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diff --git a/old/64819-0.txt b/old/64819-0.txt deleted file mode 100644 index 32c0b7c..0000000 --- a/old/64819-0.txt +++ /dev/null @@ -1,817 +0,0 @@ -The Project Gutenberg eBook of Service by the Educated Negro, by Roscoe -Conkling Bruce - -This eBook is for the use of anyone anywhere in the United States and -most other parts of the world at no cost and with almost no restrictions -whatsoever. You may copy it, give it away or re-use it under the terms -of the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you -will have to check the laws of the country where you are located before -using this eBook. - -Title: Service by the Educated Negro - Address of Roscoe Conkling Bruce of Tuskegee Institute at the - Commencement Exercises of the M Street High School Metropolitan A. - M. E. Church Washington, D.C., June 16, 1903 - -Author: Roscoe Conkling Bruce - -Release Date: March 14, 2021 [eBook #64819] - -Language: English - -Character set encoding: UTF-8 - -Produced by: Charlene Taylor, David E. Brown, and the Online Distributed - Proofreading Team at https://www.pgdp.net (This file was - produced from images generously made available by The Internet - Archive/American Libraries.) - -*** START OF THE PROJECT GUTENBERG EBOOK SERVICE BY THE EDUCATED NEGRO *** - - - - - SERVICE BY THE EDUCATED NEGRO - - ADDRESS OF ROSCOE CONKLING BRUCE - OF TUSKEGEE INSTITUTE AT THE COMMENCEMENT - EXERCISES OF THE M STREET - HIGH SCHOOL METROPOLITAN A. M. E. - CHURCH WASHINGTON, D. C., JUNE 16, 1903 - - - - - Copyright 1903 - C. W. B. Bruce - - Tuskegee Institute Steam Print. - - - - -SERVICE BY THE EDUCATED NEGRO. - - -When George William Curtis had received from Harvard her greatest -degree, he arose at the Alumni Dinner and said, “In the old Italian -story the nobleman turns out of the hot street crowded with eager -faces into the coolness and silence of his palace. As he looks at the -pictures of the long line of ancestors he hears a voice,--or is it -his own heart beating?--which says to him _noblesse oblige_. The -youngest scion of the oldest house is pledged by all the virtues and -honor of his ancestry to a life not unworthy his lineage.... When I -came here I was not a nobleman, but to-day I have been ennobled. The -youngest doctor of the oldest school, I too, say with the Italian, -_noblesse oblige_. I am pledged by all the honorable traditions of -the noble family into which I am this day adopted.”... You, my friends, -are ennobled by the diploma of a school, rich in traditions of high -endeavor and actual service. Shall those traditions fail to enter your -hearts, and to quicken your energies, and to chasten your ambitions? -This question you are not now competent to answer, and you will not be -competent until you have lived your lives. - -Your equipment for the business of life is not contemptible. As -workers you have some acquaintance with the natural resources of -our country, and the ways in which they have been utilized in the -production and distribution of commodities through the perfecting of -industrial organization and the applying of science to work. More, -importantly, you possess in varying degrees a group of valuable -industrial qualities,--that ambition without which work is drudgery -and enlargement of life unsought and unattainable; that habit of -earnest endeavor which, established by continuous attention to Greek -or Latin, mathematics or history, may be utilized in the school room, -or on the farm, or in the court room; that habit of self-control -which enables men to sacrifice vagrant impulse to sober duty; that -resourcefulness which discovers better methods of getting work done; -that directing intelligence by which one man can effectively organize -for a given purpose, many materials and many workers. In addition to -the knowledge and the qualities I have mentioned, most of you have a -settled disposition toward some form of self-support appropriate to an -exceptional training; while you know that some men must black other -men’s boots, you also know that a boot-black with a high school diploma -at home means waste--waste of time, waste of money, waste of education. -Moreover, you appreciate the duties and value the privileges of -citizenship in a democracy, and most of you have on the whole a serious -intent to do what you reasonably can to promote the general welfare. -Such is your equipment as citizens. Finally, as human beings, you are -able to participate in the intellectual, æsthetic, and moral interests -of cultivated people. How may you with such equipment be really useful -under the conditions of American life? That is our problem. - -And right here let me say that nobody wishes you to make a profession -of uplifting your race. In the first place, that’s a pretty big job; -and in the second place, your race is uplifted whenever one of you -manages well a truck farm, a grocery store, a school room, or a bank. -Charity begins at home; your chief business should be to uplift each -himself. My present purpose, however, is to consider mainly how such -individual success may contribute to the welfare of the many. - -Let us consider, first of all, how you may be of direct service by work -in which the chief factor is personal influence and by work in which -the chief factor is directing intelligence. - -Teaching is an art inseparable from the personality of the teacher,--an -art in which a mature person seeks by personal influence to help -immature persons build