Martin Luther King, Jr. Day, 1995, Memorial Issue Part 25

In the work of establis.h.i.+ng the Negroes as peasant proprietors the Bureau was severely handicapped, as I have shown. Nevertheless, something was done. Abandoned lands were leased so long as they remained in the hands of the Bureau, and a total revenue of $400,000 derived from black tenants. Some other lands to which the nation had gained t.i.tle were sold, and public lands were opened for the settlement of the few blacks who had tools and capital. The vision of landowning, however, the righteous and reasonable ambition for forty acres and a mule which filled the freedmen's dreams, was doomed in most cases to disappointment. And those men of marvelous hind-sight, who to-day are seeking to preach the Negro back to the soil, know well, or ought to know, that it was here, in 1865, that the finest opportunity of binding the black peasant to the soil was lost. Yet, with help and striving, the Negro gained some land, and by 1874, in the one state of Georgia, owned near 350,000 acres.

The greatest success of the Freedmen's Bureau lay in the planting of the free school among Negroes, and the idea of free elementary education among all cla.s.ses in the South. It not only called the schoolmistress through the benevolent agencies, and built them schoolhouses, but it helped discover and support such apostles of human development as Edmund Ware, Erastus Cravath, and Samuel Armstrong. State superintendents of education were appointed, and by 1870 150,000 children were in school.

The opposition to Negro education was bitter in the South, for the South believed an educated Negro to be a dangerous Negro. And the South was not wholly wrong; for education among all kinds of men always has had, and always will have, an element of danger and revolution, of dissatisfaction and discontent. Nevertheless, men strive to know. It was some inkling of this paradox, even in the unquiet days of the Bureau, that allayed an opposition to human training, which still to-day lies smouldering, but not flaming. Fisk, Atlanta, Howard, and Hampton were founded in these days, and nearly $6,000,000 was expended in five years for educational work, $750,000 of which came from the freedmen themselves.

Such contributions, together with the buying of land and various other enterprises, showed that the ex-slave was handling some free capital already. The chief initial source of this was labor in the army, and his pay and bounty as a soldier. Payments to Negro soldiers were at first complicated by the ignorance of the recipients, and the fact that the quotas of colored regiments from Northern states were largely filled by recruits from the South, unknown to their fellow soldiers. Consequently, payments were accompanied by such frauds that Congress, by joint resolution in 1867, put the whole matter in the hands of the Freedmen's Bureau. In two years $6,000,000 was thus distributed to 5000 claimants, and in the end the sum exceeded $8,000,000. Even in this system, fraud was frequent; but still the work put needed capital in the hands of practical paupers, and some, at least, was well spent.

The most perplexing and least successful part of the Bureau's work lay in the exercise of its judicial functions. In a distracted land where slavery had hardly fallen, to keep the strong from wanton abuse of the weak, and the weak from gloating insolently over the half-shorn strength of the strong, was a thankless, hopeless task. The former masters of the land were peremptorily ordered about, seized and imprisoned, and punished over and again, with scant courtesy from army officers. The former slaves were intimidated, beaten, raped, and butchered by angry and revengeful men. Bureau courts tended to become centres simply for punis.h.i.+ng whites, while the regular civil courts tended to become solely inst.i.tutions for perpetuating the slavery of blacks. Almost every law and method ingenuity could devise was employed by the legislatures to reduce the Negroes to serfdom,--to make them the slaves of the state, if not of individual owners; while the Bureau officials too often were found striving to put the "bottom rail on top," and give the freedmen a power and independence which they could not yet use. It is all well enough for us of another generation to wax wise with advice to those who bore the burden in the heat of the day. It is full easy now to see that the man who lost home, fortune, and family at a stroke, and saw his land ruled by "mules and n.i.g.g.e.rs," was really benefited by the pa.s.sing of slavery. It is not difficult now to say to the young freedman, cheated and cuffed about, who has seen his father's head beaten to a jelly and his own mother namelessly a.s.saulted, that the meek shall inherit the earth. Above all, nothing is more convenient than to heap on the Freedmen's Bureau all the evils of that evil day, and d.a.m.n it utterly for every mistake and blunder that was made.

