Birmingham state herald., 1896-01-02
coLoRED SCHOOLS

tinguish the black or African race The epithet is fully as applicable to the American Indian and the Chinese or a race of any color other than white. When these races are included the gen. eric term is applicable, but when the black race is specifically designated, the term negro would be more correct, current usage to the contrary notw1th- standing. It seems to me that the teach CTS of the south should popularize the use of this term, already adopted by the bet ter classes of the negro race.
 The answer to the question Should White Teachers Be Employed in Negro Schools?' requires some knowledge Of the past conditions of the negro, as well as an intelligent and sympathetic appre- cia tion of his present status. propose then to consider the question strictly with reference to the welfare of the negro aace.
 Thirty years have elapsed since the emancipation of the negro became an ac- complished fact. For thirty years he has been the subject of much contention and the object of much solicitude. During this period new nations have been born to civilization. Japan, for instance, whose birth was almost coincident with negro emancipation, has established her ser Queen of the Orient and has demonstrated her right to place of honor among the great nations Of the earth. While much progress has been made by the negro race in the south, It must be admitted that this progress has been due too little to himself, and too largely to the external influences Of the civilization under which he has lived. While marvellous development may be found in individual instances, the condi- tion of the masses of the race is but little improved; the solution of the VeXed ne- gro question is as problematical as ever; the education of the race Is still in an 4t.,k have attained to civilization, the negro, with few individual exceptions, has been content to be merely passive spec- tator of the processes that have affected him. Incapable of initiative and execu- tive power and wanting in genius for organization, he has never been an active agent in the work of race redemption. He has never been accustomed to volun- tary activity; he Is here not of his own choice; a docile slave, he wrought on southern plantations until, without an effort of his own, he was made an Ameri- can citizen. Having received his politi- cal elevation by legisla ton, he naturally expected to obtain commercial, intel 1ectual and moral status in some such mysterious way. The progress of the ne- gro race, remarkable though 1t may be, is not the result of social and pohtlcal self-evolution, but an effect produced by eXtraneouS causes.
  anything more than a veneer the race must obey that great law of human de- velopment which makes voluntary ener- gy the source of power and success. The intellectual power developed must be en- ergized by proper incentives into self activity; 1t must be made reproductive within the race itself. It is not enough that the race shall be environed with all the accessories of civilization. Its con- sciousness must be aroused, its powers energized, it's sense of responsibility quickened. It must be taught to work out it's own salvation, If the progress IS to be real and enduring. The gospel must be preached by its own preachers; its schools must be taught by it's own teachers, It must consciously realize It's own responsibility for the efficient use of the means at its command in the work of race development.
 The position of the negro as a race has hitherto been one of dependence LACK Ing the virtues of thrift; foresight and economy he is still very largely supplied from the white mans table, and in time of trouble confidently appeals, and sell flom in vain, to his former master for a1d hnd relief He wears his masters rell- tgion, and sometimes his politics, very much as he does his old clothes, as something entirely external to himself tBy perpetuating this dependence, intel 1ectual and moral, we acquiesce In species of spiritual bondage that Is ai- hnost as unfavorable to race progress as slavery itself. "Our real friends says Emerson "are those who make us do what we can" Judicious aid to de- pendent people is necessary and pfa se- worthy, but in my judgment should stop ehort of doing all their intellectual work for them.
 To cultivate in the negro the sense of Intellectual and moral independence, of 0 him to effect the uplifting of the race. should not be closed against him He re- ouires these as worthy incentives 10 arouse his ambition and to stimulate his sense of responsibility. To be the teach CT of his own race is the one position or honor, dignity. and responslbility 10 10 which he may legitimately aspire. To throttle his energies and close against him this avenue of activity and useful ness is an unwarranted assumption or responsibility by the white race, and an injustice to the negro.
 But further and more potent reason for employing negro teachers to teach negro schools is the fact that race iden- tity is an important factor in educational work The teacher and the taught must possess a common consclousness, ilu- tual affinity, as condition or proper intellectual and moral growth. me me teacher must embody in his personality the historic race epochs and processes of development represented in the pupil, in order that the intellectual powers or the child may be invested with that at mosphere of sympathy and appreciation necessary to their healthy activity. The historic consciousness of teacher and pupil must possess certain intutiye ele- ments in common, as the result of com mon race processes, if the teaching is to be efficient and the development nat ural. -
 Again, it is fact that cannot well be called in question. that white teachers in negro schools can never realize, even approximately, the ideal relation that should exist between teacher and pupil. This is forcibly true in elementary schools That relation requires love, not philanthropy; affection, not charity; sympathy, not pity. Occupying planes so widely separated spheres of activity so Adverse. without common blood and so- cial ties. common history or common interests, common origin or common 5estiny. a white teacher and negro class will never realize the ideal school. Tn such a case the teacher cannot ap- peal to the inner life of the pupil. and the craving consciousness of the child