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0292 14 15 them." The order and general character of many of these schools in Washington has much improved of late, One of them, situated in the heart of the city, and therefore open to much observation, was a few months ago declared a "nuisance" by the neighbors. Now, no complaint is made, and even much praise is elicited by the good conduct of the children. Eight or ten self-supporting schools, taught by colored teachers, numbering at least 500 scholars, are also in operation here in the District. Some of these appear remarkably well. There is an Association of all the above teachers of these schools, with 100 members. In their monthly meetings reports are made, and questions of mutual interest discussed, and in this way the general character of the schools is constantly improved. Thus I have given a sketch (meagre indeed, as all the facts and incidents would make a volume) of the system of education for the refugees and freedmen which has been under the general superintendence of this Bureau. Here I may be permitted to say that, from my personal observation, I learned that much more is being done than finds its way into the above statistics. There are many day schools not reported. Evening schools for adults, of great utility, are becoming very numerous; often conducted by volunteer friends of the colored man, and with a modesty which forbids making public mention of their work. Sabbath-schools among freedmen have been opened throughout the entire south; all of them giving elementary instruction, and reaching thousands who cannot attend the week-day teaching. These are not usually included in the regular returns, but are often spoken of with special interest by the Superintendents. Indeed, one of the most thrilling spectacles which he who visits the southern country now witnesses in cities, and often upon the plantations, is the large schools gathered upon the Sabbath day, sometimes of many hundreds, dressed in clean Sunday garments, with eyes sparkling. intent upon elementary and Christian instruction. The management of some of these is admirable, after the fashion of the best Sunday-schools of white children, with faithful teachers, the majority of whom, it will be noticed, are colored. I do not, therefore, doubt that the footing, as given from the several States, in the first part of this report, of 90,589 pupils, would be, if all was told, swollen to at least one hundred thousand, who are now under effective and well-superintended instruction. EFFORTS TO EDUCATE THEMSELVES. Another great feature of this educational movement remains to be noticed, which will add a very important item to even this number. Throughout the entire south an effort is being made by the colored people to educate themselves. In the absence of other teaching they are determined to be self-taught; and everywhere some elementary text-book, or the fragment of one, may be seen in the hands of negroes. They quickly communicate to each other what they already know, so that with very little learning many take to teaching. A willingness, even an ambition, to bear expenses is also noticed. They often say, "we want to show how much we can ourselves, if you will only give us a chance." This may seem to be an over-statement to those who doubt the character of the negro; not that they are unwilling to be helped. but so universal is the feeling I am describing, that it seems as if some unseen influence was inspiring them to that intelligence which they now so immediately need. Not only are individuals seen at study, and under the most untoward circumstances, but in very many places I have found what I will call, "native schools,' often rude and very imperfect, but there they are, a group, perhaps, of all ages, trying to learn. Some young man, some woman, or old preacher, in cellar, or shed, or corner of a negro meeting-house, with the alphabet in hand, or a torn spelling-book, is their teacher.- All are full of enthusiasm with the new knowledge THE BOOK is imparting to them. Again, I saw schools (shall I call them) of somewhat higher order. A deserted house has been obtained.- There is some organization and awkward classifying; larger numbers, better books, with tolerable exhibition of easy reading. A sample of such I met at Goldsboro, N. C. Two colored young men, who but a little time before commenced to learn themselves, had gathered one hundred and fifty pupils, all quite orderly and hard at study. A small tuition fee was charged, and they needed books. These teachers told me that "no white man, before me, had ever come near them." At Halifax was a similar school, the first of any kind which had been opened in that county since the war. A still higher order of this native teaching is seen in the colored schools at Charleston, Savannah, and New Orleans. With many disadvantages they bear a very good examination. One I visited in the latter city, of
Transcription Notes:
I would have put the page number for each page where they fell in the text, but don't want to open it back up just for that.
Do not indicate font style, italicized, bolded, or underlined words. There is also no need to indicate the difference between handwritten and pre-printed or typed text on a document. https://transcription.si.edu/instructions-freedmens-bureau