Oberlin Heritage Center Blog

by Ron Gorman, Oberlin Heritage Center volunteer docent, researcher, and trustee

Oberlin’s history is chock-full of people who have gained national and international recognition for their achievements, like Antoinette Brown (Blackwell) – the first female ordained minister in the United States.  But none of these people, no matter how deserved their recognition has been, could have reached their lofty heights without standing on the shoulders of people who came before them.  And Oberlin’s history is also chock-full of the unsung heroes and heroines who willingly offered those shoulders.  Few of those unsung heroines are as fascinating to me as an obscure grandmother from upstate New York named Almira Porter Barnes.  In an age when the conventional wisdom had it that a grandmother’s place was knitting by the fireside, this remarkable lady was traveling the northern United States and Canada, investigating and influencing, financing and philanthropizing, encouraging and endorsing the great reform movements of her day: abolitionism, universal education, temperance, and general moral reform.  (And she did her share of knitting too, by the way, but not always by the fireside.)  She left an indelible mark not only on Antoinette Brown, but on Oberlin as well.

Antoinette Brown

Almira Porter, of whom we unfortunately have no photographs, was born in Connecticut in 1786.  In 1807 she married a tinsmith named Blakeslee Barnes.  They moved to Troy, New York and had 6 children before Blakeslee died in 1823.  She never remarried.  It’s not clear how much of Almira’s considerable wealth came from her husband’s tinsmith business or from other sources, but she clearly weathered the economic depression of 1837 with plenty of wealth intact to donate and loan to worthy causes. She donated hundreds of dollars (at least) to Oberlin College, the Oberlin Board of Education and the Ladies’ Education Society of Oberlin (likely in the tens of thousands of dollars in today’s currency). [1]

Her interest in Oberlin likely began through friendship with the Shipherd family in Troy, whose scion, John Jay Shipherd, was the co-founder of Oberlin colony and college.  After that she helped fund the Oberlin College education of her grandson, Francis Fletcher in the 1840s.  She also took an active interest in the Oberlin College education of her nephew, future Oberlin College Professor Henry E. Peck. [2]

Henry Peck
(courtesy Oberlin College Archives)

Although Barnes never officially resided in Oberlin or enrolled in Oberlin College, she spent summers in Oberlin during the 1840s attending, for her own personal edification, the theology classes of Oberlin College Professor Charles G. Finney.  Most of what we know about  Barnes comes from three letters that she wrote from Oberlin to her daughter, Mrs. Laura Willard in Troy, during the summer of 1844.  These letters shine an interesting light on early Oberlin and antebellum America. [3]

Sample from an Almira Porter Barnes letter. Not a millimeter of paper was wasted!
(courtesy Oberlin College Archives)

Barnes arrived in Oberlin in June that year, having started her journey with a boat ride from Troy to Buffalo via the Erie Canal.  Along the way she arrived in Rochester just in time for a three day anti-slavery convention.  Barnes considered skipping the convention, but her friends “urged me to stay and thought I should loose [sic] my standing in the Liberty Party if I did not.”

The Liberty Party was the first national abolitionist party, and it’s interesting that in this era of  rough-and-tumble, male-only politics, Mrs. Barnes had any standing in a national political party to lose.   Although abolitionists tended to be more progressive in the realm of women’s rights than American society in general, the political wing of the abolitionists was generally considered to be the least progressive of this group.  But “the temptation of course was very great,” and Mrs. Barnes “concluded to remain through the week,” which she spent “very pleasantly.”

After the convention, she crossed Lake Erie to Cleveland, where she ran into Professor Calvin Stowe of Cincinnati’s Lane Seminary and William Beecher, the husband and brother, respectively, of Harriet Beecher Stowe, who eight years later would publish the epic anti-slavery novel Uncle Tom’s Cabin.   Together the three of them took a carriage to “of course… the Temperance House.”

On the stagecoach to Oberlin the next morning, Barnes chanced to meet her college instructor, Professor Finney, who was also the renowned revivalist pastor of Oberlin’s one and only church, and several other Oberlinites, including her nephew, Henry Peck, and her grandson.  The group had been attending a religious convention in Cleveland.  But they returned early,  “the convention having passed a vote that they would not let the Oberlin people say any thing, the object of the meeting was to promote pure and undefiled religion.”  Ha!  It wasn’t just abolitionism that made early Oberlin unpopular with its neighbors, but its unorthodox church and its unconventional pastor as well.

