firm in declaring there was no law or management preventing the colored girls' teaching in Chicago if they were competent.
"In the first place," she carefully continued, "the school we attended in Ohio does not admit to teach in the city."
In order to teach in the city schools it is either necessary to be a graduate of the normal, or have had a certain number of years' experience elsewhere. I do not remember all the whys, but she was emphatic and continued to insist that it was to some extent the fault of the girls, who were not all as attentive to books as they should be; spending too much time in society or with something else that kept them from their studies, which impaired their chances when they attempted to enter the city schools.
She held up instances where colored girls were teaching in Chicago schools and had been for years, which knocked the foundation from his argument.
There are very few colored people in a city or state which has mixed schools, who desire to have them separated. The mixed schools give the colored children a more equal opportunity and all the advantage of efficient management. Separate schools lack this. Even in the large cities, where separate schools are in force, the advantage is invariably with the white schools.
Another advantage of mixed schools is, it helps to eliminate so much prejudice. Many ignorant colored people, as well as many ignorant white people, fill their children's minds with undue prejudice against each race. If they are kept in sepa-
