Post Civil War, there were many efforts to advance the literacy of African Americans. In reading, Charlotte Forten's personal literacy journey, and the journey of some distinguished Spelmanites, we learn that acquiring literacy among African American women was actually more important than what most history books give credit. For they (African American women) knew that it was their responsibility to lay down the "foundation for universal literacy" within their communities, so that they may further the advancement of their culture.
Charlotte Forten's story is that of how she was, and how she sought to educate others. At the tender age of nineteen after her father had given her the okay to continue her education, Forten made a personal commitment to herself, her entire race, and any persons held captive, that she would "live for the good that [she] could do [her] oppressed and suffering fellow creatures" (147). She would carry out these duties on St. Helena along with some other women (whom where white), as teachers for the Port Royal Experiment.
Much like Forten, Royster tells the story of some distinctive Spelman alumnae. She takes us back to how and why Sophia B. Packard and Harriet E. Giles, under the direction of Father Frank Quarles, they had created the seminary for the girls of the community, such as Clara Howard class of 1887 (Spelman's first graduating class), and Selena Sloan class of 1888.
Ultimately, this passage goes on to tell us how missionaries, both northern whites and African Americans and southern African Americans, worked together to expunge illiteracies.
~A. Foster
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