only by political excitement, and was due, I think, to the fact that they had been brought up together, often in the most intimate way, from childhood; a surprise to me, for on missionary ground parents, with the spirit of martyrs, take every pains to prevent contact of their children with the natives around them.

"Martial law prevailed; there were no civil courts, and for many months the bureau officer in each county acted on all kinds of cases, gaining generally the confidence of both races. When martial law was over and the rest were everywhere discontinued, the military court at Hampton was kept up by common consent for about six months.

"Scattered families were reunited. From even Louisiana-for the whole South was mapped out, each county officered, and as a rule wisely administered-would come inquiries about the relatives and friends of one who had been sold to traders years before; and great justice and humanity were done in bringing together broken households.

"Gen. Howard and the Freedmen's Bureau did for the ex-slaves from 1865 to 1870 a marvelous work, for which due credit has not been given; among other things, giving to their education an impulse and a foundation, by granting three and a half millions of dollars for schoolhouses, salaries, etc., promoting the education of about a million colored children. The principal negro educational institutions of to-day, then starting, were liberally aided at a time of vital need. Hampton received over $50,000 through Gen. Howard for building and improve

ments.

"On relieving my predecessor, Capt. C. B. Wilder, of Boston, at the Hampton headquarters, I found an active, excellent educational work going on under the American Missionary Association of New York, which, in 1862, had opened, in the vicinity the first school for freedmen in the South, in charge of an ex-slave, Mrs. Mary Peake. Over 1,500 children were gathering daily some in old hospital barracks-for here was Camp Hamilton, the base hospital of the Army of the James, where, during the war, thousands of sick and wounded soldiers had been cared for, and where now over 6,000 lie buried in a beautiful national cemetery. The largest class was in the Butler School Building, since replaced by the fine John G. Whittier Schoolhouse.

"Close at hand, the pioneer settlers of America and the first slaves landed on this continent; here Powhatan reigned; here the Indian was first met; here the first Indian child was baptized; here freedom was first given the slave by Gen. Butler's famous 'contraband' order; in sight of this shore the battle of the Monitor and Merrimac saved the Union and revolutionized naval warfare; here Gen. Grant based the operations of his final campaign. The place was easily accessible by railroad and water routes to the north, and to a population of 2,000,000 of negroes; the center of prospective great commercial and maritime development-of which Newport News, soon to have the largest and finest shipyard in the world, is beginning the grand fulfilment-and, withal, a place most healthful and beautiful for situation.

"I soon felt the fitness of this historic and strategic spot for a permanent and great educational work.

"The suggestion was cordially received by the American Missionary Association, which authorized the purchase, in June, 1867, of Little Scotland, an estate of 125 acres (since increased to 190), on Hampton River, looking out over Hampton Roads.

"Not expecting to have charge, but only to help, I was surprised one day by a letter from Secretary E. P. Smith, of the American Missionary Association, stating that the man selected for the place had declined, and asking me if I could take it. I replied, 'Yes.'

"Till then my own future had been blind; it had only been clear that there was a work to do for the ex-slaves, and where and how it should be done.

"The thing to be done was clear; to train selected negro youth who should go out and teach and lead their people, first by example by getting land and homes; to give them not a dollar that they could earn for themselves; to teach respect for labor, to replace stupid drudgery with skilled hands; and to these ends, to build up an industrial system for the sake not only of self-support and intelligent labor, but also for the sake of character. And it seemed equally clear that the people of the country would support a wise work for the freedmen. I think so still.

"The missionary plan in Hawaii had not, I thought, considered enough the real need and weaknesses of the people, whose ignorance alone was not half the trouble. The chief difficulty was, with them, deficient character, as it is with

But his past bus male him: the true basis of work for him
Doe-the fate of herelly and surrounding: all the

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plan. People sail, 'It has

but if will pay in a moral and women as noth

e of Liberal-mindel tras

en it creped. in April, trt of 1870, the

embly of Virginis. dependent of any ass ria

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or suportel by them.

be idea of edukatin by self hop, and I

e student that he can provide by

the system that vires him this chane is costly. The s bool the student gets nothing but an opporworkshops must be made to pay as far as as production.

