The good results of this course have proved their wisdom; in fact the results were of such importance as to warrant my reproducing part of what he wrote: 121
THE KIND OF EDUCATION THE NEGRO NEEDS
“I have noticed a growing tendency in the writings of those whites who discuss the racial question, in the newspapers, towards helpfulness and kindness to the Negro race. Some articles are very bitter, abusive, and unfair, the writers seeming to be either playing to the galleries of a maudlin3 sentiment or venting4 personal spleen—but in the main this is not so. The Negroes, who withal had rather love than hate white people, are generally thankful for all expressions favorable to themselves. They realize as a mass that there has grown up within the last thirty years an idle, vicious class of Negroes whose acts and habits are of such a nature as to make them objectionable to their own race, as well as to the whites. What to do with this class is a problem that perplexes the better element of Negroes, more, possibly, than it does the whites; since their shortcomings are generally credited to the whole Negro race, which is wrong as a fact and unjust in theory.
“This vicious element in the race is a constant subject of discussion in Negro churches and in private conversation. It is a mistake to say that crime is not condemned5 by the better class of Negroes. 122 There may be a class that attend the courts when their ‘pals’ are in jeopardy6 and who rejoice to see them exonerated7, but the real substantial Negro man is seldom seen ‘warming the benches’ of court rooms. Unlike the white spectators, who are men of leisure and spend their time there out of interest in what is going on, and often to earn a per diem as jurors,—the leisure class in the Negro race is generally composed of those who have ‘served time’ in prison or of their associates.
“The Negro problem, as now considered, seems, so far as the discussion of it is concerned, to be entirely8 in the hands of white people for solution, and the Negro himself is supposed to have no part in it, other than to ‘wait and tend’ on the bidding of those engaged at the job. He is ‘a looker on in Venice.’ I therefore offer my suggestion as to method or plan with fear of being asked to stand aside. Yet, in my zeal9 for the work and in my anxiety to have it accomplished10 as speedily and correctly as possible, I venture a few suggestions, the result of twenty years’ observation and experience in teaching, which appear to my mind as the best way to go at this Herculean task.
“In the first place I suggest that the boarding 123 school is the only one fitted for the final needs of the young of the race—a school where culture and civility would be taught hand in hand with labor11 and letters. The main object in education is training for usefulness. ‘Leading out’ is the meaning of the term education, and what the young of the race needs is to be lead out, and kept out of vice2, until the danger period is passed. The public schools turn out the child just at that period when temptations are most alluring12. From the age of puberty to twenty-one is the danger time, and the time of forming character. The kind of character then formed remains13. If the child can be steered14 over this period, under right influences and associations, the problem of his future is comparatively settled for good, otherwise for bad. Too much is expected of the public schools as now constituted, if it is presumed that they can mould both the mind and the heart of the child; when they usually drop him just at the period that he begins to learn he has a heart and a mind! He is mostly an animal during the period allotted15 to him in the public schools. Many are fortunate enough to have parents who have the leisure and ability to train them properly. Some follow up the course in the public schools with a season in a 124 boarding school—these are fortunate, but where is the great mass? They became boot-blacks, runaways16, ‘dudes,’ or temporary domestics, in which calling they earn money more to satisfy their youthful propensities17 than for any settled purpose for the future of their lives.
“Out of six hundred pupils who had left one public school in Virginia I found only 85 who had settled down with any seemingly fixed18 purpose. I counted 196 who had become domestics, and, either married or single, are making orderly citizens. The rest have become mere19 bilge water and are unknown. Among the girls fourteen are of the demirep order. The public schools are doing some work it is true—a great work, all things considered—but their ‘reach’ is not far enough. What the young of the Negro race needs, beyond all things, is training—not only of the head, but of the heart and hand as well. The boarding school would meet the requirements, if properly conducted. The girl and boy should remain at useful employment under refined influences until the habit of doing things right and acting20 right is formed. How can the public schools mould character in a child whom they have for five hours, while the street gamins have him for the rest of 125 the day? And further, as before stated, when the child leaves the public schools at the time when most of all he is likely to get into bad habits?
