an blood were successfully admitted to the
New Bedford schools on equality with the white youth in 1838.[2] In
1846 the school committee of that town reported that the colored
pupils were regular in their attendance, and as successful in their
work as the whites. There were then ninety in all in that system; four
in the high school, forty in grammar schools, and the remainder in the
primary department, all being scattered in such a way as to have one
to four in twenty-one to twenty-eight schools. At Lowell the children
of a colored family were not only among the best in the schools but
the greatest favorites in the system.[3]

[Footnote 1: _Ibid_., p. 20, and _Niles Register_, vol. lxvi., p.
320.]

[Footnote 2: _Minority Report_, etc., p. 23.]

[Footnote 3: _Minority Report_, etc., p. 25.]

The consolidation of the colored school of Salem with the others of
that city led to no disturbance. Speaking of the democracy of these
schools in 1846 Mr. Richard Fletcher said: "The principle of perfect
equality is the vital principle of the system. Here all classes of
the community mingle together. The rich and the poor meet on terms of
equality and are prepared by the same instruction to discharge the
duties of life. It is the principle of equality cherished in the free
schools on which our government and free institutions rest. Destroy
this principle in the schools and the people would soon cease to be
free." At Nantucket, however, some trouble was experienced because of
the admission of pupils of color in 1843. Certain patrons criticized
the action adversely and withdrew fourteen of their children from the
South Grammar School. The system, however, prospered thereafter rather
than declined.[1] Many had no trouble in making the change.[2]

[Footnote 1: _Ibid_., p. 6.]

[Footnote 2: _Ibid_., p. 23.]

These victories having been won in other towns of the State by 1846,
it soon became evident that Boston would have to yield. Not only were
abolitionists pointing to the ease with which this gain had been made
in other towns, but were directing attention to the fact that in these
smaller communities Negroes were both learning the fundamentals and
advancing through the lower grades into the high school. Boston, which
had a larger black population than all other towns in Massachusetts
combined, had never seen a colored pupil prepared for a secondary
institution in one of its public schools. It was, therefore, evident
to fair-mi