The Cleveland Gazette, 1883-10-20

a more dangerous foe within, than arms and batteries without. To provide for the education of the colored citizen of the South ought not to be confined to the several States in the South only, be because - cause because the effect of this ignorance is un unconfined. - confined. unconfined. Why are the persons in Con- Kess to-day representing the several uthern States representatives of fraud, ballot-box stuffiing and other wrongs perpetrated in the name of "honest government" in the South? It is because the ignorance of a majority of the voters enable these frauds to be perpetrated. Is not this then a matter of National interest? And ought not Congress to provide against it? Legis Legislation - lation Legislation has proved ineffectual. The power of the Government by force of gms is declared contrary to the S>irit of free Republican institutions. et Congress therefore see what virtue there is in education. I venture to Erediot that if the means of education i put within the grasp of every colored citizen in the South, fully and equally as the white citizen, in regard to teach teachers, - ers, teachers, the method of teaching, and the full opportunity to receive the same, there will be no more ballot box stuffing ©or other frauds at elections. In the first place it will not be necessary; in the next place it cannot be done. Power rests to resist wrong not in numbers but in knowledge. J I see nothing more potent to harmon harmonize - ize harmonize the now inharmonious condition of the two races 4 in the South and to pro produce - duce produce a common interest than the edu education - cation education of the masses in the South. The political status of the colored citizen of the South must be measured hereafter by his intelligence and not by numbers. But the question is sometimes asked, Why should the North be taxed to edu educate - cate educate the citizen of the South? Has she not her own quota of ignorance to pro provide - vide provide against? I answer, the Preamble to the Constitution declares that the ^people of the United States (not of the North, South, East or West separately, -but of the whole States,) in order to Epromote the general welfare, etc., do ''ordain and establish this Constitution. Is there any greater promoter of the general welfare of all the States than the education of the citizens of the whole United States? ' Next, isn't it true that the author of prevailing ignorance of the South -is the slavery which existed in its midst? Did not the North connive at -this most potent cause of ignorance, ,until it well nigh destroyed the Union, and ought not the North to share in re rempving - mpving rempving its consequence? A further reason why Congress should aid in the education of the colored citi citizen - zen citizen of the South is because this class of citizens ought to engage more largely in a knowledge of the indsutries of the country than they do at present, to the end of becoming a material portion of the country by their manufactures and in inventions; - ventions; inventions; which privilege although now denied chiefly through prejudice, must soon, in the spirit of progress, be avail available - able available to all classes according to their fitness. I can find no stronger reason, among the others I have already men mentioned, - tioned, mentioned, National aid should be given to the South in the education of its illiterate classes, than that if a citi citizen - zen citizen of the United States violate any of the laws of the National Government. Congress has provided laws, courts and juries for the prevention and punish punishment - ment punishment of such offenders in any State, upon the ground that it is a violation of the laws by one of the citizens of the United States. Even so, ought Con Congress - gress Congress to provide for the education of all the citizens of the Nation as a means of lessening the violation of its laws and the maintenance of good government. But does this state of ignorance, so baneful in its effects as I have endeav endeavored - ored endeavored to show, result only from the want of National aid, and is it derived entirely from slavery? Are not the States to blame for the present condi condition - tion condition of ignorance in their midst and ought therefore to be most zealous in giving the fullest education to each and every one of its citizens? First, the South nourished and cherished the abominable system of slavery within its midst for more than two hundred years. This system of human bondage deprived its of the light of knowledge as a necessity for its preser preservation. - vation. preservation. Since the emancipation of the Negro race in the South the advocates of human slavery, who in one manner or the other have had to do with the education of the colored citizen, have either in the spirit of revenge, indiffer indifference - ence indifference or the desire to keep the colored citizen in a state of ignorance, that he might the more easily defraud and op oppress - press oppress him, made that education a mere mockery where it is not totally denied. It is easy then to see that a continuance of ignorance among the colored people of the South will be the means of keep keeping - ing keeping them in a state of villeinage suita suitaable - able suitaable to the perpetuation of the idea that they are designed to be only "hewers of wood and drawers of water." At least this condition of the education of the Negro lasted during the past ten years which succeeded their emancipa emancipation. - tion. emancipation. The burning of school-houses and the whipping of school-teachers did not totally destroy the education of the Negro in the South. For every school-house that was burnt ten others were erected by friends at the North. The white teachers who were perse persecuted - cuted persecuted became stronger in their purpose, and the time sped on in which the ad advancement - vancement advancement made by the Negro showed that he soon was to become the self selfeducator - educator selfeducator of his race and the architect of a great and influential destiny among the races of men. The Xlllth, XlVth and XVth Amendments to the Constitution en enabled - abled enabled the Negro, as a voter, to take part in the Government of which he be became - came became a full citizen. He took part in

