Part 34

2. The adjustment of two races with widely divergent ethnic characteristics.

These two factors are, in the mind of many, antagonistic to each other. The more backward and undeveloped the Negro, the easier is the process of his adjustment to the white race; but when you give him "Greek and Latin and eyeglasses" frictional problems inevitably arise. Under slavery this adjustment was complete, but the bond of adjustment was quickly burst asunder when the Negro was made a free man and clothed with full political and civil privilege. The one great question which so far remains unanswerable is, can the two be readjusted on terms of equality? The solution of social problems belongs to the realm of statesmanship, philanthropy and religion. The function of education is to develop latent faculties. It was a shallow philosophy which prophesied that a few years of schooling on the part of the Negro would solve the race question. If the education of the colored man has not worked out the fulfillment which its propounders prophesied, it simply proves them to be poor prophets. The Negro, too, believed that if he could only learn to read and write, and especially if he could go to college, that he would be relieved of every incumbrance that beset him. Education was looked upon as an end and not as an agency. As his friends were destined to disappointment, the Negro himself was doomed to humiliation and chagrin. Education creates as many problems as it solves. It is both static and dynamical. When Professor Straton says, therefore, that education has not solved the race problem, he utters a truism. But if he means to imply that it has not had a wholesome effect upon the life of the Negro, his conclusion verges upon the absurd.

We are apt to be misled by the statistics showing the decline of illiteracy among Negroes. All those who can read and write are set apart as educated persons, as if this mere mechanical information had worked some great transformation in their nature. The fact, is a very small per cent of the race is educated in any practical or efficient sense. The simple ability to read and write is of the least possible benefit to a backward race. What advantage would it be to the red Indians to be able to trace the letters of the English alphabet with a pen, or to vocalize the printed characters into syllables and sentences? Unless the moral nature is touched and the vital energies aroused there would be no improvement in conduct or increase in practical efficiency. Education has a larger function for a backward than for a forward race. To the latter it merely furnishes a key to an existing lock, while to the former it must supply both lock and key. The pupil who is already acquainted with the nature and conditions of a problem may need only a suggestion as to a skillful or lucky combination of parts in order to lead to its solution; whereas to one ignorant of the underlying facts and factors such suggestion would be worse than useless.

Even much of the so-called higher education of the Negro has been only a process of artificially forcing a mass of refined information into a system which had no digestive or assimilative apparatus. Such education produces no more nourishment or growth than would result from forcing sweetmeats down the throat of an alligator. Of education in its true sense the Negro has had very little. The great defect of the Negro's nature is his lack of individual initiative, growing out of his feeble energy of will. To overcome this difficulty, his training should be judiciously adapted and sensibly applied to his needs. Industrial training will supply the method and the higher culture the motive.

Professor Straton tells us that $100,000,000 have already been expended upon the education of this race. Princely as this sum seems to be, it is nevertheless utterly insignificant when compared with the magnitude of the task to which it has been applied. The city of New York alone spends $15,000,000 annually for educational purposes. And yet if we are to believe the rumors of corruption and the low state of municipal morality it will be seen that education has not yet done its perfect work in our great metropolis. Then why should we rave at the heart and froth at the mouth because a sum of money, scarcely equal to a third of the educational expenditure of a single American city, though distributed over a period of thirty years and scattered over a territory of a million square miles, has not completely civilized a race of 8,000,000 degraded souls?

The whites maintain that they impose taxes upon themselves for the education of the blacks. This is only one of the many false notions of political economy which have done so much to blight the prosperity of the South. Labor pays every tax in the world; and although the laborer may not enjoy the privilege of passing the tribute to the tax taker, he is nevertheless entitled to share in all of the privileges which his toil makes possible. And besides children are not educated because their parents are taxpayers, but in order that they may become more helpful and efficient members of the community. It would be wisdom on the part of the South to place the future generations under bonded debt, if necessary, for the education of its ignorant population, white and black. This would be far more statesmanlike than to transmit to them a legacy of ignorance, degradation and crime. Pride in a political theory should no longer prevent the appeal to national aid to remove the threatening curse.

Professor Straton underestimates the effect of culture upon a backward race when he minimizes the value of individual emergence. The individual is the proof of the race. The conception of progress has always found lodgment in the mind of some select individuals, whence it has trickled down to the masses below. May it not be that the races which have withered before the breath of civilization, have faded because they failed to produce individuals with sufficient intelligence, courage and good sense to wisely guide and direct their path? What names can the red Indian present to match Benjamin Banneker or Booker T. Washington, Frederick Douglass or Paul Laurence Dunbar? The Negro has contributed four hundred patented inventions to the mechanical genius of his country; how many has the aborigine contributed? The congressional library has collected fourteen hundred books and pamphlets by Negro authors. These works are, of course, in the main, commonplace or indifferent. But a people who have the ambition to write poor books will soon gain the ability to make good ones. Have any of the vanished races shown such aptitude for civilization? But these are exceptions. So are the eminent men of any race. When the exceptions become too numerous it is rather poor logic to urge them in proof of the rule. It is also a mistake to suppose that these picked individuals are without wholesome influence upon the communal life. They are diffusive centers of light scattered throughout the whole race. These grains of leaven will actually leaven the whole lump.

