In Mexico the ayuntamientos were under
the most rigid responsibility to see that free children born of slaves
received the best education that could be given them. They had to
place them "for that purpose at the public schools and other places of
instruction wherein they" might "become useful to society."[6]
[Footnote 1: Proslavery Argument; and Lecky, _History of England_,
vol. ii., p. 17.]
[Footnote 2: Faust, _German Element in United States_, vol. i., pp.
242-43.]
[Footnote 3: Bancroft, _History of United States_, vol. i., p. 124.]
[Footnote 4: Herrera, _Historia General_, dec. iv., libro ii.; dec.
v., libro ii.; dec. vii., libro iv.]
[Footnote 5: Bourne, _Spain in America_, p. 241.]
[Footnote 6: _Special Report U.S. Com. of Ed._, 1871, p. 389.]
In the French settlements of America the instruction of the Negroes
did not early become a difficult problem. There were not many Negroes
among the French. Their methods of colonization did not require many
slaves. Nevertheless, whenever the French missionary came into contact
with Negroes he considered it his duty to enlighten the unfortunates
and lead them to God. As early as 1634 Paul Le Jeune, a Jesuit
missionary in Canada, rejoiced that he had again become a real
preceptor in that he was teaching a little Negro the alphabet.
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