New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1867-06-17

norance was the prImeval curse there; Tor IL
was lauded as the cornerstone OF safe instltu-
tons. Ii is not enough to say that the people
were ignorant. Those who were not doomed to
ignorance doomed themselves TO it. The blacks
could not learn; the whites would not. The
ruling classes denounced popular education as
the prolific mother of denominations, and revlled
the common school system of the North as Its
most radical vice. Such being the case, 1t
could not be expected that the Southern peo-
pie would, Immediately after the war, take
steps toward their own education. They were
too poor; they did not know how; and they
had no appreciation of the blessing. The
Northern people had to begin the work, and
prosecute it for considerable time alone
How they sprang to the task with what cour-
age they faced it; with what devotion they
pursued it, with what persistency they followed
it up; with what patient skill they organized
il, will some day be adequately told. The
different volunteer societies, East and West
secular and religious, have spent little short
probably, of S6,OOO,OO0 since their work began.
They count their schools by many hundreds
their pupils by many thousands. Their records
are crowded with examples of self-sacrifice on
the part of teachers, and of eagerness on the
part of scholars. The instruction was mainly
rudmental, of course, but the schools have
gone on improving in appliances, grade, and
method till now the best of them compare
favorably with the best common schools in the
North. @ a..
This was the first phase of education at the
South. 1t was education 0iren freely; pressed,
in fact, upon the people by benevolent men
and women who knew that education was the
foremost need for both blacks and whites.
This phase has not terminated yet, but it is
coming to q close. 1t is felt that the Southern
people must do something for themselves by
contributing, at least, to the support of the
schools which we establish. Unless they do,
the schools will not be duly appreciated; they
will not become Institutions and their continu-
ance viii diminish, where it should increase,
the self-respect of the population. at this
moment Mr.. George Peabody's magnificent glft
is bestowed. The administration of that large
sum of money is a matter OF immense concern
to the South and to all of u.s. Not that the
sum itself is so enormous; the several yolun-
tary associations have spent as much and more
every year Of their existence. But they have
never had so large fund at once, never so
large n capifal. million of dollars may be
spent in six months, and leave but few results
apparent. But the Investment of q million OF
dollars will tell on generations.
The trustees of the Peabody fund have de-
cided to use the interest of the money for the
encouragement Of popular education mt the
South. The people there must take the initia-
tive The existing societies are to carry on
their work M they have done hitherto, through
means supplied by voluntary contributions
The Peabody fund gives them no aid; 1t has
with them no utilization or understanding.
They are no richer or stronger for IL. The
trustees of Mr.. Peabody are ready to meet the
efforts Of the Southern blacks and whites in
proportion rs they deserve assistance This
action Is wise so far as it goes, on every ac-
count. especially ia hro'cing the responsibility
ON The Southern people But we sincerely hope
that the gentlemen who have undertaken this
noble trust will not be satisfied with adheriDg
TO the letter of this policy too strictly. 1t is
generous, and democratic; no doubt 1T has
been thoroughly considered. But we have
followed pretty closely the experiments made
thus far in the Southern States. and, unless we
are greatly mistaken, these gentlemen will find
themselves beset with embaTassments which
will make their plan almost hopeless OF com
plction Are they not leaving too much TO the
Southern pcoplei Are they not assuming more
| intelligence and rghtmindedness in them than
exist BY " free schools they do not mean
| schools open 10 whites and blacks. All
"such Matters says Mr.. Sears, the General
Agent, Eve propose to leave to the people
"themselves.p Is that safe principlef The
Freedmcn's Aid Societies opened schools at first
| for the blacks alone. The whites made COM
plant, and showed hostility The Freedmen
! Aid Commission then adopted the policy of
, Den NO schools for whites and blacks, equally,
a the fair understanding that the blacks
hou 4 come TO the white schools, and the
hi - TO tic black schools, wherever neigh
, orb cd made il convenient. This rule has
, or ed perfectly well but il has worked well
because the principle was insisted on as con
dition of maintaining the schools. The mana
gers would not trust the Southern sentiment
on question so vitality important to the social
and moral education of the southern people
| The distinction between black and white was
| and is the Very root of bitterness; =. "a r0Os
not yet eradicated; and If the Northern people,
in the very act Of institutng Northern schools,
do not eradicate ii, il may poison the ground
for a hundred years The Peabody fund is n
great moral, rs well as great pecuniary
power, and 1t will leave the best part Of its
work undone II it allows separate schools for
blacks and whites to exist under its patronage.
Mr. Sears declares further that the policy of
the trustees will he to cooperate rs far as
possible with State and municipal authorities.
Here the utmost caution will be needed to
guard against imposition. At best, the distri-
button of q limited sum of money--the income
| of n million of dollars minus the cost of adj