabitant of full age. But by the revised constitution, in 1821, this liberal provision was abridged so that "no man of color, unless he shall have been for three years a citizen of this State, and for one year next preceding any election, shall be seized and possessed of a freehold estate of $250 over and above all debts and encumbrances charged thereon, and shall have been actually rated and paid a tax thereon, shall be entitled to vote at any such election. And no person of color shall be subject to direct taxation unless he shall be seized and possessed of such real estate as aforesaid." In 1846, and again in 1850, a Constitutional amendment conferring equal privileges upon the Negroes, was voted down by large majorities.

A school for Negro slaves was opened in the city of New York in 1704 by Elias Neau, a native of France, and a catechist of the "Society for the Propagation of the Gospel in Foreign Parts." After a long imprisonment for his public profession of faith as a Protestant, he founded an asylum in New York. His sympathies were awakened by the condition of the Negroes in slavery in that city, who numbered about 1,500 at that time. The difficulties of holding any intercourse with them seemed almost insurmountable. At first he could only visit them from house to house, after his day's toil was over; afterward he was permitted to gather them together in a room in his own house for a short time in the evening. As the result of his instructions at the end of four years, in 1708, the ordinary number under his instruction was 200. Many were judged worthy to receive the sacrament at the hands of Mr. Vesey, the rector of Trinity Church, some of whom became regular and devout communicants, remarkable for their orderly and blameless lives.

But soon after this time some Negroes of the Carmantee and Pappa tribes formed a plot for setting fire to the city and murdering the English on a certain night. The work was commenced but checked, and after a short struggle the English subdued the Negroes. Immediately a loud and angry clamor arose against Elias Neau, his accusers saying that his school was the cause of the murderous attempt. He denied the charge in vain; and so furious were the people that, for a time, his life was in danger. The evidence, however, at the trial proved that the Negroes most deeply engaged in this plot were those whose masters were most opposed to any means for their instruction. Yet the offence of a few was charged upon the race, and even the provincial government lent its authority to make the burden of Neau the heavier. The common council passed an order forbidding Negroes "to appear in the streets after sunset, without lanthorns or candles"; and as they could not procure these, the result was to break up the labors of Neau. But at this juncture Governor Hunter interposed, and went to visit the school of Neau, accompanied by several officers of rank and by the society's missionaries, and he was so well pleased that he gave his full approval to the work, and in a public proclamation called upon the clergy of the province to exhort their congregations to extend their approval also. Vesey, the good rector of Trinity Church, had long watched the labors of Neau and witnessed the progress of his scholars, as well as assisted him in them; and finally the governor, the council, mayor, recorder, and two chief justices of New York joined in declaring that Neau "in a very eminent degree deserved the countenance, favor, and protection of the society." He therefore continued his labors until 1722, when, "amid the unaffected sorrow of his negro scholars and the friends who honored him for their sake, he was removed by death."

The work was then continued by "Huddlestone, then schoolmaster in New York"; and he was succeeded by Rev. Mr. Wetmore, who removed in 1726 to Rye; whereupon the Rev. Mr. Colgan was appointed to assist the rector of Trinity Church, and to carry on the instruction of the Negroes. A few years afterward Thomas Noxon assisted Mr. Colgan, and their joint success was very satisfactory. Rev. R. Charlton, who had been engaged in similar labor at New Windsor, was called to New York in 1732, where he followed up the work successfully for fifteen years, and was succeeded by Rev. Samuel Auchmuty. Upon the death of Thomas Noxon, in 1741, Mr. Hildreth took his place, who, in 1764, wrote that "not a single black admitted by him to the holy communion had turned out badly, or in any way disgraced his profession." Both Auchmuty and Hildreth received valuable support from Mr. Barclay, who, upon the death of Mr. Vesey, in 1746, had been appointed to the rectory of Trinity Church.

The frequent kidnapping of free persons of color excited public alarm and resulted in the formation of "The New York Society for Promoting the Manumission of Slaves, and Protecting such of them as have been or may be Liberated." These are the names of the gentlemen who organized the society, and became the board of trustees of the "New York African Free School":

Melancthon Smith, Jno. Bleeker, James Cogswell, Lawrence Embree, Thomas Burling, Willett Leaman, Jno. Lawrence, Jacob Leaman, White Mattock, Mathew Clarkson, Nathaniel Lawrence, Jno. Murray, Jr.

Their school, located in Cliff Street, between Beekman and Ferry, was opened in 1786, taught by Cornelius Davis, attended by about forty pupils of both sexes, and appears, from their book of minutes, to have been satisfactorily conducted. In the year 1791 a female teacher was added to instruct the girls in needle-work, the expected advantages of which measure were soon realized and highly gratifying to the society. In 1808 the society was incorporated, and in the preamble it is recorded that "a free school for the education of such persons as have been liberated from bondage, that they may hereafter become useful members of the community," has been established. It may be proper here to remark that the good cause in which the friends of this school were engaged, was far from being a popular one. The prejudices of a large portion of the community were against it; the means in the hands of the trustees were often very inadequate, and many seasons of discouragement were witnessed; but they were met by men who, trusting in the Divine support, were resolved neither to relax their exertions nor to retire from the field.

Through the space of about twenty years they struggled on; the number of scholars varying from forty to sixty, until the year 1809, when the Lancasterian, or monitorial, system of instruction was introduced (this being the second school in the United States to adopt the plan), under a new teacher, E. J. Cox, and a very favorable change was produced, the number of pupils, and the efficiency of their instruction being largely increased.

Soon after this, however, in January, 1814, their school-house was destroyed by fire, which checked the progress of the school for a time, as no room could be obtained large enough to accommodate the whole number of pupils. A small room in Doyer Street was temporarily hired, to keep the school together till further arrangements could be made, and an appeal was made to the liberality of the citizens and to the corporation of the city, which resulted in obtaining from the latter a grant of two lots of ground in William. Street, on which to build a new school-house; and in January, 1815, a commodious brick building, to accommodate 200 pupils, was finished on this lot, and the school was resumed with fresh vigor and increasing interest. In a few months the room became so crowded that it was found necessary to engage a separate room, next to the school, to accommodate such of the pupils as were to be taught sewing. This branch had been for many years discontinued, but was now resumed under the direction of Miss Lucy Turpen, a young lady whose amiable disposition and faithful discharge of her duties rendered her greatly esteemed both by her pupils and the trustees. This young lady, after serving the board for several years, removed with her parents to Ohio, and her place was supplied by Miss Mary Lincrum, who was succeeded by Miss Eliza J. Cox, and the latter by Miss Mary Ann Cox, and she by Miss Carolina Roe, under each of whom the school continued to sustain a high character for order and usefulness.

The school in William Street increasing in numbers, another building was found necessary, and was built on a lot of ground 50 by 100 feet square, on Mulberry Street, between Grand and Hester streets, to accommodate five hundred pupils, and was completed and occupied, with C. C. Andrews for teacher, in May, 1820.

General Lafayette visited this school September 10, 1824, an abridged account of which is copied from the "Commercial Advertiser" of that date:

Visit of Lafayette to the African School in 1824.

"At 1 o'clock the general, with the company invited for the occasion, visited the African free school, on Mulberry Street. This school embraces about 500 scholars; about 450 were present on this occasion, and they are certainly the best disciplined and most interesting school of children we have ever witnessed. As the general was conducted to a seat, Mr. Ketchum adverted to the fact that as long ago as 1788 the general had been elected a member of the institution (Manumission Society) at the same time with Granville Sharp and Thomas Clarkson, of England. The general perfectly remembered the circumstances, and mentioned particularly the letter he had received on that occasion from the Hon. John Jay, then president of the society. One of the pupils, Master James M. Smith, aged eleven years, then stepped forward and gracefully delivered the following address:

"'General Lafayette: In behalf of myself and fellow-schoolmates may I be permitted to express our sincere and respectful gratitude to you for the condescension you have manifested this day in visiting this institution, which is one of the noblest specimens of New York philanthropy. Here, sir, you behold hundreds of the poor children of Africa sharing with those of a lighter hue in the blessings of education; and while it will be our pleasure to remember the great deeds you have done for America, it will be our delight also to cherish the memory of General Lafayette as a friend to African emancipation, and as a member of this institution.'

"To which the general replied, in his own characteristic style, 'I thank you, my dear child.'

"Several of the pupils underwent short examinations, and one of them explained the use of the globes and answered many questions in geography."

Public Schools for Colored Children.

These schools continued to flourish under the same management, and with an attendance varying from 600 in 1824 to 862 in 1832, in the latter part of which year the Manumission Society, whose schools were not in part supported by the public fund, applied to the Public School Society for a committee of conference to effect a union. It was felt by the trustees that on many accounts it was better that the two sets of schools should remain separate, but, fearing further diversion of the school fund, it was desirable that the number of societies participating should be as small as possible, and arrangements were accordingly made for a transfer of the schools and property of the elder society. After some delay, in consequence of legislative action being found necessary to give a title to their real estate, on the 2d of May, 1834, the transfer was effected, all their schools and school property passing into the hands of the New York Public School Society, at an appraised valuation of $12,130.22.

The aggregate register of these schools at the time of the transfer was nearly 1,400, with an average attendance of about one half that number. They were placed in charge of a committee with powers similar to the committee on primary schools, but their administration was not satisfactory, and it was soon found that the schools had greatly diminished in numbers, efficiency, and usefulness. A committee of inquiry was appointed, and reported that, in consequence of the great anti-slavery riots and attacks on Colored people, many families had removed from the city, and of those that remained many kept their children at home; they knew the Manumission Society as their special friends, but knew nothing of the Public School Society; the reduction of all the schools but one to the grade of primary had given great offence; also the discharge of teachers long employed, and the discontinuance of rewards, and taking home of spelling books; strong prejudices had grown up against the Public School Society. The committee recommended a prompt assimilation of the Colored schools to the white; the establishment of two or more upper schools in a new building; a normal school for Colored monitors; and the appointment of a Colored man as school agent, at $150 a year. The school on Mulberry Street at this time, 1835, was designated Colored Grammar School No. 1. A. Libolt was principal, and registered 317 pupils; there were also six primaries, located in different parts of the city, with an aggregate attendance of 925 pupils.

In 1836 a new school building was completed in Laurens Street, opened with 210 pupils, R. F. Wake (colored), principal, and was designated Colored Grammar School No. 2. Other means were taken to improve the schools, and to induce the Colored people to patronize them; the principal of No. 1, Mr. Libolt, was replaced by Mr. John Peterson, colored, a sufficient assurance of whose ability and success we have in the fact that he has been continued in the position ever since. A "Society for the Promotion of Education among Colored Children" was organized, and established two additional schools, one in Thomas Street, and one in Centre, and a marked improvement was manifest; but it required a long time to restore the confidence and interest felt before the transfer, and even up to 1848 the aggregate attendance in all the Colored schools was only 1,375 pupils.

