This text is part of:
Table of Contents:
Chapter
47
: freedmen's aid societies and an act of congress creating a Bureau of refugees, freedmen and abandoned lands
Chapter
55
:
first
appropriation by congress for the bureau; the reconstruction Act,
March
2
,
1867
; increase of educational work
Chapter
60
: opposition to Bureau and reconstruction work became personal; the
Congregational Church of
Washington
Chapter
62
: life in
Washington, D. C.
,
1866
to
1874
; assigned to duty in regular army as commander,
Department of the Columbia
Chapter
63
: in the
Northwest
, among the
Indians
; trip to
Alaska
; life in
Portland, Ore.
;
1874
to
1881
Chapter
64
: superintendent of the
United States military Academy
; commanding
Department of the Platte
,
Omaha, Neb.
Chapter
68
:
French
army maneuvers,
1884
; promotion to
Major General
,
United States army
,
San Francisco
1886
-
88
[272] A partial consolidation of societies was at last effected. For a time the Bureau dealt in the main with only two, the American Union Commission and the American Missionary Association. The latter, besides its freedmen's schools, carried out the universal desire that the children of white refugees should also be well cared for. At Richmond, Va., the Association had such a school with 375 pupils and five teachers. It had another each evening for 50 adults. The same Association sustained still another at Athens, Tenn., for 95 white children, and partially, for a time near Chattanooga, a refugees' school located in old war buildings which the Confederates had erected near the crest of Lookout Mountain. Mr. Christopher R. Robert of New York City had bought the buildings at the Government's auction sale and devoted them to this use. Mr. Robert ras the same who had established Robert College in Constantinople. A few hundred children were there cared for under the superintendence of Prof. C. F. P. Bancroft, who was later the efficient principal of Phillips Academy, Andover, Mass. After a few years' trial this Lookout Mountain school was closed. Before a railway came the mountain was too inaccessible. In the face of many difficulties there was hopeful activity the latter part of 1865. An old citizen wrote from Halifax, N. C.: “I constantly see in the streets and on the doorsteps opposite my dwelling groups of little negroes studying their lessons.” In Charleston, S. C., even in the slave times, free persons of color could be taught in books. In that city at this time the opposition to freedmen's schools was inconsiderable. In Louisiana, where the schools had been supported
This work is licensed under a
Creative Commons Attribution-ShareAlike 3.0 United States License.
An XML version of this text is available for download, with the additional restriction that you offer Perseus any modifications you make. Perseus provides credit for all accepted changes, storing new additions in a versioning system.