rection of
New Castle, Presbytery of,
established Ashmun Institute
New England,
schools in Anti-Slavery Society of
planned to establish a manual labor college
sent colored students to Canaan, New Hampshire
Newhall, Isabella, excluded a colored boy from school
New Hampshire, academy of,
broken up
schools of, apparently free to all
New Haven, separate schools of
colored Manual Labor College not wanted
interested in the education of persons for Africa and Haiti
New Jersey, Quakers of,
endeavored to elevate colored people
law of, to teach slaves
Negroes of, in public schools
Presbyterians of, interested in Negroes
separate schools
caste in schools abolished
New Orleans, education of the Negroes of
Newport, Rhode Island, separate schools
New York, Quakers of,
taught Negroes
Presbyterians
of, interested in Negroes,
work of Anti-Slavery Society of,
separate schools of,
schools opened to all,
New York Central College, favorable to Negroes,
New York City, African Free Schools,
transfer to Public School Society,
transfer to Board of Education,
society of free people of color of, organized a school,
Newspapers, colored, gave evidence of intellectual progress,
(see note 1,)
North Carolina, Quakers of, instructed Negroes,
Presbyterians of, interested in the education of Negroes,
Tryon's instructions against certain teachers,
manumission societies of, promoting the education of colored people,
reactionary laws of,
memorial sent to Legislature of, for permission to teach slaves,
Northwest Territory, education of transplanted Negroes,
settlements of, with schools,
Noxon, connected with Neau's school in New York City,
Nutall, an Englishman, taught Negroes in New York,

Oberlin grew out of Lane Seminary,
Objections to the instruction of Negroes considered and answered,
Ohio, colored schools of (see Cincinnati, Columbus, Cleveland, and
Northwest Territory); struggle for education at public expense,
unfavorable legislation,
law of 1849,
Olmsted, P.L., found a plantation of enlightened slaves,
O'Neal of South Carolina Bar discussed with Chancellor Harper the
question of instructing Negroes,
Oneida Institute contributed to the education of Negroes,
Oregon, law of, hostile to Negroes,
Othello, a free Negro, denounced the policy of neglecting