It is unreasonable, of course, to expect any Caucasian to remember these things, or if remembering them, to be able to point them out with the same amount of pride and persistence that a Negro in the same position would. And therein lies the secret of the foundation of a family, a government, a nation—pride. Pride in what has been done, in what may be done, in the ability to reach the very highest point that may be reached. With that quality instilled in the young from the very first, the foundation for individual achievement is firmly laid; and what more can we ask of any education?
It has been said that Negro boys and girls hearing of the deeds of some great man or woman have exclaimed, "Oh, well, no colored person could do that!" Fortunately, there are few of these now, but how much it is to be regretted that such an expression could ever have been made—at least within the last thirty years?
By all means let us have Negro teachers in our Negro schools and colleges. Let the boy who wants to be a farmer carry with him the memory of successful Negro farmers and of a Negro who knew enough about scientific agriculture to teach him to compete with the best white farmers in the country. It will be easier for him to reach his goal, and he will have more respect for his own ability and less cringing, servile admiration for his Caucasian rivals. Let the boy or girl whose inclinations tend to a profession get their instruction from some one whose complexion is akin to their own. It is a spur to ambition, a goal to be reached. The "what man has done, man may do" is so much easier from a successful brother than from a successful, though supercilious, neighbor.
Of course, the good effect of Negro teachers upon the youthful minds is the only point thus far touched upon. The other side of the question is obvious. What is the use of training teachers, of spending time and money acquiring college training if there is no place to use such training? There is room, and plenty of it, for the college bred man and woman, and for every place filled by our own teachers there is so much more money saved to our own race.
The closer the corporation, the wealthier it is. The tighter the lines drawn about distributing money outside our own great family the more affluent our family becomes. Every cent is an important item. More money for ourselves, a better opinion of our own achievements and ability to do more, higher regard for the raising of Negro ideals, and a deeper sense of the responsibility imposed on each individual to do his part towards leavening the lump; these things are dependent upon our teachers in our own schools.
By all means let us have Negro teachers in Negro colleges.
TOPIC IX.
WILL THE EDUCATION OF THE NEGRO SOLVE THE RACE PROBLEM?
BY BOOKER T. WASHINGTON.