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Smith School BOSTON’S SMITH SCHOOL (AFRICAN MEETING-HOUSE SCHOOL AT 46 JOY STREET ON BEACON HILL) AND SEGREGATION/INTEGRATION IN MASSACHUSETTS And yet — in fact you need only draw a single thread at any point you choose out of the fabric of life and the run will make a pathway across the whole, and down that wider pathway each of the other threads will become successively visible, one by one. — Heimito von Doderer, DIE DÂIMONEN “NARRATIVE HISTORY” AMOUNTS TO FABULATION, THE REAL STUFF BEING MERE CHRONOLOGY “Stack of the Artist of Kouroo” Project Smith School HDT WHAT? INDEX SMITH SCHOOL SMITH SCHOOL 1800 Whereas during the Revolutionary period those who championed the idea of an informed American citizenry had done so out of a belief that a local politically knowledgeable citizenry was necessary to prevent a lapse into remote tyranny, early in the 19th Century this notion would be being overshadowed by attention to private virtue and personal advancement. Although some would already be advocating government financial support for education, many still would be trusting that market forces and volunteerism would be adequate to attain the necessary economic and social mobility, and offer entertainment as well. Aside from looking to schools and to publishers of books and magazines, these Americans would also be gaining education and entertainment from political parties and from the inexpensive tracts distributed by various evangelical or philanthropic societies, from lectures at lyceums and other locations, from commercial libraries and also, by the 1840s and 1850s, public libraries, and from museums and circuses. Ironically, the rhetorical triumph of the informed- citizenry ideal and its expanding institutional foundations in public culture would be accompanied by a polyphony of criticism directed at the remnants of the freeholder concept of citizenship, which continued to exclude the majority of American-born adults from the civil rights routinely proclaimed to be quintessentially American. The process of extending the franchise to less wealthy adult white males, to adult males of color, and eventually even to adult females, would be, at best, halting. AN INFORMED CITIZENRY SMITH SCHOOL The Rhode Island General Assembly mandated that each town in the state establish a public school system. Noncompliance with this directive would be massive — but to give a little credit where a little credit is due, in this year Providence itself did begin public elementary schools. (This tiny state, with income taxes higher than those of any other state in the nation –even “Taxachusetts”!– has during the 20th and so far into the 21st Centuries become renowned for the inadequacy of the educational opportunity it provides its local children.) READ EDWARD FIELD TEXT Initially, the city of Providence would be offering this free public education in the old brick schoolhouse at the foot of Meeting Street, that had been lately been used for such activities as the manufacture of cartridges for firearms, and for munitions storage.1 1. Subsequent to this use for free public education, the Old Brick Schoolhouse would be used in sequence as: 1.) a school for children of color 2.) a cooking school 3.) a school for tubercular children 4.) a school for the crippled, both children and adults 5.) the Providence Preservation Society (as of 1960) HDT WHAT? INDEX SMITH SCHOOL SMITH SCHOOL A grammar school was constructed at what is since 1820 the site of the Concord Masonic Temple. Of similar dimensions to the present brick structure, it was of wood and would burn down on December 31, 1819. Was this Town School structure intended for the education of children of all races and genders? At this time the population of Boston was 24,937, almost 6% of the population of Massachusetts, and of the city’s budget, 20% was being spent on its system of free schools, but nevertheless the educational system was reaching only 12% of all town children. This was because children who did not already know how to read and write in English were not being admitted to the educational system. The effect of this, of course, intentionally, would have been to neglect the education of children of color and of the children of immigrants. In addition, in this year, in order to focus the town’s poor relief effort on white people, 240 poor blacks were being expelled from Boston. AN INFORMED CITIZENRY Before the turn of the century in Boston, few black children had been attending public school, and those who did, although at least nominally free to do so, were forced to eat antagonism and hardship. At this point some parents asked the city for a racially segregated facility in which their children would not have to deal constantly with the psychic trauma induced by the persecution they were encountering from the white children. SMITH SCHOOL DO I HAVE