By ATTICUS G. HAYGOOD, D.D.

FACTS ON THE SURFACE.

The records in the Department of Education, in Washington City, show that in the recent slave States of the Union the total school population was, in 1881, 5,814,261. Of these, 3,973,676 were white; 1,840,585 colored children. Counting both races the total school enrollment for 1881 was 3,034,896; of these 2,232,337 were white, 802,559 colored children. Nearly half the white, and more than half the colored school population was, in 1881, out of school. In some of these States the school term is from three to five months; in the cotton States not more than three. Perhaps five months each year is as long a school term as the conditions and needs of the laboring classes in these States will allow.

In 1881 these States expended upon their public schools $13,359,784; except perhaps in one state this money was expended without distinction of race. The races have schools of their own; doctrinaires would mix them by force of law; those who are actually doing the work of education in these States know that this can not be done, and that only harm would come of it, if the experiment were attempted. For neither race would do so well if taught together; the colored children do not desire mixed schools, and the white children will not attend them. In such conditions law is helpless, and force is folly; also ruin.

OTHER FACTS.

The official figures give the numbers; parole evidence is necessary to complete the statement of the case. In 1881 there were, as the Department of Education reports, in the Southern States 17,248 common schools for colored children. With exceptions so few that they are inappreciable in these statements, the teachers in these 17,248 common schools were colored—the large majority being women. The majority of these teachers are pitiably incompetent; some of them are well furnished for their work, and are doing it faithfully and successfully. Nearly all of these colored teachers who are of any use have received their preparation in the various schools for higher instruction established by societies and churches in the Northern States. Some of the best work is done in schools established and carried on by individual devotion—I will not say enterprise. Taking them all together there are nearly one hundred and fifty of these schools, called, as fancy or circumstances prompted or allowed, universities, colleges, institutes, seminaries, normal schools, etc., etc. There is hardly an “academy” among them.

OVER-NAMING.

Many will think me wrong in the opinion I now offer; some of the wisest of the teachers in the real work of teaching negroes will agree with me: it is a misfortune that the names given these schools are so out of proportion to their real work and character. None of them, even in catalogues, go beyond the ordinary college course; many of them do not come up to it; in none of them do more than a very small number complete this course. There is not a university, in any proper sense, among them all. It is not in the spirit of censure that I speak of these things, but of deep interest in the great and necessary work, that the good people engaged in these schools are trying, with rare consecration and in the teeth of a thousand discouragements, to accomplish.

The great names for these schools have done harm. They are misleading to begin with, and that is an evil. It is hard enough to get the indifferent or the antagonistic people to understand the subject of the education of the negroes at best; it is harder when new meanings have to be given to old names in order to state acts. I am of the opinion that the names given to most of these schools have done some harm in the North—whence the money has been drawn to support them. Northern men have sometimes spoken to me on these subjects in language that made it plain that they would have helped more but from a conviction that “schools and not universities are what these poor people need.” Per contra, it may well enough be answered, some have given largely to build “universities” that would not give to establish schools. As to the influence on northern sentiment of the too-great names, those who know that sentiment better than I do can express themselves more definitely. I know that the big names have done harm in the States where the schools are. At this point let me say, I am only stating what I believe to be facts. Comments, inferences, justifications, do not concern me just now.

First, then, the large names have excited prejudice among the white people who did not know what was back of the names. Most of them, for a long time, did not know what the universities and colleges were really trying to do; the majority do not know at this time.

Some of those who did know something thought the whole business a mere sham; for a long time only a few southern white people really knew that faithful, wise and successful teaching was done in these colleges and universities—most of it not being college or university work at all. The few who really knew what good work was being done could over-look the ambitious names—it being a weakness in the South and West, yielded to by not a few, to give great names to small schools for white youth. The wiser and kinder-hearted ones could condone the offense of over-large names in view of their own example.

The big names did as much as anything else to anger the poor whites against all negro education. People who know human nature will understand this statement without explanation: those who do not know human nature will not understand it anyway.

