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desire of the other in the establishment of schools and the practical working of an educational system.   The freedmen find but a few partially competent teachers among themselves and are dependent upon white teachers from the North or South.  The simple passage of resolutions by religious bodies has not removed prejudices so far as to enlist Southern teachers in the work of educating colored children.  In several instances, indeed, they have undertaken it, only to fail for want of the moral support of the communities among which their schools were located.  I know of but two schools in the State where colored children are now taught by Southern teachers.  Resolutions, then, have not removed old prejudices.
But feeling that we have no right to question the sincerity of any action of an ecclesiastical body, I sought to secure the aid of the clergy for my object in a series of public meetings in the principal towns I visited.  Assuming