Almost without exception, entrants in the American Philosophical Society education contest eschewed any mention of race in their essays. When devising “a plan for instituting and conducting public schools,” winners and losers alike spilled no ink on the question of whether or not African Americans, free or enslaved, should have equal, or any, access to the nation’s newly imagined school system.
... [Show full abstract] While several authors engaged with issues of class and to a lesser extent gender, all opted to avoid the question of whether or not a national system of public education should—or should not—be truly universal. Why did these essayists remain silent on the subject of race while reflecting on public education in the early American republic? And what, if anything, does their silence say about the present and future place of African Americans in the nation’s public schools?