In the winter of 1852 the first evening schools for Colored pupils were opened; one for males and one for females, and were attended by 379 pupils. In the year 1853 the Colored schools, with all the schools and school property of the Public School Society, were transferred to the "Board of Education of the City and County of New York," and still further improvements were made in them; a normal school for Colored teachers was established, with Mr. John Peterson, principal, and the schools were graded in the same manner as those for white children. Colored Grammar School No. 3, was opened at 78 West Fortieth Street, Miss Caroline W. Simpson, principal, and in the ensuing year three others were added; No. 4 in One Hundred and Twentieth Street (Harlem), Miss Nancy Thompson, principal; No. 5, at 101 Hudson Street, P. W. Williams, principal; and No. 6, at 1,167 Broadway, Prince Leveridge, principal. Grammar Schools Nos. 2, 3, and 4, had primary departments attached, and there were also at this time three separate primary schools, and the aggregate attendance in all was 2,047. Since then the attendance in these schools has not varied much from these figures. The schools themselves have been altered and modified from time to time, as their necessity seemed to indicate; though under the general management of the Board of Education, they have been in the care of the school officers of the wards in which they are located, and while in some cases they received the proper attention, in others they were either wholly, or in part, neglected. A recent act has placed them directly in charge of the Board of Education, who have appointed a special committee to look after their interests, and measures are being taken by them which will give this class of schools every opportunity and convenience possessed by any other, and, it is hoped, will also improve the grade of its scholarship.[63]

NORTH CAROLINA

suffered her free persons of color to maintain schools until 1835, when they were abolished by law. During the period referred to, the Colored schools were taught by white teachers, but after 1835 the few teachers who taught Colored children in private houses were Colored persons. The public-school system of North Carolina provided that no descendant from Negro ancestors, to the fourth generation inclusive, should enjoy the benefit thereof.

OHIO.

The first schools for Colored children in Ohio were established at Cincinnati in 1820, by Colored men. These schools were not kept up regularly. A white gentleman named Wing, who taught a night school near the corner of Vine and Sixth Streets, admitted Colored pupils into his school. Owen T. B. Nickens, a public-spirited and intelligent Colored man, did much to establish schools for the Colored people.

In 1835 a school for Colored children was opened in the Baptist Church on Western Row. It was taught at different periods by Messrs. Barbour, E. Fairchild, W. Robinson, and Augustus Wattles; and by the following-named ladies: Misses Bishop, Matthews, Lowe, and Mrs. Merrell. Although excellent teachers as well as upright ladies and gentlemen, they were subjected to great persecutions. They were unable to secure board, because the spirit of the whites would not countenance the teachers of Negro schools, and they spelled the word with two g's. And at times the teachers were compelled to close the school on account of the violence of the populace. The salaries of the teachers were paid partly by an educational society of white philanthropists, and partly by such Colored persons as had means. Of the latter class were John Woodson, John Liverpool, Baker Jones, Dinnis Hill, Joseph Fowler, and William O'Hara.

In 1844, the Rev. Hiram S. Gilmore, founded the "Cincinnati High School" for Colored youth. Mr. Gilmore was a man rich in sentiments of humanity, and endowed plenteously with executive ability and this world's goods. All these he consecrated to the elevation and education of the Colored people.

This school-house was located at the east end of Harrison Street, and was in every sense a model building, comprising five rooms, a chapel, a gymnasium, and spacious grounds. The pupils increased yearly, and the character of the school made many friends for the cause. The following persons taught in this school: Joseph H. Moore, Thomas L. Boucher, David P. Lowe, Dr. A. L. Childs, and W. F. Colburn. Dr. Childs became principal of the school in 1848.

In 1849, the Legislature passed an act establishing schools for Colored children, to be maintained at the public expense. In 1850, a board of Colored trustees was elected, teachers employed, and buildings hired. The schools were put in operation. The law of 1849 provided that so much of the funds belonging to the city of Cincinnati as would fall to the Colored youth, by a per capita division, should be held subject to the order of the Colored trustees. But their order was not honored by the city treasurer, upon the ground that under the constitution of the State only electors could hold office; that Colored men were not electors, and, therefore, could not hold office. After three months the Colored schools were closed, and the teachers went out without their salaries.

John I. Gaines, an intelligent and fearless Colored leader, made a statement of the case to a public meeting of the Colored people of Cincinnati, and urged the employment of counsel to try the case in the courts. Money was raised, and Flamen Ball, Sr., was secured to make an application for mandamus. The case was finally carried to the Supreme Court and won by the Colored people.

In 1851, the schools were opened again; but the rooms were small and wretchedly appointed, and the trustees unable to provide better ones. Without notice the Colored trustees were deposed. The management of the Colored schools was vested in a board of trustees and school visitors, who were also in charge of the schools for the white children. This board, under a new law, had authority to appoint six Colored men who were to manage the Colored schools with the exception of the school fund. This greatly angered the leading Colored men, and, therefore, they refused to endorse this new management.

The law was altered in 1856, giving the Colored people the right to elect, by ballot, their own trustees.

In 1858, Nicholas Longworth built the first school-house for the Colored people, and gave them the building on a lease of fourteen years, in which time they were to pay for it—$14,000. In 1859, a large building was erected on Court Street.

Oberlin College opened its doors to Colored students from the moment of its existence in 1833, and they have never been closed at any time since. It was here that the incomparable Finney, with the fierceness of John Baptist, the gentleness of John the Evangelist, the logic of Paul, and the eloquence of Isaiah, pleaded the cause of the American slave, and gave instruction to all who sat at his feet regardless of color or race. George B. Vashon, William Howard Day, John Mercer Langston, and many other Colored men graduated from Oberlin College before any of the other leading colleges of the country had consented to give Colored men a classical education.

PENNSYLVANIA.

Anthony Benezet established, in 1750, the first school for Colored people in this State, and taught it himself without money and without price. He solicited funds for the erection of a school-house for the Colored children, and of their intellectual capacities said: "I can with truth and sincerity declare that I have found among the negroes as great variety of talents as among a like number of whites, and I am bold to assert that the notion entertained by some, that the blacks are inferior in their capacity, is a vulgar prejudice, founded on the pride or ignorance of their lordly masters, who have kept their slaves at such a distance as to be unable to form a right judgment of them."

He died on the 3d of May, 1784, universally beloved and sincerely mourned, especially by the Negro population of Pennsylvania, for whose education he had done so much. The following clause in his will illustrates his character in respect to public instruction:

"I give my above said house and lot, or ground-rent proceeding from it, and the rest and residue of my estate which shall remain undisposed of after my wife's decease, both real and personal, to the public school of Philadelphia, founded by charter, and to their successors forever, in trust, that they shall sell my house and lot on perpetual ground-rent forever, if the same be not already sold by my executors, as before mentioned, and that as speedily as may be they receive and take as much of my personal estate as may be remaining, and therewith purchase a yearly ground-rent, or ground-rents, and with the income of such ground-rent proceeding from the sale of my real estate, hire and employ a religious-minded person, or persons, to teach a number of negro, mulatto, or Indian children to read, write, arithmetic, plain accounts, needle-work, etc. And it is my particular desire, founded on the experience I have had in that service, that in the choice of such tutors, special care may be had to prefer an industrious, careful person of true piety, who may be or become suitably qualified, who would undertake the service from a principle of charity, to one more highly learned, not equally disposed; this I desire may be carefully attended to, sensible that from the number of pupils of all ages, the irregularity of attendance their situation subjects them to will not admit of that particular inspection in their improvement usual in other schools, but that the real well-doing of the scholars will very much depend upon the master making a special conscience of doing his duty; and shall likewise defray such other necessary expense as may occur in that service; and as the said remaining income of my estate, after my wife's decease, will not be sufficient to defray the whole expense necessary for the support of such a school, it is my request that the overseers of the said public school shall join in the care and expense of such school, or schools, for the education of negro, mulatto, or Indian children, with any committee which may be appointed by the monthly meetings of Friends in Philadelphia, or with any other body of benevolent persons who may join in raising money and employing it for the education and care of such children; my desire being that as such a school is now set up, it may be forever maintained in this city."

Just before his death he addressed the following note to the "overseers of the school for the instruction of the black people."

"My friend, Joseph Clark, having frequently observed to me his desire, in case of my inability of continuing the care of the negro school, of succeeding me in that service, notwithstanding he now has a more advantageous school, by the desire of doing good to the black people makes him overlook these pecuniary advantages, I much wish the overseers of the school would take his desires under their peculiar notice and give him such due encouragement as may be proper, it being a matter of the greatest consequence to that school that the master be a person who makes it a principle to do his duty."

The noble friends were early in the field as the champions of education for the Negroes. It was Anthony Benezet, who, on the 26th of January, 1770, secured the appointment of a committee by the monthly meeting of the Friends, "to consider on the instruction of negro and mulatto children in reading, writing, and other useful learning suitable to their capacity and circumstances." On the 30th of May, 1770, a special committee of Friends sought to employ an instructor "to teach, not more at one time than thirty children, in the first rudiments of school learning and in sewing and knitting." Moles Paterson was first employed at a salary of £80 a year, and an additional sum of £11 for one half of the rent of his dwelling-house. Instruction was free to the poor; but those who were able to pay were required to do so "at the rate of 10s. a quarter for those who write, and 7s. 6d. for others."

In 1784, William Waring was placed in charge of the larger children, at a salary of £100; and Sarah Dougherty, of the younger children and girls, in teaching spelling, reading, sewing, etc., at a salary of £50. In 1787, aid was received from David Barclay, of London, in behalf of a committee for managing a donation for the relief of Friends in America; and the sum of £500 was thus obtained, which, with the fund derived from the estate of Benezet, and £300 from Thomas Shirley, a Colored man, was appropriated to the erection of a school-house. In 1819 a committee of "women Friends," to have exclusive charge of the admission of girls and the general superintendence of the girls' school, was associated with the overseers in the charge of the school. In 1830, in order to relieve the day school of some of the male adults who had been in the habit of attending, an evening school for the purpose of instructing such persons gratuitously was opened, and has been continued to the present time. In 1844, a lot was secured on Locust Street, extending along Shield's Alley, now Aurora Street, on which a new house was erected in 1847, the expense of which was paid for in part from the proceeds of the sale of a lot bequeathed by John Pemberton. Additional accommodations were made to this building, from time to time, as room was demanded by new classes of pupils.

In 1849, a statistical return of the condition of the people of color in the city and districts of Philadelphia shows that there were then one grammar school, with 463 pupils; two public primary schools, with 339; and an infant school, under the charge of the Pennsylvania Abolition Society, of 70 pupils, in Clifton Street: a ragged and a moral-reform school, with 81 pupils. In West Philadelphia there was also a public school, with 67 pupils; and, in all, there were about 20 private schools, with 300 pupils; making an aggregate of more than 1,300 children receiving an education.

In 1859, according to Bacon's "Statistics of the Colored People of Philadelphia," there were 1,031 Colored children in public schools, 748 in charity schools of various kinds, 211 in benevolent and reformatory schools, and 331 in private schools, making an aggregate of 2,321 pupils; besides four evening schools, one for adult males, one for females, and one for young apprentices. There were 19 Sunday-schools connected with the congregations of the Colored people, and conducted by their own teachers, containing 1,667 pupils, and four Sunday-schools gathered as mission schools by members of white congregations, with 215 pupils. There was also a "Public Library and Reading-room" connected with the "Institute for Colored Youth," established in 1853, having about 1,300 volumes; besides three other small libraries in different parts of the city. The same pamphlet shows that there were 1,700 of the Colored population engaged in different trades and occupations, representing every department of industry.[64]

In 1794, the Pennsylvania Abolition Society established a school for children of the people of color, and in 1809 erected a school building at a cost of four thousand dollars, which they designated as "Clarkson Hall," in 1815. In 1813, a board of education was organized consisting of thirteen persons, with a visiting committee of three, whose duty it was to visit the schools once each week. In 1818, the school board, in their report, speak very kindly and encouragingly of the Clarkson Schools, which, they say, "furnish a decided refutation of the charge that the mental endowments of the descendants of Africa are inferior to those possessed by their white brethren. We can assert, without fear of contradiction, that the pupils of this seminary will sustain a fair comparison with those of any other institution in which the same elementary branches are taught."

