Diary of Gideon Welles: Friday, January 12, 1866

Nothing very particularly interesting to-day in Cabinet. Stanton said he was to introduce some persons to the President and had appointed soon after 1 P.M. for the purpose. This was a play. Mr. Cox, a Rebel of Georgetown, fled South at the beginning of the Rebellion, leaving his fine residence. This was taken and used as a school for colored children. Cox has now returned and wants his house,—demands it. The charitable occupants, who are filled with benevolence for the negro, are unwilling to relinquish the house, which is very valuable, to the owner. Some of those who have the matter in charge went to Stanton, who said it would be necessary to apply to the President. He consented to introduce them, but suggested that a formidable array of ladies whose husbands occupy prominent positions, such as the wives of Senators and members of the Cabinet, [would be effective.] Mrs. Senators Trumbull, Morgan, Wilson, Pomeroy, etc., Mrs. McCulloch, Stanton, Harlan, etc., were of the number. Mrs. Welles was appealed to, but sensibly concluded, as she had no fact to communicate, that she would discharge her duty best by remaining away, and leaving the President to form his decision without annoyance from those who could not aid him. To this assemblage of ladies, and for the purpose, — robbing a man of his dwelling, Stanton performed the part of usher.

SOURCE: Gideon Welles, Diary of Gideon Welles, Secretary of the Navy Under Lincoln and Johnson, Vol. 2: April 1, 1864 — December 31, 1866, p. 414

Charles Sumner to William Jay, April 9, 1850

Your letter to the “Advertiser” appeared in that paper last Saturday, the 6th.¹ The paper is sometimes known as “the respectable,” affecting as it does the respectability of Boston.

I am glad to perceive that there is a real hearty difference among the Whigs here with regard to Mr. Webster. The Governor and a large number of prominent gentlemen some of them in Boston, but more in the country—are earnest against his speech, and in private express their opinions.² That long list of names attached to the letter to Mr. Webster shows some remarkable absences, particularly noticeable by all familiar with Massachusetts politics. Our Supreme Court gave judgment yesterday the colored school case against my argument made last November. I lament this very much. Is everything going against us?

_______________

¹ In reply to the Boston "Advertiser's" criticisms on Jay's previous paper on Webster.

² Governor Briggs was without courage, and took no public position against Webster.

SOURCE: Edward L. Pierce, Memoir and Letters of Charles Sumner, Vol. 3, p. 213-4

Diary of Laura M. Towne: June 18, 1862

Ellen had her first adult school to-day, in the back room — nine scholars. I assisted.

The girls were much interested in seeing the people come, with their flat baskets on their heads, to the cornhouse, to "take allowance," and then sit down in the sand, and old and young fall to shelling the corn from the cob with a speed that was marvellous, the little babies toddling about or slung on the backs of their mammies, or lugged about by the older sisters, not able to stand straight under their weight. It was very picturesque.

SOURCE: Rupert Sargent Holland, Editor, Letters and Diary of Laura M. Towne: Written from the Sea Islands of South Carolina 1862-1864, p. 70

Miss S. M. Pearson, December 22, 1863

Newbern, N. C, Dec. 22d, 1863.

On the morning of Nov. 23d, I was duly installed as Teacher in a log school-house, in Camp Kimball, just across the Trent River, about one mile from the city. I will suppose you have some knowledge of this school, as Mr. Doolittle was its first Teacher. There were present this morning eighty-eight pupils. Mr. James gave me full power to make any changes I might think best, which privilege I have availed myself of. I found all the little ones on the back seats and completely hid by the larger ones. I commenced the next morning by taking the names and ages of all present, the result being 106. There has been a steady increase of numbers each day, until I now have 212 names registered, of all ages from five years to sixty-one. I have fathers and mothers with their children. Women leave their work until the latter part of the day, and boys refuse to accept situations, that they may avail themselves of these privileges. I would that every child in the North, could look on, and see the eagerness manifested by these poor colored children hi their books. It would give them some idea of their own privileges, and perhaps stimulate them to renewed diligence.

