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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..2d4c6bc --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #65050 (https://www.gutenberg.org/ebooks/65050) diff --git a/old/65050-0.txt b/old/65050-0.txt deleted file mode 100644 index 1c01a40..0000000 --- a/old/65050-0.txt +++ /dev/null @@ -1,928 +0,0 @@ -The Project Gutenberg eBook of Brief for the higher education of the negro, -by Kelly Miller - -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: Brief for the higher education of the negro - -Author: Kelly Miller - -Release Date: April 10, 2021 [eBook #65050] - -Language: English - -Character set encoding: UTF-8 - -Produced by: Charlene Taylor, Martin Pettit 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 BRIEF FOR THE HIGHER EDUCATION OF -THE NEGRO *** - -+-------------------------------------------------+ -|Transcriber’s note: | -| | -|Obvious typographic errors have been corrected. | -| | -+-------------------------------------------------+ - - - - -BRIEF FOR THE HIGHER EDUCATION OF THE NEGRO - - -BY - -PROF. KELLY MILLER - -HOWARD UNIVERSITY - -[Illustration: Decoration] - -WASHINGTON, D. C. - -1903 - - - - -The Negro’s Traditional Place in Society. - - -Ridicule and contempt have characterized the habitual attitude of -the American mind toward the Negro’s higher strivings. The African -was brought to this country for the purpose of performing manual and -menial labor. His bodily powers alone were required to accomplish -this industrial mission. No more account was taken of his higher -susceptibilities than of the mental and moral faculties of the lower -animals. As the late Mr. Price used to say, the white man saw in the -Negro’s mind only what was apparent in his face, “darkness there, -and nothing more.” His usefulness in the world is still measured by -physical faculties rather than by qualities of mind and soul. The -merciless proposition of Carlyle that, the Negro is useful to God’s -creation only as a servant, still finds wide acceptance. It is so -natural to base a theory upon a long-established practice that one -no longer wonders at the prevalence of this belief. The Negro has -sustained servile relation to the Caucasian for so long a time that it -is easy as it is agreeable to Aryan pride to conclude that servitude is -his ordained place in society. When it was first proposed to furnish -means for the higher development of this race, some, who assumed the -wisdom of their day and generation, entertained the proposition with a -sneer, others, with a smile. - - -MANIFESTATIONS OF HIGHER QUALITIES. - -As the higher susceptibilities of the Negro were not wanted, their -existence was at one time denied. The eternal inferiority of the -race was assumed as a part of the cosmic order of things. History, -literature, science, speculative conjecture, and even Holy Writ were -ransacked for evidence and argument to support the ruling dogma. -While the slave holder had proved beyond all possibility of doubt the -incapacity of the Negro for knowledge, yet he, prudently enough, passed -laws forbidding the attempt. His guilty conscience caused him to make -assurance doubly sure by re-enacting the laws of the Almighty. - -For three hundred years the Negro by his marvelous assimilative power -and by striking individual emanations has been constantly manifesting -the higher possibilities of his nature, until now whoever assumes to -doubt his susceptibility for better things needs himself to be pitied -for his incapacity to grasp the truth. The same Carlyle who regards the -Negro as an “amiable blockhead,” and amenable only to the white man’s -“beneficent whip,” also declares: “That one man should die ignorant who -had capacity for knowledge, this I call a tragedy, were it to happen -forty times in a minute.” When it is known that the Negro has capacity -for knowledge and virtue there can be no further justification for -shutting him out from the higher cravings of his nature. - - -IS THE HIGHER EDUCATION OF THE NEGRO WORTH WHILE AS A PRACTICAL -PHILANTHROPY? - -The education of the Negro is not of itself a thing apart, but is an -integral factor of the general pedagogic equation. Race psychology has -not yet been formulated. No reputable authority has pointed out just -wherein the two races differ in any evident mental feature. The mind -of the Negro is of the same nature as that of the white man and needs -the same nurture. The general poverty of the Negro, however, and his -inability to formulate and direct his own scheme of culture, render -the question not so much one of abstract pedagogics, as of practical -philanthropy. The philanthropist is supremely indifferent as to whether -an individual, white or black, should study Kant or Quaternious, -except, in so far as the resulting development reacts beneficially -upon the common welfare. Does the higher education of the few capable -Negroes possess sufficient advantage to the race at large to justify -its continuance by a wise and discriminating philanthropy? The great -missionary societies, representing the philanthropic arms of the -Congregational, Presbyterian, Methodist and Baptist denominations after -forty years of arduous, earnest endeavor and the expenditure of many -millions of dollars in this field, answer this question emphatically -in the affirmative. An ounce of opinion from such sources should be -worth a ton of speculation from those who reach their conclusions by a -process of “pure reasoning.” - - -THE FUNCTION OF EDUCATION TO A BACKWARD RACE. - -The African was snatched from the wilds of savagery and thrust into the -midst of a mighty civilization. He thus escaped the gradual progress -of evolution. Education must accomplish more for a backward race than -for a people who are in the fore-front of progress. It must not only -lead to the unfoldment of faculties but must equip for a life from -which the recipient is separated by many centuries of development. -The African chieftain who would make a pilgrimage from the jungle to -Boston might accomplish the first part of his journey by the original -modes of transportation--in the primitive dugout or on the backs of his -slaves; but he would complete it upon the steamship, the railway, the -electric car and the automobile. How swift the transformation and yet -how suggestive of centuries of toil, struggle and mental endeavor. It -required the human race thousands of years to bridge the chasm between -savagery and civilization, which must now be crossed by a school -curriculum of a few years’ duration. In a settled state of society, -the chief function of education is to enable the individual to live -the life already attained by his race, but the educated Negro must be -a pioneer, a progressive force in the uplifting of his race, and that, -too, notwithstanding the fact that he belongs to a backward breed that -has never taken the initiative in the progressive movements of the -world. - - -THE HIGHER TRAINING OF CHOICE YOUTH. - -The first great need of the Negro is that the choice youth of the -race should assimilate the principles of culture and hand them down -to the masses below. This is the only gate-way through which a new -people may enter into modern civilization. Herein lies the history of -culture. The select minds of the backward race or nation must receive -the new cult and adapt it to the peculiar needs of their own people. -Japan looms up as the most progressive of the non-Aryan races. The -wonderful progress of these Oriental Yankees is due in a large measure -to their wise plan of procedure. They send their picked youth to the -great centers of western knowledge; but before this culture is applied -to their own needs it must first be sifted through the sieve of their -native comprehension. The graduates of the schools and colleges for the -Negro race are forming centers of civilizing influence in all parts of -the land, and we confidently, believe that these grains of leaven will -ultimately leaven the whole lump. - - -SELF-RELIANT MANHOOD. - -Another great need of the race, which the schools must in a large -measure supply, is self-reliant manhood. Slavery made the Negro as -dependent upon the intelligence and foresight of his master as a -soldier upon the will of his commander. He had no need to take thought -as to what he should eat or drink or wherewithal he should be clothed. - -Knowledge necessarily awakens self-consciousness of power. - -When a child learns the multiplication table he gets a clear notion -of intellectual dignity. Here he gains an acquisition which is his -permanent, personal possession, and which can never be taken from -him. It does not depend upon external authority; he could reproduce -it if all the visible forms of the universe were effaced. It is said -that the possession of personal property is the greatest stimulus to -self-respect. When one can read his title clear to earthly possessions, -it awakens a consciousness of the dignity of his own manhood. And so -when one has digested and assimilated the principles of knowledge he -can file his declaration of intellectual independence. He can adopt the -language of Montaigne “Truth and reason are common to everyone, and are -no more his who spake them first than his who speaks them after; ’tis -no more according to Plato than according to me, since he and I equally -see and understand them.” - -Primary principles have no ethnic quality. We hear much in this day and -time of the white man’s civilization. We had just as well speak of the -white man’s multiplication table. Civilization is the common possession -of all who assimilate and apply its principles. England can utilize -no secret art or invention that is not equally available to Japan. We -reward ingenuity with a patent right for a period of years upon the -process that has been invented; but when an idea has been published to -the world it is no more the exclusive property of the author than gold, -after it has been put in circulation, can be claimed by the miner who -first dug it from its hiding place in the earth. No race or nation can -preempt civilization any more than they can monopolize the atmosphere -which surrounds the earth, or the waters which hold it in their liquid -embrace. - -I have often noticed a young man accommodate his companion with a -light from his cigar. After the spark has once been communicated, the -beneficiary stands upon an equal footing with the benefactor. In both -cases the fire must be continued by drawing fresh supplies of oxygen -from the atmosphere. From whatever source a nation may derive the -light of civilization, it must be perpetuated by the exercise of their -own faculties. Self-reliant manhood is the ultimate basis of American -citizenship. - - -TRAINING FOR LEADERSHIP. - -The work of the educated colored man is largely that of leadership. -He requires, therefore, all the discipline, judgment and mental -equipment that long preparation can afford. The more ignorant and -backward the masses the more skilled and sagacious should the leaders -be. If a beneficial and kindly contact between the races is denied -on the lower plane of flesh and blood, it must be sought in the -upper region of mental and moral kinship. Knowledge and virtue know -no ethnic exclusiveness. If indeed races are irreconcilable, their -best individual exponents are not. All dignified negotiation must be -conducted on the high plane of individual equality. - - - “For east is east, and west is west, and never the twain shall - meet, - ’Till earth and sky stand presently at God’s great judgment seat; - But there is neither east nor west, border nor breed nor birth, - When two strong men stand face to face, though they come from the - ends of the earth” - - -The irreconcilable become reconciled only after each has manifested -the best possibilities of a common nature. The higher education tends -to develop superior individuals who may be expected to exercise -controlling influence over the multitude. The individual is the proof, -the promise and the salvation of the race. The undeveloped races -which, in modern times, have faded before the breath of civilization -have probably perished because of their failure to produce commanding -leaders to guide them wisely under the stress and strain which an -encroaching civilization imposed. A single red Indian with the capacity -and spirit of Booker T. Washington might have solved the red man’s -problems and averted his pending doom. - - -THE MORAL IMPOTENCY OF ELEMENTARY AND MECHANICAL KNOWLEDGE. - -Again, the higher education should be encouraged because of the moral -impotency of all the modes of education which do not touch and stir -the human spirit. It is folly to suppose that the moral nature of the -child is improved because it has been taught to read and write and cast -up accounts, or to practice a handicraft. Tracing the letters of the -alphabet with a pen has no bearing on the Golden Rule. The spelling of -words by sounds and syllables does not lead to the observance of the -Ten Commandments. Drill in the multiplication table does not fascinate -the learner with the sermon on the mount. Rules in grammar, dates in -history, sums in arithmetic, and points in geography do not strengthen -the grasp on moral truth. The ability to saw to a line or hit a nail -aplomb with a hammer does not create a zeal for righteousness and -truth. It is only when the pupil comes to feel the vitalizing power of -knowledge that it begins to re-act upon the life and to fructify in -character. This is especially true of a backward race whose acquisitive -power outruns its apperceptive faculty. - - -THE SOCIAL SEPARATION OF THE RACES. - -The Negro has now reached a critical stage in his career. The point -of attachment between the races which slavery made possible has been -destroyed. The relation is daily becoming less intimate and friendly, -and more business-like and formal. It thus becomes all the more -imperative that the race should gain for itself the primary principles -of knowledge and culture. - -The social separation of the races in America renders it imperative -that the professional classes among the Negroes should be recruited -from their own ranks. Under ordinary circumstances, professional -places are filled by the most favored class in the community. In a -Latin or Catholic country, where the fiction of “social equality” -does not exist, there is felt no necessity for Negro priest, teacher, -or physician to administer to his own race. But in America this is -conceded to be a social necessity. Such being the case, the Negro -leader, to use a familiar term, requires all the professional -equipment of his white confrere, and special knowledge of the needs -and circumstances of his race in addition. The teacher of the Negro -child, the preacher of a Negro congregation, or the physician to Negro -patients, certainly requires as much professional skill as those who -administer to the corresponding needs of the white race. Nor are -the requirements of the situation one whit diminished because the -bestower is of the same race as the recipient. The Negro has the same -professional needs as his white confrere and can be qualified for his -function only by courses of training of like extent and thoroughness. -By no other means can he be qualified to enlighten the ignorant, -restrain the vicious, care for the sick and afflicted, or administer -solace to weary souls, plead in litigation the cause of the injured. - - -THE PROFESSIONAL NEEDS OF THE CITY NEGRO. - -According to the census of 1900, there were 72 cities in the United -States with a population of more than 5,000 persons of color, averaging -15,000 each, and aggregating 1,000,000 in all. The professional -needs of this urban population for teachers, preachers, lawyers and -physicians call for 5,000 well-equipped men and women, not one of whom -would be qualified for his function by the three R’s or a handicraft. - - -THE EFFECT OF