In 1820, an effort was made to have the authorities of the white schools provide for the education of the Colored children as well as the whites, because the laws of the State required the education of all the youth. The comptrollers of the public schools confessed that the law provided for the education of "poor and indigent children," and that it extended to those of persons of color. Accordingly, in 1822, a school for the education of indigent persons of color of both sexes, was opened in Lombard Street, Philadelphia. In 1841, a primary school was opened in the same building. In 1833, the "Unclassified School" in Coates Street, and at frequent intervals after this several schools of the same grade, were started in West Philadelphia.

In 1837, by the will of Richard Humphreys, who died in 1832, an "Institute for Colored Youth" was started. The sum of ten thousand dollars was devised to certain trustees who were to pay it over to some society that might be disposed to establish a school for the education of the "descendants of the African race in school learning in the various branches of the mechanic arts and trade, and in agriculture." Thirty members of the society of Friends formed themselves into an association for the purpose of carrying out the wishes and plans of Mr. Humphreys. In the preamble of the constitution they adopted, their ideas and plans were thus set forth:

"We believe that the most successful method of elevating the moral and intellectual character of the descendants of Africa, as well as of improving their social condition, is to extend to them the benefits of a good education, and to instruct them in the knowledge of some useful trade or business, whereby they may be enabled to obtain a comfortable livelihood by their own industry; and through these means to prepare them for fulfilling the various duties of domestic and social life with reputation and fidelity, as good citizens and pious men."

In order to carry out the feature of agricultural and mechanic arts, the association purchased a farm in Bristol township, Philadelphia County, in 1839, where boys of the Colored race were taught farming, shoemaking, and other useful trades. The incorporation of the institution was secured in 1842, and in 1844 another friend dying—Jonathan Zane—added a handsome sum to the treasury, which, with several small legacies, made $18,000 for this enterprise. But in 1846 the work came to a standstill; the farm with its equipments was sold, and for six years very little was done, except through a night school.

In 1851, a lot for a school building was purchased on Lombard Street, and a building erected, and the school opened in the autumn of 1852, for boys, under the care of Charles L. Reason, an accomplished young Colored teacher from New York. A girls' school was opened the same year, and, under Mr. Reason's excellent instruction, many worthy and competent teachers and leaders of the Negro race came forth.

Avery College, at Allegheny City, was founded by the Rev. Charles Avery, a native of New York, but for the greater part of a long and useful life adorned by the noblest virtues, a resident of Pennsylvania. By will he left $300,000 for the christianization of the African race; $150,000 to be used in Africa, and $150,000 in America. He left $25,000 as an endowment fund for Avery College.

At a stated meeting during the session of the Presbytery at New Castle, Pa., October 5, 1853, it was resolved that "there shall be established within our bounds, and under our supervision, an institution, to be called the Ashum Institute, for the scientific, classical, and theological education of colored youth of the male sex."

Accordingly, J. M. Dickey, A. Hamilton, R. P. Dubois, ministers; and Samuel J. Dickey and John M. Kelton, ruling elders, were appointed a committee to perfect the idea. They were to solicit and receive funds, secure a charter from the State of Pennsylvania, and erect suitable buildings for the institute. On the 14th of November, 1853, they purchased thirty acres of land at the cost of $1,250. At the session of the Legislature in 1854, a charter was granted establishing "at or near a place called Hinsonville, in the county of Chester, an institution of learning for the scientific, classical, and theological education of colored youth of the male sex, by the name and style of Ashum Institute." The trustees were John M. Dickey, Alfred Hamilton, Robert P. Dubois, James Latta, John B. Spottswood, James M. Crowell, Samuel J. Dickey, John M. Kelton, and William Wilson.

By the provisions of the charter the trustees were empowered "to procure the endowment of the institute, not exceeding the sum of $100,000; to confer such literary degrees and academic honors as are usually granted by colleges"; and it was required that "the institute shall be open to the admission of colored pupils of the male sex, of all religious denominations, who exhibit a fair moral character, and are willing to yield a ready obedience to the general regulations prescribed for the conduct of the pupils and the government of the institute."

The institute was formally dedicated on the 31st of December, 1856. It is now known as Lincoln University.

RHODE ISLAND

conferred the right of elective franchise upon her Colored citizens by her constitution in 1843, and ever since equal privileges have been afforded them. In 1828 the Colored people of Providence petitioned for a separate school, but it was finally abolished by an act of the Legislature.

SOUTH CAROLINA

took the lead in legislating against the instruction of the Colored race, as she subsequently took the lead in seceding from the Union. In 1740, while yet a British province, the Legislature passed the following law:

"Whereas the having of slaves taught to write, or suffering them to be employed in writing, may be attended with inconveniences, Be it enacted, That all and every person and persons whatsoever, who shall hereafter teach, or cause any slave or slaves to be taught, or shall use or employ any slave as a scribe in any manner of writing whatever, hereafter taught to write, every such person or persons shall for every such offense forfeit the sum of £100 current money."

In 1800 the State Assembly passed an act, embracing free Colored people as well as slaves in its shameful provisions, enacting "that assemblies of slaves, free negroes, mulattoes, and mestizoes, whether composed of all or any such description of persons, or of all or any of the same and a proportion of white persons, met together for the purpose of mental instruction in a confined or secret place, or with the gates or doors of such place barred, bolted, or locked, so as to prevent the free ingress to and from the same," are declared to be unlawful meetings; the officers dispersing such unlawful assemblages being authorized to "inflict such corporal punishment, not exceeding twenty lashes, upon such slaves, free negroes, mulattoes, and mestizoes, as they may judge necessary for deterring them from the like unlawful assemblage in future." Another section of the same act declares, "that it shall not be lawful for any number of slaves, free negroes, mulattoes, or mestizoes, even in company with white persons, to meet together and assemble for the purpose of mental instruction or religious worship before the rising of the sun or after the going down of the same." This section was so oppressive, that in 1803, in answer to petitions from certain religious societies, an amending act was passed forbidding any person before 9 o'clock in the evening "to break into a place of meeting wherever shall be assembled the members of any religious society of the State, provided a majority of them shall be white persons, or other to disturb their devotions unless a warrant has been procured from a magistrate, if at the time of the meeting there should be a magistrate within three miles of the place; if not, the act of 1800 is to remain in full force."

On the 17th of December, 1834, definite action was taken against the education of free Colored persons as well as slaves. The first section is given:

"Section 1. If any person shall hereafter teach any slave to read or write, or shall aid or assist in teaching any slave to read or write, or cause or procure any slave to be taught to read or write, such person, if a free white person, upon conviction thereof shall, for each and every offense against, this act, be fined not exceeding $100 and imprisonment not more than six months; or, if a free person of color, shall be whipped not exceeding fifty lashes, and fined not exceeding $50, at the discretion of the court of magistrates and freeholders before which such free person of color is tried; and if a slave, to be whipped, at the discretion of the court, not exceeding fifty lashes, the informer to be entitled to one-half the fine and to be a competent witness. And if any free person of color or slave shall keep any school or other place of instruction for teaching any slave or free person of color to read or write, such free person of color or slave shall be liable to the same fine, imprisonment, and corporal punishment as by this act are imposed and inflicted on free persons of color and slaves for teaching slaves to write."

The second section forbids, under pain of severe penalties, the employment of any Colored persons as "clerks or salesmen in or about any shop, store, or house used for trading."

TENNESSEE

passed a law in 1838 establishing a system of common schools by which the scholars were designated as "white children over the age of six years and under sixteen." In 1840 an act was passed in which no discrimination against color appeared. It simply provided that "all children between the ages of six and twenty-one years shall have the privilege of attending the public schools." And while there was never afterward any law prohibiting the education of Colored children, the schools were used exclusively by the whites.

TEXAS

never put any legislation on her statute-books withholding the blessings of the schools from the Negro, for the reason, doubtless, that she banished all free persons of color, and worked her slaves so hard that they had no hunger for books when night came.

VIRGINIA,

under Sir William Berkeley, was not a strong patron of education for the masses. For the slave there was little opportunity to learn, as he was only allowed part of Saturday to rest, and kept under the closest surveillance on the Sabbath day. The free persons of color were regarded with suspicion, and little chance was given them to cultivate their minds.

On the 2d of March, 1819, an act was passed prohibiting "all meetings or assemblages of slaves, or free negroes, or mulattoes, mixing and associating with such slaves, at any meeting-house or houses, or any other place or places, in the night, or at any school or schools for teaching them reading and writing either in the day or night." But notwithstanding this law, schools for free persons of color were kept up until the Nat. Turner insurrection in 1831, when, on the 7th of April following, the subjoined act was passed:

"Sec. 4. And be it enacted, That all meetings of free negroes or mulattoes at any school-house, church, meeting-house, or other place, for teaching them reading or writing, either in the day or night, under whatsoever pretext, shall be deemed and considered an unlawful assembly; and any justice of the county or corporation wherein such assemblage shall be, either from his own knowledge, or on the information of others of such unlawful assemblage or meeting, shall issue his warrant directed to any sworn officer or officers, authorizing him or them to enter the house or houses where such unlawful assemblage or meeting may be, for the purpose of apprehending or dispersing such free negroes or mulattoes, and to inflict corporal punishment on the offender or offenders, at the discretion of any justice of the peace, not exceeding 26 lashes.

"Sec. 5. And be it enacted, That if any person or persons assemble with free negroes or mulattoes at any school-house, church, meeting-house, or other place, for the purpose of instructing such free negroes or mulattoes to read or write, such persons or persons shall, on conviction thereof, be fined in a sum not exceeding $50, and, moreover, may be imprisoned, at the discretion of a jury, not exceeding two months.

"Sec. 6. And be it enacted, That if any white person, for pay or compensation, shall assemble with any slaves for the purpose of teaching, and shall teach any slave to read or write, such person, or any white person or persons contracting with such teacher so to act, who shall offend as aforesaid, shall, for each offense, be fined, at the discretion of a jury, in a sum not less than $10, nor exceeding $100, to be recovered on an information or indictment."

This law was rigidly enforced, and in 1851, Mrs. Margaret Douglass, a white lady from South Carolina, was cast into the Norfolk jail for violating its provisions.

West Virginia was not admitted into the Union until 1863. Wisconsin, Vermont, New Hampshire, and New Jersey did not prohibit the education of their Colored children.

THE DISTRICT OF COLUMBIA

presents a more pleasing and instructive field for the examination of the curious student of history.

In 1807, the first school-house for the use of Colored pupils was erected in Washington, D. C., by three Colored men, named George Bell, Nicholas Franklin, and Moses Liverpool. Not one of this trio of Negro educators knew a letter of the alphabet; but having lived as slaves in Virginia, they had learned to appreciate the opinion that learning was of great price. They secured a white teacher, named Lowe, and put their school in operation.

At this time the entire population of free persons amounted to 494 souls. After a brief period the school subsided, but was reorganized again in 1818. The announcement of the opening of the school was printed in the "National Intelligencer" on the 29th of August, 1818.

"A School,

Founded by an association of free people of color, of the city of Washington, called the 'Resolute Beneficial Society,' situate near the Eastern Public School and the dwelling of Mrs. Fenwick, is now open for the reception of children of free people of color and others, that ladies or gentlemen may think proper to send to be instructed in reading, writing, arithmetic, English grammar, or other branches of education apposite to their capacities, by a steady, active, and experienced teacher, whose attention is wholly devoted to the purposes described. It is presumed that free colored families will embrace the advantages thus presented to them, either by subscribing to the funds of the society, or by sending their children to the school. An improvement of the intellect and morals of colored youth being the objects of this institution, the patronage of benevolent ladies, and gentlemen, by donation or subscription, is humbly solicited in aid of the fund, the demands thereon being heavy and the means at present much too limited. For the satisfaction of the public, the constitution and articles of association are printed and published. And to avoid disagreeable occurrences, no writings are to be done by the teacher for a slave, neither directly nor indirectly, to serve the purpose of a slave on any account whatever. Further particulars may be known by applying to any of the undersigned officers.

