The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1886-03-04

In the matter of separate schools In the South.
sitting figures to show that where the colored
and white children were of equal numbers the
number Of white schools, In some cases. was
double the number of colored schools. If the
money was to be used among those who needed
1t. Mr.. Edmunds said, it ought to be applied to
the education of both races alike by fair means.
so that the children of both races should have
equal advantages and fair play, net as between
child and child merely, but equal far play as
regards the institution Of schools and school DIS
tricts in States whore the separate school system
prevailed.
Mr.. Logan said there seemed to be greater
desire to be considered the champion or some
kind OF bill that would be called an education
bill than to have one that would produce the re
suit contemplated He Mr.. LoganI was as sim
cere friend OF the colorei race any Senator
on the 1oor He Mr.. Loganl had introduced
two of these education bills in 1882 one in 1883
and one in 1884 He had appeared before the
education committee of the Senate in order to
make some suggestions, but soon came
to the conclusion that what little he
had to say would have no effect
on the mind of that committee,
and that the result would be what it ever had
been, that the shrewdness and sharpness OF the
men on that committee from the south of the
line would get the very advantage that Dy this
bill they eventually had got Formerly, Mr..
Logan said, the colored people of the South gave
q representation to Congress and In the Electoral
College based on the three-ffths principle. How
was it now? Representation was based on the
whole number of colored and white people. A
colored man counted the same as white man.
On that principle the Southern representation in
the Electoral College and in Congress was en-
larged, but to what end2 When it came to vot-
ing, where were the colored peoples Mississippi
had white voting population of 102, $50 and q
eolored voting population of l30. 276-that is to
say, about &c. 900 majority of colored votes. How
many men vote in Mississippi Only 10000
Just 16.0 900 more than there were white voters.
What that statement showed Mr. Logan would
not say. He did not think, however. that 1t was
for want of education that the colored people alb
stained from voting. They were counted when
ever greater political power would come to the
white men by counting them; they we're notcount-
ed as voters When election day came. no man said
TO the colored voters, stand up and be counted
The same principle, Mr. Logan continued, ran
through this school bill as reported from com
nittee. The colored people were to stand up and
be counted. What forl For money. For
whom9 Was it for themselves? Oh no. 1t
was the old story; and Northern men had always
been found in Congress willing to leeislate on
the colored man for the benefit of the white man.
: IF money was to be taken from the treasury on
the basis &c the colored race. in Gods name, LET
the colored people get their proportion of it.
That was the object of the amendment proposed
by the Senator from Iowa Mr. Allisonl but the
bill would accomplish nothing as it stood, be-
cause the amount too small. What was
$1,000 900 the first year, when distributed around
among the States? At present, in some portions
Of the South, school could not be kept open
more than four months. The provision of the
bill would add very little to that Hence he
mr.. Logan proposed to make the first years
appropriation $40 600 600 instead of $1,000. 600.
increasing the amount each year for five years,
and then decreasing it, until in ten years the
amount expended would be $l38, ooO, 0OO.
This amount was enough to accom-
plish something. Besides, his amendments
included a separate fund of 81, 900 to
aid in the building Of school houses in sections
of country in which the local community might
be too poor to stand all the expenses of building
Schooling could not be got without school houses.
But the general government should supervise
this thing in some way. Hes[Mr. Logan] favor,
ed commission for that purpose, not to pre-
scribe what should be taught or to interfere with
the schools, but to see where the money went.
There seemed however, to be disposition to
pass the bill without amendment and this was
every bit no more good than throwing the money
to these people struggling down in the pit of
darkness and despair; we should lift them up
and give them fair and equal chance
Mr.. Blair was willing to accept Mr.. Edmundss
substitute for the Allison amendment, and it was
agreed to.
Mr.. Dolph moved to amend by providing that
the bill should not take effect until twnthirds OF
the States should accept its provisions, anc 1t
was rejected.
Mr.. Dolph called for the yeas and nays on his
amendment, and pending the call the Senate
went into executive session, and when the doors
reopened adjourned.