FIRST ANNUAL REPORT 
OE THE 
SUPERINTENDENT 
OF 
COLORED SCHOOLS 
FOR 
WASHINGTON AND GEORGETOWN, D. 0., 
EOK THE 
YZETkH jEjSTIDTInG- ..TTTjST'ZEI 30, 1868. 
WASHINGTON, D. C.: 
PRINTED BY JUDD & DETWEILER. 
1870. REPORT. 
To the Trustees of Colored Schools for Washington and George- 
town, D. C. 
Gentlemen: In presenting my First Annual Report of the 
Colored Schools under your jurisdiction, I deem it proper to give 
a brief sketch of the beginnings from which these free schools 
at the national capital have grown to their present number and 
excellence. It having been my privilege to have an active share 
in the work of establishing and conducting many of them from 
nearly their first initiation, it is probable that I have in my pos- 
session more full materials for such a sketch than has any other 
person. 
THE EARLIEST FREE SCHOOLS. 
The first free school for colored persons in this city, after the 
commencement of the war, of which I find any record, appears 
to have been opened on the 16th day of March, 1862, one month 
before the passage of the act abolishing slavery in this District. 
It was held in "Duff Green's row," near the Capitol, and was 
intended for the benefit of a large number of "contrabands" who 
had been collected there by the Government, and were held as 
captured material of war. It was conducted by Rev. II. Vf. 
Pierson, an agent of the American Tract Society, and was con- 
tinued in the same place until July of that year, when it was 
removed to Camp Barker, so called, in the northern section of 
the city. 
About the 1st of April, 1862, another free school for colored 
persons was opened in the basement of the Union Bethel Church, 
on M street north, between Fifteenth and Sixteenth west. It 
was an evening school, and was conducted by Rev. George 
Shearer, assisted by Miss Elizabeth Smith, teacher of a private 
colored school in the neighborhood, and Dr. L. D. Johnson, 
from Massachusetts, then a Government clerk in Washington. 
In November following, this was changed into a day school, 
under charge of Miss Smith, and removed to her house, a small 
compensation being paid her through the agency of Dr. Johnson. 4 
This school was maintained until the following June, when 
Dr. Johnson, having been appointed a surgeon in the Lincoln 
Hospital, in the eastern part of the city, opened a day and night 
school at that place, in which he was assisted by Miss Laura 
Gates, from Pennsylvania, at a compensation of $20 per month. 
This school, it is believed, was continued until the breaking up 
of the hospital at the close of the war. 
In 1863 the Freedmen's Relief Association of this District 
turned its attention to the matter of free schools, and on the 23d 
of November, in that year, opened its first day school, with two 
teachers. This was followed by others during the winter, and 
by the following April it had five day schools, with eleven 
teachers, in successful operation. 
On the 25th of November, 1863, a free night school was 
opened on E street, near Tenth, Island, under the auspices of 
the same Association, taught by volunteer teachers. A number of 
Government clerks and other persons soon became interested in 
this work, and other free night schools, to the number of twelve, 
with several Sunday schools, were opened in various sections of 
the city, in the course of the pillowing winter and spring. Of 
the second of these schools I had the honor to'take the charge 
January 4th, 1864. 
THE EARLIEST LEGISLATION. 
On the 21st of May, 1862, thirty-five days after the abolition 
of slavery in the District of Columbia, Congress passed an act 
requiring that "ten per centum of taxes collected from persons 
of color in Washington and Georgetown " should " be set apart 
for the purpose of initiating a system of primary schools for 
the education of colored children" residing in these cities. It 
was provided by this act that the Board of Trustees of Public 
Schools in the two cities should have control of the fund arising 
from this tax, as well as from contributions, which was to be 
kept distinct from the general school fund. 
July 11th of the same year-fifty days later-Congress (doubt- 
less having become convinced for some reason that the Public 
School Trustees would not properly execute the trust confided 
to them,*) passed another act transferring the duty of cstablish- 
* In the "First Semi-Annual Report of the Association of Volunteer 
'Teachers," published in November, 1864, (prepared by me,) it was stated, on what 
was deemed good authority, that the Public School Trustees " declined to have 
anything to do with so distasteful a matter" as the establishing of colored schools. 
I notice that the " Twenty-second Annual Report of the Trustees of Public 5 
ing colored schools to a special Board, denominated the "Board 
of Trustees of Colored Schools for Washington and George- 
town," consisting of three gentlemen, who were to hold office 
for the respective terms of one, two, and three years, their suc- 
cessors to be appointed annually by the Secretary of the Inte- 
rior. The gentlemen named in the act, as constituting the first 
Board, were Daniel Breed, Zenas Robbins, and Sayles J. Bowen. 
THE FIRST PUBLIC COLORED SCHOOL. 
It was not until 1864 that the Trustees obtained sufficient 
funds, under the act of 1862, to enable them to open a single 
school. During 1862 no separate registry was kept far the 
taxes of colored people. In 1863 such a registration was com- 
menced, but was believed to be imperfectly made. The sums 
accredited to the colored school fund by the municipal authori- 
ties in these two years, as appears from the Trustees' report to 
Congress, March 11, 1864, were as follows: 
In Washington, for the year 1862 
$256 25 
In Washington, for the year 1863 
In Georgetown, for the year 1862 
In Georgetown, for the year 1863 
410 89 
69 72 
Total 
736 86 
rl Jic report goes on to state that- 
" On the 1st of March, 1864, having secured the use of the church 
corner of Fourth street east and D street south, we engaged the 
services of one teacher, at a salary of $460. Another teacher nobly 
volunteered without compensation. Thus aided, our first free day 
school opened with about forty pupils, and this number has in- 
creased during the first week of the school to over one hundred. 
The want of room compels us now to refuse all further admissions, 
although many arc pleading to enter the school." 
The teachers here referred to were Miss Emma V. Brown, of 
Georgetown, and Miss Frances AV. Perkins, of New Haven, 
Conn. 
Schools," published 1867, pronounces this statement "incorrect, the subject never 
having been brought before them [the Trustees] in any way." (Page 51.) 
This latter statement is doubtless entirely true, as regards any official action in 
the Board. But it is probably also true, as affirmed by common rumor still un- 
contradicted, that prominent members of the Board at that time did express their 
repugnance to carrying out this law, in some cases in terms more forcible than 
refined. Be this as it may, the declaration that the subject was "never brought 
before them in any way" is almost a confession of the whole charge. Had there 
been a strong interest in impartial education on the part of any member of the 
Board, this could hardly have been the case. And it is evident that Congress 
had reason, from some'cause, to believe that these Trustees did not intend to 
carry out its wishes, or it would not have made haste, within fifty days, tocreate 
a special Board to execute its will. The trustees of the Public Schools are surely 
entitled to the full benefit of this correction. 6 
Appeals to Congress, and to the people of the North-now just 
becoming aroused to the du tv of atoning in some measure for 
the evils .of slavery, by educating its newly emancipated vic- 
tims-to aid in the work of education at the national capital, 
were put forth about this time by different parties. The Trus- 
tees' Report to Congress, just quoted, has the following urgent 
language: 
APPEALS FOB AH), AND THE RESULTS. 
" There isnow here a very largeclassof children, and of adults also, 
who are not only in need of instruction, but who are pleading for it 
with unparalleled earnestness. The sudden duplication of the col- 
ored population of this District, and the fact that none of the freed- 
men thus added possess taxable property, thus greatly increasing the 
necessity for free schools without any corresponding increase in the 
means for their the propriety of aid from the na- 
tional government sufficient to create a system of public schools, 
which may soon find their support from the classes they will espe- 
cially benefit." 
The volunteer teachers of the night school above referred to, 
finding the demands of the work greater than they were able in- 
dividually to meet, formed themselves into an association, called 
the " Association of Volunteer Teachers," and put forth an appeal 
for help, (prepared by myself,) which was endorsed by the Trus- 
tees, and widely circulated at the North. This appeal, dated April 
14th, 18G4, stated the great eagerness existing on the part of the 
people of color for instruction, and asked for bjioks, charts, slates, 
money, Ac., to aid, especially in carrying on the night schools. 
11 said: 
" They who, as teachers, and at no small personal cost, are volun- 
teering their services in this work, from a sense of its importance, 
feel that there are many among their fellow-countrymen in all parts 
of the free North, as well as in this capital, who take a warm interest 
in the elevation of this long down-trodden race, and who will rejoice 
to share with them the burdens of this special work." 
This appeal also called attention to the fact that there were 
in Washington and Georgetown "10,000 or 1'2,000 children of 
African descent under fifteen years of age unprovided withpai- 
lic school instruction, and but a small part of them with school 
advantages of any kind," while there was not a single school- 
house, worthy of the name, open to colored children. It added : 
" Besides these, there is a still larger number above the age named, 
yet not too old to learn, who equally need, but have never been al- 
lowed the privileges of the school. What shall be done for the edu- 
cation of these 25,000 to 30,000 people-all children as regards the 7 
rudiments of learning? It is a question which concerns not alone 
the citizens of this District, but all who have an interest in the Gov- 
ernment which has here its seat. * * * Will the people of the 
North-the land of school-houses, of liberty, and of loyalty-con- 
sent that this state of things shall continue?" 
Iii response to these appeals, the attention of northern mis- 
sionary and educational associations began to be turned towards 
this District as a proper field for their labors. Among the first 
to send teachers and open schools were the Pennsylvania Freed- 
men's Relief Association, the Philadelphia Friends, the African 
Civilization Society, and the Reformed Presbyterian Mission. 
In the month of May, 1864, the following free schools were in 
operation: 
DAY AND NIGHT SCHOOLS IN MAY, 1864. 
By whom supported. 
Day. 
Night. Teachers. 
Pupils.* 
National Freedmen's Relief Association 
of District of Columbia 
5 
11 
500 
American Tract Society 
1 
100 
African Civilization Society 
1 
2 
100 
Reformed Presbyterian Mission 
1 
i 4 
200 
Trustees of Public School Fund 
1 
•) 
100 
Pennsylvania Freedmen's Relief Ass'n.. 
1 
.) 
150 
Philadelphia Friends 
1 
o 
150 
Dr. L. D. Johnson 
1 
1 2 
100 
Volunteer Teachers' Association 
12 34 
1,250 
Totals 
12 
14 61 
2,650 
Several of these schools, both day and night, were maintained 
through the summer of 1864; and in the following autumn and 
winter large accessions of aid were received from the North. 
The schools of the National F. II. Association of this District 
were assumed by the National F. II. Association of New York, 
and the New England Freedmen's Aid Society, of Boston, as- 
sumed the salaries of the teachers in the public school, increas- 
ing the number to four. Other organizations entered the field. 
The night schools of the Volunteer Association were mostly con- 
tinued, or others were opened, making the previous number 
more than good; and a part of the teachers were paid at the rate 
of $10 per month from funds received from the North. The 
following schools were maintained through the greater part of 
the season: 
* Estimated. 8 
DAY SCHOOLS IN 1864-5. 
Schools. 
Bv Penn. Freedmen's Relief Association, 
Teachers. 
Pupils. 
Philadelphia 
6 
14 
816 
National Freedmen's Relief Asso., N. Y 
5 
9 
450 
American Missionary Association, N. Y 
4 
11 
732 
Philadelphia Friends 
9 
6 
360 
African Civilization Society, N. Y 
2 
3 
180 
Old School Presbyterians 
o 
5 
350 
Reform ed Presby ter i a ns 
1 
3 
200 
New England Freedmen's Aid Commission.. 
4 
160 
New England Freedmen's Aid Society 
1 
4 
200 
Free Baptist Mission 
1 
I 
80 
Individuals in Maine 
1 
1 
60 
Total 
17 
61 
3,588 
By Volunteer Association 
Schools. ' 
10 
Teachers. 
Pupils. 
500 
American Missionary Association 
4 
8 
270 
Reformed Presbyterian Mission 
1 
3 
50 
At Soldiers' Free Library 
1 
6 
100 
Totals 
16 
3!) 
920 
NIGHT SCHOOLS. 
Nearly all the Northern associations named above, and one or 
two in addition, generously continued their aid through the two 
succeeding school years, namely, 1865-6, and 1866-7. The fol- 
lowing statistics taken in March, 1866, and May, 1867, show 
the extent of school advantages for those terms: 
DAY SCHOOLS IN 1865-6. 
Schools. 
Teachers. 
Pupils. 
By Penn. F. R. Association 
.... 9 
17 
858 
New York F. R. Association 
8 
12 
604 
American Missionary Association 
.... 8 
11 
594 
Baptist Home Missionary Association 
.... 3 
7 
284 
Pennsylvania Friends 
O 
6 
376 
New England Freedmen's Aid Society... 
