What was true of one Southern State was true of others where costly educational machinery and a peculative system covering "deals" and "jobs" in books, furniture, schoolhouse construction, etc., were imposed. Whippings with which Ku Klux visited a few male teachers and school directors here and there, and warnings to leave served upon others of both sexes, were, in most cases, protests--and the only effective protests impoverished and tax-ridden communities could make--against waste of public funds, peculation, subordination of the teacher's office to that of political emissary, Loyal League organizer, inculcator of social equality doctrines and race hatred. Some whippings were richly deserved by those who got them, some were not; some which were richly deserved were never given. It was not always Ku Klux that gave the whippings, but their foes, footing up sins to their account. It became customary for white communities to assemble and condemn violence, begging their own people to have no part in it. I have known many instances where Southern clergy maintained friendly relations with schoolmarms, aiding them, operating with them, lending them sympathy, thinking their methods often wrong, but accepting their earnestness and devotion and sacrifice at its full value. I have heard Southerners speak of faculties of certain institutions thus: "Those teachers came down here in the spirit that missionaries go to a foreign land, expecting persecution and ostracism, and prepared to bear it." I have deeply respected the lovely and exalted character of some schoolmarms I have personally known, who suffered keenly the isolation and loneliness of their position; to missionaries and teachers of this type, I have seen the Southern attitude change as their quality was learned. I have seen municipal boards helping with appropriations Northern workers among negroes, while these workers were ungraciously charging them with race prejudice. And I have seen the attitude of such workers gradually change towards their white neighbours as they understood our white and black people better. Early experiments must have sometimes perplexed the workers. Negroes had confused ideas of education. Thus, a negress who did not know the English alphabet, went to a teacher in Savannah and demanded to be taught French right off. Others simply demanded "to know how to play de pianner." The mass were eager for "book-learnin'." Southerners who had been trying to instruct indifferent little negroes beheld with curiosity this sudden and intense yearning when "education" was held up as a forbidden fruit of the past.