Get your Assignment in a Minimum of 3 hours
Our academic experts are ready and waiting to assist with any writing project you may have. From simple essay plans, through to full dissertations, you can guarantee we have a service perfectly matched to your needs.Free Inquiry Order A Paper Now Cost Estimate
I’m studying and need help with a English question to help me learn.
Save your time - order a paper!
Get your paper written from scratch within the tight deadline. Our service is a reliable solution to all your troubles. Place an order on any task and we will take care of it. You won’t have to worry about the quality and deadlinesOrder Paper Now
Political Education Neglected
Some time ago when Congressman Oscar De Priest was distributing by thousands copies of the Constitution of the United States certain wiseacres were disposed to make fun of it. What purpose would such an act serve? These critics, however, probably did not know that thousands and thousands of Negro children in this country are not permitted to use school books in which are printed the Declaration of Independence or the Constitution of the United States. Thomas Jefferson and James Madison are mentioned in their history as figures in politics rather than as expounders of liberty and freedom. These youths are not permitted to learn that Jefferson believed that government should derive its power from the consent of the governed.
Not long ago a measure was introduced in a certain State Legislature to have the Constitution of the United States thus printed in school histories, but when the bill was about to pass it was killed by someone who made the point that it would never do to have Negroes study the Constitution of the United States. If the Negroes were granted the opportunity to peruse this document, they might learn to contend for the rights therein guaranteed; and no Negro teacher who gives attention to such matters of the government is tolerated in those backward districts. The teaching of government or the lack of such instruction, then, must be made to conform to the policy of “keeping the Negro in his place.”
In like manner, the teaching of history in the Negro area has had its political significance. Starting out after the Civil War, the opponents of freedom and social justice decided to work out a program which would enslave the Negroes’ mind inasmuch as the freedom of the body had to be conceded. It was well understood that if by the teaching the history of the white man could be further assured of his superiority and the Negro could be made to feel that he had always been a failure, and that the subjection of his will to some other race is necessary, then, he would still be a slave. If you can control a man’s thinking you do not have to worry about his action. When you determine what a man shall think you do not have to concern yourself about what he will do. If you make a man feel that he is inferior, you do not have to compel him to accept an inferior status, for he will seek it himself. If you make a man think that he is justly an outcast, you do not have to order him to the back door. He will go without being told; and if there is no back door, his very nature will demand one.
This program, so popular immediately after the Civil War, was not new, but after this upheaval, its execution received a new stimulus. Histories written elsewhere for the former slave area were discarded, and new treatments of local and national history in conformity with the recrudescent propaganda were produced to give whites and Blacks the biased point of view of the development of the nation and the relations of the races. Special treatments of the Reconstruction period were produced in apparently scientific form by propagandists who went into the first graduate schools of the East to learn modern historiography about half a century ago. Having the stamp of science, the thought of these polemics was accepted in all seats of learning. These rewriters of history fearlessly contended that slavery was a benevolent institution; the masters loved their slaves and treated them humanely; the abolitionists meddled with the institution which the masters eventually would have modified; the Civil War brought about by “fanatics” like William Lloyd Garrison and John Brown was unnecessary; it was a mistake to make the Negro a citizen, for he merely became worse off by incurring the displeasure of the master class that will never tolerate him as an equal; and the Negro must live in this country in a state of recognized inferiority.
Some of these theories may seem foolish, but historians even in the North have been won to this point of view. They ignore the recent works of Miss Elizabeth Donnan, Mrs. H. T. Catterall, and Dr. Frederic Bancroft, who have spent years investigating slavery and slave-trading. These are scientific productions with the stamp of the best scholarship in America, treatises produced from such genuine documents as the court records of the slaveholding section itself, and these authors have rendered the public a valuable service in removing the whitewash which pseudo-historians have been giving to slavery and slaveholders for more than a century.
