[Footnote 3: Andrews, _History of the New York African Free Schools_,
p. 57.]

Madison in stating his position on this question was a little more
definite than some of his contemporaries. Speaking of the necessary
preparation of the colored people for emancipation he thought it was
possible to determine the proper course of instruction. He believed,
however, that, since the Negroes were to continue in a state
of bondage during the preparatory period and to be within the
jurisdiction of commonwealths recognizing ample authority over them,
"a competent discipline" could not be impracticable. He said further
that the "degree in which this discipline" would "enforce the needed
labor and in which a voluntary industry" would "supply the defect of
compulsory labor, were vital points on which it" might "not be safe
to be very positive without some light from actual experiment."[1]
Evidently he was of the opinion that the training of slaves to
discharge later the duties of freemen was a difficult task but, if
well planned and directed, could be made a success.

[Footnote 1: Madison, _Works of_, vol. iii., p. 496.]

No one of the great statesmen of this time was more interested in the
enlightenment of the Negro than Benjamin Franklin.[1] He was for a
long time associated with the friends of the colored people and turned
out from his press such fiery anti-slavery pamphlets as those of Lay
and Sandiford. Franklin also became one of the "Associates of Dr.
Bray." Always interested in the colored schools of Philadelphia,
the philosopher was, while in London, connected with the English
"gentlemen concerned with the pious design,"[2] serving as chairman of