All this is easy, but it is neither sensible nor just. Some one had blundered, but that was long before Oliver Howard was born; there was criminal aggression and heedless neglect, but without some system of control there would have been far more than there was. Had that control been from within, the Negro would have been reenslaved, to all intents and purposes. Coming as the control did from without, perfect men and methods would have bettered all things; and even with imperfect agents and questionable methods, the work accomplished was not undeserving of much commendation. The regular Bureau court consisted of one representative of the employer, one of the Negro, and one of the Bureau.

If the Bureau could have maintained a perfectly judicial att.i.tude, this arrangement would have been ideal, and must in time have gained confidence; but the nature of its other activities and the character of its personnel prejudiced the Bureau in favor of the black litigants, and led without doubt to much injustice and annoyance. On the other hand, to leave the Negro in the hands of Southern courts was impossible.

What the Freedmen's Bureau cost the nation is difficult to determine accurately. Its methods of bookkeeping were not good, and the whole system of its work and records partook of the hurry and turmoil of the time. General Howard himself disbursed some $15,000,000 during his inc.u.mbency; but this includes the bounties paid colored soldiers, which perhaps should not be counted as an expense of the Bureau. In bounties, prize money, and all other expenses, the Bureau disbursed over $20,000,000 before all of its departments were finally closed. To this ought to be added the large expenses of the various departments of Negro affairs before 1865; but these are hardly extricable from war expenditures, nor can we estimate with any accuracy the contributions of benevolent societies during all these years.

Such was the work of the Freedmen's Bureau. To sum it up in brief, we may say: it set going a system of free labor; it established the black peasant proprietor; it secured the recognition of black freemen before courts of law; it founded the free public school in the South. On the other hand, it failed to establish good will between ex-masters and freedmen; to guard its work wholly from paternalistic methods that discouraged self-reliance; to make Negroes landholders in any considerable numbers. Its successes were the result of hard work, supplemented by the aid of philanthropists and the eager striving of black men. Its failures were the result of bad local agents, inherent difficulties of the work, and national neglect. The Freedmen's Bureau expired by limitation in 1869, save its educational and bounty departments. The educational work came to an end in 1872, and General Howard's connection with the Bureau ceased at that time. The work of paying bounties was transferred to the adjutant general's office, where it was continued three or four years longer.

Such an inst.i.tution, from its wide powers, great responsibilities, large control of moneys, and generally conspicuous position, was naturally open to repeated and bitter attacks. It sustained a searching congressional investigation at the instance of Fernando Wood in 1870. It was, with blunt discourtesy, transferred from Howard's control, in his absence, to the supervision of Secretary of War Belknap in 1872, on the Secretary's recommendation. Finally, in consequence of grave intimations of wrongdoing made by the Secretary and his subordinates, General Howard was court-martialed in 1874. In each of these trials, and in other attacks, the commissioner of the Freedmen's Bureau was exonerated from any willful misdoing, and his work heartily commended. Nevertheless, many unpleasant things were brought to light: the methods of transacting the business of the Bureau were faulty; several cases of defalcation among officials in the field were proven, and further frauds hinted at; there were some business transactions which savored of dangerous speculation, if not dishonesty; and, above all, the smirch of the Freedmen's Bank, which, while legally distinct from, was morally and practically a part of the Bureau, will ever blacken the record of this great inst.i.tution. Not even ten additional years of slavery could have done as much to throttle the thrift of the freedmen as the mismanagement and bankruptcy of the savings bank chartered by the nation for their especial aid. Yet it is but fair to say that the perfect honesty of purpose and unselfish devotion of General Howard have pa.s.sed untarnished through the fire of criticism. Not so with all his subordinates, although in the case of the great majority of these there were shown bravery and devotion to duty, even though sometimes linked to narrowness and incompetency.