In the preparation of Negroes, many of whom teach in the South, these biased Northern historians even convert them to such a faith. A few years ago the author happened to listen to a conversation of Negro lawyers in one of our Southern cities, in which they unanimously conceded practically every contention set forth in this program of propaganda. They denounced, therefore, all reconstructionists who advocated equality and justice for all. These Negroes had the biased point of view of the rewriters like Claude Bowers and had never been directed to the real history of that drama as set forth by A. A. Taylor, Francis B. Simkins and Robert H. Woodly of the new Southern school of thought. These Negro critics were especially hard on Negroes of our day who engage in agitation for actual democracy. Negroes themselves in certain parts join with the whites, then, in keeping out of the schools teachers who may be hold enough to teach the truth as it is. They usually say the races here are getting along amicably now, and we do not want these peaceful relations disturbed by the teaching of new political thought.
What they mean to say with respect to the peaceful relation of the races, then, is that the Negroes have been terrorized to the extent that they are afraid even to discuss political matters publicly. There must be no exposition of the principles of government in the schools, and this must not be done in public among Negroes with a view to stimulating political activity. Negroes engaged in other spheres in such communities finally come to the point of accepting silence on these matters as a fixed policy. Knowing that action to the contrary means mob rule which may destroy the peace and property of the community, they constitute themselves a sort of a vigilant committee to direct their fellows accordingly.
A few years ago a rather youthful looking high school principal in one of the large cities was unceremoniously dismissed because he said jocosely to the president of the board of education, in reply to his remark about his youthful bearing, “I am old enough to vote.” “Horrors!” said the infuriated official. “Put him out. We brought him here to teach these Negroes how to work, and here he is thinking about voting,” A few prominent Negroes of the place muttered a little, but they did nothing effective to correct this injustice.
In certain parts, therefore, the Negroes under such terrorism have ceased to think of political matters as their sphere. Where such things come into the teaching in more advanced work they are presented as matters of concern to a particular element rather than as functions in which all citizens may participate. The result is that Negroes grow up without knowledge of political matters which should concern all elements. To prevent the Negroes from learning too much about these things the whites in the schools are sometimes neglected also, but the latter have the opportunity to learn by contact, close observation, and actual participation in the affairs of government.
Negroes in certain parts, then, have all but abandoned voting even at points where it might be allowed. In some cases not as many as two thousand Negroes vote in a whole state. By special legislation providing for literacy tests and the payment of taxes their number of voters has been reduced to a negligible quantity, and the few who can thus function do not do so because they are often counted out when they have the deciding vote. The tests established for the restriction of suffrage were not intended to stimulate political education but to eliminate the Negro vote by subterfuge. Negroes presenting themselves for registration are asked to do the all but impossible thing of expounding parts of the Constitution which have baffled high courts; but whites are asked simple questions which almost any illiterate man can answer. In this way the Negroes, however intelligent, are turned down; and all ignorant whites are permitted to vote. These laws, then, have retarded rather than stimulated the political education of both races. Such knowledge is apparently useless for Negroes and unnecessary for the whites, for the Negroes do not immediately profit by having it and the whites may function as citizens without it.
The effect of such a one-sided system is decidedly bad. One does not realize it until he talks with men and women of these districts, who because of the denial of these privileges have lost interest in political matters. A book agent working in the plantation area of Mississippi tested the knowledge of Negroes of these matters by asking them questions about the local and State government. He discovered that they knew practically nothing in this sphere. It was difficult to find any who knew who was president of the United States. One meets teachers, physicians, and ministers who do not know the ordinary operations of courts, the functions of the counsel, jury or judge, unless such knowledge has come by the bitter experience of having been imposed upon by some tribunal of injustice. Some of the “educated” Negroes do not pay attention to such important matters as “the assessment of property and the collection of taxes, and they do not inform themselves as to how these things are worked out. An influential Negro in the South, then, is one who has nothing to do or say about politics and advises others to follow the same course.
The elimination of the Negro from politics, then, has been most unfortunate. The whites may have profited thereby temporarily, but they showed very little foresight. How the whites can expect to make of the Negroes better citizens by leading them to think that they should have no part in the government of this country is a mystery. To keep a man above vagabondage and crime he needs among other things the stimulus of patriotism, but how can a man be patriotic when the effect of his education is to the contrary?
