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resolutions in Ecclesiastical assembly, favoring the education of negro children.  Besides, I have from time to time found thoughtful and candid men, in all portions of the State, who fully realize the freedmen as part of society, who recognize their labor as essential to the welfare of the State, and who see that their children must grow up and remain in the community as a burden or a blessing, according as they are ignorant and depraved or educated and elevated.  Men of this class tell me frankly that they wish to see the negro educated, and promise to aid in the work.  Among the freedmen themselves, I have found an increasing and inextinguishable desire for books and schools.  Their means are limited, their notions of an education system vague and often impracticable, but the ardent desire still remains, and they try to live up to the light they have on this subject.
The prominent question to my mind was how to united the formal resolutions of one class with the ardent