The Lexington intelligencer. [volume] (Lexington, Mo.) 1901-1949, 1904-06-25
The Nerro Problem in EducatIon.

The Manufacturers Record Of Balli-
more, in a recent editorial, takes
strong position against the ''Southern
Educational Board" a corporation Of
wealthy men with headquarters IN New
York, which spends millions every year
on education in the South. Agents OF
the board are constantly inspecting
schools, both public and private, with
the view IF determining whether they
are worthy Of assistance.
This board has contribu, ed largely TO
she support of Berea College, Ken
tucky, in which there has been for
years the co-education of blacks and
whites. The Kentucky legislature
recently enacted a law prohibiting such
} a school in the state and further pro-
hibiting the maintenance of two lnsti-
tntions under one management Zone
for blacks and one for whi.es) within
twenty-five miles of each other. Some
member of the board has denounced
this legislation "as a disgrace to Amer
lean civilization"
In discussing this, the Record uses
some pointed language:-"Tbe negro
IS in danger of beiDg ruined by the
attention which is beng given to him
by well-meaning but fool friends.
What between public aud private JIM
ners to him, conventions to DISCUSS his
welfare, an active propaganda of mis-
taken educational zeal in which the
North is urged TO supply funds for the
same education of the blacks as the
whites, and even, as in Berea College,
for the education of blacks and whites,
the PAce question is once more forced
tSdhe front. The negro is being made
T to consider himself the subject of
universal interest, and instead OF being
taught that he must work out his own
salvation, mental and mLterial. by hard
labor, by honesty and morality. be is
being so ruined that it will take W or
three generations to undo the errors
committed upon this generation of a
'child race, spoiled like children by
having too much fuss made over them "
The Record is both right and wrong
1t is right In it's position on co-educa.
tien and in its opposition to permitting
outsiders to dictate a states educa.
tionsl policy even for 3 full mess OF
pOttage. Every state has its own
problems and these can best be- worked
out by its own people taking the
initiative and to a very large extent
relying upon themselves. The same
will apply to communities in the state.
It does not follow, however, that a
community may not take the initiative,
cultivate self.reliance and maintain in
dependence by receiving aid in support
Of its schools. Missouri aids every
school district to the extent Of Sl.25
per child. To equalize the school
privileges and school burdens, this
could be multiplied several times with.
out weakening self-reliance in our
citizenship, without reducing the In
centive of initiative or without inter-
ference Of state authority.
The education Of the negro is q
serious problem even here in Missouri;
but our burden is light compared with
states like Mississippi and Alabama.
Some 500 school districts in Missouri,
with small assessed valuation, must
maintain two systems of schools, one
for white and the other for negro chill
dren. The ability VI these districts to
MAINTAIN n system Is below the
average. These districts do not re-
eeive any aid from the state because Of
their extra burden. They should do SO.
In fact, it is but just that the entire
state bear the burden of the support OF
all schools for negro children, leaving
every district to maintain one system OF
schools as is done at present by "a per
cent of then In Missouri. The money
so appropriated by the state for support
Of negro schools, should be expended
solely for that purpose under local
management with just enough state
supervision to see that the laws are
complied with and that equal privileges
be accorded to all. W. Q.
0u1fatiou We Ilsad