Publication: THE FREEDMEN'S RECORD (THE FREEDMEN'S JOURNAL)
Date: MAY 1, 1866
M.G. KimballTitle: REPORT OF COMMITTEE ON TEACHERS.WHEN we offered our last annual
WHEN we offered our last annual Report, in March, 1865, we were still engaged in war, and could reach the freedmen only on the small strip of sea-coast held by our armies. The sea islands of the Carolinas were the first field for our labor; to these had been added a small portion of Virginia, held under military rule; the District of Columbia; the loyal and recently emancipated State of Maryland; and, at the very close of the year, the just-conquered cities of Savannah, Charleston, and Richmond.
One year has changed all this. The uccess of our armies has opened the untry to our entrance. The establishment the Freedmen’s Bureau has given us official encouragement and protection; and cessation of ties has released le workers from other duties, and left them free to devote their energies to the freedmen.
Under these favorable circumstances, we should feel hardly satisfied in reporting to you only thrice the number of teachers supported in any former year, did not other causes still exist to hinder the work, and to prevent our sending forth as many as we desire.
The allowance of rations to teachers has, by the order of General Howard, been entirely discontinued. We do not question the wisdom of this order; but the added cost to us of supporting them is fully one half. Provisions have been very dear; and we have, in many cases, been obliged to double the salaries paid last year.
During the war, the teachers usually lived in confiscated dwelling-houses, --- sometimes, indeed, with few comforts; but at other times with even luxury and elegance of furniture. Most of these buildings are now returned to their owners; and it is often extremely difficult to find lodgings.
The same change in regard to transportation has increased our expenses so much, that the cost of maintaining a teacher is about double that of previous years.
And then, although peace is proclaimed, it is far from being established; and it is hardly safer to go beyond the protection of the military than heretofore.
We have great difficulty in procuring buildings for schools and proper lodgings for teachers. Very few families will take a negro-teacher to board, and many persons will not rent a building for a school.
The Superintendents of Education under the Bureau usually take charge of selecting the location of schools, and we endeavor to supply all their requisitions for teachers. In many cases the colored people provide the schoolhouse, keep it in repair, and warm and light it. We commission and pay the teacher, and furnish books to be sold to the pupils whenever they can pay for them.
It has not always been easy to find just the teachers we wish to send. In many cases, as in Georgia, superintendents have specially desired us to send out male teachers, thinking the hardships and dangers of the work too great for women to encounter. We do not have a sufficient number of applicants of the right stamp to comply with their request. We want young, healthy, brave men, with good education, high moral purpose, and some experience in teaching. Such men find the prizes of business too tempting, or their needs too imperative, to devote two or three of the best years of life to hard duty for a despised people, in a dangerous climate, and for a small remuneration.
We do not blame those who stay at home; but we do accord the highest honor to those who go out in obedience to the Macedonian cry of Humanity, “Come over, and help us.”
But New-England women, strong and brave enough for any work, have not been wanting, and we have not feared to send them, even where men were asked for; and they have neither flinched from danger, nor been discouraged by toil.
With these preliminary explanations, we proceed to a detailed account of the work done during the past year.
DISTRICT OF COLUMBIA.
Our one school in Washington has been constantly increasing in importance. The school expenses are paid by the trustees of the colored-school fund. We select, commission, and pay, the teachers who report to us.
The admirable principal of the school, Miss Frances E. Perkins, has been obliged to rest from her arduous labors for a few months; but we trust the autumn will find her fully restored, and again at her post. This school has enlarged accommodations, and can, therefore, be better graded than before.
Miss Harriette Carter and Miss Heacock act as missionaries among the poor of the city, visiting the sick, encouraging the children to attend school, distributing clothing and supplies, and maintaining sewing schools. Their noble work is recognized and aided by the Bureau, and they have been most generously supplied by the Branch Society which supports them.
We have in the District, reported, Schools, 1; Teachers, 10; Pupils, 362.
We have also held some correspondence with Miss Maria Mann in regard to her plans for an advanced school in Washington, and given her some pecuniary aid in carrying them out.
MARYLAND.
We feel the deepest interest in the freedmen of Maryland, and have done our utmost to aid the noble association organized for their improvement in Baltimore.
This Society is arranging an excellent school system throughout the State, as fast as possible. It is grading the schools, and establishing a uniform system of instruction. The colored people sustain a large part of the expense of the work.