"William Costin, President.
"George Hicks, Vice-President.
"James Harris, Secretary.
"George Bell, Treasurer.
"Archibald Johnson, Marshal.
"Fred. Lewis, Chairman of the Committee.
"Isaac Johnson,  } Committee.
"Scipio Beens,     }

"N. B.—An evening school will commence on the premises on the first Monday of October, and continue throughout the season.

"☞ The managers of Sunday-schools in the eastern district are thus most dutifully informed that on Sabbath-days the school-house belonging to this society, if required for the tuition of colored youth, will be uniformly at their service.

August 29, 3t."

This school was first taught by a Mr. Pierpont, of Massachusetts, a relative of the poet, and after several years was succeeded by a Colored man named John Adams, the first teacher of his race in the District of Columbia. The average attendance of this school was about sixty-five or seventy.

MR. HENRY POTTER'S SCHOOL.

The third school for Colored children in Washington was established by Mr. Henry Potter, an Englishman, who opened his school about 1809, in a brick building which then stood on the southeast corner of F and Seventh streets, opposite the block where the post-office building now stands. He continued there for several years and had a large school, moving subsequently to what was then known as Clark's Row on Thirteenth Street, west, between G and H streets, north.

MRS. HALL'S SCHOOL.

During this period Mrs. Anne Maria Hall started a school on Capitol Hill, between the old Capitol and Carroll Row, on First Street, east. After continuing there with a full school for some ten years, she moved to a building which stood on what is now the vacant portion of the Casparis House lot on A Street, close to the Capitol. Some years later she went to the First Bethel Church, and after a year or two she moved to a house still standing on E Street, north, between Eleventh and Twelfth, west, and there taught many years. She was a Colored woman from Prince George's County, Maryland, and had a respectable education, which she obtained at schools with white children in Alexandria. Her husband died early, leaving her with children to support, and she betook herself to the work of a teacher, which she loved, and in which, for not less than twenty-five years, she met with uniform success. Her schools were all quite large, and the many who remember her as their teacher speak of her with great respect.

MRS. MARY BILLING'S SCHOOL.

Of the early teachers of Colored schools in this district there is no one whose name is mentioned with more gratitude and respect by the intelligent Colored residents than that of Mrs. Mary Billing, who established the first Colored school that was gathered in Georgetown. She was an English woman; her husband, Joseph Billing, a cabinet-maker, coming from England in 1800, settled with his family that year in Washington, and dying in 1807, left his wife with three children. She was well educated, a capable and good woman, and immediately commenced teaching to support her family. At first, it is believed, she was connected with the Corporation School of Georgetown. It was while in a white school certainly that her attention was arrested by the wants of the Colored children, whom she was accustomed to receive into her schools, till the opposition became so marked that she decided to make her school exclusively Colored. She was a woman of strong religious convictions, and being English, with none of the ideas peculiar to slave society, when she saw the peculiar destitution of the Colored children in the community around her, she resolved to give her life to the class who seemed most to need her services. She established a Colored school about 1810, in a brick house still standing on Dunbarton Street, opposite the Methodist church, between Congress and High streets, remaining there till the winter of 1820-'21, when she came to Washington and opened a school in the house on H Street, near the Foundry Church, then owned by Daniel Jones, a Colored man, and still owned and occupied by a member of that family. She died in 1826, in the fiftieth year of her age. She continued her school till failing health, a year or so before her death, compelled its relinquishment. Her school was always large, it being patronized in Georgetown as well as afterward by the best Colored families of Washington, many of whom sent their children to her from Capitol Hill and the vicinity of the Navy Yard. Most of the better-educated Colored men and women now living, who were school children in her time, received the best portion of their education from her, and they all speak of her with a deep and tender sense of obligation. Henry Potter succeeded her in the Georgetown school, and after him Mr. Shay, an Englishman, who subsequently came to Washington and for many years had a large Colored school in a brick building known as the Round Tops, in the western part of the city, near the Circle, and still later removing to the old Western Academy building, corner of I and Seventeenth streets. He was there till about 1830, when he was convicted of assisting a slave to his freedom, and sent a term to the penitentiary. Mrs. Billing had a night school in which she was greatly assisted by Mr. Monroe, a government clerk and a Presbyterian elder, whose devout and benevolent character is still remembered in the churches. Mrs. Billing had scholars from Bladensburg and the surrounding country, who came into Georgetown and boarded with her and with others. About the time when Mrs. Billing relinquished her school in 1822 or 1823, what may be properly called

THE SMOTHERS SCHOOL-HOUSE,

was built by Henry Smothers on the corner of Fourteenth and H streets, not far from the Treasury building. Smothers had a small dwelling-house on this corner, and built his school-house on the rear of the same lot. He had been long a pupil of Mrs. Billing, and had subsequently taught a school on Washington Street, opposite the Union Hotel in Georgetown. He opened his school in Washington in the old corporation school-house, built in 1806, but some years before this period abandoned as a public school-house. It was known as the Western Academy, and is still standing and used as a school-house on the corner of I and Nineteenth streets, west. When his school-house on Fourteenth and H streets was finished, his school went into the new quarters. This school was very large, numbering always more than a hundred and often as high as a hundred and fifty scholars. He taught here about two years, and was succeeded by John W. Prout about the year 1825. Prout was a man of ability. In 1831, May 4, there was a meeting, says the "National Intelligencer" of that date, of "the colored citizens, large and very respectable, in the African Methodist Episcopal Church," to consider the question of emigrating to Liberia. John W. Prout was chosen to preside over the assemblage, and the article in the "Intelligencer" represents him as making "a speech of decided force and well adapted to the occasion, in support of a set of resolutions which he had drafted, and which set forth views adverse to leaving the soil that had given them birth, their true and veritable home, without the benefits of education." The school under Prout was governed by a board of trustees and was organized as

A FREE SCHOOL,

and so continued two or three years. The number of scholars was very large, averaging a hundred and fifty. Mrs. Anne Maria Hall was the assistant teacher. It relied mainly for support upon subscription, twelve and a half cents a month only being expected from each pupil, and this amount was not compulsory. The school was free to all Colored children, without money or price, and so continued two or three years, when failing of voluntary pecuniary support (it never wanted scholars), it became a regular tuition school. The school under Mr. Prout was called the "Columbian Institute," the name being suggested by John McLeod, the famous Irish school-master, who was a warm friend of this institution after visiting and commending the scholars and teachers, and who named his new building, in 1835, the Columbian Academy. The days of thick darkness to the Colored people were approaching. The Nat. Turner insurrection in Southampton County, Virginia, which occurred in August, 1831, spread terror everywhere in slave communities. In this district, immediately upon that terrible occurrence, the Colored children, who had in very large numbers been received into the Sabbath-schools in the white churches, were all turned out of those schools. This event, though seeming to be a fiery affliction, proved a blessing in disguise. It aroused the energies of the Colored people, taught them self-reliance, and they organized forthwith Sabbath-schools of their own. It was in the Smothers school-house that they formed their first Sunday-school, about the year 1832, and here they continued their very large school for several years, the Fifteenth Street Presbyterian Church ultimately springing from the school organization. It is important to state in this connection that

THE SUNDAY-SCHOOL,

always an extremely important means of education for Colored people in the days of slavery, was emphatically so in the gloomy times now upon them. It was the Sabbath-school that taught the great mass of the free people of color about all the school knowledge that was allowed them in those days, and hence the consternation which came upon them when they found themselves excluded from the schools of the white churches. Lindsay Muse, who has been the messenger for eighteen Secretaries of the Navy, successively, during fifty-four years, from 1828 to the present time, John Brown, Benjamin M. McCoy, Mr. Smallwood, Mrs. Charlotte Norris, afterward wife of Rev. Eli Nugent, and Siby McCoy, are the only survivors of the resolute little band of Colored men and women who gathered with and guided that Sunday-school. They had, in the successor of Mr. Prout, a man after their own heart,

JOHN F. COOK,

who came into charge of this school in August, 1834, about eight years after his aunt, Alethia Tanner, had purchased his freedom. He learned the shoemaker's trade in his boyhood, and worked diligently, after the purchase of his freedom, to make some return to his aunt for the purchase-money. About the time of his becoming of age, he dislocated his shoulder, which compelled him to seek other employment, and in 1831, the year of his majority, he obtained the place of assistant messenger in the Land Office. Hon. John Wilson, now Third Auditor of the Treasury, was the messenger, and was Cook's firm friend till the day of his death. Cook had been a short time at school under the instruction of Smothers and Prout, but when he entered the Land Office his education was at most only the ability to stumble along a little in a primary reading-book. He, however, now gave himself in all his leisure moments, early and late, to study. Mr. Wilson remembers his indefatigable application, and affirms that it was a matter of astonishment at the time, and that he has seen nothing in all his observations to surpass and scarcely to equal it. He was soon able to write a good hand, and was employed with his pen in clerical work by the sanction of the commissioner, Elisha Hayward, who was much attached to him. Cook was now beginning to look forward to the life of a teacher, which, with the ministry, was the only work not menial in its nature then open to an educated Colored man. At the end of three years he resigned his place in the Land Office, and entered upon the work which he laid down only with his life. It was then that he gave himself wholly to study and the business of education, working with all his might; his school numbering quite a hundred scholars in the winter and a hundred and fifty in the summer. He had been in his work one year when the storm which had been, for some years, under the discussion of the slavery question, gathering over the country at large, burst upon this district.

THE SNOW RIOT,

or "Snow storm," as it has been commonly called, which occurred in September, 1835, is an event that stands vividly in the memory of all Colored people who lived in this community at that time. Benjamin Snow, a smart Colored man, keeping a restaurant on the corner of Pennsylvania Avenue and Sixth Street, was reported to have made some remark of a bravado kind derogatory to the wives of white mechanics; whereupon this class, or those assuming to represent them, made a descent upon his establishment, destroying all his effects. Snow himself, who denied using the offensive language, with difficulty escaped unharmed, through the management of white friends, taking refuge in Canada, where he still resides. The military was promptly called to the rescue, at the head of which was General Walter Jones, the eminent lawyer, who characterized the rioters, greatly to their indignation, as "a set of ragamuffins," and his action was thoroughly sanctioned by the city authorities.

At the same time, also, there was a fierce excitement among the mechanics at the Navy Yard, growing out of the fact that a large quantity of copper bolts being missed from the yard and found to have been carried out in the dinner-pails by the hands, the commandant had forbid eating dinners in the yard. This order was interpreted as an insult to the white mechanics, and threats were made of an assault on the yard, which was put in a thorough state of defence by the commandant. The rioters swept through the city, ransacking the houses of the prominent Colored men and women, ostensibly in search of anti-slavery papers and documents, the most of the gang impelled undoubtedly by hostility to the Negro race and by motives of plunder. Nearly all the Colored school-houses were partially demolished and the furniture totally destroyed, and in several cases they were completely ruined. Some private houses were also torn down or burnt. The Colored schools were nearly all broken up, and it was with the greatest difficulty that the Colored churches were saved from destruction, as their Sabbath-schools were regarded, and correctly regarded, as the means through which the Colored people, at that time, procured much of their education.