The most bitter attacks on the Freedmen's Bureau were aimed not so much at its conduct or policy under the law as at the necessity for any such organization at all. Such attacks came naturally from the border states and the South, and they were summed up by Senator Davis, of Kentucky, when he moved to ent.i.tle the act of 1866 a bill "to promote strife and conflict between the white and black races... by a grant of unconst.i.tutional power." The argument was of tremendous strength, but its very strength was its weakness. For, argued the plain common sense of the nation, if it is unconst.i.tutional, unpracticable, and futile for the nation to stand guardian over its helpless wards, then there is left but one alternative: to make those wards their own guardians by arming them with the ballot. The alternative offered the nation then was not between full and restricted Negro suffrage; else every sensible man, black and white, would easily have chosen the latter. It was rather a choice between suffrage and slavery, after endless blood and gold had flowed to sweep human bondage away. Not a single Southern legislature stood ready to admit a Negro, under any conditions, to the polls; not a single Southern legislature believed free Negro labor was possible without a system of restrictions that took all its freedom away; there was scarcely a white man in the South who did not honestly regard emanc.i.p.ation as a crime, and its practical nullification as a duty.

In such a situation, the granting of the ballot to the black man was a necessity, the very least a guilty nation could grant a wronged race.

Had the opposition to government guardians.h.i.+p of Negroes been less bitter, and the attachment to the slave system less strong, the social seer can well imagine a far better policy: a permanent Freedmen's Bureau, with a national system of Negro schools; a carefully supervised employment and labor office; a system of impartial protection before the regular courts; and such inst.i.tutions for social betterment as savings banks, land and building a.s.sociations, and social settlements. All this vast expenditure of money and brains might have formed a great school of prospective citizens.h.i.+p, and solved in a way we have not yet solved the most perplexing and persistent of the Negro problems.

That such an inst.i.tution was unthinkable in 1870 was due in part to certain acts of the Freedmen's Bureau itself. It came to regard its work as merely temporary, and Negro suffrage as a final answer to all present perplexities. The political ambition of many of its agents and proteges led it far afield into questionable activities, until the South, nursing its own deep prejudices, came easily to ignore all the good deeds of the Bureau, and hate its very name with perfect hatred. So the Freedmen's Bureau died, and its child was the Fifteenth Amendment.

The pa.s.sing of a great human inst.i.tution before its work is done, like the untimely pa.s.sing of a single soul, but leaves a legacy of striving for other men. The legacy of the Freedmen's Bureau is the heavy heritage of this generation. Today, when new and vaster problems are destined to strain every fibre of the national mind and soul, would it not be well to count this legacy honestly and carefully? For this much all men know: despite compromise, struggle, war, and struggle, the Negro is not free.

In the backwoods of the Gulf states, for miles and miles, he may not leave the plantation of his birth; in well-nigh the whole rural South the black farmers are peons, bound by law and custom to an economic slavery, from which the only escape is death or the penitentiary. In the most cultured sections and cities of the South the Negroes are a segregated servile caste, with restricted rights and privileges. Before the courts, both in law and custom, they stand on a different and peculiar basis. Taxation without representation is the rule of their political life. And the result of all this is, and in nature must have been, lawlessness and crime. That is the large legacy of the Freedmen's Bureau, the work it did not do because it could not.

I have seen a land right merry with the sun; where children sing, and rolling hills lie like pa.s.sioned women, wanton with harvest. And there in the King's Highway sat and sits a figure, veiled and bowed, by which the traveler's footsteps hasten as they go. On the tainted air broods fear. Three centuries' thought has been the raising and unveiling of that bowed human heart, and now, behold, my fellows, a century new for the duty and the deed. The problem of the twentieth century is the problem of the color line.

