{"id":1608,"date":"2017-07-11T02:46:56","date_gmt":"2017-07-11T02:46:56","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/ushistory1os\/chapter\/primary-source-charlotte-forten-teaches-freed-children-in-south-carolina-1864\/"},"modified":"2017-07-11T02:46:56","modified_gmt":"2017-07-11T02:46:56","slug":"primary-source-charlotte-forten-teaches-freed-children-in-south-carolina-1864","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-tc3-ushistory1os\/chapter\/primary-source-charlotte-forten-teaches-freed-children-in-south-carolina-1864\/","title":{"raw":"Primary Source: Charlotte Forten Teaches Freed Children in South Carolina, 1864","rendered":"Primary Source: Charlotte Forten Teaches Freed Children in South Carolina, 1864"},"content":{"raw":"Charlotte Forten was born into a wealthy black family in Philadelphia. After receiving an education in Salem, Massachusetts, Forten became the first black American hired to teach white students. She lent her educational expertise to the war effort by relocating to South Carolina in 1862 with the goal of educating former slaves. This excerpt from her diary explains her experiences during this time. <\/em>\u00a0<\/em>\n\nThe first day at school was rather trying. Most of my children were very small, and consequently restless. Some were too young to learn the alphabet. These little ones were brought to school because the older children \u2014 in whose care their parents leave them while at work \u2014 could not come without them. We were therefore willing to have them come, although they seemed to have discovered the secret of perpetual motion, and tried one\u2019s patience sadly. But after some days of positive, though not severe treatment, order was brought out of chaos, and I found but little difficulty in managing and quieting the tiniest and most restless spirits. I never before saw children so eager to learn, although I had had several years\u2019 experience in New England schools. Coming to school is a constant delight and recreation to them. They come here as other children go to play. The older ones, during the summer, work in the fields from early morning until eleven or twelve o\u2019clock, and then come into school, after their hard toil in the hot sun, as bright and as anxious to learn as ever.\n\nOf course there are some stupid ones, but these are the minority. The majority learn with wonderful rapidity. Many of the grown people are desirous of learning to read. It is wonderful how a people who have been so long crushed to the earth, so imbruted as these have been, \u2014 and they are said to be among the most degraded negroes of the South, \u2014 can have so great a desire for knowledge, and such a capability for attaining it. One cannot believe that the haughty Anglo Saxon race, after centuries of such an experience as these people have had, would be very much superior to them. And one\u2019s indignation increases against those who, North as well as South, taunt the colored race with inferiority while they themselves use every means in their power to crush and degrade them, denying them every right and privilege, closing against them every avenue of elevation and improvement. Were they, under such circumstances, intellectual and refined, they would certainly be vastly superior to any other race that ever existed.\n\nAfter the lessons, we used to talk freely to the children, often giving them slight sketches of some of the great and good men. Before teaching them the \u201cJohn Brown\u201d song, which they learned to sing with great spirit. Miss T. told them the story of the brave old man who had died for them. I told them about Toussaint, thinking it well they should know what one of their own color had done for his race. They listened attentively, and seemed to understand. We found it rather hard to keep their attention in school. It is not strange, as they have been so entirely unused to intellectual concentration. It is necessary to interest them every moment, in order to keep their thoughts from wandering. Teaching here is consequently far more fatiguing than at the North. In the church, we had of course but one room in which to hear all the children; and to make one\u2019s self heard, when there were often as many as a hundred and forty reciting at once, it was necessary to tax the lungs very severely.\n\nMy walk to school, of about a mile, was part of the way through a road lined with trees, \u2014 on one side stately pines, on the other noble live-oaks, hung with moss and canopied with vines. The ground was carpeted with brown, fragrant pine-leaves; and as I passed through in the morning, the woods were enlivened by the delicious songs of mocking-birds, which abound here, making one realize the truthful felicity of the description in \u201cEvangeline,\u201d \u2014\n\n\u201cThe mocking-bird, wildest of singers,\n\nShook from his little throat such floods of delirious music\n\nThat the whole air and the woods and the waves seemed silent to listen.\u201d\n\nThe hedges were all aglow with the brilliant scarlet berries of the cassena, and on some of the oaks we observed the mistletoe, laden with its pure white, pearl-like berries. Out of the woods the roads are generally bad, and we found it hard work plodding through the deep sand.\n\nCharlotte Forten, \u201cLife on the Sea Islands,\u201d Atlantic Monthly: A Magazine of Literature, Art, and Politics, <\/em>Volume XIII (Boston: 1864), 591-592.\n\nAvailable through Google Books<\/a>","rendered":"