The rioters sought, especially, for John F. Cook, who, however, had seasonably taken from the stable the horse of his friend, Mr. Hayward, the Commissioner of the Land Office, an anti-slavery man, and fled precipitately from the city. They marched to his school-house, destroyed all the books and furniture, and partially destroyed the building. Mrs. Smothers, who owned both the school-house and the dwelling adjoining the lots, was sick in her house at the time, but an alderman, Mr. Edward Dyer, with great courage and nobleness of spirit, stood between the house and the mob for her protection, declaring that he would defend her house from molestation with all the means he could command. They left the house unharmed, and it is still standing on the premises. Mr. Cook went to Columbia, Pennsylvania, opened a school there, and did not venture back to his home till the autumn of 1836. At the time the riot broke out, General Jackson was absent in Virginia. He returned in the midst of the tumult, and immediately issuing orders in his bold, uncompromising manner to the authorities to see the laws respected at all events, the violence was promptly subdued. It was, nevertheless, a very dark time for the Colored people. The timid class did not for a year or two dare to send their children to school, and the whole mass of the Colored people dwelt in fear day and night. In August, 1836, Mr. Cook returned from Pennsylvania and reopened his school, which under him had, in 1834, received the name of

UNION SEMINARY.

During his year's absence he was in charge of a free Colored public school in Columbia, Lancaster County, Pennsylvania, which he surrendered to the care of Benjamin M. McCoy when he came back to his home, Mr. McCoy going there to fill out his engagement.

He resumed his work with broad and elevated ideas of his business. This is clearly seen in the plan of his institution, embraced in the printed annual announcements and programmes of his annual exhibitions, copies of which have been preserved. The course of study embraced three years, and there was a male and a female department, Miss Catharine Costin at one period being in charge of the female department. Mr. Seaton, of the "National Intelligencer," among other leading and enlightened citizens and public men, used to visit his school from year to year, and watch its admirable working with deep and lively interest. Cook was at this period not only watching over his very large school, ranging from 100 to 150 or more pupils, but was active in the formation of the "First Colored Presbyterian Church of Washington," which was organized in November, 1841, by Rev. John C. Smith, D.D., and worshipped in this school-house. He was now also giving deep study to the preparation for the ministry, upon which, in fact, as a licentiate of the African Methodist Episcopal Church, he had already in some degree entered. At a regular meeting of "The presbytery of the District of Columbia," held in Alexandria, May 3, 1842, this church, now commonly called the Fifteenth Street Presbyterian Church, was formally received under the care of that presbytery, the first and still the only Colored Presbyterian church in the district. Mr. Cook was elected the first pastor July 13, 1843, and preached his trial sermon before ordination on the evening of that day in the Fourth Presbyterian Church (Dr. J. C. Smith's) in the city, in the presence of a large congregation. This sermon is remembered as a manly production, delivered with great dignity and force, and deeply imbued with the spirit of his work. He was ordained in the Fifteenth Street Church the next evening, and continued to serve the church with eminent success till his death in 1855. Rev. John C. Smith, D.D., who had preached his ordination sermon, and been his devoted friend and counsellor for nearly twenty years, preached his funeral sermon, selecting as his text, "There was a man sent from God whose name was John." There were present white as well as Colored clergymen of no less than five denominations, many of the oldest and most respectable citizens, and a vast concourse of all classes white and Colored. "The Fifteenth Street Church," in the words of Dr. Smith in relation to them and their first pastor, "is now a large and flourishing congregation of spiritually-minded people. They have been educated in the truth and the principles of our holy religion, and in the new, present state of things the men of this church are trusted, relied on as those who fear God and keep His commandments. The church is the monument to John F. Cook, the first pastor, who was faithful in all his house, a workman who labored night and day for years, and has entered into his reward. 'Blessed are the dead who die in the Lord.' 'They rest from their labors, and their works do follow them.'"

In 1841, when he entered, in a preliminary and informal way, upon the pastorate of the Fifteenth Street Church, he seems to have attempted to turn his seminary into a high school, limited to twenty-five or thirty pupils, exclusively for the more advanced scholars of both sexes; and his plan of studies to that end, as seen in his prospectus, evinces broad and elevated views—a desire to aid in lifting his race to higher things in education than they had yet attempted. His plans were not put into execution, in the matter of a high school, being frustrated by the circumstances that there were so few good schools in the city for the Colored people, at that period, that his old patrons would not allow him to shut off the multitude of primary scholars which were depending upon his school. His seminary, however, continued to maintain its high standard, and had an average attendance of quite 100 year after year, till he surrendered up his work in death.

He raised up a large family and educated them well. The oldest of the sons, John and George, were educated at Oberlin College. The other three, being young, were in school when the father died. John and George, it will be seen, succeeded their father as teachers, continuing in the business down to the present year. Of the two daughters, the elder was a teacher till married in 1866, and the other is now a teacher in the public schools of the city. One son served through the war as sergeant in the Fortieth Colored Regiment, and another served in the navy.

At the death of the father, March 21, 1855, the school fell into the hands of the son, John F. Cook, who continued it till May, 1857, when it passed to a younger son, George F. T. Cook, who moved it from its old home, the Smothers House, to the basement of the Presbyterian Church, in the spring of 1858, and maintained it till July, 1859. John F. Cook, jr., who had erected a new school-house on Sixteenth Street, in 1862, again gathered the school which the tempests of the war had dispersed, and continued it till June, 1867, when the new order of things had opened ample school facilities throughout the city, and the teacher was called to other duties. Thus ended the school which had been first gathered by Smothers nearly forty-five years before, and which, in that long period, had been continually maintained with seldom less than one hundred pupils, and for the most part with one hundred and fifty, the only suspensions being in the year of the Snow riot, and in the two years which ushered in the war.

The Smothers House, after the Cook school was removed in 1858, was occupied for two years by a free Catholic school, supported by "The St. Vincent de Paul Society," a benevolent organization of Colored people. It was a very large school with two departments, the boys under David Brown, and the girls under Eliza Anne Cook, and averaging over one hundred and fifty scholars. When this school was transferred to another house, Rev. Chauncey Leonard, a Colored Baptist clergyman, now pastor of a church in Washington, and Nannie Waugh opened a school there, in 1861, that became as large as that which had preceded it in the same place. This school was broken up in 1862 by the destruction of the building at the hands of the incendiaries, who, even at that time, were inspired with all their accustomed vindictiveness toward the Colored people. But this was their last heathenish jubilee, and from the ashes of many burnings imperishable liberty has sprung forth.

About the time that Smothers built his school-house, in 1823,

LOUISA PARKE COSTIN'S SCHOOL

was established in her father's house on Capitol Hill, on A Street, south, under the shadow of the Capitol. This Costin family came from Mount Vernon immediately after the death of Martha Washington, in 1802. The father, William Costin, who died suddenly in his bed, May 31, 1842, was for twenty-four years messenger for the Bank of Washington in this city. His death was noticed at length in the columns of the "National Intelligencer" in more than one communication at the time. The obituary notice, written under the suggestions of the bank officers who had previously passed a resolution expressing their respect for his memory, and appropriating fifty dollars toward the funeral expenses, says: "It is due to the deceased to say that his colored skin covered a benevolent heart"; concluding with this language:

"The deceased raised respectably a large family of children of his own, and, in the exercise of the purest benevolence, took into his family and supported four orphan children. The tears of the orphan will moisten his grave, and his memory will be dear to all those—a numerous class—who have experienced his kindness"; and adding these lines:

John Quincy Adams, also, a few days afterward, in a discussion of the wrongs of slavery, alluded to the deceased in these words, "The late William Costin, though he was not white, was as much respected as any man in the district, and the large concourse of citizens that attended his remains to the grave, as well white as black, was an evidence of the manner in which he was estimated by the citizens of Washington." His portrait, taken by the direction of the bank authorities, still hangs in the directors' room, and it may also be seen in the houses of more than one of the old and prominent residents of the city.

William Costin's mother, Ann Dandridge, was the daughter of a half-breed (Indian and Colored), her grandfather being a Cherokee chief, and her reputed father was the father of Martha Dandridge, afterward Mrs. Custis, who, in 1759, was married to General Washington. These daughters, Ann and Martha, grew up together on the ancestral plantations. William Costin's reputed father was white, and belonged to a prominent family in Virginia, but the mother, after his birth, married one of the Mount Vernon slaves by the name of Costin, and the son took the name of William Costin. His mother, being of Indian descent made him, under the laws of Virginia, a free-born man. In 1800 he married Philadelphia Judge (his cousin), one of Martha Washington's slaves, at Mount Vernon, where both were born in 1780. The wife was given by Martha Washington at her decease to her granddaughter, Eliza Parke Custis, who was the wife of Thomas Law, of Washington. Soon after William Costin and his wife came to Washington, the wife's freedom was secured on kind and easy terms, and the children were all born free. This is the account which William Costin and his wife and his mother, Ann Dandridge, always gave of their ancestry, and they were persons of great precision in all matters of family history, as well as of the most marked scrupulousness in their statements. Their seven children, five daughters and two sons, went to school with the white children on Capitol Hill, to Mrs. Maria Haley and other teachers. The two younger daughters, Martha and Frances, finished their education at the Colored convent in Baltimore. Louisa Parke and Ann had passed their school days before the convent was founded. Louisa Parke Costin opened her school at nineteen years of age, continuing it with much success till her sudden death in 1831, the year in which her mother also died. When Martha returned from the convent seminary, a year or so later, she reopened the school, continuing it till about 1839. This school, which was maintained some fifteen years, was always very full. The three surviving sister own and reside in the house which their father built about 1812. One of these sisters married Richard Henry Fisk, a Colored man of good education, who died in California, and she now has charge of the Senate ladies' reception-room. Ann Costin was for several years in the family of Major Lewis (at Woodlawn, Mount Vernon), the nephew of Washington. Mrs. Lewis (Eleanor Custis) was the granddaughter of Martha Washington. This school was not molested by the mob of 1835, and it was always under the care of a well-bred and well-educated teacher.

THE WESLEYAN SEMINARY.

While Martha Costin was teaching, James Enoch Ambush, a Colored man, had also a large school in the basement of the Israel Bethel Church, on Capitol Hill, for a while, commencing there in April, 1833, and continuing in various places till 1843, when he built a school-house on E Street, south, near Tenth, island, and established what was known as "The Wesleyan Seminary," and which was successfully maintained for thirty-two years, till the close of August, 1865. The school-house still stands, a comfortable one-story wooden structure, with the sign "Wesleyan Seminary" over the door, as it has been there for twenty-five years. This was the only Colored school on the island of any account for many years, and in its humble way it accomplished a great amount of good. For some years Mr. Ambush had given much study to botanic medicine, and since closing his school he has become a botanic physician. He is a man of fine sense, and without school advantages, has acquired a respectable education.

FIRST SEMINARY FOR COLORED GIRLS.

The first seminary in the District of Columbia for Colored girls was established in Georgetown, in 1827, under the special auspices of Father Vanlomen, a benevolent and devout Catholic priest, then pastor of the Holy Trinity Church, who not only gave this interesting enterprise his hand and his heart, but for several years himself taught a school of Colored boys three days in a week, near the Georgetown college gate, in a small frame house, which was afterward famous as the residence of the broken-hearted widow of Commodore Decatur. This female seminary was under the care of Maria Becraft, who was the most remarkable Colored young woman of her time in the district, and, perhaps, of any time. Her father, William Becraft, born while his mother, a free woman, was the housekeeper of Charles Carroll, of Carrollton, always had the kindest attentions of this great man, and there are now pictures, more than a century and a half old, and other valuable relics from the Carroll family in the possession of the Becraft family, in Georgetown, which Charles Carroll, of Carrollton, in his last days presented to William Becraft as family keepsakes. William Becraft lived in Georgetown sixty-four years, coming there when eighteen years of age. He was for many years chief steward of Union Hotel, and a remarkable man, respected and honored by everybody. When he died, the press of the district noticed, in a most prominent manner, his life and character. From one of the extended obituary notices, marked with heavy black lines, the following paragraph is copied:

"He was among the last surviving representatives of the old school of well-bred, confidential, and intelligent domestics, and was widely known at home and abroad from his connection, in the capacity of steward for a long series of years, and probably from its origin, and until a recent date, with the Union Hotel, Georgetown, with whose guests, for successive generations, his benevolent and venerable aspect, dignified and obliging manners, and moral excellence, rendered him a general favorite."