their characters soundly. Teaching ability, -to adapt the words of Cardinal Newman, “is not a mere extrinsic or -accidental advantage which is ours to-day and another’s to-morrow, -which may be got up from a book and easily forgotten again, which we -can command or communicate at our pleasure, which we can borrow for -the occasion, carry about in our hands and take into the market; it is -an acquired illumination, it is a habit, a personal possession and an -inward endowment.” The best way to become a good teacher is, therefore, -to become a good man or a good woman, and to grow in power to interest -and influence young people. Such personality and power cannot be -manufactured to order, but are slowly developed by much reading and -thinking and doing and no little contact with wholesome people. In -Charles Francis Adams’ pungent address, at Cambridge in 1883, he said, -“In these days of repeating rifles, my alma mater sent me and my -classmates out into the strife equipped with shields and swords and -javelins. We were to grapple with living questions through the medium -of the dead languages.” While thus sharply criticizing the content -of the curriculum, Mr. Adams would have been the first to maintain -that to breathe the atmosphere of a university is an assured way of -getting broadened culture, and that this atmosphere is made largely -by the teachers. Frederick Douglass had no university degree, but he -was certainly a man of culture; his teachers were among the choicest -spirits of an aroused generation--Sumner and Garrison and Wendell -Phillips--and they gave him breadth and balance and clear-sightedness. -Charles Francis Adams was set upon the highway of modern culture -despite the curriculum; Douglass received that grace which is of the -spirit of literature without the curriculum. Both men were deeply -indebted to noble teachers. The thing that makes one man really -different from another is not so much knowledge as character; and the -thing that makes one school different from another is not so much -curriculum and apparatus, as teaching body. Algebra and trigonometry, -Greek and Latin, history and political economy, the student will -forget; but he will not forget a teacher gentle but earnest, of -disinterested scholarship and life-long devotion. The specific teaching -may be quite erased from the memory, but in the heart will be left a -deepening respect for the teacher. - -Many of you are to become class-room teachers. Remember that teaching -ability is an inward endowment; remember that a morally stunted man -or a ribbon-loving woman cannot be an effective teacher. The most -searching critic of character I ever knew was a barefoot boy whose -laughing eyes danced over the pages of the fourth reader; an intuitive -philosopher he! School boy opinion has, I doubt not, many vagaries -but on the whole its essential decisions as to teachers are amazingly -correct. Whether you teach geography by the Oswego Method, is not -greatly to the point; whether you have won the confidence of your -class--that is the main issue; and that conquest is not made by the -sword of discipline but by the spirit of vigorous goodness. - -Moreover the genuine teacher knows that his duty is not bounded by the -four walls of the class-room. He is dealing with boys and girls to be -sure, but he is dealing with more--with social conditions. The life and -work of the community he must study quite as much as he must study the -child. Indeed, child and man are largely products of social conditions. -The educated teacher, by friendly visits to homes and by cheerful work -in churches and societies, will seek to elevate community opinion and -the standard of life and work. A crowded unclean home in an undrained -street, is almost as much an object of concern to the educated teacher -as is a hopeless little dunce who can’t spell “rabbit!” Let us ground -child-study in community study. - -This knowledge of the life and work of the community will react upon -the program of study. The educated teacher, I have said, aims at -raising somewhat the level of life in the community. The program of -study is an instrument for that end. A school unresponsive to the needs -of actual life is a school preparing for Utopia. The universities and -the public schools of the Western States illustrate what I mean: for -example, the University of California has recently introduced a course -in irrigation. And here in the East, Cornell teaches poultry raising. -For an unscrubbed population the school should emphasize cleanliness; -for a propertyless population, foresight and thrift. Let me speak -even more definitely. In this city of Washington, as in other urban -communities, the death rate of the Negro population is exceedingly -high. This excessive death rate is due to a variety of causes; -relatively low economic position is a powerful cause. Thus, one of the -largest industrial insurance companies in the United States finds, I -learn, that the death rate of Negroes is practically the same as that -of whites, in approximately the same industrial occupations; and there -is much more evidence to the same effect. In addition to the teaching -of hygiene, the school may aim to remedy the conditions expressed in -the high death rate, in two ways,--first, through imparting productive -capacity by the training of hands; and second, through developing wants -by the touching of hearts and arousing of minds. - -Already you have a manual training high school and through the grades -certain