Charlotte Forten was born into a wealthy black family in Philadelphia. After receiving an education in Salem, Massachusetts, Forten became the first black American hired to teach white students. She lent her educational expertise to the war effort by relocating to South Carolina in 1862 with the goal of educating former slaves. This excerpt from her diary explains her experiences during this time. <\/em>\u00a0<\/em><\/p>\n

The first day at school was rather trying. Most of my children were very small, and consequently restless. Some were too young to learn the alphabet. These little ones were brought to school because the older children \u2014 in whose care their parents leave them while at work \u2014 could not come without them. We were therefore willing to have them come, although they seemed to have discovered the secret of perpetual motion, and tried one\u2019s patience sadly. But after some days of positive, though not severe treatment, order was brought out of chaos, and I found but little difficulty in managing and quieting the tiniest and most restless spirits. I never before saw children so eager to learn, although I had had several years\u2019 experience in New England schools. Coming to school is a constant delight and recreation to them. They come here as other children go to play. The older ones, during the summer, work in the fields from early morning until eleven or twelve o\u2019clock, and then come into school, after their hard toil in the hot sun, as bright and as anxious to learn as ever.<\/p>\n

Of course there are some stupid ones, but these are the minority. The majority learn with wonderful rapidity. Many of the grown people are desirous of learning to read. It is wonderful how a people who have been so long crushed to the earth, so imbruted as these have been, \u2014 and they are said to be among the most degraded negroes of the South, \u2014 can have so great a desire for knowledge, and such a capability for attaining it. One cannot believe that the haughty Anglo Saxon race, after centuries of such an experience as these people have had, would be very much superior to them. And one\u2019s indignation increases against those who, North as well as South, taunt the colored race with inferiority while they themselves use every means in their power to crush and degrade them, denying them every right and privilege, closing against them every avenue of elevation and improvement. Were they, under such circumstances, intellectual and refined, they would certainly be vastly superior to any other race that ever existed.<\/p>\n

After the lessons, we used to talk freely to the children, often giving them slight sketches of some of the great and good men. Before teaching them the \u201cJohn Brown\u201d song, which they learned to sing with great spirit. Miss T. told them the story of the brave old man who had died for them. I told them about Toussaint, thinking it well they should know what one of their own color had done for his race. They listened attentively, and seemed to understand. We found it rather hard to keep their attention in school. It is not strange, as they have been so entirely unused to intellectual concentration. It is necessary to interest them every moment, in order to keep their thoughts from wandering. Teaching here is consequently far more fatiguing than at the North. In the church, we had of course but one room in which to hear all the children; and to make one\u2019s self heard, when there were often as many as a hundred and forty reciting at once, it was necessary to tax the lungs very severely.<\/p>\n

My walk to school, of about a mile, was part of the way through a road lined with trees, \u2014 on one side stately pines, on the other noble live-oaks, hung with moss and canopied with vines. The ground was carpeted with brown, fragrant pine-leaves; and as I passed through in the morning, the woods were enlivened by the delicious songs of mocking-birds, which abound here, making one realize the truthful felicity of the description in \u201cEvangeline,\u201d \u2014<\/p>\n

\u201cThe mocking-bird, wildest of singers,<\/p>\n

Shook from his little throat such floods of delirious music<\/p>\n

That the whole air and the woods and the waves seemed silent to listen.\u201d<\/p>\n

The hedges were all aglow with the brilliant scarlet berries of the cassena, and on some of the oaks we observed the mistletoe, laden with its pure white, pearl-like berries. Out of the woods the roads are generally bad, and we found it hard work plodding through the deep sand.<\/p>\n

Charlotte Forten, \u201cLife on the Sea Islands,\u201d Atlantic Monthly: A Magazine of Literature, Art, and Politics, <\/em>Volume XIII (Boston: 1864), 591-592.<\/p>\n

Available through Google Books<\/a><\/p>\n\n\t\t\t

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Candela Citations<\/h3>\n\t\t\t\t\t
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