Two noteworthy efforts to educate Negroes were put forth in these parts. A number of persons united in 1825 to found an institution for the education of eight or ten Negro slaves with their families, to be operated under the direction of the "Emancipating Labor Society of the State of Kentucky." About the same time Frances Wright was endeavoring to establish an institution on the same order to improve the free blacks and mulattoes in West Tennessee. It seems that this movement had the support of a goodly number of persons, including George Fowler, and, it was said, Lafayette, who had always been regarded as a friend of emancipation. According to a letter from a clergyman of South Carolina, the first slave for this institution went from the York district of that State. Exactly what these enterprises were, however, it is difficult to determine. They were not well supported and soon passed from public notice. Some have said that the Tennessee project was a money-making scheme for the proprietors, and that the Negroes taught there were in reality slaves. Others have defended the work as a philanthropic effort so characteristic of the friends of freedom in Appalachian America.[52] The people of Eastern Tennessee were largely in favor of Negro education. Around Maryville and Knoxville were found a considerable number of white persons who were thus interested in the uplift of the belated race. Well might such efforts be expected in Maryville, for the school of theology at this place had gradually become so radical that according to the _Maryville Intelligencer_ half of the students by 1841 declared their adherence to the cause of abolition.[53] Consequently, they hoped not only to see such doctrines triumph within the walls of that institution, but were endeavoring to enlighten the Negroes of that community to prepare them for the enjoyment of life as citizens in their own or some other country.[54] Just as the people of Maryville had expressed themselves through _The Intelligencer_, so did those of Knoxville find a spokesman in _The Presbyterian Witness_. Excoriating those who had for centuries been finding excuses for keeping the slaves in heathenism, the editor of this publication said that there was not a solitary argument that might be urged in favor of teaching a white man that might not be as properly urged in favor of enlightening a man of color. "If one has a soul that will never die," said he, "so has the other. Has one susceptibilities of improvement, mentally, socially, and morally? So has the other. Is one bound by the laws of God to improve the talents he has received from the Creator's hands? So is the other. Is one embraced in the commands search the scriptures? So is the other."[55] He maintained that unless masters could lawfully degrade their slaves to the condition of beasts, they were just as much bound to teach them to read the Bible as to teach any other class of their population.