Reverend Charles G. Finney
(courtesy Oberlin College Archives)

Finally arriving in Oberlin, Barnes settled in for a long stay in the home of Oberlin College President Asa Mahan and his wife, Mary.  Shortly afterwards word came from John Jay Shipherd “at Michigan” that he and his family were “all well and very happy and prospects flattering”  – news which Barnes asked her daughter to relay to the Shipherd family in Troy.  Shipherd had left Oberlin early that year for Olivet, Michigan to start a similar college and colony there.  Despite the good tidings, he would be dead within three months.

Barnes continued to gently push the envelope of gender roles in Oberlin, as she sat in on Professor Finney’s classes in the male dominated Seminary. [4]  But she was only in Oberlin for a month before she was already off on her next adventure.  She had an opportunity to visit Canada and the Mahans encouraged her to go, insisting that “it would be a great satisfaction and encouragement to Mr. and Mrs. Rice to receive a visit” from her.  The Rices were missionaries in the fugitive slave colony in Malden, Upper Canada (present day Windsor, Ontario).  And so  Barnes boarded a boat in Cleveland and crossed Lake Erie to Canada.  Here she had an opportunity to visit the colonists who had escaped from American slavery.  She wrote about this experience in her characteristically breathless style (which I’ve separated into paragraphs for ease of readability):

“Saturday morning we went out to call on the coulored [sic] people and spent most of the day, and I am sure I never spent a day so pleasantly in making calls as I did that day.  All that we called upon had made their escape from Slavery and it was exceedingly interesting to have them tell how they managed to escape and what hardships and fatigue they endured in getting away and their suffering for fear they should be taken and carried back and especially their trial on account of leaving behind them their friends[;] prehaps [sic] a Husband had left a wife and children[,] or a wife her husband[,] or children had left parents that they should never see again[,] and they manifested as much feeling about it as any other people would.

 

The most that I talked with were those had learnt that they were to be soald [sic] from their familys [sic] and separated probably for ever[;] some had managed to get their families with them and some had escaped alone at the risk of their lives.  They all seemed to feel as if they should have no mercy shown them if they should be overtaken.  I asked one of them what he would have done if he had been pursued[;] he said before he would have been taken he would have killed his pursuers as quick as he would have killed a black snake, but he seemed to have a kind heart and said he should be very glad to see his Master their [sic], and would do him a favor as quick as he would anyone…  But they all say if emancipation was to take place we would not be here long.  The most of them have a little place and manage to get along some how.” [5]

Barnes’ excursion to Canada was a short one, however.  By August she was back in Oberlin,  “regularly” attending Finney’s theology lectures “at nine o’clock and another at eleven”.  “My time is almost constantly occupied in some thing that is or might be both interesting and improving,” she explained.  One such activity was Oberlin’s third annual  commemoration of British emancipation in the West Indies – where she was “invited to the first table” reserved for “professors families and distinguished strangers”.  (See my “August First” blog for her description of this.)   Of Oberlin Barnes said, “no one can realise [sic] the difference in which such things are regarded here from what they are in other places, who has not been here, not only in regard to the treatment of coulored people but almost every thing else.” [6]

With the end of the school year in August, Barnes returned home to New York, where she undoubtedly heard the startling news of the passing of John Jay Shipherd in September 1844.  Shipherd’s death presented the Oberlin Collegiate Institute with a potential dilemma since they were occupying land that belonged to his estate.  Concerned that the Shipherd family might choose to sell the land if they didn’t return to Oberlin, the college wondered where they might get the funds to buy it from them if necessary.  With funds hard to come by, an agent for the college suggested that President Mahan “call upon Mrs. Barnes on his way to New York” and request a loan.  He also noted that “Mrs. Barnes wishes [to buy or lease] a lot in Oberlin”, but only “if it was located right” – near President Mahan’s home or the chapel on Professor Street.  (Since the Shipherds did move back to Oberlin, and there’s no record that Mrs. Barnes did, it appears that neither of these transactions took place.) [7]

