Darkwater Part 16

Rather the hint here and there of color discrimination in England aroused in him deeper and more poignant sympathy with his people throughout the world. He was one with that great company of mixed-blooded men: Pushkin and Dumas, Hamilton and Dougla.s.s, Browning and many others; but he more than most of these men knew the call of the blood when it came and listened and answered. He came to America with strange enthusiasm. He took with quite simple and unconscious grace the conventional congratulations of the musical world. He was used to that.

But to his own people--to the sad sweetness of their voices, their inborn sense of music, their broken, half-articulate voices,--he leapt with new enthusiasm. From the fainter shadowings of his own life, he sensed instinctively the vaster tragedy of theirs. His soul yearned to give voice and being to this human thing. He early turned to the sorrow songs. He sat at the faltering feet of Paul Laurence Dunbar and he asked (as we sadly shook our heads) for some masterpiece of this world-tragedy that his soul could set to music. And then, so characteristically, he rushed back to England, composed a half-dozen exquisite harmonies haunted by slave-songs, led the Welsh in their singing, listened to the Scotch, ordered great music festivals in all England, wrote for Beerbohm Tree, took on another music professorship, promised a trip to Germany, and at last, staggering home one night, on his way to his wife and little boy and girl, fell in his tracks and in four days was dead, at the age of thirty-seven. They say that in his death-throe he arose and facing some great, ghostly choir raised his last baton, while all around the ma.s.sive silence rang with the last mist-music of his dying ears.

He was buried from St. Michael's on September 5, 1912, with the acclaim of kings and music masters and little children and to the majestic melody of his own music. The tributes that followed him to his grave were unusually hearty and sincere. The head of the Royal College calls the first production of "Hiawatha" one of the most remarkable events in modern English musical history and the trilogy one of the most universally-beloved works of modern English music. One critic calls Taylor's a name "which with that of Elgar represented the nation's most individual output" and calls his "Atonement" "perhaps the finest pa.s.sion music of modern times." Another critic speaks of his originality: "Though surrounded by the influences that are at work in Europe today, he retained his individuality to the end, developing his style, however, and evincing new ideas in each succeeding work. His untimely death at the age of thirty-seven, a short life--like those of Schubert, Mendelssohn, Chopin, and Hugo Wolf--has robbed the world of one of its n.o.blest singers, one of those few men of modern times who found expression in the language of musical song, a lyricist of power and worth."

But the tributes did not rest with the artist; with peculiar unanimity they sought his "sterling character," "the good husband and father," the "staunch and loyal friend." And perhaps I cannot better end these hesitating words than with that tribute from one who called this master, friend, and whose lament cried in the night with more of depth and pa.s.sion than Alfred Noyes is wont in his self-repression to voice:

"Through him, his race, a moment, lifted up Forests of hands to beauty, as in prayer, Touched through his lips the sacramental cup And then sank back, benumbed in our bleak air."

Yet, consider: to many millions of people this man was all wrong.

_First_, he ought never to have been born, for he was the mulatto son of a white woman. _Secondly_, he should never have been educated as a musician,--he should have been trained, for his "place" in the world and to make him satisfied therewith. _Thirdly_, he should not have married the woman he loved and who loved him, for she was white and the niece of an Oxford professor. _Fourthly_, the children of such a union--but why proceed? You know it all by heart.

If he had been black, like Paul Laurence Dunbar, would the argument have been different? No. He should never have been born, for he is a "problem." He should never be educated, for he cannot be educated. He should never marry, for that means children and there is no place for black children in this world.

In the treatment of the child the world foreshadows its own future and faith. All words and all thinking lead to the child,--to that vast immortality and the wide sweep of infinite possibility which the child represents. Such thought as this it was that made the Master say of old as He saw baby faces:

"And whosoever shall offend one of these little ones, it is better for him that a millstone were hanged about his neck and he were cast into the sea."

And yet the mothers and fathers and the men and women of my race must often pause and ask: Is it worth while? Ought children be born to us?

Have we any right to make human souls face what we face today? The answer is clear: If the great battle of human right against poverty, against disease, against color prejudice is to be won, it must be won, not in our day, but in the day of our children's children. Ours is the blood and dust of battle; theirs the rewards of victory. If, then, they are not there because we have not brought them into the world, we have been the guiltiest factor in conquering ourselves. It is our duty, then, to accomplish the immortality of black blood, in order that the day may come in this dark world when poverty shall be abolished, privilege be based on individual desert, and the color of a man's skin be no bar to the outlook of his soul.

If it is our duty as honest colored men and women, battling for a great principle, to bring not aimless rafts of children to the world, but as many as, with reasonable sacrifice, we can train to largest manhood, what in its inner essence shall that training be, particularly in its beginning?

