Extracts from Letters of Teachers and Superintendents of the New-England Educational Commission for Freedmen/Letters from Newbern, N.C.
LETTERS FROM NEWBERN, N.C.
from rev. horace james, superindendent of blacks at newbern.
| Office of Superintendent of Blacks, |  |
|
| Newbern, N.C., July 27th, 1863 |  |
Respecting Teachers, I am ready to assure you, from General Foster himself, that he will afford them military protection, government rations, and as good a dwelling place as the circumstances will allow. We have but one Newbern in the department. Here they will have a good house to live in. At Beaufort it would be much the same.But on Roanoke Island, and perhaps at Plymouth and Washington, certainly at Hatteras, we could not supply them so comfortably. I am confident there will be no trouble on this point. Still I wish that those who are sent may share largely in a missionary spirit, and come out here expecting to teach and to live in a log shanty, or even in a tent, if we can do no better for them. Let them aspire to emulate their brothers in self-denial, who have preceded them here in the regiments, and with the sword have cut a passage for the army of Educators to follow on.
It is not yet a week since Mr. Doolittle opened the school of which Miss Ropes and myself have charge, and to-day we had 258 pupils in attendance, and managed to give to each a morsel of the food for which they are so hungry. The avidity with which they grasp at the least shadow of knowledge is intensly interesting. Once supplied with a book, and the work of school government is at an end. One of my "1st class" aged 25, can read with a good deal of readiness, and the only book he had ever seen until yesterday is a fragment of an old dictionary; and when I put into his hands a "Third Reader" (Wilson's Series) the strong man wept for joy. In our school the ages range from 5 to 45, and as far as I can judge at present, they will soon leave white pupils far behind.
Every hour spend with them is a fresh surprise, and a new cause for gratitude that I am here. I suffer no inconvenience from the climate, and have but one regret in connection with being here, and that is that I have not a whole fresh life to give to this noble work.
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 | |
" " " " " 12 " 45, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . |
95 | |
" " " " " 45 " 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 to 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 Ave 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."
November 14th, 1863.—In addition to my morning session for both sexes, I have a sewing-school for such girls and women belonging to the school as are entirely ignorant of plain sewing. The sessions of this school are held on the afternoons of Monday, Tuesday, Thursday and Friday—Wednesday being reserved to allow time for preparing the work. The pupils are making in this, as in all they attempt to learn, a good degree of progress.
To cultivate patriotism in those who have never before had a country to love, is a pleasant and exceedingly interesting part of the teacher's duty here. We are doing it in the Hancock Street Sewing- School, by teaching the little fingers that have picked cotton, to sew together the little bright pieces that they so love to handle, into a bed- quilt or "comforter" for the poor soldiers. It would rejoice the hearts of their friends, to see how delighted they are to know they can do something for others. They are employed, too, in making garments for the destitute among their own poor, at the camps. To help them help themselves, we only need materials upon which to keep them at work. They can'be very easily taught to use them.
My first impressions of the capacity of the blacks to receive and profit by instruction, remain unchanged. In every quality that goes to make the intelligent and teachable, as well as the "docile and affectionate " pupil, these children equal any white children it has ever been my privilege to teach.
I want to tell you the great need of books in our Sabbath Schools; we have exhausted our supply, and in the name of fourteen hundred Sabbath School Scholars, I pray you send us a quantity. I have four Sabbath Schools under my charge, and as soon as I receive the books necessary to do so, I shall establish two or three more. At one of the Sabbath Schools there is an average attendance of over six hundred scholars; at each of the others, two hundred. We need tracts, primers, testaments, singing books, and papers, and need them immediately. The Sabbath Schools are co-agents with the day schools, and it is very desirable to keep alive the deep interest felt in them.
There are now five day schools in full tide of operation here, and the scholars are making wonderful progress in their, studies. If the predictions of many prove true, it will not be necessary to send North for teachers bye and bye. At the evening school which is under my direction, there is an average attendance of over three hundred scholars. It is a highly interesting and popular school. I have the aid of thirty officers and privates (belonging to regiments in this vicinity) in this school.
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, "Iam 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" " 18"""
30" " 25"""
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.
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 ffrown old, it 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.
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 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, 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 black-board, 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 often 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 Freedmem. 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.