| Year | Total Deposits | Deposits each Year | Due Depositors | Gain each Year |
| 1866 | $305,167 | $305,167 | $199,283 | $199,283 |
| 1867 | 1,624,853 | 1,319,686 | 366,338 | 167,054 |
| 1868 | 3,582,378 | 1,957,525 | 638,299 | 271,960 |
| 1869 | 7,257,798 | 3,675,420 | 1,073,465 | 435,166 |
| 1870 | 12,605,782 | 5,347,983 | 1,657,006 | 583,541 |
| 1871 | 19,952,947 | 7,347,165 | 2,455,836 | 798,829 |
| 1872 | 31,260,499 | 11,281,313 | 3,684,739 | 1,227,927 |
| 1873 | —— | —— | 4,200,000 | —— |
| 1874 | 55,000,000 | —— | 3,013,670 | —— |
In Alabama the depositors lost, for the time at least, $35,963 at Huntsville; $29,743 at Montgomery; $95,144 at Mobile. After years of delay dividends were paid; but few of the depositors profited by the late payment.[1226] The philanthropic incorporators took care to desert the failing enterprise in time, and Frederick Douglass, a well-known negro, was placed in charge to serve as a scapegoat. No one was punished for the crooked proceedings of the institution. Several of the incorporators were dead; the survivors pleaded good intentions, ignorance, etc., and finally placed the blame on their dead associates. Their sympathy for the negro did not go the length of assuming money responsibility for the operations of the bank, and thus saving the negro depositors. There were several of the incorporators who could have assumed all the liabilities and not felt the burden severely. Agents and lawyers got most of the later proceeds, and the good work was all undone, for the negro felt that the United States government and the Freedmen’s Bureau had cheated him. It is said to have affected his faith in banks to this day.[1227]
Sec. 3. The Freedmen’s Bureau and Negro Education
As the Federal armies occupied southern territory and numbers of negroes were thrown upon the care of the government which gathered them into colonies on confiscated plantations, there arose a demand from the friends of the negro at the North that his education should begin at once. An educated negro, it was thought, was even more obnoxious to the slaveholding southerner than a free negro; hence educated negroes should be multiplied. No doubt was entertained by his northern friends but that the negro was the equal of the white man in capacity to profit by education. To educate the negro was to carry on war against the South just as much as to invade with armed troops, and various aid societies demanded that, as the negro came under the control of the United States troops, schools be established and the colored children be taught. The Treasury agents, who were in charge of the plantations and colonies where the negroes were gathered, were instructed by the Secretary to establish schools in each “home” and “labor” colony for the instruction of the children under twelve years of age. Teachers, supplied by the superintendent of the colony, who was usually the chaplain of a negro regiment, or by benevolent associations, were allowed to take charge of the education of the blacks in any colony they decided to enter.[1228] Before the end of the war only three or four such schools were established in Alabama. One was on the plantation of ex-Governor Chapman, in Madison County, another at Huntsville, and one at Florence.
The law of March 3, 1865, creating the Freedmen’s Bureau, gave to its officials general authority over all matters concerning freedmen. Nothing was said about education or schools, but it was understood that educational work was to be carried on and extended, and after the organization of the Bureau in the state of Alabama its “Department of Records” had control of the education of the negro. For the support of negro education the second Freedmen’s Bureau Act, July 16, 1866, authorized the use of or the sale of all buildings and lands and other property formerly belonging to the Confederate States or used for the support of the Confederacy. It directed the authorities of the Bureau to coöperate at all times with the aid societies, and to furnish buildings for schools where these societies sent teachers, and also to furnish protection to these teachers and schools.[1229]
The southern churches had never ceased their work among the negroes during the war,[1230] and immediately after the emancipation of the slaves all denominations declared that the freedmen must be educated so as to fit them for their changed condition of life.[1231] The churches spoke for the controlling element of the people, who saw that some kind of training was an absolute necessity to the continuation of the friendly relations then existing between the two races. The church congregations, associations, and conferences, and mass meetings of citizens pledged themselves to aid in this movement. Dr. J. L. M. Curry first appeared as a friend of negro education when, in the summer of 1865, he presided over a mass meeting at Marion, which made provision for schools for the negroes. On the part of the whites whose opinion was worth anything, there was no objection worth mentioning to negro schools in 1865 and 1866.[1232] In the latter year, before the objectionable features of the Bureau schools appeared, General Swayne commented upon the fact that the various churches had not only declared in favor of the education of the negro, but had aided the work of the Bureau schools and kept down opposition to them. He was, however, inclined to attribute this attitude somewhat to policy. He wrote with special approval of the assistance and encouragement given by the Methodist Episcopal Church South, through Rev. H. N. McTyeire (later bishop), who was always in favor of schools for negroes. He reported, also, that there was a growing feeling of kindliness on the part of the people toward the schools. Where there was prejudice the school often dispelled it, and the movement had the good will of Governors Parsons and Patton.[1233]