9 
5 
315 
New England Friends 
9 
3 
180 
Old School Presbyterian Mission 
2 
5 
373 
Reformed Presbyterian Mission 
1 
3 
186 
African Civilization Society 
2 
2 
108 
Bangor Freedmen's Relief Association 
1 
1 
52 
Total 
40 
72 
3,930 
NIGHT SCHOOLS 
The Volunteer Association was disbanded in May, 1865, its 
work having been assumed mainly by the associations who fur- 9 
nislied teachers for the clay schools. Ten night schools, with 
625 pupils, were reported in March, 1866, as sustained by these 
associations. 
DAY SCHOOLS IN 1867. 
By New York Branch Freedmen's Union 
Schools. Teachers. 
Pupils. 
Commission 
15 
17 
1,041 
By Penna. Branch Freedmen's Union 
Commission 
15 
17 
849 
By New England Branch Freedmen's 
Union Commission 
4 
4 
217 
By American Missionary Association 
8 
9 
507 
By American Baptist Home Mission As- 
sociation 
3 
6 
101 
By N. E. Friends' Mission 
2 
5 
267 
By Reformed Presbyterian Mission 
5 
5 
297 
By Bangor Freedmen's Aid Society 
1 
1 
74 
By Rev. Mr. Turney 
2 11 
75 
By Trustees of Colored Schools 
5 7 
450 
60 
82 
3,877 
NIGHT SCHOOLS. 
In February, 1867, 24 night schools were reported, as follows: 
By New York Branch Commission 2; American Missionary 
Association 3 ; American Baptist Home Mission Society 2; N. 
E. Friends' Mission 2; O. S. Presbyterian Mission 1; Bangor 
F. A. Society 1; Private 1 ; Bev. Dr. Turney 12; but the num- 
ber of teachers and pupils is not given. 
THE FIRST SCHOOL HOUSES. 
At first the schools were held in the colored churches, either 
in the main audience rooms or in the lecture or class rooms in 
the basements. These were usually rented by the associations 
for this purpose, at the rate of $10 to $15 per month, and were 
always uncomfortable and inconvenient for school purposes, be- 
sides being in some cases dark, damp, and unhealthy. But there 
was no alternative; no other rooms could be had at that time. 
In the latter part of 1864, the Pennsylvania Association pur- 
chased a small dwelling house with an old stable adjoining, on 
I street, between Nineteenth and Twentieth west. The dwell- 
ing was fitted up for a home for teachers, and the stable was 
made into two small but comfortable school rooms, the whole 
cost being about $3,000. The Philadelphia Friends, about the 
same time, erected a large building in Nineteenth street, near the, 
2 10 
northern boundary, in which were three school rooms and living 
rooms for twelve teachers. This cost $6,000 ; but the location 
was not well chosen, and it was abandoned in 1866. The Re- 
formed Presbyterian Mission also erected, in 1864, a frame 
building for chapel and schools, on First street west, between N 
and O, south. This was abandoned in 1867. 
In the autumn of 1865, and subsequently, the war having 
closed, and numerous hospitals and other Government buildings 
being vacated, the use of such as were required for school pur- 
poses was obtained through the agency of the Freedmen's Bureau. 
The principal of these were- 
Freedmen's hospital, Vermont avenue and M street, 8 school rooms 
and quarters for teachers. 
Barracks, Seventeenth and I streets, 3 school rooms. 
Barracks, Nineteenth and I streets, 2 school rooms. 
Barracks, Twenty-fourth and F streets, 4 school rooms and house 
for teachers. 
Barracks, Campbell hospital, 4 school rooms and quarters for 
teachers. 
Barracks, (Wisewell,) Seventh and P streets, 5 school rooms and 
quarters for teachers. 
Barracks, Kendall Green, 2 school rooms. 
Barracks,EastCapitol street,4 schoolroomsand teachers' quarters. 
Lincoln Chapel, corner Twelfth street east and D street north, 3 
school rooms. 
Barrack (removed from Armory Square) and portable building, 
Delaware avenue, between H and I streets south, 3 school rooms. 
Barracks, Sixth street, near M south, four school rooms. 
Soldiers' Free Library and 2 portable buildings, Judiciary Square, 
3 school rooms. 
These rooms were roughly fitted up by the Freedmen's Bu- 
reau, some being furnished with rude pine desks for the advanced 
classes; others with long mess-room benches, fitted with backs 
and boxes; and others still, for the youngest pupils, with small 
chairs, formerly used in the primary schools of Boston, and gen- 
erously donated by that city. These school-rooms answered a 
very good purpose in mild weather, but in severe winter days 
were very far from comfortable; yet they were greatly prefer- 
able to the churches and basements previously occupied. 
THE FIRST PUBLIC SCHOOL-HOUSE. 
In 1864, through the efforts of Miss Frances W. Perkins, a 
teacher in the first public colored school, a donation of $1,000 
was obtained from Mrs. Parker, a benevolent lady of New Ha- 
ven, Connecticut. This, with the small amount of means de- 
rived from other sources, enabled the Board of Trustees to 11 
attempt the erection of a school-house. A lot of ground was 
with some difficulty procured in C street south, between Second 
and Third streets east, (Capitol Hill,) and a frame building was 
erected in the winter of 1864-5. The dimensions of the lot 
were 42 by 120 feet, and of the building, 42 by 42 feet, two 
stories. This allowed of two school-rooms on each floor, one 24 
by 41; the other, 17 by 41 feet. 
This school-house was first occupied May 1st, 1865, on which 
occasion appropriate dedicatory exercises took place, and an ad- 
dress was made by Rev. Henry Highland Garnet, then pastor 
of the Fifteenth Street Presbyterian church. 
CHARACTER OF THE EARLIER SCHOOLS. 
Most of the earlier schools being held, as already stated, in 
churches and large lecture-rooms, were attended by indefinite 
numbers of untrained children, crowded together upon uncom- 
fortable seats, numbers of them destitute of books or other means 
of entertaining themselves except by annoying those around 
them. The schools were ungraded, and two or three teachers 
were usually compelled to hear recitations at the same time, in 
the same room. Many of the earlier teachers, too, though they 
were ladies possessing great kindness of heart and earnest devo- 
tion to their work, were yet inexperienced in teaching, unskilled 
in the art of training either the minds or the manners of chil- 
dren. Consequently, it will be readily understood that the 
schools were not in all cases models of good order and thorough 
training. Improvement, however, began to be manifested as 
soon as better accommodations were provided ; and from year to 
year a more careful selection of teachers was made for this im- 
portant point, by the several associations. Among the first to 
give examples of model schools, for order and thoroughness, 
were Miss Lucy A. Flagg, from Massachusetts, employed by the 
New England Freedmen's Aid Commission, who taught in the 
basement of the Nineteenth Street Baptist church ; Miss Julia 
A. Lord, from Maine, employed by the New York Freedmen's 
Relief Association, first in E street south, near 10th, and after- 
wards at Fourteenth and M streets ; and Miss Eliza A. Cham- 
berlain, from Massachusetts, employed by the Pennsylvania 
Freedmen's Relief Association, at Georgetown. 
MEASURES OF CO-OPERATION 
At first the schools were managed by a number of indepen- 
dent and to some extent rival organizations, without system or 12 
co-operation of any kind. One of the evils resulting from this 
was a competition between teachers or schools to secure the at- 
tendance of the most intelligent and advanced pupils, leading in 
some cases to the holding out of improper inducements. An- 
other was the practice, which became largely prevalent, of pupils 
attending for a few days or weeks at one school, and then, in 
consequence of some whim of parent or child, or perhaps on 
account of receiving merited discipline at the teacher's hands, 
changing to another school, and so on, ad libitum. This, of 
course, was ruinous to all discipline. As a means of remedying 
these and other evils, a measure of general co-operation was 
proposed. General John Eaton, then Assistant Commissioner 
of the Freedmen's Bureau for this District, invited all teachers 
and superintendents of colored schools in this neighborhood to 
meet in conference on the 11th of November, 1865. About 
seventy persons responded to the call, and the result was the 
organization of the " District of Columbia Educational Asso- 
ciation," of which nearly every teacher of a colored school in 
this District and vicinity became a member. Its objects were, 
among others, " the interchange of views on educational topics • 
the adoption of the best methods of teaching and of discipline; 
the establishment of uniformity, so far as practicable, in text- 
books and in school regulations, and the securing of general con- 
cert of action in measures for the mental and moral improve- 
ment of the colored population of the national capital and its 
vicinity." This association established regular monthly meet- 
ings, which have continued to the present time. It also adopted 
regulations regarding the admission and transfer of pupils, 
secured general uniformity of text-books, and established a 
uniform course of instruction, which laid the foundation for 
our present system of gradation; in all of which its action has 
been of incalculable benefit to the work of education here. 
FURTHER LEGISLATION. 
The provisions of the act of May 22, setting apart ten per 
centum of taxes for colored schools, having proved inadequate 
to the case, another act was passed and approved June 25,1864, 
repealing the first section of the prior act, and providing in lieu 
thereof that such a proportion of all school funds raised in 
Washington and Georgetown should be set apart for colored 
schools as the number of colored children between the ages of 
six and seventeen bears to the whole number of children, taking 
the last reported census as the basis of calculation; also, that 13 
moneys accruing from fines, penalties, and forfeitures under 
United States laws in this District shall be appropriated for 
school purposes in the same proportion. And when the proper 
construction of this act was denied by the municipal authori- 
ties, thereby depriving the colored schools of a large share of 
the intended fund, a still further act was passed, July 23, 1866, 
requiring that the previous act " shall be so construed as to re- 
quire the cities of Washington and Georgetown to pay over to 
the trustees of colored schools of said cities such a proportionate 
part of all moneys received or expended for school or educa- 
tional purposes in said cities, including the cost of sites, build- 
ings, improvements, furniture, and books, and all other expend- 
itures on account of schools, as the colored children between the 
ages of six and seventeen years, in the respective cities, bear to 
the whole number of children, white and colored, between the 
same ages; that the money shall be considered due and payable 
to said trustees the first day of October of each year, and if not 
then paid over to them, interest at the rate of ten per centum 
per annum on the amount unpaid may be demanded and col- 
lected." &c. X 
Prior to July 1, 1867, but a small amount of the funds thus 
provided for the colored schools had come into the hands of the 
trustees, and what had become available had been mainly used 
in providing school-houses. During the latter part of the school 
year of 1866-67 the trustees, as will be seen by a preceding 
statement, had employed seven teachers, of the eighty-two then 
in service. Up to this time the teachers were mainly provided 
and supported by Northern benevolent associations. 
AMOUNT EXPENDED BY NORTHERN ASSOCIATIONS. 
From data in my possession I am able to make the following 
approximate estimate of the amount which has been expended 
by Northern benevolence for colored schools in Washington and 
Georgetown, since 1863. More than two-fifths of the whole 
amount has passed through my hands, as agent of the two asso- 
ciations which have taken a leading share in the work. The 
estimate is exclusive of books and clothing donated, and is be- 
lieved to be under the truth: 
In 1863-'4, by all societies and individuals 
In 18G4-'5. " " 
$8,500 
39,000 
In 1865-'G, " 
u 
In 1866-'7, 
u 
35'000 
In 1867-'8, " 
I1 
17'000 
Total 
$135,000 14 
The amounts expended by each of the leading organizations 
are estimated as follows : 
By Pennsylvania F. R. Association, (afterwards Pennsyl- 
vania Branch Commission,) 
$32,500 
By New York F. R. Association, (afterwards New York 
Branch Commission,) 
24,000 
By New England F. A. Society, (afterwards New England 
Branch Commission,) 
0,000 
By National F. R. Association of District Columbia, (con- 
tributed from North,) 
1,500 
By American Missionary Association 
14,500 
By Philadelphia Friends 
13,500 
Bv New England Friends 
7,000 
By Reformed Presbyterian Mission 
11,500 
By Old School Presbyterian Mission 
6,500 
By American Baptist Home Mission, (including New Eng- 
land F. R. Commission,) 
8,000 
By African Civilization Society 
3,000 
By American Tract Society 
1,000 
By Free Baptist Mission 
1,000 
By other societies and individuals 
5,000 
Total 
$135,000 
If to this we add the very moderate estimate of $15,000 for 
books and clothing donated from these sources, we have a total 
of not less than ONE HUNDRED AND FIFTY THOUSAND DOLLARS, 
a sum of which the Christian benevolence of the North has no 
reason to be ashamed, and for which this District has cause to 
feel profoundly grateful. 
Such is a brief history of the free colored schools of Washing- 
ton and Georgetown, to the end of the school-year in 1867. I 
will now proceed to present a report of the schools for the school- 
ycar ending June 30, 1868. 
REPORT FOR 1867-68. 
