Coming out of slavery ignorant, irresponsible, no name, no home, no "mule," there is no better way to measure the influence of Christian education than by the increased ability to earn, to save and to wisely invest money. The spirit of home-getting and the eagerness for education are very hopeful signs. We proudly quote from a lengthy editorial in a recent issue of the Atlanta Constitution: "The building up of wealth follows a sharpening of intellect. If the untutored colored man of the past quarter of a century could amass nearly a half a billion of dollars, why may not the educated Negro, during the next quarter of a century, quadruple the amount?"
As a skilled laborer it will take time for the race to make a mark, because here he will meet with sharper competition. This is the opportunity of the industrial school. The lack of sufficient numbers of skilled colored mechanics and because of the existence of prejudice, the employer shows timidity in attempting to supplant white labor with Negro labor. This fear will decrease as the supply increases. We indorse industrial training for the masses, but as efficient as it is, it is not sufficient. The tendency of these schools is to make the training of the hand of primary importance and that of the brain secondary. This might suffice for a while, but in this age of progress, of invention, when the genius of the age seems to have directed all its power to the invention of labor-saving machines, the demand for brainy mechanics is increasing so rapidly that the industrial school of to-day will wake up to-morrow only to find itself behind the times.
The Northern section of our country, with its large manufacturing interests and the constant demand for skilled labor, has encouraged the combining of labor into trades unions as a means of protection against the encroachments of capital. Because of the social side of these organizations the Negro has been debarred, with some exceptions. The unions will operate against him just as long as the interests of the unions are not in jeopardy and the supply of skilled colored mechanics is insufficient. But in the South, where Negro labor is plenty and agriculture is the chief occupation, the Negro will always have a practical monopoly, and his opportunities in all the trades in the North, as well as in the South, will increase in proportion as he becomes an educated, thrifty, law-abiding land-owner. The time has come when the Negro can no longer afford to play upon the sympathies of his friends, but as a man among men he must be pre-eminently fitted for his place; fitted in intellect, in the knowledge of his craft and in sobriety.
As a common laborer the Negro in his ignorance has had to battle against great odds. Too often his employer, who built the courts, run them and owns them, but who made the Negro shoulder the expense, feeling that he has the right of way and in his eagerness to get something for nothing, has forced the Negro through necessity to do the very thing for which he condemns him. Despite these great odds, industry and uprightness in any man, be he white or black, makes him a valuable member of any community.
THIRD PAPER.
THE NEGRO AS A LABORER.
BY MISS LENA T. JACKSON.
LENA TERRELL JACKSON, M. A.
Lena Terrell Jackson was born December 25, 1865, in Gallatin, Sumner County, Tenn. Her father died in her early childhood; hence the responsibility of her support and education fell upon her mother.
This mother determined to give her daughter the advantage of a good education. Accordingly at the age of seven years the daughter was placed in a private school and remained there until the autumn of 1876, when, having finished the course of study in the private school, she was entered as a pupil in the Belle View City School and remained there three consecutive years.
She completed the course of study in the Nashville City Schools in June, 1879. In September, 1879, she entered the Middle Preparatory Class of Fisk University and remained at Fisk six years, graduating from the Collegiate Department in 1885.
During the six years spent at Fisk she taught school during the summer months in the rural districts and with the money thus earned helped to support her mother and maintain herself in school. She also assisted her mother in her family work after school hours.
After graduation, in 1885, she was elected as a teacher in the Nashville Public Schools, having resigned two similar positions, the one at Birmingham, Ala., and the other at Chattanooga, Tenn., to accept the Nashville appointment.
In 1894 she was assigned to the Junior Grade in the colored High School and two years later to the Chair of Latin in the High School, which position she is still filling.
Following out the principles of economy that are so thoroughly inculcated in the minds of Fisk students, her first thought after completing her course of study was turned towards the acquisition of real estate and the purchase of a home for her mother, who through so many struggles and sacrifices had made it possible for her to obtain a college education.
Her hopes in this direction have been realized to some extent; and she has secured not only a home, but considerable other real estate.