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 plantations rude temporary structures were put up, and these Swayne aided with school furniture. Applications for assistance beyond the ability of General Swayne or myself to supply, were on the increase. The willingness of negro parents out of their poverty to sustain, as far as they could, schools for their children was everywhere manifest; they soon warranted Swayne's strenuous efforts to make them wholly selfsupporting. Opposition on the part of the better and influential class of white people had diminished when Swayne made his annual report, and a manly purpose on the part of the freedmen toward self-help and independence was evident. Somebody, however, must organize in new fields and instruct the freedmen in their duty and interest. The General cited several instances of good disposition and success. At Mount Moriah, six miles from Mobile, lived a colored man, Edward Moore, who had built a log schoolhouse at his own expense, putting it on his own land. In this he was teaching 52 pupils. This school the freedmen supported. Again, at Selma, B. S. Turner, himself a prosperous and representative freedman, was helping his friends and neighbors by eloquent words and by money out of his own earnings to secure school advantages to the children. His brief speech to an inspector was recorded: “Let us educate, let us make sacrifices to educate ourselves, in this matter, let us help those of us who are unable to help themselves.” At Montgomery, one of the seven schools there existing was taught by a white man of Southern birth. All this was encouraging, but the cold fact remained that a large number of the 62 counties, densely populated with the freed people, had as yet no schools whatever, and further,
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