The following year Henry Peck graduated from the Oberlin College seminary, but his aunt continued to attend Finney’s classes.  In 1847, at the age of 61, she was joined in the classes by 22 year old Antoinette Brown, who had graduated from the Oberlin College Ladies’ Literary course. Brown would speak highly of “My friend Mrs. Barnes… who used to bring her knitting to our Oberlin class exercises.”  (Wow – knitting during Finney’s classes.  I doubt there were many people who could get away with that!)  But Brown planned on taking the classes a step further than Barnes was.  For Brown, the classes were more than just about personal edification.  She wanted to preach, even though no woman had ever been ordained a minister and the college had made it clear that they weren’t about to graduate the first.  Brown would not be deterred, however, and in 1850 she completed the program as a “resident graduate”, without being ordained or awarded a degree. [8]

Brown was now in a dilemma, however.  She had completed her studies, but her life’s calling was unavailable to her because of gender discrimination.  But the ubiquitous Mrs. Barnes saw a way to assist her young friend through her own New York City missionary work.  “She now made this proposition to me,” Brown wrote, “if I would go to work in charities and in the slums, speaking as I could find opportunity in public and private, she would guarantee me a very fair salary and would find me a boarding-place with Zeruiah Porter Weed of the Class of 1838 Oberlin Literary.”  Brown gratefully accepted the offer. [9]

On her way to New York City, Brown stopped at an abolitionist convention in Oswego, where she hoped to deliver an address of her own.  But here too she encountered gender discrimination.  Although many of the conventioneers were likely the same people who gave Mrs. Barnes “standing” in the political anti-slavery movement, they still weren’t prepared to allow a woman to speak in public. [10]

Disappointed, Brown made another stop, at the National Woman’s Rights Convention in Massachusetts.  Here at last she was allowed to speak, impressing the audience with a lecture on one of her pet topics – that the Bible didn’t forbid women to speak in public.  But when she finally arrived in New York City, she learned that most of the ladies in Barnes’ Guardian Society didn’t share that viewpoint.  “The Guardian Society Ladies are of course not in perfect sympathy with my views,” Brown wrote, “& would not endorse the idea of my preaching on Sundays which was the plan we had formed.”  Since Brown was dead set on preaching (with or without ordination), the women finally concluded mutually that it would be best to terminate “our contemplated enterprise.”  Brown explained: [11]

“Mrs. Barns [sic] herself will still labor as a Missionary when she is able.  She is a noble woman, has really liberal views & would gladly sustain me in the contemplated labors notwithstanding any prejudice on account of my womananity.  So would Mrs. Weed.  I admire many traits in her character very much.  Neither of them would have fettered me in the least, yet they do not fully feel prepared to adopt all my views, & since there must be some prejudice against me I felt oppressed with the idea of compelling them to bear the credit of views which were not wholy [sic] their own though they had no hesitation about it.  The society ladies are kind courteous & pleasant, but they cannot with their views encourage my preaching.  So taking all things together we all thought it best to relinquish the enterprize [sic]… I can think of no person in the whole world that I would sooner have for my employer than Mrs. Barns, I love her very much; but I feel relieved that our engagement is broken.” [12]

Eventually it would all work out for Brown, of course, as she was ordained in 1853, preached in several churches, married Samuel Blackwell, and became a successful speaker and writer on behalf of abolitionism, racial equality, women’s rights, and temperance.  She also worked with her friend and fellow Oberlin College alumna, Lucy Stone, and others to found the American Woman Suffrage Association, which advocated women’s rights, but without sacrificing the principles of racial equality like other women’s organizations were then doing.

Almira Porter Barnes would only witness the early years of her young friend’s success, however, having passed away in 1858.  The American Female Guardian Society would remember her as one of “three specially influential Vice Presidents” (Mary Mahan being another), whose “weary feet have safely reached that peaceful shore.” [13]

After all that traveling over all those years, the feet may indeed have been weary, but the shoulders were always willing.

To hear more about Almira Porter Barnes and other Oberlin abolitionists, please join us on Saturday, April 2, 2016 at 11:00 A.M. at the Oberlin Public Library for a presentation of “Old Secrets, New Stories of Oberlin’s Underground Railroad”

 

SOURCES CONSULTED:

Almira Porter Barnes to Mrs. Laura Willard, June 28, 1844, Oberlin College Archives (OCA), Robert S. Fletcher collection, RG 30/24, Box 3, Folder: “Correspondence – Misc pre-1865”

Almira Porter Barnes to Mrs. Laura Willard, July 29, 1844, OCA, Robert S. Fletcher collection, op. cit.

