Part 36

In each of these three systems the student begins his education by an attempt to master the English branches, and in each attention is given to developing the moral side of the pupil.

In the lower or industrial education, parallel with the elementally English training, or after its completion, the student learns how to work at one or more trades, but he gets no training in the higher English branches nor in languages nor science. This system may instill into students the majority of the regenerating virtues mentioned above, but it is impossible for this system to impart the ability to lead in the light of modern civilization. Without this virtue one is not fit to lead in this strenuous age. A race without competent leaders is doomed, and any system of education which does not furnish such leaders is defective and doomed. It has been well said that the advocates of the lower or industrial education are welding a chain that will bind the race in industrial servitude for ages.

In the higher education, after completing an elementary English training, the individual takes a collegiate course in science, literature, history and language; but no attention is given to industrial training. Such a course does instill into those who complete it all of the regenerating virtues mentioned above; but how about the multitudes that necessity forces to drop out before the course is completed? It is a sad, sad fact that the taste they have had of something different renders them not content to be servants, yet their training is not sufficient to enable them to be anything else.

In the highest education a thorough training is given in the common English branches, but parallel with it instruction is imparted in the care and practical use of tools. The elementary course is followed by a secondary course, in which, along with instruction in the elements of languages, literature and sciences, is given a thorough training in some trade. Above this come the colleges and technological schools, wherein the pupil specializes according to his natural tastes. In its ability to instill into those who complete it the regenerating virtues mentioned above this highest education ranks with the higher education. In this respect neither is superior to the other. But when it comes to fitting those who stop before the complete course has been mastered to successfully fight the battle of life, then highest education is infinitely superior to the higher education. Indeed it is the only education that helps abundantly not only the graduates, but also those unfortunate legions that drop out while yet undergraduates.

In attempting to solve the Negro problem, the industrial or lower education has been tried on the Negro and found wanting; the higher education has been tried upon both races and has succeeded but little better than the lower education; if we will cast aside our prejudices and try the highest education upon both white and black, in a few decades there will be no Negro problem.

Clark University, December 1, 1901.

TOPIC X.

WHAT ROLE IS THE EDUCATED NEGRO WOMAN TO PLAY IN THE UPLIFTING OF HER RACE?

BY MRS. R. D. SPRAGUE.

ROSETTA DOUGLASS SPRAGUE.

The subject of this sketch was born in New Bedford, Mass., June 24, 1839. She is the oldest child and the only living daughter of the late Frederick Douglass. At the age of five years she moved with her parents to Lynn, Mass., where the first narrative of Frederick Douglass, written by himself, was published. Its publication attracted widespread notice and stirred the ire of slaveholders in the vicinity from which he escaped. His many friends fearing for his safety arranged to send him abroad.

His wife has often told of the demonstrative and enthusiastic young father catching up his infant daughter and fervently thanking God that his child was born free and no man could separate them. Among the many friends who were solicitous for the family were two maiden ladies, Abigail and Lydia Mott of Albany, New York, who were cousins of Lucretia Mott, the well-known philanthropist and friend of the Negro. These women, who conducted a lucrative business on Broadway, opposite Bleeker Hall, were also staunch Abolitionists. Being anxious for the welfare of the little six-year-old daughter of Douglass, they sought the privilege of caring for her while the father was abroad. The wife and three sons remained at their home in Lynn during the father's absence. Mrs. Sprague has frequently spoken of her stay with the Motts, who were in good circumstances, and with their one servant lived in comfort. Their little charge was amply provided for, and was made contented and happy. She had a time for play and a time for study. Miss Abigail gave her instruction in reading and writing and Miss Lydia taught her to sew.

At the age of seven Rosetta wrote her first letter to her father, and when her eighth birthday had passed she made a shirt to give him on his return from England. At this early age the child was painfully conscious of the trials and misery resulting from slavery. Many slaves had sought and obtained shelter with the Motts, and the anxious moments of their stay made a deep impression on her childish mind.

After the establishment of the "North Star," by her father in Rochester, N. Y., in 1847, the family were reunited in that place, a governess secured and for several months the children pursued their studies at home. Later the father was convinced that as he was a taxpayer he ought to avail himself of the privilege of the public schools: and, accordingly, sent his sons there. But the little daughter was sent to a private school but recently opened for girls. Tuition was paid in advance, the little girl was sent, but never saw the inside of the school-room nor met any of the pupils. Finally she with her brothers attended the public schools until the year 1850, when the Board of Education decided that Colored children should no longer be permitted to remain in the public schools. At the next meeting of the Board Mr. Douglass and some Anti-Slavery friends were present to debate the question why such distinction should be made. As the result of that conference the doors were opened to Colored children in that city.

