I am asked to say whether or not it is time for the Negro colleges in the South to be put into the hands of Negro teachers? The education of a people is the greatest question that can possibly concern them. It touches every phase of human interest and holds the key to the solution of every rational problem arising out of man's duty and destiny. The foundations of every helpful institution known to our social system rest upon such conceptions of right and wrong as the people's intelligence has called into being: for true teaching is not only the application of methods for the development of one's powers, but is also a directing or turning of those powers into proper channels. With any people it will not matter ultimately who now writes the laws, issues decrees, or enforces judgments if their youth are kept under wise, efficient instructors. How necessary, then, must it be to a race so conditioned as is the Negro in America that their schools should be conducted by only those who are most capable and worthy!
However, before we attempt to answer the question propounded, it is important that we fully comprehend its meaning. As I understand it, the matter might be stated in other words thus: Should Negroes exclusively be placed now on the faculties of the several missionary colleges which Northern philanthropy has established in the South since the close of the Civil War? There were then not only no schools for us, but there were no teachers and no money with which to employ teachers. No night in Egypt in the time of Israel was darker than those years immediately following the Negro's emancipation. And what must have been our condition to-day had not those pillars of light been placed in our starless sky? But what is more, for thirty years the same spirit and the same people who first made these colleges possible among us, have continued their aid, and still make them possible to-day.
And now let us see what advantages could be reasonably expected from such a change in management as the subject suggests. So far as I know, they who advocate the change establish themselves upon this proposition, namely, "Negro teachers are best for Negro schools."
And this is true, say they, (1) because being of the same race, there must of necessity exist such a spirit of sympathy and helpfulness between teacher and student as we could not reasonably expect were the teacher and the taught of different races; (2) because placing before students competent men and women of their own race as teachers sets before them an example and an object lesson of what the students themselves may become and do, that cannot fail to be inspiring; (3) because the employing of Negro teachers in Negro schools furnishes an honorable vocation to a large number of our own people who otherwise would possibly be unemployed; (5) because Negro teachers in Negro colleges, by their presence and work, increase the race pride among ourselves and win for us greater confidence and respect from others.
These are weighty considerations, and, per se, have my most hearty approval. But however complete may be our endorsement, we must not forget that unqualifiedly acting upon them in the matter under discussion would not be without its losses. Let us now consider what these might be, and then we shall be prepared to decide whether we would not—
"* * * rather bear those ills we have
Than fly to others we know not of."
In the first place, if the people who own and sustain these schools could be induced to sever their connection with them and turn them fully into the hands of Negroes, although the colleges are already built, equipped and advertised, yet, chiefly on account of our poverty, we should have to close the majority of them at once. This would be a most serious loss. The amount of ignorance and the lack of trained leaders among us, together with the small pittance done for us in the direction of even high-school education by the states and cities in which we live certainly do not suggest the advisability of ridding ourselves of even one agency for enlightenment. Far better would it be for us and for the country if they were increased tenfold.
This view takes into consideration the fact that the great majority of people who give of their means to support the schools do so because they have confidence in the ability, integrity and experience of those who control them. And if any one is so credulous as to believe that the schools under the management of Negroes could command the amount, of interest and support as they now receive, I would ask him, why have Negroes, from Mr. Booker T. Washington down, who are trying to gain public confidence and assistance for their work, find it necessary to invite white men to accept membership on their boards of trustees? One need not go far to find the correct answer. In this connection, it will be in order to inquire also if there are, under the control of Negroes, any colleges that receive anything like the amount of money for their support that is received by similar institutions under the management of white men?
Furthermore, the placing of the colleges referred to wholly into the hands of Negroes would be an unnecessary drawing of the race line, and would very effectually close our mouths against making protest or complaint on account of our being discriminated against for similar reasons.