Just after the military occupation of the state there was the greatest desire on the part of the negroes, young and old, for book learning. Washington speaks of the universal desire for education.[1234] The whole race wanted to go to school; none were too old, few too young. Old people wanted to learn to read the Bible before they died, and wanted their children to be educated. This seeming thirst for education was not rightly understood in the North; it was, in fact, more a desire to imitate the white master and obtain formerly forbidden privileges than any real desire due to an understanding of the value of education; the negro had not the slightest idea of what “education” was, but the northern people gave them credit for an appreciation not yet true even of whites. There were day schools, night schools, and Sunday-schools, and the “Blue-back Speller” was the standard beginner’s text. Yet, as Washington says, it was years before the parents wanted their children to make any use of education except to be preachers, teachers, Congressmen, and politicians. Rascals were ahead of the missionaries, and a number of pay schools were established in 1865 by unprincipled men who took advantage of this desire for learning and fleeced the negro of his few dollars. One school, established in Montgomery by a pedagogue who came in the wake of the armies, enrolled over two hundred pupils of all ages, at two dollars per month in advance. The school lasted one month, and the teacher left, but not without collecting the fees for the second month.[1235]
When General Swayne arrived, he assumed control of negro education, and a “Superintendent of Schools for Freedmen” was appointed. The Rev. C. M. Buckley, chaplain of a colored regiment and official of the Freedmen’s Bureau, was the first holder of this office. In 1868, after he went to Congress, the position was held by Rev. R. D. Harper, a northern Methodist preacher, who was superseded in 1869 by Colonel Edwin Beecher, formerly a paymaster of the Bureau and cashier of the Freedmen’s Savings Bank in Montgomery. There also appeared a person named H. M. Bush as “Superintendent of Education,” a title the Bureau officials were fond of assuming and which often caused them to be confused with the state officials of like title.[1236]
The sale of Confederate property at Selma, Briarfield, and other places, small tuition fees, and gifts furnished support to the teachers. General Swayne was deeply interested in the education of the blacks, and thought that northern teachers could do better work for the colored race than southern teachers. Most of the aid societies had spent their funds before reaching Alabama, but Swayne secured some assistance from the American Missionary Association. The teachers were paid partly by the Association, but mostly by the Bureau. The Pittsburg Freedmen’s Aid Commission established schools in north Alabama, at Huntsville, Stevenson, Tuscumbia, and Athens, and also had a school at Selma. The Cleveland Freedmen’s Union Commission worked in Montgomery and Talladega by means of Sunday-schools. A great many of the schools with large enrolments were Sunday-schools. The American Missionary Association, besides furnishing teachers to the Bureau, had schools of its own in Selma, Talladega, and Mobile. The American Freedmen’s Union Commission (Presbyterian branch) also had schools in the state. The Freedmen’s Aid Society of the Methodist Episcopal Church (North) did some work in the way of education, but was engaged chiefly in inducing the negroes to flee from the wrath to come by leaving the southern churches. At Stevenson and Athens schools were established by aid from England.[1237] In 1866 the Northwestern Aid Society had a school at Mobile.[1238] At the end of 1865, the Bureau had charge of eleven schools at Huntsville, Athens, and Stevenson, one in Montgomery with 11 teachers and 497 pupils, and one in Mobile with 4 teachers and 420 pupils.[1239] Some ill feeling was aroused by the action of the Bureau in seizing the Medical College and Museum at Mobile and using it as a schoolhouse. Even the Confederate authorities had not demanded the use of it. Before the war it was said that the museum was one of the finest in America. Many of the most costly models were now taken away, and a negro shoemaker was installed in the chemical department.[1240]