HIGHER EDUCATION UPON THE RURAL MASSES. - -The supreme concern of philanthropy is the welfare of the unawakened -rural masses. To this end there is need of a goodly sprinkling of well -educated men and women to give wise guidance, direction and control. -Let no one deceive himself that the country Negro can be uplifted -except through the influence of higher contact. It is impossible to -inaugurate and conduct a manual training or industrial school without -men of sound academic as well as technical knowledge. The torch which -is to lighten the darksome places of the South must be kindled at the -centers of light. - - -THE IMPORTANCE OF CULTIVATED TASTE. - -Rational enjoyment, through moderation, is perhaps as good a -definition as can be given of culture. The reaction of culture on -conduct is a well known principle of practical ethics. The Negro race -is characterized by boisterousness of manner and extravagant forms -of taste. As if to correct such deficiencies, his higher education, -hitherto, has largely been concerned with Greek and Latin literature, -the norms of modern culture. It is just here that our educational -critics are liable to become excited. The spectacle of a Negro wearing -eye-glasses and declaiming in classic phrases about the “lofty walls of -Rome,” and the “wrath of Achilles” upsets their critical calmness and -composure. We have so often listened to the grotesque incongruity of a -Greek chorus and a greasy cabin and the relative value of a rosewood -piano and a patch of early rose potatoes that if we did not join in the -smile in order to encourage the humor, we should do so out of sheer -weariness. And yet we cannot escape the conviction that one of the -Negro’s chief needs is a higher form of intellectual and esthetic taste. - - -THE RELATIVE CLAIMS OF INDUSTRIAL AND HIGHER EDUCATION. - -Whenever the higher education of the Negro is broached, industrial -training is always suggested as a counter irritant. Partisans of -rival claims align themselves in hostile array and will not so much -as respect a flag of truce. These one-eyed enthusiasts lack binocular -vision. The futile discussion as to whether industrial or higher -education is of greater importance to the Negro is suggestive of a -subject of great renown in rural debating societies: which is of -greater importance to man, air or water. We had as well attempt to -decide whether the base or altitude is the more important element of a -triangle. The two forms of training should be considered on the basis -of their relative, not rival, claims. - - -THE HIGHER EDUCATION STIMULATES INDUSTRIAL ACTIVITY. - -Indeed, one of the strongest claims for the higher education of the -Negro is that it will stimulate the dormant industrial activities of -the race. The surest way to incite a people to meet the material -demands of life is to teach them that life is more than meat. The -unimaginative laborer pursues the routine rounds of his task, spurred -on, only by the immediate necessities of life and the taskmaster’s -stern command. To him, it is only time and the hour that run through -the whole day. The Negro lacks enlightened imagination. He needs -prospect and vista. He does not make provision because he lacks -prevision. Under slavery he toiled as the ass, dependent upon the daily -allowance from his master’s crib. To him the prayer, Give us this day -our daily bread, has a material rather than a spiritual meaning. If you -would perpetuate the industrial incapacity of the Negro, then confine -him to the low grounds of drudgery and toil and prevent him from -casting his eyes unto the hills whence come inspiration and promise. -The man with the hoe is of all men most miserable unless, forsooth, -he has a hope. But if imbued with hope and sustained by an ideal, he -can consecrate the hoe as well as any other instrument of service, as -a means of fulfilling the promise within him. When a seed is sown in -the ground it first sends its roots into the soil before the blades -can rise out of it. But is it not actuated by the plant consciousness -to seek the light of heaven? For what is the purpose of sending its -roots below, if it be not in order to bear fruit above? The pilgrim -fathers in following the inspiration of a lofty ideal developed the -resources of a continent. Any people who attempt to reach the sky on a -pedestal of bricks and mortar will end in confusion and bewilderment as -did the builders of the Tower of Babel on the plains of Shinar in the -days of Eld. It requires range of vision to stimulate the industrial -activities of the people. The most effective prayer that can be uttered -for the Negro is “Lord, open thou his eyes.” He can not see beyond -the momentary gratification of appetite and passion. He does not look -before and after. Such stimulating influence can be brought to bear -upon the race only through the inspiration of the higher culture. - - -MEN OF HIGHER TRAINING THE LEADERS OF INDUSTRIAL EDUCATION. - -It requires men of sound knowledge to conceive and execute plans -for the industrial education of the masses. The great apostles of -industrial education for the Negro have been of academic training, or -of its cultural equivalent. The work of Hampton and Tuskegee is carried -on by men and women of a high degree of mental cultivation. - - -DR. BOOKER T. WASHINGTON AN EXAMPLE OF HIGHER CULTURE. - -Doctor Booker T. Washington, note the title, is the most influential -Negro that the race under freedom has produced. He is the great apostle -of industrial training. His great success is but the legitimate outcome -of his earnestness and enthusiasm. And yet there is no more striking -illustration of the necessity of wise, judicious and cultivated -leadership as a means of stimulating the dormant activity of the -masses than he who hails from Tuskegee. His success is due wholly to -his intellectual and moral faculties. His personal opportunities of -association and contact have been equivalent to a liberal education. -Two of America’s greatest institutions of learning have fittingly -recognized his moral and intellectual worth by decorating him with -their highest literary honors. Mr. Washington possesses an enlightened -mind to discover the needs of the masses, executive tact to put his -plans in effective operation, and persuasive ability to convince -others as to the expediency of his policies. He possesses no trade -or handicraft, if so he has never let the American people into the -secret. Nor can it be easily seen what possible benefit such trade or -handicraft would be to him in the work which has fallen to his lot. -Tuskegee has been built on intellect and oratory. If Mr. Washington had -been born with palsied hands, but endowed with the same intellectual -gifts and powers of persuasive speech, Tuskegee would not have suffered -one iota by reason of his manual affliction. But, on the other hand, -had he come into the world with a sluggish brain and a heavy tongue, -whatever cunning and skill his hands might have acquired, he never -could have developed the institution which has made him justly famous -throughout the civilized world. - - -THE DEFICIENCY OF THE SLAVE MECHANIC. - -Slavery taught the Negro, to work but at the same time to despise those -who worked. To them all show of respectability was attached to those -whom circumstances placed above the necessity of toil. It requires -intellectual conception of the object and the end of labor to overcome -this mischievous notion. The Negro mechanics produced under the old -slave regime are rapidly passing away because they did not possess -the power of self-perpetuation. They were not rooted and grounded in -rational principles of the mechanical arts. The hand could not transmit -its cunning because the mind was not trained. They were given the Knack -without the knowledge. - - -MONEY SPENT FOR THE HIGHER EDUCATION OF THE NEGRO NOT WASTED. - -The charge has recently been made that money spent on the higher -education of the Negro has been