FREE BOOKS

Author's List




PREV.   NEXT  
|<   15   16   17   18   19   20   21   22   23   24   25   26   27   28   29   30   31   32   33   34   35   36   37   38   39  
40   41   42   43   44   45   46   47   48   49   50   51   52   53   54   55   56   57   58   59   60   61   62   63   64   >>   >|  
of such schools to the managers of the white system. This was taken as a reflection on the blacks of the city and tended to make them refuse to cooperate with the white board. On account of the failure of this body to act effectively prior to 1856, the people of color were again given power to elect their own trustees.[50] During this contest certain Negroes of Cincinnati were endeavoring to make good their claim to equal rights in the public schools. Acting upon this contention a colored man sent his son to a public school which, on account of his presence, became a center of unusual excitement. Isabella Newhall, the teacher, to whom he went, immediately complained to the board of education, requesting that he be expelled because of his color. After "due deliberation" the board of education decided by a vote of 15 to 10 that the colored pupil would have to withdraw. Thereupon two members of that body, residing in the district of the timorous teacher, resigned.[51] Many Negroes belonging to the mulatto class, however, were more successful in getting into the white schools. In 1849 certain parents complained that children of color were being admitted to the public schools, and in fact there were in one of them two daughters of a white father and a mulatto mother. On complaining about this to the principal of the school in question, the indignant patrons were asked to point out the undesirable pupils. "They could not; for," says Sir Charles Lyell, "the two girls were not only among the best pupils, but better looking and less dark than many of the other pupils."[52] Thereafter, however, much progress in the education of the colored people among themselves was noted. By 1844 they had six schools of their own and before the war two well-supported public schools.[53] Among their teachers were such useful persons as Mrs. M. J. Corbin, Miss Lucy Blackburn, Miss Anne Ryall, Miss Virginia C. Tilley, Miss Martha E. Anderson, William H. Parham, William R. Casey, John G. Mitchell and Peter H. Clark.[54] The pupils were showing their appreciation by regular attendance, excellent deportment, and progress 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 been one of their "characteristics," and that they had, therefore, been more generally intelligent than free persons of color not onl
PREV.   NEXT  
|<   15   16   17   18   19   20   21   22   23   24   25   26   27   28   29   30   31   32   33   34   35   36   37   38   39  
40   41   42   43   44   45   46   47   48   49   50   51   52   53   54   55   56   57   58   59   60   61   62   63   64   >>   >|  



Top keywords:
schools
 

education

 

public

 

pupils

 
colored
 
Negroes
 

William

 
school
 

persons

 

progress


mulatto

 

complained

 
teacher
 

people

 
account
 
knowledge
 

supported

 

generally

 
characteristics
 

Charles


intelligent

 

Thereafter

 

Mitchell

 
Speaking
 

attendance

 
excellent
 

deportment

 

regular

 

appreciation

 

showing


Parham

 

diffusion

 
Blackburn
 

respect

 

Corbin

 

acquisition

 
Anderson
 
shared
 

Martha

 

Tilley


Virginia

 

citizens

 

teachers

 

contention

 
Acting
 

rights

 
endeavoring
 

presence

 
immediately
 

requesting