Newbern, November 23d, 1863.
Mr. James gave me a
School which Miss Canedy was teaching, consisting of adults and a few children
who could not attend her large school. It is one of intense interest. The
scholars manifest the most enthusiastic desire to learn. The great point with
all seems to be to read the Testament. Some learn very rapidly and quite well,
but when they attempt to spell, have no idea whatever of the sound of letters,
nor can you give them any if they are old; with the younger ones I am trying to
overcome this, and by perseverance shall, I hope, succeed. With those who have
grown old, it seems only to be necessary to teach them to ready and the
quickest method (however irregular) is the most desirable.
I found everything
in Newbern so much more comfortable than I expected, that I have not for one moment
felt as though I was enduring any privations. Our ungratified wants have only
been a source of amusement, and our many comforts a continual cause for
congratulation.
I cannot feel that I
am engaged in teaching, in an ordinary way, reading, writing, and
spelling; but, that each one to whom we impart any instruction, any spark of
knowledge, is so much pressure bearing on a lever, that is slowly, but
inevitably, elevating a nation.
When I witness their
delighted earnest effort to improve, my own heart catches the spirit and echoes
the fervent, “bress de Lord,” that involuntarily escapes so many lips when they
find they can spell out a passage in the Testament or Psalms.
I cannot close
without giving you a few incidents connected with my School, and those with
whom I come in daily contact. One of my pupils, thirteen years of age, could,
six months ago, read only very small words, and that by spelling them out; now
she reads better than the average of white children of the North of the same
age. She spells difficult words with ease. She is very black — intensely
African. She has been at school only part of the six months. Another case is a
woman of about sixty-five. She reads well in the Testament or in any
book at sight, but cannot spell the simplest words. She has learned almost
entirely since the Federal forces took Newbern.
We have a boy
employed in the house, who has all the proverbial characteristics of the negro,
and is in all above mediocrity. He keeps his book constantly with him, not only
studying when an opportunity is given him, but stealing time from his work for
that purpose. Often when I know he should be at work, I have listened in vain
for the sound of his axe, and going quietly out to the wood yard, have seen him
hide his Reader under a large stick of wood, and with a sheepish look and a
real negro laugh, resume his work; but unless watched the axe will soon be
dropped for the book. We have also a girl in the house, who has never had any
advantages. She does not know all her tetters, but is very observing. This
morning she said to me, in as good English as I could use, “Miss Carrie, James
did not cut one particle of wood last night.” I looked at her astonished, for
three weeks ago she could not have put together a correct sentence. She also
said to the boy (when he tried to excuse himself for neglecting the wood), “If
I could read as well as you can, I would not say gwine for going, specially
when the white folks take so much pains with you.” Thus daily are brought
before us such demonstrations of the high ability of the negro as must convince
those who have hitherto denied that his elevation was possible.
C. E. Croome.
SOURCE: New-England
Educational Commission for Freedmen, Extracts from Letters of Teachers
and Superintendents of the New-England Educational Commission for Freedmen,
Fourth Series, January 1, 1864, p. 9-10