wasted. Does this charge come from -the South? When we consider that it was through Northern philanthropy -that a third of its population received their first impulse toward -better things; that these higher institutions prepared the 30,000 Negro -teachers whose services are utilized in the public schools; that the -men and women who were the beneficiaries of this philanthropy are doing -all in their power to control, guide and restrain the South’s ignorant -and vicious masses, thus lightening the public burden and lifting the -general life to a higher level: that these persons are almost without -exception earnest advocates of peace, harmony and good-will between -the races; to say nothing of the fact that these vast philanthropic -contributions have passed through the trade channels of Southern -merchants, it would seem that the charge is strangely incompatible -with that high-minded disposition and chivalrous spirit which the -South is so zealous to maintain. Does this charge come from the North? -It might not be impertinent to propound a few propositions for their -consideration. Is it possible to specify a like sum of money spent upon -any other backward race that has produced greater results than the -amount spent upon the Southern Negro? Is it the American Indian, upon -whom four centuries of missionary effort has produced no more progress -than is made by a painted ship on a painted sea? Is it the Hawaiian, -who will soon be civilized off the face of the earth? Is it the Chinese -upon whom the chief effect of Christian philanthropy is to incite them -to breathe out slaughter against the stranger within their gates? It is -incumbent upon him who claims that this money has been wasted to point -out where, in all the range of benevolent activity the contributions of -philanthropy have been more profitably spent. - -It is true that forty or fifty millions of dollars have been thus -spent, but when we consider the magnitude of the task to which it was -applied, we find that it would not average one dollar a year for each -Negro child to be educated. Why should we marvel, then, that the entire -mass of ignorance and corruption has not put on enlightenment and -purity? - - -NOT MERE THEORIZERS. - -We often hear that the advocates of higher education are mere theorists -without definite, tangible plans and propositions. There has recently -sprung into prominence a class of educational philosophers who deny -the value of stored up knowledge. We are informed that only such -information as will be honored at the corner grocery or is convertible -on demand into cash equivalent is of practical value, while all else is -an educational delusion and a snare. The truth is, that all knowledge -which clarifies the vision, refines the feelings, broadens the -conception of truth and duty and ennobles the manhood is of the highest -and most valuable form of practicability. An institution which sends -into the world a physician to heal the sick, a lawyer to plead the -cause of the injured, a teacher to enlighten the minds of the ignorant, -or a preacher to break the bread of life to hungry souls is rendering -just as practical a service to the race as those schools which prepare -men to build houses and plant potatoes. - - -NEED FOR THE NEGRO COLLEGE. - -It is sometimes claimed that the few capable Negroes can find -opportunity for higher training in the institutions of the North. It -is by no means certain to what extent these institutions would admit -colored students. The Northern College is not apt to inspire the -colored pupil with the enthusiasm and fixed purpose for the work which -Providence has assigned him. It is the spirit, not the letter that -maketh alive. The white College does not contemplate the special needs -of the Negro race. American ideals could not be fostered in the white -youth of our land by sending them to Oxford or Berlin for tuition. No -more can the Negro gain racial inspiration from Harvard or Yale. And -yet they need the benefit of contact and comparison, and the zeal for -knowledge and truth which these great institutions impart. The Negro -College and the Northern institutions will serve to preserve a balance -between undue elation for want of sober comparison, and barren culture, -for lack of inspirational contact with the masses. - - -DOES THE HIGHER EDUCATION LEAD AWAY FROM THE RACE? - -It is often charged that the higher education lifts the Negro above -the needs of his race. The thousands of graduates of Negro Schools and -Colleges all over the land are a living refutation of this charge. -After the mind has been stored with knowledge it is transmitted to -the place where the need is greatest and the call is loudest, and -transmuted into whatever mode of energy may be necessary to accomplish -the imposed task. - -The issues involved in the race question are as intricate in their -relations and far reaching in their consequences as any that have -ever taxed human wisdom for solution. No one can be too learned or -too profound in whose hands are entrusted the temporal and eternal -destiny of a human soul. Even if the educated Negro desired to flee -from his race, he soon learns by bitter experience that he will be -thrown back upon himself by the expulsive power of prejudice. He soon -learns that the Newtonian formula has a social application: “The force -of attraction varies directly as the mass.” - - -A CONCRETE ILLUSTRATION. - -But Wisdom is justified of her children. As an illustration of the -value of the higher education of the Negro race, I point to Howard -University, which is the largest and best equipped institution of its -class. The establishment and maintenance of this institution during the -past 35 years has cost between two and three millions of dollars. As -returns on this investment it has sent into the world 200 ministers of -the Gospel, 700 physicians, pharmacists and dentists, 300 lawyers, and -600 persons with a general academic and collegiate training, together -with thousands of some time pupils who have shared the partial benefits -of its courses. These graduates and some time pupils are to be found -in every country and district where the Negro population resides and -are filling places of usefulness, honor and distinction, as well as -performing works of mercy and sacrificial service. They serve as -inspiration and stimulus, quickening the dormant energies of the people -and urging them to loftier ideals and nobler modes of life. It devolves -upon the complainant to present some plan by which a like sum of money, -in a like space of time, can be spent upon an institution of whatever -designation so as to produce a more wholesome and more wide-spread -effect upon the general social uplift. - -*** END OF THE PROJECT GUTENBERG EBOOK BRIEF FOR THE HIGHER EDUCATION OF -THE 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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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 <a href="https://www.gutenberg.org">www.gutenberg.org</a>. 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. -</div> - -<div style='display:block; margin-top:1em; margin-bottom:1em; margin-left:2em; text-indent:-2em'>Title: Brief for the higher education of the negro</div> - -<div style='display:block; margin-top:1em; margin-bottom:1em; margin-left:2em; text-indent:-2em'>Author: Kelly Miller</div> - -<div style='display:block; margin:1em 0'>Release Date: April 10, 2021 [eBook #65050]</div> - -<div style='display:block; margin:1em 0'>Language: English</div> - -<div style='display:block; margin:1em 0'>Character set encoding: UTF-8</div> - -<div style='display:block; margin-left:2em; text-indent:-2em'>Produced by: Charlene Taylor, Martin Pettit 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.)</div> - -<div style='margin-top:2em; margin-bottom:4em'>*** START OF THE PROJECT GUTENBERG EBOOK BRIEF FOR THE HIGHER EDUCATION OF THE NEGRO ***</div> - -<div class="mynote"><p class="center">Transcriber’s Note:<br /><br /> -Obvious typographic errors have been corrected.