“Good home training is the salvation21 of any people. Many Negro children are necessarily lacking in this respect, for the reason that their parents are called off to their places of labor during the day and the children are left to shift for themselves. Too often when the parents are at home the influence is not of the most wholesome22, thus there is a double necessity for the inauguration23 of a system of training that will eliminate this evil. The majority of working people do not earn sufficient wages to hire governesses for their children,—if they should quit work and attempt the task for themselves the children would suffer for bread, and soon the state would be called upon to support them as paupers24. The state is unable in the present condition of public sentiment to pass upon the sufficiency of wages from employer to employee, but it can dictate25 the policy of the school system. All selfish or partisan26 scruples27 should be eliminated and the subject should be approached with wisdom and foresight28, looking solely29 to accomplishing the best results possible.
“My idea is to supplement the term of the public 126 schools, which might be reduced to four years, by a three years’ term in a public boarding school in which the pupil could do all the work and produce enough in vacation to make the school self-sustaining; except the item of the salaries of the teachers, who would be employed by the state. Make three years in these schools compulsory30 on all who are not able to or do not, select a school of their own choice. Three years’ military service is demanded of the adults in most of the European states, which is time almost thrown away so far as the individual is concerned, but a three years’ service in schools of this kind would be of the greatest advantage of the child and state as well.
“How it can be done
“There is idle land enough to be used for the establishment of such schools in every township in the South, and with the proper training in them, the pupils from such institutions would come out and build up hundreds of places that are now going to waste for lack of attention. The solution of the race problem cannot be effected by talk alone, nor by a reckless expenditure31 of public funds, but if the state is to undertake the education of its children with good citizenship32 in view—thus 127 becoming as it were the parens patri?, then let the job be undertaken as a parent would be likely to go at it for his own children. In well regulated communities wayward children are placed in homes which the wisdom of experience has found to be the best place for them, and they come out useful citizens. If the youth of the colored race is incorrigible33 because of instinct or environment, or both, the place for them is in some kind of home where they can be protected against themselves and society, and trained and developed. Let them have four years of training in the public schools and emerge from these into ‘a boarding and working school.’ This would be far better than furnishing a chain gang system for them to go into after bad character has been formed.
“‘An ounce of prevention is worth a pound of cure’ right here, and is a cheaper and a more substantial investment. Experience shows that the vicious become more vicious by confinement34 in the chain gangs, and it not infrequently happens that individuals, after having been degraded by a first sentence, become outcasts and spend from a half to two-thirds of their lives thereafter in prison. The chain gang system can hardly be 128 urged in any sense as a reformatory, and from the frequent returns thereto of the criminal class can be hardly styled as a first-class preventive of crime. It is simply an institution in which criminals can be kept out of their usual occupations. While they are so confined crime is that much decreased, but it opens up again on their exit.
“The value of the boarding school idea as a supplement to the public school system is borne out by the statistics of the boarding schools already established for colored people by private funds. The pupils turned out by these schools are a credit to the race and the state. They are good citizens, they accumulate property, they are industrious35 and upright. There is not one case in a thousand where you find them on the court records. They are the genuine ‘salt of the earth,’ so far as the product of the schools for the freedmen is concerned. The public schools have been the feeders in a large measure of these private schools, but only a small percentage of those who leave the public schools ever reach private schools. Under the plan above suggested all pupils will spend three years in a private school, or a school of that nature which will accomplish the same end.
“If the Negro has a greater native tendency to 129 crime than the other races, as is urged by some, then it is necessary to take more care in protecting him against it. If his disease is of a more malignant36 type than ordinary when it attacks him, then the more heroic should be the remedy. It is as illogical to apply a system of education to a child who is not prepared for it as it would be to treat a patient for appendicitis37 when he has the eczema. Results are what the state wants, and if the schools now established are not giving them, the system should be changed to one that for thirty years has been a success. The money sent South by Northern charity has not been wasted. Some people think it has destroyed some farm hands—this may be true, but it has created larger producers in other lines fully38 as beneficial to the state as farming.
