Twentieth Century Negro Literature Part 45

Prof. Councill is proud to be known as a friend to Africa.

He is co-operating with Bishop Turner in the redemption and civilization of that continent. Normal, under Prof.

Councill, is educating native Africans for this purpose. He has received the degree of Ph. D. from Morris Brown College.

Prof. Councill is author of "The Lamp of Wisdom." He writes extensively for the leading magazines and newspapers of the country.

A comparison of the opportunities which different sections hold out to any cla.s.s of our fellow citizens should not be regarded as hostile criticism. No man, no country suffers by the truth.

We cannot answer this question by yes or no. The North affords the better opportunities in some things, while in others the South gives the Negro the better opportunity for making a living. If we are correct in putting a broad and educated mind as the foundation for every useful superstructure, we are forced to admit that the opportunity for laying this foundation is better in the North, where a century of thought on popular education has developed the finest public school system in the world. While this brings the Northern Negro in contact with the great Anglo-Saxon mind, and fits him for making a living and for business in that atmosphere, he has to undergo a kind of mental acclimatization before he can effectively and usefully enter into work in the South, where the atmosphere at every turn is different from that in the North. For twenty-five years I have been brought in direct contact with Negroes reared or educated in the North, and I do not recall one who did not have to un-Northernize himself in many respects before he could harmonize to usefulness in the South. It is to the credit of our Northern brethren that they are thus willing to sacrifice a part of their individualism in order to serve their race in the South. In my long experience I have not met a quarter dozen who have not cheerfully put aside their selfishness for the common good of their a.s.sociates and their work. Indeed, I have found my Northern brethren more willing and helpful in this regard, perhaps, than Southern Negroes, who are more self-a.s.sertive and persistent in their make-up, a spirit imbibed from the general character of independence and domineering found in the South. But the Southern Negro, reared in harmony with Southern inst.i.tutions, having a.s.similated prejudices and counter-prejudices, can use to greater advantage his small amount of education and training.

In a country where compet.i.tion is sharp, as in this country, and where any kind of excitement is resorted to in order to give advantage to the compet.i.tors, the minority race, especially in inferior circ.u.mstances, must suffer along lines of battle for bread in which, the ma.s.ses engage. Thus it is, while the Northern Negro enjoys high privileges of an intellectual character among the cla.s.ses, he is b.u.mped, shunned, and pushed to the rear among the quarreling, scrambling ma.s.ses.

There are scattered far and wide a few Negroes in the North who are doing well in business. They get the patronage of their white neighbors. There are few communities in the North where the Negro population is strong enough to support a Negro in business, if the race lines were drawn in business. I think the voluntary collections of like tribes and races of men, as Italians, Jews, Chinese, Poles, Norwegians, Swedes, and the like, in settlements in our large cities and some country districts, show clearly the gregarious disposition of like peoples; and from time out of mind each tribe, clan or race, has depended upon itself for patronage and support. In order for the Negro to succeed in any considerable degree in business in the North, it would be necessary to increase the Negro population in that section.

As I have intimated above, there are few fields for operation in the North for Negroes, regardless of their ability to succeed, for there are few cases where Negro patronage is not limited to the Negro population. While occasionally a few Negroes may get patronage from the other clans and tribes it is nevertheless true that as a general rule the aim is to keep the trade in the family, as it were. Every whip of tribal differentiation and prejudice is applied to enforce a rigid observance of this general rule. I think that we may logically conclude that the opportunity for that training and education which could make the Northern Negro immediately useful to the ma.s.s of the race, and the opportunity to gather material wealth, are not ideal in the North.

Ninety-two per cent of the Negro population reside in the South, where slavery left them. Under normal conditions there should be ninety-two per cent of Negro wealth, thrift and energy in the South. The opportunity to acc.u.mulate wealth and the acc.u.mulation are different.

The Southern Negro is a wealth producer. He does four-fifths of the agricultural labor of the South and thereby adds four-fifths to the wealth of the South derived from agriculture, the leading Southern industry. If the whole of the billion dollars to the credit of the Negro race were placed to the credit of the Southern Negro alone, it would be less than half of what he should have saved since the war.

The Negroes of the South handle more money than New England did one hundred years ago, and yet New England would be glad to place her barrels of gold and silver at nominal interest--so rich has she grown, although in the chilly winds of the Northeast.

The opportunities for the Southern Negro are as good for material gain as are enjoyed by any other people in this country. The census of 1890 shows two hundred and twenty-four occupations followed by the wage-earners of the United States. The Negroes are represented in every one of these occupations--grouped under five heads: Professional, Agriculture, trade and transportation, manufactures and personal service. The Southern Negro, while not in all of them, occupies in the South the vantage ground in those that bring the most independence in living. We must not forget that agriculture is what we might call the staple industry of the South.