<br /></p></div> - -<hr /> - -<div class="center"><img src="images/front.jpg" alt="title page" /></div> - -<hr /> - -<p><span class="pagenum"><a name="Page_1" id="Page_1">[Pg 1]</a></span></p> - -<h1>BRIEF FOR THE HIGHER <br />EDUCATION OF THE NEGRO</h1> - -<p class="bold space-above">BY</p> - -<p class="bold2">PROF. KELLY MILLER</p> - -<p class="bold"><span class="smcap">Howard University</span></p> - -<div class="center space-above"><img src="images/dec.jpg" alt="decoration" /></div> - -<p class="bold space-above">WASHINGTON, D. C.</p> - -<p class="bold">1903</p> - -<hr /> - -<p><span class="pagenum"><a name="Page_3" id="Page_3">[Pg 3]</a></span></p> - -<h2>The Negro’s Traditional Place in Society.</h2> - -<hr class="smler" /> - -<p>Ridicule and contempt have characterized the habitual attitude of -the American mind toward the Negro’s higher strivings. The African -was brought to this country for the purpose of performing manual and -menial labor. His bodily powers alone were required to accomplish -this industrial mission. No more account was taken of his higher -susceptibilities than of the mental and moral faculties of the lower -animals. As the late Mr. Price used to say, the white man saw in the -Negro’s mind only what was apparent in his face, “darkness there, -and nothing more.” His usefulness in the world is still measured by -physical faculties rather than by qualities of mind and soul. The -merciless proposition of Carlyle that, the Negro is useful to God’s -creation only as a servant, still finds wide acceptance. It is so -natural to base a theory upon a long-established practice that one -no longer wonders at the prevalence of this belief. The Negro has -sustained servile relation to the Caucasian for so long a time that it -is easy as it is agreeable to Aryan pride to conclude that servitude is -his ordained place in society. When it was first proposed to furnish -means for the higher development of this race, some, who assumed the -wisdom of their day and generation, entertained the proposition with a -sneer, others, with a smile.</p> - -<h3>MANIFESTATIONS OF HIGHER QUALITIES.</h3> - -<p>As the higher susceptibilities of the Negro were not wanted, their -existence was at one time denied. The eternal inferiority of the -race was assumed as a part of the cosmic order of things. History, -literature, science, speculative conjecture, and even Holy Writ were -ransacked for evidence and argument to support the ruling dogma. -While the slave holder had proved beyond all possibility of doubt the -incapacity of the Negro for knowledge, yet he, prudently enough, passed -laws forbidding the attempt. His guilty conscience caused him to make -assurance doubly sure by re-enacting the laws of the Almighty.</p> - -<p>For three hundred years the Negro by his marvelous assimilative power -and by striking individual emanations has been constantly manifesting -the higher possibilities of his nature, until now whoever assumes to -doubt his susceptibility for better things needs himself to<span class="pagenum"><a name="Page_4" id="Page_4">[Pg 4]</a></span> be pitied -for his incapacity to grasp the truth. The same Carlyle who regards the -Negro as an “amiable blockhead,” and amenable only to the white man’s -“beneficent whip,” also declares: “That one man should die ignorant who -had capacity for knowledge, this I call a tragedy, were it to happen -forty times in a minute.” When it is known that the Negro has capacity -for knowledge and virtue there can be no further justification for -shutting him out from the higher cravings of his nature.</p> - -<h3>IS THE HIGHER EDUCATION OF THE NEGRO WORTH WHILE AS A PRACTICAL -PHILANTHROPY?</h3> - -<p>The education of the Negro is not of itself a thing apart, but is an -integral factor of the general pedagogic equation. Race psychology has -not yet been formulated. No reputable authority has pointed out just -wherein the two races differ in any evident mental feature. The mind -of the Negro is of the same nature as that of the white man and needs -the same nurture. The general poverty of the Negro, however, and his -inability to formulate and direct his own scheme of culture, render -the question not so much one of abstract pedagogics, as of practical -philanthropy. The philanthropist is supremely indifferent as to whether -an individual, white or black, should study Kant or Quaternious, -except, in so far as the resulting development reacts beneficially -upon the common welfare. Does the higher education of the few capable -Negroes possess sufficient advantage to the race at large to justify -its continuance by a wise and discriminating philanthropy? The great -missionary societies, representing the philanthropic arms of the -Congregational, Presbyterian, Methodist and Baptist denominations after -forty years of arduous, earnest endeavor and the expenditure of many -millions of dollars in this field, answer this question emphatically -in the affirmative. An ounce of opinion from such sources should be -worth a ton of speculation from those who reach their conclusions by a -process of “pure reasoning.”</p> - -<h3>THE FUNCTION OF EDUCATION TO A BACKWARD RACE.</h3> - -<p>The African was snatched from the wilds of savagery and thrust into the -midst of a mighty civilization. He thus escaped the gradual progress -of evolution. Education must accomplish more for a backward race than -for a people who are in the fore-front of progress. It must not only -lead to the unfoldment of faculties but must equip for a life from -which the recipient is separated by many centuries of development. -The African chieftain who would make a pilgrimage from the jungle to -Boston might accomplish the first<span class="pagenum"><a name="Page_5" id="Page_5">[Pg 5]</a></span> part of his journey by the original -modes of transportation—in the primitive dugout or on the backs of his -slaves; but he would complete it upon the steamship, the railway, the -electric car and the automobile. How swift the transformation and yet -how suggestive of centuries of toil, struggle and mental endeavor. It -required the human race thousands of years to bridge the chasm between -savagery and civilization, which must now be crossed by a school -curriculum of a few years’ duration. In a settled state of society, -the chief function of education is to enable the individual to live -the life already attained by his race, but the educated Negro must be -a pioneer, a progressive force in the uplifting of his race, and that, -too, notwithstanding the fact that he belongs to a backward breed that -has never taken the initiative in the progressive movements of the -world.</p> - -<h3>THE HIGHER TRAINING OF CHOICE YOUTH.</h3> - -<p>The first great need of the Negro is that the choice youth of the -race should assimilate the principles of culture and hand them down -to the masses below. This is the only gate-way through which a new -people may enter into modern civilization. Herein lies the history of -culture. The select minds of the backward race or nation must receive -the new cult and adapt it to the peculiar needs of their own people. -Japan looms up as the most progressive of the non-Aryan races. The -wonderful progress of these Oriental Yankees is due in a large measure -to their wise plan of procedure. They send their picked youth to the -great centers of western knowledge; but before this culture is applied -to their own needs it must first be sifted through the sieve of their -native comprehension. The graduates of the schools and colleges for the -Negro race are forming centers of civilizing influence in all parts of -the land, and we confidently, believe that these grains of leaven will -ultimately leaven the whole lump.</p> - -<h3>SELF-RELIANT MANHOOD.</h3> - -<p>Another great need of the race, which the schools must in a large -measure supply, is self-reliant manhood. Slavery made the Negro as -dependent upon the intelligence and foresight of his master as a -soldier upon the will of his commander. He had no need to take thought -as to what he should eat or drink or wherewithal he should be clothed.