Outside of the city of New York, not so much interest was shown in the education of Negroes as in the States which had a larger colored population.[1] Those who were scattered through the State were allowed to attend white schools, which did not “meet their special needs."[2] In the metropolis, where the blacks constituted one-tenth of the inhabitants in 1800, however, the mental improvement of the dark race could not be neglected.  The liberalism of the revolutionary era led to the organization in New York of the “Society for Promoting the Manumission of Slaves and Protecting such of them as have been or may be liberated.”  This Society ushered in a new day for the free persons of color of that city in organizing in 1787 the New York African Free School.[3] Among those interested in this organization and its enterprises were Melancthon Smith, John Bleecker, James Cogswell, Jacob Seaman, White Matlock, Matthew Clarkson, Nathaniel Lawrence, and John Murray, Jr.[4] The school opened in 1790 with Cornelius Davis as a teacher of forty pupils.  In 1791 a lady was employed to instruct the girls in needle-work.[5] The expected advantage of this industrial training was soon realized.

[Footnote 1:  La Rochefoucauld-Liancourt, Travels, etc., p. 233.]

[Footnote 2:  Am.  Conv., 1798, p. 7.]

[Footnote 3:  Andrews, History of the New York African Free Schools, p. 14.]

[Footnote 4:  Ibid., pp. 14 and 15.]

[Footnote 5:  Ibid., p. 16.]

Despite the support of certain distinguished members of the community, the larger portion of the population was so prejudiced against the school that often the means available for its maintenance were inadequate.  The struggle was continued for about fifteen years with an attendance of from forty to sixty pupils.[1] About 1801 the community began to take more interest in the institution, and the Negroes “became more generally impressed with a sense of the advantages and importance of education, and more disposed to avail themselves of the privileges offered them."[2] At this time one hundred and thirty pupils of both sexes attended this school, paying their instructor, a “discreet man of color,” according to their ability and inclination.[3] Many more colored children were then able to attend as there had been a considerable increase in the number of colored freeholders.  As a result of the introduction of the Lancastrian and monitorial systems of instruction the enrollment was further increased and the general tone of the school was improved.  Another impetus was given the work in 1810.[4] Having in mind the preparation of slaves for freedom, the legislature of the State of New York, made it compulsory for masters to teach all minors born of slaves to read the Scriptures.[5]

[Footnote 1:  Ibid., p. 17.]

[Footnote 2:  Proceedings of the American Convention of Abolition Societies, 1801, p. 6.]