History of the Negro Race in America from 1619 to 1880 Volume II Part 22

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 s.e.xes, 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 s.p.a.ce 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. c.o.x, 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. c.o.x, and the latter by Miss Mary Ann c.o.x, 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 inst.i.tution (Manumission Society) at the same time with Granville Sharp and Thomas Clarkson, of England. The general perfectly remembered the circ.u.mstances, 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 grat.i.tude to you for the condescension you have manifested this day in visiting this inst.i.tution, which is one of the n.o.blest 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 emanc.i.p.ation, and as a member of this inst.i.tution.'

"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 partic.i.p.ating 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 t.i.tle to their real estate, on the 2d of May, 1834, the transfer was effected, all their schools and school property pa.s.sing 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 a.s.similation 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 princ.i.p.al, 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), princ.i.p.al, 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 princ.i.p.al of No. 1, Mr. Libolt, was replaced by Mr. John Peterson, colored, a sufficient a.s.surance 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, princ.i.p.al, 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, princ.i.p.al, and in the ensuing year three others were added; No. 4 in One Hundred and Twentieth Street (Harlem), Miss Nancy Thompson, princ.i.p.al; No. 5, at 101 Hudson Street, P. W.

Williams, princ.i.p.al; and No. 6, at 1,167 Broadway, Prince Leveridge, princ.i.p.al. 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 cla.s.s of schools every opportunity and convenience possessed by any other, and, it is hoped, will also improve the grade of its scholars.h.i.+p.[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 cla.s.s 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 s.p.a.cious 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 princ.i.p.al of the school in 1848.

In 1849, the Legislature pa.s.sed an act establis.h.i.+ng 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 const.i.tution 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 cla.s.sical 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 a.s.sert 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 ill.u.s.trates 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 n.o.ble 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 circ.u.mstances." 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 s.h.i.+rley, 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 a.s.sociated 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 s.h.i.+eld'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 cla.s.ses 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 "Inst.i.tute 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 a.s.sert, without fear of contradiction, that the pupils of this seminary will sustain a fair comparison with those of any other inst.i.tution 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 s.e.xes, was opened in Lombard Street, Philadelphia. In 1841, a primary school was opened in the same building. In 1833, the "Uncla.s.sified School" in Coates Street, and at frequent intervals after this several schools of the same grade, were started in West Philadelphia.