The worst evil, in the long run, of this big naming of schools for the negroes, fell upon the negroes themselves. It aggravated the tendency—very strong among them—to be satisfied with the name of a thing in the lack of the thing itself, and, what is more, not knowing that they can lack the thing when they have the name. Take, for example, “? University,” an admirable school well known to me. Its annual enrollment will average three hundred; its catalogue course reaches from the primary studies through an ordinary college curriculum; one in ten attempts this college course; one in fifty may complete it. The whole three hundred tell their friends: “I was educated in ? University.” It gives them importance. They pass as scholars beyond their merits among their own people. In many of them it breeds injurious conceits—of a sort that makes enemies of those who might be friends, and prejudices with the uninformed—who in all countries are the majority—the whole subject of negro education. It is to be feared that only a few colored students know the difference between “? University” and a real university.

NO SHAM IN THE WORK DONE.

Let me say with emphasis at this point: there is no sham in the work done in these schools. It is genuine, honest, useful work. This is a general statement; there may be, doubtless are, some schools that do not deserve this praise. But the point I wish to make plain to the readers of The Chautauquan is this: if there be sham it is not in the work done, but in the name given the place where it is done. I asked one of the veterans: “Why did you call this school a university?” He answered: “We hoped it would grow to it some day.” How could I blame the hopefulness of those who did the naming? So many of our white schools had been named under the same sort of prophetic impulse.

TRAINING SCHOOLS.

It is those schools backed by the churches and benevolent societies of the North that are doing the most of the work of preparing teachers among the colored people for the colored people. The very best of the more than seventeen thousand colored teachers have learned whatever they know in these schools. Most of the Southern State governments have recognized the necessity of preparing colored teachers, and make annual appropriations to carry on this work. A few States have established schools of their own; generally they make appropriations to some of the best of the schools established by others.

The great and crying need in the work of education among the people is better teachers in their common schools. They can not be prepared in a day or a year; for it takes much money and much time. The training schools are without endowments, and their patrons are unable to pay more than the lowest tuition fees. If these schools—call them universities, colleges, institutes, seminaries—what you will, are to keep going at their present rate, to say nothing of improvement, white people must furnish the money, for the best of reasons; the negroes have not money to do this sort of work. Most of this money will have to come from Northern pockets, if it comes at all. The State of New York is worth more in property returned for taxation than all the Southern States together—leaving out Missouri, counted in the census of 1880 among “Western States.”

THE JOHN F. SLATER FUND

Begins to do its blessed work. This fund is dedicated to the work of “Uplifting the lately emancipated population of the Southern States and their posterity, by conferring on them the blessings of Christian education,” and it seeks to accomplish this result by “the training of teachers among the people requiring to be taught.” This fund works through existing institutions; it does not found new schools; there are already more good and deserving schools than it can help. Many times the sum this fund affords could be wisely used.

There is not space in this article to discuss the question, but my opinion may be stated: It is necessary that the United States government should aid the States to make their public schools more efficient. Whatever may be true of other sections, the Southern States, owing to the facts of their history and to conditions now existing, are not able to do the work that is upon them.

As to the sentiment in these States on the subject of negro education, it may be said in brief: The outcry of small village papers does not always even reflect the sentiment of the people, and there are certain facts that indicate that the work of educating the negroes will go on with less and less hindrance. Three such facts I mention in closing this article: (1) The duty and necessity of educating the negro has been recognized by every representative church in the South. (2) This necessity is recognized in the educational system of every Southern State. (3) No man who believes he has any political or educational “future,” any longer opposes, under his proper name, the education of his negro fellow citizens.

Dress changes, but we are not to suppose on that account that the make of the body changes also. Politeness or rudeness, knowledge or ignorance, more or less of a certain degree of guilelessness and simplicity, a serious or playful humor; these are but the outer crust of a man, and may all change; but the heart changes not, and the whole of man is in the heart. One age is ignorant, but the fashion of being learned may come; we are all moved by self-interest, but the fashion of being disinterested will never come. Amidst the countless myriads of creatures born in the space of a hundred years, nature may perhaps produce two or three dozen of rational beings whom she must scatter over the world, and you can readily imagine that they are never found any where in such large numbers as to set the fashion of virtue and uprightness.—Fontenelle.