many of the most important and lucrative offices in the States. were held by Negroes.

The wine cup, the gaming-table, and the parlors of strange women charmed many of these men to the neglect of important public duties. The bonded indebtedness of these States began to increase, the State paper to depreciate, the burden of taxation to grow intolerable, bad laws to find their way into the statutebooks, interest in education and industry to decline, the farm Negroes to grow idle and gravitate to the infectious skirts of large cities, and the whole South went from bad to worse.

The hand of revenge reached for the shot-gun, and before its deadly presence white leaders were intimidated, driven out, or destroyed. Before 1875 came, the white element in the Republican party at the South was reduced to a mere shadow of its former self. Thus abandoned, the Negro needed the presence of the United States army while he voted, held office, and drew his salary. But even the army lacked the power to inject life into the collapsed governments at the South.

The mistake of reconstruction was twofold: on the part of the Federal Government, in committing the destinies of the Southern States to hands so feeble; and on the part of the South, in that its best men, instead of taking a lively interest in rebuilding the governments they had torn down, allowed them to be constructed with untempered mortar. Neither the South nor the Government could say: "Thou canst not say I did it: shake not thy gory locks at me." Both were culpable, and both have suffered the pangs of remorse,

CHAPTER XXII.

THE RESULTS OF EMANCIPATION.

THE APPARENT IDLENESS OF THE NEGRO SPORADIC RATHER THAN GENERIC. HE QUIETLY SETTLES DOWN TO WORK. THE GOVERNMENT MAKES AMPLE PROVISIONS FOR HIS EDUCATIONAL AND SOCIAL IMPROVEMENT. THE MARVELLOUS PROGRESS MADE BY THE PEOPLE OF THE SOUTH IN EDUCATION. EARLIEST SCHOOL FOR FREEDMEN AT FORTRESS MONROE IN 1861. — -THE RICHMOND INSTITUTE FOR COLORED YOUTH. THE UNLIMITED DEsire of the Negroes to OBTAIN AN EDUCATION. GENERAL ORDER ORGANIZING A BUREAU OF REFUGEES, FREEDMEN, AND ABANDONED LANDS."— GEN. O. O. HOWARD APPOINTED COMMISSIONER OF THE BUREAU. - REPORT OF ALL THE RECEIPTS AND EXPENDITURES OF THE FREEDMEN'S BUREAU FROM 18651867. - AN ACT INCORPORATING THE FREEDMAN'S BANK AND TRUST COMPANY. - THE BUSINESS OF THE COMPANY AS SHOWN FROM 1866-1871.- FINANCIAL STATEMENT BY THE TRUSTEES FOR 1872. FAILURE OF THE BANK.- -THE SOCIAL AND FINANCIAL CONDITION OF THE COLORED PEOPLE IN THE SOUTH. -THE NEGRO RARELY RECEIVES JUSTICE IN SOUTHERN COURTS. TREATMENT OF NEGROES AS CONVICTS IN SOUTHERN PRISONS. INCREASE OF THE COLORED PEOPLE FROM 1790-1880. NEGROES SUSCEPTIBLE OF THE HIGHEST CIVILIZATION,

URELY some good did come out of Nazareth. The poor,

SU

deluded, misguided, confiding Negro finished his long holiday at last, and turning from the dream of "forty acres and a mule," settled down to the stubborn realities of his new life of duties, responsibilities, and privileges. His idleness was sporadic, not generic, it was simply reaction. He had worked faithfully, incessantly for two centuries and a half; had enriched the South with the sweat of his brow; and in two wars had baptized the soil with his patriotic blood. And when the year of jubilee came he enjoyed himself right royally.

This disposition to frolic on the part of the Negro gave rise to grave concern among his friends, and was promptly accepted as conclusive proof of his unfitness for the duties of a freeman by his enemies. But he soon dispelled the fears of his friends and disarmed the prejudices of his foes.

As already shown there was no provision made for the education of the Negro before the war; every thing had been done to keep him in ignorance. To emancipate 4,000,000 of slaves. and absorb them into the political life of the government without detriment to both was indeed a formidable undertaking.

