Part 23 (1/2)

”The colored children in the eneral appearance and behavior from their white comrades They are usually clean and decently clad They look quite as the whites; and are perhaps a little uish The association is manifestly beneficial to the colored children” See Howe, _The Refugees_, etc, p 77]

[Footnote 2: Siebert, _The Underground Railroad_, p 226]

CHAPTER XI

HIGHER EDUCATION

The development of the schools and churches established for these transplanted freedher education to develop in theain the day of thorough training for the Negroes Their opportunities for better instruction were offered h these workers had radically different views as to thethe colored people, they contributed much to their mental development The more liberal colonizationists endeavored to furnish free persons of color the facilities for higher education with the hope that their enlightenment would make therate to Liberia Most southern colonizationists accepted this plan but felt that those pernorance; for if they were enlightened, they would either be freed or exter the period of reaction, when the elevation of the race was discouraged in the North and prohibited in most parts of the South, the colonizationists continued to secure to Negroes, desiring to expatriate themselves, opportunities for education which never would have been given those expecting to remain in the United States[2]

[Footnote 1: The views of the abolitionists at that time ell expressed by Garrison in his address to the people of color in the convention asseet as , to toil long and hard for it as for a pearl of great price ”An ignorant people,” said he, ”can never occupy any other than a degraded place in society; they can never be truly free until they are intelligent It is an old e is power; and not only is it power but rank, wealth, dignity, and protection That capital brings highest return to a city, state, or nation (as the case es If I had children, rather than that they should grow up in ignorance, I would feed upon bread and water: I would sell my teeth, or extract the blood fros of the Convention for the Ies 10, 11]

[Footnote 2: _Special Report of the US Com of Ed_, 1871, pp

213-214; and _The African Repository_, under the captions of ”Education in Liberia,” and ”African Education Societies,” _passim_]

The policy of promoters of African colonization, however, did not iressive Their plan of education differed from previous efforts in that the objects of their philanthropy were to be given every opportunity for rowth The colonizationists had learned froin with the youth[1] These workers observed, too, that the exigencies of the time demanded more advanced and better endowed institutions to prepare colored ion, and to fit them for ”civil offices in Liberia and Hayti”[2]

To execute this scheme the leaders of the colonization riculture, science, and Biblical literature”[3] Exceptionally bright youths were to be given special training as catechists, teachers, preachers, and physicians[4] A southern planter offered a plantation for the establish,[5] a few masters sent their slaves to eastern schools to be educated, and anized ”education societies” in various parts to carry out this work at shorter range In 1817 colonizationists opened at Pasippany, New Jersey, a school to give a four-year course to ”African youth” who showed ”talent, discretion, and piety” and were able to read and write[6] Twelve years later another effort was made to establish a school of this kind at Newark in that State,[7] while other pro to establish a si to make use of the Kosciuszko fund[9]

[Footnote 1: _African Repository_, vol i, p 277]

[Footnote 2: _African Repository_, vol ii, p 223]

[Footnote 3: _Ibid_, vol xxviii, pp 271, 347; Child, _An Appeal_, p 144]

[Footnote 4: _African Repository_, vol i, p 277]

[Footnote 5: _Report of the Proceedings at the Organization of the African Education Society_, p 9]

[Footnote 6: _African Repository_, vol i, p 276, and Griffin, _A Plea for Africa_, p 65]

[Footnote 7: _African Repository_, vol iv, pp 186, 193, and 375; and vol vi, pp 47, 48, 49, and _Report of the Proceedings of the African Education Society_, p 7]

[Footnote 8: _Ibid_, pp 7 and 8 and _African Repository_, vol iv, p 375]

[Footnote 9: What would beco fortunes of the men concerned Kosciuszko died in 1817; and as Thomas Jefferson refused to take out letters testamentary under this will, Benjamin Lincoln Lear, a trustee of the African Education Society, who intended to apply for the whole fund, was appointed administrator of it The fund a demanded of the administrator 3704 bequeathed to hied to have been executed in Paris in 1806 The bill was dismissed by the Circuit Court of the District of Columbia, and the decision of the lower Court was confirrounds that the said will had not been ads still darker just about the ti to purchase a farm and select teachers and mechanics to instruct the youth, the heirs of General Kosciuszko filed a bill against Mr

Lear in the Supreround of the invalidity of the will executed by Kosciuszko in 1798 The death of Mr Lear in 1832 and that of William Wirt, the Attorney-General of the United States, soon thereafter, caused a delay in having the case decided The author does not know exactly what use was finally made of this fund See _African Repository_, vol it, pp 163, 233; also 7 Peters, 130, and 8 Peters, 52]

The sche opposition of the free Negroes and abolitionists They could see no philanthropy in educating persons to prepare for doom in a deadly climate The convention of the free people of color assembled in Philadelphia in 1830, denounced the colonization ed their fellows not to support it Pointing out the ied the race to take steps toward its elevation in this country[1] Should the colored people be properly educated, the prejudice against them would not continue such as to necessitate their expatriation The delegates hoped to establish a Manual Labor College at New Haven that Negroes e which proh intellectual enjoyments and acquirements which place him in a situation to shed upon a country and people that scientific grandeur which is imperishable by tiradation”[2]

[Footnote 1: Williaro Race_, p 67]

[Footnote 2: _Ibid_, p 68; and _Minutes of the Proceedings of the Third Convention for the Improvement of the Free People of Color_, pp

9, 10, and 11]

Influential abolitionists were also attacking this policy of the colonizationists Williaainst them such diatribes and so wisely exposed their follies that the advocates of colonization learned to consider him as the arch eneroes for living where they were He could not see how a Christian could prohibit or condition the education of any individual To do such a thing was tanta a direct revelation of God