|CASTE IN INSTITUTIONS DEVOTED TO THE EDUCATION -- OF THE COLORED RACE.|
|PROF. S. M. COLES, OF TEXAS,|
who ten years ago took a second degree at Yale College, says: "Many of my college and class-mates are now occupying the best pulpits in the land; many are tutors, professors, and principals of our best institutions for the education of youth. Now, it is claimed by our colored institutions that twenty years is not sufficient for them to develop fifty or seventy-five first class scholarly men, from among seven million people,
"This is the conclusion we are driven to from their own statement.
"Yale, Harvard, Princeton, Amherst, and other white colleges, can in ten years accomplish more than those colored institutions in twenty. Something is radically wrong! But is it true that colored men have not been developed since the war sufficiently able to direct the work of educating their own race? In the present condition of things this is unthinkable.
"Grover Cleveland, the President of the United States, wishes a suitable representative of the Government at the Court of Port Au Prince, and finds the abilities of a young colored man less than twenty-six years old, and less than three years from one of our American colleges, sufficiently matured to fill the position; and again, desiring to fill another important position, the Liberian Minister, he calls upon an ex-slave, a graduate from Lincoln University, in the class of 1873.
"My college-mate, our President, is a Democrat, yet
We demand educated colored teachers for all colored schools, because their color identity makes them more interested in the advancement of colored children than white teachers, and because colored pupils need the social contact of colored teachers. Our people need social as well as educational advancement; and in this respect colored teachers can exercise potent influences, which would be lost if the selfish policy of employing white teachers obtain.-- Florida News .
Large numbers of white people do not teach the Negro so much for the interest they have in him as they do for that they get. In the second place there is always a tendency in a white teacher, however much he may be interested in the work, to crust out the many and independent spirit that is essential to the full development of the mental powers.
They always keep prominent the fact that they think the Negro is their inferior, and try always to make him believe it. In his attainments they virtually say to him, thus far shalt thou come and no farther. If
Nothing can be more detrimental to the future existence of these institutions than the belief and feeling among the alumni and patrons that such a state of affairs exists. The above opinions prove conclusively that the advanced feeling of the entire country is opposed to the fostering of such feeling under the guise of aid to the freedman. In an article by Charles T. Thiving, entitled "Colleges and their Graduates," in a late issue of the Independent , some forcible truths are stated which apply equally well to the matter under discussion. Says he:--
"The graduates of a college are at once its warmest friends and severest critics. The best friends of a college should naturally be found among its own graduates. Not only should a college foster the spirit of loyalty among its own graduates but these graduates may be and should be the most useful of its friends.
"In a large relation it may be added that alumni associations are of vast service. They tend to unify the best thought of some of the best men as to most important interests."
None of which can be the case if a feeling of repulsion and distrust has been aroused in the heart of the members of the alumni by a knowledge that the faculties