work in carpentry and sewing and cooking. The increasing -efficiency of all such work should be welcomed and actively aided by -every educated teacher. After a while, let us hope, the schools here -will offer from one end to the other, such teaching of the industrial -arts as will prepare students worthily to maintain themselves under -severe economic stress. Do you realize that, despite the enlargement -of educational opportunities in Washington and the growth of the Negro -population, there are probably here to-day fewer Negro artisans than -there were in 1870? Here is a profound need, and for the schools a rare -opportunity. Moreover, the school life of most children is short, not -over five or six years. If the school possessed adequate facilities for -giving industrial capacity, more parents would be willing and able to -let their children remain in school seven and eight and nine years. The -schools and the cultivated portion of this community cannot afford to -give those who ask for bread a stone. We must send the whole boy to -school and not merely his head! - -Not for a moment do I decry that important function of the schools, -which I have called the development of wants. Human wants are social -forces. Corn and cotton are grown to supply certain bodily wants; -the fine arts are cultivated in response to certain æsthetic wants; -philosophy and pure science are elaborated at the quiet insistence of -certain intellectual wants; religion is preached to assuage certain -spiritual wants. Every voluntary act is the hand-maid of some want. -Now, it is the fundamental business of the schools to enlarge the range -of the students’ interests and wants, to stir up a divine discontent. -The saddest thing about the Negro peasant in his windowless cabin in -Georgia, the saddest thing about the Negroes in the filthy shanties of -Mobile, New York, and Washington, is not so much poverty, as slovenly -unconcern. What all such people need--be they white or black, red or -yellow--is the development of wants--wants for better things. A man of -moderately developed wants will exert himself to get a steady job under -healthful conditions, to get a comfortable house to live in--three or -four sunny, pleasantly furnished rooms and, if possible a garden for -vegetables and flowers--yes, he will exert himself to win a wife to -make that house a home. Such wants (and they are, you will note, not -impossibly spiritual) every school ought to tend to develop. - -In short, the development of the wants of sober men and the giving of -the skill to buy the means of satisfying those wants--these two things -are vital to the work of the school. Let me be clearly understood; the -school should of course develop the more spiritual wants, wants for the -things that give literature and art and religion their values. These -spiritual things are the headwaters of the fullest and deepest and -highest enjoyments of life. But these matters have long been emphasized -in the traditions of school-men; moreover, when the flesh is weak, the -spirit is not very strong. My wish just now is to emphasize the things -that lie at the basis of race maintenance and progress. - -The considerations brought forward exhibit the opportunities of the -teacher and the high significance of the teacher’s work. - -Teaching and preaching are very much alike. Phillips Brooks said very -truly that preaching is the bringing of truth through personality. Some -of you will prepare yourselves to preach; all of you will have to do -with preachers. There is no lack of preachers but there is much lack -of good preachers. The preacher has the entree to the firesides of the -people. The educated preacher, like the educated teacher, realizes the -profound effect that the housing of the working classes exerts upon the -morals and the efficiency and the happiness of the working classes, -the profound effect that surroundings exert upon life and character. -The preacher will use some of the influence that issues from his -superrational functions to make the homes of the people hygienically -as well as morally clean, to make those homes more attractive than the -resorts of vice. - -Religion and the Church have, from a certain point of view, two main -functions,--first to make peace between human society and assumed -spiritual beings; and, second, to antagonize anti-social acts and -tendencies. The first function, religion performs for a horde of -man-eating savages as well as for the congregation of St. Paul’s; the -second function religion performs, characteristically in a civilized -society, by allying itself with morality. The surprisingly low death -rate of Jews wherever found is unquestionably due in large part to this -alliance of religion and morality. In our English Bible we find:-- - -“And God spake all these words, saying, - -“Honour thy father and thy mother.... - -“Thou shalt not kill. - -“Thou shalt not commit adultery. - -“Thou shalt not steal. - -“Thou shalt not bear false witness against thy neighbour. - -“Though shalt not covet thy neighbour’s house, thou shalt not covet thy -neighbour’s wife, ... nor anything that is thy neighbour’s. - -“And all the people saw the thunderings, and the lightnings, and the -noise of the trumpet, and the mountain smoking.”