THE HIGHER EDUCATION OF THE NEGRO.
BY PRES. E. M. CRAVATH, FISK UNIVERSITY.
1. The negroes are citizens, and vested with all the rights, duties and responsibilities of American citizenship. The ballot is in their hands, and as a necessary consequence they will share the offices of trust and responsibility. There must and will be political leaders among them. It might be better for the country if the colored people would use the ballot purely, with an eye single to the best interests of society; if they should always vote for the wisest, most honest and most capable men, uninfluenced by personal prejudices, race distinction, or the popular excitement of heated political campaigns, and with no aspiration for political distinction or the honors and spoils of office. It might be better for the country if the citizens of other races would do this. But how unlike the Anglo-Saxon or the Celt would be the African if he should do it. But, fortunately, or unfortunately, there is about as much genuine human nature in the American citizen of African descent as there is in those of European; and we must expect essentially the same results under like conditions. It will not prevent colored men from having political aspirations, and from being elected to offices of trust and responsibility, to confine education among them to public, normal and industrial schools. The safer and better way is to give to the young men who have aspirations for a higher education the opportunities and advantages they seek, just as they are provided for the youth of other races.
2. The six millions of colored people in the South are organized into distinct and separate churches, which are ministered to by persons of their own race. This is the result both of choice and necessity. The white churches are not open to them, and as a general thing they prefer to have their separate organizations. The influence and power of the minister among the colored people are exceedingly great. No people stand more in need of an intelligent, wise and educated ministry, and among no people can such a ministry do such a noble work for the proper training of the young men who are to constitute the religious teachers and guides of these six millions of colored American citizens just delivered from bondage, and now making trial before the world of freedom and citizenship. I urge the necessity of institutions for higher education.
The public schools of the South for colored children are in general taught by colored teachers. This is usually demanded by the parents. In these public schools there are hundreds of positions such as are filled in white schools by men who have had their training in the best colleges and universities of the South, and why should not colored young men be given the same training for the same responsibilities and duties? The same principles and necessities hold in the departments of law and medicine. Is there any reason, in the nature of the case, why a young colored man does not need to have as good an education to fit him for these professions as a young white man does? In all enlightened countries, institutions of higher education are regarded as indispensible; they accomplish a work in the interests of society, the Church and the State, which cannot be left out with safety to any race or any country. But there are weighty reasons why the colored youth of the South need the advantages of a higher education. They have received less by inheritance. Education, discipline, culture, the habits and surroundings of life through generations, to some extent, at least, determine the inherited intellectual and moral qualities of individuals, families and races. The colored youth begins life without the inherited qualities which can come only through generations of civilization.
Then, too, he has not had the advantages (and these are among the greatest children can possess) of a cultured home, refined and intellectual associations, a purified and stimulating social life, and the instruction of an educated ministry. These have largely been denied him in his earlier years. Thus, when young colored men or women set out to secure an education that shall put them on a high plane of intellectual life and give them a fair chance to work a career which shall entitle them to be honestly ranked among the educated and cultured of the white race in the higher departments of the world’s work, they find themselves at a great disadvantage.
How shall this be overcome, except by patient, long-continued and wisely-directed study? Aspiration must mature into purpose and purpose ripen and harden into character. Intellectual labor must be encouraged and even exacted until it becomes comparatively easy and pleasurable. Habits of study and investigation must be formed and the judgment must be matured. Where shall the young men of the South get these advantages except in schools for higher education? But there is one more consideration which I wish to urge. These six millions are the representatives of a race 200,000,000 strong and of a continent. No equal body of Africans was ever before placed in a condition so favorable for the development of whatever possibilities there are in the race. Under slavery they have been disciplined to toil and have learned the lessons of work; they have come to like the ways of civilized life and have acquired a desire and taste for its comforts and luxuries. Pagan worship and heathen superstitions have been largely destroyed, and the people have accepted the Christian religion. They are widely scattered among their fellow citizens of other races, and they have intrusted to them the full duties, and have resting upon them all the responsibilities of citizenship. Whatever possibilities are in the race can here be developed in a shorter time and by a more direct way than in the case of any section of Africa. So the race is on trial, and every aid should be given in order that the best possible result may be reached. Who can properly estimate the power for good which colleges and universities, founded in the right spirit, strongly administered and wisely adapted to the wants and necessities of the people, can exert in determining the future of the negro in this country and the future of the great African race?