I had the benches in front made lower, and placed the smaller children on them, thereby enabling them to touch their feet to the floor. This done, I could command every eye in the room. To arrange them in classes was a work of time. I found a great variety of books, and but three of the National series. They have a great desire to read from a large book, supposing they are learning faster. I found they knew by heart the lessons in the “Picture Primer” which they had, and could tell me how much of the book they knew, while in fact they could not read one word. Another difficulty has been to keep them in a class. After arranging them, I have had to watch very sharp, and tell them time and again, until now they do very well. I have introduced six dozen National Primers, having two classes — one just commencing to read words of two letters, the other a class of thirty-five, reading words of four and five letters. I have a letter class, numbering sixty and upwards; this comprises scholars of all ages. These I teach in concert from the various cards which I have introduced, giving them oral instruction of various kinds, afterwards hearing each one read from the Picture Primer which I found in school. This exercise seems to interest the older ones, as much as the class itself. I have a class of ten in the National First Reader, a small class in the Second Reader, also several who require attention separately. They are anxious to know how to write and cipher. I give some exercises on the blackboard, besides copies on their slates, and never before have I felt so much the need of two pairs of hands as now. I was without an assistant until last week, and now have one who has been teaching in Newbern since July, and is only with me for a short time. I have formed a class in Davis's Primary Arithmetic, numbering ten. These I intend to hear recite after the others are dismissed, but they are mostly disposed to stay and listen.

I have been obliged to dismiss the younger children at the close of their exercises, in order to make room for the rest. This difficulty will be obviated by enlarging the building, which has already commenced, when I shall hope to labor to better advantage. I wish I could introduce you to this school as it appears in the morning, and let them sing to you one of their own native songs; afterwards one which they have just learned — “Rally round the Flag.” They are delighted with our songs, and catch them very readily. You may imagine how they look, but to know fully, you should see for yourself. All the books I ever read, gave me but a faint idea of their real appearance. I cannot call all their names, but can tell them wherever we meet, by the flash of their eyes. I find them strong in their attachment to us, while their thoughts are oftentimes expressed in the most touching language. I wish I could give you an exact report of one of their public speeches, as well as some of their prayers. They call down all manner of blessings on us Teachers, as well as all the people of the North, not excepting “Mr. Linkum” and his Cabinet. My own language is meagre compared with theirs. They speak but the utterances of a full heart, overflowing with gratitude and exceeding great joy, that after so many years of oppression and wrong, they are now Freedmen. Who can wonder? One expression which I heard in a prayer, I must repeat: —“Grant, O Lord, that not a feather be lacking in the ‘wing of the North.’ Indulgent Father, we thank thee thou didst ever make a Linkum. O spare his life, and bless our Union Army; may one man put a thousand to flight, and ten chase ten thousand.”

The sick in camp send for the “School Misses.” Some of their leading men have been to the school-house, and expressed their gratitude for my service in a very acceptable manner. I also visit them in their homes, and as far as possible relieve their wants by distributing clothing, but my pen fails to tell you of the destitution, rags, patches, and half nakedness. I would that I were able to arouse the people of the North more thoroughly to a sense of the needs of this suffering people; another winter may not find them so unprepared for the cold.

I think I have introduced you sufficiently for the first time to my school, which I have named for Dr. Russell, and it will hereafter be known as the Russell School. I hope to be able to give you favorable reports from time to time. There is a great work to be done, and no person who has a love for this field of labor, need stand with folded hands.

S. M. Pearson.

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. 10-11

Caroline E. Croome, November 23, 1863

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

O. E. Doolittle: November 4, 1863

November 4th, 1863.

I have established a morning school in a Contraband camp south of the Trent River; there is an average attendance of one hundred and twenty-five pupils, and we now see a very studious band striving to learn with all their powers.