Almira Porter Barnes to Mrs. Laura Willard, August 12, 1844, OCA, Robert S. Fletcher collection, op. cit.

Carol Lasser and Marlene Deahl Merrill, ed., Friends and Sisters: Letters between Lucy Stone and Antoinette Brown Blackwell, 1846-93

Elizabeth Cazden, Antoinette Brown Blackwell, a Biography

Sherlock Bristol to Hamilton Hill, Oct 21, 1844, OCA, Robert S. Fletcher collection, RG 30/24, Box 14, Folder 9 (“Treasurer’s Office, File K”).

Sarah R. I. Bennett, Woman’s Work Among the Lowly

James Dascomb to Mrs. Almira Barnes, October 26, 1843, OCA, Autograph File, RG 16/5/3

Albert Welles, History of the Buell Family of England

Henry Porter Andrews, The Descendants of John Porter of Windsor, Conn. 1635-9. Vol. 1

“Receipts of the Oberlin Board of Education”, Oberlin Evangelist, March 17, 1841

“Pocket sized subscription book”, OCA, RG 7/1/2, Subseries 7, Box 2, Envelope marked “[Probably Dawes book pages used as agent…]”

General Catalogue of Oberlin College: 1833- 1908

Robert Samuel Fletcher, A History of Oberlin College From its Foundation through the Civil War

James H. Fairchild, Oberlin: The Colony and the College, 1833-1883

George Derby and James Terry White, The National Cyclopaedia of American Biography, Volume XII

“Blakeslee Barnes House (1820)“, Historic Buildings of Connecticut

“Seven Ways to Compute the Relative Value of a U.S. Dollar Amount – 1774 to Present”,  MeasuringWorth.com

 

FOOTNOTES:

[1] Welles, p. 224; “Receipts”; “Pocket-sized subscription books”; “Seven Ways”

[2] Barnes to Willard, June 28, 1844; Fletcher, p. 19; Dascomb to Barnes, Oct 26, 1843; General Catalogue, p. 333; Derby, p. 115; Welles, pp. 224-225

[3] Barnes to Willard, June 28, 1844; Lasser, p. 98

[4] Barnes to Willard, June 28, 1844

[5] Barnes to Willard, July 29, 1844

[6] Barnes to Willard, June 28, 1844; Barnes to Willard, Aug 12, 1844

[7] Barnes to Willard, June 28, 1844; Bristol to Hill

[8] Cazden, p. 56; Lasser, p. 12

[9] Cazden, p. 56

[10] Cazden, pp. 56-57

[11] Cazden, p. 57; Lasser, p. 96

[12] Lasser, pp. 96-97

[13] Bennett, p. 293

by Ron Gorman, Oberlin Heritage Center volunteer docent, researcher and trustee

Frances (“Fanny”) Jackson came to Oberlin in 1860 with a dream – a dream “to get an education and to teach my people”, she said. “This idea was deep in my soul. Where it came from I cannot tell, for I had never had any exhortations, nor any lectures which influenced me to take this course. It must have been born in me.”   It was a big dream for a 23 year old woman who ten years earlier had been bought out of slavery by her aunt. But it was a dream that had been nurtured at the Rhode Island State Normal School, would blossom at Oberlin, and would inspire the dreams of thousands of others. [1]

Fanny M. Jackson
(courtesy Oberlin College Archives)

Fanny Jackson entered the Oberlin College preparatory school in 1860, where after a year of study she would make a bold decision. She would enroll in the baccalaureate program (the “gentleman’s course”) at Oberlin College, rather than the literary program commonly prescribed for women. “The faculty did not forbid a woman to take the gentleman’s course,” she explained, “but they did not advise it. There was plenty of Latin and Greek in it, and as much mathematics as one could shoulder.” But with an unquenchable dedication that would characterize her life, she “took a long breath and prepared for a delightful contest.” [2]

At that time no African American woman had ever graduated from Oberlin’s baccalaureate program. But Jackson felt comfortable in Oberlin, even though she felt she “had the honor of the whole African race upon my shoulders.” She would room with the families of Professors Henry Peck and Charles Churchill, and would always acknowledge “the influence upon my life in these two Christian homes, where I was regarded as an honored member of the family circle.” [3]

Jackson’s teaching career began during the extended Oberlin College winter breaks, when she taught a night school, as described by the Lorain County News in 1864:

This School is open to all the Colored people of Oberlin, both young and old, who desire to receive instruction in the elementary branches, reading, writing, spelling, grammar, etc., and is most ably conducted by Miss F.M. Jackson, a young lady of rare accomplishments and devotion to the work. On the evening of our call the exercises were most interesting. The pupils were mostly adults, who, after a hard day’s labor[,] embracing the opportunity afforded them for self-improvement, bent their minds to the task before them with an earnestness and concentration that were truly gratifying. Miss Jackson has the knack of at once interesting and instructing, a fact evidently well appreciated by her scholars who appeared to enter with great enthusiasm into all her novel plans for their improvement. [4]

Jackson found her work with adults who had been kept in ignorance by slavery and prejudice to be immensely rewarding. “It was deeply touching to me to see old men painfully following the simple words of spelling; so intensely eager to learn”, she explained years later. “I felt that for such people to have been kept in the darkness of ignorance was an unpardonable sin, and rejoiced that even then I could enter measurably upon the course in life which I had long ago chosen.” [5]

For practically all of Jackson’s tenure at Oberlin, the United States was embroiled in Civil War. Jackson watched closely as her white classmates enlisted in droves to fight for the Union cause and her black classmates were turned away – admonished that “this is a white man’s government… white men are able to defend and protect it.”  When the federal government finally did allow black men to serve in 1863, the state of Massachusetts raised the first black northern regiment: the 54th Massachusetts Volunteer Infantry. Jackson, voted “class poet” by her college classmates, wrote a poem in honor of the men who enlisted in this regiment, which included eighteen Oberlinites.  It was published on page one of the Lorain County News and minced no words as to what the men of the 54th were fighting for: [6]

Now, Freedom stands holding with uplifted face,
Her hands, dipped in blood, on the brow of our race.
Attest it! my country, and never again
By this holy baptism, forget we are men,
Nor care, when we’ve mingled our blood in your battles,
To sneer at our manhood and call us your “chattles.”  [7]

But in this same year of the Emancipation Proclamation and bloody draft riots, Jackson noted that “a very bitter feeling was exhibited against the colored people of the country, because they were held responsible for the fratricidal war then going on.”  It was in this volatile environment that the faculty of Oberlin College embarked on a bold endeavor. “It was a custom in Oberlin that forty students from the junior and senior classes were employed to teach the preparatory classes,” Jackson explained.  “As it was now time for the juniors to begin their work, the Faculty informed me that it was their purpose to give me a class, but I was to distinctly understand that if the pupils rebelled against my teaching, they did not intend to force it.” [8]

Unlike the voluntary classes she had taught so far, Jackson would be teaching a compulsory class of mostly white students – the first African American teacher to do so.  Certainly the faculty’s hedge against forcing the issue would be considered unacceptable and discriminatory by today’s standards, but in 1863 America, where the Supreme Court of the land had a standing ruling that descendants of Africans were “so far inferior that they had no rights which the white man was bound to respect”, Jackson understood that “it took a little moral courage on the part of the faculty to put me in my place against the old custom of giving classes only to white students.”  What she didn’t mention was that it took even greater courage for herself to accept the offer. But where the cause of education or the advancement of her race or gender was at stake, Jackson would never back away from the challenge. The result was, in her own words, “an overwhelming success”: [9]

Fortunately for my training at the [Rhode Island] normal school, and my own dear love of teaching, tho there was a little surprise on the faces of some when they came into the class, and saw the teacher, there were no signs of rebellion. The class went on increasing in numbers until it had to be divided, and I was given both divisions. One of the divisions ran up again, but the Faculty decided that I had as much as I could do… [10]

The Principal of the Preparatory Department was “delighted” with the results.   A visiting reporter from an African American Philadelphia newspaper described it even more glowingly: [11]

It affords us much pleasure to say, that we never saw a teacher who took so much pains to explain every thing so clearly, as did Miss Fanny, to her class. Her manners are very pleasant and graceful. Her class is very large, being composed of both white and colored. She is the first colored person that ever taught in this institution, and we are proud of her. In the class she now teaches, the young white men and girls were a little prejudiced against her, when she was first placed as a teacher over them by the Faculty, but now they deem it an honor to be taught by her. [12]