OF THE TRAINING OF BLACK MEN by W. E. Burghardt Du Bois

From the s.h.i.+mmering swirl of waters where many, many thoughts ago the slave-s.h.i.+p first saw the square tower of Jamestown have flowed down to our day three streams of thinking: one from the larger world here and over-seas, saying, the multiplying of human wants in culture lands calls for the world-wide co-operation of men in satisfying them. Hence arises a new human unity, pulling the ends of earth nearer, and all men, black, yellow, and white. The larger humanity strives to feel in this contact of living nations and sleeping hordes a thrill of new life in the world, crying, If the contact of Life and Sleep be Death, shame on such Life.

To be sure, behind this thought lurks the afterthought of force and dominion,--the making of brown men to delve when the temptation of beads and red calico cloys.

The second thought streaming from the death-s.h.i.+p and the curving river is the thought of the older South: the sincere and pa.s.sionate belief that somewhere between men and cattle G.o.d created a tertium quid, and called it a Negro,--a clownish, simple creature, at times even lovable within its limitations, but straitly foreordained to walk within the Veil. To be sure, behind the thought lurks the afterthought,--some of them with favoring chance might become men, but in sheer self-defense we dare not let them, and build about them walls so high, and hang between them and the light a veil so thick, that they shall not even think of breaking through.

And last of all there trickles down that third and darker thought, the thought of the things themselves, the confused half-conscious mutter of men who are black and whitened, crying Liberty, Freedom, Opportunity--vouchsafe to us, O boastful World, the chance of living men! To be sure, behind the thought lurks the afterthought: suppose, after all, the World is right and we are less than men? Suppose this mad impulse within is all wrong, some mock mirage from the untrue?

So here we stand among thoughts of human unity, even through conquest and slavery; the inferiority of black men, even if forced by fraud; a shriek in the night for the freedom of men who themselves are not yet sure of their right to demand it. This is the tangle of thought and afterthought wherein we are called to solve the problem of training men for life.

Behind all its curiousness, so attractive alike to sage and dilettante, lie its dim dangers, throwing across us shadows at once grotesque and awful. Plain it is to us that what the world seeks through desert and wild we have within our threshold;--a stalwart laboring force, suited to the semi-tropics; if, deaf to the voice of the Zeitgeist, we refuse to use and develop these men, we risk poverty and loss. If, on the other hand, seized by the brutal afterthought, we debauch the race thus caught in our talons, selfishly sucking their blood and brains in the future as in the past, what shall save us from national decadence? Only that saner selfishness which, Education teaches men, can find the rights of all in the whirl of work.

Again, we may decry the color prejudice of the South, yet it remains a heavy fact. Such curious kinks of the human mind exist and must be reckoned with soberly. They cannot be laughed away, nor always successfully stormed at, nor easily abolished by act of legislature.

And yet they cannot be encouraged by being let alone. They must be recognized as facts, but unpleasant facts; things that stand in the way of civilization and religion and common decency. They can be met in but one way: by the breadth and broadening of human reason, by catholicity of taste and culture. And so, too, the native ambition and aspiration of men, even though they be black, backward, and ungraceful, must not lightly be dealt with. To stimulate wildly weak and untrained minds is to play with mighty fires; to flout their striving idly is to welcome a harvest of brutish crime and shameless lethargy in our very laps. The guiding of thought and the deft coordination of deed is at once the path of honor and humanity.

And so, in this great question of reconciling three vast and partially contradictory streams of thought, the one panacea of Education leaps to the lips of all; such human training as will best use the labor of all men without enslaving or brutalizing; such training as will give us poise to encourage the prejudices that bulwark society, and stamp out those that in sheer barbarity deafen us to the wail of prisoned souls within the Veil, and the mounting fury of shackled men.

