liar customs in the South
weaken the authority of the Negro teacher in comparison with the
_fiat_ of the Anglo-Saxon teacher. The Negro teacher in the public
schools, and in the schools distinctly his own, is not more
successful, to be charitable, than the Northern teacher in securing
and holding pupils. Nor has it been shown that the Negro teacher
develops the powers of the child any faster, or in better ways of
thinking and acting than does the Northern teacher. Coming to us as
they do, their ability is rarely questioned. They are never anxious to
advertise their fitness for the place by resorting to that unique
process in promotions which seems so often the _naivete_ of many
another in similar spheres without hereditary influences as his
legacy. At some time, in some way, I have been closely connected with
schools of all grades in the South for the Negro--schools owned by the
Negro, taught by the Negro exclusively, schools taught by the Negro
and the Anglo-Saxon. I have been the pupil of Northern and Southern
white teachers; for a brief while a pupil of the Negro teacher; and at
one time janitor of a leading white academy in which help was mutually
given by the janitor-tutor. I confess that I have yet to see the
slightest difference in the general character of receiving and
imparting knowledge, or in developing character on the principle of
color _versus_ culture. To accept any such doctrine would be
pernicious.

These colleges are too important to be used as experimental stations
even to gratify the caprice of the most cautious. Such a change in the
work of these colleges, as the question suggests, should be looked
upon with some degree of suspicion and as inimical to the best
interests of the Negro. Without undervaluing the great importance of
the public schools, it were better to try the experiment with them and
the few secondary schools for Negro education connected with the
several Southern States and managed by white trustees exclusively.
What has been the history of the local academies and schools
transferred to the Negro trustees and teachers not many years after
the Civil War? What of those operated in later years as a monument to
the creative genius of the Negro? For the most part, they remind us
that they have seen better days. They speak a mighty truth which
should be borne in mind by every class of inquirers on this subject.
Self-help and worthy ambitions are commendable, but should be
rational. The Ne