Indeed, one student was so upset after his first class that “he came into his boarding place, flaming with indignation, and threatening to write at once to his parents and get taken home again, because his teacher was a woman, and a BLACK woman. But his matron persuaded him to a little delay, and it was not long before he preferred Miss Jackson to any other teacher.”  [13]

In 1865, Fanny Jackson graduated from Oberlin College with a bachelor’s degree. Interestingly, she was not now the first black woman to do so.  Mary Jane Patterson had attained that honor at Oberlin in 1862 (and perhaps was the first black woman in the country to earn that degree). Both women would now be offered teaching positions at the Institute for Colored Youth in Pennsylvania, but ironically Jackson would be appointed Principal of the Female Department, while Patterson would become her assistant. [14]

Mary Jane Patterson
(courtesy Oberlin College Archives)

Jackson was thrilled about the Institute and her prospects, writing:

In the year 1837, the Friends [Quakers] of Philadelphia had established a school for the education of colored youth in higher learning. To make a test whether or not the Negro was capable of acquiring any considerable degree of education. For it was one of the strongest arguments in the defense of slavery, that the Negro was an inferior creation formed by the Almighty for just the work he was doing. It is said that John C. Calhoun made the remark, that if there could be found a Negro that could conjugate a Greek verb, he would give up all his preconceived ideas of the inferiority of the Negro. Well, let’s try him, and see, said the fair-minded Quaker people. And for years this institution, known as the Institute for Colored Youth, was visited by interested persons from different parts of the United States and Europe. Here I was given the delightful task of teaching my own people, and how delighted I was to see them mastering Caesar, Virgil, Cicero, Horace and Xenophon’s Anabasis. We also taught New Testament Greek.  [15]

Already after her first week of teaching, the Quaker managers of the Institute declared her a “very valuable acquisition” and noticed a “greater animation of manner and a louder and clearer mode of speaking among the girls.” In her first year, enrollment in the Female Department almost doubled.  She lived and taught by a simple philosophy: “Many a child called dull, would advance rapidly under a patient, wise and skillful teacher, and the teacher should be as conscientious in the endeavor to improve himself as he is to improve the child.” [16]

By 1869 the managers were so impressed that they promoted her to head Principal of the entire Institute, the first African American woman in the country to take such a position. At that time, Mary Jane Patterson resigned and took a teaching position in Washington, D.C. Two years later she too would become a Principal, of the Preparatory High School for Colored Youth (the forerunner of prestigious Dunbar High School).

The focus of the Institute for Colored Youth in Philadelphia at this time was to train students to become teachers themselves, a task that was not only sacred to Jackson, but was critical in this era of Reconstruction, when millions of freedmen needed and yearned for education. Indeed during the interval from 1861 to 1875, the Institute would send 56 known teachers to the South, comparing favorably with the 290 known teachers sent from the much larger Oberlin College, which sent far more than any other northern academic institution. [17]

But Jackson realized that not all students were meant to be teachers, and so as the Reconstruction era came to a close in the late 1870s, she embarked upon what she called an “Industrial Crusade”, to bring industrial education to the Institute: [18]

At a meeting of the public school directors and heads of some of the educational institutions, I was asked to tell what was being done in Philadelphia for the industrial education of the colored youth. It may well be understood I had a tale to tell. And I told them the only place in the city where a colored boy could learn a trade was the House of Refuge or the Penitentiary, and the sooner he became incorrigible and got into the Refuge or committed a crime and got into the Penitentiary, the more promising it would be for his industrial training. It was to me a serious occasion. I so expressed myself. [19]

Despite the tremendous regard the managers of the Institute held for their Principal, they were reluctant to move in this direction. But Jackson would not be deterred. It would take a decade of diplomatic persuasion, but ultimately the industrial school would become a reality. By this time Fanny Jackson had become Mrs. Fanny Coppin, marrying the Reverend Levi Coppin of Baltimore’s African Methodist Episcopal Church, who had been impressed by her “irreproachable character” and her “undisputed leadership in all matters of race advancement.” [20]

In 1890 a large celebration was held to honor Mrs. Coppin’s 25th anniversary with the Institute. By then thousands of students had studied under her tutelage, 3/4ths of the black teachers in Philadelphia and nearby Camden were graduates of her Institute, and there was a waiting list to get in.  In addition to her schoolwork, she founded the Women’s Exchange and Girls’ Home for disadvantaged females in Philadelphia, and wrote a women’s column for an influential African American Philadelphia newspaper. [21]

