Page:Extracts from letters of teachers and superintendents of the New-England Educational Commission for Freedmen.djvu/14

 seems only to be necessary to teach them to read, 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 unratified 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 letters, 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.

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 knovdedge 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 in 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