While

ing its fill growtht just rachel, is 60 boarding students, States and Territories, averaging 15 years of age, 1 of them them, and assistants, of wh Laf are in the eighteen ints and shijet 510 children in the Whittier primary de

school is maintained at a total annual eist of about $155.000) Deducting ayments of neino students say $15,000, $100,000, which is $154 aplecă, is the net ibunal cost to the public. This is provided. frst, by annual ayy.opriation from Virginia of $1 Die, interest on the State Agricultural College land find art of Congress, 1MD : second, by an appropriation of $20,000 by Congress for the maintenance of 129 out of our 16 Indians at $167 apiece: third. by an ineure of about $1 69 from our endowment fund of $104,000) and from runts: fourth, by aloit $5000 contributed by the people, in the form of $10 scholarships, donations for general purposes and occasional unrestricted legacias. The school is never closed, but red cel nearly one-half in the summer: many colored students go out to find work, and 60 or more Indian students have 'outings' aming Massachusetts farmers.

"A great stimulus to this institute and to all like work has been the 16,000 negro free schools of the South-nearly 2,000 in Virginia alone-costing the exslave Stages nearly $4,000,000 a year in taxation.

Northern charity, at the rate of about $1,000,000 a year, with liberal Southern State aid in some cases, is supplying over twenty strong normal and collegiate institutes, mostly under church auspices, where not far from 5,000 adult select negro youth of both sexes are being fitted to teach and lead their people-industrial education being more and more appreciated and introduced. The Slater fund has been a great stimulus to their technical training. The negro girl has proved a great success as a teacher. The women of the race deserve as good a chance as the men.

So far it has been impossible to supply the demand for negro teachers. Schoolhouses and salaries, such as they are, are ready; but competent teachers are the great and pressing need, and there is no better work for the country than to supply them.

"But the short public school sessions, of from three to seven months, do not give full support, and skilled labor is the only resource of many teachers for over half the year. As farmers and mechanics they are nearly as useful as in the schoolroom. Hence the importance of industrial training.

"Hampton's 720 graduates, discounting 10 per cent as disappointing, with half that number of undergraduates, are a working force for negro and Indian civilization. To fit them for this field has cost, since April, 1868, the round sum of $1,350,000, not including endowments, of which over $500,000 is represented by the school's 'plant,' which is good for generations to come.

"Every year an account of funds received has been rendered in detail.

"It was not in the original plan of the school that any but negroes should be received, though the liberal State charter made no limit as to color; but when, in 1878, a 'Macedonian cry' came from some Indian ex-prisoners of war in Flor

ida-once the worst of savages-through Capt. R. H. Pratt, whose three years' wise management of them in Fort Marion had resulted in a wonderful change, seventeen were accepted at private expense, Bishop Whipple providing for five of them. The Hon. Carl Schurz, then Secretary of the Interior, was quick to appreciate the success of their first few months at Hampton, and sent us more Indians from the West; then Congress, on the strength of the results at Hampton, and of Capt. Pratt's proved capacity, appropriated funds to start the great work at Carlisle, where over five hundred Indian youth, under Capt. Pratt, are being taught the 'white man's way.'

"The annual Indian attendance at Hampton is now 136, of whom 120 are aided by Government, the rest by charity. The death rate, once alarming, has, for six years, been not quite one a year. Of the 345 returned Indians, but 25 are reported as unsatisfactory, but 4 of them bad; the rest are employed as farmers, catechists, preachers, teachers, mechanics, clerks, etc.; 35 seeking further education, 6 of them in Eastern normal schools and colleges, and 42 of the girls are married, in good homes.

"The old homesickness of Indians at eastern schools is nearly over. The three years' period at school, which was formerly too much like a prison term, is more and more ignored, and the idea of fitting for life, whatever time it takes, gains strength. Indians are no longer coaxed to come. Twice as many as we can take wish to come; yet the really desirable ones are not very many, and we do not care to increase our numbers. Our Indian work is illustrative rather than exhaustive.

In the twenty classes-of 1871 to 1890, inclusive-723 graduates have received diplomas, 280 young women and 443 young men. Of these, 25 are Indians-8 young women and 17 young men-the first Indians graduating in 1882.

"Of the 723 graduates, 601 report as teachers; 80, a trifle over 11 per cent, report failure to teach. Of these 80, 9 are Indians, which brings down the per cent of colored graduates failing to teach to almost exactly 10 per cent. That 16 out of the 25 Indian graduates have taught is a very good showing for them, considering the fewer opportunities to teach which have been open to them. "Of 39 graduates (colored) we have been unable to obtain any report.

66

'The total number of those who report having other regular occupation than teaching is 271. Of these, 191 have taught as well. While the balance-413— do not report other regular occupation than teaching, the great majority find employment as they can-at farming, trades, or service-between school terms, or cultivate their own land and keep house.

"The principal regular occupations reported besides teaching and the number reporting in each are as follows:

Agriculture (as an exclusive occupation).

