classical, but adapted to his present condition:” as though there is to be no future for the Negro.

And so you see that even now, late in the 19th century, in this land of learning and science, the creed is—“Thus far and no farther”, i. e. for the American black man.

One would suppose from the universal demand for the mere industrialism for this race of ours, that the Negro had been going daily to dinner parties, eating terrapin and indulging in champagne; and returning home at night, sleeping on beds of eiderdown; breakfasting in the morning in his bed, and then having his valet to clothe him daily in purple and fine linen—all these 250 years of his sojourn in this land. And then, just now, the American people, tired of all this Negro luxury, was calling him, for the first time, to blister his hands with the hoe, and to learn to supply his needs by sweatful toil in the cotton fields.

Listen a moment, to the wisdom of a great theologian, and withal as great philanthropist, the Rev. Dr. Wayland, of Philadelphia. Speaking, not long since, of the “Higher Education” of the colored[Pg 14] people of the South, he said “that this subject concerned about 8,000,000 of our fellow-citizens, among whom are probably 1,500,000 voters. The education suited to these people is that which should be suited to white people under the same circumstances. These people are bearing the impress which was left on them by two centuries of slavery and several centuries of barbarism. This education must begin at the bottom. It must first of all produce the power of self-support to assist them to better their condition. It should teach them good citizenship and should build them up morally. It should be, first, a good English education. They should be imbued with the knowledge of the Bible. They should have an industrial education. An industrial education leads to self-support and to the elevation of their condition. Industry is itself largely an education, intellectually and morally, and, above all, an education of character. Thus we should make these people self-dependent. This education will do away with pupils being taught Latin and Greek, while they do not know the rudiments of English.”

[Pg 14]

Just notice the cautious, restrictive, limiting nature of this advice! Observe the lack of largeness, freedom and generosity in it. Dr. Wayland, I am sure, has never specialized just such a regimen for the poor Italians, Hungarians or Irish, who swarm, in lowly degradation, in immigrant ships to our shores. No! for them he wants, all Americans 

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