Republics gain their strength and perpetuity from the selfgoverning force in the people; and in order to be self-governing a people must be educated. Moreover, all good laws that are cheerfully obeyed are but the emphatic expression of public sentiment. Where the great majority of the people are kept in ignorance the tendency is toward the production of two other classes, aristocrats and political" Herders." The former seek to get as far from "the common herd" as possible, while the latter bid off the rights of the poor and ignorant to the highest bidder.

It was quite appropriate for the Government to make speedy provision for plying the mass of ignorant Negroes with school influences. And the liberality of the provision was equalled by the eagerness of the Negroes to learn. Nor should history fail to record that the establishment of schools for freedmen by the Government was the noblest, most sensible act it could have done. What the Negroes have accomplished through these schools is the marvel of the age.

On the 20th of May, 1865, Major-Gen. O. O. Howard was appointed Commissioner of the Freedmen's Bureau. He gave great attention to the subject of education; and after planting schools for the freedmen throughout a great portion of the South, in 1870-five years after the work was begun-he made a report. It was full of interest. In five years there were 4,239 schools established, 9,307 teachers employed, and 247,333 pupils instructed. In 1868 the average attendance was 89,396; but in 1870 it was 91,398, or 79 per cent. of the total number enrolled. The emancipated people sustained 1,324 schools themselves, and owned 592 school buildings. The Freedmen's Bureau furnished 654 buildings for school purposes. The wonderful progress they made from year to year, in scholarship, may be fairly judged by the following, corresponding with the half year in 1869:

There were 74 high and normal schools, with 8,147 students; and 61 industrial schools, with 1,750 students in attendance. In doing this great work-for buildings, repairs,

teachers, etc.,-$1,002,896.07 was expended. Of this sum the freedmen raised $200,000.00! This was conclusive proof that emancipation was no mistake. Slavery was a twofold cross of woe to the land. It did not only degrade the slave, but it blunted the sensibilities, and, by its terrible weight, carried down under the slimy rocks of society some of the best white people in the South. Like a cankerous malady its venom has touched almost every side of American life.

The white race is in a constant and almost overpowering relation to the other races upon this continent. It is the duty of this great totality of intellectual life and force, to supply adequate facilities for the education of the less intelligent and less fortunate. Of every ten thousand (10,000) inhabitants there are:

When we turn our attention to the Southern States, we shall find that the white people are in excess of the Colored as follows:

while the Colored people are in excess in only three States, hav

This leaves the whites in these sixteen States in a majority of 4,882,539, over the Colored people. There are more than two whites to every Colored in the entire population in these States.

Group the States and territories into three geographical classes, and designate them as Northern, Pacific, and Southern. The first may comprise all the "free States," where slavery never existed; put in the second the three Pacific States and all the territories, except the District of Columbia; and in the third gather all the "slave States" and the District. Now then,

in the Northern class, out of every 14 persons who can neither read nor write, 13 are white. In the Pacific class, out of every 23 who can neither read nor write, 20 are white. In the Southern class, out of every 42 who can neither read nor write, 15 are white. Thus it can be seen that the white illiterates of the United States outnumber those of all the other races together. It might be profitable to the gentlemen who, upon every convenient occasion, rail about "the deplorable ignorance of the blacks," to look up this question a little!'

The Colored people have made wonderful progress in educational matters since the war. Take a few States for examples of what they are doing. In Georgia, in 1860, there were 458,540 slaves. In 1870 there were 87 private schools, 79 teachers with 3,021 pupils. Of other schools, more public in character, there were 221, with an attendance of 11,443 pupils. In 1876 the Colored school population of this State was 48,643, with 879 schools; and with 55,268 pupils in public and private schools in 1877.

In South Carolina, in 1874, there were 63,415 Colored children. attending the public schools; in 1876 there were 70,802, or an increase of 7,387.

In Virginia, in 1870, there were 39,000 Colored pupils in the schools, which were few in number. In 1874 there were 54,941 pupils; in 1876 there were 62,178, or a gain of 7,237. In 1874 there were 539 teachers; in 1876 there were 636, or an increase of 97. In 1874 there were 1,064 schools for Colored youth; in 1876 there were 1,181, or an increase of 117.

In the District of Columbia, in 1871, there were 4,986 Colored children in 69 schools, with 71 teachers. In 1876, of Colored schools in the District, 62 were primary, 13 grammar, and I high, with an enrolment of 5,454.

'For an account of this problem, see the Appendix to this volume.