But when we have vaguely said Education will set this tangle straight, what have we uttered but a truism? Training for life teaches living; but what training for the profitable living together of black men and white? Two hundred years ago our task would have seemed easier. Then Dr. Johnson blandly a.s.sured us that education was needed solely for the embellishments of life, and was useless for ordinary vermin. To-day we have climbed to heights where we would open at least the outer courts of knowledge to all, display its treasures to many, and select the few to whom its mystery of Truth is revealed, not wholly by truth or the accidents of the stock market, but at least in part according to deftness and aim, talent and character. This programme, however, we are sorely puzzled in carrying out through that part of the land where the blight of slavery fell hardest, and where we are dealing with two backward peoples. To make here in human education that ever necessary combination of the permanent and the contingent--of the ideal and the practical in workable equilibrium--has been there, as it ever must be in every age and place, a matter of infinite experiment and frequent mistakes.

In rough approximation we may point out four varying decades of work in Southern education since the Civil War. From the close of the war until 1876 was the period of uncertain groping and temporary relief. There were army schools, mission schools, and schools of the Freedmen's Bureau in chaotic disarrangement, seeking system and cooperation. Then followed ten years of constructive definite effort toward the building of complete school systems in the South. Normal schools and colleges were founded for the freedmen, and teachers trained there to man the public schools. There was the inevitable tendency of war to underestimate the prejudice of the master and the ignorance of the slave, and all seemed clear sailing out of the wreckage of the storm. Meantime, starting in this decade yet especially developing from 1885 to 1895, began the industrial revolution of the South. The land saw glimpses of a new destiny and the stirring of new ideals. The educational system striving to complete itself saw new obstacles and a field of work ever broader and deeper. The Negro colleges, hurriedly founded, were inadequately equipped, illogically distributed, and of varying efficiency and grade; the normal and high schools were doing little more than common school work, and the common schools were training but a third of the children who ought to be in them, and training these too often poorly. At the same time the white South, by reason of its sudden conversion from the slavery ideal, by so much the more became set and strengthened in its racial prejudice, and crystallized it into harsh law and harsher custom; while the marvelous pus.h.i.+ng forward of the poor white daily threatened to take even bread and b.u.t.ter from the mouths of the heavily handicapped sons of the freedmen. In the midst, then, of the larger problem of Negro education sprang up the more practical question of work, the inevitable economic quandary that faces a people in the transition from slavery to freedom, and especially those who make that change amid hate and prejudice, lawlessness and ruthless compet.i.tion.

The industrial school springing to notice in this decade, but coming to full recognition in the decade beginning with 1895, was the proffered answer to this combined educational and economic crisis, and an answer of singular wisdom and timeliness. From the very first in nearly all the schools some attention had been given to training in handiwork, but now was this training first raised to a dignity that brought it in direct touch with the South's magnificent industrial development, and given an emphasis which reminded black folk that before the Temple of Knowledge swing the Gates of Toil.

Yet after all they are but gates, and when turning our eyes from the temporary and the contingent in the Negro problem to the broader question of the permanent uplifting and civilization of black men in America, we have a right to inquire, as this enthusiasm for material advancement mounts to its height, if after all the industrial school is the final and sufficient answer in the training of the Negro race; and to ask gently, but in all sincerity, the ever recurring query of the ages, Is not life more than meat, and the body more than raiment? And men ask this to-day all the more eagerly because of sinister signs in recent educational movements. The tendency is here born of slavery and quickened to renewed life by the crazy imperialism of the day, to regard human beings as among the material resources of a land to be trained with an eye single to future dividends. Race prejudices, which keep brown and black men in their "places," we are coming to regard as useful allies with such a theory, no matter how much they may dull the ambition and sicken the hearts of struggling human beings. And above all, we daily hear that an education that encourages aspiration, that sets the loftiest of ideals and seeks as an end culture and character than bread-winning, is the privilege of white men and the danger and delusion of black.