YOUR ATTENTION? GOOD. Smith School “Stack of the Artist of Kouroo” Project HDT WHAT? INDEX SMITH SCHOOL SMITH SCHOOL 1812 By this point Boston had acceded to the desires of some of its black parents, and separated out an entirely black school, the Smith School on Belknap Street, so that within the sheltering walls of a segregate institution (equality not yet being enough of a real or potential possibility as to be so much as contemplated) the black pupils would not need daily to manage the trauma being caused by the abuse they were encountering from white pupils. NOBODY COULD GUESS WHAT WOULD HAPPEN NEXT Smith School “Stack of the Artist of Kouroo” Project HDT WHAT? INDEX SMITH SCHOOL SMITH SCHOOL 1820 In 1827 William C. Nell became a student in the public school system of Boston and in 1829 he graduated and received THE LIFE OF BENJAMIN FRANKLIN in recognition of academic achievement. He was, however, excluded from the awards banquet for the honors winners. An enterprising young man, he arranged to be present at his own awards banquet — by serving at table. You guessed it, young Will was a student of color, attending the first separate colored grammar school in America, the African Meeting-house School or Smith School on the back slope of Beacon Hill. In adult life, he would become the major leader of the campaign to integrate Boston’s schools, along with the barber John T. Hilton. (Notice that although white men of this period generally feared social contamination by inferior blacks, even an intimate touching, as by a barber, could be permissible, as depicted here in a Virginia barbershop — so long as the relationship was one clearly marked as an intransitive one, between a superior or customer and an inferior or servant.) HDT WHAT? INDEX SMITH SCHOOL SMITH SCHOOL 1835 February 10, Tuesday: David Henry Thoreau checked out, from Harvard Library, Euripides’s ALCESTIS, in Greek as edited and annotated by Gottlob Adolph Wagner (Lipsiae: sumtibus Engelh. Beniam. Svicqvertii, 1800), plus his ION GRAECE, in a Greek version prepared by Heinrich Christoph Friedrich Hülsemann (Lipsiae: 1801). A new building on Belknap Street was dedicated for the Negro school in Boston, named “Smith School” in honor of its 1815 benefactor Abiel Smith, Esq. HDT WHAT? INDEX SMITH SCHOOL SMITH SCHOOL HDT WHAT? INDEX SMITH SCHOOL SMITH SCHOOL 1844 In this year, an eleven-year campaign to racially integrate the public schools of Boston began.2 Complaints were being made against the principal of the black Smith School in Boston, Abner Forbes, by black parents, that he was cruel in his punishment of their children while under his care and that he was, anyway, incompetent to teach them simply because he was utterly convinced of their mental inferiority to himself and other whites. His prejudice and prejudgment rendered him ineffective as an educator. The school board exonerated Forbes but announced that eventually he would be transferred to a white school the capabilities of the children of which he would be able to respect. John A. Collins wrote in The Social Pioneer and Herald of Progress, of Boston, that the aim was “not to free Negro slaves alone, but to remove the cause which makes us all slaves.” An ongoing boycott by the black parents of Salem had caused the enrollment in the racially segregated public school there to decline from a peak of about 100 to a low of 20 to 25 pupils. At this point Salem desegregated its school system. On Nantucket Island, the school board expelled all black children from all its public schools save one, which they then would designate as their Negro school. The black citizens of the island would boycott this segregated school. 2. The desegregation of the schools of Boston, Salem, and Nantucket Island would first be fully described in 1968. Prior to that date, historians had tended to assign historical influence only to leaders who were white, and had tended to entirely ignore the existence of the “Friends of Equal School Rights” group and in general the fact that blacks were boycotting the segregated school system. HDT WHAT? INDEX SMITH SCHOOL SMITH SCHOOL 1845 In this year citizens again petitioned Boston’s authorities to end the racial segregation of its public schools. By a vote of 24 to 2 the School Committee dismissed this concern. SMITH SCHOOL LIFE IS LIVED FORWARD BUT UNDERSTOOD BACKWARD? — NO, THAT’S GIVING TOO MUCH TO THE HISTORIAN’S STORIES. LIFE ISN’T TO BE UNDERSTOOD EITHER FORWARD OR BACKWARD. “Stack of the Artist of Kouroo” Project Smith School HDT WHAT? INDEX SMITH SCHOOL SMITH SCHOOL 1846 The Reverend Leonard Withington, having for 8 years been off the board of the Dummer Academy (established by bequest of acting governor William Dummer in 1761, this Newbury institution has come to prefer to be referred to as The Governor’s Academy), returned for another term.
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