This disposition to frolic on the part of the Negro gave rise to grave concern among his friends, and was promptly accepted as conclusive proof of his unfitness for the duties of a freeman by his enemies. But he soon dispelled the fears of his friends and disarmed the prejudices of his foes.

As already shown there was no provision made for the education of the Negro before the war; every thing had been done to keep him in ignorance. To emancipate 4,000,000 of slaves and absorb them into the political life of the government without detriment to both was indeed a formidable undertaking. Republics gain their strength and perpetuity from the self-governing force in the people; and in order to be self-governing a people must be educated. Moreover, all good laws that are cheerfully obeyed are but the emphatic expression of public sentiment. Where the great majority of the people are kept in ignorance the tendency is toward the production of two other classes, aristocrats and political "Herders." The former seek to get as far from "the common herd" as possible, while the latter bid off the rights of the poor and ignorant to the highest bidder.

It was quite appropriate for the Government to make speedy provision for plying the mass of ignorant Negroes with school influences. And the liberality of the provision was equalled by the eagerness of the Negroes to learn. Nor should history fail to record that the establishment of schools for freedmen by the Government was the noblest, most sensible act it could have done. What the Negroes have accomplished through these schools is the marvel of the age.

On the 20th of May, 1865, Major-Gen. O. O. Howard was appointed Commissioner of the Freedmen's Bureau. He gave great attention to the subject of education; and after planting schools for the freedmen throughout a great portion of the South, in 1870—five years after the work was begun—he made a report. It was full of interest. In five years there were 4,239 schools established, 9,307 teachers employed, and 247,333 pupils instructed. In 1868 the average attendance was 89,396; but in 1870 it was 91,398, or 79¾ per cent. of the total number enrolled. The emancipated people sustained 1,324 schools themselves, and owned 592 school buildings. The Freedmen's Bureau furnished 654 buildings for school purposes. The wonderful progress they made from year to year, in scholarship, may be fairly judged by the following, corresponding with the half year in 1869:

JULY, 1869.JULY, 1870.
Advanced readers43,74643,540
Geography36,99239,321
Arithmetic51,17252,417
Writing53,60658,034
Higher branches7,6279,690

There were 74 high and normal schools, with 8,147 students; and 61 industrial schools, with 1,750 students in attendance. In doing this great work—for buildings, repairs, teachers, etc.,—$1,002,896.07 was expended. Of this sum the freedmen raised $200,000.00! This was conclusive proof that emancipation was no mistake. Slavery was a twofold cross of woe to the land. It did not only degrade the slave, but it blunted the sensibilities, and, by its terrible weight, carried down under the slimy rocks of society some of the best white people in the South. Like a cankerous malady its venom has touched almost every side of American life.

The white race is in a constant and almost overpowering relation to the other races upon this continent. It is the duty of this great totality of intellectual life and force, to supply adequate facilities for the education of the less intelligent and less fortunate. Of every ten thousand (10,000) inhabitants there are:

WHITE.COLORED.CHINESE.INDIANS.
In the States8,7111,269155
In the Territories8,7111,017158114
In the whole Union8,7111,266167

When we turn our attention to the Southern States, we shall find that the white people are in excess of the Colored as follows:

MAJORITY.
Alabama45,874
Arkansas239,946
Delaware79,427
Florida4,368
Georgia93,774
Kentucky876,442
Maryland430,106
Missouri1,485,075
North Carolina286,820
Tennessee613,788
Texas311,225
Virginia199,248
West Virginia406,043