Part 23 (2/2)

How these ”educators” could argue that on account of the hopelessness of the endeavors to civilize the blacks they should be ren country, and at the same time undertake to provide for theher education that white men enjoyed, seemed to Jay to be facetiously inconsistent[2] If the Africans could be elevated in their native land and not in America, it was due to the Caucasians' sinful condition, for which the colored people should not be required to suffer the penalty of expatriation[3] The desirable thing to do was to influence churches and schools to admit students of color on terms of equality with all other races

[Footnote 1: Reese, _Letters to Honorable William Jay_]

[Footnote 2: Jay, _Inquiry_, p 26; and _Letters_, p 21]

[Footnote 3: _Ibid_, p 22]

Encountering this opposition, the institutions projected by the colonization society existed in naood with its educational policy is well brought out by the wailing cry of one of its promoters He asserted that ”every endeavor to divert the attention of the community or even a portion of the means which the present so imperatively calls for, from the colonization society to measures calculated to bind the colored population to this country and seeking to raise thees or in any other way, tends directly in the proportion that it succeeds, to counteract and thwart the whole plan of colonization”[1] The colonizationists, therefore, desisted froher education for any considerable nu that they could not count on the support of the free persons of color, they feared that those thus educated would be induced by the abolitionists to remain in the United States This would put the colonizationists in the position of increasing the intelligent elearded as a menace to slavery

Consequently these ti the reactionary period to carry out their plan of establishi+ng colleges

[Footnote 1: Hodgkin, _Inquiry into the Merits of the Am Col Soc_, p 31]

Thereafter the colonizationists found it advisable to restrict their efforts to individual cases Not , but now and then appeared notices of Negroes who had been privately prepared in the South or publicly in the North for professional work in Liberia Dr William Taylor and Dr Fleet were thus educated in medicine in the District of Columbia[1] In the same way John V DeGrasse, of New York, and Thomas J White,[2] of Brooklyn, were allowed to complete the Medical Course at Bowdoin in 1849 Garrison Draper, who had acquired his literary education at Dartmouth, studied law in Baltimore under friends of the colonization cause, and with a view to going to Liberia passed the examination of the Maryland Bar in 1857[3] In 1858 the Berkshi+re Medical School graduated two colored doctors, ere gratuitously educated by the A class thinned out, however, and one of the professors resigned because of their attendance[4]

[Footnote 1: _Special Report of the US Com of Ed_, 1871, and _African Repository_, vol x, p 10]

[Footnote 2: _Niles Register_, vol lxxv, p 384]

[Footnote 3: _African Repository_, vol xxxiv, pp 26 and 27]

[Footnote 4: _Ibid_, p 30]

Not all colonizationists, however, had submitted to this policy ofto Liberia Certain of their organizations still believed that it was only through educating the free people of color sufficiently to see their hue nu as they were unable to enjoy the finer things of life, they could not be expected to appreciate the value and use of liberty It was argued that instead of ree war on its institutions, the highly enlightened Negroes would be glad to go to a foreign land[1] By this argueneral education of the free blacks than they had considered it wise to do during the time of the bold attempts at servile insurrection[2] In fact, many of the colored schools of the free States were supported by ardent colonizationists

[Footnote 1: Boone, _The History of Education in Indiana_, p 237; and _African Repository_, vol xxx, p 195]

[Footnote 2: _Ibid_, p 195]

The later plan ofNegroes after they settled in Liberia Handsoes in which professorshi+ps were endowed for men educated at the expense of churches and colonization societies[1] The first institution of consequence in this field was the Alexander High School To this schoolof their liberal education The English High School at Monrovia, the Baptist Boarding School at Bexley, and the Protestant Episcopal High School at Cape Palher branches[2]

Still better opportunities were given by the College of West Africa and Liberia College The former was founded in 1839 as the head of a system of schools established by the Methodist Episcopal Church in every county of the Republic[3] Liberia College was at the request of its founders, the directors of the Aislature of the country in 1851 As it took so was not completed, and students were not admitted before 1862

[Footnote 1: _African Repository_, under the caption of ”Education in Liberia” in various volumes; and Alexander, _A History of Col_, pp

348, 391]

[Footnote 2: _Ibid_, p 348]

[Footnote 3: Monroe, _Cyclopaedia of Education_, vol iv, p 6]

Though the majority of the colored students scoffed at the idea of preparing for work in Liberia their education for service in the United States was not encouraged No Negro had graduated froe before 1828, when John B Russworree fro the thirties and forties, colored persons, however well prepared, were generally debarred froes despite the protests of proroes were adher institutions in this country before 1840 It was only after reed to accept a colored student on condition that he should swear that he had no Negro blood in his veins[2]

[Footnote 1: Dyer, Speech in Congress on the Progress of the Negro, 1914]

[Footnote 2: Clarke, _The Condition of the Free People of Color_, 1859, p 3, and the _Sixth Annual Report of the A had such a little to encourage theeneral admission into northern institutions, free blacks and abolitionists concluded that separate colleges for colored people were necessary

The institution dee over the aristocratic college in that labor would be co the stay at school pleasant and enabling the poorest youth to secure an education[1] It was the kind of higher institution which had already been established in several States tofor the Negroes was considered necessary, also, because their inter state The children of color were able to advance but little on account of having nothing to stie was, therefore, booor, ”to kindle the fla the mysteries of arithmetic other mysteries beyond,” and above all to serve them as Yale or Harvard did as the capstone of the educational systes of the Third Convention of Free People of Color held in Philadelphia in 1836_, pp 7 and 8; _Ibid, Fourth Annual Convention_, p 26; _Proceedings of the New England Antislavery Society_, 1836, p 40]