... - -Now, the practical usefulness of the preacher lies largely in the fact -that he supplies the sanctions for right doing,--the thunderings and -the lightnings and the noise of the trumpet, the mountain smoking, -and in all but above all Jehovah. To show the man in the street or in -the cotton field that for him lying and stealing are bad because, if -everybody were a liar and a thief, society would fall to pieces,--that -would be very well, but it would hardly make the man honest in word -and deed. If, however, you marshal feelings of awe and reverence in -defence of honesty, if you get God on your side, your success is more -assured and you may develop a “sensibility to principle which feels a -stain like a wound.” The preacher fortifies the common moralities with -these religious sanctions and that is no easy business. The preacher -must himself be righteous, resourceful, sympathetic, with the gift of -nearness to men. Such qualities education is peculiarly fit to bestow -or to develop, and hence an educated ministry is sorely needed by our -people from Boston to New Orleans. - -An educated ministry would realize that social settlements, gymnasiums, -kindergartens, day nurseries, friendly visiting, homes for defectives -and orphans and the aged may fitly and usefully be organized and -maintained by the church. By such means the church may tend to -establish a kingdom of heaven on earth. - -Among cultivated Negroes there is apparent an unfortunate tendency to -look at preachers askance. This is due largely to reaction against bad -preachers, and to failure to understand and appreciate the temporal -opportunities of the Church. I argue for the usefulness of good -preachers and of the “institutional” church. Though no member of this -graduating class should become a preacher or a preacher’s wife, every -member may wisely ally himself with the church and use his personal -influence to enlarge and strengthen church work, to make it definite -and human and nobly practical. - -So much for the work in which personal influence is the determining -factor. Medicine and business are types of the work in which what I -have rudely called directing intelligence determines. - -In the profession of medicine, I admit, personal influence and -directing intelligence subtly interlace. The Negro doctor’s social -position makes him specially accessible to Negroes in cases of need. As -a friend of the family or of the family’s friends, the doctor is not -dreaded as a feelingless stranger with a terrible knife. Moreover, -the Negro doctor does not feel himself a man of alien blood come to -tend an inferior. Social position and understanding sympathy, then, -render the Negro doctor readily accessible and very useful. Moreover, -the Negro’s physical condition offers the doctor large opportunities -for noble service. In a book upon “Ethnic Factors in the Population -of Boston,” Doctor Bushee says, “In Boston the mortality of the Negro -is much larger than that of any other ethnic factor”; again, “A high -death rate, instead of a low birthrate is causing the Negroes to -disappear”; and the statistics are not much more encouraging in many -other urban communities North and South. That relatively low economic -position is a powerful factor in producing this alarming death rate, I -have already suggested; another capital factor is pitiable ignorance -of the rudiments of personal hygiene and of sanitation. Negro doctors -may without much trouble diffuse throughout a community these rudiments -of knowledge and in so doing will prove themselves public servants. -North and South the conspicuous financial success and substantial -social service of hundreds of Negro doctors eloquently establish the -correctness of this view; and of practising physicians, the Negro -people to-day have unmistakably too few. - -What of the Negro business man? In Washington public employment and -the professions have captured most of the energetic and alert Negroes, -to the injury of business development. Springfield, Massachusetts; -Richmond, Virginia; Dayton, Ohio,--not one of these important cities -has a total population as large as the Negro population of the District -of Columbia. As buyers of goods, eighty-seven thousand people are -important; but as sellers of goods, the eighty-seven thousand Negroes -in Washington are by no means important. For example, of the total -profits on the dry goods bought in a year by the Negro population of -Washington,--profits amounting to thousands and thousands of dollars, -for the ratio of expenditure to income is exceptionally large,--what -per cent. goes to Negro merchants? Shall I say five per cent., one -per cent., or one thousandth of one per cent.? Mathematical precision -is, of course, not possible but you and I know that practically none -of these profits go to Negro merchants. And you and I could name a -dozen white merchants who have been enriched by those profits. And -in consideration of this fact how many Negro clerks have the white -merchants placed in their stores? how many Negro floor walkers? how -many Negro buyers? And, my friends, how many thousands of years must -elapse before the Washington Negro will add to his culture enough -co-operative endeavor and competitive power to change all this? I -myself have never yet been convinced that the Anglo-Saxon and the -Jew really need the black man’s charity. Though I cannot point out, -then, to the members of this graduating class openings in established -business houses, I can point out that their success in business will -provide opportunities for some later class, and will help to make the -spending of Negroes enrich Negroes. Let me suggest two other ways in -which the Negro business men may be of great service to the