in Burlington, Salem, and Trenton for the education of the Negro race, but that they had been closed.[1] It seemed that not much attention had been given to this work there, but that the interest was increasing.  These delegates stated that they did not then know of any schools among them exclusively for Negroes.  In most parts of the State, and most commonly in the northern division, however, they were incorporated with the white children in the various small schools scattered over the State.[2] There was then in the city of Burlington a free school for the education of poor children supported by the profits of an estate left for that particular purpose, and made equally accessible to the children of both races.  Conditions were just as favorable in Gloucester.  An account from its antislavery society shows that the local friends of the indigent had funds of about one thousand pounds established for schooling poor children, white and black, without distinction.  Many of the black children, who were placed by their masters under the care of white instructors, received as good moral and school education as the lower class of whites.[3] Later reports from this State show the same tendency toward democratic education.

[Footnote 1:  Proceedings of the American Convention, etc., 1801, p. 12.]

[Footnote 2:  Ibid., p. 12, and Quaker Pamphlet, p. 40.]

[Footnote 3:  Proceedings of the American Conv., etc., 1801, p. 12.]

The efforts made in this direction in Delaware, were encouraging.  The Abolition Society of Wilmington had not greatly promoted the special education of “the Blacks and the people of color.”  In 1801, however, a school was kept the first day of the week by one of the members of the Society, who instructed them gratis in reading, writing, and arithmetic.  About twenty pupils generally attended and by their assiduity and progress showed themselves as “capable as white persons laboring under similar disadvantages."[1] In 1802 plans for the extension of this system were laid and bore good fruit the following year.[2] Seven years later, however, after personal and pecuniary aid had for some time been extended, the workers had still to lament that beneficial effects had not been more generally experienced, and that there was little disposition to aid them in their friendly endeavors.[3] In 1816 more important results had been obtained.  Through a society formed a few years prior to this date for the express purpose of educating colored children, a school had been established under a Negro teacher.  He had a fair attendance of bright children, who “by the facility with which they took in instruction were silently but certainly undermining the prejudice"[4] against their education.  A library of religious and moral publications had been secured for this institution.  In addition to the school in Wilmington there was a large academy for young colored women, gratuitously taught by a society of young ladies.  The course of instruction covered reading, writing, and sewing.  The work in sewing proved to be a great advantage to the colored girls, many of whom through the instrumentality of that society were provided with good positions.[5]