Maria Becraft was marked, from her childhood, for her uncommon intelligence and refinement, and for her extraordinary piety. She was born in 1805, and first went to school for a year to Henry Potter, in Washington, about 1812; afterward attending Mrs. Billing's school constantly till 1820. She then, at the age of fifteen, opened a school for girls in Dunbarton Street, in Georgetown, and gave herself to the work, which she loved, with the greatest assiduity, and with uniform success. In 1827, when she was twenty-two years of age, her remarkable beauty and elevation of character so much impressed Father Vanlomen, the good priest, that he took it in hand to give her a higher style of school in which to work for her sex and race, to the education of which she had now fully consecrated herself. Her school was accordingly transferred to a larger building, which still stands on Fayette Street, opposite the convent, and there she opened a boarding and day school for Colored girls, which she continued with great success till August, 1831, when she surrendered her little seminary into the care of one of the girls that she had trained, and in October of that year joined the convent at Baltimore as a Sister of Providence, where she was the leading teacher till she died, in December, 1833, a great loss to that young institution, which was contemplating this noble young woman as its future Mother Superior. Her seminary in Georgetown averaged from thirty to thirty-five pupils, and there are those living who remember the troop of girls, dressed uniformly, which was wont to follow in procession their pious and refined teacher to devotions on the Sabbath at Holy Trinity Church. The school comprised girls from the best Colored families of Georgetown, Washington, Alexandria, and surrounding country. The sisters of the Georgetown convent were the admirers of Miss Becraft, gave her instruction, and extended to her most heartfelt aid and approbation in all her noble work, as they were in those days wont to do in behalf of the aspiring Colored girls who sought for education, withholding themselves from such work only when a depraved and degenerate public sentiment upon the subject of educating the Colored people had compelled them to a more rigid line of demarcation between the races. Ellen Simonds and others conducted the school a few years, but with the loss of its original teacher it began to fail, and finally became extinct. Maria Becraft is remembered, wherever she was known, as a woman of the rarest sweetness and exaltation of Christian life, graceful and attractive in person and manners, gifted, well-educated, and wholly devoted to doing good. Her name as a Sister of Providence was Sister Aloyons.

MISS MYRTILLA MINER'S SEMINARY

for Colored girls was initiated in Washington. This philanthropic woman was born in Brookfield, Madison County, New York, in 1815. Her parents were farmers, with small resources for the support of a large family. The children were obliged to work, and the small advantages of a common school were all the educational privileges furnished to them. Hop-raising was a feature in their farming, and this daughter was accustomed to work in the autumn, picking the hops. She was of a delicate physical organization, and suffered exceedingly all her life with spinal troubles. Being a girl of extraordinary intellectual activity, her place at home chafed her spirit. She was restless, dissatisfied with her lot, looked higher than her father, dissented from his ideas of woman's education, and, in her desperation, when about twenty-three years old, wrote to Mr. Seward, then recently elected Governor of her State, asking him if he could show her how it was possible for a woman in her circumstances to become a scholar; receiving from him the reply that he could not, but hoped a better day was coming, wherein woman might have a chance to be and to do to the extent of her abilities. Hearing at this time of a school at Clinton, Oneida County, New York, for young women, on the manual-labor system, she decided to go there; but her health being such as to make manual labor impossible at the time, she wrote to the principal of the Clover Street Seminary, Rochester, New York, who generously received her, taking her notes for the school bills, to be paid after completing her education. Grateful for this noble act, she afterward sent her younger sister there to be educated, for her own associate as a teacher; and the death of this talented sister, when about to graduate and come as her assistant in Washington, fell upon her with crushing force. In the Rochester school, with Myrtilla Miner, were two free Colored girls, and this association was the first circumstance to turn her thoughts to the work to which she gave her life. From Rochester she went to Mississippi, as a teacher of planters' daughters, and it was what she was compelled to see, in this situation, of the dreadful practices and conditions of slavery, that filled her soul with a pity for the Colored race, and a detestation of the system that bound them, which held possession of her to the last day of her life. She remained there several years, till her indignant utterances, which she would not withhold, compelled her employer, fearful of the results, to part reluctantly with a teacher whom he valued. She came home broken down with sickness, caused by the harassing sights and sounds that she had witnessed in plantation life, and while in this condition she made a solemn vow that whatever of life remained to her should be given to the work of ameliorating the condition of the Colored people. Here her great work begins. She made up her mind to do something for the education of free Colored girls, with the idea that through the influence of educated Colored women she could lay the solid foundations for the disenthrallment of their race. She selected the district for the field of her efforts, because it was the common property of the nation, and because the laws of the district gave her the right to educate free Colored children, and she attempted to teach none others. She opened her plan to many of the leading friends of freedom, in an extensive correspondence, but found especially, at this time, a wise and warm encourager and counsellor in her scheme, in William R. Smith, a Friend, of Farmington, near Rochester, New York, in whose family she was now a private teacher. Her correspondents generally gave her but little encouragement, but wished her God-speed in what she should dare in the good cause. One Friend wrote her from Philadelphia; entering warmly into her scheme, but advised her to wait till funds could be collected. "I do not want the wealth of Crœsus," was her reply; and the Friend sent her $100, and with this capital, in the autumn of 1851, she came to Washington to establish a Normal School for the education of Colored girls, having associated with her Miss Anna Inman, an accomplished and benevolent lady of the Society of Friends, from Southfield, Rhode Island, who, however, after teaching a class of Colored girls in French, in the house of Jonathan Jones, on the island, through the winter, returned to New England. In the autumn of 1851 Miss Miner commenced her remarkable work here in a small room, about fourteen feet square, in the frame house then, as now, owned and occupied by Edward C. Younger, a Colored man, as his dwelling, on Eleventh Street, near New York Avenue. With but two or three girls to open the school, she soon had a roomful, and to secure larger accommodation, moved, after a couple of months, to a house on F Street, north, between Eighteenth and Nineteenth streets, west, near the houses then occupied by William T. Carroll and Charles H. Winder. This house furnished her a very comfortable room for her school, which was composed of well-behaved girls from the best Colored families of the district. The persecution of those neighbors, however, compelled her to leave, as the Colored family who occupied the house was threatened with conflagration, and after one month her little school found a more unmolested home in the dwelling-house of a German family on K Street, near the western market. After tarrying a few months here, she moved to L Street, into a room in the building known, as "The Two Sisters," then occupied by a white family. She now saw that the success of her school demanded a school-house, and in reconnoitring the ground she found a spot suiting her ideas as to size and locality, with a house on it, and in the market at a low price. She raised the money, secured the spot, and thither, in the summer of 1851, she moved her school, where for seven years she was destined to prosecute, with the most unparalleled energy and conspicuous success, her remarkable enterprise. This lot, comprising an entire square of three acres, between Nineteenth and Twentieth streets, west, N and O streets, north, and New Hampshire Avenue, selected under the guidance of Miss Miner, the contract being perfected through the agency of Sayles J. Bowen, Thomas Williamson, and Allen M. Gangewer, was originally conveyed in trust to Thomas Williamson and Samuel Rhodes, of the Society of Friends, in Philadelphia. It was purchased of the executors of the will of John Taylor, for $4,000, the deed being executed June 8, 1853, the estimated value of the property now being not less than $30,000. The money was mainly contributed by Friends, in Philadelphia, New York, and New England. Catharine Morris, a Friend, of Philadelphia, was a liberal benefactor of the enterprise, advancing Miss Miner $2,000, with which to complete the purchase of the lot, the most, if not all, of which sum, it is believed, she ultimately gave to the institution; and Harriet Beecher Stowe was another generous friend, who gave her money and her heart to the support of the brave woman who had been willing to go forth alone at the call of duty. Mr. Rhodes, some years editor of the "Friends' Quarterly Review," died several years ago, near Philadelphia. Mr. Williamson, a conveyancer in that city, and father of Passmore Williamson, is still living, but some years ago declined the place of trustee. The board, at the date of the act of incorporation, consisted of Benjamin Tatham, a Friend, of New York City, Mrs. Nancy M. Johnson, of Washington, and Myrtilla Miner, and the transfer of the property to the incorporated body was made a few weeks prior to Miss Miner's death. This real estate, together with a fund of $4,000 in government stocks, is now in the hands of a corporate body, under act of Congress approved March 3, 1863, and is styled "The Institution for the Education of Colored Youth in the District of Columbia." The officers of the corporation at this time are John C. Underwood, president; Francis G. Shaw, treasurer; George E. Baker, secretary; who, with Nancy M. Johnson, S. J. Bowen, Henry Addison, and Rachel Howland, constitute the executive committee. The purpose of the purchase of this property is declared, in a paper signed by Mr. Williamson and Mr. Rhodes, dated Philadelphia, June 8, 1858, to have been "especially for the education of colored girls."

This paper also declares that "the grounds were purchased at the special instance of Myrtilla Miner," and that "the contributions by which the original price of said lot, and also the cost of the subsequent improvements thereof, were procured chiefly by her instrumentality and labors." The idea of Miss Miner in planting a school here was to train up a class of Colored girls, in the midst of slave institutions, who should show forth in their culture and capabilities, to the country and to mankind, that the race was fit for something higher than the degradation which rested upon them. The amazing energy with which this frail woman prosecuted her work is well known to those who took knowledge of her career. She visited the Colored people of her district from house to house, and breathed a new life into them pertaining to the education of their daughters. Her correspondence with the philanthropic men and women of the North was immense. She importuned Congressmen, and the men who shaped public sentiment through the columns of the press, to come into her school and see her girls, and was ceaseless in her activities day and night, in every direction, to build up, in dignity and refinement, her seminary, and to force its merits upon public attention.

The buildings upon the lot when purchased—a small frame dwelling of two stories, not more than twenty-five by thirty-five feet in dimensions, with three small cabins on the other side of the premises—served for the seminary and the homes of the teacher and her assistant. The most aspiring and decently bred Colored girls of the district were gathered into the school; and the very best Colored teachers in the schools, of the district at the present time, are among those who owe their education to this self-sacrificing teacher and her school. Mrs. Means, aunt of the wife of General Pierce, then President of the United States, attracted by the enthusiasm of this wonderful person, often visited her in the midst of her work, with the kindest feelings; and the fact that the carriage from the Presidential mansion was in this way frequently seen at the door of this humble institution, did much to protect it from the hatred with which it was surrounded.

Mr. Seward and his family were very often seen at the school, both Mrs. Seward and her daughter Fanny being constant visitors; the latter, a young girl at the time, often spending a whole day there. Many other Congressmen of large and generous instincts, some of them of pro-slavery party relations, went out there, all confessing their admiration of the resolute woman and her school, and this kept evil men in abeyance.

The opposition to the school throughout the district was strong and very general, among the old as well as the young. Even Walter Lenox, who, as mayor, when the school was first started, gave the teacher assurances of favor in her work, came out in 1857, following the prevailing current of depraved public sentiment and feeding its tide, in an elaborate article in the "National Intelligencer," under his own signature; assailed the school in open and direct language, urging against it that it was raising the standard of education among the Colored population, and distinctly declaring that the white population of the district would not be just to themselves to permit the continuance of an institution which had the temerity to extend to the Colored people "a degree of instruction so far beyond their social and political condition, which condition must continue," the article goes on to say, "in this and every other slave-holding community." This article, though fraught with extreme ideas, and to the last degree prescriptive and inflammatory, neither stirred any open violence, nor deterred the courageous woman in the slightest degree from her work. When madmen went to her school-room threatening her with personal violence, she laughed them to shame; and when they threatened to burn her house, she told them that they could not stop her in that way, as another house, better than the old, would immediately rise from its ashes.