At the close of the school-year of 1866-67, several of the asso- 
ciations which had maintained schools in this District were led 
to withdraw therefrom, on the representation that no further aid 
was needed-that the Trustees of Colored Schools would have 
sufficient means at their command to maintain the schools for 
the future. Believing that this was (as the event has proved) a 
delusive expectation, I used my utmost endeavors to prevent it. 
By urgent representations of the facts, I succeeded in inducing 
the New York and Pennsylvania Commissions, which had al- 
ready done a most noble work at this capital, to return each 
eight teachers, to supply the school-houses in M street and at 
Georgetown; the New England Friends to continue their Mis- 15 
sion with five teachers; and other parties to send three-making 
twenty-four in all. Besides these, I succeeded in retaining an- 
other, who had been sent here as a missionary teacher, but was 
advised to go elsewhere. On the proposal of the two Commis- 
sions first named, your Board, jointly with them, engaged me 
to superintend the schools. 
My duties as Superintendent have never been defined; but 
since there has been no one to share with me any considerable 
part of the labor involved in the organization, management, and 
supply of the schools, I have been obliged to make a much 
broader interpretation of these duties than is customary in cities 
where the school-systems have become more completely devel- 
oped. Not only has it fallen to my province to supervise all 
that relates to the business of teaching and discipline in the 
schools, the keeping of proper records, statistics, etc., but also to 
give personal attention to almost every item of repairs, supplies 
of fuel, and, to some extent, of books and stationery, for the fifty 
to sixty school-rooms under my charge. To claim that all this 
has been well and properly done is more than I can venture. 
For the greater part of the time any three active men would 
have found full employment in this range of duties. 
I entered upon my work on the 14th of September. The 
schools were to open October 1st. Many repairs and improve- 
ments were necessary in the old school-buildings; two new 
school-houses were in process of construction, but unfinished; a 
general system of organization and gradation was to be planned; 
a series of regulations for all schools was to be drawn up, with 
special rules for each large school-building ; forms of registers, 
records, monthly reports, and other necessary blanks, were to 
be prepared; several new teachers were to be examined previous 
to appointment; and all were to be assigned to their several po- 
sitions and locations-a work of no small difficulty and delicacy. 
The trustees had engaged the services of fourteen teachers who 
had been employed by northern associations during the preceding 
year; also of seven who had been in their own employ, and ten 
new ones were appointed, making thirty-one in all in the em- 
ploy of the trustees at the beginning of the year. Four others 
were appointed at a later day. 
The New York Commission sent 8, the Pennsylvania Com- 
mission 8, the N. E. Friends 5, the Reformed Presbyterian Mis- 
sion 2, subsequently 2 more, the Hartford Association 1, the 
Bangor Association 1, and soon after the Holliston (Massachu- 
setts) Association 1, the Universalists of Maine 1, and the New 
England Commission and the Rochester (N. Y.) Anti-Slavery 
Society each a teacher of sewing, 29 gratuitous laborers in all. 16 
The Pennsylvania Commission was induced to discontinue 
the support of its eight teachers after January 1, and this was 
assumed by the trustees from that date. 
The new school-house in the Fourth district (Island) was not 
ready for occupation until October 28, and that in the Second 
district not till November 4. 
Nineteen schools were opened October 1, two October 3, fif- 
teen October 7, two October 9, one October 10, four October 21, 
eight October 28, four November 4, one November 25, one De- 
cember 18, one January 13, one January 27-59 in all. Two 
schools in the Third district (Capitol Hill Barracks) were dis- 
continued in March, in consequence of the demolition of the 
building in which they were held. 
In order to secure the benefits of uniformity of system and 
of regulations in all the schools, the proposition was made, at 
the outset, with the sanction of the Board, to the superintendents 
and teachers of the several associations, that, on condition of 
placing their schools under the regulations of the trustees, keep- 
ing the required records, and reporting monthly to your super- 
intendent, submitting their schools to his inspection, the incidental 
expenses of the schools would be defrayed by the trustees. This 
proposition was readily accepted by all parties. The Presby- 
terian Mission, however, saw fit to withdraw from the arrange- 
ment in December. Its continued observance by all other parties 
has been of great value to the discipline and harmonious pro- 
gress of the schools. 
The following is a general summary of statistics for the school 
year: 
Total colored population of Washington in Nov., 1867* 
Total colored population of Georgetown in Nov., 1867 
31,397 
3,284 
Total colored population of both cities in Nov., 1867 
34,681 
Increase since 1860, Washington, 20,984; Georgetown, 
both 22,333. 
1,349; 
Number of colored children between the ages of 6 and 17 in 
Washington 
Number of colored children between the ages of 6 and 17 in 
Georgetown 
8,391 
894 
Total 
9,285 
SUMMARY OF STATISTICS. 
*This census, taken by the Bureau of Education in November, 1867, was doubt- 
less imperfect, yet there is no question but that it understates rather than over- 
states the actual population. 17 
Increase since 1860 in Washington 
Number of school buildings owned by trustees of colored 
4,192 
schools 
5 
Number of rooms in same 
Number of seats 
Number of buildings owned by other parties, occupied by 
36 
976 
schools 
12 
Number of rooms in same 
28 
Number of seats 
2,464 
Number of rooms occupied 
23 
Total number of rooms 
64 
Total number of seats 
3,440 
Per cent, of seats on number of children 
37 
Number of teachers employed by trustees at end of term 
40 
Number of teachers employed by other parties at end of term. 
15 
Total 
55 
Largest number of teachers employed by trustees (January, 
February, March and April) 
41 
Average number teachers employed by trustees for year 
Average number teachers employed by others for year (2 
37 
sewing) 
23 
Average number employed by all parties 
61 
Largest number of schools sustained by trustees 
41 
Average number 
37 
Largest number of schools sustained by other parties 
25 
Average number 
Largest average number of pupils belonging to school in any 
21 
month (February) 
2,969 
Largest average attendance in any month (February) 
2,639 
Average number belonging to school from Nov. 1 to June 30.. 
2,816 
Average attendance for same period 
Per cent, of attendance on the whole number of children of 
2,523 
school age 
27 
Average number of pupils to a teacher 
48 
Number of schools in which grammar was studied 
9 
Number of schools of lower grade 
51 
Per cent, of average attendance in all schools for the year 
89 
Per cent, of average attendance in grammar schools 
Per cent, of average attendance in lowest grade of primary 
90 
schools 
Highest per cent, of attendance for the year in any school 
(No. 3, First District, Miss Kate G. Crane, teacher) 
Next highest per cent. (No. 9, First District, Miss M. B. 
89 
96.3 
Mann, teacher) 
Next highest per cent. (No. 1, Fourth District. Miss E. L. 
94.7 
Crane, teacher) 
94.5 
The following tabulated summary gives the total uionthb 
statistics during the year of all the day schools reported to 
n 
with the totals or averages for the year; 18 
.Months. 
No. of 
schools. 
No. of 
teachers. 
Continued from 
previous month. 
Admit'd by trans- 
fer. 
Otherwise admit- 
ted. 
5 1 
Seats forfeited. 
Suspended. 
Re-admitted. 
Expelled. 
No. belonging last 
day of month. 
Presn't every half 
day. 
Punctual every 
half day. 
Receiving certifi- 
cates of merit. 
Transfer'd to o 
er schools. 
Left school. 
i 
Others. 
1 
Trustees'. 
i 
g 
Total. 
October 
27 
24 
51 
27 
25 
52 
45 
2,893 
36 
84 
23 
26 
13 
6 
2,760 
865 
479 
31 
November 
31 
25 
56 
31 
26 
57 
2,210 
143 
728 
171 
142 
78 
75 
51 
15 
2,748 
1,185 
743 
52 
December 
32 
25 
57 
32 
28 
60 
2,542 
105 
428 
113 
171 
191 
40 
37 
16 
2,665 
712 
470 
58 
January 
41 
20 
61 
41 
21 
62 
2,041 
318 
537 
310 
261 
139 
35 
55 
18 
2,648 
812 
524 
83 
February 
41 
20 
61 
41 
21 
62 
2,680 
19 
351 
15 
225 
103 
59 
71 
14 
2,704 
1,057 
772 
132 
March 
41 
19 
60 
41 
20 
61 
2,631 
251 
400 
225 
300 
107 
27 
40 
12 
2,667 
1,119 
820 
127 
April 
41 
19 
60 
41 
20 
61 
2,559 
241 
427 
253 
288 
52 
24 
32 
11 
2,657 
1,270 
903 
147 
May 
41 
19 
60 
40 
19 
59 
2,598 
36 
345 
18 
252 
61 
36 
29 
10 
2,663 
938 
726 
98 
June 
40 
14 
54 
40 
13 
53 
2,241 
9 
132 
3 
203 
38 
14 
17 
10 
2,128 
870 
576 
56 
Total 
♦37 
*21 
*58 
*37 
*21 
*58 
*2,167 
1,167 
6,241 
1,144 
1,926 
792 
336 
345 
112 
*2,627 
*■981 
*669 
784 
Summary of Monthly Statistics of Day Schools reported to Superintendent for year 18G7-8. 
* Average. 19 
o 
E 
October v 
November 
December 
January 
February 
March 
April 
May x 
June 
Months. 
23,681 
COCOMCiOi WiXOi-* 
CjiOOCOH-QOOlCOCOW 
Tardiness. 
w 
►-* bC k- bO k-u bC »-* to 
M MlOOOOObJX O M 
Dismissals. 
Jn 
occ©oc©c©cc-4Qoco 
JCOJ© JCj-lj-JXj;« 
£ 07 bC co fe ©1 ~ 
O 00 ©1.4*. 4*. O> CO Cl Cl 
Presences half 
days. 
£ 
~cV>-^-"cVcV-1 Co co t-' 
QO d *4 Ci - bo Cn oo Ci 
~4 ObO co -I bC L© -IO 
Absences half 
days. 
\d 
J© J© cocoj© cococo J© 
*Co'o bo'k-*'co'i< o'o'h-* 
No. of different 
pupils. 
2,278 
J©J©J©J©J©t©L©J©J-* 
'o'co'Tu'U-.'ku'bo'bo'ku'ci 
~ ©7 3C -I - C©) - 
C0"4O4-C0CiCDC0C© 
b\ 
Average number 
present. 
be 
*4 
Average number 
belonging. 
s 
COCOCOCOCOOCQOCOOO 
k- H- k- © C M Vi M M 
Per cent, of at- 
tendance. 
co 
C<C©Q0C©Cl©l4*-4t© 
©iG04*-4-Ci4i4-OO 
No. corporeally 
punished. 
t© 
WH'4iC0CO4-l-'COk-' 
k-'4-COGC>--i-'bCOCCS 
No. furnsh'd with 
books. 
111 68 
UU »-i 1-* 
CO OO O »-> bO t© co o co 
r- COOOOk- -1 - -1 -1 
Cost of books sup- 
plied. 
00 
©1 k-4 to 
COOk-'bCbOOOOOO 
Visits of trustees. 
Visits of Super- 
intendent. 
9° 
g> 
CO L© -I t© 00 ©I -1 k- O 
Visits of parents. 
£ 
COCpOiEcOOOOOCi 
00 O 00 00 1© k- O C7 00 
Visits of other 
persons. 
"s 
>5: : : : : 
Members " Van- 
guard of Free- 
dom. "« 
Largest. 
SUM MARY-Con tinned. 
t Average. 
* A juvenile temperance organization. 20 
OTHER SCHOOLS. 
In the foregoing statistics are not included four schools, of a 
partly theological character, mainly for adults preparing for the 
ministry. These were supported by benevolent or missionary 
societies, and were reported to the Freedmen's Bureau, in May, 
as follows: 
By National and Ladies' Ed'l. Societies... 
American Baptist Home Mission 
National Theological Institute 
Schools. Teachers. Pupils. 
... 2 11 97 
... 1 3 29 
... 1 2 36 
Total 
... 4 16 162 
NIGHT SCHOOLS. 
Early in January, I was authorized and directed by the Board 
to make the necessary preparations, and open in different sec- 
tions of the two cities night schools for the instruction of such 
colored persons as were unable to attend the day schools. The 
number of teachers authorized to be employed at first was fixed 
at fifteen, but afterwards increased to twenty. The compensa- 
tion allowed was one dollar for each night's session, of two hours. 
The schools generally were kept up until the 9th of April, (Eas- 
ter holidays,) though four vere continued through May, and two 
through June. 
The following summary of the monthly reports gives the full 
statistics of these schools: 
Statistics of Public Night Schools. 
January 
February 
March 
April 
May 
J une 
Total 
o 
T2 
IO 4- S O O O 
No. of schools. 
No. of teachers. 
1,041 
CC 4- CO 00 C3 -4 
No. of nights. 
bO 
I 
to to to IO LO IO *>i 
<k> 
Length of ses- 
sion. 