There are about one thousand freedmen in this camp, and many of them who have heretofore depended upon the labors of sons and daughters for their “daily bread,” are now seeking other means of supply, that their children may attend school. It is often said to me by these poor people, “I am willing to make any sacrifice that my little ones may be educated,” and this remark is made by those who have not a crust of bread for the morrow. There are fifty males and seventy-five females in this school; their ages are as follows:

75 are under 12 years of age.

20 are under 18 years of age.

30 are under 25 years of age.

My evening school for adults is full of interest; there is an average attendance of three hundred pupils. Over one hundred have learnt to read since they began to attend, and almost two hundred pupils will soon need a more advanced book than the one they are now using. Writing has been introduced into this school. It is my intention that only those who can read well, shall be allowed to have lessons given them in this accomplishment. I am obliged to make this condition for them to learn writing, as there is not space in the building to have many departments of learning. As soon as practicable, I intend to introduce arithmetic into this school.

I have four Sabbath Schools under my care; two of these I established. At one of these schools there are over six hundred pupils, and at each of the others two hundred. As soon as I receive a supply of books and papers, I hope to establish other schools.

O. E. Doolittle.

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

Miss B. L. Canedy, October 2, 1863

October 2d, 1863.

Owing to a variety of circumstances contingent upon the commencement of a new work, it has been almost impossible to keep a record from which any accurate report of my school could be drawn.

Early in September I so far succeeded in systematizing my portion of the field, as to be able to make some approach to such a record. From it I gather the following items:

Names registered for September	200
Left to attend other schools	23
Left to find employment	17
Belonging to the school September 30th	160
Average attendance for the month	128
Number between the ages of 6 and 12	50
Number between the ages of 12 and 45	95
Number between the ages of 45 and 60	15

The difficulty I have found in learning the names as well as the ages of these people would have been a source of amusement, but for the memory of the great wrong that has caused it. The name “Bill” or “Tom,” has sometimes stood for several days upon my list, waiting for the owner thereof to learn the proper patronymic to attach to it. I insist on their possessing, as one of the attributes of freedmen, at least two names; but having borne the surname of their “owner” when in slavery, and left it with their chains, they do not readily understand why they need be troubled with a second name, now that they “call no man master.”

I see no abatement of their interest in the school. For regularity and punctuality of attendance, they will compare very favorably, I think, with our Boston schools.

On reaching my school-room door this morning, fifteen minutes before the hour appointed for opening the school, I found 110 waiting admission; and it is not an unusual thing for a large number of them to gather around the door of the Teacher's Home, to escort their respective teachers to their schools.

Their reverence for and child-like trust in the teachings of the Bible is very beautiful. The older ones tell me they always knew they should be free, because they knew “’twas told so in the blessed Bible.” And they have secretly taught their children to live in hope, to watch and wait, for the day of their redemption. I never before had charge of a school where the morning scripture reading produced so visibly a good effect as in this school; there is so much that they seem to feel was written expressly for them.

The most advanced class, numbering 24, can read readily and quite correctly from the “Second Reader” of the National Series, spelling without hesitation any word in the lesson, as well as the names of the various objects in the room, and such as they meet with in the street and elsewhere. Spelling seems to be a favorite pastime in the street and about their homes, and the fortunate boy who can hold the book and pronounce the words for them is “the officer of the day,” and respected and obeyed accordingly. I gave them practical questions in very simple arithmetic, but have been able to give but very little time to it. They are getting some idea of geography; but when I took them in Newbern, and led them out of Craven County and even beyond North Carolina, they seemed quite lost in astonishment, and came to the conclusion that ’twas “a big world.” A few of my pupils are making fair progress in writing, on slates, of which useful article we have now a good supply.

Lest I weary you, I will say in conclusion, that we are all doing much more and better than we have any right to expect. I sometimes ask them if they don't wish themselves back in slavery where they might at least have more comfortable clothing and better food; but the invariable answer is in the negative: “Dis bad enough, but right smart sight better'n dat ar!”

