service of an employer, whether he receives wages or not. The negro may be permitted by his employer "to hire his own time," for in the spirit and intent of the ordinance his time never properly belongs to him. But even the old system of slavery was more liberal in this respect, for such "permission to hire his own time" "shall never extend over seven days at any one time." (Sec. 4.) The sections providing for the "summary" enforcement of the penalties and placing their infliction into the hands of the "chief of patrol"—which, by the way, throws some light upon the objects for which the militia is to be reorganized—place the freedmen under a sort of permanent martial law, while the provision investing every white man with the power and authority of a police officer as against every black man subjects them to the control even of those individuals who in other communities are thought hardly fit to control themselves. On the whole, this piece of legislation is a striking embodiment of the idea that although the former owner has lost his individual right of property in the former slave, "the blacks at large belong to the whites at large."
Such was the "organization of free labor" ordained by officials appointed by Governor Wells, and these ordinances were passed while both the emancipation proclamation and a provision in the new constitution of Louisiana abolishing slavery in that State forever were recognized as being in full force. It is needless to say that as soon as these proceedings came to the knowledge of the Freedmen's Bureau and the department commander they were promptly overruled. But Governor Wells did not remove the police boards that had thus attempted to revive slavery in a new form.
The opposition to the negro's controlling his own labor, carrying on business independently on his own account—in one word, working for his own benefit—showed itself in a variety of ways. Here and there municipal regulations were gotten up heavily taxing or otherwise impeding those trades and employments in which colored people are most likely to engage. As an illustration, I annex an ordinance passed by the common council of Vicksburg, (accompanying document No. 36,) together with a letter from Colonel Thomas, in which he says: "You will see by the city ordinance that a drayman, or hackman, must file a bond of five hundred dollars, in addition to paying for his license. The mayor requires that the bondsmen must be freeholders. The laws of this State do not, and never did, allow a negro to own land or hold property; the white citizens refuse to sign any bonds for the freedmen. The white citizens and authorities say that it is for their interest to drive out all independent negro labor; that the freedmen must hire to white men if they want to do this kind of work." I found several instances of a similar character in the course of my observations, of which I neglected to procure the documentary evidence.
It may be said that these are mere isolated cases; and so they are. But they are the local outcroppings of a spirit which I found to prevail everywhere. If there is any difference, it is in the degree of its intensity and the impatience or boldness with which it manifests itself. Of the agencies which so far restrained it from venturing more general demonstrations I shall speak in another part of this report.
EDUCATION OF THE FREEDMEN.
It would seem that all those who sincerely desire to make the freedman a freeman in the true sense of the word, must also be in favor of so educating him as to make him clearly understand and appreciate the position he is to occupy in life, with all its rights and corresponding duties, and to impart to him all the knowledge necessary for enabling him to become an intelligent co-operator in the general movements of society. As popular education is the true ground upon which the efficiency and the successes of free-labor society grow, no man who rejects the former can be accounted a consistent friend of the latter. It is also evident that the education of the negro, to become general and effective after the full restoration of local government in the south, must be protected and promoted as an integral part of the educational systems of the States.
I made it a special point in most of the conversations I had with southern men to inquire into their views with regard to this subject. I found, indeed, some gentlemen of thought and liberal ideas who readily acknowledged the necessity of providing for the education of the colored people, and who declared themselves willing to co-operate to that end to the extent of their influence. Some planters thought of establishing schools on their estates, and others would have been glad to see measures taken to that effect by the people of the neighborhoods in which they lived. But whenever I asked the question whether it might be hoped that the legislatures of their States or their county authorities would make provisions for negro education, I never received an affirmative, and only in two or three instances feebly encouraging answers. At last I was forced to the conclusion that, aside from a small number of honorable exceptions, the popular prejudice is almost as bitterly set against the negro's having the advantage of education as it was when the negro was a slave. There may be an improvement in that respect, but it would prove only how universal the prejudice was in former days. Hundreds of times I heard the old assertion repeated, that "learning will spoil the nigger for work," and that "negro education will be the ruin of the south." Another most singular notion still holds a potent sway over the minds of the masses—it is, that the elevation of the blacks will be the degradation of the whites. They do not understand yet that the continual contact with an ignorant and degraded population must necessarily lower the mental and moral tone of the other classes of society. This they might have learned from actual experience, as we in the north have been taught, also by actual experience, that the education of the lower orders is the only reliable basis of the civilization as well as of the prosperity of a people.
The consequence of the prejudice prevailing in the southern States is that colored schools can be established and carried on with safety only under the protection of our military forces, and that where the latter are withdrawn the former have to go with them. There may be a few localities forming exceptions, but their number is certainly very small. I annex a few papers bearing upon this subject. One is a letter addressed to me by Chaplain Joseph Warren, superintendent of education under the Freedmen's Bureau in Mississippi. (Accompanying document No. 37.) The long and extensive experience of the writer gives the views he expresses more than ordinary weight. After describing the general spirit of opposition to the education of the negroes exhibited in Mississippi, and enumerating the reasons assigned for it, he says: "In view of these things I have no doubt but that, if our protection be withdrawn, negro education will be hindered in every possible way, including obstructions by fraud and violence. I have not the smallest expectation that, with the State authorities in full power, a northern citizen would be protected in the exercise of his constitutional right to teach and preach to the colored people, and shall look for a renewal of the fearful scenes in which northerners were whipped, tarred and feathered, warned off, and murdered, before the war." The letter gives many details in support of this conclusion, and is in every respect worth perusing.
In the letter of General Kirby Smith (Accompanying document No. 9) occurs the following statement referring to the condition of things in Mobile, Alabama: "Threats were made to destroy all school-houses in which colored children were taught, and in two instances they were fired. The same threats were made against all churches in which colored people assembled to worship, and one of them burned. Continued threats of assassination were made against the colored preachers, and one of them is now under special guard by order of Major General Woods."
While I was in Louisiana General Canby received a petition, signed by a number of prominent citizens of New Orleans, praying him "to annul Order No. 38, which authorizes a board of officers to levy a tax on the taxpayers of the parish of Orleans to defray the expense of educating the freedmen." The reasons given for making this request are as follows: "Most of those who have lost their slaves by the rebellion, and whose lands are in the course of confiscation, being thus deprived of the means of raising corn for their hungry children, have not anything left wherewith to pay such a tax. The order in question, they consider, violates that sacred principle which requires taxation to be equal throughout the United States. If the freedmen are to be educated at public expense, let it be done from the treasury of the United States." (Accompanying document No. 38.) Many of the signers of this petition, who wanted to be relieved of the school tax on the ground of poverty, were counted among the wealthy men of New Orleans, and they forgot to
