The bee., 1884-05-17
Continued from last issue.

Continued from last issue.
How illustrative are the sentiments of the
Roman when he said,
The fault dear Brutus is not in our stars
but in ourselves, that We are underlings."
why don't you allow others the same So
cial and educational perogatfve which YOU.
yourselves desire? Since you prescribed
have not they the same right to proscribeo
This Is the policy of your crafty plea, and the
baseness of your foolish mbition.
Admitting that, the trainers of
THE CONSTITUTION
intended establishing the constitution of
the United States, that the Republic of Amer
lea should be republican in form, which
would accord to its citizens, liberty and free
dom of action, but slavery, prejudice and
common custom changed the basis of our
/ privileged government to such an extent that
separate schools in some places are necess-
ity, While do not believe as some of my
fellow-Journalists do on this question, shall
endeavor TO show that We have the material
within our own race equal, to an extent, TO
that of the opposite or predominant lace
which will enable us to maintain our man
hood as we have done since the issuing of
the proclamation OF Emancipation, and the
why ought we to
ADVOCATE MIXED SCHOOLS?
Is il the lack of confidence in our own in
| strcuters? Can there be any argument of
sufficient force to show the advantages of
mixed schools? viii the brain of the Negro
develop with greater rapidity, under the in
structions of a white man or woman? shall
argue the interogatories separately, and to the
| first permit me to say, that there can be no
| argument produced to show the absolute ne
cessity and advantages of mixed schools, ex-
| cept in those places in the North, where
| perhaps mixed schools may benefit few and
| the most important point made by the other
/ side is that it will brake down prejudice
You seem to forget when you attemptt to brake
down prejudice you brake down your pockets
Put money in yonr purse, was the by-word of
| the Nenicians. Some people will spend q
| fortune for social recognition and leave their
| brains as empty as cocanut shell. know
| of some men in this city, who don't know
whether their parents are living or dead. We
have some who don't recognise their mothers
| These are the champions of mixed schools
The greatest champion OF this question has
children going to white schools, and admits
| that there are some colored children with
| whom he would not allow his children to
associate, and some white school, which he
would not allow his children TO attend. /
would like for the advocates of mixed schools
to point out the consistency of this philosophy
WHAT THEY WANT
is to see our teachers walking behind some
white person with calaco apron on, al
| though it is no disgrace to wear one, but in
| the capacity in which the advocates of this
question are anxious to place them it is.
They wantour children to set in school
room with a white mistress and master over
| them. They deem ii TO great an honor to
have them instructed by competent tutors of
the colored race. Since the issuing of the
PROCLAMATION OF EMANCIPATION,
and the reconstruction of the South, the
| American colored man has thoroughly MAIN
| tained his manhood, and raised himself from
a state OF barbarism aud oppression. and made
| a convention of Colored Journalists possible
and undeniably without a mixture of the
race. Until We can say that the American
flag, the Star Spangled Banner and the Amer
| lean Eagle the emblems of this Republic shall
continue 10 be the notices of American jus
| tice, Ito the extent that shall have an
! equitable adjustment of laws to make Negro
education upon its own resources possible or
| impossible,l we shall not exspect mixed
| schools. Would you debase yourselves TO
| the extent that your Journals with the limited
support and encouragements they receive. are
not equal to some of those of the white race
and five had the capital. they would not be
| equal to any in make up and subject matters
| If you deny this, you depreciate your own
value and that which you have been asserting
as Negro Independents. i should think that
| the Editors of our very able contemporaries,
the NEW YORK GLOBE, and the ADVOCATE,
should feel proud of their Colored institutions
IN having graduated them.
WHAT THEY CLAIM,
| is that it will tend to strengthen the brain
and make their intellect stronger. If that
Were SO, how do we account for one who
never had days schooling, it is claimed, but
one who by his own eXertions and manhood,
| is known as the premier of the African race,
| Frederick Douglass. How do we account for
the elevation of Blanche K. Bruce, who can
both write and dictate letters for others at the
same time. The advocates OF mixed schools
argue strang philosophy. / am constrained
| to assert that we should not advocate
mixed schools until we learn unison of action,
until every Journal Edited by Colored men.
| shall have learned that the freedom of the
press is one of our constitutional privileges
without the interference of official power,
until every Negro in the South shall be al
| lowed to cast his ballot unmoslested. We
should not advocate mixed schools, until we
are assured that our colored teachers shall be
allowed to teach white children and COM
\ mandIng the reins of some white institutions,
when these privileges are assured, then ad-
vocate mixed schools. Are we not to main
4 tain our manhood and
| RACE PRIDE.
The argument of the opposite race is. that
we are not trne 10 ourselves. When We shall
have known fidelity to ourselve, and honesty
of purpose, the sooner will this race prejudice
be forgotten. Some have gone so far as to say
| that we have no leaders, who are true TO the
principles of justice, far from being true to the
race, which presents most lamentable
aspect.
Continue in our next issue.
Il