The Complete Essays of Charles Dudley Warner

by Charles Dudley Warner

But, besides the industrial problem, there is the race problem. It is the most serious in the conditions under which it is presented that ever in all history confronted a free people. Whichever way you regard it, it is the nearest insoluble. Under the Constitution it is wisely left to the action of the individual States. The heavy responsibility is with them. In the nature of things it is a matter of the deepest concern to the whole Republic, for the prosperity of every part is vital to the prosperity of the whole. In working it out you are entitled, from the outside, to the most impartial attempt to understand its real nature, to the utmost patience with the facts of human nature, to the most profound and most helpful sympathy. It is monstrous to me that the situation should be made on either side a political occasion for private ambition or for party ends.

I would speak of this subject with the utmost frankness if I knew what to say. It is not much of a confession to say that I do not. The more I study it the less I know, and those among you who give it the most anxious thought are the most perplexed, the subject has so many conflicting aspects. In the first place there is the evolution of an undeveloped race. Every race has a right to fair play in the world and to make the most of its capacities, and to the help of the more favored in the attempt. If the suggestion recently made of a wholesale migration to Mexico were carried out, the South would be relieved in many ways, though the labor problem would be a serious one for a long time, but the “elevation” would be lost sight of or relegated to a foreign missionary enterprise; and as for results to the colored people themselves, there is the example of Hayti. If another suggestion, that of abandoning certain States to this race, were carried out, there is the example of Hayti again, and, besides, an anomaly introduced into the Republic foreign to its traditions, spirit, aspirations, and process of assimilation, alien to the entire historic movement of the Aryan races, and infinitely more dangerous to the idea of the Republic than if solid Ireland were dumped down in the Mississippi valley as an independent State.

On the other hand, there rests upon you the responsibility of maintaining a civilization—the civilization of America, not of Hayti or of Guatemala which we have so hardly won. It is neither to be expected nor desired that you should be ruled by an undeveloped race, ignorant of law, letters, history, politics, political economy. There is no right anywhere in numbers or unintelligence to rule intelligence. It is a travesty of civilization. No Northern State that I know of would submit to be ruled by an undeveloped race. And human nature is exactly in the South what it is in the North. That is one impregnable fact, to be taken as the basis of all our calculations; the whites of the South will not, cannot, be dominated, as matters now stand, by the colored race.

But, then, there is the suffrage, the universal, unqualified suffrage. And here is the dilemma. Suffrage once given, cannot be suppressed or denied, perverted by chicane or bribery without incalculable damage to the whole political body. Irregular methods once indulged in for one purpose, and towards one class, so sap the moral sense that they come to be used for all purposes. The danger is ultimately as great to those who suppress or pervert as it is to the suppressed and corrupted. It is the demoralization of all sound political action and life. I know whereof I speak. In the North, bribery in elections and intimidation are fatal to public morality. The legislature elected by bribery is a bribable body.

I believe that the fathers were right in making government depend upon the consent of the governed. I believe there has been as yet discovered no other basis of government so safe, so stable as popular suffrage, but the fathers never contemplated a suffrage without intelligence. It is a contradiction of terms. A proletariat without any political rights in a republic is no more dangerous than an unintelligent mob which can be used in elections by demagogues. Universal suffrage is not a universal panacea; it may be the best device attainable, but it is certain of abuse without safeguards. One of the absolutely necessary safeguards is an educational qualification. No one ought anywhere to exercise it who cannot read and write, and if I had my way, no one should cast a ballot who had not a fair conception of the effect of it, shown by a higher test of intelligence than the mere fact of ability to scrawl his name and to spell out a line or two in the Constitution. This much the State for its own protection is bound to require, for suffrage is an expediency, not a right belonging to universal humanity regardless of intelligence or of character.

The charge is, with regard to this universal suffrage, that you take the fruits of increased representation produced by it, and then deny it to a portion of the voters whose action was expected to produce a different political result. I cannot but regard it as a blunder in statesmanship to give suffrage without an educational qualification, and to deem it possible to put ignorance over intelligence. You are not, responsible for the situation, but you are none the less in an illogical position before the law. Now, would you not gain more in a rectification of your position than you would lose in other ways, by making suffrage depend upon an educational qualification? I do not mean gain party-wise, but in political morals and general prosperity. Time would certainly be gained by this, and it is possible in this shifting world, in the growth of industries and the flow of populations, that before the question of supremacy was again upon you, foreign and industrial immigration would restore the race balance.

We come now to education. The colored race being here, I assume that its education, with the probabilities this involves of its elevation, is a duty as well as a necessity. I speak both of the inherent justice there is in giving every human being the chance of bettering his condition and increasing his happiness that lies in education—unless our whole theory of modern life is wrong—and also of the political and social danger there is in a degraded class numerically strong. Granted integral membership in a body politic, education is a necessity. I am aware of the danger of half education, of that smattering of knowledge which only breeds conceit, adroitness, and a consciousness of physical power, without due responsibility and moral restraint. Education makes a race more powerful both for evil and for good. I see the danger that many apprehend. And the outlook, with any amount of education, would be hopeless, not only as regards the negro and those in neighborhood relations with him, if education should not bring with it thrift, sense of responsibility as a citizen, and virtue. What the negro race under the most favorable conditions is capable of remains to be shown; history does not help us much to determine thus far. It has always been a long pull for any race to rise out of primitive conditions; but I am sure for its own sake, and for the sake of the republic where it dwells, every thoughtful person must desire the most speedy intellectual and moral development possible of the African race. And I mean as a race.

Some distinguished English writers have suggested, with approval, that the solution of the race problem in this country is fusion, and I have even heard discouraged Southerners accept it as a possibility. The result of their observation of the amalgamation of races and colors in Egypt, in Syria, and Mexico, must be very different from mine. When races of different color mingle there is almost invariably loss of physical stamina, and the lower moral qualities of each are developed in the combination. No race that regards its own future would desire it. The absorption theory as applied to America is, it seems to me, chimerical.

But to return to education. It should always be fitted to the stage of development. It should always mean discipline, the training of the powers and capacities. The early pioneers who planted civilization on the Watauga, the Holston, the Kentucky, the Cumberland, had not much broad learning—they would not have been worse if they had had more but they had courage, they were trained in self-reliance, virile common sense, and good judgment, they had inherited the instinct and capacity of self-government, they were religious, with all their coarseness they had the fundamental elements of nobility, the domestic virtues, and the public spirit needed in the foundation of states. Their education in all the manly arts and crafts of the backwoodsman fitted them very well for the work they had to do. I should say that the education of the colored race in America should be fundamental. I have not much confidence in an ornamental top-dressing of philosophy, theology, and classic learning upon the foundation of an unformed and unstable mental and moral condition. Somehow, character must be built up, and character depends upon industry, upon thrift, upon morals, upon correct ethical perceptions. To have control of one's powers, to have skill in labor, so that work in any occupation shall be intelligent, to have self-respect, which commonly comes from trained capacity, to know how to live, to have a clean, orderly house, to be grounded in honesty and the domestic virtues,—these are the essentials of progress. I suppose that the education to produce these must be an elemental and practical one, one that fits for the duties of life and not for some imaginary sphere above them.

To put it in a word, and not denying that there must be schools for teaching the teachers, with the understanding that the teachers should be able to teach what the mass most needs to know—what the race needs for its own good today, are industrial and manual training schools, with the varied and practical discipline and arts of life which they impart.