The Dawson journal., 1883-05-03
Educating the Neg.O.

LOucAIlUS TIE Neg o.
There is no question with which we have
to do that is exciting more interest and at
tention at this time than the education of
the negro. 1t is the greatest living problem
OF the age as to what shall be done with
him, and it becomes the imperative
duty of every good citizen to give to this
question the importance it demands. Sooner
or later it must be answered and in order
/ to do so nte ligently and wisely it must be
studied. The best OF men are differed in
! opinion as to the wisest course of policyto to be
pursued in this regard. Some advocate
his education and some think it will not
only prove detrimental to morals and
society, but they believe it will prove
very curse to the negro himself. We copy
below an article Of some interest upon this
subject from the Telegraph. The article
represents the y4ews of ii teacher who has
made this question of the negro a theme of
! long study.
Experience is a standpoint which gives
10 q OOL4llJiEtt sui fC} VI tllC lS8lB CiIttl
ter. The people of the South have owned
the negro. They have employed him in
their houses and farms since his e.nanic-
patton, and have studied him as he labored
before the war without education, and af-
ter the warswith it. Before the war the
negro was distinguished as a laborer. By
his industry and submission he was self
sustaining; his only idea was 10 work and
obey. He was blessing to the South and
North. He seemed to occupy the position
designed for him by Providence A supe-
rior mind cared for him, provided fol him
in sickness and in health, in youth and in
old age. Bat things have changed The
labor system of the entire South is disor.
dered. The former slave has lost his in
dusry and docility, while his children have
grown to be insolent and Idle.
Thinking and observing men have an ex-
PLANTATION for this condition of thenegro race
1t is believed that the attempt to educate
the negro is the chief cause of the disorder.
What are the facts Teacn a negro to
read and write, and he deserts the corn field
and the cotton patch, ne shuns the work
bench and the blacksmith shop, he leaves
off manual labor Of all kinds and becomes
iNafer, an expert forger and thief, an
advocate of social equality, a source of
trouble to both races. Are these not facts ?
Let The farmers Of Georgia answer. They
can say whether the negro is better or
worse. What ARE the apparent effects of
education on the negro? He becomes undu-
ly elevated in his own conceit His private
talk and public harangue are curses to the
white race. He becomes an engine of hate
and runs under the highest steam pressure
to abuse. beiittle and viifv his former
master. Educate the negro and he is
dissatisfied and seditious. He. demands
the privilege Of riding in the same car as
the white citizen, sleeping in the same
berths. sending his children to the white
school, registering at the same hotu,, and,
finally, in the language of his apostle. Fred
Douglas, Assimilation Zand Unifcation'
alone will satisfy his ambition Education
but increases his longing for power. en-
bltters his demands Of the white race. in
tenslhes his insolence and hastens the dav
OF race war which must eXturmiDale or
drive him from the country. This picture
is not overdrawn. The color is taken from
the negro Character and history. If he
were satisfied with education. if he were
contented to live in peace wish his former
master, II he were to use his new power in
emulating the virtues OF the while people,
if he were willing to leave off the insane
demand for inter-maTiage, this discussion
would not to-day fill the columns of the
press North and South, and cause uneasi
ness among thinking men who are looking
to the future Of the )untry.
I'm my opinion, this negro question will
be decided sooner than is now thought Ii
is now c.aimed that the statistics prove the
increase OF the negro rs.atlvely ten per
cent. greater than the whites Of the South.
1t is well known that he seizes upon his
educational opportunities with eagcrness.
His colored friends at the South and his
white advocates at the North are forever
discussing his future ma manner detrinent-
al to the whole country. The people at
the North do not understand the negro.
They view him through newspapers, and
have vague notion as to lis character.
When Northern men settle in the South
they feel as Southern men, because they
car then view the negro practically.
"Educutiol is not Tor the negro, nor is
the negro made for educati5T "
l have given these views of the gentle
man at length because his position, his
active work as a teacher, and his practical
intelligence entitle them to some weight.
lie will live 80 see tha day when the negro
quest on forces itself into great promi
nence, and he will be one of the most
earnest AMI fearless advocates Of the purity,
the preservation and perpetuation OF the
white civilization of this country.
c. A. n.
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