The education of the negro in the South is the most important matter that we have to deal with at present, and one that will claim precedence of all other questions for many years to come. When, soon after the breaking out of the Rebellion, schools for the freedmen were agitated in the North, and teachers dispatched from New England to go down to teach the “poor contrabands,”
I went before the proper authorities in Boston, and asked that a place be given to one of our best-educated colored young ladies, who wanted to devote herself to the education of her injured race, and the offer was rejected, upon the ground that the “time for sending colored teachers had not come.” This happened nearly twenty years ago. From that moment to the present, I have watched with painful interest the little progress made by colored men and women to become instructors of their own race in the Southern States.
Under the spur of the excitement occasioned by the Proclamation of Freedom, and the great need of schools for the blacks, thousands of dollars were contributed at the North, and agents sent to Great Britain, where generosity had no bounds. Money came in from all quarters, and some of the noblest white young women gave themselves up to the work of teaching the freedmen.
During the first three or four years, this field for teachers was filled entirely by others than members of the colored race, and yet it was managed by the “New England Freedmen’s Association,” made up in part by some of our best men and women.
But many energetic, educated colored, young women and men, volunteered, and, at their own expense, went South and began private schools, and literally forced their way into the work. This was followed by a few appointments, which in every case proved that colored teachers for colored people was the great thing needed. Upon the foundations laid by these small schools, some of the most splendid educational institutions in the South have sprung up. Fisk, Howard, Atlanta, Hampton, Tennessee Central, Virginia Central, and Straight, are some of the most prominent. These are all under the control and management of the whites, and are accordingly conducted upon the principle of whites for teachers and blacks for pupils. And yet each of the above institutions are indebted to the sympathy felt for the negro, for their very existence. Some of these colleges give more encouragement to the negro to become an instructor, than others; but, none however, have risen high enough to measure the black man independent of his color.
I went before the proper authorities in Boston, and asked that a place be given to one of our best-educated colored young ladies, who wanted to devote herself to the education of her injured race, and the offer was rejected, upon the ground that the “time for sending colored teachers had not come.” This happened nearly twenty years ago. From that moment to the present, I have watched with painful interest the little progress made by colored men and women to become instructors of their own race in the Southern States.
Under the spur of the excitement occasioned by the Proclamation of Freedom, and the great need of schools for the blacks, thousands of dollars were contributed at the North, and agents sent to Great Britain, where generosity had no bounds. Money came in from all quarters, and some of the noblest white young women gave themselves up to the work of teaching the freedmen.
During the first three or four years, this field for teachers was filled entirely by others than members of the colored race, and yet it was managed by the “New England Freedmen’s Association,” made up in part by some of our best men and women.
But many energetic, educated colored, young women and men, volunteered, and, at their own expense, went South and began private schools, and literally forced their way into the work. This was followed by a few appointments, which in every case proved that colored teachers for colored people was the great thing needed. Upon the foundations laid by these small schools, some of the most splendid educational institutions in the South have sprung up. Fisk, Howard, Atlanta, Hampton, Tennessee Central, Virginia Central, and Straight, are some of the most prominent. These are all under the control and management of the whites, and are accordingly conducted upon the principle of whites for teachers and blacks for pupils. And yet each of the above institutions are indebted to the sympathy felt for the negro, for their very existence. Some of these colleges give more encouragement to the negro to become an instructor, than others; but, none however, have risen high enough to measure the black man independent of his color.
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