1 The steady withdrawal of aid from institutions for the higher training of the Negro.
2 And the final product of our training must be neither a psychologist nor a brickmason, but a man.
3 The experiment that has been made to give the colored students classical training has not been satisfactory.
4 This is the tangle of thought and afterthought wherein we are called to solve the problem of training men for life.
5 The number in itself is enough to put at rest the argument that too large a proportion of Negroes are receiving higher training.
6 Perhaps some inkling of this paradox, even in the unquiet days of the Bureau, helped the bayonets allay an opposition to human training which still to-day lies smouldering in the South, but not flaming.
7 But all this can be said of higher education throughout the land; it is the almost inevitable incident of educational growth, and leaves the deeper question of the legitimate demand for the higher training of Negroes untouched.
8 If the ratio to population of all Negro students throughout the land, in both college and secondary training, be counted, Commissioner Harris assures us "it must be increased to five times its present average" to equal the average of the land.
9 He advocates common-school and industrial training, and depreciates institutions of higher learning; but neither the Negro common-schools, nor Tuskegee itself, could remain open a day were it not for teachers trained in Negro colleges, or trained by their graduates.
10 That this was an inevitable and necessary development, sooner or later, goes without saying; but there has been, and still is, a question in many minds if the natural growth was not forced, and if the higher training was not either overdone or done with cheap and unsound methods.
11 Others less shrewd and tactful had formerly essayed to sit on these two stools and had fallen between them; but as Mr. Washington knew the heart of the South from birth and training, so by singular insight he intuitively grasped the spirit of the age which was dominating the North.
12 It can thus be seen that the work of education in the South began with higher institutions of training, which threw off as their foliage common schools, and later industrial schools, and at the same time strove to shoot their roots ever deeper toward college and university training.
13 Soothly we have been told that first industrial and manual training should have taught the Negro to work, then simple schools should have taught him to read and write, and finally, after years, high and normal schools could have completed the system, as intelligence and wealth demanded.
14 In the four periods I have mentioned, we find first, boundless, planless enthusiasm and sacrifice; then the preparation of teachers for a vast public-school system; then the launching and expansion of that school system amid increasing difficulties; and finally the training of workmen for the new and growing industries.
15 The Negro colleges, hurriedly founded, were inadequately equipped, illogically distributed, and of varying efficiency and grade; the normal and high schools were doing little more than common-school work, and the common schools were training but a third of the children who ought to be in them, and training these too often poorly.
16 From the very first in nearly all the schools some attention had been given to training in handiwork, but now was this training first raised to a dignity that brought it in direct touch with the South's magnificent industrial development, and given an emphasis which reminded black folk that before the Temple of Knowledge swing the Gates of Toil.
17 And all this is gained only by human strife and longing; by ceaseless training and education; by founding Right on righteousness and Truth on the unhampered search for Truth; by founding the common school on the university, and the industrial school on the common school; and weaving thus a system, not a distortion, and bringing a birth, not an abortion.
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