Evening star., 1902-02-15

of white teacher. who was succeeded by
Mr. John Adams the first coored man to
teach in the District
I'm 1872 a negro named Henry Srotharr
buiit school on II street near nth Here
ne conducted successful school for three
years. he was succeeded by John Prout,
another coiored man. who brought TO the
school higher degree OF intelligence than
was usually found in the colored school OF
that day. and one whose example was an
inspiration to the boys who came in con-
tact with him. During his term a board OF
trustees was appointed and the school was
organized as a free school. and as such ex-
listed about three years. AT the end of this
time IT was necessary 10 again charge tu-
ftion. as the voluntary support was insufh-
cient TO maintain the school.
Many Colored Schools Burned.
I'm 1894 Mr.. Prcut was succeeded by Mr..
John F. Cook. The next year this school.
together with many similar institutions
throughout the lard suffered greatly as an
outcome of the bitter feelings that were
aroused as consequt nee OF the Nat Tur-
ner troubles. All the colored schools OF
the District were attacked. some We're par
ualiy and others entirely destroyed. The
Smothers school was at that time one OF
the best known. and therefore one of the
most hated by the enemies Of the negro
schools IN the District. The building was
partially wrecked and the teacher COM
PEELED to flee. He returned the next wear
and resumed his labor, which was con-
tinued 10 the time of his death in 1861,
After the death of John F. Cook the
school was continued by his sons till 1857
when the growth of the pubic schools,
hereinafter described. removed the neces-
sity for this faithful institution. which had
existed for nearly half a century and had
stood as finger post to three generations
pointing the road to a broader life
Beginnings of Free Schools.
Toward the close OF the war the large
increase ba i,, ha
District and their destitute condition drew
public attention and secured for them
much assistance from public-Spirited peo-
pie. and 1t was at this time that the free
school became a fixture in Washington.
Among the first Of these efforts was that
on the part of the American Tract Society,
who established two schools. In 1856, and
1861 five schools We're opened by the Freed
men S Relief Assoc ton. and much aid was
obtained for the cause Of negro educa ton
from such associations as the Pennsyl-
vania Freedmans Relief. the National
Freedman's Relief. African Civilzat ton,
New England Friends, Philadelphia Friends.
American Missionary and from many other
sources, both public and private.
The following paragraph. taken from
Superintendent Cooks report Of 1910,
shows the growth Of these schools from
1S64-1SG7:
From such aid there were in the
spring of 1864 ii schools with Il teachers
and LOCO pupils: in the school year ls64-5.
In 1s65-6, 40 schools with ~ teachers and
1880 pupils; in 1S66-7 30 schools with 10
teachers and 3.427 pupils
From this time the increase in the pub
lie school facilities and the consequent de-
crease in the demand for this kind of as.
sistance led to the withdrawal of aid by
most Of these associations but not till they
had SO firmly planted in the breasts OF the
co.ored population of the District a desire
for and a determination to acquire some-
what of education that the organization
and growth of the public schools was a
natural result.
The System of Today.
"The results ana product of this system
demonstrate that there in the negro all
the essential elements of humanity and
II anhood; that his life and cha racter, his
aims and aspirat ons. are nodded and
shaped no more by heredity, no less by his
environment and his ideals than are those
of other races and nations
Prom such beginning and through such
struggles developed n system which now
contains one assistant superintendent. three
supervising principals. 4i2 teachers, l5,25S
pupils its daily register and has 1885
enrolled III its night schools; owns Buildings
and sites valued at 81 l44 .2S. H. and eX-
pends annually about S2s1.oto.
1T comprehends all the branches found IN
the hest systems Of public schools in the
United States. and includes both manual
and academic training. In the past fifteen
years it has sent from the portals If Its
High School LIPS graduates. and fully
three times as many undergraduates. in
itiated into the mysteries of mechanical
skill and ennobled by the refining influence
of classic lore Nor is 1t alone to those who
have been so fortunate as to enter upon
courses of secondary education, that the
system looks for justification of its exist-
ence; but also to the great army of those
who have experienced the blessing of q
common school education. They. too. see
life in farer colors and with a clearer
vision. In their bosoms burn the fires Of
intelligent patriotism. and in their lives
may be found the elements of good citizen.
ship
Redd-"No. he doesn't wear anything but
ordinary business Sflit when he goes on