B. L. C.

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. 7-9

Charles Eliot Norton to Meta Gaskell, October 2, 1865

Ashfield, October 2, 1865.

My Dear Meta, — . . . After a long silence occasioned by the war I have lately had one or two notes from Ruskin, — the last came in the same mail with your letter, and was in very striking contrast to it. He writes very sadly, and his letters bring sadness to me especially as indications of his failure to understand and sympathize with the ideal side of America. “The war,” he says, “has put a gulph between all Americans and me so that I do not care to hear what they think or tell them what I think on any matter.” It is in vain to try to bring him to comprehend that in spite of all that is wrong and base in our present conditions, in spite of all the evil passions which war has worked, in spite of all the selfishness and conceited over-confidence generated by our marvellous material prosperity, — there is in our national life a counterbalance of devotion to principle, of readiness to sacrifice whatever is required for the maintenance of liberty and human rights, and a real advance toward the fulfilment of the best hopes of man for men. He fancies that our happiness is a delusion, our efforts vanity, and our confidence folly. I believe that we have really made an advance in civilization, that the principles on which our political and social order rest are in harmony with the moral laws of the universe, that we have set up an ideal which may never be perfectly attained, but which is of such a nature that the mere effort to attain it makes progress in virtue and in genuine happiness certain. The character and principles of Mr. Lincoln were essentially typical of the character and principles of the people. The proposition that all men are created equal, — equal that is in certain inalienable rights, among which are life, liberty, the pursuit of happiness, — equal as moral and responsible beings, — has sunk deep into the very hearts of this people, and is moulding them in accordance with the conclusions that proceed from it. It is the inspiration and the explanation of our progress and our content. To embody it continually more and more completely in our institutions of government and of society is the conscious or unconscious desire and effort of all good men among us. It is as Mr. Lincoln admirably said, — “A standard maxim for free society, which should be familiar to all and revered by all; constantly looked to, constantly laboured for, and even though never perfectly attained, constantly approximated, and thereby constantly spreading and deepening its influence, and augmenting the happiness and value of life to all people of all colours everywhere.” The war has given us a right, such as we had not before, to trust in the fidelity of the people to the principles of justice, liberty and fair play. And it is because of this just confidence that one need not be disheartened when, as now, there are signs of moral slackness and decline. After the exertions and excitements of the last four years one need not be surprised at a reaction of feeling; and if the high standard of effort is somewhat lowered. The millennium will not come in our time; and peace will not bring rest to those who fight for “the cause” and not for victory.

It seems probable from Mr. Johnson's course that we shall lose some of the best results which might have sprung from the war. Under his scheme of reorganization of the Union it now looks as if the Southern States would come back into the Union with no provision for the securing of any political rights or privileges to the Negro, and no provision for his good-treatment by the former slave-holding and slave-despising class. I fear lest the very freedom which the freedmen have gained, be so limited by state laws and local enactments, that they may be kept in a condition very little superior to slavery. It would take too long to explain and set forth all the grounds for this fear. But on the other hand I have hope that the great social and moral changes that have taken place in the Southern States, the establishment of free speech and a free press in them, the extraordinary demand for labour, the education which the blacks have received in the army and in schools, and above all the future action of political parties in the Northern States, — may all tend gradually but irresistibly to gain for the Negro the full rights of independent and equal citizenship. The discussions and the actions of the few next years on this subject will be of the highest interest and importance.

For the past three or four months the point which has been most discussed in connection with “reconstruction” is that of suffrage for the Negro. The reasons for giving the right of suffrage to the freedmen are as strong as they are numerous, are reasons based upon policy as well as upon principle. I think Negro suffrage could have been easily secured at the end of the war by wise and foreseeing statesmanship. I think it would have been secured had Mr. Lincoln lived; and that it would have been found the most powerful instrument for elevating and educating the blacks, for making them helpful and advancing citizens of the republic, and for introducing a better civilization, and a truer social order than has hitherto existed at the South. But the hour favourable for this has passed, and Negro sufrage will have to be won by a long and hard struggle.

