. The Negro in American history [microform] : men and women eminent in the evolution of the American of African descent. ed by the sword. The 23 24 THE NEGRO IN AMERICAN HISTORY Thirteenth Anieudnient, constitutionally legalizing emancipa-tion, became a part of the Constitution, December 18, 1865; theFourteenth Amendment, defining citizenship and declaring allNegroes to be citizens of the United States and of the States inwhich they reside, became incorporated in the Constitution July18, 1868. The right of franchise was given the Negro, first inthe States that were engaged in rebellion by the
. The Negro in American history [microform] : men and women eminent in the evolution of the American of African descent. ed by the sword. The 23 24 THE NEGRO IN AMERICAN HISTORY Thirteenth Anieudnient, constitutionally legalizing emancipa-tion, became a part of the Constitution, December 18, 1865; theFourteenth Amendment, defining citizenship and declaring allNegroes to be citizens of the United States and of the States inwhich they reside, became incorporated in the Constitution July18, 1868. The right of franchise was given the Negro, first inthe States that were engaged in rebellion by the ReconstructionAct organizing the seceded States, which passed March 2, 1867,and through the Fifteenth Amendment, preventing any denialof the right of suffrage on account of race, color or previouscondition of servitude. This amendment was ratified March 30,1870, and applied to the entire country. With its em-bodiment in the fundamental law and the restoration ofall the States lately in rebellion to their constitutional rightsand representation within the Union, the work of reconstructionwas supposed to be PUL-LIC Lf! , Lf::<ox a:;d EDUCATIONAL PROGRESS One of the laws most rigidly enforced south of Mason andDixons Line was that prohibiting the teaching of colored peopleto read and write. There was no greater, no more ardent desireon their part than to obtain an education. Every artifice toevade this law and to obtain by stealth an education was em-ployed. During the Civil War philanthropic associations fol-lowed victorious armies, and schools were opened in the centersof Negro population all over the South Old and young flockedto these, all eager to get an education. While not under the oper-ation of positive law, they enjoyed, nevertheless, a kind of na-tional governmental supervision—that of the FreedmensBureau.^ The teachers as a rule were Northern young men andwomen, especially the latter, who were fired with enthusiasmfor the work and exhibited th
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