"We take these savages from their simple life and their low plane of evolution and attempt to give them an enlightenment for which the stronger races have prepared themselves by ages of growth." There is in this utterance a tinge of the feeling which actuated the laborers who had borne the heat and burden of the day when they objected to the eleventh hour intruders being received on equal terms with themselves. One answer suffices for both: "Other men have labored, and ye are entered into their labors." It is true that the Negro misses evolution and his adjustment to his environment is made the more difficult on that account. Education, therefore, is all the more essential and vital. The chasm between civilization and savagery must be bridged by education. The boy learns in a few years what it took the race ages to acquire. A repetition of the slow steps and stages by which progress has been secured is impossible. Attachment to civilization must take place at its highest point, just as we set a graft upon the most vigorous and healthy limb of a tree, and not upon a decadent stem. Must the Negro dwell for generations upon Anglo-Saxon stems and Cancerian diction before he is introduced to modern forms of English speech? The child of the African slave is under the same linguistic necessity as the offspring of Depew and Gladstone. He must leap, instanter, from primitive mode of locomotion to the steamboat, the electric car and the automobile. Of course many will be lost in the endeavor to sustain the stress and strain. Civilization is a saver of life into life and death into death. Japan is the best living illustration of the rapid acquisition of civilization. England can utilize no process of art or invention that is not equally invaluable to the oriental islanders. This has been accomplished by this young and vigorous people mainly through the education of picked youth. Herein lies the only salvation of the Negro race.

In the meantime the dual nature of the solution and its relative importance to both races is clearly indicated by Voltaire, the great French savant: "It is more meritorious and more difficult to wean men from their prejudices than to civilize the barbarian."

FOURTH PAPER.

WILL THE EDUCATION OF THE NEGRO SOLVE THE RACE PROBLEM?

BY C. H. TURNER.

PROF. CHARLES HENRY TURNER, M. S.

Charles Henry Turner was born at Cincinnati, Ohio, February 3, 1867. Both parents were of Negro descent. His mother was a Kentucky girl and his father a Canadian. Both parents were temperate and Christian in habits. Neither parent was college-bred, yet Charles' father was a well-read man, a keen thinker, and a master of debate. He had surrounded himself with several hundred choice books and one of the earliest ambitions of Charles was to learn to read these books.

The only education of our subject was obtained in the excellent public schools of Cincinnati, Ohio. From the Walnut Hills District School Charles passed to the Gaines High School, from which he graduated valedictorian of his class. From High School he passed to the University of Cincinnati, from which he graduated in 1891 with the B. S. degree, and in 1892 with the M. S. degree.

When a youth in college, Charles hoped some day to be the head of a technological or agricultural school for Negroes, and much time and money was expended mastering those essentials that the head of a school should know. That youthful day dream has never been realized, but Charles has been an active teacher for years. Even before graduation he taught one year in the Governor Street School at Evansville, Indiana, and occasionally taught, as a substitute, in the public schools of Cincinnati, Ohio. From 1891 to 1893 he was assistant in Biology at the University of Cincinnati, Ohio. Since then he has been Professor of Biology at Clark University, South Atlanta, Ga. In 1901 he was dean of the Georgia Summer School.

By training Prof. Turner is a biologist who has contributed his mite towards the advancement of his favorite science. In the following list of some of the principal publications of Prof. Turner, those marked with an asterisk are contributions to biology.

*Morphology of the Avian Brain; "Jour. of Comp. Neur." (1891), 100 pp. 8 pls.

*A Few Characteristics of the Avian Brain. "Science" (1891).

*Psychological Notes on the Gallery Spider. "Jour. of Comp. Neur." (1892).

*Notes on the Clodocera, Ostracoda and Rotifera of Cincinnati. "Bull. Sci. Lab. of Den. Univ." (1892), 17 pp., 2 pls.

*Additional Notes on the Clodocera and Ostracoda of Cincinnati, 18 pp., (1893), 2 pls. Ibid.

*Notes on the American Ostracoda. Ibid, 11 pp., 2 pls.

*Preliminary Note on the Nervous System of the Genus Cypris. "Jour. Comp. Neur." (1893), 5 pp., 3 pls.

*Morphology of the Nervous System of Cypris. Ibid, (1896), 24 pp., 6 pls.

*Synopsis of the Entomostraca of Minnesota, etc., C. L. Herrick and C. H. Turner (1895), 525 pp., 81 pls. [C. H. Turner is only part author of this.]

Numerous abstracts and translations from German and French published in the Jour. of Comp. Neur.

Reason for Teaching Biology in Negro Schools. "Southwestern Christian Advocate" (1897).