The Indianapolis sentinel. [volume] (Indianapolis, Ind.) 1880-1904, 1885-05-03
oDstlued into violent assumption or even

oDstIued into violent assumption or even
hIeat but for his next lines:
The intelligence of both races is moving
| farther from that proposition day by day,
| 1t is more impossible OF may shade a SUI
| periative) now than il was ten years sgo; it
will be less possible ten years hence. Neither
| race WANT IL. The Interest as the inciua-
ton, of both races is against it .
| The South replies that the assortment OF
| the races IS wise and proper, and stands on
the platform Of equal accommodation for
each race, but separate"
Mr.. Cabl admits an antagonism between
the two races when they are forced into
mixed sssemblages, which sinks out of sight
If not out of existence when each race moves
in its own sphere. Mr.. Gable doubts II this
antagonism is instin ctive. Mr.. Grady holds
that it is inst ructive-deeper than prejudics
or pride, and bred in the bone and the blood.
He illustrates it by the ineffectiysness OF the
mission to the South of Bishop Gilbert
Haven OF the Methodist Episcopal Church,
to break mp the assortment of the races there.
Within q short time after the good bishop
had broug bit the races together, two separate
churches were established and each race
worshiped to itself. The spirit for separa-
ton was alike in black and white. Pie
spirit is strong in both that "the white and
black races in the South must walk apart
Concurrent their course may go-ought to
go-will go-but separate. II instinct did
not MAKE this plain in fash, reason would
spell it out letter by letter."
Mr.. Grady, promising the instinct that
gathers each RAGS to itself, writes the quss-
ton that he may answer it:
HI "a m - -
same soil and under the same laws two races
equally free. practically equal in numbers.
and yet entirely distinct and separator
From his answer are reproduced the follow
ing extracts:
let as examine briefly what the South
has been doing, and study the attitude of the
races toward each other. Let US do this not
so much to yindicate the past as TO clear the
way for the future. Let us see what this
situation teaches. There must be in the ex-
perience of fifteen years something definite
and suggestive. We begin with the schools
and school management, as the basis OF the
rest.
Every Southern State has a common.
school system, and in every State separate
schools are provided Tor the races, Almost
every city OF more than five thousand in.
habitsnts has a publicschool system,
for whites and blacks are separate.
There is no exception to this rule that l
can find. In many cases the law creating
this system requires that seperate schools
shall be provided for the races. This plan
works admirably. There is no friction in
the administration OF the schools, and no
suspicion as to the ultimate tendency of the
system. The road to school is clear and
both races walk therein with confidence.
The whites assured that the school will not
be made me hot-bed oil false and pernicious
ideas or the scene Of unwise associations,
support the system cordially, and insist on
perfect equality in grade and efficiency. The
blacks asking no more thar this, I'll the
schools with alert and eager children. So far
from feeling debssed from the separate.
school system, they insist that the separation
shall be carried further, and the few white
teachers yet presiding over negro schools
sapplaD ted by negro teachers The apDroDri.
atoms for public schools are increasing
year after year, and fires education grows
continually in strength and popularity.
Cities that we're afraid to comm nit themselves
TO free schools while mixed schools were a
possibility commenced bailding school
houses IS soon as separate schools were as
suTed. IN 1870 the late Benjamin IA. Hill
found his matohless eloquence unable TO
carry the suggestion OF negro education into
popular tolerance. Fen years Later nearly
one million black children attended free
schools, supported by general taxation.
Though the whites pay nnets sn-twsntieths
Of the tax, they insist that the blacks shall
share Its advantages equally. The schools
for esch race are opened on the same day
and closed on the same day. Neither is run
single day at the expense OF the other.
The negroes are satisfied with the situation.
g The educational problem, which
Is their special care, has already been settled,
and the settlement accepted with heaTtiness
hat precludes the possibility OF its distnrb
snce. From the standpoint of either race
he experiment of distince but equal schools
Tor the white and black children OF the South
bas demonstrated its wisdom, its policy and
is Justice. If any experiment. ever made
plain its wisdom in the hands of finite man.
II quote on this subject Gustavus Or,
one OF the wisest and best OF men, and lately
elected, by spontaneous movement, presi
dent of the National Educational Ass0cla.
ton. He says: The race question ia the
schools is already settled. We give the ne.
gTees equal advantages, but separate schools.
This plan meets the reason and satisfies the
instinct OF both races. Under it We have
spent over s, 000, 600. in Georgia, and the
system grows in strength constantly l
asked il the negroes wanted mixed schools.
His reply was prompt: They do not. have
Questioned them carefully on this point aud
tney make but one reply: They want their
children in their own schools and under
their own teachers l asked what would De
the effect OF mixed schools. i could not
maintain the Georgia system one year 9TH
races would protest against It. Ny record
as a public-school man is known. l hsve de-
voted my life to the work of education. Bat
I am so sure OF the evils that would come
from mixed schools that, even il they were
possible, would see the whole educational
! system swept away before | would see the u
established. There is an instinct that gath
ers each race about itself. II is as strong in
the BLACKS as in the whites though il has