THE EDUCATION OF THE NEGRO.

THE ADDRESS OF THE PRESIDENT OF THE ASSOCIATION, CHARLES

DUDLEY WARNER, LL.D., OF HARTFORD, CONN.*

[Read Monday evening, May 7.]

*

At the close of the war for the Union about five millions of negroes were added to the citizenship of the United States. By the census of 1890 this number had become over seven and a half millions. I use the word " negro," because the descriptive term "black" or "colored" is not determinative. There are many

varieties of negroes among the African tribes, but all of them agree in certain physiological, if not psychological, characteristics, which separate them from all other races of mankind: whereas there are many races, black or colored, like the Abyssinian, which have no other negro traits.

It is also a matter of observation that the negro traits persist in recognizable manifestations, to the extent of occasional reversions, whatever may be the mixture of a white race. In a certain degree this persistence is true of all races not come from an historic common stock.

In the political reconstruction the negro was given the ballot without any requirements of education or property. This was partly a measure of party balance of power and partly from a concern that the negro would not be secure in his rights as a citizen without it, and also upon the theory that the ballot is an educating influence.

This sudden transition and shifting of power was resented at the South, resisted at first, and finally it has generally been evaded. This was due to a variety of reasons or prejudices, not all of them creditable to a generous desire for the universal elevation of mankind, but one of them the historian will judge adequate to produce the result. Indeed, it might have been foreseen from the beginning. This reconstruction measure was an attempt to put the *Mr. Warner died Oct. 20, 1900, and, in his death, the Association has suffered an irreparable loss. In another place will be found a brief review of his services in the cause of social progress.

superior part of the community under the control of the inferior,— these parts separated by all the prejudices of race and by traditions of mastership on the one side and of servitude on the other. I venture to say that it was an experiment that would have failed in any community in the United States, whether it was presented as a piece of philanthropy or of punishment.

A necessary sequence to the enfranchisement of the negro was his education. However limited our idea of a proper common education may be, it is a fundamental requisite in our form of government that every voter should be able to read and write. A recognition of this truth led to the establishment in the South of public schools for the whites and blacks,- in short, of a public school system. We are not to question the sincerity and generousness. of this movement, however it may have halted and lost enthusiasm in many localities.

This opportunity of education (found also in private schools) was hailed by the negroes, certainly, with enthusiasm. It cannot be doubted that at the close of the war there was a general desire among the freedmen to be instructed in the rudiments of knowledge at least. Many parents, especially women, made great sacrifices to obtain for their children this advantage which had been denied to themselves. Many youths, both boys and girls, entered into it with a genuine thirst for knowledge which it was pathetic to see.

But it may be questioned, from developments that speedily followed, whether the mass of negroes did not really desire this advantage as a sign of freedom rather than from a wish for knowledge, and covet it because it had formerly been the privilege of their masters and marked a broad distinction between the races. It was natural that this should be so, when they had been excluded from this privilege by pains and penalties, when in some States it was one of the gravest offences to teach a negro to read and write. This prohibition was accounted for by the peculiar sort of property that slavery created, which would become insecure if intelligent; for the alphabet is a terrible disturber of all false relations in society.

But the effort at education went further than the common school and the primary essential instruction. It introduced the higher education. Colleges usually called universities for negroes were established in many Southern States, created and stimulated by the generosity of Northern men and societies, and

often aided by the liberality of the States where they existed. The curriculum in these was that in colleges generally, the classics, the higher mathematics, science, philosophy, the modern languages, and in some instances a certain technical instruction, which was being tried in some Northern colleges. The emphasis, however, was laid on liberal culture. This higher education was offered to the mass that still lacked the rudiments of intellectual training, in the belief that education, the education of the moment, the education of superimposed information, can realize the theory of universal equality.

This experiment has now been in operation long enough to enable us to judge something of its results and its promises for the future. These results are of a nature to lead us seriously to inquire whether our effort was founded upon an adequate knowledge of the negro, of his present development, of the requirements for his personal welfare and evolution in the scale of civilization and for his training in useful and honorable citizenship. I am speaking of the majority, the mass to be considered in any general scheme, and not of the exceptional individuals - exceptions that will rapidly increase as the mass is lifted — who are capable of taking advantage to the utmost of all means of cultivation, and who must always be provided with all the opportunities needed.

Millions of dollars have been invested in the higher education of the negro; while this primary education has been, taking the whole mass, wholly inadequate to his needs. This has been upon the supposition that the higher would compel the rise of the lower with the undeveloped negro race, as it does with the more highly developed white race. An examination of the soundness of this expectation will not lead us far astray from our subject.

The evolution of a race, distinguishing it from the formation of a nation, is a slow process. We recognize a race by certain peculiar traits and by characteristics which slowly change. They are acquired little by little in an evolution which, historically, it is often difficult to trace. They are due to the environment, to the discipline of life, and to what is technically called education. These work together to make what is called character, race character; and it is this which is transmitted from generation to generation. Acquirements are not hereditary, like habits and peculiarities, physical or mental. A man does not transmit to his descendants his learning, though he may transmit the aptitude for it. This is

illustrated in factories where skilled labor is handed down and fixed in the same families; that is, where the same kind of labor is continued from one generation to another. The child, put to work, has not the knowledge of the parent, but a special aptitude in his skill and dexterity. Both body and mind have acquired certain transmissible traits. The same thing is seen on a larger scale in a whole nation, like the Japanese, who have been trained into what seems an art instinct.

It is this character, quality, habit, the result of a slow educational process, which distinguishes one race from another. It is this that the race transmits, and not the more or less accidental education of a decade or an era. The Brahmins carry this idea into the next life, and say that the departing spirit carries with him nothing except this individual character, no acquirements or information or extraneous culture. It was perhaps in the same spirit that the sad preacher in Ecclesiastes said there is no "knowledge nor wisdom in the grave, whither thou goest."

It is by this character that we classify civilized and even semicivilized races; by this slowly developed fibre, this slow accumulation of inherent quality in the evolution of the human being from lower to higher, that continues to exist notwithstanding the powerful influence of governments and religions. We are understood when we speak of the French, the Italian, the Pole, the Spanish, the English, the German, the Arab race, the Japanese, and so on. It is what a foreign writer calls, not inaptly, a collective race soul. As it is slow in evolution, it is persistent in enduring.

Further, we recognize it as a stage of progress, historically necessary in the development of man into a civilized adaptation to his situation in this world. It is a process that cannot be much hurried, and a result that cannot be leaped to out of barbarism by any superimposition of knowledge or even quickly by any change of environment. We may be right in our modern notion that education has a magical virtue that can work any kind of transformation; but we are certainly not right in supposing that it can do this instantly, or that it can work this effect upon a barbarous race in the same period of time that it can upon one more developed, one that has acquired at least a race consciousness.

Before going further, and in order to avoid misunderstanding, it is proper to say that I have the firmest belief in the ultimate development of all mankind into a higher plane than it occupies