Richmond planet. [volume] (Richmond, Va.) 1883-1938, 1910-03-26

ID clofhs Wnen MIS-. and Miss
Boardman held an informal recep-
ton
The President said, i'm part.
EXAMPLE t. THE PHILIPPINES.
Charged with the responsibility OF
educating the children in the Philip
pines. 7 was forced into very earnest
consideration of the problems OF edu-
cation in the United States. The truth
,s that providence works It's ways
curiOusly. We had 20 have the prob
lem of the Negro and Indian, and
Gen. Armstrong 90 teach us some OF
the most important lessons in the
education OF the whole race. / heard
President Eliot. certainly the fore
most educator of this country. say
that Gen. Armstrong had solved. by
making important manual and indus.
trial training, the problem of educa.
tiou in this country. and that ne had
first illustrated IL In a marked way
at Hampton Institute.
In the Philippines we first at
tempted primary education. and then
Industrial education. and We are
working along that way there now.
We have an industrial school in every
province We encountered somewhat
different problems there from those
presented In the education of the Ne
gro or the poor white In the South.
We have offered 20 the young Fill
pinos an opportunity to become ma
chinists and electricians, and 20 our
sue other trades. and the diRculty
.f..r "a b..
bee what were called escribientes or
CLERKS az $40 month thau 20 be
electricians ut $40 and so for the
reason that escribientes Gere cabal-
leros. or gentlemen, ana electricians
were only labOrers-
Returning 60 this coun cry, however
and filled with Interest in the mat
ter OF industrial education, I ac-
cepted every opportunity that was
offered TO look into the matter OF ed
ucation in the South and OF the Ne
gro. and / soon found what has been
stated here most emphaticaIy by
those who know a great deal better
than ] do that the education of the
Negro in the South is necessarily in
volved with the education OF the
whites.
The truth is that Gen. Armstrong
and Booker r. Washington have
done as much for the education OF
the whites In the South as they have
done for the education OF the Ne
gro in showing the way by which
the poor whites Of the South must
be educated
There are two things. il seer,s 20
me, moving in the South that are
going to solve the so-caIled Negro
question and solve the difficulties
that we have there The first is the
developing interest of the best class
of the SOutherners in the education
of the Negro and the consciousness
on the part of the best class of South
erners that nothing viii help the
South so much as the industrial edu
cation of the Negro and his elevation
! in that way; and, second, what is
| equally important, the increase in the
wealth Of the South.
To one who has had any expert.
ence in running a government It is
money that is important. You can
run a government economically if
you don't accomplish anything with
the government, and some of our
critics in the Philippines. some OF
the critics OF the present government
in Cuba, or wherever America has
left her hand, can point TO a much
moro economical government that
preceded the American government
than the one that now exists.
But the reason is that our prede-
cessors did not do anything with the
government. They did not expend any
money for health, and they did not
expend any money for education. Ed
ucation is expensive. The South has
had until the last decade dreadfully
hard time TO support their State gov
ernments and to have any sort of
education at all.
After the war they we're left in a
condition which prevented a thoroug h
general system Of education and so
ignorance prevailed, which nothing
but the result OF taxes and produc-
tive taxes could remove.
Now In the last two decades the