So successful are the schools, that the State Superintendent reports them equal to any other public schools, and advises that they be adopted and supported by the State. It is hoped that this measure may be carried at the next session of the Legislature.
We have at present twenty-nine teachers in Maryland, whose salary and expenses of transportation we pay, and who report to us monthly; while all other arrangements of their schools are entirely under the control of the Baltimore Society.
The success of the work here will have a great effect on other States. The people are, as yet, far from friendly to the schools; and in one or two instances, schoolhouses have been destroyed, and teachers attacked: but the friends of the negro are brave an determined, and will secure him in all hi legal rights.
No. of Schools, 16; Teachers, 29; Pupils, 2,347.
VIRGINIA.
In Virginia, the year opened with the capture of Richmond, and every one f impatient to rush into the rebel capit and carry education and comfort to t freedmen who had borne the yoke in t very stronghold of oppression. Miss St venson had gone to Norfolk for a litt recreation, and a visit to our schools; a she at once started for Richmond, takin with her two of our most experienc teachers from Norfolk, to aid in organiing the work. The people hailed the with the greatest joy, and Miss Ch writes:---
“On the fourteenth of April, less tha two weeks after Jefferson Davis left t door open behind him, the colored childr crowded to their churches in Richmon to give in their names as scholars.”
On the eighteenth, she says, “My sist and I opened school with one thousand a seventy-five scholars, in the first African church. Among them we found eighty good readers, two hundred good spellers, and one hundred who had conquered the alphabet. Of the remaining five or six hundred, many had picked up one or two letters in the secret corner where the negro father kept his treasured book. In spite of the rigid laws against teaching the negroes, nearly every colored family in Richmond has one or more members who can read.”
Is not this a fact without parallel? Take any people in the world, without schools, actually forbidden to learn, no prizes held out to their ambition, will you find such a proportion among a chance collection, --- eight per cent good readers, twenty per cent spellers, and nearly all having made some effort at improvement. Is this the people to whom we fear to intrust suffrage on the score of intelligence? The schools were closed during the hottest part of the summer; but were re-opened in September, under the charge f Mr. Andrew Washburn. We have now hirteen teachers in Richmond.
We have employed Mr. Peter H. Woolfolk, one of those brave colored men who had acquired some education in spite of all obstacles, and who had been a teacher in a Sunday School of his own people.
Miss Francis has been engaged in taking re of the teachers’ home, and in such k for the people as this heavy labor left time and strength for.
It is proposed to open a Normal School, fit teachers for the future care of the hools. The superior intelligence of the eedmen of Richmond marks this as best place for this important enterise.
In Alexandria, we have the Jacobs School. rs. Jacobs herself, feeling that the freeden of Alexandria had passed through their ost trying period, and achieved a degree independence which would enable her leave them, preferred to go on a new ission.
Mr. Aborn has the charge of the Jacobs chool, assisted by the two Misses Law. It continues to be fully attended; d the colored people pay all the expenses t the salaries of the teachers.
We have lately commissioned Mrs. Parker to work among the poor freedmen of this region. She has long labored among them with only occasional volunteer aid, living in the humblest manner, and at great sacrifice of her own comfort. We felt that her usefulness would be increased by a small salary to relieve her from anxiety in regard to her own subsistence.
Schools have been established at Gordonsville, and Louisa Court House.
We have four teachers at Charlottesville, and Miss Anna Gardner has taken the more advanced pupils whom she is forming into a normal class. One of her pupils has also aided her in teaching, Mrs. Isabella Gibbins. Although the mother of several children, whom she must aid in supporting, she wishes to perfect her own education and become a teacher of her people. She is doubly precious to our hearts, as the devoted nurse of one of the noblest and best-beloved of our young officers, who died a prisoner in rebel hands.
Total number of Schools, 79; Teachers, 182; Pupils, 9,649. This statement is under the truth. Some have not reported, and numbers are changing.
At the request of the Agent of the Bureau, Lieut. McNulty, we sent a teacher to Warrenton. Soon after her arrival, the hostility of the whites manifested itself in a brutal attack upon her night school. Miss Wood maintained her post with the utmost courage and calmness, only leaving it when imperatively conmanded to do so by Lieut. McNulty, who has made every effort to sustain and protect her.
