The age-herald., 1901-12-07
How Education Will
 Solve the Negro Problem
BY THOMAS NELSON PAGE, IT THE NEY YORK JOURNAL.

vate him. The former is out of the question: The only method, then is to improve him.
 The question is. how shall this be done? Viewing the matter economically, the ne- gro race, like every other race, must be Of far more value to the country in which he Is placed if he is properly educated. elevated and trained than if he is al- lowed to remain in ignorance. He is a greater peril to the community in which he lives if he remains in ignorance and degradation than if he is enlightened
 It Is automatic to say that the educa- tfon given to the negro should be of the kind which will benefit him most A lew plain principles may be stated He should be taught that education con- sists of something more than a mere ability to read and write and speak; that education includes moral elevation as well as intellectual development: that religion includes morality and is more than emotional excitement He should be taught that one of the strongest clements in racial development Is purity of family life; he should be taught that the duties of citizenship are much more than the ability to cast a ballot or even to hold an office; that elevation to su- periority among the people of his own race is of far greater moment to him
 
 another race, and that true superiority Is founded on character. He should be taught to become self-sustaining self reliant and self-respecting. A people, nke class to advance must either be strong enough to make it's way against all hostility or must secure the friendship of other peoples, particularly or those nearest 1t. If the negro raee proposes and is powerful enough to oyer white z not, 1t must secure the friendship of that race. Owing to conditions, the friendship and sympathy of the Southern section of that race is almost as much more important to the negro race than is that of the North as the friendship of the latter is more important than that of the yet more distant Canadian sec tion of the white race.
 The best way-perhaps the only way for the negro race to progress is to secure the sympathy and aid of the Southern whites. It will never do this until the race solidarity of the negroes Is broken and the negroes divide on the same grounds on which the whites divide; until they unite with the whites and act with them on the questions which con cern the good of the section in which they both have their most vital inter ests.
 AS result of the above principles it would appear, first that elementary education should be universal. Even the commonest laborer, speaking in general terms, profits by it. And if the State is taxed for it is seems to the writer that compulsory education should follow com pulsory payment This education should be attended by such industrial education as may be found beneficial at least for such as show aptitude enough to promise any good results therefrom. With this education should go moral training As easy as this is to say, it may be difficult to effect. Still, 1t ought to be done-it must be done. They must be given high CT ideals than to masquerade as white folk, to eat at white mems tables and sit beside them in hotels or theaters One suggestion at least is practical. Let moral fitness be the first essential for every teacher. The character of teach CT is worth more than learning Arm strong and Frizell and Booker Washing ton are worth more to the negro than the whole race of politicians
 higher form of education should be attainable by those who have shown their ability to profit by it.
 college education should be the final reward and prize only of those who have proven themselves capable of appreciat- Ing 1t and who give promise of being able to use it for the public good. To ignore rules founded on such plain common sense is worse than folly. The money so expended is not merely thrown away; this might be tolerated; it is an actual injury. It units the recipient for the work for which alone in any case he might be fit, and gives him in ex change only bauble or a weapon with which to injure himself and others. IL IS the belief of a large section of the whites, who from their situation have the best means of knowing, that the claim of the young negro today is no longer only for political equality; his as piration is for social equality; this the young educated" negro today Is taught this he cherishes in his inmost heart ane discloses more or less according to bis boldness and surroundings. He couId not have more fatal teaching
 Finally and for the only sound founda- ton for the whole system of education. the negro must be taught the great ele mentary truth of morality and duty until he is so established in these that he can claim to be on this ground tba equal of the white he can never be his equal on any other ground When he ia the equal of the white it will be known Until then he is fighting not the white race, but a law of nature, universal and inexorable-that races rise or fall ac- cording to their character.