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and the whole moral and political influence of the people of Louisiana be brought to bear against them. The constitution of 1864 makes it incumbent on the legislature to provide for the education of colored children, but that constitution is not yet regarded as the law of the land, and the dominant party demands that it be set aside as not expressing the will of the people. A member of the legislature, in session while I was at New Orleans, was passing one of the schools with me, having, at the time, its recess, the grounds about the building being filled with children. He stopped and looked intently, then earnestly inquired "Is this a school? "Yes," I replied. What! of niggers? "These are colored children, evidently," I answered. "Well! well!" said he, and raising his hands, "I have seen many an absurdity in my lifetime, but this is the climax of absurdities!" I was sure he did not speak for effect, but as he felt. He left me abruptly, and turned the next corner to take his seat with legislators similarly prejudiced. 

It was with regret that I learned, while in the State, that the collection of the general tax for colored schools was suspended by military order. The consternation of the colored population was intense. They could not consent to have their children sent away from study, and at once expressed willingness to be assessed for the whole expense. Their part of the ordinary public school-tax they were already paying, though not sharing its benefits, but they petitioned General Canby to levy and added tax upon them for their own schools. The New Orleans Tribune (colored daily paper) opposed this on the ground that it was without representation, and so did many of the rich creoles; but the middle and lower classes of the freedmen could not be restrained. Petitions began to pour in. I saw one from the plantations across the river, at least thirty feet in length, representing ten thousand negroes. It was affecting to examine it, to note the names and marks (x) of such a long list of parents ignorant themselves, but begging that their children might be educated, promising that from beneath their present burdens, and out of their extreme poverty, they would pay for it. I am happy to add that upon the back of that petition was indorsed the name of your excellent Commissioner, General Baird, asking, on behalf of these poor that their request might be granted. I learn that this matter has not yet been accomplished and that the schools have been temporarily suspended, the Commissioner assuring the freedmen that, "by the first of March, the system of 

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contracts prescribed for agricultural laborers will begin to yield a revenue," and it is expected that the schools in the country districts may then be re-established. He adds, that "in the cities and towns the mode of maintaining schools has not been so fully decided upon, but the vacation, which has become absolutely necessary from the want of funds, will be of the shortest duration. If means, from any quarter, come into the hands of the Bureau, I would respectfully call attention to the re-opening of these interesting schools at the earliest moment." A number of industrial schools have been in progress in New Orleans, and with good results.

TEXAS, ARKANSAS, KANSAS, MISSOURI, KENTUCKY, AND TENNESSEE. 

As I did not visit these States, I will only give general facts. 

In Texas there are ten day and six night-schools for freedmen, under ten teachers, with 1,041 pupils - many of them adults. They are all self-sustaining. Arrangements have been made whereby thirty teachers will soon be obtained, and that number of schools will be organized as soon as books can be procured.

In Missouri, Kansas, and Arkansas, under the care of General Sprague, there are 39 schools, 51 teachers, and 3,444 pupils. One school has been recently closed for want of a building. 

In Kentucky and Tennessee the last report gives 75 schools, 264 teachers, and 14,768 pupils. The Commissioner says: "In addition to these free schools, the colored people have sustained many independent schools in Louisville, Nashville, Memphis, and Knoxville, largely increasing the above numbers. Several schools, however, have been abandoned lately for want of suitable buildings, and others from the breaking up of Government camps. The cold weather of winter also prevents many from attending. Much opposition has been made to educating the freedmen in some parts of these States, while in a few places (as at Athens, Alabama,) the citizens are said to be "favorable to the school." There is a constantly increasing demand among the freed people for education. The Superintendent testifies that "while the expenditures for educational purposes in this Department for the past six months has not been less than $5,000, scarcely a beginning has been made in this great work."

At Nashville a square of land has been purchased by northern associations for sixteen thousand dollars, on