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Mr. Langston, after returning from his late tour, says: "Teachers hold no meetings, nor are they, in many cases, examined as to their knowledge of the studies taught, nor required to furnish testimonials of good character to the superintendent or any other officer of the bureau." In these respects, as he well remarks, " change and improvement should be made. In all cities, where there is a number of teachers, meetings should be held regularly, at least once every month during the term of the schools. All teachers asking aid of the bureau should be required to show that they are by all means endeavoring to teach with accuracy, thoroughness, and successfully. Nor ought they to be excused from furnishing certificates of good moral character, either from the benevolent societies employing them or well-known and reliable individuals."

Of course these remarks relate to particular districts, and especially where native teachers of either color are employed from the surrounding country.

LOCAL SUPPORT OF SCHOOLS.

We are happy to notice from nearly every State an increasing disposition to sustain their schools by local efforts. This is as it should be, and appears in three particulars:

1. The popular feeling which finds its way into legislation.
We have quoted from such enactments in a former report. There will undoubtedly be, in coming sessions of legislatures, important laws added to statute books, favoring the education of freedmen. Some of these laws will be all could wish. Their vigorous execution may be delayed, but still very important results are constantly gained in this direction.

2. The employers of the south, generally, are falling in with our educational plans.
Some offer to supplement them by plans of their own. Many are offering to aid in establishing schools for their laborers. Conditions are sometimes inserted which could not be complied with; not unfrequently that teachers of their own selection shall be employed, intending thus to exclude northern ideas. But evidence increases rapidly that the time is not distant when public systems of education, on the plan of those of the north, will be discussed, adopted, and carried gradually but surely into effect.

A new order of things, including universal suffrage, will necessitate this. The lower classes of both colors will demand and be sure to obtain these common an equal privileges for their children.

Shrewd and intelligent southern men, anticipating such results, are already adopting views and acting accordingly.

3. The freedmen evince increasing willingness to bear burdens when properly assessed for the education of their families.

The large amount which we report, $87,331 76, as already given for tuition, and the number of school-houses owned by them, (391,) is sufficient proof of this. From every State they send to us scores, and even hundreds, of applications for help to build more school-houses; for teachers, also, whom if sent they promise to aid in sustaining. Many ask for teachers only, pledging themselves to supply everything else in the running expenses of the schools.

The self-sustaining feature would be far more rapidly developed if the people, white and black, including the planters themselves, were not at present struggling with poverty. The abundant crops now being harvested will greatly relieve this poverty, and enable both freedmen and their employers to redeem the promises they have been making. A year or two more of help from abroad, with earnest determination and unanimity among the several classes of people in these States, will place the schools for freedmen wholly beyond the ministrations of charity. Every possible effort should be made to reach this self-supporting period.

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ADULT EDUCATION.

The new era introduced by suffrage has given to the adult freedmen a new impulse.  The privilege came as a wonder, sooner than expected, and before they were prepared.

at the place of voting they look at the ballot-box and then at the printed ticket in their hands, wishing they could read it. The party politician is at their side with professions and assertions, and they feel their ignorance. Earnestly they desire, and silently they resolve, to become more intelligent.  The vigilance of friends on election days may keep these freedmen from fraud;  but they now possess, and are conscious of, individuality——that they must judge and act for themselves. "I want to know what is on the ticket myself," said one to me. "We must all now have learning," is the common remark.

The elderly negroes, with many regrets, submit to their disability; but multitudes of young men are fired with the determination to rise, to become readers, to have knowledge at any sacrifice. These ask for teachers, for books, for opportunities to study at home. They come into night schools, Sabbath schools, and, so far as are able, seek admission to day schools during the week.

We appeal to friends on their behalf, not alone for contributions of money and professional teachers, but for voluntary personal assistance. Let all give instruction as opportunity offers. If a group of colored men can be gathered around you at any hour of the day or night, week day or Sabbath, lend them your aid. By the way-side, and during intervals of labor, when these men are seen perusing their spelling-books, be at their side; show them how to learn, help them over hard places, and cheer them on in the difficult task.  Their eagerness, rapid progress, and gratitude will be your reward.

Night schools.——Our system of night schools is assuming importance from the pressing need of intelligence among adults. Here, in most cases, is their only opportunity.  The closing of such schools on the approach of summer as is now usually done, we see no good reason for, provided teachers can be procured. These schools are for adults engaged during the day in labor. In many cases, doubtless, this labor is continued more hours in summer than in winter; but, as is well known, laborers in cities and large towns, on public works, and all mechanics, close their day at six o'clock. Why cannot such have time between that and nine or ten o'clock for an hour or an hour and a half in study? These people, as a general rule, find time in the hottest weather for religious or political meetings at evening. Why not for schools? If well managed, it would be with less inconvenience and less expense than in the darker and colder hours of winter.

The true difficulty is, that instructors cannot be found. Teachers of day schools are either not expected to do this work, or many of them at this season of the year, are too much worn with other teaching to attempt it.

Special field.——We propose, therefore, that this class of schools constitute a special field, with an organization to furnish means and teachers, which shall give itself wholly to this evening work.  They instant need of culture among adult freedmen at the present time would justify a liberal effort in this direction.

Colonel Seely, at St. Louis, speaking of night schools says, very truly, that "such schools should be not only places where the rudiments of learning are taught, but places where adult freedmen might nightly gather to hear practical instruction in the concerns of life. Competent men should give them oral instruction in the form of familiar lectures on such subjects as the laws of property, of marriage, the history and Constitution of our country, natural science, political and domestic economy, and other topics understood only by a scanty few of them, but all important to their well-being and usefulness as citizens. Instruction of this kind will make intelligent, enlightened men faster than study of letters and figures, and should be the feature of an efficient night-school system.  

"To carry on this we do not need the services of eminent lecturers.  Any