</p> - -<p>Knowledge necessarily awakens self-consciousness of power.</p> - -<p>When a child learns the multiplication table he gets a clear notion -of intellectual dignity. Here he gains an acquisition which is his<span class="pagenum"><a name="Page_6" id="Page_6">[Pg 6]</a></span> -permanent, personal possession, and which can never be taken from -him. It does not depend upon external authority; he could reproduce -it if all the visible forms of the universe were effaced. It is said -that the possession of personal property is the greatest stimulus to -self-respect. When one can read his title clear to earthly possessions, -it awakens a consciousness of the dignity of his own manhood. And so -when one has digested and assimilated the principles of knowledge he -can file his declaration of intellectual independence. He can adopt the -language of Montaigne “Truth and reason are common to everyone, and are -no more his who spake them first than his who speaks them after; ’tis -no more according to Plato than according to me, since he and I equally -see and understand them.”</p> - -<p>Primary principles have no ethnic quality. We hear much in this day and -time of the white man’s civilization. We had just as well speak of the -white man’s multiplication table. Civilization is the common possession -of all who assimilate and apply its principles. England can utilize -no secret art or invention that is not equally available to Japan. We -reward ingenuity with a patent right for a period of years upon the -process that has been invented; but when an idea has been published to -the world it is no more the exclusive property of the author than gold, -after it has been put in circulation, can be claimed by the miner who -first dug it from its hiding place in the earth. No race or nation can -preempt civilization any more than they can monopolize the atmosphere -which surrounds the earth, or the waters which hold it in their liquid -embrace.</p> - -<p>I have often noticed a young man accommodate his companion with a -light from his cigar. After the spark has once been communicated, the -beneficiary stands upon an equal footing with the benefactor. In both -cases the fire must be continued by drawing fresh supplies of oxygen -from the atmosphere. From whatever source a nation may derive the -light of civilization, it must be perpetuated by the exercise of their -own faculties. Self-reliant manhood is the ultimate basis of American -citizenship.</p> - -<h3>TRAINING FOR LEADERSHIP.</h3> - -<p>The work of the educated colored man is largely that of leadership. -He requires, therefore, all the discipline, judgment and mental -equipment that long preparation can afford. The more ignorant and -backward the masses the more skilled and sagacious should the leaders -be. If a beneficial and kindly contact between the races is denied -on the lower plane of flesh and blood, it must be<span class="pagenum"><a name="Page_7" id="Page_7">[Pg 7]</a></span> sought in the -upper region of mental and moral kinship. Knowledge and virtue know -no ethnic exclusiveness. If indeed races are irreconcilable, their -best individual exponents are not. All dignified negotiation must be -conducted on the high plane of individual equality.</p> - -<div class="center"><div class="poem"><div class="stanza"> -<div>“For east is east, and west is west, and never the twain shall meet,</div> -<div>’Till earth and sky stand presently at God’s great judgment seat;</div> -<div>But there is neither east nor west, border nor breed nor birth,</div> -<div>When two strong men stand face to face, though they come from the ends of the earth”</div> -</div></div></div> - -<p>The irreconcilable become reconciled only after each has manifested -the best possibilities of a common nature. The higher education tends -to develop superior individuals who may be expected to exercise -controlling influence over the multitude. The individual is the proof, -the promise and the salvation of the race. The undeveloped races -which, in modern times, have faded before the breath of civilization -have probably perished because of their failure to produce commanding -leaders to guide them wisely under the stress and strain which an -encroaching civilization imposed. A single red Indian with the capacity -and spirit of Booker T. Washington might have solved the red man’s -problems and averted his pending doom.</p> - -<h3>THE MORAL IMPOTENCY OF ELEMENTARY AND MECHANICAL KNOWLEDGE.</h3> - -<p>Again, the higher education should be encouraged because of the moral -impotency of all the modes of education which do not touch and stir -the human spirit. It is folly to suppose that the moral nature of the -child is improved because it has been taught to read and write and cast -up accounts, or to practice a handicraft. Tracing the letters of the -alphabet with a pen has no bearing on the Golden Rule. The spelling of -words by sounds and syllables does not lead to the observance of the -Ten Commandments. Drill in the multiplication table does not fascinate -the learner with the sermon on the mount. Rules in grammar, dates in -history, sums in arithmetic, and points in geography do not strengthen -the grasp on moral truth. The ability to saw to a line or hit a nail -aplomb with a hammer does not create a zeal for righteousness and -truth. It is only when the pupil comes to feel the vitalizing power of -knowledge that it begins to re-act upon the life and to fructify in -character. This is especially true of a backward race whose acquisitive -power outruns its apperceptive faculty.</p> - -<p><span class="pagenum"><a name="Page_8" id="Page_8">[Pg 8]</a></span></p> - -<h3>THE SOCIAL SEPARATION OF THE RACES.</h3> - -<p>The Negro has now reached a critical stage in his career. The point -of attachment between the races which slavery made possible has been -destroyed. The relation is daily becoming less intimate and friendly, -and more business-like and formal. It thus becomes all the more -imperative that the race should gain for itself the primary principles -of knowledge and culture.</p> - -<p>The social separation of the races in America renders it imperative -that the professional classes among the Negroes should be recruited -from their own ranks. Under ordinary circumstances, professional -places are filled by the most favored class in the community. In a -Latin or Catholic country, where the fiction of “social equality” -does not exist, there is felt no necessity for Negro priest, teacher, -or physician to administer to his own race. But in America this is -conceded to be a social necessity. Such being the case, the Negro -leader, to use a familiar term, requires all the professional -equipment of his white confrere, and special knowledge of the needs -and circumstances of his race in addition. The teacher of the Negro -child, the preacher of a Negro congregation, or the physician to Negro -patients, certainly requires as much professional skill as those who -administer to the corresponding needs of the white race. Nor are -the requirements of the situation one whit diminished because the -bestower is of the same race as the recipient. The Negro has the same -professional needs as his white confrere and can be qualified for his -function only by courses of training of like extent and thoroughness. -By no other means can he be qualified to enlighten the ignorant, -restrain the vicious, care for the sick and afflicted, or administer -solace to weary souls, plead in litigation the cause of the injured.</p> - -<h3>THE PROFESSIONAL NEEDS OF THE CITY NEGRO.</h3> - -<p>According to the census of 1900, there were 72 cities in the United -States with a population of more than 5,000 persons of color, averaging -15,000 each, and aggregating 1,000,000 in all. The professional -needs of this urban population for teachers, preachers, lawyers and -physicians call for 5,000 well-equipped men and women, not one of whom -would be qualified for his function by the three R’s or a handicraft.