[Sidenote: Quaker Antagonists of Slavery] To three Quakers, opposed to Negro slavery, some brief attention is given. Their expressions also indicate a solicitous interest in the education of the Indian. Their influence was extended by missionary journeys, speaking in public, and numerous pamphlets published on that subject. This work was by no means limited to the Quakers. Slavery was denounced as impracticable, unjust and inconsistent with the ideals of a free nation. [Sidenote: The Quaker organization against slavery] (1) Not only individual leaders, but also the organized meetings arrayed themselves to fight against slavery. The first memorial to that effect was on the part of Germantown Meeting in 1688. This was sent to the Quarterly Meeting of Philadelphia, but at that date they took no action in regard to it. In 1727 the Philadelphia Yearly Meeting’s advisers censured the practice of trading in slaves. A more extensive warning and reproof was administered in 1758. Throughout the early half of the century efforts were made to secure favor for the slaves’ freedom; it was necessary that in some measure that should come first. [Sidenote: Schools for Negroes] (2) After the active campaign for freedom, the interest in education increased, and, in the last half of the century, there are frequent statements of that nature in records of meetings. Separate schools were established for them where possible. One in Philadelphia was set up by the meeting, though in large measure due to the active personal influence of Benezet, who, after 1782, taught in the school till his death. Moses Patterson was the first teacher; after 1786 two schools are always mentioned in reports. In the five years preceding 1782 it is estimated that two hundred and fifty Negroes attended the school. [Sidenote: In country and small towns] Some attention is given to the Negroes and their education, or lack of it, in each of the meetings. The care of this subject in those meetings was in the charge of a committee, the general character of whose duties was indicated on page 247. The support of the Negro schools and the education of the poor children was similar to that of other schools.[1338] Reports on the progress in freeing, supporting, and educating the Negro, were required by their superior meetings. [Sidenote: Education of Indians] The relations between Friends and Indians were most cordial from the beginning. Though their education was preached early by missionaries and practised in a smaller way, little organized effort was made until 1795. In that year the yearly assembly took the necessary steps to establish schools among neighboring tribes, the first mentioned being for the Oneidas. The desire of the Indian for aid in these matters is indicated by the quoted letter of Cornplanter, the Seneca chief. CHAPTER XII CONCLUSION [Sidenote: Society established] [Sidenote: Influence extended by three means] [Sidenote: Fox’s aims in education]