The results of the attempts by the Bureau and the missionary societies to educate the negro were almost wholly bad. DuBois makes the astonishing statement that the Bureau established the free public school system in the South.[1254] It is true that some of the schools then established have survived, but there would have been many more schools to-day had these never existed. For the whites the public school system of Alabama existed before the war; the example of the Bureau in no way encouraged its extension for the blacks; reconstructive educational ideals caused a reaction against general public education. In 1865 to 1866 the thinking people of the state, such men as Dr. J. L. M. Curry and Bishop McTyeire, were heartily in favor of the education of the negro, and all the churches were also in favor of giving it a trial. As conditions were at that time, even the best plan for the education of the negro by alien agencies would have failed. General Swayne hoped to use both northern and southern teachers, but it was not possible that the temper of either party would permit coöperation in the work. Buckley seems to have had glimmerings of this fact, when he tried to get southern teachers for the schools. But the damage was already done. The logical and intentional result of the teachings of the missionaries was to alienate the races. If the negro accepted the doctrine of the equality of all men and the belief in the utter sinfulness of slavery and slaveholders, he at once found that the southern whites were his natural enemies.
Unwise efforts were made to teach the adult blacks, and they were encouraged to believe that all knowledge was in their reach; that without education they would be helpless, and with it they would be the white man’s equal. Some of the negroes almost worshipped education, it was to do so much for them. The schools in the cities were crowded with grown negroes who could never learn their letters. All attempts to teach these older ones failed, and the failure caused grievous disappointment to many. The exercise of common sense by the teachers might have spared them this. But the average New England teacher began to work as if the negroes were Mayflower descendants. No attention was paid to the actual condition of the negroes and their station in life. False ideas about manual labor were put into their heads, and the training given them had no practical bearing on the needs of life.[1255]
From the table given above it will be seen that the Bureau schools reached only a very small proportion of the negro children. The missionary schools not connected with the Bureau were few. It is likely that for five years there were not more than two hundred northern teachers in the state, yet the effect of their work was, in connection with the operations of the political and religious missionaries, to make a majority perhaps of the white people hostile to the education of the negro. The crusading spirit of the invaders touched the most sensitive feelings of the southerners, and the insolence and rascality of the educated negroes were taken as natural results of education. The good was obscured by the bad. The innocent missionary suffered for the sins of the violent and incendiary. The educated black rascal was pointed out as a fair example of negro education. The damage was done, not so much by what was actually taught in the relatively few schools, as by the ideas caught by the entire negro population that came in contact with the missionaries. Naturally the blacks were more likely to accept the radical teachers. A most unfortunate result was the withdrawal of the southern church organizations and of all white southerners from the work of training the negro. The profession had been discredited. One of the hardest tasks of the negro educators of to-day—like Washington or Councill—is to undo the work of the aliens who wrought in passion and hate a generation before they began. The evil of the Bureau system did not die with that institution, but when the reconstructionists undertook to mould anew the institutions of the South, the educational methods of the Bureau and its teachers were transferred into the new state system which they helped to discredit.[1256]
Why the Bureau System Failed
There have been many apologies for the Freedmen’s Bureau, many assertions of the necessity for such an institution to protect the blacks from the whites. It was necessary, the friends of the institution claimed, to prevent reënslavement of the negro, to secure equality before the law, to establish a system of free labor, to relieve want, to force a beginning of education for the negro, to make it safe for northern missionaries and teachers to work among the blacks. It was, of course, not to be expected that the victorious North would leave the negroes entirely alone after the war, and in theory there were only two objections to such an institution well conducted,—(1) it was not really needed, and (2) it was, as an institution, based on an idea insulting to southern white people. It meant that they were unfit to be trusted in the slightest matter that concerned the blacks. It was based on the theory that there was general hostility between the southern white and the southern black, and that the government must uphold the weaker by establishing a system of espionage over the stronger. The low characters of the officials made the worst of what would have been under the best agents a bad state of affairs. In 1865 it was necessary for the good of the negro that social and economic laws cease to operate for a while and allow the feelings of sentiment, duty, and gratitude of the Southern whites to work in behalf of the black and enable the latter to make a place for himself in the new order. After the surrender there was, on the part of the whites, a strong feeling of gratitude to the negroes, that was practically universal, for their faithful conduct during the war. The people were ready, because of this and many other reasons, to go to any reasonable lengths to reward the blacks. The Bureau made it impossible for this feeling to find expression in acts. The negro was taken from his master’s care and in alien schools and churches taught that in all relations of life the southern white man was his enemy. The whites came to believe that negro education was worse than a failure. The southern churches lost all opportunity to work among the negroes. Friendly relations gave way to hostility between the races. The better elements in southern society that were working for the good of the black were paralyzed and the worst element remained active. The friendship of the native whites was of more value to the blacks than any amount of theoretical protection against inequalities in legislation and justice. Finally, the claim that the Bureau was essential in establishing a system of free labor is ridiculous. The reports of the Bureau officials themselves show clearly, though not consciously, that the new labor system was being worked out according to the fundamental economic laws of supply and demand, and largely in spite of the opposition of the Bureau with its red tape-measures. The Bureau labor policy finally gave way everywhere before the unauthorized but natural system that was evolved.[1257]