</p> - -<h3>THE EFFECT OF HIGHER EDUCATION UPON THE RURAL MASSES.</h3> - -<p>The supreme concern of philanthropy is the welfare of the unawakened -rural masses. To this end there is need of a goodly sprinkling of well -educated men and women to give wise guidance, <span class="pagenum"><a name="Page_9" id="Page_9">[Pg 9]</a></span>direction and control. -Let no one deceive himself that the country Negro can be uplifted -except through the influence of higher contact. It is impossible to -inaugurate and conduct a manual training or industrial school without -men of sound academic as well as technical knowledge. The torch which -is to lighten the darksome places of the South must be kindled at the -centers of light.</p> - -<h3>THE IMPORTANCE OF CULTIVATED TASTE.</h3> - -<p>Rational enjoyment, through moderation, is perhaps as good a -definition as can be given of culture. The reaction of culture on -conduct is a well known principle of practical ethics. The Negro race -is characterized by boisterousness of manner and extravagant forms -of taste. As if to correct such deficiencies, his higher education, -hitherto, has largely been concerned with Greek and Latin literature, -the norms of modern culture. It is just here that our educational -critics are liable to become excited. The spectacle of a Negro wearing -eye-glasses and declaiming in classic phrases about the “lofty walls of -Rome,” and the “wrath of Achilles” upsets their critical calmness and -composure. We have so often listened to the grotesque incongruity of a -Greek chorus and a greasy cabin and the relative value of a rosewood -piano and a patch of early rose potatoes that if we did not join in the -smile in order to encourage the humor, we should do so out of sheer -weariness. And yet we cannot escape the conviction that one of the -Negro’s chief needs is a higher form of intellectual and esthetic taste.</p> - -<h3>THE RELATIVE CLAIMS OF INDUSTRIAL AND HIGHER EDUCATION.</h3> - -<p>Whenever the higher education of the Negro is broached, industrial -training is always suggested as a counter irritant. Partisans of -rival claims align themselves in hostile array and will not so much -as respect a flag of truce. These one-eyed enthusiasts lack binocular -vision. The futile discussion as to whether industrial or higher -education is of greater importance to the Negro is suggestive of a -subject of great renown in rural debating societies: which is of -greater importance to man, air or water. We had as well attempt to -decide whether the base or altitude is the more important element of a -triangle. The two forms of training should be considered on the basis -of their relative, not rival, claims.</p> - -<h3>THE HIGHER EDUCATION STIMULATES INDUSTRIAL ACTIVITY.</h3> - -<p>Indeed, one of the strongest claims for the higher education of the -Negro is that it will stimulate the dormant industrial activities of -the race. The surest way to incite a people to meet the <span class="pagenum"><a name="Page_10" id="Page_10">[Pg 10]</a></span>material -demands of life is to teach them that life is more than meat. The -unimaginative laborer pursues the routine rounds of his task, spurred -on, only by the immediate necessities of life and the taskmaster’s -stern command. To him, it is only time and the hour that run through -the whole day. The Negro lacks enlightened imagination. He needs -prospect and vista. He does not make provision because he lacks -prevision. Under slavery he toiled as the ass, dependent upon the daily -allowance from his master’s crib. To him the prayer, Give us this day -our daily bread, has a material rather than a spiritual meaning. If you -would perpetuate the industrial incapacity of the Negro, then confine -him to the low grounds of drudgery and toil and prevent him from -casting his eyes unto the hills whence come inspiration and promise. -The man with the hoe is of all men most miserable unless, forsooth, -he has a hope. But if imbued with hope and sustained by an ideal, he -can consecrate the hoe as well as any other instrument of service, as -a means of fulfilling the promise within him. When a seed is sown in -the ground it first sends its roots into the soil before the blades -can rise out of it. But is it not actuated by the plant consciousness -to seek the light of heaven? For what is the purpose of sending its -roots below, if it be not in order to bear fruit above? The pilgrim -fathers in following the inspiration of a lofty ideal developed the -resources of a continent. Any people who attempt to reach the sky on a -pedestal of bricks and mortar will end in confusion and bewilderment as -did the builders of the Tower of Babel on the plains of Shinar in the -days of Eld. It requires range of vision to stimulate the industrial -activities of the people. The most effective prayer that can be uttered -for the Negro is “Lord, open thou his eyes.” He can not see beyond -the momentary gratification of appetite and passion. He does not look -before and after. Such stimulating influence can be brought to bear -upon the race only through the inspiration of the higher culture.</p> - -<h3>MEN OF HIGHER TRAINING THE LEADERS OF INDUSTRIAL EDUCATION.</h3> - -<p>It requires men of sound knowledge to conceive and execute plans -for the industrial education of the masses. The great apostles of -industrial education for the Negro have been of academic training, or -of its cultural equivalent. The work of Hampton and Tuskegee is carried -on by men and women of a high degree of mental cultivation.</p> - -<p><span class="pagenum"><a name="Page_11" id="Page_11">[Pg 11]</a></span></p> - -<h3>DR. BOOKER T. WASHINGTON AN EXAMPLE OF HIGHER CULTURE.</h3> - -<p>Doctor Booker T. Washington, note the title, is the most influential -Negro that the race under freedom has produced. He is the great apostle -of industrial training. His great success is but the legitimate outcome -of his earnestness and enthusiasm. And yet there is no more striking -illustration of the necessity of wise, judicious and cultivated -leadership as a means of stimulating the dormant activity of the -masses than he who hails from Tuskegee. His success is due wholly to -his intellectual and moral faculties. His personal opportunities of -association and contact have been equivalent to a liberal education. -Two of America’s greatest institutions of learning have fittingly -recognized his moral and intellectual worth by decorating him with -their highest literary honors. Mr. Washington possesses an enlightened -mind to discover the needs of the masses, executive tact to put his -plans in effective operation, and persuasive ability to convince -others as to the expediency of his policies. He possesses no trade -or handicraft, if so he has never let the American people into the -secret. Nor can it be easily seen what possible benefit such trade or -handicraft would be to him in the work which has fallen to his lot. -Tuskegee has been built on intellect and oratory. If Mr. Washington had -been born with palsied hands, but endowed with the same intellectual -gifts and powers of persuasive speech, Tuskegee would not have suffered -one iota by reason of his manual affliction. But, on the other hand, -had he come into the world with a sluggish brain and a heavy tongue, -whatever cunning and skill his hands might have acquired, he never -could have developed the institution which has made him justly famous -throughout the civilized world.</p> - -<h3>THE DEFICIENCY OF THE SLAVE MECHANIC.</h3> - -<p>Slavery taught the Negro, to work but at the same time to despise those -who worked. To them all show of respectability was attached to those -whom circumstances placed above the necessity of toil. It requires -intellectual conception of the object and the end of labor to overcome -this mischievous notion. The Negro mechanics produced under the old -slave regime are rapidly passing away because they did not possess -the power of self-perpetuation. They were not rooted and grounded in -rational principles of the mechanical arts. The hand could not transmit -its cunning because the mind was not trained. They were given the Knack -without the knowledge.