Martin Luther King Jr. Day Anthology, - [best novels for beginners .txt] 📗

easier one in one respect, even if it proves more difficult in others. It will be less difficult, because there is the absence of that higher degree of race feeling which exists in many parts of the United States. Both the white Cuban and the white Spaniard have treated the people of African descent, in civil, political, military, and business matters, very much as they have treated others of their own race. Oppression has not cowed and unmanned the Cuban negro in certain respects as it has the American negro.

 

In only a few instances is the color-line drawn. How Americans will treat the negro Cuban, and what will be the tendency of American influences in the matter of the relation of the races, remains an interesting and open question. Certainly it will place this country in an awkward position to have gone to war to free a people from Spanish cruelty, and then as soon as it gets them within its power to treat a large proportion of the population worse than did even Spain herself, simply on account of color.

 

While in the matter of the relation of the races the problem before us in the West Indies is easier, in respect to the industrial, moral, and religious sides it is more difficult. The negroes on these islands are largely an agricultural people, and for this reason, in addition to a higher degree of mental and religious training, they need the same agricultural, mechanical, and domestic training that is fast helping the negroes in our Southern States. Industrial training will not only help them to the ownership of property, habits of thrift and economy, but the acquiring of these elements of strength will go further than anything else in improving the moral and religious condition of the masses, just as has been and is true of my people in the Southern States.

 

With the idea of getting the methods of industrial education pursued at Hampton and Tuskegee permanently and rightly started in Cuba and Porto Rico, a few of the most promising men and women from these islands have been brought to the Tuskegee Normal and Industrial Institute, and educated with the view of having them return and take the lead in affording industrial training on these islands, where the training can best be given to the masses.

 

The emphasis that I have placed upon an industrial education does not mean that the negro is to be excluded from the higher interests of life, but it does mean that in proportion as the negro gets the foundation,—the useful before the ornamental,—in the same proportion will he accelerate his progress in acquiring those elements which do not pertain so directly to the utilitarian.

 

Phillips Brooks once said, “One generation gathers the material, and the next builds the palaces.” Very largely this must be the material-gathering generation of black people, but in due time the palaces will come if we are patient.

THE MARCH OF PROGRESS

by Charles W. Chesnutt

 

The colored people of Patesville had at length gained the object they had for a long time been seeking—the appointment of a committee of themselves to manage the colored schools of the town.

They had argued, with some show of reason, that they were most interested in the education of their own children, and in a position to know, better than any committee of white men could, what was best for their children’s needs. The appointments had been made by the county commissioners during the latter part of the summer, and a week later a meeting was called for the purpose of electing a teacher to take charge of the grammar school at the beginning of the fall term.

 

The committee consisted of Frank Gillespie, or “Glaspy,” a barber, who took an active part in local politics; Bob Cotten, a blacksmith, who owned several houses and was looked upon as a substantial citizen; and Abe Johnson, commonly called “Ole Abe” or “Uncle Abe,” who had a large family, and drove a dray, and did odd jobs of hauling; he was also a class-leader in the Methodist church. The committee had been chosen from among a number of candidates—Gillespie on account of his political standing, Cotten as representing the solid element of the colored population, and Old Abe, with democratic impartiality, as likely to satisfy the humbler class of a humble people. While the choice had not pleased everybody,—for instance, some of the other applicants,—

it was acquiesced in with general satisfaction. The first meeting of the new committee was of great public interest, partly by reason of its novelty, but chiefly because there were two candidates for the position of teacher of the grammar school.

 

The former teacher, Miss Henrietta Noble, had applied for the school. She had taught the colored children of Patesville for fifteen years. When the Freedmen’s Bureau, after the military occupation of North Carolina, had called for volunteers to teach the children of the freedmen, Henrietta Nobel had offered her services. Brought up in a New England household by parents who taught her to fear God and love her fellow-men, she had seen her father’s body brought home from a Southern battlefield and laid to rest in the village cemetery; and a short six months later she had buried her mother by his side. Henrietta had no brothers or sisters, and her nearest relatives were cousins living in the far West. The only human being in whom she felt any special personal interest was a certain captain in her father’s regiment, who had paid her some attention. She had loved this man deeply, in a maidenly, modest way; but he had gone away without speaking, and had not since written. He had escaped the fate of many others, and at the close of the war was alive and well, stationed in some Southern garrison.

