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.