The progressive farmer. [volume] (Winston, N.C.) 1886-1904, 1903-12-22
SHALL WE HAVE RACE DIVISION OF SCHOOL
FAXES


Just now about the proposition to divide the
school taxes between white and black schools in
proportion to the amount of taxes paid by each
race. And the more we think of it, the more
danger we see in the idea. In this matter we
stand squarely with Governor Aycock. 1t may not
be popular or polite to say this; it prob
ably is not. But in our heart we feel that it ought
to be said. We believe that this Vardaman plan
would be no less harmful to the white than to the
black race. Of course, in standing out against it,
one is likely to have to face certain cheap and
slanderous charges from peanut politicians who
care more for the spoils of Office than for the
peace and prosperity of the State. The calm
Judgment of the people, however, will prevail. in
the end, and to that calm judgment all argument
should be addressed. Laying aside all fear of
fractional catchwords, it is for the people of
North Carolina to consider this weighty problem
in the spirit which old Marcus Aurelius so well
sets forth in his Meditations: of any man is able
to show me that I do not think or act right, I will
gladly change; for I seek only the truth by which
no man was ever injured. But he is injured who
abides in his error and ignorance" In this spirit,
men and brethren, let us examine the arguments
brought out by the Vardaman idea advocates, and
see whether or not the plan would really be of
benefit to the South.
And first of all we have the charge that educa-
ton increases negro crime. We have heard it a
thousand times. Educate the negro and fit him
for the penitentiary," is a common, everyday ex-
preston. And Rev. S. A. Steel in an article re-
Gently quoted by Dr.. T. B. Kingsbury ina contri-
button to the Charlotte Observer, declares that
the United States Census bears out the charge.
"The negroes who can read and write are more
criminal than the illiterate," he says. "To educate
the negro is to unfit him to be a citizen. The
more intelligent he is, the higher the per cent of
his criminality." This is the Reverend Mr..
Steels clear-cut charge. If true, it should give
pause to educational advocates, for anything that
weakens morals does harm, however g~litteriDg
it's other advantages may be-. If not true, it is
dangerous and reprehensible to make such a false
charge against the chief civilizing influence in
dealing with a belated and inferior race. And
we find that the charge is not true, Repeated
as it has been on a thousand occasions and pass
ing until now unchallenged, it is nevertheless easy
to show that the Reverend Mr.. SteeIs statement
is exactly the reverse of the truth. The 1900 Cen
sus Report on Crime has not yet been compiled,
but the 1890 Report shows that of the negro Grim
inals only 1888 per cent were able to read and
write while 1890 of the entire negro population
over ten was Eterate. And of every 100000 col
ored people who could not read and write 489
were criminals, while of every 100000 literate col
ored people only 413 were criminals. Our. own
North Carolina Penitentiary corroborates this
testimony, for within the two preceding years,
according to Governor Aycock, the i~lliterate
North Carolina negroes in proportion to num-
hers have furnished 40 per cent more criminals
than those who could read and write. And of
the hundreds of negroes who have graduated at
Booker Washington's school, 80 per cent are reg
ularly at work the year round, and not one has
ever been in a penitentiary. The men therefore
who assert that schooling increases negro crime