In 1867, Mrs. Sarah Hughes said: "Since leaving Kentucky last December, I have travelled many thousand miles in the South; I have seen spreading out before me in sad panorama solitary chimneys, burned buildings, walls of once happy homes, grounds and gardens grown with weeds and briers; groups of sad human faces; gaunt women and children; old, helpless men; young men on crutches, and without arms, sick, sad, heart-broken. Words cannot describe the destitute condition of the orphaned children. It excites my deepest commiseration. The children of the dead soldiers are wandering beggars, hand in hand with want. Except in large cities, there are no schools or homes for the fatherless. An attractive academy has been built near Atlanta by citizens of Northern cities for the children of the freedmen; and it is in a flourishing condition," etc. An editorial in a newspaper of the day reads: "The white children of the South are growing up in pitiful neglect, and we are wrong to permit it." General Pope, commanding Georgia, Alabama, Mississippi and Florida, wrote General Grant, April 14, 1867: "It may be safely said that the remarkable progress made in the education of these people (the negroes), aided by noble charitable institutions of Northern societies and individuals, finds no parallel in the history of mankind. If the white people exhibit the same indisposition to be educated that they do now, five years will have transferred intelligence and education so far as the masses are concerned, to the coloured people of the district." Does it not seem incredible that an Anglo-Saxon should regard with complacency a situation involving the supreme peril of his race, should consider it cause of congratulation? The state of affairs was urged as argument that the negro was or quickly would be qualified for exercise of the franchise with which he had been invested and his late master deprived. The Sunday School acquired new interest and significance. I remember one that used to be held in summer under the trees near a blacksmith's shop, in which Webster's Spelling Book divided attention with the New Testament. The school was gotten up by a planter in kindly effort to do what he could for the poor children in the neighbourhood. There were grown girls in it who spelled out rather than read Bible verses. On weekdays, the planter's daughter received and taught free of charge a class of poor whites. A Georgia friend, who was a little boy at the close of the war, tells me: "The Sunday Schools made more impression upon me than any other institution of the period. There were, I suppose, Sunday Schools in plenty before and during the war, but somehow they seemed a new thing thereafter."