* 
C?i to £ o o to 
No. of pupils. 
s 
Av'age attend. 
- - 1 
8 S § o s S 
Over 15 yrs.age. 
* 
* 
fe' -i 3 § s i 7 
Read and spell. 
Study arith'c. 
* 
>-> 
* 
§8 
SccSggg 
Study geog'y. 
Learning to 
write. 
* Average. 
In addition to these, several free night schools were main- 
tained for a considerable portion of the winter, by other parties, 
as follows: 
OTHER NIGHT SCHOOLS, 21 
Teachers. Pupils. 
At East Capitol Barracks, by T. Torrey 5 125 
At Soldiers' Free Library, by J. R. Fletcher 5 100 
At cor. Ninth and E sts., Island, Liberal Assoc'n 5 100 
At cor. Twenty-second and I sts., Ladies' Ed'l. Asso.. 5 100 
Total 20 425 
School-houses occupied, and their capacity. 
Location. 
Owned by. 
No. of 
rooms. 
No. of 
seats. 
No. of 
pupils in 
March. 
First District. 
M street, near Seventeenth, west 
Trustees 
8 
444 
405 
Corner N and Seventeenth streets 
Miss Mann 
1 
40 
3( 
Barracks, I street, near Seventeenth, 
west 
Government 
4 
204 
162 
Corner Twenty-fourth and F streets... 
Government 
4 
200 
137 
Corner Thirteenth and R streets 
N. E. Friends 
4 
210 
2L 
C street, north, between Twelfth and 
Thirteenth, west 
J. Bligh 
1 
60 
54 
Total First District 
22 
1,158 
999 
Second District. 
O street, between Fourth and Fifth, 
west 
Trustees 
8 
444 
381 
Judiciary Square, corner Fifth and 
E streets 
J. Rumsey 
1 
80 
83 
Kendall Green Camp, S street, east, 
and M, north 
Government 
2 
110 
114 
- 
- 
Total Second District 
11 
634 
578 
Third District. 
C street, south, between Second and 
Third, east 
Trustees 
4 
200 
212 
Lincoln Chapel, Twelfth, east, and 
D, north 
Government 
4 
200 
*90 
Total Third District 
8 
400 
302 
Fourth District. 
Corner Ninth and E streets, Island... 
Trustees 
8 
444 
384 
E street, south, between Ninth and 
tenth 
A. Bowen 
1 
50 
40 
Delaware avenue, between H and I 
streets, south 
Government 
110 
44 
Barracks, Sixth street, near M, south 
Government 
4 
200 
200 
Total Fourth District 
15 
804 
668 
Fifth District. 
East street, Georgetown 
Trustees 
. 8 
444 
363 
- 
- 
Grand total 
(14 
3,440 
2,910 
* Including the number in another building, which was demolished in March. 
Number of children in each district, by late census: First district, 3,252; sec- 
ond, 2,023; third, 1,308; fourth, 1,718; tilth, 894; total, 9,285. 22 
Of the rooms included in the above, five were unoccupied for 
want of teachers-namely, 1 in the first district, 3 in the third, 
and 1 in the fourth. These are capable of seating 250 pupils. 
School Property belonging to the Trustees of Public Schools. 
Ol 4-4* 03 
O3tCH- 
H- 
District. 
o S o 
■A 
L< 
H- 03 
tS 
Square. 
0 
3 
Jl 
I streets southf 
East st. Georgetown 
12tli st. east and I) 
street northf 
Cor. 9th and E sts... 
Del. av., bet. and II 
21st street near K ... 
O st. bet. 4th and 5th 
C st. south, bet. 
2d and 3d st. east.. 
M street near 17th.. 
03 
2- 
o 
Q 
r* 
O 
1 
©o 
10,000 
.8,000 
G7 *" 
*£ 
About 
22,800 
Land. Square 
feet. ■ 
ooo 
u 03 
goto 
to 
£ 
48x72 
Dimensions of 
building. 
hOI- 
LO *-1 
IO 
b0O3 
to 
No, of stories. 
GO bO 
00 
4- 
oo sc 
00 
No. of rooms. 
to 
,1. I,. 
kU 
No. of seats. 
tt o 
to' 
o 
- 
o o' 
o o 
CL& 
Wood. 
Brick. 
Wood. 
Brick. 
Brick. 
o 
o 
Material of 
building. 
Bad.... 
Fair ... 
Fair... 
Good.. 
Fair... 
Unfi'd 
Good.. 
Poor... 
Condition. 
CD 
03 
CD te 
Est'd value. 
s s' 
gg 
g 
GENERAL RESULTS. 
It will be seen by the foregoing statistics, that there have been 
during the past year from eight to ten less teachers in employ 
by all parties, and about one thousand less pupils in school, than 
during the previous two years. This loss, occasioned by the inabili- 
ty of the trustees to sustain the number before supplied by the be- 
nevolent associations, was in some degree compensated by the 
better organization, more complete grading, greater regularity 
of attendance, and more thorough instruction of the schools in 
general. The teachers, as a body, were earnest and faithful in 
their work, though possessed of varying degrees of skill. Being 
(with unimportant exceptions) under one superintendent, one 
system of regulations, and a uniform course of instruction, the 
results in the schools were more definite and tangible than here- 
tofore, and, as a whole, were exceedingly satisfactory. Progress 
and improvement in nearly all respects were markedly observ- 
able at the closing examinations, as compared with those of any 
preceding year. Indeed, the progress which has been made in 
organizing and perfecting an efficient school system in so brief 
* East of. 
t The buildings on these lots are at present held by the Government, but will 
doubtless be transferred to the trustees for school purposes on application to 
Congress. 23 
a period has probably few parallels in any part of the country. 
The capabilities of the pupils in general for acquiring knowledge 
have been demonstrated to be not inferior to those of any class 
of children in the country, while the rate of advancement of be- 
ginners, where their teachers have possessed a fair degree of skill, 
has been found to be generally twice, and in some instances/our 
times, as rapid as that prescribed in the school systems of our 
northern cities.* 
Nevertheless, we have by no means arrived at perfection; and 
I now propose to specify, under appropriate heads, several de- 
ficiencies which should receive special attention in the future 
management of the schools. 
READING. 
It was apparent at our last examination that, with some very 
creditable exceptions, the reading in our schools was not up to 
a proper standard of excellence. It was characterized too gene- 
rally by a lack of spirit, of naturalness in expression, and of 
distinctness and accuracy of utterance, all of which are indispen- 
sable qualities of good reading. This deficiency was more marked 
in schools of the secondary and intermediate grades, than in 
either the lowest primary or the grammar departments. 
Comparatively few teachers appear to be skillful in teaching 
this accomplishment, and it is probable that comparatively few 
have ever themselves been properly taught to read. Yet all will 
agree that it is an acquirement of the very first importance, and 
should take precedence of all other branches in our rudimentary 
schools. It was observed that in general the pupils were much 
more proficient in arithmetic and geography than in reading. 
Good reading cannot be taught without study, earnest appli- 
cation, and constant efforts to improve, on the part of the teacher, 
so that she can continually present a good example for imitation 
by her pupils; for it is by the teacher's example, more than by 
all other means, that pupils acquire a good style of reading. She 
should take pains to listen to the best readers and elocutionists, 
and to submit her own performances to criticism at every oppor- 
tunity. The formation of reading clubs for mutual criticism 
among teachers might be extremely beneficial. Or the super- 
intendent, if not overburdened with other duties, might meet 
*In Boston the time prescribed for completing and reviewing the 
primer in the primary schools is one year ; in Chicago fourteen 
months. During the last year our schools have generally accom- 
plished. this in six months, and some classes in three months. 24 
the teachers in classes, once or twice a month, for exercises in 
reading and vocal culture. (This was contemplated during the 
past year, but was prevented by the overwhelming pressure of 
labors not properly pertaining to the functions of a superintend- 
ent.) Or, again, some of the more experienced and successful 
teachers in reading, in the several districts, might be employed, 
for a proper compensation, to meet their less experienced asso- 
ciates, for practice and improvement in this branch. 
It is deemed important, for the efficiency and credit of the 
schools, that these or some other adequate measures should be 
taken to remedy the deficiency here pointed out. 
Much improvement has resulted, in many of the schools, dur- 
ing the past year, from the introduction of the practice of phonic 
analysis, or spelling by sounds. Where this has been pursued 
with thoroughness and accuracy, the enunciation of the pupils 
has been greatly improved, especially in the primary classes. 
This method, or its equivalent, is now universally practiced in 
the best schools of our country, and there are none where its ben- 
efits are more needed than in ours, on account of the habits of 
imperfect enunciation which most of our pupils form before they 
enter school. Some of our teachers, however, have failed to make 
use of it, or to qualify themselves to employ it properly, either 
from a lack of appreciation of its value, or a disinclination to 
attempt anything they have not been accustomed to. In my 
judgment, this method, or some equivalent means of specifically 
training the vocal organs, should be insisted on in all our schools 
for the future; and the ability to employ it should be considered 
an indispensable requisite in a teacher. 
In this connection, I would invite your attention to what ap- 
pears to be a valuable aid in this matter of vocal culture and 
the attaining of a correct pronunciation, as well as a great help 
to beginners in learning to read. I refer to " Leigh's Pro- 
nouncing Orthography," a method of representing all the 
different sounds of the alphabet by slightly modified forms of 
letters, so that the same form of letter shall always represent the 
same sound. This is exemplified in a series of charts containing 
progressive exercises in enunciation, for use in the schoolroom; 
also in editions of the primary reading books used in our schools, 
printed in the peculiar and ingenious typography invented by 
Dr. Leigh. This method has been carefully tested in schools in 
Boston, New York, and St. Louis, and with such satisfactory 
results in shortening the time of learning to read, and securing 
a good enunciation, as to lead to recommendations from high 
authorities for its general adoption. I obtained from the author 25 
last winter a donation of several sets of his "Sound Charts," 
which have been put to good use by a number of teachers in the 
vocal training of their pupils. I also obtained some copies of 
Leigh's edition of Hillard's primer, and had a partial trial made 
of its merits in one school-namely, that of Miss Cochran, at 
Kendall Green camp-with such results as to show at least the 
desirableness of giving it a more full test. The trial was inter- 
rupted by the sickness and resignation of the teacher in May; 
but the indications thus far were that, by the use of these methods 
in the hands of skillful teachers, the time and labor of learning 
to read may be reduced to one-half or one-fourth of that usually 
required by the old. methods, and a much more clear and correct 
enunciation be at the same time secured. You will doubtless agree 
with me, that if even a fraction of this can be realized, after a 
full and fair trial, it is of vast moment that this improvement 
be introduced into our schools at the earliest practicable day. 
Children in our times have so much to learn in order to be quali- 
fied for the duties of life, and the majority of the children whose 
education is entrusted to you have so few years to spend in 
school, that it seems little less than a crime to waste time and 
money on old and plodding methods, with unprogressive teach- 
ers, when improved and more expeditious modes and wide-awake 
teachers can be had for the same monev. 
- 
SPELLING. 
The recent examinations showed a fair degree of proficiency 
in oral spelling, especially in the primary classes. But expe- 
rience has proved that many pupils who will in this way spel 
correctly the words pronounced to them from the columns in the 
spelling-book, make numerous mistakes when they attempt to 
write the most common words in a letter or a composition. 
Hence the need of special attention to written spelling. The 
gold medal offered by William Ballantyne, Esq., near the close 
of the last term, to the best speller, had the effect of awakening 
much interest in this matter in the grammar schools. The re- 
sults, as developed at the spelling contest, were very creditable 
for the time. But it is to be hoped that another year will show 
much progress in this particular. 
I am not altogether clear that the offering of a medal or prize, 
which can be awarded to but one individual, is the best method 
of stimulating interest in this or any other branch of education. 
Lt isopen to objection on several grounds, not the least of which 
is the dissatisfaction, ill feeling, and accusations of unfairness in 
the award, which are almost sure to result on the part of the 
4 26 
disappointed competitors. One only is pleased and satisfied- 
all others are displeased and unhappy. It would be far bettei* 
if all pupils could be inspired by their teachers with the love of 
knowledge, of excellence, and of accuracy, for their own sakes, 
as an incentive to effort, rather than the selfish pleasure of 
triumphing over their fellows in the possession of a medal. 
Yet if it be thought best to offer prizes of any kind, I would 
suggest that there be one first and several secondary ones, and 
that the offer be made at an early day in the coming school 
year. I would also recommend that the intermediate as well 
as the grammar schools be allowed to compete for the prizes, 
and that in awarding the first prize the school which shows the 
highest degree of accuracy should be first selected, and then the 
pupil who stands highest in that school. 
WRITING. 