The first temptation is to shield the child,--to hedge it about that it may not know and will not dream of the color line. Then when we can no longer wholly shield, to indulge and pamper and coddle, as though in this dumb way to compensate. From this att.i.tude comes the mult.i.tude of our spoiled, wayward, disappointed children. And must we not blame ourselves? For while the motive was pure and the outer menace undoubted, is shielding and indulgence the way to meet it?

Some Negro parents, realizing this, leave their children to sink or swim in this sea of race prejudice. They neither shield nor explain, but thrust them forth grimly into school or street and let them learn as they may from brutal fact. Out of this may come strength, poise, self-dependence, and out of it, too, may come bewilderment, cringing deception, and self-distrust. It is, all said, a brutal, unfair method, and in its way it is as bad as shielding and indulgence. Why not, rather, face the facts and tell the truth? Your child is wiser than you think.

The truth lies ever between extremes. It is wrong to introduce the child to race consciousness prematurely; it is dangerous to let that consciousness grow spontaneously without intelligent guidance. With every step of dawning intelligence, explanation--frank, free, guiding explanation--must come. The day will dawn when mother must explain gently but clearly why the little girls next door do not want to play with "n.i.g.g.e.rs"; what the real cause is of the teacher's unsympathetic att.i.tude; and how people may ride in the backs of street cars and the smoker end of trains and still be people, honest high-minded souls.

Remember, too, that in such frank explanation you are speaking in nine cases out of ten to a good deal clearer understanding than you think and that the child-mind has what your tired soul may have lost faith in,--the Power and the Glory.

Out of little, unspoiled souls rise up wonderful resources and healing balm. Once the colored child understands the white world's att.i.tude and the shameful wrong of it, you have furnished it with a great life motive,--a power and impulse toward good which is the mightiest thing man has. How many white folk would give their own souls if they might graft into their children's souls a great, moving, guiding ideal!

With this Power there comes, in the transfiguring soul of childhood, the Glory: the vision of accomplishment, the lofty ideal. Once let the strength of the motive work, and it becomes the life task of the parent to guide and to shape the ideal; to raise it from resentment and revenge to dignity and self-respect, to breadth and accomplishment, to human service; to beat back every thought of cringing and surrender.

Here, at last, we can speak with no hesitation, with no lack of faith.

For we know that as the world grows better there will be realized in our children's lives that for which we fight unfalteringly, but vainly now.

So much for the problem of the home and our own dark children. Now let us look beyond the pale upon the children of the wide world. What is the real lesson of the life of Coleridge-Taylor? It is this: humanly speaking it was sheer accident that this boy developed his genius. We have a right to a.s.sume that hundreds and thousands of boys and girls today are missing the chance of developing unusual talents because the chances have been against them; and that indeed the majority of the children of the world are not being systematically fitted for their life work and for life itself. Why?

Many seek the reason in the content of the school program. They feverishly argue the relative values of Greek, mathematics, and manual training, but fail with singular unanimity in pointing out the fundamental cause of our failure in human education: That failure is due to the fact that we aim not at the full development of the child, but that the world regards and always has regarded education first as a means of b.u.t.tressing the established order of things rather than improving it. And this is the real reason why strife, war, and revolution have marked the onward march of humanity instead of reason and sound reform. Instead of seeking to push the coming generation ahead of our pitiful accomplishment, we insist that it march behind. We say, morally, that high character is conformity to present public opinion; we say industrially that the present order is best and that children must be trained to perpetuate it.

But, it is objected, what else can we do? Can we teach Revolution to the inexperienced in hope that they may discern progress? No, but we may teach frankly that this world is not perfection, but development: that the object of education is manhood and womanhood, clear reason, individual talent and genius and the spirit of service and sacrifice, and not simply a frantic effort to avoid change in present inst.i.tutions; that industry is for man and not man for industry and that while we must have workers to work, the prime object of our training is not the work but the worker--not the maintenance of present industrial caste but the development of human intelligence by which drudgery may be lessened and beauty widened.

Back of our present educational system is the philosophy that sneers at the foolish Fathers who believed it self-evident, "that all men were created free and equal." Surely the overwhelming evidence is today that men are slaves and unequal. But is it not education that is the creator of this freedom and equality? Most men today cannot conceive of a freedom that does not involve somebody's slavery. They do not want equality because the thrill of their happiness comes from having things that others have not. But may not human education fix the fine ideal of an equal maximum of freedom for every human soul combined with that minimum of slavery for each soul which the inexorable physical facts of the world impose--rather than complete freedom for some and complete slavery for others; and, again, is not the equality toward which the world moves an equality of honor in the a.s.signed human task itself rather than equal facility in doing different tasks? Human equality is not lack of difference, nor do the infinite human differences argue relative superiority and inferiority. And, again, how new an aspect human differences may a.s.sume when all men are educated. Today we think of apes, semi-apes, and human beings; tomorrow we may think of Keir Hardies, Roosevelts, and Beethovens--not equals but men. Today we are forcing men into educational slavery in order that others may enjoy life, and excuse ourselves by saying that the world's work must be done.