What little chance the Negro has to learn by participation in politics in most parts of the South is unfortunately restricted now to corruption. The usual stir about electing delegates to the National Republican Convention from the Southern States and the customary combat the Negroes have with Lily-white corruptionists are about all the political matters which claim their attention in the Lower South. Neither the white nor the Black faction, as a rule, makes any effort to restore suffrage to Negroes. The objective is merely the control of delegates and Federal patronage for the financial considerations involved. To do this they resort to numerous contests culminating in closing hotels and bolting doors for secret meetings. Since this is the only activity in which Negroes can participate they have learned to look upon it as honorable. Large numbers of Negroes become excited over the contest and give much publicity to it on the rostrum and in the press as a matter of great importance. The methods of these corruptionists of both races, however, should be condemned as a disgrace to the state and nation.
Instead of doing something to get rid of this ilk, however, we find the “highly educated” Negroes trying to plunge also into the mire. One of the most discouraging aspects in Negro life recently observed was that of a presidential campaign. Prominent Negroes connected with three of our leading institutions of learning temporarily abandoned their work to round up Negro votes for one of the candidates. The objective, of course, was to control the few ordinary jobs which are allotted to Negro politicians for their campaign services. When the successful candidate had been inaugurated, however, he carefully ignored them in the make-up of the personnel of his administration and treated Negroes in general with contempt. When you think of the fact that the Negroes who are being thus used are supposedly the most reputable Negro leaders and our most highly educated men you have to wonder whether the Negro has made any progress since Emancipation. The only consolation one can get out of it is that they may not represent the whole race.
In the North the Negroes have a better chance to acquire knowledge of political matters of the simple kind, but the bosses do not think it is advisable to enlighten them thoroughly. Negroes in parts are employed in campaigns, but they are not supposed to discuss such issues of the day as free trade, tariff for protection, the World Court, and the League of Nations. These Negro workers are supposed to tell their people how one politician seeking office has appointed more Negro messengers or charwomen in the service than the other or how the grandfather of the candidate stood with Lincoln and Grant through their ordeal and thus brought the race into its own. Another important task of these Negroes thus employed is also to abuse the opposing party, showing how hostile it has been to the Negro while the highly favorable party was doing so much for the race.
The course of these bosses has been interesting. At first the white man used the Negro leader by giving him a drink occasionally. The next step was to give him sufficient money to set up drinks in the name of the white candidate. When drinking at the expense of the candidate became too common the politicians fell back on the distribution of funds in small amounts. When this finally proved to be insufficient, however, the politicians had to go a bit further and provide Jim Crow jobs in certain backrooms with the understanding that the functions of the so-called office would be merely nominal and the incumbents would have no close contact with white people. In this stage the Negroes find themselves today. The undesirable aspect of the affair is that the Negro in spite of the changes from one method of approach to that of another is never brought into the inner circle of the party with which he is affiliated. He is always kept on the outside and is used as a means to an end. To obtain the meager consideration which he receives the Negro must work clandestinely through the back door. It has been unnecessary for the white man to change this procedure, for until recent years he has generally found it possible to satisfy the majority of Negroes with the few political positions earmarked as “Negro jobs” and to crush those who clamor for more recognition.
It is unfortunate, too, that such a large number of Negroes do not know any better than to stake their whole fortune on politics. History does not show that any race, especially a minority group, has ever solved an important problem by relying altogether on one thing, certainly not by parking its political strength on one side of the fence because of empty promises. There are Negroes who know better, but such thinkers are kept in the background by the traducers of the race to prevent the enlightenment of the masses. The misleading politicians are the only persons through whom the traducers act with respect to the Negro, and there are always a sufficient number of mentally undeveloped voters who will supply them a large following.
Even the few Negroes who are elected to office are often similarly uninformed and show a lack of vision. They have given little attention to the weighty problems of the nation; and in the legislative bodies to which they are elected; they restrict themselves as a rule to matters of special concern to the Negroes themselves, such as lynching, segregation and disfranchisement, which they have well learned by experience. This indicates a step backwards, for the Negroes who sat in Congress and in the State Legislatures during the Reconstruction worked for the enactment of measures of concern to all elements of the population regardless of color. Historians have not yet forgot what those Negro statesmen did in advocating public education, internal improvements, labor arbitration, the tariff, and the merchant marine.