The house was set on fire in the spring of 1860, when Miss Miner was asleep in the second story, alone, in the night-time, but the smell of the smoke awakened her in time to save the building and herself from the flames, which were extinguished. The school-girls, also, were constantly at the mercy of coarse and insulting boys along the streets, who would often gather in gangs before the gate to pursue and terrify these inoffensive children, who were striving to gather wisdom and understanding in their little sanctuary. The police took no cognizance of such brutality in those days. But their dauntless teacher, uncompromising, conscientious, and self-possessed in her aggressive work, in no manner turned from her course by this persecution, was, on the other hand, stimulated thereby to higher vigilance and energy in her great undertaking. The course of instruction in the school was indeed of a higher order than had hitherto been opened to the Colored people of the district, as was denounced against the school by Walter Lenox, in his newspaper attack. Lectures upon scientific and literary subjects were given by professional and literary gentlemen, who were friends to the cause. The spacious grounds afforded to each pupil an ample space for a flower bed, which she was enjoined to cultivate with her own hands and to thoroughly study. And an excellent library, a collection of paintings and engravings, the leading magazines and choice newspapers, were gathered and secured for the humble home of learning, which was all the while filled with students, the most of whom were bright, ambitious girls, composing a female Colored school, which, in dignity and usefulness, has had no equal in the district since that day. It was her custom to gather in her vacations and journeys not only money, but every thing else that would be of use in her school, and in this way she not only collected books, but maps, globes, philosophical, and chemical, and mathematical apparatus, and a great variety of things to aid in her instruction in illustrating all branches of knowledge. This collection was stored in the school building during the war, and was damaged by neglect, plundered by soldiers, and what remains is not of much value. The elegant sofa-bedstead which she used during all her years in the seminary, and which would be an interesting possession for the seminary, was sold, with her other personal effects, to Dr. Carrie Brown (Mrs. Winslow), of Washington, one of her bosom friends, who stood at her pillow when she died.

Her plan embraced the erection of spacious structures, upon the site which had been most admirably chosen, complete in all their appointments for the full accommodation of a school of one hundred and fifty boarding scholars. The seminary was to be a female college, endowed with all the powers and professorships belonging to a first-class college for the other sex. She did not contemplate its springing up into such proportions, like a mushroom, in a single night, but it was her ambition that the institution should one day attain that rank. In the midst of her anxious, incessant labors, her physical system began so sensibly to fail, that in the summer of 1858, under the counsel of the friends of herself and her cause, she went North to seek health, and, as usual in all her journeys, to beg for her seminary, leaving her girls in the care of Emily Howland, a noble young woman, who came down here for the love of the cause, without money and without price, from the vicinity of Auburn, New York. In the autumn, Miss Miner returned to her school; Miss Howland still continuing with her through the winter, a companion in her trials, aiding her in her duties, and consenting to take charge of the school again in the summer of 1859, while Miss Miner was on another journey for funds and health. In the autumn of that year, after returning from her journey, which was not very successful she determined to suspend the school, and to go forth into the country with a most persistent appeal for money to erect a seminary building, as she had found it impossible to get a house of any character started with the means already in her hands. She could get no woman, whom she deemed fit to take her work, willing to continue her school, and in the spring of 1860, leasing the premises, she went North on her errand. In the ensuing year she traversed many States, but the shadow of the Rebellion was on her path, and she gathered neither much money nor much strength. The war came, and in October, 1862, hoping, but vainly, for health from a sea-voyage and from the Pacific climate, she sailed from New York to California. When about to return, in 1866, with vivacity of body and spirit, she was thrown from a carriage in a fearful manner; blighting all the high hopes of resuming her school under the glowing auspices she had anticipated, as she saw the Rebellion and the hated system tumbling to pieces. She arrived in New York, in August of that year, in a most shattered condition of body, though with the fullest confidence that she should speedily be well and at her work in Washington. In the first days of December she went to Washington in a dying condition, still resolute to resume her work; was carried to the residence of her tried friend, Mrs. Nancy M. Johnson; and on the tenth of that month, surrounded by the friends who had stood with her in other days, she put off her wasted and wearied body in the city which had witnessed her trials and her triumphs, and her remains slumber in Oak Hill Cemetery.

Her seminary engaged her thoughts to the last day of her life. She said in her last hours that she had come back here to resume her work, and could not leave it thus unfinished. No marble marks the resting-place of this truly wonderful woman, but her memory is certainly held precious in the hearts of her throngs of pupils, in the hearts of the Colored people of this district, and of all who took knowledge of her life, and who reverenced the cause in which she offered herself a willing sacrifice. Her assistants in the school were Helen Moore, of Washington; Margaret Clapp, Amanda Weaver, and Anna H. Searing, of New York State, and two of her pupils, Matilda Jones, of Washington, and Emma Brown, of Georgetown, both of whom subsequently, through the influence of Miss Miner and Miss Howland, finished their education at Oberlin, and have since been most superior teachers in Washington. Most of the assistant teachers from the North were from families connected with the Society of Friends, and it has been seen that the bulk of the money came from that society. The sketch would be incomplete without a special tribute to Lydia B. Mann, sister of Horace Mann, who came here in the fall of 1856, from the Colored Female Orphan Asylum of Providence, R. I., of which she was then, as she continues to be, the admirable superintendent, and, as a pure labor of love, took care of the school in the most superior manner through the autumn and winter, while Miss Miner was North recruiting her strength and pleading for contributions. It was no holiday duty to go into that school, live in that building, and work alone with head and hands, as was done by all those refined and educated women who stood from time to time in that humble, persecuted seminary. Miss Mann is gratefully remembered by her pupils here and their friends.

Mention should also be made of Emily Howland, who stood by Miss Miner in her darkest days, and whose whole heart was with her in all her work. She is a woman of the largest and most self-sacrificing purposes, who has been and still is giving her best years, all her powers, talents, learning, refinement, wealth, and personal toil, to the education and elevation of the Colored race. While here she adopted, and subsequently educated in the best manner, one of Miss Miner's pupils, and assisted several others of her smart girls in completing their education at Oberlin. During the war she was teaching contrabands in the hospital and the camp, and is now engaged in planting a colony of Colored people in Virginia with homes and a school-house of their own.

A seminary, such as was embraced in the plan of Miss Miner, is exceedingly demanded by the interest of Colored female education in the District of Columbia and the country at large, and any scheme by which the foundations that she laid so well may become the seat of such a school, would be heartily approved by all enlightened friends of the Colored race. The trustees of the Miner property, not insensible of their responsibilities, have been carefully watching for the moment when action on their part would seem to be justified. They have repeatedly met in regard to the matter, but, in their counsels, hitherto, have deemed it wise to wait further developments. They are now about to hold another meeting, it is understood, and it is to be devoutly hoped that some plan will be adopted by which a school of a high order may be, in due time, opened for Colored girls in this district, who exceedingly need the refining, womanly training of such a school.

The original corporators of Miss Miner's institution were Henry Addison, John C. Underwood, George C. Abbott, William H. Channing, Nancy M. Johnson, and Myrtilla Miner. The objects, as expressed in the charter, "are to educate and improve the moral and intellectual condition of such of the colored youth of the nation as may be placed under its care and influence."

MARY WORMLEY'S SCHOOL.

In 1830, William Wormley built a school-house for his sister Mary, near the corner of Vermont Avenue and I Street, where the restaurant establishment owned and occupied by his brother, James Wormley, now stands. He had educated his sister expressly for a teacher, at great expense, at the Colored Female Seminary in Philadelphia, then in charge of Miss Sarah Douglass, an accomplished Colored lady, who is still a teacher of note in the Philadelphia Colored High School. William Wormley was at that time a man of wealth. His livery-stable, which occupied the place where the Owen House now stands, was one of the largest and best in the city. Miss Wormley had just brought her school into full and successful operation when her health broke down, and she lived scarcely two years. Mr. Calvert, an English gentleman, still living in the first ward, taught a class of Colored scholars in this house for a time, and James Wormley was one of the class. In the autumn of 1834, William Thomas Lee opened a school in the same place, and it was in a flourishing condition in the fall of 1835, when the Snow mob dispersed it, sacking the school-house, and partially destroying it by fire. William Wormley was at that time one of the most enterprising and influential Colored men of Washington, and was the original agent of the "Liberator" newspaper for this district. The mob being determined to lay hold of him and Lee, they fled from the city to save their lives, returning when General Jackson, coming back from Virginia a few days after the outbreak, gave notice that the fugitives should be protected. The persecution of William Wormley was so violent and persistent, that his health and spirits sank under its effects, his business was broken up, and he died a poor man, scarcely owning a shelter for his dying couch. The school-house was repaired after the riot, and occupied for a time by Margaret Thompson's school, and still stands in the rear of James Wormley's restaurant.

BENJAMIN M'COY'S, AND OTHER SCHOOLS.

About this time another school was opened in Georgetown, by Nancy Grant, a sister of Mrs. William Becraft, a well-educated Colored woman. She was teaching as early as 1828, and had a useful school for several years. Mr. Nuthall, an Englishman, was teaching in Georgetown during this period, and as late as 1833 he went to Alexandria and opened a school in that city. William Syphax, among others now resident in Washington, attended his school in Alexandria about 1833. He was a man of ability, well educated, and one of the best teachers of his time in the district. His school in Georgetown was at first in Dunbarton Street, and afterward on Montgomery.

The old maxim, that "the blood of the martyrs is the seed of the Church," seems to find its illustration in this history. There is no period in the annals of the country in which the fires of persecution against the education of the Colored race burned more fiercely in this district, and the country at large, than in the five years from 1831 to 1836, and it was during this period that a larger number of respectable Colored schools were established than in any other five years prior to the war. In 1833, the same year in which Ambush's school was started, Benjamin M. McCoy, a Colored man, opened a school in the northern part of the city, on L Street, between Third and Fourth streets, west. In 1834 he moved to Massachusetts Avenue, continuing his school there till he went to Lancaster County, Pennsylvania, in the autumn of 1836, to finish the engagement of Rev. John F. Cook, who came back to Washington at that time and re-opened his school. The school at Lancaster was a free public Colored school, and Mr. McCoy was solicited to continue another year; but declining, came back, and in 1837 opened a school in the basement of Asbury Church, which, in that room and in the house adjoining, he maintained with great success for the ensuing twelve years. Mr. McCoy was a pupil of Mrs. Billing and Henry Smothers; is a man of good sense, and his school gave a respectable rudimental education to multitudes, who remember him as a teacher with great respect. He is now a messenger in the Treasury Department. In 1833, a school was established by Fanny Hampton, in the western part of the city, on the northwest corner of K and Nineteenth streets. It was a large school, and was continued till about 1842, the teacher dying soon afterward. She was half-sister of Lindsay Muse. Margaret Thompson succeeded her, and had a flourishing school of some forty scholars on Twenty-sixth Street, near the avenue, for several years, about 1846. She subsequently became the wife of Charles H. Middleton, and assisted in his school for a brief time. About 1830, Robert Brown commenced a small school, and continued it at intervals for many years till his death. As early as 1833, there was a school opened in a private house in the rear of Franklin Row, near the location of the new Franklin School building. It was taught by a white man, Mr. Talbot, and continued a year or two. Mrs. George Ford, a white teacher, a native of Virginia, kept a Colored school in a brick house still standing on New Jersey Avenue, between K and L streets. She taught there many years, and as early, perhaps, as half a century ago.