The penmanship in our schools hitherto has been far from 
satisfactory. Though many pupils have made great improve- 
ment, and the generality of them have shown capabilities for 
becoming excellent penmen under proper guidance, yet the art 
of writing has been taught in a very unsystematic manner, and 
the results fall far short, in elegance and general excellence, of 
what might be attained. Few of the teachers appear to have 
any special skill in teaching penmanship. 
I would earnestly advise the employment of a competent pro- 
fessor of penmanship, to first instruct the teachers in the art of 
teaching this branch, and then, for a time, to supervise their work 
in the school room. Probably an arrangement for this purpose 
can be readily and cheaply made with one of the business col- 
leges established in this city. 
SINGING AND MUSIC. 
It is agreed on all hands that colored children have a natural 
talent for vocal music. It is a mistake, however, to suppose that 
this talent does not need careful culture in order to produce a 
fine and tasteful execution. In those of our schools whose teach- 
ers have happily possessed the ability to develop and train the 
musical faculty in their pupils, the results have been extremely 
pleasing and captivating, beyond, probably, what is attained 
among any other class of pupils. But all our teachers do not 
possess skill to teach others in this branch. In many of the 
schools, therefore, the daily exercise of singing has been confined 27 
to little else than the wearisome repetition of threadbare Sunday 
school songs, and that in a not very tasteful or artistic manner. 
More than this, but little attempt has been made, thus far, in 
any of our schools to teach musical notation, or the reading of 
music. This is now generally considered an important part of 
public school instruction, especially in cities. It should, at least, 
be introduced into all our schools of higher grade. And I trust 
the time is not far distant when it will be taught also in the 
primary schools, in connection with the rudiments of ordinary 
reading and arithmetic, as is now done in some of our northern 
cities. It is usually supposed that musical notation is too diffi- 
cult to be learned by young children, but experience has shown 
that they acquire this, when properly taught, with just as much 
facility as they learn the meaning of A, B, C, or 1, 2, 3, and 
that they learn it with as much greater readiness when young 
than at a later age, as they do the alphabet or the multiplication 
table. If, therefore, musical notation is to be taught at all in 
our schools, economy would dictate that it be commenced in the 
primary grade. 
It is, however, deemed very important that at least one special 
teacher of music should be employed, first, to aid those teachers 
who are not gifted in this department, and, secondly, to teach 
musical notation in the higher grades of schools. 
NIGHT SCHOOLS. 
The question has been raised whether the night schools main- 
tained by the trustees the last season were of sufficient utility to 
compensate for their cost. It is difficult to form an estimate of 
the value of some of these schools. A style of conducting them 
had come in vogue, under the volunteer system, which was not 
conducive to very definite or satisfactory results. Pupils came 
bringing various spelling or reading books, in which each was 
determined upon making his or her own way independently of all 
others. It was difficult to make any classification, or to assign 
uniform lessons; and if classes were formed and lessons assigned 
one evening, perhaps the next would find one half the pupils 
absent, new ones taking their places, and a new classification 
necessary-few being able to command their time so as to attend 
with any regularity. Under such circumstances, the teacher 
could do little more than spend a few minutes with each pupil 
individually, and with a very limited number of them. Thus 
his time and strength were expended to a great disadvantage, as 
compared with what is done in a well-classified and regularly- 28 
attended school. Some pupils possessing the power to apply 
themselves persistently, out of school as well as in, would make 
good progress even with such irregular attendance and teaching, 
but others evidently accomplished little, if anything, and soon 
became discouraged. 
The schools, however, were not all conducted in this way. 
Some of the teachers insisted upon uniformity of books and reg- 
ularity of attendance, and succeeded in obtaining both to a good 
degree, by refusing admission to such as did not comply with 
the conditions. In these cases the schools were well classified, 
their exercises conducted with regularity, and the progress of 
the pupils was all that could have been expected. 
I would recommend, that, for the future, in the night schools, 
only teachers of good qualifications be employed, and only such 
pupils be admitted as can conform substantially to the conditions 
of a well regulated school, as indicated above. The numbers will 
undoubtedly be much smaller, but the results proportionately 
more valuable. 
EXPULSIONS-NEED OF A REFORM SCHOOL. 
By reference to the summary of statistics before given, you 
will observe that 112 pupils were expelled from the schools 
during the year. These were of both sexes, but mostly boys. 
They were expelled, in most cases, for such persistent insubor- 
dination, or such acts of immorality, as rendered their member- 
ship in school pernicious and intolerable. 
While it is necessary for the good of the schools and the wel- 
fare of the pupils generally, that such vicious children should 
be debarred from them, yet the good of these unfortunates as 
well as of the community at large, requires that some proper 
provision should be made for their discipline and education. 
They, of course, consist, with few if any exceptions, of children 
who are under no proper control or training at home. To ex- 
clude them from school is usually to turn them loose from all 
wholesome restraint, and deprive them of all chance of mental 
or moral improvement. Besides, in many cases, the schools arc 
by no means rid of their evil influence by expulsion, since they 
often hang about the schoolhouses day after day, occasioning in 
some instances greater annoyance than while members of the 
school. They are thus growing up to be pests of the commu- 
nity, and adepts in all vice and crime. 
Immediate measures should be taken to secure for this class 
a Reform School, where, under a firm but kind and parental 29 
discipline, these unfortunate and worse than orphaned children 
may be trained to usefulness and virtue. A law making pro- 
vision for such a school, irrespective of color, was passed by 
Congress three or four years since, but it has proved inoperative, 
either for want of the required appropriations from the city, or 
on account of the appointment of an inefficient Board of Trus- 
tees. Some means should be found for carrying out the benefi- 
cent intentions of Congress in this matter. 
I think it proper to add that, in my judgment, our teachers, 
though in all cases of "the gentler sex," have succeeded remark- 
ably well in the management and control of their pupils. The 
ability to govern docs not depend on muscular power. It is a 
noticeable fact that some of the frailest of our teachers, physically, 
have exercised the must potent control over their pupils. 
NEED OF MALE TEACHERS. 
While female teachers are unquestionably the best, in general, 
for the management and instruction of young children, yet there 
is little doubt that the character and efficiency of our schools could 
be much improved by the employment in some positions of male 
teachers of the right stamp. Large ungraded schools, like those 
at Kendall Green cam]) and Lincoln Chapel, should be in charge 
of vigorous and capable men. Those schools are so located as 
to be inaccessible in wet weather by females without great fatigue 
and exposure, and the character of the pupils is such as to severely 
tax the strongest constitution in a teacher. The three teachers 
who have been engaged at these locations during the past winter 
have all sacrificed their health, two of them nearly their lives, 
in the effort to discharge their duties. 
A male principal, of suitable capabilities, at the head of each of 
our large graded schools, also would unquestionably give to them 
higher efficiency and success. The government of a school should 
pattern after that of a well-regulated family, in which, by Divine 
appointment, both masculine and feminine elements are com- 
bined. This would result from the employment of a properly 
qualified male principal, charged with a general oversight of all 
the schools in each large school building. He would, also, to an 
extent not to be expected of a lady principal, be able to suppress 
disorder on the playgrounds, and to protect the schools from dis- 
turbance by evil-disposed persons on the outside, which latter 
has been a source of great annoyance in some localities. 
DISCIPLINE-CORPOREAL PUNISHMENT. 
With few exceptions, the discipline in our schools has been 
good. That is to say, the teachers generally have appeared to 30 
have a high standard of order, and to be in a good degree suc- 
cessful in bringing their schools up to it. Some have done this 
with little or no corporeal punishment, while others have felt 
compelled to resort to this more or less frequently. 
You will observe that 594 cases of corporeal punishment have 
been reported during the year. I believe these usually have 
been very slight. In only two or three instances has complaint 
been made to me, by parents, of bodily injury inflicted on pupils 
by their teachers; and in these cases it proved to be the result 
of violent resistance to discipline on the part of the pupils. And 
it is worthy of note that in all these cases the teachers were col- 
ored. Not a single instance do I recollect, during the past year, 
of complaint of harsh treatment against a white teacher. On 
the contrary, the common complaint has been, against both col- 
ored and white teachers, that their discipline was too lenient. 
Or, to quote the words of a parent who evidently had been de- 
prived of the advantages of school himself, "the teachers is too 
soft with 'em; they must beat 'em more. Chil'n needs a heap 
o' beatin' to make 'em 'have, and make 'em larn." 
This opinion, of the indispensable necessity of the rod as a 
means of discipline for children, has existed in the world proba- 
bly ever since there were children to discipline. Nevertheless, 
modern experience has seriously called it in question, and sug- 
gested at least the possibility of a more excellent way. If equally 
good or better results can be reached by methods less repulsive 
to the finer instincts of our nature, all will agree that they should 
be preferred. The question of prohibiting by law the infliction 
of corporeal punishment in any case in school, has been agitated 
and fully discussed during the past year in some of our older 
communities. After reviewing the whole matter, I see no reason 
to modify the views expressed in my report for November last, 
as follows: 
" Repulsive as this mode of discipline is, there are cases in which 
it seems the only available resource. There is a stage in the mental 
and moral development of most children, when the higher sensibil- 
ities are too weak, and have too little controlling power, to be suc- 
cessfully appealed to for proper guidance of their conduct; and only 
the dread of physical pain is sufficient to restrain them. If all teach- 
ers were largely gifted, as some are, in the power of mental and 
moral control over others, and if the exigencies of the school-room 
would allow of their waiting until the mental and moral powers of 
every pupil should become sufficiently developed, they might dis- 
pense at once and forever with all modes of inflicting physical pain. 
But all teachers, unfortunately, are not thus gifted ; and order must 
be promptly secured, else the school is of little value to any. 
" Yet it is believed that persons possessing a sufficient measure of 
the power referred to, to enable them to become successful teachers, 31 
will find the occasions calling for corporeal punishment to grow 
more and more rare, until they cease altogether, at least with pupils 
who continue for any length of time under their influence. Hence 
the propriety of the declaration in our School Regulations that ' a 
frequent resort to, or reliance upon, corporeal punishment will be 
regarded as evidence of unfitness for the position of teacher.' " 
It is worthy of note that those schools which have reported 
the largest number of cases of corporeal punishment have by 
no means been the best governed. But, on the other hand, it 
should be remarked that many of the pupils have evidently 
been accustomed, before entering our schools, both at home and 
in badly-conducted private schools, to only the harshest modes 
of discipline, such as have not tended to develop their higher 
sensibilities; and it has taken time for them to adapt themselves 
to better methods. The case of a boy sent to me as incorri- 
gible, by a teacher who was endeavoring to dispense with the 
rod, well illustrates this state of things. I asked him if his 
teacher had not treated him kindly, and done all she could to 
help him in his studies. He answered, " Yes, sir." " Why, 
then, do you not try to conduct yourself properly, and to please 
and help her?" He replied, frankly, "Well, the fact is, where 
I have been to school before, I have always been used to being 
whipped by the teacher, and I don't know how to behave with- 
out itI" (He had formerly attended a private or "pay" school.) 
In such cases the alternatives are the rod (for a time) or ex- 
pulsion, and some of the best teachers have, in many instances, 
chosen the former as the better for the pupil, although repug- 
nant to themselves. While, therefore, I would not advise, un- 
der present circumstances, the absolute prohibition of corporeal 
punishment, yet 1 would stimulate teachers to the substitution 
for it of higher motives, by appealing to the mental faculties 
and the moral and religious sensibilities of their pupils. Not 
all persons who seek the responsible position of teacher have the 
natural ability to govern, more than aptness to teach. Where this 
exists, the rod will belittle required; and where it docsnot 
exist, the rod is a miserable substitute. It is to be hoped that ere 
long, with the prevalence of a wiser discipline in families, and 
the selection of teachers of greater mental and moral force, all 
necessity for the repulsive practice of inflicting physical pain as 
a means of discipline in our schools will cease. 
CHANGE OF TEXT BOOKS. 
At the commencement of the last year two or more different 
series of reading and spelling books were in use in the schools, 32 
one of which was much disliked by many of the best teachers. 
A change was necessary for the sake of uniformity as well as for 
the obtaining of a more satisfactory series of books. An arrange- 
ment was therefore made with Mr. Ballantyne, bookseller, by 
which the old books in use were exchanged for the same excel- 
lent series that are in use in all other public schools in this dis- 
trict, namely, Hillard's readers and Worcester's spellers. This 
was effected without expense to the trustees, and at a very trifling 
cost to pupils. By the same advantageous arrangement books 
were furnished to all pupils for a time at one-half the usual 
prices, and, through the superintendent and teachers, they were 
so supplied that pupils could pay for them in small sums as they 
could obtain the means. In this way, though it entailed much 
extra labor and care upon both superintendent and teachers, 
many pupils, or their parents, were enabled to purchase books 
which they could not otherwise have obtained, and at a saving 
of hundreds of dollars in the aggregate. 