Rosetta being the only girl of color in her room was subjected for a time to such indignities as only the vulgar are capable of inflicting. Her complaints pained her fond father, but his counsel was, "Daughter, I am sending you to school for your benefit; see to it that you are punctual in attendance, that you do not offend in your demeanor and cope with the best of them in your lessons--and await the results." The daughter strove to obey, and soon found herself appreciated by her teachers, who classed her as one of their best pupils. Her companions also changed and sought her aid in the preparation of their lessons. At the age of eleven years Rosetta became her father's assistant in the library. She copied for him, wrapped, addressed and mailed eight hundred copies of the "North Star" each week.

Rosetta Douglass married December 24, 1863, Nathan Sprague, who, like her father, had been a victim of the slave-holding power.

The problems of life are manifold. Wherever we turn questions of moment are presented to us for solution and settlement. At no period in the history of the American Negro has his status as a man and an American citizen been so closely scrutinized and criticised as at the present time.

The galling chain and merciless lash were the instruments used to accomplish the humiliation and degradation of the African. Avarice was the factor in the composition of the character of a large number of the white men of America that wrought such ravishes in the well-being of the African.

To-day, after the short space of thirty-six years has passed over him, from the deep degradation of centuries the descendants of these Africans are wrestling with the situation as it exists to-day. Through the avarice of the white man in the past the black man's physical, moral and mental development was sacrificed. To-day egotism stalks abroad to crush, if possible, his hopes and his aims, while he is struggling from the effects of his thraldom.

This latter process is more subtle in its operation--placing, as it does, a weapon that can with confidence be used by the most inferior and degraded ones of the white race--so that color and not character is made the determining factor of respectability and worth, and as the target is to the archer, so is the Negro to the white man.

Notwithstanding that the presentation of such facts are not flattering to the white man or pleasurable to the black man, they are facts which are to be considered.

Rapid changes have already been wrought in the condition of the American Negro. His capabilities and possibilities as a factor in the nation have been marked and encouraging, and yet there are labors to be performed to further obtain and maintain his position in the land of his birth. The Negro is but a man, with the frailties that bound humanity, and cannot be expected to rid himself of them in any way different from methods adopted for the betterment of mankind generally. In view of much that has inspired the friends of the Negro in the years now past with faith in him and the interest and belief in him of his numerous friends at the present time, he is still an object of hatred to a considerable number of his fellow citizens.

Ages of deception, vice, cruelty and crime, as practiced by the Caucasian upon the African in this land, would in itself produce fruit in kind. We would submit a suggestion to those who are disposed to criticise very closely and to condemn in strong terms the delinquencies of the Negro. Allow the Negro two hundred and fifty years of unselfish contact to offset the two hundred and fifty years of Caucasian selfishness, and be as assiduous in his regeneration as you were in his degradation--then judge him.

The twentieth century in its infancy is striving to grasp what it pleases to call the Negro problem, when it is in reality only a question as to whether justice and right shall rule over injustice and wrong to any and every man regardless of race in this boasted land of freedom. The Negro is made the test in everything pertaining to American civilization. Its high principles of religion, politics and morals all receive a shock when a Negro's head appears, upsetting all theories and in a conspicuous manner proving that the structure of American civilization is built higher than the average white man can climb. At this stage of Afro-American existence the question is asked, "What role is the educated Negro woman to play in the uplifting of her race?"

As this is unquestionably the woman's era, the question is timely and proper. Every race and nation that is at all progressive has its quota of earnest women engaged in creating for themselves a higher sphere of usefulness to the world--insisting upon the necessity of a higher plane of integrity and worth--and thus the women of the Negro race should be no exception in this land of our birth. Feeling thus, this particular woman, previous to the question above presented, has already in considerable numbers formed various associations tending to the amelioration of existing conditions surrounding her race. The most notable of them is "The National Association of Colored Women," for several years presided over by Mrs. Mary Church Terrell of Washington, D. C., but now under the guidance of Mrs. J. Salome Yates, a woman of refinement, culture and education and an earnest worker in the cause of the advancement of the race. It is with pride I point to this body of women, as its scope is far-reaching, being composed of organizations from every part of the country.

There is no woman, certainly no woman in the United States, who has more reason to desire and more need to aspire for better opportunities for her brothers and herself than the Negro woman in general and the educated Negro woman in particular.

Avarice and egotism have done and is doing its work in retarding, but not entirely subjugating, the advances that a respectable number of the race are making.

The task that confronts the thoughtful woman as she surveys the field in which she must labor is not a reassuring one. It will be through a slow process that any good will be accomplished.