I am indebted to Hon. Judson W. Lyons, register of the United States Treasury, for the following statistics, showing the wonderful influence of Negro labor in the commercial industries of the world: More cotton is exported from the United States than any other article.

In the last ten years, 30,000,000,000 pounds of cotton, valued at $225,000,000 have been exported. The United States produces more cotton than all the balance of the world. The cotton manufactories of Great Britain, Germany, France, Belgium, and Italy depend upon our cotton exports. Ten years ago, $354,000,000 were invested in cotton manufactories, employing 221,585 operatives, who received for wages $67,489,000 per annum. The South produced from 1880 to 1890, 620,000,000 bushels of corn, 78,000,000 bushels of wheat, and 97,000,000 bushels of oats. The Negro performed four-fifths of the labor of the South, as we have seen. Therefore, his share in the average annual production in the last ten years would be 6,988,000 bales of cotton, valued at $209,640,000. In the last ten years the Negro's part of the production of corn, wheat, oats and cotton was $431,320,000 per annum. The entire cotton acreage of the South would form an area of 40,000 square miles. Negro labor cultivates 32,000 square miles of this s.p.a.ce.

Fifty-seven per cent of the Negro race are engaged in agricultural pursuits, and 31 per cent are engaged in personal service. Therefore, 88 per cent of the wage-earners of the race in the South are engaged in these two pursuits, or, in other words, 88 per cent of the wage-earners of the race have opportunity for profitable employment.

Where the ma.s.ses of the Negroes are found and can get paying work, as they can in the South, there we must expect the greatest prosperity among Negroes. Our expectation is highly gratified in this case in the South. No doubt if the ninety-two per cent Negro population were to exchange places with the eight per cent, the opportunities now held out in the South would be transferred to the North. Our opportunities over those enjoyed by our Northern brethren are the creatures of accidents rather than of our meritorious invention.

The opportunities to win character and wealth afforded the Negroes of the South by agriculture and domestic service are probably better than are enjoyed by any other cla.s.s of people in the world. The field is broad and ripe and the Negro must now see and seize these opportunities or they will pa.s.s from the race forever. No peasant population ever had more favorable environments. The Negro does not only do four-fifths of the agricultural labor of the South, but he has the opportunity to own four-fifths of the land he cultivates. This opportunity is not enjoyed by any other peasant cla.s.s in the world. As I see it, the greatest success for the Negro race in America lies in the farm. There he meets the least resistance and obtains the greatest sustenance. There color prejudice is almost unknown, while everywhere in the mechanic arts, prejudice is bitter, compet.i.tion is sharp, and the chances for success are small. This is a matter which the Negro must seriously consider now, or weep over his procrastination. The drift to the cities to exchange the free, honest, healthful, plenteous conditions of farm life for the miserable slums, sin, and squalor of city life must be checked. Our boys and girls must be educated for the farm.

It would be hard to find a people better suited for domestic and personal service than the Negro. In all the elements which are necessary for personal and domestic service, the Negro cannot be excelled. He is not treacherous. He forms no plots and schemes to entrap his master. He resorts to no violent incendiary measures of avenging himself against his master, but he humbly and tamely submits to the conditions, ever looking for betterment through superhuman agencies. If the South would only look this matter squarely in the face, it would admit that it has the best service on earth, and would vote liberal appropriations for the development of Negro education of every character.

It may seem to persons not informed incredible, but it is no less a fact that where racial prejudice runs highest in the South and the demarcation between the races is most distinct along social lines, there the Negro is most prosperous, and, strange to say, advances most rapidly in material wealth. Self-help, self-dependence, faith in self, seem to spur to success as nothing else does. The drug store is the creature of Anglo-Saxon prejudice in denying Negroes accommodations at the soda-water fountains run by white men. In a score of channels the Negro is pushed on to success by Anglo-Saxon discrimination. What seems a curse is in reality a blessing to the race. Anglo-Saxon prejudice forces the Negro to take advantage of his great opportunity to get rich.

TOPIC XXII.

WHAT IS THE NEGRO TEACHER DOING IN THE MATTER OF UPLIFTING HIS RACE?

BY PROF. A. ST. GEORGE RICHARDSON.

[Ill.u.s.tration: Prof. Arthur Richardson.]

PROF. ARTHUR ST. GEORGE RICHARDSON.

Far out in mid-Atlantic ocean about 700 miles east of New York lies the group of sunny isles known as the Bermudas. On one of these beautiful coral formations called St. Georges was born, July 5, 1863, the subject of this writing. Arthur was sent to Canada in 1878 to attend the public schools of St. Johns, N. B. Being an apt pupil he soon finished the curriculum of studies of the grammar schools and in 1880 entered the high school from which in three years' time he was graduated.

