Throughout history, there have been many progressive moments made in the field of education. Many of these revisions–catalyzed by social movements were led by female change makers who dedicated their entire lives to improving education. These advancements have influenced the educational opportunities for students in classrooms centuries after their death. One woman, Fanny Jackson Coppin, had a significant impact on the education of African-American men and women.

Fanny Jackson Coppin’s changes did not come with ease, as she had to overcome many obstacles and biases. In the year 1837, Fanny Jackson Coppin was born to Lucy Jackson and a father who remains unknown. Fanny would remain enslaved in Washington D.C. until she was freed at the age of 12 by her aunt. Yet, even though her family bought her back from slavery, her mother’s grandfather refused to help free her mother, Lucy, despite freeing his other daughters (Smith & Phelps, 1992). After Fanny was freed she moved in with a distant relative who resided in New Bedford, Massachusetts. However, not long after Fanny found work in a private home, she was sent to Rhode Island to avoid the impacts of the newly passed Fugitive Slave Act of 1850. Here, she would once again find work as a domestic, this time for the private residence of the very wealthy and influential George Henry Calvert and his wife, Mary Stuart.

 The couple have nearly everything they ever could want, besides a child–which was evident in the attachment Mary Stuart had with Fanny. Over time, with the teachings of Stuart and other individuals such as a tutor Coppin hired for herself, community members from a local Black Church, and eventually public school–Fanny was able to complete what would be the beginning of what would be her academic career. After attending a segregated public school, Fanny obtained the skills and knowledge needed to complete a mandatory entrance exam for the Rhode Island State Normal School. It would be at this point in her life that she realized her drive for education, not only for herself but fellow members of her community. Fanny would go on to continue her education at Oberlin College after graduation as one of the top scholars in her class at Rhode Island State Normal School (Dodson, 2006). 

It was clear that the time Fanny resided with the Caverts was crucial to her education, as she was able to obtain resources such as money and knowledge from her job. Additionally, Fanny was introduced to several important individuals who specialized in literacy. These individuals and conversations exposed Fanny to high-level thinking and academics that most individuals, especially a young African American girl would have not otherwise had access to. Fanny is quoted describing the residence of Caverts as a place of “refinement and education” (Smith & Phelps, 1992).  

Despite her success in academics, Coppin’s time at Oberlin College was not an easy feat due to the biases of the administration and other students. During the process of applying–Coppin was constantly told not to apply by advisors. Using their negative words as motivation, Fanny was fueled even more to complete the goal she had set for herself years before. In her book, Reminiscences of School Life, and Hints on Teaching Fanny was quoted “I felt that I had the honor of the whole African race upon my shoulders.” (Smith & Phelps, 1992)Additionally, Fanny stated that she believed that if she had failed, people would attribute it to her being an African American (Coppin, 1995, 15). 

Throughout her time at Oberlin College, Fanny sustained high academic standing and achieved various accomplishments. For example, she was noted to be one of the top scholars of her class, elected into an elite group named the Young Ladies Literary Society who contributed their opinions on important issues, and created a night class that freed slaves were able to attend. Additionally, she was nominated for the position of student teacher, making her the first-ever African American student to hold that position. 

Her impact on the education field did not end after her graduation. Right after she left Oberlin College in 1865, she began working at the Institute for Colored Youth in Philadelphia (ICYP)–where she was titled the principal of the girls division. In 1869, only four years after her initial start at ICYP, Coppin was allowed to be the principal of the entire institution. This achievement was monumental, as it made Fanny Jackson Coppin the first-ever African-American Female to be completely in charge of a high-level institution (Dodson, 2006). 

While in charge of ICYP, Coppin decided to focus the students’ learning on industrial-based skills that would aid them in obtaining a job within a trade union. More importantly, Coppin emphasized the importance of a positive learning environment since many trades were taught in prisons or refugee camps(Coppin, 1995). The new department would open in 1889, after years of petitioning and fundraising. 

In later parts of her career, Coppin would go on to campaign for the women’s suffrage movement. Through actions such as opening a young women’s home in 1888 and a Women s Exchange and Girls’ home in 1894. Coppin made quality, high-level education accessible to women. At her institutions, women were trained in jobs ranging from seamstresses to nurses. Additionally, she was named the president of the Women’s Mite Missionary Society and went on several trips to Africa with her husband, Levi Coppin. 

On January 21, 1913, Fanny passed away at her residence in Philadelphia. In the following days, thousands would gather to mourn the loss. However, while she was gone, her ideas and changes remained to live on. At the beginning of the year, Fanny began writing a book of her own, titled Reminiscences of School Life and Hints on Teaching, Which was completed and published posthumously by one of her previous students (Smith & Phelps, 1992).  

Overall, it is clear that Fanny Jackson Coppin played a crucial role in the equality of education for both women and African-American individuals. The advancements in education that her legacy caused have proven to have lasting effects on education for students years after her death.

References

Coppin, F. J. (1995). Reminiscences of School Life and Hints on Teaching. G.K. Hall.

Dodson, J. (2006). Encyclopedia of African-American Culture and History. Macmillan Reference USA.

Smith, J. C., & Phelps, S. (Eds.). (1992). Notable Black American Women. Gale Research.