Especially has criticism been directed against the former educational efforts to aid the Negro. In the four periods I have mentioned, we find first boundless, planless enthusiasm and sacrifice; then the preparation of teachers for a vast public school system; then the launching and expansion of that school system amid increasing difficulties; and finally the training of workmen for the new and growing industries. This development has been sharply ridiculed as a logical anomaly and flat reversal of nature. Soothly we have been told that first industrial and manual training should have taught the Negro to work, then simple schools should have taught him to read and write, and finally, after years, high and normal schools could have completed the system, as intelligence and wealth demanded.

That a system logically so complete was historically impossible, it needs but a little thought to prove. Progress in human affairs is more often a pull than a push, surging forward of the exceptional man, and the lifting of his duller brethren slowly and painfully to his vantage ground. Thus it was no accident that gave birth to universities centuries before the common schools, that made fair Harvard the first flower of our wilderness. So in the South: the ma.s.s of the freedmen at the end of the war lacked the intelligence so necessary to modern workingmen. They must first have the common school to teach them to read, write, and cipher. The white teachers who flocked South went to establish such a common school system. They had no idea of founding colleges; they themselves at first would have laughed at the idea. But they faced, as all men since them have faced, that central paradox of the South, the social separation of the races. Then it was the sudden volcanic rupture of nearly all relations between black and white, in work and government and family life. Since then a new adjustment of relations in economic and political affairs has grown up,--an adjustment subtle and difficult to grasp, yet singularly ingenious, which leaves still that frightful chasm at the color line across which men pa.s.s at their peril. Thus, then and now, there stand in the South two separate worlds; and separate not simply in the higher realms of social intercourse, but also in church and school, on railway and street car, in hotels and theatres, in streets and city sections, in books and newspapers, in asylums and jails, in hospitals and graveyards. There is still enough of contact for large economic and group cooperation, but the separation is so thorough and deep, that it absolutely precludes for the present between the races anything like that sympathetic and effective group training and leaders.h.i.+p of the one by the other, such as the American Negro and all backward peoples must have for effectual progress.

This the missionaries of '68 soon saw; and if effective industrial and trade schools were impractical before the establishment of a common school system, just as certainly no adequate common schools could be founded until there were teachers to teach them. Southern whites would not teach them; Northern whites in sufficient numbers could not be had.

If the Negro was to learn, he must teach himself, and the most effective help that could be given him was the establishment of schools to train Negro teachers. This conclusion was slowly but surely reached by every student of the situation until simultaneously, in widely separated regions, without consultation or systematic plan, there arose a series of inst.i.tutions designed to furnish teachers for the untaught. Above the sneers of critics at the obvious defects of this procedure must ever stand its one crus.h.i.+ng rejoinder: in a single generation they put thirty thousand black teachers in the South; they wiped out the illiteracy of the majority of the black people of the land, and they made Tuskegee possible.

Such higher training schools tended naturally to deepen broader development: at first they were common and grammar schools, then some became high schools. And finally, by 1900, some thirty-four had one year or more of studies of college grade. This development was reached with different degrees of speed in different inst.i.tutions: Hampton is still a high school, while Fisk University started her college in 1871, and Spelman Seminary about 1896. In all cases the aim was identical: to maintain the standards of the lower training by giving teachers and leaders the best practicable training; and above all to furnish the black world with adequate standards of human culture and lofty ideals of life. It was not enough that the teachers of teachers should be trained in technical normal methods; they must also, so far as possible, be broad-minded, cultured men and women, to scatter civilization among a people whose ignorance was not simply of letters, but of life itself.

It can thus be seen that the work of education in the South began with higher inst.i.tutions of training, which threw off as their foliage common schools, and later industrial schools, and at the same time strove to shoot their roots ever deeper toward college and university training.

That this was an inevitable and necessary development, sooner or later, goes without saying; but there has been, and still is, a question in many minds if the natural growth was not forced, and if the higher training was not either overdone or done with cheap and unsound methods.