We are degrading some sorts of work by honoring others, and then expressing surprise that most people object to having their children trained solely to take up their father's tasks.

Given as the ideal the utmost possible freedom for every human soul, with slavery for none, and equal honor for all necessary human tasks, then our problem of education is greatly simplified: we aim to develop human souls; to make all intelligent; to discover special talents and genius. With this course of training beginning in early childhood and never ceasing must go the technical training for the present world's work according to carefully studied individual gifts and wishes.

On the other hand, if we arrange our system of education to develop workmen who will not strike and Negroes satisfied with their present place in the world, we have set ourselves a baffling task. We find ourselves compelled to keep the ma.s.ses ignorant and to curb our own thought and expression so as not to inflame the ignorant. We force moderate reformers and men with new and valuable ideas to become red radicals and revolutionists, since that happens to be the only way to make the world listen to reason. Consider our race problem in the South: the South has invested in Negro ignorance; some Northerners proposed limited education, not, they explained, to better the Negro, but merely to make the investment more profitable to the present beneficiaries.

They thus gained wide Southern support for schools like Hampton and Tuskegee. But could this program be expected long to satisfy colored folk? And was this shifty dodging of the real issue the wisest statesmanship? No! The real question in the South is the question of the permanency of present color caste. The problem, then, of the formal training of our colored children has been strangely complicated by the strong feeling of certain persons as to their future in America and the world. And the reaction toward this caste education has strengthened the idea of caste education throughout the world.

Let us then return to fundamental ideals. Children must be trained in a knowledge of what the world is and what it knows and how it does its daily work. These things cannot be separated: we cannot teach pure knowledge apart from actual facts, or separate truth from the human mind. Above all we must not forget that the object of all education is the child itself and not what it does or makes.

It is here that a great movement in America has grievously sinned against the light. There has arisen among us a movement to make the Public School primarily the hand-maiden of production. America is conceived of as existing for the sake of its mines, fields and factories, and not those factories, fields and mines as existing for America. Consequently, the public schools are for training the ma.s.s of men as servants and laborers and mechanics to increase the land's industrial efficiency.

Those who oppose this program, especially if they are black, are accused of despising common toil and humble service. In fact, we Negroes are but facing in our own children a world problem: how can we, while maintaining a proper output of goods and furnishing needed services, increase the knowledge of experience of common men and conserve genius for the common weal? Without wider, deeper intelligence among the ma.s.ses Democracy cannot accomplish its greater ends. Without a more careful conservation of human ability and talent the world cannot secure the services which its greater needs call for. Yet today who goes to college, the Talented or the Rich? Who goes to high school, the Bright or the Well-to-Do? Who does the physical work of the world, those whose muscles need the exercise or those whose souls and minds are stupefied with manual toil? How is the drudgery of the world distributed, by thoughtful justice or the lash of Slavery?

We cannot base the education of future citizens on the present inexcusable inequality of wealth nor on physical differences of race. We must seek not to make men carpenters but to make carpenters men.

Colored Americans must then with deep determination educate their children in the broadest, highest way. They must fill the colleges with the talented and fill the fields and shops with the intelligent. Wisdom is the princ.i.p.al thing. Therefore, get wisdom.

But why am I talking simply of "colored" children? Is not the problem of their education simply an intensification of the problem of educating all children? Look at our plight in the United States, nearly 150 years after the establishment of a government based on human intelligence.

If we take the figures of the Thirteenth Census, we find that there were five and one-half million illiterate Americans of whom 3,184,633 were white. Remembering that illiteracy is a crude and extreme test of ignorance, we may a.s.sume that there are in the United States ten million people over ten years of age who are too ignorant either to perform their civic duties or to teach industrial efficiency. Moreover, it does not seem that this illiteracy is disappearing rapidly.

For instance, nine percent of American children between ten and nineteen years of age cannot read and write. Moreover, there are millions of children who, judging by the figures for the school year 1909-10, are not going to learn to read and write, for of the Americans six to fourteen years of age there were 3,125,392 who were not in school a single day during that year. If we take the eleven million youths fifteen to twenty years of age for whom vocational training is particularly adapted, we find that nearly five per cent of these, or 448,414, are absolutely illiterate; it is not too much to a.s.sume that a million of them have not acquired enough of the ordinary tools of intelligence to make the most of efficient vocational training.

