The Full Story
Rising Enrollment and Unequal Terms of Education
District records show that enrollment in the Black schools continued to grow steadily. On March 31, 1896, attendance was recorded at 130 pupils, a number believed to include students from several rural centers as well as those attending classes at the Knights of Peter Claver Hall. During this period, the superintendent issued the following statement:
“The public term of the colored school has expired, but by paying a small tuition fee pupils will be permitted to attend school one month longer, thus receiving the benefit of a nine‑month session.”
Notably, no such announcement or requirement was made for white pupils, highlighting the unequal conditions under which Black children pursued their education.
Learning Through Hardship: The Reality of 1920s Black Education
By 1922, school life for Black children continued despite a painful lack of basic resources. Desks were broken, books were torn, soiled, and often missing entire pages—many students never knew how a story ended because the final chapters simply weren’t there. Only outdated, out‑of‑adoption books were sent to the school, and even those arrived in poor condition. Chalkboards were scarce, and erasers were worn down to scraps.
Yet the children kept learning.
Many Black families hesitated to request better materials, fearing the harsh treatment that often came from challenging white authority. Some whites of the time wanted Black students to remain uneducated and submissive, while others—guided by compassion—showed kindness and even left property or money to the Black families who had long worked for them. Through all of this, the community’s determination never wavered. They continued to teach, to learn, and to rise, even when the system tried to deny them the tools to do so.
The Strength of Our Early Teachers
Many of the early teachers who first served in the rural schools later taught in Gonzales. Among them were Mrs. Fannie Artis, Mrs. Eleanor Jackson, Mrs. Ethel Murray, and others who gave tirelessly to their students. Despite their dedication, Black teachers were paid far less than their white counterparts. Mrs. Dora Manor earned $35 a month while white teachers received $75. Even years later, Black teachers earned $55–$65, while white teachers were paid $95–$150.The inequality extended beyond pay. White teachers were addressed with formal titles such as “Mr.” and “Mrs.,” while Black teachers were often listed by name only in official records. Minutes from the Gonzales School Board make this painfully clear: white teachers were respectfully noted as Mrs. J.P. Kelly or Mrs. J.R. Johnson, while Black teachers were simply listed as Carrie Spencer, Mildred Fant, or Lucille Shelton.By 1923, the dedicated educators serving Black students included Mrs. Fannie Williams, Mrs. Katherine Hodges, Mrs. Lois McClure, Mrs. Bessie Hopkins, Mrs. Lucinda Williams, Mrs. Marcellus Smith, Mr. Rufus Jones, Mr. George Desmuke, and Mrs. Lenora Bell. At that time, white teachers earned $85 a month, while Black teachers received only $45.Yet through every hardship, there were always white allies who chose compassion, fairness, and the teachings of love and justice. Many stood beside Black families, supported civil rights efforts, and even willed property or money to the Black individuals who had long worked in their homes. This same spirit of shared humanity had existed generations earlier between some Native Americans and early settlers—proof that empathy can cross every barrier.Despite limited resources, Black students excelled. They became strong readers, skilled mathematicians, and confident spellers. A remarkable choral group emerged, filling the community with pride through their smooth, beautiful voices. Few children knew that even the piano their teacher played was a hand‑me‑down—but they made music that lifted the entire neighborhood.
From Closure to Renewal
When Edwards High School was closed, Black students were sent to the formerly all‑white school, where a cold and brittle civility existed between Black and white teachers. Only a few Black educators—such as Mr. Jesse Smith, Mrs. Clara Fryer, Mr. Frank Fryer, and Mrs. Roy Evelyn Smith—were accepted onto the staff. For many Edwards students, the transition was painful. They felt abandoned, unwelcome, and disconnected from teachers who did not know them. Some students fell behind, while others, supported by strong families, pushed through and succeeded. A number of white students wished to be friendly but feared backlash from their own community. Over time, genuine friendships did form, but the journey was difficult, and some Black students—without support—eventually left school altogether.In the 1970s, the Edwards school property was sold by the district to the City of Gonzales for $12,000. The site, once a proud center of Black education, was reduced to a dumping ground for debris and discarded materials. Mr. Winston Fryer, a successful agricultural science teacher and Edwards alumnus, saw the heartbreaking condition of the campus and took action. After many meetings with school officials and the City Council, he was granted permission to use the property. His leadership inspired deep gratitude among former Edward's students, who recognized his lifelong commitment to community and progress. Through his efforts, and with the support of dedicated alumni, the Edwards campus began its transformation into a much‑needed Community Center—a place meant to serve, uplift, and unite all people.
Assembled by Wray C. Hood