In business for selves (merchants, etc., other than above)

In Government or civil service (U.S. Army, United States Department clerks, customhouse clerks, postal clerks and carriers, policemen, light-house keeper, county surveyor, superintendent of schools)

Bookkeepers and clerks, 13; treasurers, 3..

Music

Of the young women:

Physician (an Omaha Indian)..

Missionary in Africa.

Trained nurse (2 colored, 1 Indian)

In business for selves (store, millinery, laundry, gardening)

Dressmaking and sewing

Printing.

Music (organist and singing).

Housekeeper (exclusively), but many more are keeping house for themselves.
Matron.

At service (exclusively) ..........

35

16

4

1

1

3

6

9

1

5

19

3

8

"The total number of children reported as having been taught by our graduates is 129,475. This number is, of course, approximate.

"Some light on the frequent question as to the comparative mental endowment of black and ‘colored' in the negro race is perhaps to be gathered from the unforeseen and rather striking result of an investigation of the distribution of the highest class honors since 1874, when they were first awarded.

"At Hampton, salutatory and valedictory are equal honors, the one for the young women, the other for the young men.

"Leaving out the Indian salutatorian of '36 and valedictorian of '89, and one year when the programme was made up from graduates of previous years, we find that, of the fifteen colored girl salutatorians, four were black, three dark, seven light, and one 'apparently white.' Of the fifteen young men valedictori ans, seven were black and one dark, and seven were light. In other words, of young women, seven were dark and eight light; of young men, eight were dark and seven light; which divides the honors as nearly equally as possible; fifteen to the dark and fifteen to the light. After the first decade of the school, investigation was made with a precisely similar result. That it should again appear over the whole period of seventeen years is surprising and seems significant."

CHAPTER XIV.

THE SWEDISH OR LING GYMNASTICS.

By G. B. PUTNAM, Principal of Franklin School, Boston, Mass.

The third wave of popular interest in physical culture has been rising rapidly of late in this country, and it is to be hoped that it may reach and effect for good all our public schools.

It is said: "We grant that gymnastics should be introduced at once, but what system shall be employed?" There is no American system. This is confirmed by Dr. Edward Hitchcock, of Amherst College, who says: "I have been working at physical culture for a quarter of a century. I do not, however, think that we have a system," and by Prof. E. M. Hartwell, of Johns Hopkins University, who says: It is not calling a thing by a name that makes a system, and that is the point I wish to urge in regard to the so-called American system. We

have none.

The Germans have a system developed by "Father Jahn," who from love of Fatherland introduced turning throughout Germany, producing wonderful results among its youth in the early part of the present century.

His system was imported into this country, as early as 1826, by Dr. Charles Beck, at the Round Hill School, Northampton; by Dr. Follen, at Harvard University, and by Dr. Francis Lieber, at the Gymnasium in Boston. These were able, enthusiastic men and good teachers. All three were pupils of the illustrious Jahn, who said of the latter that he "possessed good moral behavior, was ingenious and clever, as well as a good leader and teacher of gymnastics," and yet their efforts failed of lasting success.

Many of the good features of Jahn's system have been appropriated by numerous teachers in our higher schools and colleges, as well as by those in charge of our city gymnasia. They have introduced them at random, with others from England, France, or Sweden, or among devices of their own invention, in order to establish a so-called American system. Some good results have followed, but there remains a crying demand for a system which is adapted to the felt necessities of public schools from primary to high-school grades.

I am persuaded that the Ling system of Sweden, as it stands to-day, is just

what we need.

It has stood the test of seventy or eighty years, and its effects have long been visible.

A correspondent of the New York Tribune, traveling in Sweden thirty years ago, wrote as follows: "I attribute the superior physique of the inhabitants of this country, in a great measure, to the gymnastic exercises which they receive in the public schools. This kind of training is universal. Every school building has its large high room with earthen or matted floor, with all sorts of gymnastic implements. The scholars are not allowed to exercise on what they wish, but there is a regular scientifically arranged system. They are trained in squads and move and march at the word of command. The smaller or weaker boys begin with the lowest grade of exercises and follow up according to a scientific system arranged to promote health. They all seem to go into it with the greatest relish and show well-trained muscular power."

A lady from Finland recently remarked that at her home they could always distinguish a lady from Sweden, for she walked a queen. Thirty years ago John D. Philbrick, the sagacious superintendent of Boston schools, saw clearly the needs of the pupils in the way of physical culture, and in his report of Sep tember, 1860, dwelt at length on these needs, and mado suggestions for meeting them, saying, among other things, "The principal remedy I would suggest is