[Footnote 3:  History of Greene County, Ohio, chapter on Wilberforce; and Special Report of the U.S.  Com. of Ed., 1871, p. 373.]

[Footnote 4:  The Non-Slaveholder, vol. ii., p. 113.]

A brighter day for the higher education of the colored people at home, however, had begun to dawn during the forties.  The abolitionists were then aggressively demanding consideration for the Negroes.  Men “condescended” to reason together about slavery and the treatment of the colored people.  The northern people ceased to think that they had nothing to do with these problems.  When these questions were openly discussed in the schools of the North, students and teachers gradually became converted to the doctrine of equality in education.  This revolution was instituted by President C.B.  Storrs, of Western Reserve College, then at Hudson, Ohio.  His doctrine in regard to the training of the mind “was that men are able to be made only by putting youth under the responsibilities of men.”  He, therefore, encouraged the free discussion of all important subjects, among which was the appeal of the Negroes for enlightenment.  This policy gave rise to a spirit of inquiry which permeated the whole school.  The victory, however, was not easy.  After a long struggle the mind of the college was carried by irresistible argument in favor of fair play for colored youth.  This institution had two colored students as early as 1834.[1]

[Footnote 1:  First Annual Report of the American Anti-Slavery Society, p. 42.]

Northern institutions of learning were then reaching the third stage in their participation in the solution of the Negro problem.  At first they had to be converted even to allow a free discussion of the question; next the students on being convinced that slavery was a sin, sought to elevate the blacks thus degraded; and finally these workers, who had been accustomed to instructing the neighboring colored people, reached the conclusion that they should be admitted to their schools on equal footing with the whites.  Geneva College, then at Northfield, Ohio, now at Beaver Falls, Pennsylvania, was being moved in this manner.[1]

[Footnote 1:  First Annual Report of the American Anti-slavery Society, 1834. p. 43.]

Lane Seminary, however, is the best example of a school which passed through the three stages of this revolution.  This institution was peculiar in that the idea of establishing it originated with a southerner, a merchant of New Orleans.  It was founded largely by funds of southern Presbyterians, was located in Cincinnati about a mile from slave territory, and was attended by students from that section.[1] When the right of free discussion swept the country many of the proslavery students were converted to abolition.  To southerners it seemed that the seminary had resolved itself into a society for the elevation of the free blacks.  Students established Sabbath-schools, organized Bible