It is not easy to conceive of any sub subject - ject subject presented for the consideration of this Convention of greater and graver importance than the subject of the ed education - ucation education of the illiterate masses of the South, and the duty of the National Government thereto. The general ef effect - fect effect of education upon any and all classes of citizens were most beauti beautifully - fully beautifully expressed by Daniel Webeter, who said of it: - "If we work upon marble it w ill perish; if we work upon brass time will efface it; if we rear tem temples - ples temples they will crumble to dust; but if we work upon our immortal minds, if we imbue them with principles, with fear of God .and love of onr fellow men, we engrave on those tablets something which will brighten for all eternity. Education then, we see, is the intellect intellectual - ual intellectual and moral lever of all mankind of all classes, conditions and color. No one reviewing the history of the past in the Southern States can fail to discover how woefully absent has been this great elevator of man. in hfs moral, intel intellectual, - lectual, intellectual, social and political condition. Without attempting to recite the causes so well known which have led to the alarming state of ignorance which blights tne South of to-day as much as slavery, its author, did so years past, I will attempt to state the reasons why this condition should no longer be allowed to exist. First, be because - cause because such a large proportion of igno ignorance - rance ignorance in the South as the late census shows, is a standing menace to the har harmony - mony harmony of the several States, as regard regarding - ing regarding their composite races and the pros prosperity - perity prosperity of the Union. It is a corroding element in the vitals of the Union, as seen in the discord of the white and' black races in the Sbnth socially wnA politically. It is the root of all the evil we at present endure in the South in the shape of Ku-Klux Klans, ballot ballotbox - box ballotbox stuffing and fraudulent and uncon unconstitutional - stitutional unconstitutional election laws, under the specious guise of "good honest govern government" - ment" government" (?)

But I cannot forget that poverty is not the only hindrance to the advance advancement - ment advancement of the education of the colored citizen in the South. There is a far stronger reason. It is the disposition among some of the whites to keep the Negro in total ignorance that they might control him politically the more easily, and among others to give him a partial education, sufficient only to fit him for the ordinary positions of life, which they deem him designed for; and among others still, the opinion is en entertained - tertained entertained that he is mentally incapable of receiving intellectual development. These conflicting forces, all working at the same time, have had much to do with retarding the progress of educa education - tion education among the colored citizen in the South. Some people ask how' is it that so much money has been spent in the South with so little result. I answer because the money has been gen generally - erally generally misspent. Many Northern white teachers who have come among thp colored people of the South to teach them, have done so in earnest and good faith, and because they desired'to see the advancement of the Negro; oth others - ers others have taken the opposite course - coursethey they coursethey have taught as a means of earning a livelihood only. They measured then thenwork - work thenwork by the number of dollars they re received.* - ceived.* received.* The Negro has also to with withstand - stand withstand being frequently taught by the Southern white teacher, whose earliest education was at variance with Negro advancement in learning. He doles out education to the Negro to fit him to Be an intelligent laborer; the situation best adapted for his wants. Thus we see that if there are to be any new steps taken in the education of the Negro the South, a different method of teach teaching - ing teaching and different teachers must be had. I recognize that the Southern govern governments - ments governments have of late showed a decided zeal and interest in the education of the colored citizen, but I also recognize that there are elements at work wuthin these States to thwart the efforts of the States.

Let me illustrate this by my own State, with which I am more acquaint acquainted - ed acquainted than any other, but which is a fair example of the sister States in the South as regards the consequences of the illiteracy of the masses. Prof. Dart, a prominent public educator in Soath Carolina, says: "The school pop population - ulation population is 281,664 children: of this num number - ber number 180.475, according to the United States census of 1880, are colored, and only 183,458 attended the public schools that year, leaving 157,206 who did not attend school. Not more than 23,206 attended private schools and academies. Of the total balance, 125,000, who . re received - ceived received no educational training, 75,000 were colored children. The general school fund in 1880 was 8452,965.44." The average school term," continues Prof. Daft, "was 3} months. Had all the children attended school the term w-ould have been less than two months after deducting neces necessary - sary necessary expenses." Mr. Harrison Logan, in an essay delivered before the South Carolina Teacher's Association, as ap appears - pears appears in its printed minutes of 1883, enters into detail upon this subject. He says that the census of 1880 shows the number of colored inhabitants of the State to be 604,332; white, 391,105; Indians, 131; Cninese, 9; making a total population of 995,577. Whole number of colored persons 10 years of age and upwards in the State, 394,750; whole number of white persons 10 years of age and upwards in the State, 272,706; total population 10 years of age and upwards, 667,456. Total number of illiterate colored persons 10 years of age and upwards is 310,071; total num number - ber number of illiterate white persons 10 years of age and upwards, 59.787; making a total of 369,848 illiterate persons of 10 years of age and upwards in the State, and Mr. Logan pathetically closes that "Alas! 'tis true 'tis pity 'tis 'tis true." Does not this show how it is South Carolina is politically as she is, and now my dear fellow citizens, is not this an alarming recital of ignor ignorance - ance ignorance in one State?