Not considering his education complete at this point, Arthur matriculated at the University of New Brunswick at Fredericton, in the fall of the same year, being the first and only colored young man to enter this inst.i.tution of higher learning. As in the high school so now in college young Arthur distinguished himself among his cla.s.smates by winning a scholars.h.i.+p and at times leading his cla.s.s in Greek. He was graduated from the university with honors in cla.s.sics, June, 1886.

He was then elected princ.i.p.al of the Wilberforce Collegiate Inst.i.tute at Chatham, Ont., where he served one year, increasing the attendance, and greatly improving the work of the school. The following year, 1887, he returned to his native home and visited his parents from whom he had been separated nine years. The next year after his return to Canada he was invited by Bishop W. J. Gaines to come to Georgia and a.s.sume the princ.i.p.als.h.i.+p of Morris Brown College in Atlanta. After much hesitancy, Mr. Richardson accepted the invitation and took charge of Morris Brown College when it was a school of small proportions and modest pretensions.

Here Professor Richardson served ten successive years, each year adding something to the fame and increasing popularity of the school.

In 1898 he was offered the Presidency of Edward Waters College in Jacksonville, Fla., by Bishop W. J. Gaines, who felt that the educational work in Florida then needed just such a person as Professor Richardson had proven himself to be in Georgia. Resigning his position in Atlanta he came to Florida and at once set to work to restore Edward Waters College to the confidence of the people. In a year's time the school was again a.s.suming the flouris.h.i.+ng condition that it once had.

The great fire of Jacksonville, May 3, 1901, caused him to lose all his possessions in the destruction of the college buildings, nevertheless he has held on unflinchingly to the work and at great sacrifice and loss has kept the school together, and is now serving his fourth year at the head of this inst.i.tution.

An examination into the earliest records of history will reveal a fact that is not observant to the casual reader--that man, as an individual, has ever been groping in darkness, seeking hither and thither to find a ray of light that would safely guide him and lead him through the mystic vale of doubt and uncertainty--be a "light to his pathway, a lantern to his feet."

To this end he has lent all his energies and directed all his forces.

Long and tedious have been the ways and the journeys, yet onward and upward has he continued to travel, through storm and tempest, amid trials and vexations, until finally, after many centuries of progressive endeavor and honorable achievements, he has reached the loftiest pinnacle of fame, and there, on its rugged summit, has inscribed in letters of gold the result of his many conquests in literature, science and art, in religion, philosophy and commerce.

We use the generic term man as embracing all the various descendants of the sons of Noah. For each race-variety has in its turn played its part in producing the high degree of civilization that it is now our heritage and privilege to enjoy. Each has been an important factor in the development of some element that is essentially its own.

In thus reviewing the early history of the world we also find that the peoples who sat in darkness were brought to the light only through the agency of the teachers of the times in which they lived. Who made Egypt renowned? Were they not her great teachers, whose pupils came from far and near to learn, as it were, the foundation steps of our great civilization? Who in China is better known to the world than the great teacher Confucius? Who gave to Greece her renown for philosophy and art? Was it not Aristotle and Plato? Mention Rome, and the names of Quintilian and Cicero are recalled to our minds as the foremost educators. The Israelites had their prophets to instruct them, until the Great Teacher came to earth to enlighten all mankind. What was best and n.o.blest in the systems of the famous teachers before the advent of Christ was crystallized into the method adopted by the Son of Man. He came to elevate the whole man, to shed light into his whole being--his mind, his body, and his soul.

Many and various have been the devices of mortal man to imitate the plan of the Master; and yet, after centuries of earnest endeavor, we have but recently begun to recognize the fact that complete success in the education of man lies in the secret of training the whole man--mind, body and soul.

Pa.s.sing over the long period of scholastic apathy in European history, we come to a more recent epoch of intellectual awakening in the founding of great universities and stately colleges. These several inst.i.tutions, through the instructions given by their most eminent teachers, have of themselves made the respective places of their establishment famous in both hemispheres.

Between the periods of the Revolutionary and Civil Wars in America, educational interests seemed to be centered mainly in the cultivation of the intellect as the only part of man that required special training.

The abolition of slavery and the consequent endeavor to enlighten the freedmen gave rise to a new phase of educational activity. This new ideal was the training of the body and the soul along with that of the mind. This system naturally reduced the length of time usually devoted to mind culture in proportion as time was required for the training of the hand and the cultivation of the moral side of man.

Foremost among the early teachers to inaugurate this system were Mrs.

Frances Ellen Watkins Harper, Mrs. Sarah J. Early, and Bishop John M.

Brown. As a result of their efforts in this direction we have Wilberforce University, the first school by Negro teachers to follow the plan of the Great Teacher. Since the establishment of Wilberforce in the North, many similar inst.i.tutions have been founded in order to give the "brother in black" an opportunity to show to the world what the Negro teacher is doing and can do towards uplifting his race.