Among white Southerners this feeling is widespread and positive. A prominent Southern journal voiced this in a recent editorial:

"The experiment that has been made to give the colored students cla.s.sical training has not been satisfactory. Even though many were able to pursue the course, most of them did so in a parrot-like way, learning what was taught, but not seeming to appropriate the truth and import of their instruction, and graduating without sensible aim or valuable occupation for their future. The whole scheme has proved a waste of time, efforts, and the money of the state."

While most far-minded men would recognize this as extreme and overdrawn, still without doubt many are asking, Are there a sufficient number of Negroes ready for college training to warrant the undertaking? Are not too many students prematurely forced into this work? Does it not have the effect of dissatisfying the young Negro with his environment? And do these graduates succeed in real life? Such natural questions cannot be evaded, nor on the other hand must a nation naturally skeptical as to Negro ability a.s.sume an unfavorable answer without careful inquiry and patient openness to conviction. We must not forget that most Americans answer all queries regarding the Negro a priori, and that the least that human courtesy can do is to listen to evidence.

The advocates of the higher education of the Negro would be the last to deny the incompleteness and glaring defects of the present system: too many inst.i.tutions have attempted to do college work, the work in some cases has not been thoroughly done, and quant.i.ty rather than quality has sometimes been sought. But all this can be said of higher education throughout the land: it is the almost inevitable incident of educational growth, and leaves the deeper question of the legitimate demand for the higher training of Negroes untouched. And this latter question can be settled in but one way--by a first-hand study of the facts. If we leave out of view all inst.i.tutions which have not actually graduated students from a course higher than that of a New England high school, even though they be called colleges; if then we take the thirty-four remaining inst.i.tutions, we may clear up many misapprehensions by asking searchingly, What kind of inst.i.tutions are they, what do they teach, and what sort of men do they graduate?

And first we may say that this type of college, including Atlanta, Fisk and Howard, Wilberforce and Lincoln, Biddle, Shaw, and the rest, is peculiar, almost unique. Through the s.h.i.+ning trees that whisper before me as I write, I catch glimpses of a boulder of New England granite, covering a grave, which graduates of Atlanta University have placed there:--

"IN GRATEFUL MEMORY OF THEIR FORMER TEACHER AND FRIEND AND OF THE UNSELFISH LIFE HE LIVED, AND THE n.o.bLE WORK HE WROUGHT; THAT THEY, THEIR CHILDREN, AND THEIR CHIL- DREN'S CHILDREN MIGHT BE BLESSED."

This was the gift of New England to the freed Negro: not alms, but a friend; not cash, but character. It was not and is not money these seething millions want, but love and sympathy, the pulse of hearts beating with red blood; a gift which to-day only their own kindred and race can bring to the ma.s.ses, but which once saintly souls brought to their favored children in the crusade of the sixties, that finest thing in American history, and one of the few things untainted by sordid greed and cheap vainglory. The teachers in these inst.i.tutions came not to keep the Negroes in their place, but to raise them out of their places where the filth of slavery had wallowed them. The colleges they founded were social settlements; homes where the best of the sons of the freedmen came in close and sympathetic touch with the best traditions of New England. They lived and ate together, studies and worked, hoped and harkened in the dawning light. In actual formal content their curriculum was doubtless old-fas.h.i.+oned, but in educational power it was supreme, for it was the contact of living souls.

From such schools about two thousand Negroes have gone forth with the bachelor's degree. The number in itself is enough to put at rest the argument that too large a proportion of Negroes are receiving higher training. If the ratio to population of all Negro students throughout the land, in both college and secondary training, be counted, Commissioner Harris a.s.sures us "it must be increased to five times its present average" to equal the average of the land.

Fifty years ago the ability of Negro students in any appreciable numbers to master a modern college course would have been difficult to prove.

To-day it is proved by the fact that four hundred Negroes, many of whom have been reported as brilliant students, have received the bachelor's degree from Harvard, Yale, Oberlin, and seventy other leading colleges.

