Schools for the Children.
A young teacher at Hampton, Virginia, writes as follows: "When I first commenced the school here, I found the children such as slavery makes—quarrelsome, thievish, uncleanly in their persons and attire, and seemingly inclined to almost every species of wickedness; and it appeared to me that they were too far gone to be ever raised to any thing like intelligent children at the North. But I found that I had reckoned without my host in the persons of these children.
"At the end of the first week there was a decided improvement manifested, and in four weeks you hardly ever saw one hundred and fifty children more cleanly in their persons and apparel. Their lessons were, in most cases, quickly and correctly learned, and their behavior was kind and affectionate toward each other, while in singing the sweet little Sabbath school songs, I should not hesitate to put them side by side with the best of our Sabbath-school scholars at the North. And they so fully appreciate my humble efforts in their behalf, that my table in the school room is loaded, morning and noon, with oranges, lemons, apples, figs, candies, and other sweet things too numerous to mention, all testifying their love to me, although I can do so little for them."
Another teacher, at Beaufort, South Carolina, writes: "My school numbered about forty of the children. Most of them were very dirty and poorly dressed, all very black in color. A happier group of children I never expect to witness than those who composed my school: bright eyes, happy looks, kind and patient dispositions, made them look attractive to my eyes, though they were 'horribly black,' as some have called them, and very dirty at first. But they were so innocent, so despised by others, and withal so anxious to learn, that I felt a true sympathy for them.
"Their masters have kept them in darkness and degradation. This is only the result of slavery.
"They are very eager to learn. Every one wishes to be taught first; yet, unlike some white children, they are patient and willing to wait. They do not easily tire of study, but are very diligent in getting their lessons. I have known them to teach each other, or sit alone and drill over a lesson for two hours at a time.
"Let me relate to you a little incident that will illustrate what I have just said. One day, at Beaufort, soon after we landed, while walking through the upper portion of the town, I heard a little voice saying the alphabet, while another wee voice, scarcely audible, was repeating it after the first. I looked quickly around to discover from whence the voice came; and what do you think I saw? Why, seated on the piazza of a large empty house were two of the blackest little negro children, one about seven, the other not more than three years old. The elder had his arm thrown lovingly around the almost naked form of the other, and with an open primer in the lap of one, they were at their study. An hour after, I returned by the same spot, and was both pleased and surprised to find them still at it. God bless the little ones!
"This desire, or rather eagerness, to learn to read, is manifested by all. I have stopped by the wayside many a time, and have immediately collected a group of old and young about me, and have made them repeat the alphabet after me slowly, letter by letter. They esteem it the greatest kindness I can show them, and as I turn to depart, the fervent 'God bless you, massa,' 'Tank de Lord, massa,' reach my ears."