ic schools of Philadelphia, 1031 pupils; in the
charity schools, 748; in the benevolent schools, 211; in private
schools, 331; in all, 2321, whereas in 1849 there were only 1643.[2]

[Footnote 1: About the middle of the nineteenth century colored
schools of various kinds arose in Philadelphia. With a view to giving
Negroes industrial training their friends opened "The School for the
Destitute" at the House of Industry in 1848. Three years later Sarah
Luciana was teaching a school of seventy youths at this House of
Industry, and the Sheppard School, another industrial institution,
was in operation in 1850 in a building bearing the same name. In 1849
arose the "Corn Street Unclassified School" of forty-seven children
in charge of Sarah L. Peltz. "The Holmesburg Unclassified School" was
organized in 1854. Other institutions of various purposes were "The
House of Refuge," "The Orphans' Shelter," and "The Home for
Colored Children." See Bacon, _Statistics of the Colored People of
Philadelphia_, 1859.

Among those then teaching in private schools of Philadelphia were
Solomon Clarkson, Robert George, John Marshall, John Ross, Jonathan
Tudas, and David Ware. Ann Bishop, Virginia Blake, Amelia Bogle, Anne
E. Carey, Sarah Ann Douglass, Rebecca Hailstock, Emma Hall, Emmeline
Higgins, Margaret Johnson, Martha Richards, Dinah Smith, Mary Still,
and one Peterson were teaching in families. See _Statistical Inquiry_,
etc., 1849, p. 19; and Bacon, _Statistics of the Colored People of
Philadelphia_, 1859.]

[Footnote 2: _Statistical Inquiry into the Condition of the Colored
People of Philadelphia_, in 1859.]

Situated like those of Philadelphia, the free blacks of New York City
did not have to maintain their own schools. This was especially true
after 1832 when the colored people had qualified themselves to take
over the schools of the New York Manumission Society. They then got
rid of all the white teachers, even Andrews, the principal, who had
for years directed this system. Besides, the economic progress of
certain Negroes there made possible the employment of the increasing
number of colored teachers, who had availed themselves of the
opportunities afforded by the benevolent schools. The stigma then
attached to one receiving seeming charity through free schools
stimulated thrifty Negroes to have their children instructed either in
private institutions kept by friendly white teachers or by teachers of
their own color.[1] In 1812