The civil authorities came forward to express their condemnation of the outrage, and offered a small reward for the arrest of the offenders. We regret to say that their measures were not sufficiently energetic to accomplish the object; and the lawless mob, taking advantage of Lieut. McNulty’s temporary absence, repeated their attack. Fortunately, Mr. Chase, an agent of the Commission, was on the spot. He appealed at once to the mayor, and, finding n not disposed to be very active in the cas he has applied to the commanding general for ample protection for the school. We have sent another teacher to aid Miss Wood, and shall do our utmost to support a school where the need is so great.
The chivalrous devotion of the colored people to their teacher is very beautiful. They supply her every want with eager kindness.
Miss Sarah G. Brown has been struggling under many difficulties to establish a school in Eastville; but has at last succeeded in obtaining suitable accommodations, and has a flourishing school.
In Norfolk, our work has continued much the same as last year. We have five teachers who have continued their labors in spite of many discouragements. It has been very difficult to secure a permanent place for either the teachers’ home or the schools. In January, Concert Hall, where our schools are held, was burned. The building was not entirely destroyed; but all the school furniture was ruined, or carried away by thieves, who probably were perfectly aware of the origin of the fire. Bricks and stones were thrown at the teacher’s house, and threats frequently uttered against them.
Still, the good work goes steadily on; and a teacher writes, “One sees, in Norfolk, much of the good fruit of three years of labor here.”
Schools, 16; Teachers, 36; Pupils, 1,548.
NORTH CAROLINA.
North Carolina has received a good share of our aon; and, but for the prevalent sickness, we should have sent even more teachers thither this spring.
At Newbern we have had four teachers through most of the season. Miss Stearns was obliged to give up her school on account of the impossibility of procuring a suitable building, and she has gone to a plantation in Pitt County.
The small pox has prevailed in Newbern to such an alarming extent, that the commissioner of the Bureau ordered all the schools to be closed. Its ravages seem to be confined to the colored people, and the teachers say they do not fear for themselves. It is hoped the schools may reopen in a few weeks.
Mr. Harrison Leland went to Raleigh in the spring, with one or two assistants, and remained there through the summer. He has now four teachers with him, and has excellent schools both day and evening.
Mr. Burchard has a school established for white children under the Union Commission. We have informed him of the policy of the Society requiring that black children must be admitted on equal terms; but have not yet had report of its being carried into effect.
Miss Clarke and Miss Chase left Raleigh to establish a school at Halifax.
Miss Kimball and Miss Horton continue their important work at Roanoke Island, and Mrs. Croome pursues her solitary labors at Clumford’s Creek.
We have one good school at Kinston, but have found it impossible to procure suitable accommodations for another begun there.
At Smithfield, we have a flourishing school. We have sent a few more teachers to be placed on plantations, who have not yet reported their schools.
No. of Schools, 13; Teachers, 26; Pupils, 1,717.
SOUTH CAROLINA.
Immediately on the capture of Charleston, Mr. James Redpath was appointed Superintendent of Education for that city. He threw himself into the work with astonishing zeal, energy, and success. He secured the use of the public-school buildings and re-opened them for the use of black and white children in separate rooms. He offered situations to all former teachers of the schools; and sent at once to the Northern societies to furnish him with trained teachers, who could organize and discipline the schools. The New-York and New-England societies became responsible for the salaries of the Southern teachers engaged for the black schools.
Mr. Redpath took possession of the buildings, March 4th; and, on the 9th, he wrote us, “Three hundred white children are attending school, and over twelve hundred colored.” Esteeming this work of prime importance, we hurried forward teachers as fast as possible; and, at Mr. Redpath’s request, sent out Mr. William Allen to take the superintendence of the schools.
At the expiration of the school-term in July, we had twenty-eight teachers in Charleston; and Mr. Redpath reported over four thousand pupils, with five hundred in the night schools. Mr. Redpath employed sixty-eight Southern teachers, of whom a large proportion were colored. Of course, a work so rapidly organized could not be without its crudities and imperfections; but a vast amount of good was accomplished, and precious seed sown to bear fruit hereafter.
A normal class was formed, where colored and white Southern teachers sat side by side, learning how to perform their duties better. Many of the people gathered in Charleston then, were dispersed throughout the State; and carried with them the impulse to learning they had received, and the good tidings of Northern friends ready and willing to help them. One of the teachers, who has lately made a tour in South Carolina, says, “Everywhere I met some of my old pupils, delighted to see me.”
