The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1903-04-25

EEss Charles g. Hires Co., a,rern, "a. faksSA
kaASssXsaNa--. -.a4eTssaS;GM
may be defined to be, Is tho duty of the
South to the children and grandchildren
OF the Confederate niger.
EDUCATED BY SLAVERY.
The beginning of the education of the
negro was slavery. The South does not
regret Its abolition, but abe contemplates
with satisfaction the facc shat tha, tuition
OF slavery developed the negro In little
more than century from the condition OF
eavages into condition where, in the
Judgment OF those hostile to slavery. the
negro was fitted for the privileges OF
American citizenship.
The second chapter In the history Of
negro education began shortly after
emancipation, and includes the blunders
of the reconstruction period. 1t represents
all the extremes Of reaction AS tho
teaching Of books had been denied to
the negro in slavery 1t was now assumed
that the only education needed was to
supply this omission, and accordingly an
effort was made In schools and colleges tc
insert into the mind of the negro as by
q surgical operation culture for which
the Anglo Saon race had been preparing
through long centuries of growth.
SOUTH'S PROBLEM
The nation has, in fact. remanded the
solution Of the negro problem including.
OF course. the problem of education, to
the South. In the days when the southern
section Of our country was threatened
with force bills and similar legislation,
there we're utterances In the South which
might be fathcred up from press pulpit
and platform Of that time literally by the
millions In which 1t was said that II
the North would only let the South alone,
the South would solve the problem In wis.
dom and In justice. These utterances
were sincere, and their fulnllment In.
wolves not only plain duty. but involves
also the strong point of the South, the
point OF honor. The change In the atti.
tude of the North cannot fairly be re.
garded as desertlon of the negro. but.
as Mr.. Cleveland aptly said. It is an
expression Of faith and confidence In the
respectable white people Of the South.
ALREADY DONE MUCH.
Tine South has voluntarily done much
for the education of the negro. and will
take no backward step In this direction.
The United States Commissioner or Ed
ucatfon says that since 1870 the South has
disbursed for negro education $lO9, 900, 900
For every dollar contributed by the
wealth-endowed philanthropy of the North
for this purpose, the South, out of her
poverty. has contributed 81 IT cannot be
pretended that all the people in the South
arc thoroughly satisfied with these things
that have been done. 1t must frankly
be admitted that some of them are FESTIVE
under 1t, but 1t can at least be answered
that the leaders are the friends of negro
education. During the past winter tho
New York Journal inaugurated sympo-
siEm. in which Southern men wero in
vited to express their views on this sub
jcct. Among the contributors were Bishop
Warren a. Gambler. of the Methodist
Church,: Bishop G.. x. Nelson, of the
Episcopal Church; Hon Clark Howell and
others. All Of them expressed their graf
iication at what had been attempted
in the South. Not one OF them felt that
negro education had been proved to be a
failure.
The policy of separate schools will. Of
course, be maintained.
Negro education must be suited to meet
actual conditions. 1t must be adapted to
meet industrial and agricultural needs.
This does not mean that the three RS
arc not to be taught in the schools. The
common school education Is not, there
fore, to be supplanted but to be supple
rnents for the great masses of negroes
with manual and agricultural training.
SHOULD BE ETHICAL.
There is another direction In which the
education of the negro should be brought
more In touch with life. 1t should be
more distinctly ethical. The speaker dis
cussed the question Of tho introduction
Of moral training in the public schools
and gave reasons why he believed that
the objections which would have been
formerly urged against it's introduction
were now rapidly diminishing In inten-
sity.
The three periods OF the history OF ne
gro education may be expressed In terms
OF the title OF the book, which had so
great an Influence on the slavery Issue.
Uncle Toms Cabin may not be read by
future generations. but it will always
he referred to as a great historical docu-
ment.
In the second period we see Uncle Tom
without a cabin. This period represents
the era of reconstruction, when allen ad-
yenturers. foistered into power on the
shoulders of the black masses, played
such Fantastic tricks III the name OF gov
eminent rs the world has never Wit
messed since the days of Masaniello.
Tho third era Is that which Is pelne
u.bared in under the wise leadership OF
Booker Washington. when the negro is
hecoming a home maker bound to the
soil and good citizen. There Is no race
nrohlem ms between the good citizens OF
the south among the whites and the
good cl,izcns of the South among the
hacks. The solution then OF the negro
nroblem, so far as we can see IT WITHIN
that immediate future. which may pc
forecast from the past and present ana
hevond the limits OF which 1t Is Idle TOT
ns' TO attempt to forecast but about whleh
we are Justified In thinking with optiin-
ism and hope, is Uncle Tom In MS own
cabin. .D,prcIArt,D
Mr.. Richard Watson Golden, editor Of
tho ~ Century, chairman of the Committee
on Resolutions, presented the following
I've the members of the sixth Con-
ference for Education In the South, COM
Ing from various sections and many
States desire to epress our keen apprecla-
lion of the generous and gracious hosp,
tality of the people, including especially,
the officers and members Of the local
COMMITTEES, the Governor, Lieutenant,Gov'
ernor, and other members of the state
government of the organization which
Joined In the invitation. the press OF
richmond. and the associations, clubs
and individuals who have so kindly open
$50, 10 tho delegates and guests.