We have thus secured one of the best series of reading books 
now in the market, and the same being adopted in all other pub- 
lic schools in this District, there is no probability of another 
change being required for some years to come. 
SUPPLY OF BOOKS TO THE INDIGENT. 
By direction of the trustees, the teachers were authorized to 
call upon the superintendent for books, to be supplied at the 
public expense, for the use of pupils in cases where they or their 
parents were unable to purchase for themselves. Teachers have 
been required to furnish certificates in such cases, based on per- 
sonal investigation, and a record has been kept in the superin- 
tendent's office of all pupils thus aided, and of all books supplied, 
with their cost. It was also required that all books thus sup- 
plied should be returned to the school in case of the pupil's leav- 
ing, or at the end of the term. These requirements have been 
complied with to some extent, but not fully. 
The total number of pupils thus supplied, wholly or in part, 
with books was 300, and the cost was $157.48*, less than fifty 
cents each on an average-which is believed to be a very small 
sum in comparison with what has been appropriated for similar 
purpose in the white schools of this city. It is certainly very 
creditable to the colored people as a whole, many of whom have 
"The number and amount given in the "Summary of Statistics," 
page 19, as reported by the teachers, are not complete. The above 
is the amount shown by the superintendent's record; 33 
been scarcely able to procure bread for their children, that they 
have so generally purchased their school-books. 
REVISED COURSE OF INSTRUCTION. 
The " programme of parallel studies" in use at the begin- 
ning of the year being out of print, and having been found 
faulty in some particulars-chiefly in that it required an ad- 
vancement in arithmetic and geography disproportionate to the 
pupil's progress in reading-a revised course of instruction was 
prepared and printed in February last. The preparation of 
such a programme is one of the most difficult, as well as most 
important, duties devolving on the supervisors of public instruc- 
tion. It is not presumed that this revised course will subserve 
more than a temporary purpose; but it may answer, with slight 
modifications, until the anticipated remodelling of the entire 
public school system of this District shall call for a more com- 
plete and satisfactory one. 
TARDINESS. 
I would call your attention to the large number of cases of 
tardiness reported in the Summary of Statistics, namely, 23,681. 
These result, no doubt, in part from the want of time-pieces, 
or other accurate means of ascertaining the time, on the part of 
many of the parents; but more from the prevalence of a gene- 
ral dilatoriness, or want of promptness, which has become some- 
what habitual among the people as a class. This is a very per- 
nicious habit in its effects upon the character for life, and it 
should be one of the special objects of the public school to cor- 
rect it, and in its place establish the love of promptness and 
punctuality. 
Great efforts were made on the part of most of the teachers to 
remedy this evil, and with much success. You will observe 
that there was a steady diminution of tardiness, from No- 
vember, when they reached 4,269, to June, when they were 
only 1,495. 
In consideration of the lack of time-pieces among the people, 
and of bells on the schoolhouses to apprize the pupils of the 
hour, the regulations have hitherto allowed pupils who should 
arrive at their school rooms at fifteen minutes past nine o'clock 
to be admitted, but marked as "tardy," thus losing the credit 
and the rank they would have attained by punctuality. It was 
hoped that the disgrace of this would be a sufficient corrective of 
the evil; but it has not proved such in large numbers of cases, 
0 34 
Pupils, even when on the ground in season, will take advantage 
of this leniency and remain outside to the latest possible moment. 
And the evil of this is greater than appears at the first view. 
The opening devotional exercises of the school-room are in- 
tended to have, and when properly conducted do have, a quiet- 
ing and salutary influence upon the pupils who are present, put- 
ting them into a calm and docile frame of mind favorable to 
obedience and study. If, after this point has been gained-and 
every good teacher knows how valuable it is-a crowd of turbu- 
lent boys, fresh from rough play in the streets, is admitted, the 
salutary influence is at once rudely dissipated, and the discipli- 
nary value of the devotional exercises is mainly lost to the whole 
school. 
Were suitable bells provided upon each of our schoolhouses, 
to give due notice throughout the several districts of the ap- 
proach of the school hour, the evil might be at once remedied, 
by positively closing the doors at the opening of school, except 
to such as should bring satisfactory excuses from their parents. 
But perhaps a still better plan, instead of placing a bell upon 
each school-house, would be that generally pursued in northern 
cities, of procuring the ringing at the proper hour of a sufficient 
number of church bells in different sections of the city. This is 
a matter in which the white schools are equally interested with 
our own; and as it is thus a matter of general public concern, I 
see no reason why the corporation should not, if requested by 
the school authorities, make suitable provision in the case at the 
public expense. It is believed that the regular ringing of bells 
throughout the city, at half past eight o'clock daily, half an hour 
before the commencement of public business generally, would be 
a great public convenience, aside from its value to the schools. 
I would add that I have heretofore repeatedly called the at- 
tention of the trustees of the public schools to this matter, and 
endeavored to secure their co-operation in obtaining this great 
convenience, but hitherto without success. 
Another requisite for the promotion of promptness and punctu- 
ality is a clock in each school-room, to be placed in sight of all 
the pupils. This is of great importance for the regulation of 
the daily exercises of school, and it serves to train the pupils' 
minds to judge of the lapse of time, and to habits of regularity 
and exactness. 
ATTENDANCE-ABSENCES. 
While several of our schools attained a very creditable per- 
centage of attendance during the year-as high, probably, as is 35 
generally desirable-yet the average percentage of attendance in 
the schools as a whole (89) was hardly up to a proper standard 
of efficiency. Eleven per cent, of the whole time was lost, 
amounting in the aggregate to ezry/iZy-fzco thousand four hundred 
and two half days, or two hundred and six years of ordinary school 
time, reckoning two hundred school days to the year. This is 
a large drawback upon the usefulness of the schools, and one 
which ought not to be permitted. 
It is evident that many of the parents and guardians, for whose 
benefit and that of their children these schools are maintained, 
need to be educated to a sense of their value and of the impor- 
tance of regularity in attendance. While it is true that many 
of the people, by reason of their poverty, need the assistance of 
their children in efforts to obtain a livelihood-perhaps to a 
greater extent than is true of any other class-yet it is also true 
that many require or allow the absence of their children from 
school for very frivolous reasons. The doing of some errand, 
or performing of some trifling service, which might just as well 
be done out of school hours, unpleasant weather, the occurrence 
of various fairs, festivals, picnics, and ecclesiastical holidays- 
these, and many more equally unimportant excuses are constantly 
being given for absence from the duties of school, as if the latter 
were of the smallest consequence, and worthy of attention only 
when nothing else is on hand ! 
All parents should understand that the loss in such cases does 
not fall merely upon the pupils who are absent, though were it 
so the evil would be great. But since all pupils are necessarily 
taught in classes, the absence of one or more for a day or two now 
and then, operates to keep all others in the class from making 
that progress which they otherwise could attain. A class can- 
not well go forward faster than all its members advance. Such 
absences thus work to the loss and injury of even those pupils 
who are careful to be always present. 
The entering of a child in a public school should be considered 
as a compact on the part of its parents with the school authorities, 
and with all other parents whose children attend the same school, 
to send the child regularly and punctually (sickness or imperative 
necessity only preventing) during the term of its membership. 
And this obligation should be as sacredly kept as any other. 
But parents are not alone responsible for irregularity of at- 
tendance. Much depends also upon the school-room and the 
teacher, and these are provided by the trustees. If the school- 
rooms arc made comfortable and attractive, as they always should 
be, and if the teachers fill them as they should with a sunny at- 36 
mospherc of sympathy and affection, manifesting a genuine in- 
terest in the welfare of every child, looking carefully after 
absentees in all cases, and skilfully making the acquisition of 
knowledge what it was intended to be, a delight instead of an 
irksome task; if this is done, as it may be, the school will be 
more attractive than home or street, and there will be little trouble 
from truancy or voluntary absenteeism. 
A MISAPPREHENSION TO BE CORRECTED. 
While the people in general appear to highly appreciate the 
value of free public schools, and the superior excellence of those, 
for the most part, which have been maintained among them, 
there are those who are still under the misapprehension that a 
free school must necessarily be an inferior school, and that any 
private or "pay" school is superior. This mistake, however, is 
rapidly disappearing, and the trustees have but to see that the 
efficiency of the public schools is well maintained to remove it 
altogether. 
CHILDREN NOT IN SCHOOL. 
From the imperfect census of this District taken last Novem- 
ber, it appears that there were in Washington and Georgetown 
9,285 colored children between the ages of 6 and 17 years. The 
largest number at any time connected with the schools reported 
to me was during the month of February, when the average 
number belonging was 2,769. To this add the number attend- 
ing other schools, estimated at 500, and we have the maximum 
number attending schools, namely, about 3,300. This shows 
that nearly six thousand colored, children, of the proper age, or 
about two-thirds the whole number in the city, were not in school, 
and could not have been received had, they applied. 
This important fact should be urged upon the consideration of 
all friends of education at the national capital. The impression 
has gone abroad that this city has been amply provided with the 
means of educating at least her colored population, and that 
there is no need of further aid from any source. This is a serious 
mistake, and should be authoritatively corrected. The full bene- 
fits of the public school system will not be realized here until 
much larger provision is made for the support of schools, nor 
until parents, guardians, or employers are required by law to 
send all children under their charge to school for a proper length 
of time each year. 
The table of "Schoolhouses Occupied, and their Capacity," on 37 
page 21, will show the comparative need of accommodations in 
the several school districts, as indicated by the census and the 
statistics for March. 
VISITS OF PARENTS AND CLERGYMEN. 
It is gratifying to observe the increasing manifestations of 
interest in the schools on the part of parents, as shown in the 
greater number of visits by them than in former years, and by 
their increased attendance upon school examinations. The teach- 
ers report 835 visits of parents and guardians during the year. 
This, however, is a small number compared with the whole 
number of parents whose children are in the schools. Such 
visits arc of great value, not only in strengthening the teacher 
and encouraging the pupil, but in giving parents such an insight 
into the mode of conducting schools, and the requirements of a 
good school, as should stimulate them to a greater regard for 
orderly conduct, and for regularity and promptness in attend- 
ance on the part of their children. 
In connection with this topic, the question is often asked by 
the teachers, " Why do not the colored clergymen of the city 
more often visit our schools?" This is a question which I am 
unable to answer. It surely should be expected of the religious 
teachers and guides of the people that they would take a deep 
interest in the education of youth and lend their influence and 
sanction strongly for the support and improvement of the public 
schools. They should at least be sufficiently acquainted with 
them to know that the best methods of instruction are being em- 
ployed, and that their influence is on the side of public morality, 
virtue, and true religion. Whether the clergymen of this Dis- 
trict have been specially remiss in their duty in this regard I 
cannot presume to judge, but will venture to say that their more 
frequent visits to the schools will undoubtedly be welcome and 
encouraging to the teachers, and salutary in effect upon the 
pupils. 
THE "VANGUARD OF FREEDOM." 
As a means to the education of our pupils in virtue, and a 
safeguard against their enslavement to certain vicious and 
ruinous habits, a juvenile organization called the " Vanguard 
of Freedom" has been originated by your superintendent and 
introduced into the schools. It presents some features specially 
attractive to children, and pledges its members against the use of 
intoxicating drinks, tobacco, and profane and vulgar language. 38 
More than one thousand of the pupils were reported in May as 
having taken this pledge, and it is believed that a large number 
have done so who have not been reported. Where teachers have 
manifested a proper interest in this movement, it has elicited the 
attention of the pupils generally; and such teachers state that 
it has been the means of almost totally suppressing the formerly 
prevalent evil of bad language among the pupils. No doubt it 
will put them on their guard against other vices also, as they 
shall be exposed in later years. 
This same organization has been extended to other localities, 
and has been very widely introduced into the Colored Schools 
throughout the Southern States, where thousands have been 
enrolled in its ranks. Testimonies to its beneficial results come 
from every quarter. 
TEACHERS' INSTITUTE. 
Monthly meetings of the teachers, for the consideration of 
various matters connected with their duties, have been kept up 
through the year. They were held on the afternoon of the first 
Friday in the month, in lieu of the school session, and the at- 
tendance of each teacher was required, as a part of her duties. 
A roll was kept, and the attendance marked, as in school. The 
teachers in general manifested a good degree of regularity and 
promptness in attending these meetings, but there were some 
cases of tardiness and indifference not altogether creditable. The 
meetings were conducted by the superintendent, and were occu- 
pied by the reception and comparison of the teachers' monthly 
reports, the giving of general instructions relative to the man- 
agement of the schools, the hearing of volunteer addresses from 
experienced educators, the reading of educational dissertations 
prepared by our own teachers, and the conversational discussions 
of various topics. Until December these meetings were open to 
the public, and reported in the newspapers; but since then they 
have been of a more private nature, in order that the lady teach- 
ers might feel greater freedom in participating in the discussions. 
