The question of repealing the other oppressive laws came up in the Convention of 1850. It seemed that the cause of the Negroes had made much progress in that a larger number had begun to speak for them. But practically all of the members of the convention who stood for the Negroes were from the Western Reserve. After much heated discussion the colored people were by a large majority of votes still left under the disabilities of being disqualified to sit on juries, unable to obtain a legal residence so as to enter a charitable institution supported by the State, and denied admission to public schools established for white children.47
The greatest problem of the Negroes, however, was one of education. There were more persons interested in furnishing them facilities of education than in repealing the prohibitive measures, feeling that the other matters would adjust themselves after giving them adequate training. But it required some time and effort yet before much could be effected in Cincinnati because of the sympathizers with the South. The mere passing of the law of 1849 did not prove to be altogether a victory. Complying with the provisions of this act the Negroes elected trustees, organized a system, and employed teachers, relying on the money allotted them by the law on the basis of a per capita division of the school fund received by the board of education. So great was the prejudice of people of the city that the school officials refused to turn over the required funds on the grounds that the colored trustees were not electors and, therefore, could not be office-holders, qualified to receive and disburse funds. Under the leadership of John I. Gaines, therefore, the trustees called an indignation meeting and raised sufficient money to employ Flamen Ball, an attorney, to secure a writ of mandamus. The case was contested by the city officials, even in the Supreme Court, which decided against the officious whites.48
This decision did not solve the whole problem in Cincinnati. The amount raised was small and even had it been adequate to employ teachers, they were handicapped by another decision that no portion of it could be used for building schoolhouses. After a short period of accomplishing practically nothing the law was amended in 185349 so as to transfer the control of such schools to the managers of the white system. This was taken as a reflection on the blacks of the city and tended to make them refuse to cooperate with the white board. On account of the failure of this body to act effectively prior to 1856, the people of color were again given power to elect their own trustees.50
During this contest certain Negroes of Cincinnati were endeavoring to make good their claim to equal rights in the public schools. Acting upon this contention a colored man sent his son to a public school which, on account of his presence, became a center of unusual excitement. Isabella Newhall, the teacher, to whom he went, immediately complained to the board of education, requesting that he be expelled because of his color. After "due deliberation" the board of education decided by a vote of 15 to 10 that the colored pupil would have to withdraw. Thereupon two members of that body, residing in the district of the timorous teacher, resigned.51
Many Negroes belonging to the mulatto class, however, were more successful in getting into the white schools. In 1849 certain parents complained that children of color were being admitted to the public schools, and in fact there were in one of them two daughters of a white father and a mulatto mother. On complaining about this to the principal of the school in question, the indignant patrons were asked to point out the undesirable pupils. "They could not; for," says Sir Charles Lyell, "the two girls were not only among the best pupils, but better looking and less dark than many of the other pupils."52
Thereafter, however, much progress in the education of the colored people among themselves was noted. By 1844 they had six schools of their own and before the war two well-supported public schools.53 Among their teachers were such useful persons as Mrs. M. J. Corbin, Miss Lucy Blackburn, Miss Anne Ryall, Miss Virginia C. Tilley, Miss Martha E. Anderson, William H. Parham, William R. Casey, John G. Mitchell and Peter H. Clark.54 The pupils were showing their appreciation by regular attendance, excellent deportment, and progress in the acquisition of knowledge. Speaking of these Negroes in 1855, John P. Foote said that they shared with the white citizens that respect for education and the diffusion of knowledge, which has been one of their "characteristics," and that they had, therefore, been more generally intelligent than free persons of color not only in other parts of this country but in all other parts of the world.55 It was in appreciation of the worth of this class to the community that in 184456 Nicholas Longworth helped them to establish an orphan asylum and in 1858 built for them a comfortable school building, leasing it with a privilege of purchasing it within four years.57 They met these requirements within the stipulated time and in 1859 secured through other agencies the construction of another building in the western portion of the city.
The most successful of these schools, however, was the Gilmore High School, a private institution founded by an English clergyman. This institution offered instruction in the fundamentals and in some vocational studies. It was supported liberally by the benevolent element of the white people and patronized and appreciated by the Negroes as the first and only institution offering them the opportunity for thorough training. It became popular throughout the country, attracting Negroes from as far South as New Orleans58 Rich Southern planters found it convenient to have their mulatto children educated in this high school.59
The work of these schools was substantially supplemented by that of the colored churches. They directed their attention not only to moral and religious welfare of the colored people but also to their mental development. Through their well-attended Sunday-schools these institutions furnished many Negroes of all classes the facilities of elementary education. Such opportunities were offered at the Baker Street Baptist Church, the Third Street Baptist Church, the Colored Christian Church, the New Street Methodist Church, and the African Methodist Church. Among the preachers then promoting this cause were John Warren, Rufus Conrad, Henry Simpson, and Wallace Shelton. Many of the old citizens of Cincinnati often refer with pride to the valuable services rendered by these leaders.
In things economic the Negroes were exceptionally prosperous after the forties. Cincinnati had then become a noted pork-packing and manufacturing center. The increasing canal and river traffic and finally the rise of the railroad system tended to make it thrive more than ever. Many colored men grew up with the city. A Negro had in the East End on Calvert Street a large cooperage establishment which made barrels for the packers. Knight and Bell were successful contractors noted for their skill and integrity and employed by the best white people of the city. Robert Harlan made considerable money buying and selling race horses. Thompson Cooley had a successful pickling establishment. On Broadway A. V. Thompson, a colored tailor, conducted a thriving business. J. Pressley and Thomas Ball were the well-known photographers of the city, established in a handsomely furnished modern gallery which was patronized by some of the wealthiest people. Samuel T. Wilcox, who owed his success to his position as a steward on an Ohio River line, thereafter went into the grocery business and built up such a large trade among the aristocratic families that he accumulated $59,000 worth of property by 1859.60