Part 11 (2/2)

[Footnote 1: The Catholics ad with others when they were driven to the galleries of the Protestant churches Furthermore, they continued to adetown trained colored girls, and the parochial school of the Aloysius Church at one time had as many as two hundred and fifty pupils of color Many of the first colored teachers of the District of Columbia obtained their education in these schools See _Special Report of US Com of Ed_, 1871, p 218 _et seq_]

[Footnote 2: _Sp Report_, etc 187, pp 217, 218, 219, 220, 221]

[Footnote 3: _Ibid_, pp 220-222]

The colored schools of the District of Coluround they had lost and exhibiting evidences of more systematic work These schools ceased to be ele and writing, but developed into institutions of higher grade supplied with co other useful schools then flourishi+ng in this vicinity were those of Alfred H Parry, Nancy Grant, Benjamin McCoy, John Thomas Johnson, James Enoch Ambush, and Dr John H

Fleet[1] John F Cook returned from Pennsylvania and reopened his seminary[2] About this time there flourished a school established by Fannie Haaret Thompson until 1846 She then married Charles Middleton and becaro who had been educated in Savannah, Georgia, while attending school hite and colored children He founded a successful school about the time that Fleet and Johnson[3] retired Middleton's school, however, owes its importance to the fact that it was connected with the movement for free colored public schools started by Jesse E Dow, an official of the city, and supported by Rev Doctor Wayman, then pastor of the Bethel Church[4] Other colaborers with these teachers were Alexander Cornish, Richard Stokes, and Margaret Hill[5]

[Footnote 1: _Special Report of the US Com of Ed_, 1871, pp 212, 213, and 283]

[Footnote 2: _Ibid_, p 200]

[Footnote 3: Coton in 1838 because of the persecution of free persons of color, Johnson stopped in Pittsburg where he entered a competitive teacher examination with thite aspirants and won the coveted position He taught in Pittsburg several years, worked on the Mississippi a while, returned later to Washi+ngton, and in 1843 constructed a building in which he opened another school It was attended by froed to the most prominent colored families of the District of Columbia See _Special Report of the US Com of Ed_, 1871, p

214]

[Footnote 4: _Ibid_, p 215]

[Footnote 5: _Ibid_, pp 214-215]

Then cae scale This was the school of Alexander Hays, an emancipated slave of the Fowler family of Maryland

Hays succeeded his wife as a teacher He soon had the support of such prominent men as Rev Doctor Sampson, William Winston Seaton and RS

coxe Joseph T and Thomas H Mason and Mr and Mrs Fletcher were Hays's conteland

On account of the feeling then developing against white persons instructing Negroes, these philanthropists saw their schoolhouses burned, themselves expelled from the white churches, and finally driven fro colored children during these years The most prominent of these were Tholishman; Mr Talbot, a successful tutor stationed near the present site of the Franklin School; and Mrs George Ford, a Virginian, conducting a school on New Jersey Avenue between K and L Streets[2]

The efforts of Miss Myrtilla Miner, their contemporary, will be mentioned elsewhere[3]

[Footnote 1: Besides the classes taught by these workers there was the Eliza Ann Cook private school; Miss Washi+ngton's school; a select primary school; a free Catholic school maintained by the St Vincent de Paul Society, an association of colored Catholics in connection with St Matthew's Church This institution was organized by the benevolent Father Walter at the Smothers School Then there were teachers like Elizabeth Smith, Isabella Briscoe, Charlotte Beams, James Shorter, Charlotte Gordon, and David Brown Furthermore, various churches, parochial, and Sunday-schools were then sharing the burden of educating the Negro population of the District of Columbia See _Special Report of the US Com of Ed_, 1871, pp 214, 215, 216, 217, 218 _et seq_]

[Footnote 2: _Ibid_, p 214]

[Footnote 3: O'Connor, Myrtilla Miner, p 80]

The Negroes of Balti as those of the District of Coluees and French Fathers froo to Baltimore to escape the revolution[1] ress of the colored people of that city

Thereafter their intellectual class had access to an increasing black population, anxious to be enlightened Given this better working basis, they secured from the ranks of the Catholics additional catechists and teachers to give a larger number of illiterates the funda co-worker in furnishi+ng these facilities, was the Most Reverend Ambrose Marechal, Archbishop of Baltimore from 1817 to 1828[2] These schools were such an iroes that colored youths of other towns and cities thereafter ca[3]

[Footnote 1: Drewery, _Slave Insurrections in Virginia_, p 121]

[Footnote 2: _Special Report of the US Com of Ed_, 1871, p 205]

[Footnote 3: _Ibid_, p 205]

The co on the education of colored girls Their condition excited the sy colored women These ladies had been educated both in the Island of Santo Doo and in Paris At once interested in the uplift of this sex, they soon constituted the nucleus of the society that finally forirls in connection with the Oblate Sisters of Providence Convent in Baltimore, June 5, 1829[1] This step was sanctioned by the Reverend James Whitefield, the successor of Archbishop Marechal, and was later approved by the Holy See The institution was located on Richrowth of the school soon gave way to larger quarters The aiirls, all of whom ”would become ious and rity”[2] To reach this end they endeavored to supply the school with cultivated and capable teachers Students were offered courses in all the branches of ”refined and useful education, including all that is regularly taught in well regulated female seminaries”[3] This school was so well maintained that it survived all reactionary attacks and becahtenment for colored women