DR. JOHN H. FLEET'S SCHOOL

was opened, in 1836, on New York Avenue, in a school-house which stood nearly on the spot now occupied by the Richards buildings at the corner of New York Avenue and Fourteenth Street. It had been previously used for a white school, taught by Mrs. McDaniel, and was subsequently again so used. Dr. Fleet was a native of Georgetown, and was greatly assisted in his education by the late Judge James Morsell, of that city, who was not only kind to this family, but was always regarded by the Colored people of the district as their firm friend and protector. John H. Fleet, with his brothers and sisters, went to the Georgetown Lancasterian School, with the white children, for a long period, in their earlier school days, and subsequently to other white schools. He was also for a time a pupil of Smothers and Prout. He was possessed of a brilliant and strong intellect, inherited from his father, who was a white man of distinguished abilities. He studied medicine in Washington, in the office of Dr. Thomas Henderson, who had resigned as assistant surgeon in the army, and was a practising physician of eminence in Washington. He also attended medical lectures at the old medical college, corner of Tenth and E streets. It was his intention at that time to go to Liberia, and his professional education was conducted under the auspices of the Colonization Society. This, with the influence of Judge Morsell, gave him privileges never extended here to any other Colored man. He decided, however, not to go to Liberia, and in 1836 opened his school. He was a refined and polished gentleman, and conceded to be the foremost Colored man in culture, in intellectual force, and general influence in this district at that time. His school-house on New York Avenue was burned by an incendiary about 1843, and his flourishing and excellent school was thus ended. For a time he subsequently taught music, in which he was very proficient; but about 1846 he opened a school on School-house Hill, in the Hobbrook Military School building, near the corner of N Street, north, and Twenty-third Street, west, and had a large school there till about 1851, when he relinquished the business, giving his attention henceforth exclusively to music, and with eminent success. He died in 1861. His school was very large and of a superior character.

CHARLES H. MIDDLETON'S SCHOOL

was started in the same section of the city, in a school-house which then stood, near the corner of Twenty-second Street, west, and I, north, and which had been used by Henry Hardy for a white school. Though both Fleet's and Johnson's schools were in full tide of success in that vicinity, he gathered a good school, and when his two competitors retired—as they both did about this time,—his school absorbed a large portion of their patronage, and was thronged. In 1852, he went temporarily with his school to Sixteenth Street, and thence to the basement of Union Bethel Church on M Street, near Sixteenth, in which, during the administration of President Pierce, he had an exceedingly large and excellent school, at the same period when Miss Miner was prosecuting her signal work. Mr. Middleton, now a messenger in the Navy Department, a native of Savannah, Ga., is free-born, and received his very good education in schools in that city, sometimes with white and sometimes with Colored children. When he commenced his school he had just returned from the Mexican war, and his enterprise is especially worthy of being made prominent, not only because of his high style as a teacher, but also because it is associated with

THE FIRST MOVEMENT FOR A FREE COLORED PUBLIC SCHOOL.

This movement originated with a city officer, Jesse E. Dow, who, in 1848 and 1849, was a leading and influential member of the common council. He encouraged Mr. Middleton to start his school, by assuring him that he would give all his influence to the establishment of free schools for Colored as well as for white children, and that he had great confidence that the council would be brought to give at least some encouragement to the enterprise. In 1850 Mr. Dow was named among the candidates for the mayoralty; and when his views in this regard were assailed by his opponents, he did not hesitate to boldly avow his opinions, and to declare that he wished no support for any office which demanded of him any modification of these convictions. The workmen fail, but the work succeeds. The name of Jesse E. Dow merits conspicuous record in this history for this bold and magnanimous action. Mr. Middleton received great assistance in building up his school from Rev. Mr. Wayman, then pastor of the Bethel Church, and afterward promoted to the bishopric. The school was surrendered finally to Rev. J. V. B. Morgan, the succeeding pastor of the church, who conducted the school as a part of the means of his livelihood.

ALEXANDER CORNISH AND OTHERS.

In the eastern section of the city, about 1840, Alexander Cornish had a school several years in his own house on D Street, south, between Third and Fourth, east, with an average of forty scholars. He was succeeded, about 1846, by Richard Stokes, who was a native of Chester County, Pa. His school, averaging one hundred and fifty scholars, was kept in the Israel Bethel Church, near the Capitol, and was continued for about six years. In 1840, there was a school opened by Margaret Hill in Georgetown, near Miss English's seminary. She taught a very good school for several years.

ALEXANDER HAYS'S SCHOOL

was started on Ninth Street, west, near New York Avenue. Mr. Hays was born in 1802, and belonged originally to the Fowler family in Maryland. When a boy he served for a time at the Washington Navy Yard, in the family of Captain Dove, of the navy, the father of Dr. Dove, of Washington, and it was in that family that he learned to read. Michael Tabbs had a school at that time at the Navy Yard, which he taught in the afternoons under a large tree, which stood near the old Masonic Hall. The Colored children used to meet him there in large numbers daily, and while attending this singular school, Hays was at the same time taught by Mrs. Dove, with her children. This was half a century ago. In 1826, Hays went to live in the family of R. S. Coxe, the eminent Washington lawyer, who soon purchased him, paying Fowler $300 for him. Mr. Coxe did this at the express solicitation of Hays, and seventeen years after he gave him his freedom—in 1843. While living with Mr. Coxe he had married Matilda Davis, the daughter of John Davis, who served as steward many years in the family of Mr. Seaton, of the "National Intelligencer." The wedding was at Mr. Seaton's residence, and Mr. Coxe and family were present on the occasion. In 1836, he bought the house and lot which they still own and occupy, and in 1842, the year before he was free, Hays made his last payment, and the place was conveyed to his wife. She was a free woman, and had opened a school in the house in 1841. Hays had many privileges while with Mr. Coxe, and with the proceeds of his wife's school they paid the purchase-money ($550) and interest in seven years. Mr. Hays was taught reading, writing, and arithmetic by Mr. Coxe, his wife, and daughters, while a slave in their family. When the Colored people were driven from the churches, in the years of the mobs, Mrs. Coxe organized a large Colored Sabbath-school in her own parlor, and maintained it for a long period, with the cooperation of Mr. Coxe and the daughters. Mr. Hays was a member of this school. He also attended day schools, when his work would allow of it. This was the education with which, in 1845, he ventured to take his wife's school in charge. He is a man of good-sense, and his school flourished. He put up an addition to his house, in order to make room for his increasing school, which was continued down to 1857—sixteen years from its opening. He had also a night school and taught music, and these two features of his school he has revived since the war. This school contained from thirty-five to forty-five pupils. Rev. Dr. Samson, Mr. Seaton, and Mr. Coxe often visited his school and encouraged him in his excellent work. Thomas Tabbs used also to come into his school and give him aid and advice, as also did John McLeod.

MR. AND MRS. FLETCHER'S SCHOOL

was opened about 1854, in the building in which Middleton first taught, on I, near Twenty-second Street. Mr. Fletcher was an Englishman, a well-educated gentleman, and a thorough teacher. He was induced to open the school by the importunities of some aspiring Colored young men in that part of the city, who desired first-rate instruction. He soon became the object of persecution, though he was a man of courtesy and excellent character. His school-house was finally set on fire and consumed, with all its books and furniture; but the school took, as its asylum, the basement of the John Wesley Church. The churches which they had been forced to build in the days of the mobs, when they were driven from the white churches which they had aided in building, proved of immense service to them in their subsequent struggles. Mrs. Fletcher kept a variety store, which was destroyed about the time the school was opened. She then became an assistant in her husband's school, which numbered over one hundred and fifty pupils. In 1858, they were driven from the city, as persecution at that time was particularly violent against all white persons who instructed the Colored people. This school was conducted with great thoroughness, and had two departments, Mrs. Fletcher, who was an accomplished person, having charge of the girls in a separate room.

ELIZA ANNE COOK,

a niece of Rev. John F. Cook, and one of his pupils, who has been teaching for about fifteen years, should be mentioned. She attended Miss Miner's school for a time, and was afterward at the Baltimore convent two years. She opened a school in her mother's house, and subsequently built a small school-house on the same lot, Sixteenth Street, between K and L streets. With the exception of three years, during which she was teaching in the free Catholic school opened in the Smothers school-house in 1859, and one year in the female school in charge of the Colored sisters, she has maintained her own private school from 1854 down to the present time, her number at some periods being above sixty, but usually not more than twenty-five or thirty.

MISS WASHINGTON'S SCHOOL.

In 1857, Annie E. Washington opened a select primary school in her mother's house, on K Street, between Seventeenth and Eighteenth streets, west. The mother, a widow woman, was a laundress, and by her own labor has given her children good advantages, though she had no such advantages herself. This daughter was educated chiefly under Rev. John E. Cook and Miss Miner, with whom she was a favorite scholar. Her older sister was educated at the Baltimore convent. Annie E. Washington is a woman of native refinement, and has an excellent aptitude for teaching, as well as a good education. Her schools have always been conducted with system and superior judgment, giving universal satisfaction, the number of her pupils being limited only by the size of her room. In 1858, she moved to the basement of the Baptist Church, corner of Nineteenth and I streets, to secure larger accommodations, and there she had a school of more than sixty scholars for several years.

A FREE CATHOLIC COLORED SCHOOL.

A free school was established in 1858, and maintained by the St. Vincent de Paul Society, an association of Colored Catholics, in connection with St. Matthew's Church. It was organized under the direction of Father Walter, and kept in the Smothers school-house for two years, and was subsequently for one season maintained on a smaller scale in a house on L Street, between Twelfth and Thirteenth streets, west, till the association failed to give it the requisite pecuniary support after the war broke out. This school has already been mentioned.

OTHER SCHOOLS.

In 1843, Elizabeth Smith commenced a school for small children on the island in Washington, and subsequently taught on Capitol Hill. In 1860, she was the assistant of Rev. Wm. H. Hunter, who had a large school in Zion Wesley Church, Georgetown, of which he was the pastor. She afterward took the school into her own charge for a period, and taught among the contrabands in various places during the war.

About 1850, Isabella Briscoe opened a school on Montgomery Street, near Mount Zion Church, Georgetown. She was well educated, and one of the best Colored teachers in the district before the Rebellion. Her school was always well patronized, and she continued teaching in the district up to 1868.

Charlotte Beams had a large school for a number of years, as early as 1850, in a building next to Galbraith Chapel, I Street, north, between Fourth and Fifth, west. It was exclusively a girls' school in its later years. The teacher was a pupil of Enoch Ambush, who assisted her in establishing her school.

A year or two later, Rev. James Shorter had a large school in the Israel Bethel Church, and Miss Jackson taught another good school on Capitol Hill about the same time. The above-mentioned were all Colored teachers.

Among the excellent schools broken up at the opening of the war, was that of Mrs. Charlotte Gordon, Colored, on Eighth Street, in the northern section of the city. It was in successful operation several years, and the number in attendance sometimes reached one hundred and fifty. Mrs. Gordon was assisted by her daughter.

In 1841, David Brown commenced teaching on D Street, south, between First and Second streets, island, and continued in the business till 1858, at which period he was placed in charge of the large Catholic free school in the Smothers house, as has been stated.[65]

Here is a picture that every Negro in the country may contemplate with satisfaction and pride. In the stronghold of slavery, under the shadow of the legalized institution of slavery, within earshot of the slave-auctioneer's hammer, amid distressing circumstances, poverty, and proscription, three unlettered ex-slaves, upon the threshold of the nineteenth century, sowed the seed of education for the Negro race in the District of Columbia, from which an abundant harvest has been gathered, and will be gathered till the end of time!

What the Negro has done to educate himself, the trials and hateful laws that have hampered him during the long period anterior to 1860, cannot fail to awaken feelings of regret and admiration among the people of both sections and two continents.