The great names for these schools have done harm. They are misleading to begin with, and that is an evil. It is hard enough to get the indifferent or the antagonistic people to understand the subject of the education of the negroes at best; it is harder when new meanings have to be given to old names in order to state acts. I am of the opinion that the names given to most of these schools have done some harm in the North—whence the money has been drawn to support them. Northern men have sometimes spoken to me on these subjects in language that made it plain that they would have helped more but from a conviction that “schools and not universities are what these poor people need.” Per contra, it may well enough be answered, some have given largely to build “universities” that would not give to establish schools. As to the influence on northern sentiment of the too-great names, those who know that sentiment better than I do can express themselves more definitely. I know that the big names have done harm in the States where the schools are. At this point let me say, I am only stating what I believe to be facts. Comments, inferences, justifications, do not concern me just now.
First, then, the large names have excited prejudice among the white people who did not know what was back of the names. Most of them, for a long time, did not know what the universities and colleges were really trying to do; the majority do not know at this time.
Some of those who did know something thought the whole business a mere sham; for a long time only a few southern white people really knew that faithful, wise and successful teaching was done in these colleges and universities—most of it not being college or university work at all. The few who really knew what good work was being done could over-look the ambitious names—it being a weakness in the South and West, yielded to by not a few, to give great names to small schools for white youth. The wiser and kinder-hearted ones could condone the offense of over-large names in view of their own example.
The big names did as much as anything else to anger the poor whites against all negro education. People who know human nature will understand this statement without explanation: those who do not know human nature will not understand it anyway.
The worst evil, in the long run, of this big naming of schools for the negroes, fell upon the negroes themselves. It aggravated the tendency—very strong among them—to be satisfied with the name of a thing in the lack of the thing itself, and, what is more, not knowing that they can lack the thing when they have the name. Take, for example, “⸺ University,” an admirable school well known to me. Its annual enrollment will average three hundred; its catalogue course reaches from the primary studies through an ordinary college curriculum; one in ten attempts this college course; one in fifty may complete it. The whole three hundred tell their friends: “I was educated in ⸺ University.” It gives them importance. They pass as scholars beyond their merits among their own people. In many of them it breeds injurious conceits—of a sort that makes enemies of those who might be friends, and prejudices with the uninformed—who in all countries are the majority—the whole subject of negro education. It is to be feared that only a few colored students know the difference between “⸺ University” and a real university.
NO SHAM IN THE WORK DONE.
Let me say with emphasis at this point: there is no sham in the work done in these schools. It is genuine, honest, useful work. This is a general statement; there may be, doubtless are, some schools that do not deserve this praise. But the point I wish to make plain to the readers of The Chautauquan is this: if there be sham it is not in the work done, but in the name given the place where it is done. I asked one of the veterans: “Why did you call this school a university?” He answered: “We hoped it would grow to it some day.” How could I blame the hopefulness of those who did the naming? So many of our white schools had been named under the same sort of prophetic impulse.
TRAINING SCHOOLS.
It is those schools backed by the churches and benevolent societies of the North that are doing the most of the work of preparing teachers among the colored people for the colored people. The very best of the more than seventeen thousand colored teachers have learned whatever they know in these schools. Most of the Southern State governments have recognized the necessity of preparing colored teachers, and make annual appropriations to carry on this work. A few States have established schools of their own; generally they make appropriations to some of the best of the schools established by others.
The great and crying need in the work of education among the people is better teachers in their common schools. They can not be prepared in a day or a year; for it takes much money and much time. The training schools are without endowments, and their patrons are unable to pay more than the lowest tuition fees. If these schools—call them universities, colleges, institutes, seminaries—what you will, are to keep going at their present rate, to say nothing of improvement, white people must furnish the money, for the best of reasons; the negroes have not money to do this sort of work. Most of this money will have to come from Northern pockets, if it comes at all. The State of New York is worth more in property returned for taxation than all the Southern States together—leaving out Missouri, counted in the census of 1880 among “Western States.”