injuriously to them, generally abridging them of their civil privileges and social comforts.
In this instance, viewing the subject as a practical question, I cannot see that it would be attended with a single redeeming virtue, so far as the blacks are concerned.
But to place it in the most favorable light, let us suppose that, by some means, one or the other of these plans had actually gone into operation — which, by the way, can scarcely be conceived to be possible in the present state of society — and had already made a decided impression upon the public mind of the Africans.
Even in this case it would still be liable to strong and impassable objections.
It would be educating them in advance of their circumstances and prospects.
In their circumstances, it would be even more objectionable than it could be to take the time and labor of a white youth, which (we will also suppose) were required for the immediate support of himself and of those depending upon his labor, and educate him for the learned pursuits of a Newton or a Macaulay, whilst at the same time, for causes beyond his control, he was doomed for the remainder of his days to work in the mines of Cornwall
, by the light of Sir Humphrey Davy
No one of the important objects of so high an education is accessible to him. The least part of the objection to