[Footnote 4: Boucher, _A View of the Causes and Consequences of the
American Revolution_, p. 39.]

[Footnote 5: Rush, _An Address to the Inhabitants of_, etc., p. 16.]

[Footnote 6: Smyth, _Works of Franklin_, vol. iv., p. 23; vol. v., p.
431.]

[Footnote 7: Wickersham, _History of Ed. in Pa_., p. 249.]

[Footnote 8: _Ibid_., p. 250; _Special Report of the U.S. Com. of
Ed_., 1869, p. 375; _African Repository_, vol. iv., p. 61; Benezet,
_Observations_; Benezet, _A Serious Address to the Rulers of
America_.]

The aim of these workers was not merely to enable the Negroes to take
over sufficient of Western civilization to become nominal Christians,
not primarily to increase their economic efficiency, but to enlighten
them because they are men. To strengthen their position these
defendants of the education of the blacks cited the customs of the
Greeks and Romans, who enslaved not the minds and wills, but only the
bodies of men. Nor did these benefactors fail to mention the cases of
ancient slaves, who, having the advantages of education, became poets,
teachers, and philosophers, instrumental in the diffusion of knowledge
among the higher classes. There was still the idea of Cotton Mather,
who was willing to treat his servants as part of the family, and to
employ such of them as were competent to teach his children lessons of
piety.[1]