It is a difficult matter to estimate the good that a true teacher can do, be he of whatever race-variety. But to calculate on the n.o.ble work of the majority of the self-sacrificing and virtuous Negro teachers is a task beyond the ability of man. Bishop Daniel A. Payne, the apostle of an educated ministry, is known throughout the country for the n.o.ble work he did in teaching the people at large as well as his immediate pupils both how to live and how to die. Almost every educated Negro preacher has at some period of his scholastic career served in the capacity of a teacher, and therefore, after his advent to the gospel, ministry has continued to instruct the people under the same principles of teaching.

To be a teacher in the strict sense of the word requires the possession of certain qualities of mind and soul, and the power to exercise these qualities in such a manner as to awaken in the mind of another thoughts similar to those of the person a.s.suming to teach, and thereby causing the mental activity on the part of the learner to become knowledge and power. We, therefore, hold that the Negro teacher has acted along the method here described, and has thus been the means of enlightening the ma.s.ses of the colored people that lay claim to any degree of education whatever. What the Negro teacher has accomplished has been done not from a selfish motive or a mercenary point of view, but primarily because he has endeavored to do his part toward elevating the race with which he is identified. If it is true that the salvation of the Negro lies in his being educated, then to the Negro teacher must be attributed the greater portion of his salvation.

Again, the majority of the Negro teachers are Christian men and women of high moral character, and as such are s.h.i.+ning lights in the community in which they may be engaged in teaching. The good they thus do is not confined to the school or cla.s.s-room, but permeates every sphere of society, enn.o.bling and enriching the thoughts and minds of all with whom they may have dealings, both by their chaste conversation and by their upright and G.o.dly lives. The Negro teacher, therefore, wields an influence for good, not only by precept, but what is considered far better, also by example. Furthermore, the Negro teacher in the day school invariably becomes a teacher in the Sunday-school of the town where he happens to be living. And here again he exerts a power for good, confirming and strengthening the teachings of the past week.

Aside from his professional duties, the Negro teacher is often called upon to decide on matters of grave importance. In many cases he is the attorney for individuals who are unable to secure the services of a competent lawyer. In this capacity he often acts as justice of the peace, as well as a peacemaker, thereby allaying strife and contention. From early morn till late at night the Negro teacher is besieged by questions of every sort and kind, which he must satisfactorily answer to the benefit of the inquirer, be he farmer or blacksmith, preacher or vagrant. In fact, the Negro teacher in the rural districts answers the purposes of a bureau of information.

Such is the lot of the average Negro teacher. That there are exceptions need not here be stated. From what he has done on a small scale may be inferred what is being done on a larger basis of operation by the best and most renowned of the Negro teachers.

In nearly every Southern state of the Union may be found some one or two famous educators and teachers of Negro descent. Prof. Jno. R.

Hawkins of North Carolina, Commissioner of Education of the A. M. E.

Church, has established Kittrell College. Prof. J. C. Price gave us Livingston College in North Carolina. Prof. E. A. Johnson of Virginia has written a worthy history of the Negro race, now in use as a text-book in many public schools. In South Carolina we find results of the great work in science by Prof. J. W. Hoffman. Georgia is proud of Prof. R. R. Wright, President of the State Industrial College at Savannah, orator and historian; also Prof. W. H. Crogman, scholar and author. In Florida the names of Prof. T. de S. Tucker, Prof. T. V.

Gibbs, and Prof. T. W. Talley stand high as eminent scholars and professional teachers. Alabama is rich in having the foremost men of the race as her great teachers--Prof. B. T. Was.h.i.+ngton, founder and princ.i.p.al of Tuskegee Inst.i.tute, and Prof. W. H. Councill, President of the State Normal and Industrial College at Normal. And thus we might mention each state and her eminent Negro teachers; but it is not necessary; the above suffices our purpose. And yet we would not conclude without referring to the n.o.ble work of Prof. W. S.

Scarborough, of Wilberforce, Ohio. He has gone a step beyond the ordinary and given us a Greek text-book that has been adopted in many schools. Moreover, his contributions to the leading magazines and periodicals are eagerly sought and read by the best scholars of the day, without reference to race.

With this acc.u.mulated force of intelligence, radiating its numerous beams of light in every section of the land, one need not seek far to find an answer to the query: "What is the Negro teacher doing in the matter of uplifting his race?"

As we endeavored to show in the beginning that it was through the instrumentality of their teachers that many countries acquired fame and gave to posterity a name honorable and glorious, so now the Negro teacher in his weak strength is laying the foundation for successive generations to build upon--a foundation more durable than stone or granite, more valuable than rubies or diamonds--the cultivation of the morals, the training of the hand, and the enlightenment of the mind. With an informed mind, a skillful hand, and an upright conduct, there is no reason why the Negro should not take his place upon the stage of action; play well his part in the drama of life, and meritoriously receive the plaudits of the gazing nations of the world.