President Johnson has been a slave-holder; he is a theoretical democrat so far as white men are concerned, but his democracy does not extend to the black. He hates, or perhaps I should say hated, slavery because it developed an aristocratic class, not because it was intrinsically wrong. I doubt if he has any strong moral aversion to it, — but he has an immoral distrust of (I will not call it aversion to) the Negro. He holds that he is inferior to the white man, that the white man is to govern, the black to be governed. His influence, is at present, practically thrown against Negro suffrage.  . . . I must bring my political letter to a close before the subject is half exhausted. I will send you the “Nation,” a weekly paper in the establishment of which I have been greatly interested and which will keep you informed of our affairs. You may, I think, rely on the fairness of its statements and the soundness of its opinions. . . .

SOURCE: Sara Norton and  M. A. DeWolfe Howe, Letters of Charles Eliot Norton, Volume 1, p. 284-8

A. D. Milne: July 9, 1863

St. Helena Island, July 9th, 1863.

My Dear Sir,—I send you a letter from the School Committee. I give it word for word, as it fell from the lips of Robert, leaving out a few remarks about myself. They have been very faithful, and will be found a great help to future teachers.

Yours most sincerely,

A. D. Milne.

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. 5

Committee of Adams School: July 8th, 1863

Dear Sir,—The Committee of the Adams School, on this Island, would say, that in regard to our ignorance, we were all ignorant and blind, and have been kept back in darkness by our former masters, who used to hold us under bondage and hide the light from us. But thank God that through the prayers of good people, the good friends of the North, through the assistance of God, are helping us to drop the scales from our eyes. We have think within ourself, while we were under slavery bondage, that we could never seen this sight, that we have, and all our friends and parents, who have children, think that they cannot pray and thank God enough, and the good friends of the North, who are striving to let us see this light. Even I myself, Robert L. Chaplin, myself 73 years old, had feel within myself that it was impossible that the slavery bound could ever again see light in this world, until the good friends send us a good friend that teach us that all things are possible with God, and that old and young can see light in their old age. The children and people all, now, desire to learn to read, and we hope you will be pleased not to let us suffer for a teacher, for the children of this district was very much neglect, above any other part of the Island, until our present teacher came, and now his health is gone and he is not able to hold out through the season, and we feel very much distressed in our mind for want of his teaching. All the good we can do for ourself, is but little, we were kept down so, by our secesh masters, but we will do what we can and return our thanks by our prayers to the friends that help us.

We were so delight to set the children improve, that our teacher voted to have a committee of four and myself makes five, to visit the school and see that everything go on regular among all the children, and we stand the assistance of the teacher as far as we are able and our understanding goes.

All the books and property that belong to the School, is in our charge, and if a teacher is sent we shall be sponsible for the same. We will write to you again and let you know how we get along. Our district will need a man teacher, a good strong man, because there is deal of work in a large school. We generally have lecture every Sunday evening, from three to four o'clock among the children and people, and we have seen that it makes the children and people improve more greatly.

If we should have another teacher, we feel that we shall continue on in every way to receive knowledge. Through the assistance of the Lord we pray that as we improve in one thing we may improve in everything, more and more every year. — We give great thanks to the Lord for the good things he has sent already.

This letter is signed by all the five committee men, who are all present, and very thankfully agree to what is said, and we shall all be pleased to receive any message from you.

Robert L. Chaplin, X Chairman

John Edward, his X mark.

William Jefferson, his X mark.

Daniel Bolles, his X mark.

William Scott, his X mark.

July 8th, 1863, Adams School, Morville District,

St. Helena Island, St C.

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. 5-6