many. In -the first place, the rents charged Negroes in cities, for example, -Washington, are considerably higher for the same accommodations than -the rents charged white people. By offering good houses at reasonable -rents to the Negro working class, the Negro business man will find a -paying investment and a means of much service. In the second place, -hotels, restaurants, and theatres even in the capital of the nation are -open to black men and women only on degrading terms, or not open at -all. The closing of such accommodations is really the opening for black -business men of the doors of opportunity. - -In discussing ways of direct service I have then mentioned teaching and -preaching as types of the work in which the decisive factor is personal -influence. Medicine and business I have mentioned as types of the work -in which the decisive factor is directing intelligence. - -And now I wish to discuss two ways in which educated Negroes may be -of indirect service,--first, by offering their fellows copies for -imitation, and, second, by establishing the dignity of the race. -In 1881, hardly a white man or a black man in the country dreamed -that in twenty-two years a Negro would have achieved the building -of a beautiful city in a Southern wilderness, would have organized -efficiently the business of that industrial community of some 1700 -people, would have won the abiding confidence of white men and black -men North and South, would have brought the white North and the white -South into intelligent co-operation in the uplifting of black men, -would have worked out a solution for the central problem in American -education, would have been acknowledged master of arts by the oldest -university in the land, would have written one of the impressive books -of the century, would have been asked by the British Government for -help in the reconstruction of South Africa, would have been called by -the sanest of British critics of affairs the most notable figure in -the American Republic! And yet, this miracle you and I see to-day with -our own eyes. The example of this man is being imitated in a hundred -educational and industrial communities in the Southern States. And all -men feel more respect for the Negro race because out of its loins has -come Booker T. Washington. - -A constructive statesman like Washington, educators like Lewis Moore -and Lucy Moten and your own Anna Cooper, theologians like Bowen and -Grimke, scholars like Blyden and Scarborough and DuBois and Kelly -Miller, inventors like Woods and McCoy, a novelist like Chesnutt, a -poet like Dunbar, a musician like Coleridge-Taylor, a painter like -Tanner--yes, and, of those who are gone, Banneker who searched the -heavens; Toussaint, soldier and statesman; Aldridge, the tragedian with -his first medal in arts and sciences from the King of Prussia; Pushkin, -the poet of the Russias; Dumas, father and son; the saintly Crummel; -and Douglass the argument for freedom,--I say, the indirect service of -such people is incalculable. - -Now, for you and me no such careers are probable and yet every educated -Negro who is worth his salt, is in similar fashion a copy for imitation -and serves to secure respect for his race. The Negro contractor and -builder; the Negro who owns a well managed truck farm; the Negro school -teacher, who has saved money enough to buy municipal bonds or shares in -a railway,--that person becomes in a money getting time a definite and -concrete argument to white men and to black men that black men can be -more than hewers of wood and drawers of water, than cooks and coachmen. -Fundamentally, you and I by our thoughtfulness, our practical interest -in the happiness of others, our elevation above petty prejudice, our -simplicity, our decisive prudence, our enduring energy, our devotion, -may indirectly count for good in a thousand ways in the life and work -of our communities. - -And, now, my friends, you enter the circle of educated men and women. -Your personal influence will be felt in school room and in pulpit. Your -directing intelligence will count in law, and medicine, and business; -as able and devoted men and women, you by your examples will steady -the nerves of a staggering people and make the word Negro more than a -reproach. Delicate indecision, hesitant virtue, carping discontent, -bric-a-brac culture--these ill become stalwart men and robust women. -By all the honorable traditions of the noble family into which you are -now adopted, you are pledged not to pick your way daintily in the soft -places of the earth; you are pledged to make your lives real, useful, -constructive. Remember--_noblesse oblige_! - - - - -TRANSCRIBER’S NOTES: - - - Spaced out text is surrounded by underscores: _gesperrt_. - - Obvious typographical errors have been corrected. - - -*** END OF THE PROJECT GUTENBERG EBOOK SERVICE BY THE EDUCATED NEGRO *** - -Updated editions will replace the previous one--the old editions will -be renamed. - -Creating the works from print editions not protected by U.S. copyright -law means that no one owns a United States copyright in these works, -so the Foundation (and you!) can copy and distribute it in the -United States without permission and without paying copyright -royalties. Special rules, set forth in the General Terms of Use part -of this license, apply to copying and distributing Project -Gutenberg-tm electronic works to protect the PROJECT GUTENBERG-tm -concept and trademark. 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