SCHOOLS AND EDUCATION AMONG THE FREEDMEN.
The education of the children of the freedmen was begun simultaneously with the work of employing the negroes as free laborers. Teachers, both men and women, from Boston, New York, and Philadelphia, accompanied the superintendents who were sent to Port Royal in March, 1862. The results of their labors during the past year have been most encouraging, in spite of the changes and confusion caused by the war and the numerous obstacles in the way of a steady and continued application on the part of the children. The teachers in their reports all unite to attest the 'universal eagerness to learn,' which they have not found equalled in white persons, arising both from the desire for knowledge common to all, and the desire to raise their condition now so very strong among these people. The details of these reports present few points of special interest to the common reader. A common mistake, both of those who visit these schools for the first time, and of others who have merely heard of their existence, arises from comparing the negro schools, where children of all ages are to be seen, with our district schools in New England, where difference of age implies a corresponding difference in attainments. 'What are your most advanced classes studying?' is very often asked of the teachers, when a moment's reflection would convince the inquirer, that the Primer and First Reader are the only books which we expect to see in the hands of children who have but just learned their letters. Viewing the rapid progress which these colored children have made in learning to read during the past year—many of them being obliged to leave school and work in the field during a considerable portion of the time—the retentive memories which they have shown in their studies, and their great eagerness to learn, which requires no urging from parents or teachers, and which manifests itself in the punctual attendance even of those who are obliged to walk from long distances to the school house—we may well be satisfied with what has already been accomplished, and with the prospects for the future.
As a general rule, the adults are as eager to learn as the children, and the reading or spelling book is the almost invariable companion of the freedmen when off duty. On the wharves, in the intervals between labor—in the camp, whenever a leisure moment is found—on the plantations, when work is done—everywhere, you will see the negroes with book in hand, patiently poring over their lesson, picking the way along as best they can, or eagerly following the guidance of some kind friend who stops to teach them. Probably few of these adult students will ever advance beyond a simple knowledge of reading, and many, doubtless, will stop short of this, lacking the perseverance necessary to attain success. Most of the freedmen, however, are so earnest and determined in their pursuit of knowledge, so patient and untiring in their efforts to learn, and, withal, enjoy such keen pleasure in this awakening to consciousness of their mental powers, that they cannot fail to elevate themselves thereby, and also to feel an increased interest in the education of their children.