So they called him John. He soon learned the name. As time went on Cicely found that he was quick at learning things. She taught him to speak her own negro English, which he pronounced with absolute fidelity to her intonations; so that barring the quality of his voice, his speech was an echo of Cicely's own.
The summer wore away and the autumn came. John and Cicely wandered in the woods together and gathered walnuts, and chinquapins and wild grapes. When harvest time came, they worked in the fields side by side,—plucked the corn, pulled the fodder, and gathered the dried peas from the yellow pea-vines. Cicely was a phenomenal cotton-picker, and John accompanied her to the fields and stayed by her hours at a time, though occasionally he would complain of his head, and sit under a tree and rest part of the day while Cicely worked, the two keeping one another always in sight.
They did not have a great deal of intercourse with other people. Young men came to the cabin sometimes to see Cicely, but when they found her entirely absorbed in the stranger they ceased their visits. For a time Cicely kept him away, as much as possible, from others, because she did not wish them to see that there was anything wrong about him. This was her motive at first, but after a while she kept him to herself simply because she was happier so. He was hers—hers alone. She had found him, as Pharaoh's daughter had found Moses in the bulrushes; she had taught him to speak, to think, to love. She had not taught him to remember; she would not have wished him to; she would have been jealous of any past to which he might have proved bound by other ties. Her dream so far had come true. She had found him; he loved her. The rest of it would as surely follow, and that before long. For dreams were serious things, and time had proved hers to have been not a presage of misfortune, but one of the beneficent visions that are sent, that we may enjoy by anticipation the good things that are in store for us.
III
But a short interval of time elapsed after the passage of the warlike host that swept through North Carolina, until there appeared upon the scene the vanguard of a second army, which came to bring light and the fruits of liberty to a land which slavery and the havoc of war had brought to ruin. It is fashionable to assume that those who undertook the political rehabilitation of the Southern States merely rounded out the ruin that the war had wrought—merely ploughed up the desolate land and sowed it with salt. Perhaps the gentler judgments of the future may recognize that their task was a difficult one, and that wiser and honester men might have failed as egregiously. It may even, in time, be conceded that some good came out of the carpet-bag governments, as, for instance, the establishment of a system of popular education in the former slave States. Where it had been a crime to teach people to read or write, a schoolhouse dotted every hillside, and the State provided education for rich and poor, for white and black alike. Let us lay at least this token upon the grave of the carpet-baggers. The evil they did lives after them, and the statute of limitations does not seem to run against it. It is but just that we should not forget the good.
Long, however, before the work of political reconstruction had begun, a brigade of Yankee schoolmasters and schoolma'ams had invaded Dixie, and one of the latter had opened a Freedman's Bureau School in the town of Patesville, about four miles from Needham Green's cabin on the neighboring sandhills.
It had been quite a surprise to Miss Chandler's Boston friends when she had announced her intention of going South to teach the freedmen. Rich, accomplished, beautiful, and a social favorite, she was giving up the comforts and luxuries of Northern life to go among hostile strangers, where her associates would be mostly ignorant negroes. Perhaps she might meet occasionally an officer of some Federal garrison, or a traveler from the North; but to all intents and purposes her friends considered her as going into voluntary exile. But heroism was not rare in those days, and Martha Chandler was only one of the great multitude whose hearts went out toward an oppressed race, and who freely poured out their talents, their money, their lives,—whatever God had given them,—in the sublime and not unfruitful effort to transform three millions of slaves into intelligent freemen. Miss Chandler's friends knew, too, that she had met a great sorrow, and more than suspected that out of it had grown her determination to go South.
When Cicely Green heard that a school for colored people had been opened at Patesville she combed her hair, put on her Sunday frock and such bits of finery as she possessed, and set out for town early the next Monday morning.
There were many who came to learn the new gospel of education, which was to be the cure for all the freedmen's ills. The old and gray-haired, the full-grown man and woman, the toddling infant,—they came to acquire the new and wonderful learning that was to make them the equals of the white people. It was the teacher's task, by no means an easy one, to select from this incongruous mass the most promising material, and to distribute among them the second-hand books and clothing that were sent, largely by her Boston friends, to aid her in her work; to find out what they knew, to classify them by their intelligence rather than by their knowledge, for they were all lamentably ignorant. Some among them were the children of parents who had been free before the war, and of these some few could read and one or two could write. One paragon, who could repeat the multiplication table, was immediately promoted to the position of pupil teacher.
Miss Chandler took a liking to the tall girl who had come so far to sit under her instruction. There was a fine, free air in her bearing, a lightness in her step, a sparkle in her eye, that spoke of good blood,—whether fused by nature in its own alembic, out of material despised and spurned of men, or whether some obscure ancestral strain, the teacher could not tell. The girl proved intelligent and learned rapidly, indeed seemed almost feverishly anxious to learn. She was quiet, and was, though utterly untrained, instinctively polite, and profited from the first day by the example of her teacher's quiet elegance. The teacher dressed in simple black. When Cicely came back to school the second day, she had left off her glass beads and her red ribbon, and had arranged her hair as nearly like the teacher's as her skill and its quality would permit.