Here we have, then, nearly twenty-five hundred Negro graduates, of whom the crucial query must be made. How far did their training fit them for life? It is of course extremely difficult to collect satisfactory data on such a point,--difficult to reach the men, to get trustworthy testimony, and to gauge that testimony by any generally acceptable criterion of success. In 1900, the Conference at Atlanta University undertook to study these graduates, and published the results. First they sought to know what these graduates were doing, and succeeded in getting answers from nearly two thirds of the living. The direct testimony was in almost all cases corroborated by the reports of the colleges where they graduated, so that in the main the reports were worthy of credence. Fifty-three per cent of these graduates were teachers,--presidents of inst.i.tutions, heads of normal schools, princ.i.p.als of city school systems, and the like. Seventeen per cent were clergymen; another seventeen per cent were in the professions, chiefly as physicians. Over six per cent were merchants, farmers, and artisans, and four per cent were in the government civil service. Granting even that a considerable proportion of the third unheard from are unsuccessful, this is a record of usefulness. Personally I know many hundreds of these graduates and have corresponded with more than a thousand; through others I have followed carefully the life-work of scores; I have taught some of them and some of the pupils whom they have taught, lived in homes which they have builded, and looked at life through their eyes. Comparing them as a cla.s.s with my fellow students in New England and in Europe, I cannot hesitate in saying that nowhere have I met men and women with a broader spirit of helpfulness, with deeper devotion to their life-work, or with more consecrated determination to succeed in the face of bitter difficulties than among Negro college-bred men. They have, to be sure, their proportion of ne'er-do-weels, their pedants and lettered fools, but they have a surprisingly small proportion of them; they have not that culture of manner which we instinctively a.s.sociate with university men, forgetting that in reality it is the heritage from cultured homes, and that no people a generation removed from slavery can escape a certain unpleasant rawness and gaucherie, despite the best of training.

With all their larger vision and deeper sensibility, these men have usually been conservative, careful leaders. They have seldom been agitators, have withstood the temptation to head the mob, and have worked steadily and faithfully in a thousand communities in the South.

As teachers they have given the South a commendable system of city schools and large numbers of private normal schools and academies.

Colored college-bred men have worked side by side with white college graduates at Hampton; almost from the beginning the backbone of Tuskegee's teaching force has been formed of graduates from Fisk and Atlanta. And to-day the inst.i.tute is filled with college graduates, from the energetic wife of the princ.i.p.al down to the teacher of agriculture, including nearly half of the executive council and a majority of the heads of departments. In the professions, college men are slowly but surely leavening the Negro church, are healing and preventing the devastations of disease, and beginning to furnish legal protection for the liberty and property of the toiling ma.s.ses. All this is needful work. Who would do it if Negroes did not? How could Negroes do it if they were not trained carefully for it? If white people need colleges to furnish teachers, ministers, lawyers, and doctors, do black people need nothing of the sort?

If it be true that there are an appreciable number of Negro youth in the land capable by character and talent to receive that higher training, the end of which is culture, and if the two and a half thousand who have had something of this training in the past have in the main proved themselves useful to their race and generation, the question then comes, What place in the future development of the South might the Negro college and college-bred man to occupy? That the present social separation and acute race sensitiveness must eventually yield to the influences of culture as the South grows civilized is clear. But such transformation calls for singular wisdom and patience. If, while the healing of this vast sore is progressing, the races are to live for many years side by side, united in economic effort, obeying a common government, sensitive to mutual thought and feeling, yet subtly and silently separate in many matters of deeper human intimacy--if this unusual and dangerous development is to progress amid peace and order, mutual respect and growing intelligence, it will call for social surgery at once the delicatest and nicest in modern history. It will demand broad-minded, upright men both white and black, and in its final accomplishment American civilization will triumph. So far as white men are concerned, this fact is to-day being recognized in the South, and a happy renaissance of university education seems imminent. But the very voices that cry Hail! to this good work are, strange to relate, largely silent or antagonistic to the higher education of the Negro.