The founding of these institutions, however, must not be understood as a movement to separate the children of the races on account of caste prejudice.

The dual system resulted from an effort to meet the needs peculiar to a people just emerging from bondage.

It was easily seen that their education should no longer be dominated by religion.
Keeping the past of the Negroes in mind, their friends tried to unite the benefits of practical and cultural education.

The teachers of colored schools offered courses in the industries along with advanced work in literature, mathematics, and science.

Girls who specialized in sewing took lessons in French.
So startling were the rapid strides made by the colored people in their mental development after the revolutionary era that certain southerners who had not seriously objected to the enlightenment of the Negroes began to favor the half reactionary policy of educating them only on the condition that they should be colonized.