Martinsburg independent. [volume] (Martinsburg, W. Va.) 1875-1900, 1886-04-24
MIXED SCHOOLS.
By Prof. F. u. Cardozo, Prin. High
School, Washington, D. G.

49, - 49, - NNt-h - ~ 49, ~
colored people especially. The ma
jority Of the most intelligent are in
favor of mixed schools. A few
thoughts on this subject might not
be inappropriate at this time.
The first objection to separate
schools Casually offered by those who
object to them, is that the colored
school is generally looked upon as
perpetuating an odious race distinc-
ton; and those who advocate the
abolition Of the colored school think
they win abolish this distinction also,
if they can accomplish their purpose.
This argument reminds me of the
ostrich, which buries his head in the
sand for the purpose of Guiding his
pursuer, while the rest Of his body
is exposed.
The odious race distinction refer
red to cannot be abolished quite SO
easily. So far as the race distinc-
ton is concerned, that cannot be
abolished at all, except by the alb
sorption of one race by the other,
through amalgamation. But we are
not discussing that subject, at pres
ent. We are discussing the educa-
tion of two separate races in mixed
or separate schools. The evidence
of the distinction of race is a ques-
ton of color, and that cannot be
abolished by union or separation.
But the advocates Of mixed schools
say they desire to abolish the odious-
ness only Of the race distinction and
not the race distinction itself. That
is very desirable end in which both
the advocates and opponents of
mixed schools agree. The real issue
then between them may be narrow
ed down to the question; are mixed
schools the best means of accom-
plishing that end, viz, abolishing the
odiousness Of that distinction.
On what does this odiousness- de
pend ? Evidently the former rela-
ton of the races, viz that of master
and slave, and all that that relation
implies That relationship existed
for over 200 years, it has been abol-
ished but little over 20 years, new
generation has scarcely had time to
come forward and take the places Of
those who remember slavery and it's
evils. The former masters contend
that they are naturally superior, the
former slave replies that the advan-
tages possessed are only the acct
dents of position. The former mas
tiers reply, prove it by displaying the
qualities we possess. The freedmen
reply, give us the time and the OPP
portunities, and we will demonstrate
our possession Of the same capacities.
The object therefore in view is to
show the same natural powers, and
the same development of them. This
takes time, and requires opportuni-
ties. The real question at issue is,
which would afford the best oppor-
tunity for demonstrating the equal
natural capacity; having the pupils
of both races side by side, and study
ing together, or in separate schools
and studying apartT
Before we enter upon the direct
discussion of the subject a prelimi-
nary question should be settled, viz:
the relative intellectual condition Of
the two races at present. The color
ed must admit that the whites are
intellectually superior. Whether
that superiority is natural or acquir-
ed is the question at issue About
the fact there can be no dispute,
about the cause Of the fact there may
be. If this fact of present superior
ity is not admitted, we deny the adj
vantages ofcenturies ofculture. Our
argument is based on its concession.
Admitting this, the question then
resolves into this; what is the best
method of development for the col
ored people. This is very broad