Through the 1890s, the industrial college turned out to be an unqualified success, training bricklayers, shoemakers, carpenters, printers, plasterers, tailors, dressmakers, and stenographers.  Mrs. Coppin insisted that women be included in the courses as well as men.  “During my entire life, I have suffered from two disadvantages,” she told one audience, “first, that I am a woman; second, than I am a Negro.”   But as the 19th century drew to a close and the 20th century was ushered in, changes were in the air.  Mrs. Coppin began to have health problems.  Reverend Coppin was appointed a Bishop in South Africa.  And the managers of the Institute requested that Mrs. Coppin “tone down” her beloved academic curriculum, claiming that it was “pitched too high”, and began a move towards a re-organization that stressed more elementary courses and “manual training” in its stead. [22]

These factors, to varying and unknown degrees, likely influenced Mrs. Coppin’s decision in 1902 to resign from the Institute after 37 years of service.  But she left on good terms.  The newly appointed “Committee to Re-organize the Institute” reported: “Your committee has much satisfaction in recording the high esteem that they have found general for the past work of the Institute and the enlightened views of its devoted head, Frances J. Coppin. Radical changes in the future will not of course discredit the work of the past…”  [23]

That same year the Coppins moved to South Africa. Mrs. Coppin called it “a fortunate incident to finish my active work right in Africa.”  But failing health brought her back to Philadelphia a year later, and there she continued to decline. In her final year of life, at age 75, she wrote her autobiography at the request of her friends.  Published shortly after her death in 1913, the book was characteristically only one third about herself, and the remainder about teaching methods and biographical sketches of her colleagues and students. Even the portion that was about herself was full of praise for others. “My obligation to the dear people of Oberlin can never be measured in words,” she wrote. [24]

But that obligation was paid forward – many thousands of times.

 

SOURCES CONSULTED:

Fanny Jackson-Coppin, Reminiscences of School Life, and Hints on Teaching

Linda Marie Perkins, Fanny Jackson Coppin and the Institute for Colored Youth (PhD dissertation)

Levi Jenkins Coppin, Unwritten History

“Oberlin Colored School”, Lorain County News, Feb 10, 1864, p. 2

“Sketches by the Wayside”, The Christian Recorder, August 26, 1865, p. 2

“To the 54th Mass. Volunteers”, Lorain County News, June 10, 1863, p. 1

“A Worthy Enterprise”, Lorain County News, February 4, 1863, p. 3

“A Fortnight in Oberlin”, National Anti-Slavery Standard, March 11, 1865, p. 3

“Fannie Jackson Coppin, Class of 1865“, Oberlin College

Ronald E. Butchart, “Mission Matters: Mount Holyoke, Oberlin, and the Schooling of Southern Blacks, 1861-1917”, History of Education Quarterly, Spring 2002

William E. Bigglestone, They Stopped in Oberlin

John Mercer Langston, From the Virginia Plantation to the National Capitol

“Scott v. Sandford“, Legal Information Institute

“Fanny Jackson Coppin” graduate file, Oberlin College Archives, RG 28/2, Box 208

Robert Samuel Fletcher, A History of Oberlin College From its Foundation through the Civil War

“Mary Jane Patterson (1840-1894)”, Notable Black American Women

“The Grandeur of our Triumph”, Lorain County News, Nov 15, 1865, p. 1

“From Slavery Onward”, Oberlin Weekly News, Aug 22, 1889, p. 3

“Prejudice at Oberlin”, National Anti-Slavery Standard, July 9, 1864, p. 2

“Notes by the Way”, The Christian Recorder, Nov 27, 1902, p. 1

“Gala Week in Philadelphia”, New York Age, July 5, 1890

“Philadelphia Anniversary”, New York Age, Oct 4, 1890

Ellen N. Lawson and Marlene Merrill, “The Antebellum ‘Talented Thousandth’: Black College Students at Oberlin Before the Civil War,” The Journal of Negro Education, Spring 1983, pp. 390-402

James H. Fairchild, Oberlin: The Colony and the College, 1833-1883

Roland M. Baumann, Constructing Black Education at Oberlin College

“About CU“, Cheyney University of Pennsylvania

“Minority Student Records“, Oberlin College Archives, RG 5/4/3

 

FOOTNOTES: