Part 29 (1/2)

The colored pupils were showing their appreciation by regular attendance, ress in the acquisition of knowledge Speaking of these Negroes in 1855, John P Foote said that they shared with the white citizens that respect for education, and the diffusion of knowledge, which has ever been one of their ”characteristics,” and that they had, therefore, been ent than free persons of color not only in other States but in all other parts of the world[1] It was in appreciation of the worth of this class of progressive Negroes that in 1858 Nicholas Longworth built a co it with the privilege of purchasing it in fourteen years[2] They met these requireh other agencies the construction of another building in the western portion of the city[3]

[Footnote 1: Foote, _The Schools of Cincinnati_, p 92]

[Footnote 2: _Special Report of the US Com of Ed_, 1871, p 372]

[Footnote 3: _Ibid_, p 372]

The agitation for the admission of colored children to the public schools was not confined to Cincinnati alone, but cahout the section north of the Ohio River[1] Where the black population was large enough to forroes and their friends could more easily provide for the education of colored children In settlements, however, in which just a few of them were found, some liberal-minded man usually asked the question why persons taxed to support a systethen their position these benevolent ress of the belated people, ence froent, virtuous, and respectable persons, and in not a few cases had accumulated considerable wealth[2] Those who insisted that children of African blood should be debarred froular public schools had for their defense the so-called inequality of the races

Soressive blacks, and even to praise those of their respective coress had been, the advocates of the restriction of their educational privileges considered it wrong to claim for them equality with the Caucasian race They believed that society would suffer fro of the children of the two races

[Footnote 1: Hickok, _The Negro in Ohio_, ch iii; and Boone, _History of Education in Indiana_, p 237]

[Footnote 2: Foote, _The Schools of Cincinnati_, p 93]

[Footnote 3: _Ibid_, p 92]

In Indiana the probleroes was more difficult RG

Boone says that, ”nominally for the first few years of the educational experience of the State, black and white children had equal privileges in the few schools that existed”[1] But this could not continue long

Abolitionists werethe country, and freedmen soon found enemies as well as friends in the Ohio valley Indiana, which was in 1824 so very ”solicitous for a systeainst caste distinction,” provided in 1837 that the white inhabitants alone of each congressional townshi+p should constitute the local school corporation[2] In 1841 a petition was sent to the legislature requesting that a reasonable share of the school fund be appropriated to the education of Negroes, but the coislation on that subject was inexpedient[3]

With the exception of prohibiting the iration of such persons into that State not islature a the establishment of schools in townshi+ps so as to provide that in all enumerations the children of color should not be taken, that the property of the blacks and mulattoes should not be taxed for school purposes, and that their children should not derive any benefit from the common schools of that State[4] This provision had really been incorporated into the forrossing clerk[5]

[Footnote 1: Boone, _History of Ed in Indiana_, p 237]

[Footnote 2: _Laws of a General Nature of the State of Indiana_, 1837, p 15]

[Footnote 3: Boone, _History of Education in Indiana_, p 237]

[Footnote 4: _Laws of a General Nature of the State of Indiana_, 1855, p 161]

[Footnote 5: Boone, _History of Education in Indiana_, p 237]

A resolution of the House instructing the educational committee to report a bill for the establishment of schools for the education of the colored children of the State was overwhel their position the opponents said that it was held ”to be better for the weaker party that no privilege be extended to theht be to induce the vain belief that the prejudice of the dominant race could ever be so ed barriers that must forever exist between their social relations” The friends of the blacks believed that by elevating thereater would be their anxiety to seek another country, where with the spirit of ht breathe fresh air of social as well as political liberty”[1] This arguroes of Indiana received help in acquiring knowledge from no source but private and mission schools

[Footnote 1: Boone, _History of Education in Indiana_, p 237]

In Illinois the situation was better than in Indiana, but far fro The constitution of 1847 restricted the benefits of the school lahite children, stipulating the hite throughout the act so as to islators[1] It see the colored children from the public schools, the law contemplated the establishment of separate schools in that it provided that the aroes should be returned Exactly what should be done with such money, however, was not stated in the act But even if that were the object in view, the provision was of little help to the people of color for the reason that the clause providing for the return of school taxes was seldom executed In the few cases in which it was carried out the fund thus raised was not adequate to the support of a special school, and generally there were not sufficient colored children in a co control of their local affairs, however, the children of Negroes were often given a chance to attend school

[Footnote 1: The Constitution of Illinois, in the _Journal of the Constitution of the State of Illinois_, 1847, p 344]

As this scant consideration given Negroes of Illinois left one-half of the six thousand of their children out of the pale of education, earnest appeals were made that the restrictive hite be stricken froht to sho inconsistent this system ith the spirit of the constitution of the State, which, interpreted as they saw it, guaranteed all persons equality[1] They held s from which ca them to repeal or amend the old school law It was not so much a question as to whether or not there should be separate schools as it hether or not the people of color should be educated The dispersed condition of their children made it impossible for the State to provide for them in special schools the same educational facilities as those furnished the youth of Caucasian blood Chicago tried the experiet the desired result, incorporated the colored children into the white schools the following year[2] The State Legislature had sufficient e to do aith these caste distinctions in 1874[3]

[Footnote 1: Thorpe, _Federal and State Constitutions_, Const of Illinois]