New national era. [volume] (Washington, D.C.) 1870-1874, 1874-02-12

head Of formative influence, to that which
in itself begets force, which is noiseless and
unacceptable, but which is pervasive as SUM-
light, and as powerful to build up that
against which tempests may waste their en-
ergies in vain. Whatever you would have
appear in a nations life, that you must put
into its Schools was long since Prussian
motto. Powerful rs Prussia has proved this
influence to be IN fostering q love Of country,
il Is far more powerful in the more subtle
work of Strengthening or allaying social
prejudices. Are non-proscriptivc schools,
therefore, desirable, and can they be Sc
cured:
Few can understand, without careful and
extended personal observation, how essen
tally different was the construction of So
ciety i'm the South from that in the North.
IL recognized two distinct classes-the labor
inc class and the cultured class ; classes as
distinct as the roots and the fruitage of a
tree The one class needed only the shelter
of the hut, as the horse has his stable for
the other no mansion within the reach of
their means could be too spacious or elegant.
Theoretically all labor was to be performed
by slaves: while the fruits of labor were to
raise to the highest culture and perfection
the ruling class. Such society had no
place for an industrious, seli-respecting mid
die class. Slave labor placed its own badge
of seryile degradation upon all labor. The
white man whose hands were rOughened in
the strife for his daily bread was dcspised
even by the negro slave. No southern con-
ception was more natural than that northern
society was composed of mud-sills." Uni
yersal labor meant nothing else to them"
How, then, shall this exploded idea of civ
ilization be overcome? In times past the
negro race has been the exponent of labor at
Il, - 10.
10 be closely associated with il. If, therefore,
this race is to be separated from all others in
the public schools, and even the youngest
children are made to feel that the race is set
apart for its special mission and destiny in
society; how can We hope TO make labor re-
spectacle: The old badge ofservilc degrade
ton will attach to it not only for the black
man but for the white man. To place blacks
and whites in the same school is not to say
that the races are equal or unequal. 1t is to
animate all the individuals with a common
purpose, with reference to which color or
nationality has nothing to do. If color or
nationality have anything TO do with social
aflinitics, non prOscrptive schools will not
affect their natural and healthy influence.
But color and nationality have nothing to do
with labor. That is a matter of capacity and
necessity. This fact, a truly common-school
system will impress constantly and effectively
upon society, and thus relieve labor from a
most unnatural and damning stigma put upon
il by slavery.
The class distinctions perpetuated and
taught by class schools infuse detrimental
influence into politics. Black men, no less
than white men, should differ on public qucs-
tons. Bat such difference cannot show
itself in political action to any great extent
rs long as there is perpetuated a distinction
30 fundamental between the white man and
the black as that the children of the latter
cannot go to school with those of the former.
In such case class interests will predomi-
nate over those interests which are more
general and less personal"
The same writer, in noticing an institution
at Marysville, Tennessee, where black and
white children and youths are taught, says:
- If all the facts bearing upon this point
could be collated, not only the enemies but
the friends Of non-proscriptive schools would
be astonished."
Let the doors Of the public school-house
be thrown open to us alike, sir, If you mean
to give these people equal rights at all, or to
protect them in the exercise of the rights and
privileges attaching to all freemen and cti
zens OF our country.
THE COLORED VOTE.
Ii is tue, sir, that these people, the coll
ored people of our country, compose a very
small minority of the American people, yet
they contribute largely toward its industrial
interests and at times play an important part
in political affairs. For instance, President
Grants popular majority in the last prcsiden-
tial election was IG2, 99l. The total colored
vote is put down at 900. Now allowing
10000 of this vote to have been cast for Mr..
Greeley, and so 600 Of these voters as not vo-
ting at all, which l am satisfied is in excess
of the number OF this class not voting, max
ing 1000 then deduct the 10000 from the
9O0,o and the result will show a colored
vote poled of $40, goo for General Grant yet
the popular majority ofGeneral Grant as taken
from the Tribune almanac for 1873 was not
more than 7G2, 99l, as already stated.
TO the curious in such matters, and TO
those who seriously consider our institutions
in this respect, this might be considered az
not unworthy of a passing notice.