New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1892-03-01
EDUCATION IN THE SOUTH.
DIFFICULTIES WHICH LIE IN THE WAY.
TALK WITH PRESIDENT J. D. pREHER OF
L,ANOKE COLLEGE.

mic graduation O, Roanoke in 1877 he has been promi
nently identified with educational work, anu n"'
published addresses on various college topics nc's
well acquainted with educational matters In the Nof.
and South he Is in a position to speak ln'enhee'"S
on this subject Being asked the Other day by re-
porter Of The Tribune to give his views Oh e"u'''
In the South, he SAID - ro
81 shall be glad to express my Views lot l'' -,
ma because It goes TO intelligent class OF re""o''
and because II is a paper that gives due prominence
10 the discussion OF great moral, religious anu o
tonal questions. But education In the Sou'h i "
large subject Perhaps you will indicate more par
tcuarly what You would like me to talk hoou''
"Well. what for instance, is the cohu'uon VI ''S
public schools tlIere9"
al am glad of the opportunity said Dr' D'o"o''
"to tell you something about the pubhc scnoo,,' ~,
7 am inclined TO doubt whether people nj the Nor.''
nc rulo give the southern people proper creou Jul
ubat they are doing 10 provide good schools Tor oo
races You know that the public school system wa"
introduced into the South after the war rs d p' "
the reconstruction measures, ana hence IL WIS NV ~
be- expected that the new system wOuo "t on'0 D'
generally popuar Not only was it inuoduceu al
.,no ,rben tho south was still suffering greatly from
tho effects Of the war, but there was then eehe7i
lack OF trained and competent teachers-a hoh "'"V
even now is only partially supplied but 'lc N'iu
struggle Of the public school % establish ISeH " '
South has borne good fruit and to-day we ma III
every state stronger sentiment than ever Ill I">o' VI
Are there any special difficulties encoun'eieu III
making the schools efficient
Eyes many but the principal one Is the ldoh u
money outstanding the material progress vi ',V
South the Southern States are stll comla'a'i'o'
moor Yon will understand this better BY IL" ooi'
parsons from the last census reports. FOR '>U,o'
the six New England and the six Middle STATES UNI
Guiding MARYLAND and the District Of Columbian "lui
nm area only twoninths that OF the thirteen southern
states (not including Missouri have an asSes7e" N
alton Of real estate and personal properly
than three tirnNs large as that OF the oouu au
those two gro, Of states have only some oo''o'
more people than the southern states. fou see at
,oo thot m. same rate of taxation that will provide
p,od schools for ten months In the year at the Norlh
u, supp1rt schools IN the South for only onethiru o
that time. Or suppose VIC compare ie" -o''"'"
with few Southern States. Massachusetts WIN o"o
sixth OF the area and onefour'h "orc PuP"
Iation. has an assessed valuation more tiai
four times ms large as that OF he",u'hs
New York with less than four times the popuiauo"
has nore than ten times the assessed Valuation VI
virginia Pennsylvania Is only four-hfths rs "ree ~
Georgia and yet has nearly seven umes INC '"A"o'0
basis Of that great Southern state You see now nov
comparatively easy a matter it is to nave soou $3.50,
ten months in the year in the North, ana no" u'"'
n Is To provide efficient schools In the south.
"But have given you only part OF the story
There is as vet. very inadequate provision ior hle
training Of teachers and the school year oei"e o'F
frym four to five months. and the pay LOT that u'o
far boo small little inducement is offered 10 competent
and ambitious teachers. OF course am no' ho"
xneaknc of the towns and cities many Of which MAN
tain good schools bv special taxation for eight ana
oven ten months year In the South. however, we
have few cities compared Wits the North Tine sparse
ness Of population throughout The eouth Is ti'""o,
obstacle pnd when You add 70 that the expense VI
maintaining throughout that vast territory separate
schools for the two races you have the main P"n'S
o4 difficulty In this great problem
Tbere Is still another feature Of the situation that is
Interesting In the early days OF the Republic that
preat fundamental idea of the fathers OF the Consttu
ton that q republican government can resi- s'eiy
only on the virtue and Intelligence OF the people TOOK
practical shape ct the North in the establishment OF
-. sohoo,s snpnorted by taxation. Higher ednca-
uon though aided at times by various states In The
Eortb was left to be provided for mainly by private
Hberalty and public spirit There Is no university
I'm the New England Middle States that Is owned
governed and supported by State AT the eont
hardly any provision made for the education oil
A. 0rea, bodv of the people but most Of the southern
states established States universities, and several, mill
tary academies supported by legislative appropriations
Jefferson proposed scheme of popular ancatloh or
v,retpa with great university as the capstone the
unversity, which is the best u the South, was estao
i,Shed Int not the system OF common schools. Now,
Won see that when the free school system was eS'aO
i,sbed throughout the South the States had to bear
the burden Of maintaining the common schools and the
State universities also. And appropriations hau 10
be made too for institutions Of higher education Tor
the colored people. So that now the southern STATES
are undertaking TO do than the wealthy states
of the North but what the prosperous Western states
are doing successfulv OF course. it Is Impossible lhat
all this should be we'll done at the South
And is the south doing this work wilingly7'
ayes: in proportion to the assessed valuation OF
property the South IS doing as much as the North Ior
public schools In appropriations for which the negroes
share equally with the whites, although the burden
NJ taxation Is borne almost wholly by the latter But
the South needs To do much remove the curse
NJ tIterarv Nowith standing all the difficulties |
have mentioned. II remains 10 be said that the Son'h
is making substantial progress In education ana uht
the best informed men, like DIR. J. l.. NJ Curry anu
Dr. A. d. Mayo take hopeful view Of the SITUATION"
"What is your opinion about the educational progress
OF the negroi'
well might answer that by saying that believe |
education and Christian influences will put any race |
on the road to it's best and highest development |
The negro Is advancing along that road with 1a'e1hs
steps. II is true but, nevertheless. he is adVahche
As say to my friends In the south, 1t !
,s no, vet time TO expect any great results from |
The efforts made 10 educate him. Good results there
are ; better results viii follow; but we must wait at
least another generation before making up the maj
verdict. We need to have great patience with the
negro That he should not know well how 10 use his
freedom need not surprise us when how white |
men abuse II, and when bear i'll mind that multi |
tudes OF white men wish to live without work we
ought to be slow TO condemn the colorcd man for In
d0ence ID is quite natural that he should be in
Huenced by example his mistake is that he often tries
To be gentleman Of leisure on too small capital |
Having always lived in the South. have nothing but |
the kndest feelings for the negro and every good
wish for his progress In every way
~what are some Of the special educational needs Of
the South''
al might answer in one word-money: money to |
keep the schools open at least six Or eight months In
the YEAR money to train competent teachers and pay
them salaries on which they may i've money TO null
ply such industrial schools for the coored people
Hampton and Tnskcgee. Good preparatory schools |
arc another greet need. owing 10 the lack Of |