He was not pleasantly moved by touching stories that went North of class-rooms where middle-age, hoary-head and pickaninny sat on the same bench studying the same page, all consumed with ambition to master the alphabet. It did not enter into these accounts that the plows and hoes of a sacked country had been deserted for the A B C book. He resented the whole tendency of the time, which was to make the negro despise manual labour and elevate book-learning above its just position. Along with these appealing stories did not go pictures of fields where white women and children in harness dragged plows through furrows; the artists did not portray white children in the field wistfully watching black children trooping by to school; had such pictures gone North in the sixties and seventies, some would have said, so bitter was the moment, "Just retribution for the whites," but not the majority. The great-hearted men and women of the North would have come to the rescue. "There were two reasons for Northern indifference to the education of the Southern white child," an embittered educator says; "natural prejudice against the people with whom they had been at war, and the feeling that the negro had been persecuted--had been 'snatched from his happy home in Africa' (they forgot they had done more than a full share of the snatching); brought over here and sold into slavery (they forgot they had done more than a full share of the selling), and thereby stripped of all his brilliant opportunities of life in Africa and the advancement he might else have had; the Southern white man, instead of sending him to college, had made him work in the fields; to even up matters now, the negro must go to college and the white man work in the fields. This was the will of Providence and they its executors." The two reasons given--undue prejudice against the Southern white and overweening pity for the negro--were the grand disposing cause of Northern indifference to the white child and abnormal sensibility about everything concerning the black. But at the bottom was ignorance of actual conditions here. The one story was put before them, the other was not. It was not to the interests of Freedmen's Bureau agents to let the other be known; and, of course, the business of teachers and missionaries was to make out the strongest case possible in order to draw funds for negro education. The negro's ignorance, in a literary sense, could hardly be exaggerated, nor his poverty; but he was a laborer and an artisan and held recuperative power in his hands. It was not in the thought of the proud old planter to cry for help; it was his habit to give, not take; he and his wife and children made as little parade as possible of their extremities to their nearest neighbour; such evidences as would not down were laughed over with a humour inherent as their spirit of independence.