But this gain was not without its price. Three of the teachers sent out died. Miss Allen fell a victim to the fever of the climats in the midst of her work. Miss Boyden, was ill before she left Charleston; but her friends had the sad consolation of receiving her at home, though in a state of delirium which never left her. Miss Lakeman was taken sick immediately after her return. We mourned for them as for brave soldiers who died in the discharge of their duty. A few months of true service is worth a lifetime of uselessness.
The schools were resumed in Charleston as early in September as it was considered safe for the teachers to return; and we have now ten Northern teachers stationed there, and are also employing thirteen Southern teachers. The principal school is under the charge of Mr. Arthur Sumner, an accomplished teacher, who has made its superiority very marked.
We have six teachers at Hilton Head.
Miss Lillie has charge of the Freedman’s Rest, where helpless freedmen are received for a short time, when sick, or out of employment, until enabled to take care of themselves.
We have schools in good condition also at various points,---at Beaufort, Georgetown, Orangeburg, John’s Island, Jehosse Island, Darlington, Marion, and Camden.
At Summerville occurred the first instance of whites desiring to send their children to our schools in any number.
Miss Hosmer has received about twenty white children, who come on equal terms with the blacks, and are now studying with them in harmony, without any of the trouble anticipated from the rival races, sharing the primer and spelling-book together.
We have always felt a strong interest in the work on Edisto Island, from the peculiar character of the colony there. It was the intention of General Sherman to give the island entirely to the blacks, that they might fairly work out their destiny. But, in the course of reconstruction, the former owners have claimed their lands; and the colored population have for months been in a constant state of anxiety as to the final disposition of their little homesteads.
This state of affairs has been very unfavorable to the development of industry and education among the people. Our little corps of seven teachers have done their utmost, however, to maintain the schools, and to influence the people for their good; and they are rewarded by the grateful affection of the children and their parents.
We met with a severe loss in the sudden death, by drowning, of two of our most valued teachers on Edisto, Miss Kempton, and Miss Stanton. Mr. James P. Blake, who had returned to Charleston to practise law, especially with reference to the freedmen, also perished with them. Their death in the midst of their devoted service threw a heavy gloom over the company of teachers, who all loved them with deep affection.
No. of Schools, 18; Teachers, 56; Pupils, 2,587.
GEORGIA.
In January, 1865, soon after the capture of the city of Savannah, the colored people formed a society called “The Savannah Educational Association,” whose object was to found schools for their own improvement. Without interfering with the management of a work so well begun, we offered them our assistance whenever they should need it.
In April, we received from Mr. Gannett a request that we would aid the colored people by paying the salaries of teachers appointed by themselves. We authorized him at once to do so, and Mr. Simms sent to us a list of teachers employed by him in Savannah and vicinity.
We still continue to pay six teachers there, who are working under his direction.
In November, we received from Mr. G. L. Eberhart, State Sup’t of Education for Georgia under the Bureau, a request for teachers.
We sent to him one of our most tried and worthy men, Mr. J. S. Banfield from Norfolk, with Misses Chase, Mrs. Harriet Jacobs and her daughter; and have since added three other teachers from the North, and commissioned six Southern teachers.
Mrs. Jacobs and her daughter are generously supported by a society of Friends in New York; but, with their consent, she holds our commission, and reports to us.
She is engaged in caring for the freedmen of Savannah, especially the orphans and aged people, as faithfully as in Alexandria, while her daughter teaches a school. May God bless her labors here as abundantly as there!
Five of our teachers are stationed at Columbus, and actively engaged in their schools. The great expense of transportation to Georgia has prevented our sending teachers as freely as we would otherwise have done. The work is a very promising one; and we hope to engage in it still more largely in the coming year, if the same warm interest and efficient help are given us by the Superintendent of the Bureau.
During the year, this Society has united with others in a closer union, and has also blended into one with the American Union Commission. It is not our function to speak of these changes, otherwise than as affecting the Teachers’ Committee.
By an agreement with the branch of the Union Commission in Boston, we adopted those teachers in North Carolina and Virginia whom they had pledged themselves to support.
We sent to them instruction similar to those given to Miss Hosmer at Summerville,---that their schools must be freely open to blacks as well as whites, and on precisely equal terms.
We have not yet received full reports of their efforts to carry out our wishes. As far as our experience goes, in the normal class at Charleston and in Miss Hosmer’s school at Summerville, the result has been entirely favorable.
