The education of the children of the freedmen was begun simultaneously
with the work of employing the negroes as free laborers. Teachers, both
men and women, from Boston, New York, and Philadelphia, accompanied the
superintendents who were sent to Port Royal in March, 1862. The results
of their labors during the past year have been most encouraging, in
spite of the changes and confusion caused by the war and the numerous
obstacles in the way of a steady and continued application on the part
of the children. The teachers in their reports all unite to attest the
'universal eagerness to learn,' which they have not found equalled in
white persons, arising both from the desire for knowledge common to all,
and the desire to raise their condition now so very strong among these
people. The details of these reports present few points of special
interest to the common reader. A common mistake, both of those who visit
these schools for the first time, and of others who have merely heard of
their existence, arises from comparing the negro schools, where children
of all ages are to be seen, with our district schools in New England,
where difference of age implies a corresponding difference in
attainments. 'What are your most advanced classes studying?' is very
often asked of the teachers, when a moment's reflection would convince
the inquirer, that the Primer and First Reader are the only books which
we expect to see in the hands of children who have but just learned
their letters. Viewing the rapid progress which these colored children
have made in learning to read during the past year--many of them being
obliged to leave school and work in the field during a considerable
portion of the time--the retentive memories which they have shown in
their studies, and their great eagerness to learn, which requires no
urging from parents or teachers, and which manifests itself in the
punctual attendance even of those who are obliged to walk from long
distances to the school house--we may well be satisfied with what has
already been accomplished, and with the prospects for the future.
As a general rule, the _adults_ are as eager to learn as the children,
and the reading or spelling book is the almost invariable companion of
the freedmen when off duty. On the wharves, in the intervals between
labor--in the camp, whenever a leisure moment is found--on the
plantations, when work is done--everywhere, you will see the negroes
with book in hand, patiently poring over their lesson, picking the way
along as best they can, or eagerly following the guidance of some kind
friend who stops to teach them. Probably few of these adult students
will ever advance beyond a simple knowledge of reading, and many,
doubtless, will stop short of this, lacking the perseverance necessary
to attain success. Most of the freedmen, however, are so earnest and
determined in their pursuit of knowledge, so patient and untiring in
their efforts to learn, and, withal, enjoy such keen pleasure in this
awakening to consciousness of their mental powers, that they cannot fail
to elevate themselves thereby, and also to feel an increased interest in
the education of their children.