</p> - -<p><span class="pagenum"><a name="Page_12" id="Page_12">[Pg 12]</a></span></p> - -<h3>MONEY SPENT FOR THE HIGHER EDUCATION OF THE NEGRO NOT WASTED.</h3> - -<p>The charge has recently been made that money spent on the higher -education of the Negro has been wasted. Does this charge come from -the South? When we consider that it was through Northern philanthropy -that a third of its population received their first impulse toward -better things; that these higher institutions prepared the 30,000 Negro -teachers whose services are utilized in the public schools; that the -men and women who were the beneficiaries of this philanthropy are doing -all in their power to control, guide and restrain the South’s ignorant -and vicious masses, thus lightening the public burden and lifting the -general life to a higher level: that these persons are almost without -exception earnest advocates of peace, harmony and good-will between -the races; to say nothing of the fact that these vast philanthropic -contributions have passed through the trade channels of Southern -merchants, it would seem that the charge is strangely incompatible -with that high-minded disposition and chivalrous spirit which the -South is so zealous to maintain. Does this charge come from the North? -It might not be impertinent to propound a few propositions for their -consideration. Is it possible to specify a like sum of money spent upon -any other backward race that has produced greater results than the -amount spent upon the Southern Negro? Is it the American Indian, upon -whom four centuries of missionary effort has produced no more progress -than is made by a painted ship on a painted sea? Is it the Hawaiian, -who will soon be civilized off the face of the earth? Is it the Chinese -upon whom the chief effect of Christian philanthropy is to incite them -to breathe out slaughter against the stranger within their gates? It is -incumbent upon him who claims that this money has been wasted to point -out where, in all the range of benevolent activity the contributions of -philanthropy have been more profitably spent.</p> - -<p>It is true that forty or fifty millions of dollars have been thus -spent, but when we consider the magnitude of the task to which it was -applied, we find that it would not average one dollar a year for each -Negro child to be educated. Why should we marvel, then, that the entire -mass of ignorance and corruption has not put on enlightenment and -purity?</p> - -<h3>NOT MERE THEORIZERS.</h3> - -<p>We often hear that the advocates of higher education are mere theorists -without definite, tangible plans and propositions. There has recently -sprung into prominence a class of educational <span class="pagenum"><a name="Page_13" id="Page_13">[Pg 13]</a></span>philosophers who deny -the value of stored up knowledge. We are informed that only such -information as will be honored at the corner grocery or is convertible -on demand into cash equivalent is of practical value, while all else is -an educational delusion and a snare. The truth is, that all knowledge -which clarifies the vision, refines the feelings, broadens the -conception of truth and duty and ennobles the manhood is of the highest -and most valuable form of practicability. An institution which sends -into the world a physician to heal the sick, a lawyer to plead the -cause of the injured, a teacher to enlighten the minds of the ignorant, -or a preacher to break the bread of life to hungry souls is rendering -just as practical a service to the race as those schools which prepare -men to build houses and plant potatoes.</p> - -<h3>NEED FOR THE NEGRO COLLEGE.</h3> - -<p>It is sometimes claimed that the few capable Negroes can find -opportunity for higher training in the institutions of the North. It -is by no means certain to what extent these institutions would admit -colored students. The Northern College is not apt to inspire the -colored pupil with the enthusiasm and fixed purpose for the work which -Providence has assigned him. It is the spirit, not the letter that -maketh alive. The white College does not contemplate the special needs -of the Negro race. American ideals could not be fostered in the white -youth of our land by sending them to Oxford or Berlin for tuition. No -more can the Negro gain racial inspiration from Harvard or Yale. And -yet they need the benefit of contact and comparison, and the zeal for -knowledge and truth which these great institutions impart. The Negro -College and the Northern institutions will serve to preserve a balance -between undue elation for want of sober comparison, and barren culture, -for lack of inspirational contact with the masses.</p> - -<h3>DOES THE HIGHER EDUCATION LEAD AWAY FROM THE RACE?</h3> - -<p>It is often charged that the higher education lifts the Negro above -the needs of his race. The thousands of graduates of Negro Schools and -Colleges all over the land are a living refutation of this charge. -After the mind has been stored with knowledge it is transmitted to -the place where the need is greatest and the call is loudest, and -transmuted into whatever mode of energy may be necessary to accomplish -the imposed task.</p> - -<p>The issues involved in the race question are as intricate in their -relations and far reaching in their consequences as any that have -ever taxed human wisdom for solution. No one can be too learned or -too profound in whose hands are entrusted the temporal and eternal<span class="pagenum"><a name="Page_14" id="Page_14">[Pg 14]</a></span> -destiny of a human soul. Even if the educated Negro desired to flee -from his race, he soon learns by bitter experience that he will be -thrown back upon himself by the expulsive power of prejudice. He soon -learns that the Newtonian formula has a social application: “The force -of attraction varies directly as the mass.”</p> - -<h3>A CONCRETE ILLUSTRATION.</h3> - -<p>But Wisdom is justified of her children. As an illustration of the -value of the higher education of the Negro race, I point to Howard -University, which is the largest and best equipped institution of its -class. The establishment and maintenance of this institution during the -past 35 years has cost between two and three millions of dollars. As -returns on this investment it has sent into the world 200 ministers of -the Gospel, 700 physicians, pharmacists and dentists, 300 lawyers, and -600 persons with a general academic and collegiate training, together -with thousands of some time pupils who have shared the partial benefits -of its courses. These graduates and some time pupils are to be found -in every country and district where the Negro population resides and -are filling places of usefulness, honor and distinction, as well as -performing works of mercy and sacrificial service. They serve as -inspiration and stimulus, quickening the dormant energies of the people -and urging them to loftier ideals and nobler modes of life. It devolves -upon the complainant to present some plan by which a like sum of money, -in a like space of time, can be spent upon an institution of whatever -designation so as to produce a more wholesome and more wide-spread -effect upon the general social uplift.</p> - -<div style='display:block; margin-top:4em'>*** END OF THE PROJECT GUTENBERG EBOOK BRIEF FOR THE HIGHER EDUCATION OF THE NEGRO ***</div> -<div style='text-align:left'> - -<div style='display:block; margin:1em 0'> -Updated editions will replace the previous one—the old editions will -be renamed. -</div> - -<div style='display:block; margin:1em 0'> -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. 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