The Washington times., 1895-06-19

his report, May 80, 1868, to the United
States Senate, respecting the condition
and Improvement of public schools in the
District of Columbia, says of these early
schools:
1t is worthy of observation that in no
case has a Colored school ever failed for the
want OF scholars. Theparents were always
glad To send their children, and the children
were always ready to go, even when too
poor to be decently fed and clothed. When
a school failed il was for want of money,
andnot for wan of fappreciationofthebe
fits of education. The same remarkable
avidity for learning was then apparent is
now so manifest among the whole body Of
the colored population OF this District.
The facts stated in this narrative fully
substantiate the following propositions:
First. The impression which prevails
very generally that the colored people OF
this District before the war had no schools
is unfounded, and exceedingly unjust TO
them.
Second Public sentiment in the
earlier years of the District was not only
tolerant OF education among the cOlored
people hut positively in favor of it, and it
was a common thing for colored and white
children to associate together in the same
school.
Third. The attendance of colored
children at school was as large before the
war as it is now, in proportion to the
free colored population Of the District at
the respective periods.
Fourth. The coIored people of the
District have shown themselves capable TO
a wonderful degree of supporting and edu-
eating themselves, while at the same
time contributing by taxation 10 the sup
port of white schools, from which they
Were debarred, and that, too, when IN nu-
merous cases they had previously bought
themselves and families from slavery at
very great expense; their history furnish
ing an example of courage and success in
the midst of trial and oppression scarcely
equaled in the annals OF mankind.
AT the approach of the rebellion the pri-
vate colored schools of Washington and
Georgetown embraced at least 200 chill
dren
The abolition of slavery in the District
Of Columbia and other exigeucies of the
war trebled the free cOlored population
Of this community.
The great destitution which the past
had imposed upon two-thirds OF this
population and the large absence of facil-
ities, in the very unsettled state Of business
at that time, for procuring means of sup
port attracted to them not only attention,
but relief from the humane of the North.
j
for Colored children gained the supremacy
which il has since maintained.
The first of this period in washington
was organized under the auspices of the
American Tract Society TO embrace a
| numbero of persons held as captured material
| of war 1t was located in the buildings
north of the Capitol grounds known as
| Duff Green's Row. The second was opened
! one month later in the basement of the
Union a NJ. i. Church, now Metropolitan,
on NJ street north, near Sixteenth west,
| first as night, but several months later
as a day school.
Under the management of and by the
| Freedmen's Relief Association of the
| District of Columbia five schools Were
4 opened in the autumn Of 1868 and the
! earlier months of 1864.
In response to urgent appeals to the
generosity of the North aid was given about
this time, and afterward through the me-
dunn of the following named associations,
as well as through some minor ones and
| individuals:
Pennsylvania Freedmen's Relief, Ma
tional Freedmen's Relief, New York; At
rican Civilization, Reformed Presbyte-
ran, Old School Presbyterian, American
Missionary, New England Freedmen's Aid,
New England Friends, Philadelphia Friends,
Free Baptist Mission, Baptist Home Mis-
sisnary, Bangor Freedmen's Relief
From such aid there were in the sprinl
of / S64, / L schools, with 21 teachers and
27 schools, with 81 teachers and 3 ,5SS
900 pupils; i'll the school year 1S64-65,
pupils; in 1S65-66, 40 schools, with 72
| teachers and 3 $50 pupils; iu 1S6667, 80
schools. with 70 teachers aud 3 ,427 pupils;
in 1S6768, 81 schools, with = teachers
and 200 pupils.
After 1S67-6S all Of the associations
and individuals withdrew their aid except
the Association of the Ne W England
| Friends which cont nued it until the
close Of the school year 1S71-72.
In the first year of this benevolent
work, there were many causes tending to
retard the progress of the schools. The
accommodations were poor, since the best
! rooms available were the Easements of
! the culored churches, and they generally,
were dark, damp, without means for proper
ventilation, and otherwise ill adapted to
school purposes. In the closing stages of
the war, however, slight relief from this
! lack of convenience and comfort was
found in the occupancy of temporary frame
! barracks In many instances the alb
! sence of facilities, from the want of proper
school furniture. apparatus, and uniformity
Of textbooks, was aggravated by the in-
| eXperie nee of teachers. The schools
supported by the Sc veral associa-
tions were distinct and exclusive
| Rivalry, often ungenerous, among
so many independent and conflicting
4 organizations, was naturally prolific oi
/ drawbacks. In the latter part OF 1865,
! however, upon the recommendation and
by the assistance of the United States Com
missioner Of Education, this want of CO.
operation was removed, and the schools
were thus permitted to enter upon a more
| promising Career.
In addition to the day there We're free
evening schools located in various section:
| of the city. Some of the teachers in them
received slight compensation for their
| services; others refused it. They did al