“The state is suffering because of its criminal class both white and black, and it will continue to do so until this cloud is removed, and in undertaking39 the education of its citizens, the state is not working for the farmers especially (as some seem to imply by their arguments on this subject) but for a higher type of citizenship along all lines. ‘More intelligence in farming, mining, manufacturing, and business’ is the motto, a general uplift 130 in which all shall be benefited. Neither the farmer, the miner nor the manufacturer can hope to build up a serf class for his special benefit. The state has not established the school system for that purpose, and should the theory once obtain that it was so established, the handwriting would at once appear on the wall. The ideal school system is that in which each citizen claims his part with all the rest. No line should be drawn40 in the division of the funds to the schools, and as a fit corollary to this, they should not be established to foster the financial interests of any one class of citizens as against another. Pro1 bono publico is their motto and may it ever remain so!”
I might add that as a substantial proof of the great success of the new system of Negro education the Southern states have joined in preparing a great Negro Exposition, open to Negroes all over the world, in which, it is expected, a fine showing will be made by members of the race in almost every field of human endeavor.
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pro
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| n.赞成，赞成的意见，赞成者 | |
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vice
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| n.坏事；恶习；[pl.]台钳，老虎钳；adj.副的 | |
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maudlin
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| adj.感情脆弱的，爱哭的 | |
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venting
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| 消除； 泄去； 排去； 通风 | |
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condemned
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| adj. 被责难的, 被宣告有罪的 动词condemn的过去式和过去分词 | |
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jeopardy
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| n.危险；危难 | |
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exonerated
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| v.使免罪，免除( exonerate的过去式和过去分词 ) | |
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entirely
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| ad.全部地，完整地；完全地，彻底地 | |
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zeal
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| n.热心，热情，热忱 | |
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accomplished
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| adj.有才艺的；有造诣的；达到了的 | |
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labor
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| n.劳动，努力，工作，劳工；分娩；vi.劳动，努力，苦干；vt.详细分析；麻烦 | |
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alluring
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| adj.吸引人的，迷人的 | |
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remains
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| n.剩余物，残留物；遗体，遗迹 | |
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steered
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| v.驾驶( steer的过去式和过去分词 )；操纵；控制；引导 | |
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allotted
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| 分配，拨给，摊派( allot的过去式和过去分词 ) | |
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runaways
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| （轻而易举的）胜利( runaway的名词复数 ) | |
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propensities
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| n.倾向，习性( propensity的名词复数 ) | |
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fixed
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| adj.固定的，不变的，准备好的；(计算机)固定的 | |
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mere
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| adj.纯粹的；仅仅，只不过 | |
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acting
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| n.演戏，行为，假装；adj.代理的，临时的，演出用的 | |
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salvation
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| n.（尤指基督）救世，超度，拯救，解困 | |
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wholesome
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| adj.适合；卫生的；有益健康的；显示身心健康的 | |
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inauguration
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| n.开幕、就职典礼 | |
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paupers
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| n.穷人( pauper的名词复数 )；贫民；贫穷 | |
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dictate
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| v.口授；(使)听写；指令，指示，命令 | |
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partisan
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| adj.党派性的；游击队的；n.游击队员；党徒 | |
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scruples
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| n.良心上的不安( scruple的名词复数 )；顾虑，顾忌v.感到于心不安，有顾忌( scruple的第三人称单数 ) | |
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foresight
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solely
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| adv.仅仅，唯一地 | |
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compulsory
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| n.强制的，必修的；规定的，义务的 | |
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expenditure
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| n.(时间、劳力、金钱等)支出；使用，消耗 | |
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citizenship
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| n.市民权，公民权，国民的义务(身份) | |
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incorrigible
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| adj.难以纠正的，屡教不改的 | |
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confinement
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| n.幽禁，拘留，监禁；分娩；限制，局限 | |
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industrious
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| adj.勤劳的，刻苦的，奋发的 | |
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malignant
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| adj.恶性的，致命的；恶意的，恶毒的 | |
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appendicitis
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| n.阑尾炎，盲肠炎 | |
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fully
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| adv.完全地，全部地，彻底地；充分地 | |
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undertaking
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| n.保证，许诺，事业 | |
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drawn
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| v.拖，拉，拔出；adj.憔悴的，紧张的 | |
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