We believe that even-handed justice to the blacks will conciliate the whites, and bring them to a recognition of their equality sooner than any deference to Southern prejudice or fear of Southern violence.
On the afternoon of July 13, we had a very pleasant re-union of returned teachers with their friends of the branch societies. Owing to unexpected delays a smaller number of teachers was present than we hoped to see.
It was however a most agreeable occasion, and very cheering to those who had labored so far from home and friends. All expenses were paid from private sources, without drawing upon the treasury.
Various minor services have been performed by the Committee. We printed a circular urging the colored people to greater exertions in aid of the schools. We have aided in distributing Mrs. Child’s valuable Freedman’s Book, which is beginning to find a ready sale among the colored people.
We have occasionally aided individuals with books or other school material.
Finding that many young men were eagerly seeking knowledge which would fit them to exercise the rights of American citizens, we have published a cheap pamphlet entitled, “Hand-book for American Citizens,” which can be sold to them at the low price of eight cents.
It contains the Declaration of Independence. Constitution of the United States with the latest amendments, the Emancipation Proclamation, a code of Parliamentary rules, with a list of Presidents, and the most important dates in our history.
Our teachers will furnish it at cost to their pupils.
The number of branch societies has greatly increased, and nearly all of our teachers are under their fostering care. The relation is a most happy and useful one. The tie to the Central Committee is not loosened, while there is a familiar and special interest in the branch, not always possible where so many are to be cared for.
The boxes of clothing, presents for Christmas trees, books for libraries, a new volume to refresh the teachers’ weary hours, work ready basted for the sewing school, prizes to stimulate the pupils’ ambition,--- such are the pleasant links which bind the teacher and her adopting society together. It would be impossible for a Committee with any amount of funds to make the work so broad and humane and loving as does this simple and natural relation.
The question of salaries has been a difficult one this year, owing to the withdrawal of rations. It is not possible to repay with money such service as our faithful teachers render; but our aim is to enable them to fulfil the earnest longing of their hearts to labor for these people, without sacrificing health and strength while engaged in it. All are working for a common cause: some have given of their abundance of money; some of love and good work; some years of faithful service, even life itself.
Should the protection of the Bureau and the state of public affairs enable us to carry on our work with confidence another year, we propose to make it, not only larger, but more thorough nd perfect in its arrangements. It was important in the beginning to gather as many as possible within hearing of the teacher’s voice, and give them the assurance of our care and love.
But now it seems necessary that the schools should be more thoroughly organized, and that all ready for it should be advanced to a higher degree of improvement.
It is hard for a teacher to turn away the little eager faces which throng about the door of the school; but we find it necessary to limit the number to fifty for each teacher.
We hope also to train the advanced pupils into teachers for the primacy classes.
Our instruction is worthless if we do not teach them to do without us; and our efforts must constantly tend to a public-school system sustained by the people of the South and free alike to all.
On hearing this Report, we feel that you have a right to ask of your Committee, Why have you done solittle?
What can a hundred and eighty teachers accomplish of the great work that is open to us?
We have 10,000 pupils under instruction, but hundreds of thousands yet wait longingly for the words of instruction and help. “O ye of little faith! wherefore did ye doubt? Had you not the whole exchequer of New-England beneficence to draw from, and has it ever failed to honor the draft of enlightened charity?”
We confess the reproach has reason; yet, when we have been spending at the rate of a hundred thousand a year, with a very small balance to show, we have dreaded to meet the kind face of our treasurer, lest he should say, “Stop here and now: send no more!”
But we have never heard that word. The little streams have slowly trickled in, and the fountain has never failed. We will not doubt again.
If you still grant us your confidence and support, we will try again to swell our little army of teachers, until every call is answered, and every true soul longing for the work has found its place in it.
When one of our teachers rebuked a little girl for not behaving well in the presence of Northern visitors, saying that she did not show much gratitude to those who had sent them their teachers, the child innocently replied, “I thought God sent us our teachers.”
It is the simple faith of the negro which makes our work sublime. We are to him the ministers of a higher Power. He looks to the North, as the saint turns to the Holy City.
Woe unto us, if we shall offend one of these little ones which believe in us! Salvation to us and our country, as we are faithful to them in this, their hour of trial and of danger!
EDNAH D. CHENEY,
NOTE.---A complete list of schools and popils, of later date, and therefore varying somewhat from the above figures, will be found in another column.
