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Fannie Preston's diary spans 120 pages and reflects her experiences during a stay in Baker County, Georgia, from November 1861 to September 1862, and of life in Baltimore, Maryland, from 1862 to 1863. Preston discussed daily life, wartime hardships, battles, Confederates, Confederate-sympathizers, African American people, slavery, religion, education, and wartime hardships.

Fannie Preston's diary spans 120 pages and reflects her experiences during a stay in Baker County, Georgia, from November 1861 to September 1862, and of life in Baltimore, Maryland, from 1862 to 1863.

Preston's writings while in Georgia include descriptions of daily life and wartime hardships. Preston was elated at finding something as simple as a "tangled skein of black silk" on the floor, having been forced to take apart old garments for thread to repair a dilapidated wardrobe (February 22, 1862). Preston's entries reflect the all-encompassing nature of the war, women's struggles on the home front, and her daily duties and responsibilities amidst the turmoil.

While in Baker County, Georgia, Preston worked as a teacher and taught a variety of fundamental topics to students. She considered herself somewhat proficient in "how to make a good grammarian, or a good reader, or to make [a student] proficient in History, Geography, Mathematics, etc." (January 23, 1862), but struggled with the belief that she did not know how to form her students' character. Deeply religious, Preston often included Christian teachings and practices with lessons.

After Preston returned to Maryland, she continued to write about the effects of the war on civilian life. On April 18, 1863, her family discussed heavy firing heard in the distance that morning, but still "returned to [their] various pursuits and meditations, as if [they] had not just admitted the probability of a murderous conflict within a few miles." This desensitization to war was not new to Fannie: "the idea of war, a year ago, tho' painful, was romantic", but her sensibilities were "somewhat deadened by familiarity with details of carnage and destruction" (March 21, 1862). Mentions of disputes over the American flag--as well as farmers learning how to deal with a lack of an enslaved work force--paint a picture of a Maryland occupied by Union forces, but whose populace leaned towards the Confederacy.

Preston, a Confederate-sympathizing Protestant, also wrote about her internal conflicts regarding slavery and whether it was ordained by God or was a sin. She questioned her personal duties and remarked on what she would do if "Providence made me the slave" (June 8, 1863). She consulted scripture for answers to these questions, but did not seem to draw a hard conclusion. Her brief description of African Americans in Georgia and Maryland during the Civil War includes building entrenchments, attending school, singing hymns, and continuing work as laborers and caretakers. These remarks provide glimpses of the lived experiences of African American communities during a time of extreme tumult. In October of 1863, she noted the passage of Black people escaping enslavement: "Some of them inform their mistresses beforehand that they are getting ready to leave. Most of the men have been gone some time, and every once in a while, the wife and children of one of the absentees disappear into the night carrying with them their effects" (October 18, 1863).

This collection is largely comprised of letters from Flora F. Lowe to her friend Annie Wood, while working as a teacher for the Fairlawn School (for African Americans) in Savannah, Georgia, 1877-1880; for the Carlisle Indian Industrial School, 1888; and for the newly formed Oakland Institute for Presbyterian Learning in Asheville, North Carolina, 1890.

This collection is largely comprised of letters from Flora F. Lowe to her friend Annie Wood, while working as a teacher for the Fairlawn School (for African Americans) in Savannah, Georgia, 1877-1880; for the Carlisle Indian Industrial School, 1888; and for the newly formed Oakland Institute for Presbyterian Learning in Asheville, North Carolina, 1890.

Flora F. Lowe wrote the first eight letters in the collection while teaching at the Fairlawn School for African Americans on East Broad Street in Savannah, Georgia, 1877-1880. In these letters she discussed her god-child Amanda Curley's and Addie's progress at an Episcopal school in Baltimore, remarking on Addie's clothing, Amanda's unhappiness about learning washing and needlework ("I am very glad the girls are taught such things, for to have them brought up useless 'fine ladies' is far from my desire," November 5, 1877), and dangers of Catholic indoctrination. She also described local African American religion, society, and scholarship. She praised, for example, the educational successes of Fannie Reynolds, while writing disparagingly about local religious activities/beliefs, discussing young women's prayers, stories told to her by an older black woman, the "shout" (a dance and singing of a "negro melody"), and baptisms. She also commented on matriarchal family dynamics (November 5, 1877). Lowe's goal was to send as many of her students as possible to Northern schools, where she believed they would be trained in Northern churches to improve their morals and, hopefully, return to South to help educate "people of their own color." She particularly praised (and described) her students Nettie Ingliss, Claudia Dereaux, Susie Brown, James Erwin, Mack King, Amanda Curley, Fannie Reynolds, and Susie Brown (December 5, 1877). On February 27, 1878, she described the Bowen Mansion, hired for use by the school board, and the death of a friend and fellow teacher. Flora's letters of 1879 and 1880 include discussions of Addie's desire to return to her family in Savannah and her progress in school, a shipboard injury sustained by Flora's father, oppressive heat in Savannah, the death of student Lynch Ingliss, teachers' wages, a Centennial Day celebration, class issues, and the health and sickness of Professor Cole's children.

Flora Lowe sent two letters from the Carlisle Indian School in the spring of 1888. In them, she wrote of the death of Basil, a 13-year old Apache boy, a visit by a band of San Carlos Apache chiefs, her exasperation with rebellious and "incorrigible" students, and an upcoming trip to England for her health. Two letters from 1890 describe work at the Oakland Institute for Presbyterian Learning, the unhelpful 23-year old matron, the music teacher who insists on teaching in her quarters rather than the music rooms, the sewing teacher who "murders the King's English," and health issues. Two of the remaining letters pertain to the Hampton Institute in Hampton, Virginia, and the remainder are personal letters from New England.