work is very much hampered and interfered with from year to year; and the success of Southern schools, dependent on Northern philanthropy, has been very much hindered on account of the gloomy aspect given by Northern people visiting Southern cities. The contributions from the North to these schools, have been very meagre and, of course, the higher possibilities of negro education have not been reached. Enemies of the race, and those laboring under false impressions, are led to believe that the money invested in Southern Educational Institutions has been simply thrown away.[Pg x] We cannot hope for a change for the better as long as colored people are only known as coachmen, waiters, cooks, and washerwomen.

[Pg x]

I have called your attention to a very gloomy aspect of the Southern situation. But while the aspect is a gloomy one, it represents the true attitude of the American people, with a few exceptions. I have put forth this effort to set my friends right on this important question, and I sincerely believe that the time is not far distant when the white people will see to it that these Southern Institutions are guaranteed more liberal support and better encouragement. I see the colored people in a much brighter light and in a more hopeful condition than the men of my race who visit the South for the purpose of making superficial observations. And because I have found so many interesting "Evidences of Progress Among Colored People," I offer this as my apology for writing this book. The facts contained in this work have been gathered during sixteen years of actual labor and contact with the colored people in all parts of the United States. I have had to go deeper into the question, to secure my information, than merely to visit street-corners and hold casual conversation with the unfortunate and the unemployed, North or South.

When those who read this book take into consideration the fact that many of the characters herein mentioned started some thirty years ago without a dollar, without a home, and without education, except here and there a few who had, in some mys[Pg xi]terious way, learned to read and write, they will, I am sure, be willing to admit that some progress has been made by the people in whose interest this book is published. I wish to make prominent four phases of the race question, namely: (1) The schools which have been built for colored people and managed by whites; (2) The schools managed by colored people; (3) The church work carried on among them, and (4) The business and professional development as the result of education.

[Pg xi]

 Prev. P 5/284 next