Then it was that the hitherto haughty Creoles earnestly appealed to the slaves to aid them in their struggle for civil and religious liberty, and tne result of that appeal was simply appalling. The slaves seemed to awake as from an om ominous - inous ominous dream, and sword, ax or clubs in hand, rushed forth demanding their rights, which were, of course, indignant indignantly - ly indignantly refused. Then the long-oppressed beings became perfect maniacs in the Imrsuit of that freedom for which they >od so long pined, so long panted. Such indeed was their fury that in only eight days from the commencement the storm of deadly conflict had swept over the entire island. The splendid villas, the rich factories, the imposing public buildings with every inflammable ele element - ment element yielded to the irresistible fury of the devouring flames. Such were the feelings and actions ci a people whoso ancestors had been ruthlessly torn from their native land and bartered away for gold in the slave-shambles of Ste. Domingo. And now the planters found they had raised a storm they could not con control. - trol. control. Still thev endeavored to terrify and convince the slaves that they could never secure their freedom, and every' slave taken with arras upon him was murdered on the spot, until thousands had paid of their lives. The struggle was watched with intense interest by the friends of the slave in Europe, and all that seemed wanting to insure final success was a black chief, equal to the emergency, for the want of such a lead leader - er leader the now well-disciplined planters be began - gan began to gain upon the blacks and had already won several battles. The blacks began to lose ground and were on the eve of retreating before the planters, when, in the very midst of this despairing prospect, Toussaint L'Ouverture Appeared. (to be continued. )

PIANOS. GEO. HAXX'S Great Western Depot 38 Public Sq., CLEVELAND, 0., FOK THE SALE OF PIANOSIORGANS exclusively. This institution was started thirty-three years ago with the avowed purpose of furnishing good reliable instruments at reasonable prices to the people, of whatever name, nation or .color, and howeverdistant from the city. Thou Thousands - sands Thousands of instrumentshave been ordered and sent to parties who never saw them Until they were delivered at their doors, a large propor proportion - tion proportion of which were paid for in advance, and the parties have, without exception, been perfectly satisfied with their purchase. A great deal of needless concern. worry and expense might be avoided in the purchase of pimps and organs, if people would apply to old reHable established bouses, leaving the matter to them, with a guarantee, etc., instead of listening to the use useless - less useless talk of irresponsible agentsand dealers who have but little reputation to suffer if they deceive you , For an age in the life of man our business has ixeen conducted on a strictly uniform basis of fair dealing, always giving faithful repre representations - sentations representations of our instruments, with written guarantees when desired. We have now no traveling agents, having of late adopted the policy of filling orders and selling direct to the consumer, thereby saving commissions and expenses which before fell upon those who buy to use Partita however distant from here in want of pianos or organs, who will write us, may rely upon faithful representatiou*. in every particular relative to makes, etc. Please be free to write. HAUL. September 30,1883.

On the reception of these tidings the Creoles at once dispatched one of their number to Paris to lay their claims to equal rights before the Constitutional Assembly. Vincent Oge, their accred accredited - ited accredited envoy, was gladly received and welcomed at Paris by Lafayette, Bris Brissot, - sot, Brissot, Barnave, and Gregoire. He was admitted to a seat in that imposing as assembly, - sembly, assembly, where he eloquently portrayed the wrongs of his brethren, whose claims he urged in glowing accents, and in a burst of his native pathos, he exclaimed: "If full, free and entire equal rights be denied 113 here, nous avons un re-sort dernierre acela, nous serrous appel," (we have but one last resort, ana to this we will appeal.) At this burst of eloquence the Deputy Bar Barnave - nave Barnave sprang to his feet, stamped upon the tassalated floor, and cried in tones such as none but he could utter: "Perish the Colonies, rather than the principles of Liberty be tarnished! Perish every Colonial planter, rather than a child of France be wronged!" The assembly, as one man sprang to its feet, the Utmost excitement and disorder for a while pre prevailed, - vailed, prevailed, but before being re-seated a de decree - cree decree was passed granting the full de demands - mands demands of tne Creoles, and the intrepid Vincent Oge returned in triumph, bear bearing - ing bearing the precious boon to his waiting brethren.

making its laws and in discharging the functions of Government through the various offices he held; but in this condition and for these high respon responsibilities - sibilities responsibilities he was not generally pre prepared. - pared. prepared. He became the dupe of designing politicians and demagogues, andl the Southern slaveholder soon saw it did not remedy the evil by killing the Ne Negro, - gro, Negro, nor burning the school-house. There has been for the past ten years a slow but steady adherence to the prin principles - ciples principles of universal education; but nev nevertheless, - ertheless, nevertheless, as I have shown, a large pro proportion - portion proportion of ignorance yet remains in the South to-day, and why? First, be because - cause because the Southern States are unable to meet the demands for the education of all their citizens. The war undoubt undoubtedly - edly undoubtedly devastated the South; her waste places are still to be seen. She has no surplus of capital. This is the chief reason why education is at so low an ebb in the Southern States. This in a measure accounts for the poor school houses, and for the inadequacy of com competent - petent competent teachers. I speak now chiefly of schools for the colored citizen. Until recently, in South Carolina, Normal Schools tor training the colored citi citizens - zens citizens to become teachers were unknown.