Part 29

The efforts of the Negro churches, especially of the A. M. E. Zion church, the A. M. E. church, of the C. M. E. church, and a wing of the Baptist church, are to be commended in so far as they do not assume a hostile attitude toward other agencies which pursue a slightly different policy. There cannot be too much educational activity among Negroes for Negroes, and there certainly should be no antagonism among these agencies growing out of differences of opinion as to policies and methods of work. They should all make "a long pull, a strong pull, and a pull all together" for the educational, moral, and spiritual uplift of the masses of the Negro people.

SECOND PAPER.

IS IT TIME FOR THE NEGRO COLLEGES IN THE SOUTH TO BE PUT INTO THE HANDS OF NEGRO TEACHERS?

BY PROF. D. J. JORDAN, M. S., LL. B.

PROF. D. J. JORDAN, M. S., LL. B.

Nature has not been extravagant in her gift of geniuses. What has come to most of our leading men has come by hard work.

Although Prof. D. J. Jordan possesses talents about the average, he owes his success largely to persistent work. He was born near Cuthbert, Ga., October 18, 1866. His father was Rev. Giles D. Jordan who was for twenty-five years a highly respected minister in the A. M. E. Church in Georgia. He inherits many of his excellent traits of character from his mother, Julia Jordan.

In his early life he was unable to attend school more than three months of the year, but by close application while in school and faithful study during vacations, he was always able to make the next higher class at the beginning of the following school year.

After finishing the English branches he attended Payne High School at Cuthbert. In 1892 he graduated at Allen University, Columbia, S. C., with the degrees of B. S. and LL. B.

His record at this institution was in many respects remarkable. He was successful in passing the written examination given by the Supreme Court of South Carolina, and was admitted to practice in all the courts of that state, May, 1892.

After his graduation, he returned to his native city, taught a term and made preparations to enter upon the practice of the legal profession, but he was prevailed upon to accept a position on the faculty of Morris Brown College, in 1893.

He served here as Professor of Science and Dean of Law until November, 1895, when he resigned to accept the Presidency of Edward Waters College at Jacksonville, Fla.

He was married December 31, 1895, by Bishop A. Grant, to Miss Carrie J. Thomas, principal of one of the public schools of Atlanta. Four children have been born to them.

He was elected as a lay delegate to the General Conference of the A. M. E. Church which was held at Wilmington, N. C., in 1896.

In the spring of '96 he accepted the position of Professor of Literature at Morris Brown College, which position he held until September, 1898, when he was appointed Professor of Mathematics and Vice-President of the same institution. The degree of M. S. was conferred upon him by Allen University in 1900. In the Summer school, held at Clark University in 1901, Professor Jordan was instructor in mathematics. He has developed with the institution with which he has been connected, fitting himself for every promotion which has come to him.

Professor Jordan has an experience of eighteen years in the class room and is an excellent disciplinarian. The fact that he has filled four different chairs with credit is sufficient argument that he is an able "all-round scholar." His greatest strength, however, lies in his knowledge of English. His language is chaste; his diction, pure.

As one of the best writers and speakers of the race, he has contributed articles to our leading periodicals, including the "Atlanta Constitution," "Atlanta Journal," "A. M. E. Review" and "Indianapolis Freemen," and has delivered several commencement addresses.

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.

Again, at this time, when there seems to be, on the part of certain persons of influence, a foul conspiracy against the Negro, it is of great importance that we have among us persons whose knowledge of the facts, and whose intellectual and social standing with those whose good opinion we value enable and impel them to speak out in our behalf. I recall with much gratification several instances where white persons connected with Negro schools have used the superior opportunities afforded them by the accident of race to say good things of us at a time when a spokesman who had the ear of the king was sorely needed. If, under present conditions, this class of people be sent from among us, I fear it might in a measure be with us as it was with a certain people in ancient times when "a new king arose who knew not Joseph."

And finally, would it not be highly presumptive and insolent on our part to demand of others that they deliver into our keeping, without price, property which they have purchased with their own money, and of which we have had the use and benefit for a third of a century? Until we shall be able to buy these colleges and properly support them, even the serious discussion of the question, it seems to me, is inappropriate and puerile. When, therefore, you ask me, if in my opinion the time has come when the Negro colleges in the South should be put into the hands of Negro teachers, I must answer you frankly, no.