In order that the reader may understand me and why I lay so much stress upon the importance of pushing the doctrine of industrial education for the Negro, it is necessary, first of all, to review the condition of affairs at the present time in the Southern States. For years I have had something of an opportunity to study the Negro at first-hand; and I feel that I know him pretty well,—him and his needs, his failures and his successes, his desires and the likelihood of their fulfilment. I have studied him and his relations with his white neighbours, and striven to find how these relations may be made more conducive to the general peace and welfare both of the South and of the country at large. In In the Southern part of the United States there are twenty-two millions of people who are bound to the fifty millions of the North by ties which neither[Pg 17] can tear asunder if they would. The most intelligent in a New York community has his intelligence darkened by the ignorance of a fellow-citizen in the Mississippi bottoms. The most wealthy in New York City would be more wealthy but for the poverty of a fellow-being in the Carolina rice swamps. The most moral and religious men in Massachusetts have their religion and morality modified by the degradation of the man in the South whose religion is a mere matter of form or of emotionalism. The vote of the man in Maine that is cast for the highest and purest form of government is largely neutralised by the vote of the man in Louisiana whose ballot is stolen or cast in ignorance. Therefore, when the South is ignorant, the North is ignorant; when the South is poor, the North is poor; when the South commits crime, the nation commits crime. For the citizens of the North there is[Pg 18] no escape; they must help raise the character of the civilisation in the South, or theirs will be lowered. No member of the white race in any part of the country can harm the weakest or meanest member of the black race without the proudest and bluest blood of the nation being degraded. [Pg 17] [Pg 18] It seems to me that there never was a time in the history of the country when those interested in education should the more earnestly consider to what extent the mere acquiring of the ability to read and write, the mere acquisition of a knowledge of literature and science, makes men producers, lovers of labour, independent, honest, unselfish, and, above all, good. Call education by what name you please, if it fails to bring about these results among the masses, it falls short of its highest
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