Confining ourselves to the white people, over fifteen per cent of the white children six to fourteen years of age, or 2,253,198, did not attend school during the school year 1909-10. Of the native white children of native parents ten to fourteen years of age nearly a tenth were not in school during that year; 121,878 native white children of native parents, fifteen to nineteen years of age, were illiterate.

If we continue our attention to the colored children, the case is, of course, much worse.

We cannot hope to make intelligent workmen and intelligent citizens of a group of people, over forty per cent of whose children six to fourteen years of age were not in school a single day during 1909-10; for the other sixty per cent the school term in the majority of cases was probably less than five months. Of the Negro children ten to fourteen years of age 18.9 per cent were illiterate; of those fifteen to nineteen years of age 20.3 per cent were illiterate; of those ten to fourteen years of age 31.4 per cent did not go to school a single day in 1909-10.

What is the trouble? It is simple. We are spending one dollar for education where we should spend ten dollars. If tomorrow we multiplied our effort to educate the next generation ten-fold, we should but begin our bounden duty. The heaven that lies about our infancy is but the ideals come true which every generation of children is capable of bringing; but we, selfish in our own ignorance and incapacity, are making of education a series of miserable compromises: How ignorant can we let a child grow to be in order to make him the best cotton mill operative? What is the least sum that will keep the average youth out of jail? How many months saved on a high school course will make the largest export of wheat?

If we realized that children are the future, that immortality is the present child, that no education which educates can possibly be too costly, then we know that the menace of Kaiserism which called for the expenditure of more than 332 thousand millions of dollars was not a whit more pressing than the menace of ignorance, and that no nation tomorrow will call itself civilized which does not give every single human being college and vocational training free and under the best teaching force procurable for love or money.

This world has never taken the education of children seriously. Misled by selfish dreamings of personal life forever, we have neglected the true and practical immortality through the endless life of children's children. Seeking counsels of our own souls' perfection, we have despised and rejected the possible increasing perfection of unending generations. Or if we are thrown back in pessimistic despair from making living folk decent, we leap to idle speculations of a thousand years hereafter instead of working steadily and persistently for the next generation.

All our problems center in the child. All our hopes, our dreams are for our children. Has our own life failed? Let its lesson save the children's lives from similar failure. Is democracy a failure? Train up citizens that will make it succeed. Is wealth too crude, too foolish in form, and too easily stolen? Train up workers with honor and consciences and brains. Have we degraded service with menials? Abolish the mean spirit and implant sacrifice. Do we despise women? Train them as workers and thinkers and not as playthings, lest future generations ape our worst mistake. Do we despise darker races? Teach the children its fatal cost in spiritual degradation and murder, teach them that to hate "n.i.g.g.e.rs" or "c.h.i.n.ks" is to crucify souls like their own. Is there anything we would accomplish with human beings? Do it with the immortal child, with a stretch of endless time for doing it and with infinite possibilities to work on.

Is this our att.i.tude toward education? It is not--neither in England nor America--in France nor Germany--with black nor white nor yellow folk.

Education to the modern world is a burden which we are driven to carry.

We shirk and complain. We do just as little as possible and only threat or catastrophe induces us to do more than a minimum. If the ignorant ma.s.s, panting to know, revolts, we dole them gingerly enough knowledge to pacify them temporarily. If, as in the Great War, we discover soldiers too ignorant to use our machines of murder and destruction, we train them--to use machines of murder and destruction. If mounting wealth calls for intelligent workmen, we rush tumultuously to train workers--in order to increase our wealth. But of great, broad plans to train all men for all things--to make a universe intelligent, busy, good, creative and beautiful--where in this wide world is such an educational program? To announce it is to invite gasps or Brobdingnagian laughter. It cannot be done. It will cost too much.

What has been done with man can be done with men, if the world tries long enough and hard enough. And as to the cost--all the wealth of the world, save that necessary for sheer decent existence and for the maintenance of past civilization, is, and of right ought to be, the property of the children for their education.

I mean it. In one year, 1917, we spent $96,700,000,000 for war. We blew it away to murder, maim, and destroy! Why? Because the blind, brutal crime of powerful and selfish interests made this path through h.e.l.l the only visible way to heaven. We did it. We had to do it, and we are glad the putrid horror is over. But, now, are we prepared to spend less to make a world in which the resurgence of such devilish power will be impossible?

Do we really want war to cease?

Then educate the children of this generation at a cost no whit less and if necessary a hundred times as great as the cost of the Great War.

Last year, 1917, education cost us $915,000,000.

Next year it ought to cost us at least two thousand million dollars. We should spend enough money to hire the best teaching force possible--the best organizing and directing ability in the land, even if we have to strip the railroads and meat trust. We should dot city and country with the most efficient, sanitary, and beautiful school-houses the world knows and we should give every American child common school, high school, and college training and then vocational guidance in earning a living.