The following memoranda from the minutes will indicate the 
several topics considered : 
First Meeting, October 5.-Superintendent stated the general ar- 
rangements for the conduct of the schools for the coming year, and 
addressed the teachers in regard to their duties, pointing out vari- 
ous prominent errors and defects in teaching which were noticed at 
tlie previous examinations. Remarks were made by Prof. Richards, 
of the Educational Bureau, Rev. John Kimball, of the Freedmen's 
Bureau, and Councilman O. S. Baker. 
Second Session-s})ecial-October 18.-School regulations adopted 39 
by the trustees presented by the Superintendent. A lecture on Read- 
ing , and the proper mode of teaching it, was read by Prof. Richards, 
followed by a discussion of the subject, participated in by Mr. Good- 
win, Rev. Mr. Alvord, J. M. Langston, Esq., Mrs. Buffum, and Mrs. 
Ricks. 
Third Session, November 1.-Essay on Reading, by Mrs. Ricks, 
and statement by Dr. Leigh of his new method of representing the 
sounds of letters,' and of teaching reading to beginners, with remarks 
by Prof. Richards. 
Fourth Session, December 6.-Discussion of the best modes of teach- 
ing Spelling, participated in by the Superintendent, Prof. Richards, 
Mr. Langston, and others. 
Fifth Session, January 4.-Best method of teaching Arithmetic. 
Sixth Session, February 7.-Best method of teaching Geography.- 
Essays by several teachers were read, followed by remarks from 
Rev. Dr. Stebbins. 
Seventh Session, March 6.-Essay on teaching Geography, by sev- 
eral teachers, continued. Revised "Course of Instruction" pre- 
sented by Superintendent. 
Eighth Session, April 3.-Address, by Prof. Doolittle, on teaching 
Penmanship, followed by discussion. 
Ninth Session, May 1.-Explanations, by Superintendent, of the 
proper method of making monthly reports.-Instructions by the 
same about Phonic Analysis.-Discussion on the utility of Prizes. 
Tenth Session, June 5.-Instructions by Superintendent relative to 
the annual Examinations, and close of the term. 
These meetings have had a marked effect in improving and uni- 
fying the methods of instruction in the schools, and stimulating 
the teachers to the attainment of higher degrees of excellence. 
But it is believed that they may be made more useful, another 
year, by dividing the teachers into two or more classes, accord- 
ing to the grade of school in which they are engaged, the classes 
to meet on different days, under the direction of the superinten- 
dent or such other person as may be employed. In this way 
the teachers of each grade can take up such topics as are appro- 
priate to their specific work, and be spared the weariness of 
listening to discussions in which they are not immediately in- 
terested. 
The increasing interest of the public in our schools, as shown 
by the numbers who desired to witness the last annual exami- 
nations, and the impossibility of accommodating them in our 
ordinary school-rooms, suggest the desirableness of providing a 
hall or school-room of larger size in every permanent school- 
building. Such a hall is very desirable, also, for occasional 
general meetings of the pupils for various purposes. It is very 
gratifying that the new schoolhouse now in process of erection 
in the first district will have ample accommodations in this re- 
NEED OF HALLS IN SCHOOL BUILDINGS. 40 
spect, and a matter of much regret that the buildings in the 
second, fourth, and fifth districts are not thus provided. 
I would respectfully suggest that the schoolhouses in the 
second and fourth districts, (O street and Island,) may be ren- 
dered commodious in this respect, without great expense, by 
placing upon each a Mansard roof, which would allow of a 
good-sized hall in the third or attic story. 
In the fifth district, (Georgetown,) which is more largely pro- 
vided with school-room in proportion to the number of children 
than any other district, the largest number of pupils who have 
as yet been in school could be accommodated in seven rooms. 
I would suggest, therefore, that two of the present rooms be 
made into one. This would furnish better accommodations for 
the ordinary use of the highest department, and at the same time 
a commodious room for examinations, school-exhibitions, Ac. 
OTHER IMPROVEMENTS NEEDED. 
It is highly important that every schoolhouse should be pro- 
vided with ample playgrounds where the children can take ex- 
ercise during the hours of recess, without being tempted to tres- 
pass upon the premises of neighbors, or compelled to go into the 
streets, to the annoyance of the public. Some of our school- 
houses, particularly that at Georgetown, are poorly provided in 
this respect. A portion of the playgrounds should also be paved, 
graveled, or planked, so as to afford room for exercise in wet 
weather without annoyance from mud. Great annoyance from 
the cause last mentioned is experienced at nearly every school- 
house. 
Again, it is important to the health of the pupils that the noon 
recess should be spent mainly in the fresh air, and especially that 
the lunch be partaken outside of the foul air of the school-room. 
Besides, the eating of lunches in the school-rooms is quite sure 
to result in untidiness of the desks and floors, very repulsive to 
all lovers of cleanliness. Yet to compel the pupils to remain 
out of doors, without shelter in stormy and inclement weather, 
is a cruel exposure of their health. A veranda in each school 
yard would obviate this difficulty and be a very valuable acquisi- 
tion. 
In this connection I beg leave briefly to suggest, that in the 
building, furnishing, and care of schoolhouses, there should 
always be an eye to architectural beauty,4md elegance, as well 
as convenience; to good taste and cheerfulness, as well as com- 
fort. These have a refining and restraining influence, more 41 
potent in securing good discipline and orderly habits than 
would be a cartload of* birch rods. The schoolhouse should be 
a structure toward which every pupil may have a feeling of re- 
spect and pride, instead of the too common aversion and disgust. 
This would lead to care for its preservation and ornamentation, 
rather than its disfigurement and destruction. And the love of 
elegance and neatness thus inspired, would go with the pupil 
through life, stimulating to that adornment and beautification 
of home which is one essential element of civilization. 
QUALIFICATIONS OF PRIMARY TEACHERS. 
Before concluding this report, I cannot refrain from reiterat- 
ing a protest repeatedly made against a common opinion, namely, 
that inferior teachers will do well enough for primary schools. 
It is true that these schools do not require teachers of so ex- 
tensive literary and scientific acquirements as do schools of the 
higher grades. But, on the other hand, it is of great import- 
ance that the knowledge and especially the practice of primary 
teachers should be accurate, so far as they are required to go. 
They should be habituated to speaking the English language 
with correctness and propriety; otherwise they will, by their 
bad example, teach the pupils much that must be unlearned at 
a later day. It is also of prime importance that they should 
possess that peculiar quality termed aptness to teach-an ability 
to adapt themselves to the minds of children, and to interest 
and draw them forth successfully in the acquisition of know- 
ledge; and it is of equally vital importance that they should 
be in sympathy with childhood, and possess strongly the mag- 
netic power of control over young minds. To all this should be 
added a knowledge of the most approved and expeditious methods 
of teaching, and a wide-awake capability of improvement, so that 
no time may be wasted in old-fashioned, unprogressive plodding. 
To teach beginners successfully requires more genius for 
teaching than to instruct those who arc farther advanced. The 
first impressions of childhood usually last through life; and an 
incompetent teacher in the primary schoolroom, often gives a 
distaste and aversion for school which is never overcome- 
thereby inflicting a lasting injury upon the character and pros- 
pects of those who are so unfortunate as to come under the 
charge of such an one. 
The common practice, therefore, of placing the poorest teach- 
ers in the primary schools, and of paying primary teachers the 
smallest salaries, is a mistaken one. It is poor economy, and a 
6 42 
great wrong to children at their most tender and susceptible age. 
Teachers having special qualifications should be selected for 
these schools, and they should be paid sufficiently to retain the 
services of the best. In other words, salaries should be gradu- 
ated not merely by grade of school, but by qualifications and 
length of successful service. 
CONCLU8ION. - IMPORTANCE OF MODEL SCHOOLS AT 
THE CAPITAL.-HOW TO MAINTAIN THEM. 
In bringing this report to a close, permit me again to mention 
an important consideration which has before been brought to 
your notice, namely, that the schools under your charge are lo- 
cated at the capital of a great Republic, which, for that reason, 
is "a city set on a hill that cannot be hid." They are visited 
frequently by influential and representative men from all parts 
not only of our own country but of the civilized world. They 
are not, therefore, like the schools of most cities, a matter of 
merely local concern, to be managed exclusively in the interests 
of the local residents, much less of any one class of those resi- 
dents. The people of the whole country have an interest in 
them, and a duty towards them. With all other institutions at the 
capital, and more than all others, its Public Schools should be 
made models, worthy of a great Republic-a credit to the nation 
at large, and a standard of excellence for imitation in all quarters. 
This is of special moment now, when the whole southern section 
of our country is about inaugurating systems of free and impar- 
tial education. To this capital, where the work has begun a little* 
in advance of other sections, will the people naturally look for 
their models; and what is done here will have its influence 
(*very where. 
It was with these views that, early in 1864, (when there was 
not what would now be considered a respectable free day school 
for colored children in this District,) I set myself, with others, to 
induce the friends of freedom and of education at the North to 
send teachersand establish colored schools here-with what suc- 
cess the foregoing pages have shown. 
It was with these views that, when, unexpectedly and against 
my own sense of fitness, I was called to take charge of a number 
of these schools, I sought to obtain and to retain only the most 
competent and efficient teachers whose services could be secured. 
It was these views, urged by me upon two of the most prom- 
inent Northern Associations, last year, when under other advice 
they wore on the point of withdrawing wholly from this Dis- 43 
trict, that induced them to send again a picked corps of teachers, 
to maintain for a while longer at the nation's capital two series 
of model graded schools, in the expectation that Congress, at the 
then approaching session, would be roused to the duty of making 
a suitable appropriation for schools in this District. 
It affords me no small satisfaction to know that the two series 
of schools referred to-that in M street, Washington, and that in 
Georgetown-have attained an excellence of which the Capital 
and the country may well be proud. Being the first organized 
under the graded system, they have been the models after which 
the later ones have taken pattern. x 
It is hardly necessary to add, that their excellence has been 
attributable mainly to the high qualifications of the teachers who 
have been employed. It is no disparagement to others (many of 
whom are of the same class) to say, that these teachers, in gene- 
ral belong to the best class of persons to be found in any com- 
munity. They are not (as some have seemed to suppose,) merely 
needy persons seeking a livelihood, and coming here to crowd out 
of place local residents having prior rights. They are women 
of character, education, refinement, and moral worth, who have 
devoted themselves with religious consecration to this chosen 
work of repairing, so far as in their power, the evils and wrongs 
of slavery-a devotion which has led them to endure hardship, 
privation, obloquy, and reproach, to which they were strangers 
in their own homes. The scanty remuneration in money which 
they have received has been scarcely sufficient to feed and clothe 
them in the most economical manner in this expensive city. 
They have had faith in the capacity of the negro race for edu- 
cation, and their faith has been fully justified by the results. 
Teachers of this class have not been satisfied, as some others 
are, with merely performing the prescribed routine of the school- 
room for the required number of hours daily; but as a general 
rule they have worked without limit. They have made it a 
point to visit, as often as practicable, the home of every pupil, to 
become acquainted with every parent, thereby enlisting home 
influences in behalf of the school, to look promptly after the 
truant, the absentee, the tardy, the sick, and the needy. They 
have obtained from their northern friends (interested with them 
in their noble work,) and have distributed to needy pupils and 
their parents, thousands of dollars worth of clothing and shoes 
in the inclement seasons. 1 have known them even to take 
chairs from their own scantily-furnished rooms, and pillows from 
their own beds to contribute to the comfort of poor sufferers in 
wretched cabins. They have, besides, labored unweariedly in Sun- 44 
day schools, and many of them gratuitously in night schools; 
through all these means exerting an influence for good, whose 
value can never be calculated. And in this they have perse- 
vered, most of them for years, and that in spite of the coldness 
and suspicion with which they have often been treated by those 
who should have extended to them the hand of welcome and the 
word of encouragement. 
It has been by the labors of such teachers that these schools 
have been brought so rapidly up to their present high standing, 
and their example has been a powerful stimulus to all others. 
And now that the Associations which have maintained them here 
have discontinued their aid, it seems apparent that the public 
interest demands the retention of the same teachers for the 
future, as far as practicable; and also that the schools, as a whole, 
should continue to he conducted with reference to the same broad 
national views. 
Respectfully submitted. 
A. E. Newton, 
Superintendent Colored Schools. 
Washington, I). C., Auyust, 1868. APPENDIX. 
REPORT OF THE CONDITION OF THE 
SCHOOLS TO JUNE, 1870. 
