The Northwest enterprise. [volume] (Seattle, Wash.) 1931-1952, 1937-06-04
why l Prefer A Negro College


feeling Of satisfaction would last
and how far the policies of this
group would lead him. On enter
ing the NeS7o school. perhaps he
was at firEt dissatisfied because he
was comparing something new to
something old and established. He
found many faults there which
gradually became dimmed by the
greater things he was made to see
and feel. At last after a time
had elapsed, he could say with alb
solute sincerity that here he was
happier and freer. He found that
within his own race there were
no limits to lis pursuits. A feel
ing Of Importance as a man and
his status as member OF de-
finite society came back to him.
The development which follows
merely strengthens the resolve.
To be q member Of a Northern
college Is to remain an unrecogniz-
ed unit watching the figures Of
the great pass by, glad to receive
nod OF an impersonal word The
advice which IS given to this IN
quiring Negro student Is usually
stereotyped and soon forgotten.
and somehow it does not carry
with 1t the sincerity which makes
one believe and practice. Nation
Al and international figures are to
him like shadows which go further
away the more he tries to APP
preach them. Around the student
Is therefore built up q sense Of
hopeless illustration OF trying to
reach for something that is unat-
tainabIe. TO this same student,
however. s afforded the opport-
unities Of talking as friend to
friend with Negro leaders who
have achieved just as great sue
cess In social and political endea-
vors as those whom / mentioned.
The advice which they give is
whoIe-hearted, with no reserva-
lions. in the earnest hope that the
student may profit by the mistakes
that were made and the discover
les that have proven helpful. This
Is small within itself and may be
considered petty argument to
some. but to those who have ann
billions above the sub-class type,
|it means the end Of Illustration
and the beginning Of career
which ceases to be intangible.
Into the political. social and ee-
onomic world he is projected in
the furthering Of his ambitions,
and he finds that it is good to be
proud Of ones race; that it is pro-
fitable to be working for ones
race, and that it Is satisfying to
be helping one,s race. He finds
that he is respected as cham
pion Of a society that is clearly
defined and has opened to him OPP
portunities which he had never
dreamed. He has no desire any
more to thrust himself into a so
ciety that does not welcome him
and does not aspire to merely plac-
ing himself upon an equal basis
with them. but centers his atten-
ton and learning. which has come
to him. in an effort to cooperate
with them for the benefit OF all.
This is a strange transition but
a natural one. It Is gradual
metamorphosis, not physical, not
mental but a combination of both.
It is q change which more and
more the Negro is beginning to APP
preciate.
what does all of this mean ?"
you ask.
My answer is that it is the Me-
gro education that gives the Me-
gro student the clear conscious
view Of his own opinions and his
judgments, a truth in developing
them, an eloquence in expressing
them. and force in using them.
It teaches him to see things as
they are, and to go right to the
point. It prepares him to fill any
post with credit and to master
any circumstance with dignity. It
shows him how to accommodate
himself to others, how to throw
himself into their state of mind,
how to bring before them his own,
how to influence them, how to
come to an understanding with
them, and how to bear with them.
He learns when TO speak and when
to listen.
Sup ;eme to all other education.
he learns that if he looks into The
mirror and sees that his face is
dirty, the only remedy is to wash
his face and not 10 break the mir
ror.
ArbitrlGn
New York