 

When her mother died, Henrietta had found herself possessed only of the house where she lived and the furniture it contained, neither being of much value, and she was thrown upon her own resources for a livelihood. She had a fair education and had read many good books. It was not easy to find employment such as she desired. She wrote to her Western cousins, and they advised her to come to them, as they thought they could do something for her if she were there. She had almost decided to accept their offer, when the demand arose for teachers in the South. Whether impelled by some strain of adventurous blood from a Pilgrim ancestry, or by a sensitive pride that shrank from dependence, or by some dim and unacknowledged hope that she might sometime, somewhere, somehow meet Captain Carey—whether from one of these motives or a combination of them all, joined to something of the missionary spirit, she decided to go South, and wrote to her cousins declining their friendly offer.

 

She had come to Patesville when the children were mostly a mob of dirty little beggars. She had distributed among them the cast-off clothing that came from their friends in the North; she had taught them to wash their faces and to comb their hair; and patiently, year after year, she had labored to instruct them in the rudiments of learning and the first principles of religion and morality. And she had not wrought in vain. Other agencies, it is true, had in time cooperated with her efforts, but any one who had watched the current of events must have been compelled to admit that the very fair progress of the colored people of Patesville in the fifteen years following emancipation had been due chiefly to the unselfish labors of Henrietta Noble, and that her nature did not belie her name.

 

Fifteen years is a long time. Miss Noble had never met Captain Carey; and when she learned later that he had married a Southern girl in the neighborhood of his post, she had shed her tears in secret and banished his image from her heart. She had lived a lonely life. The white people of the town, though they learned in time to respect her and to value her work, had never recognized her existence by more than the mere external courtesy shown by any community to one who lives in the midst of it. The situation was at first, of course, so strained that she did not expect sympathy from the white people; and later, when time had smoothed over some of the asperities of war, her work had so engaged her that she had not had time to pine over her social exclusion. Once or twice nature had asserted itself, and she had longed for her own kind, and had visited her New England home. But her circle of friends was broken up, and she did not find much pleasure in boarding-house life; and on her last visit to the North but one, she had felt so lonely that she had longed for the dark faces of her pupils, and had welcomed with pleasure the hour when her task should be resumed.

 

But for several reasons the school at Patesville was of more importance to Miss Noble at this particular time than it ever had been before. During the last few years her health had not been good. An affection of the heart similar to that from which her mother had died, while not interfering perceptibly with her work, had grown from bad to worse, aggravated by close application to her duties, until it had caused her grave alarm. She did not have perfect confidence in the skill of the Patesville physicians, and to obtain the best medical advice had gone to New York during the summer, remaining there a month under the treatment of an eminent specialist. This, of course, had been expensive and had absorbed the savings of years from a small salary; and when the time came for her to return to Patesville, she was reduced, after paying her traveling expenses, to her last ten-dollar note.

 

“It is very fortunate,” the great man had said at her last visit, “that circumstances permit you to live in the South, for I am afraid you could not endure a Northern winter. You are getting along very well now, and if you will take care of yourself and avoid excitement, you will be better.” He said to himself as she went away: “It’s only a matter of time, but that is true about us all; and a wise physician does as much good by what he withholds as by what he tells.”

 

Miss Noble had not anticipated any trouble about the school. When she went away the same committee of white men was in charge that had controlled the school since it had become part of the public-school system of the State on the withdrawal of support from the Freedmen’s Bureau. While there had been no formal engagement made for the next year, when she had last seen the chairman before she went away, he had remarked that she was looking rather fagged out, had bidden her good-by, and had hoped to see her much improved when she returned. She had left her house in the care of the colored woman who lived with her and did her housework, assuming, of course, that she would take up her work again in the autumn.

 

She was much surprised at first, and later alarmed, to find a rival for her position as teacher of the grammar school. Many of her friends and pupils had called on her since her return, and she had met a number of the people at the colored Methodist church, where she taught in the Sunday-school. She had many friends and supporters, but she soon found out that her opponent had considerable strength. There had been a time when she would have withdrawn and left him a clear field,