PUBLISHED BY ORDER OF THE BOARD The Board of Trustees of Colored Schools of Wash- 
ington and Georgetown, in presenting the following re- 
port of the present condition of the Schools under 
their charge, embrace the opportunity thus presentee 
to return their thanks, and the thanks of the commu- 
nity for whose interests they labor, to the honorable 
gentlemen in the Congress of the United States, who 
by their cordial sympathy and co-operation have aidec 
in the attainment of the results herein set forth. 
To their fellow-citizens who have nobly stood by 
them, in storm as well as sunshine, they also desire to 
express their gratitude. 
The results accomplished speak for themselves, and 
it is with satisfaction they compare the present con- 
dition of the Schools with the day of small beginnings, 
when doubts and difficulties stood in the place of hopes 
realized and anticipations exceeded. 
The great problem of the ability of the youth under 
our charge to master the educational difficulties that 
they must conquer to enable them to rise to the level 
to which they aspire, has been successfully solved; and 
no doubt can now be entertained of their ability to 
compete in all the studies of the school-room with 
those who erstwhile considered themselves their mental 
superiors. REPORT OF THE CONDITION OF THE 
SCHOOLS, JUNE, 1870. 
In addition to the very carefully prepared and elaborate re- 
port of A. E. Newton, Esq., former superintendent of the schools 
of this board, published herewith, it is deemed due to the friends 
of education, and especially to Congress, under whose enlight- 
ened legislation these schools originated and are now fostered, 
to add a brief statement of their present condition and wants. 
THE SCHOOL PROPERTY BELONGING TO THE TRUS- 
TEES OF COLORED SCHOOLS. 
Since the statement was written found on page 22 of Mr. New- 
ton's report, an addition to the building on Delaware avenue 
has been made, sufficient to accommodate five schools, and the 
title to the land has been secured, making fifty-four schools 
taught in buildings the property of the board. A lot has also 
been purchased adjoining the one on which the frame school- 
house is situated on C street, between Second and Third streets 
southeast, thus securing ample room upon which to build a sub- 
stantial brick building sufficient to accommodate twelve schools, 
with suitable play-grounds; an enterprise very much needed, 
and one upon which the trustees propose to enter at an early 
day. During the recess of last summer, and through the autumn, 
extensive improvements, repairs, and additions have been made 
to the various buildings under the care of the board, involving 
an outlay of nearly $16,000, rendered absolutely necessary by 
reason of the temporary character of many of them. But it is 
believed no such expense will again occur from this cause, as the 
work has been very thoroughly and substantially done. The 
title to the land on the corner of Twelfth street east and D street 
north has also been secured, upon very favorable terms. A care- 
ful estimate of the real and personal estate now held by the 
board would show it to be worth at least one hundred thousand 
dollars. 50 
NUMBER OF SCHOOLSAND PUPILS. 
In addition to the schools maintained in buildings the prop- 
erty of the board, it has been found necessary to open others in 
such buildings as could be procured on reasonable terms, as fol- 
lows : 
One on E street, between Ninth and Tenth streets southwest, of 
about 60 pupils. 
Two in Wisewell Barracks, corner of Seventh and O streets north- 
west, of about 120 pupils. 
One on First street, between B and C southeast, of about 50 pupils. 
Two in Carroll Hall, on C street, between Twelfth and Thirteenth 
northwest, of 100 pupils. 
One in the church of the Rev. Mr. Brooks, on Vermont avenue, 
of 50 pupils. 
Three in the buildings of the Friends' New England Mission, of 
about 150 pupils. 
One on G street, between Third and Four-and-a-half streets south- 
west, of about 50 pupils. 
Being eleven temporary schools ; these, with fifty-four before 
mentioned, make a total of sixty-five schools of not less than 
3,250 pupils. But an examination of the daily registers show 
an excess of fifty as the average number belonging to each school, 
so that it is safe to say that at least 3,500 children arc now uni- 
formly in daily attendance upon our schools. 
COMPENSATION OF OUR TEACHERS AND THEIR 
QUALIFICATIONS. 
Hitherto the Board have been able to secure the services of 
many teachers suitable for their work at rates of compensation 
materially lower than those paid to teachers of other public 
schools. This has been owing to the interest and enthusiasm 
naturally felt by many Christian women in the educational 
interests of our people, by which they were led to devote them- 
selves to this work, regardless of pecuniary reward. But this 
cause is now rapidly passing away. The education of colored 
children is no longer to be regarded either as missionary work 
or as a work of charity, but has become a high national respon- 
sibility, and individuals should not be expected, neither can 
they be much longer induced to perform the labor necessary in 
these schools for less compensation than is paid to others for 
like services; and certain it is that from this time forth entire 
fitness, both natural and acquired, can only be secured by offer- 
ing therefor its full market value. Fully impressed with the 
truth of these sentiments, the Board propose, as soon as their 51 
funds justify it, to increase the salaries of their teachers to cor- 
respond with those paid to teachers of other public schools. 
In reference to their teachers the Board have to say that, as 
a rule, they give entire satisfaction. Many of them are highly 
gifted, and have received diplomas from the first educational 
institutions of the land. Graduates of Oberlin (Ohio) Institute 
are numerous among them, all oj' whom are an honor to that 
noble institution, and are enthusiastic in their work. All, with- 
out exception, appear to take a deep, direct, and personal in- 
terest in the success of our schools, and show every disposition 
to carry out the plans of the Board. 
The Board also take pleasure in acknowledging their obliga- 
tions to their accomplished superintendent, George F. T. Cook, 
Esq., for the very satisfactory manner in which he discharges 
his arduous duties. They find him energetic, earnest, and 
thorough, evincing at all times a determination to make our 
schools an entire success. 
With the first of October of the present school year vocal 
music was introduced as a study, and is now being very success- 
fully taught by a competent female teacher; but owing to the 
large number of schools and their great distance from each other 
the upper grades only can be reached. At an early day it is 
proposed to add an assistant, so as to secure to all the pupils of 
a suitable age two music lessons each week. It is also intended 
to place a piano in each of our grammar schools by the com- 
mencement of another school year. 
Ft is deemed useless to discuss the dead issue as to whether 
or not colored children possess the same capacity for mental im- 
provement as others, as it is believed the most obtuse enemy of 
human rights to be found in this locality has had ample demon- 
stration on this point, if his perverse will did not close the 
avenues to his reason; and if not now satisfied, facts and argu- 
ment would be alike useless. It is therefore sufficient to say 
that all our schools give daily evidence of the ability of our 
children to learn anything that others learn, with the same degree 
of proficiency and as rapidly, and the day will soon come when 
they will be found among our most eminent professional men 
and statesmen. All shades of color are alike in this respect. 
Among our brightest examples of ability to learn and compre- 
hend are to be found the darkest as well as the lightest. 52 
NECESSITY FOR INCREASED SCHOOL ACCOMMODA- 
TIONS. 
From the most reliable data at hand we are informed that 
there arc at present not less than 9,000 colored children in Wash- 
ington and Georgetown between the ages of six and seventeen 
years. From this number deduct those now attending our 
schools, to wit, 3,500, and we have as the result an army of 
5,500 children running the streets in idleness, who, no matter 
how desirous they may be of learning, must from necessity have 
the door of the school-room closed against them for want of 
room. The permanent school buildings now under the control 
of the board will only accommodate about 3,000 children or less, 
showing a necessity for the erection in the two cities of ten 
school buildings, capable of seating 600 pupils each, to meet 
this want. The means at the control of the board, if all is re- 
ceived that is contemplated, will only amount to about $80,000, 
of which at least $50,000 will be required to pay the running- 
expenses of these schools on their present basis, leaving but 
$30,000 per annum with which to erect new buildings; and if 
we should be limited to one building each year, at a cost of 
$30,000, it would take ten years in order to reach the point of 
supply required to meet the necessities of to-day. 
It is useless to base our calculations upon the theory of a dim- 
inution of the colored population of Washington and George- 
town, for as rapidly as the condition of our people is improved, 
and they are induced from any cause to seek the lands of the 
South or West for permanent homes, the demand for labor 
caused by the growth and prosperity of this District will 
bring in as many more to take their places; and it is safe to say 
that the colored people of the District of Columbia number 
fewer souls to-day than they ever will again. To do justice to 
our people this board should be furnished with $150,000 per 
annum, to enable them to erect two new buildings each year, 
worth at least $30,000 each, and, in order to meet the educa- 
tional necessities of the hour, make temporary arrangements for 
the most suitable buildings to be had for their use, to be given 
up as soon as their own buildings are completed. 53 
STATEMENT OF RECEIPTS AND EXPENDITURES FOR 
THE YEAR ENDING JUNE 30, 1870. 
RECEIPTS. 
Cash on hand unexpended, July, 1869 
Received from Corporation of Georgetown 
Received from the Corporation of Washington 
Received interest from $14,550 of Washington Corpora- 
tion bonds 
Received from sale of $14,550 of Washington Corporation 
bonds at 79c . 
$53 85 
1,689 28 
58,556 52 
873 00 
11,494 50 
Total 
9 
72,667 15 
EXPENDITURES. 
Repairs and additions to school buildings 
15,648 00 
Purchase of lot and buildings on Delaware avenue 
120 00 
Purchase of lot on Capitol Hill 
2,800 00 
Grading and leveling school lots and other labor on 
school lots and buildings 
549 05 
Amount naid on indebtedness of previous year 
1,500 00 
School furniture, desks, tables, chairs, and seats purchased 
during the year 
2,113 16 
Amount paid for salaries of teachers, superintendent, and 
janitors, rents, stationery, books, maps, and charts; 
cleaning, whitewashing, and all other incidental items 
of current expenditures, including fuel and heating ap- 
paratus 
45,936 94 
Cash on hand (estimated) June 30, 1870 
4,000 00 
4 
|>72,667 15 
In addition, it is proper to state that there is now due the 
board from the corporation of Washington about $22,000, 
according to the statements in the public press that are sup- 
posed to be from official information. 
It is also proper to state that the bonds of the corporation of 
Washington appearing in the above statement came into the 
hands of the board in settlement of a balance due them from 
the city of Washington, June 30, 1868, and their sale will ena- 
ble the board to close up the business of the present year free 
from debt, and with a small balance in their treasury of about 
$4,000. 
From the above statement it will be seen that the total cur- 
rent expenses of the board for keeping in operation the sixty- 
six schools under their charge has been $45,936.94-the other 
items of expenditure all pertaining to the real estate and build- 
ings. As the number of pupils in each school is estimated at 54 
fifty, it would show an attendance of 3,300 children, making 
the expenses of each scholar a trifle less than $14 for the entire 
year; and if we estimate the attendance at only 3,000, or about 
45 for each school, the expense is found to be $15.31 for each 
-a result that will compare favorably with any other schools in 
the land. 
CONCLUSION. 
Too much praise cannot easily be given to the pioneers in 
this work ; those upon whom devolved the duty of opening the 
first public schools for colored children. Foremost among 
whom should be mentioned Dr. Daniel Breed and the Hon. 
Sayles J. Bowen. These gentlemen labored assiduously in sea- 
son and out of season to extend and amplify the means of edu- 
cation to our people, and so successful were they, that during 
their term of office the reports show that their plans were so 
economical that the cost of education in their schools was only 
about twelve dollars per pupil, while at the same period the cost 
in the other public schools of the city was full eighteen dollars 
per pupil. This rigid economy at the time it was exercised was 
the highest wisdom, as the cause they were engaged in was one 
that encroached upon all previous custom, and ran directly 
against the life-long prejudices of this community. The means 
at their control was insufficient to cover the ground assigned to 
them, and, as a consequence, the buildings erected at that early 
day in the history of the board are deficient in architectual 
beauty and design, and the furniture in many of them indiffer- 
ent in quality, much of which has been transferred during the 
present year to the temporary schools of the board, kept in 
rented buildings, and liberal purchases of improved and conve- 
nient new furniture substituted therefor. It is the intention of 
the board, that the school buildings hereafter erected by them 
shall be built from well-digested plans, in which shall be com- 
bined convenience, comfort, durability, and beauty, as all these 
elements have a vast influence in the education of youth, and 
they are fully determined that education of the children under 
their care shall be conducted in school buildings inferior to 
none in the land, in all that is essential to success, in developing 
the highest attainable results. 
The Board feel that they cannot close this report without 
alluding to the deep interest manifested at all times in their 
work by that Christian soldier, Major General O. O. Howard, 
to whom they are under very many obligations for his wise 55 
councils and firm support. His heart, and hand have ever been 
open to us when in need of encouragement, and we have been 
greatly benefited in our labors by his many very appropriate 
suggestions. Under the inspiration of encouragment from such 
men, and the approbation of all liberty-loving citizens, and the 
smiles of divine Providence, the Board pursue their labors with 
high hopes and expectation, believing that it is their work, in a 
humble way, to illustrate the declaration of inspiration, that 
"God hath made of one blood all nations to dwell upon the face 
of the earth." 
BY ORDER OF THE BOARD.