KELLY MILLER'S MONOGRAPHIC MAGAZINE a m a is NO. 1 "Education for Manhood" BY Prof. KELLY MILLER A. M. LL. D. a ■ a a Published, say, once a month, by Kelly Miller, Washington, D.C. Single Copy 10c $1 A Book You Must Have. The most important document growing- out of the fiftieth anniver¬ sary of the Emancipation Proclamation. The September issue of the Annals of the Academy of Political and Social Sciences. "The Negro's Progress in Fifty Years." CONTENTS: PART I. STATISTICAL. Negro Population in the United States. Thomas Jesse Jones, Ph. D., Bureau of Education, Washington, D. C. PART II. BUSINESS ACTIVITIES AND LABOR CONDITIONS. Professional and Skilled Occupations. Kelly Miller, LL-D., Dean, Howard Uni¬ versity, Washington, D. C. Unskilled Labor Conditions. R. R. Wright, Jr., A. M. E. Book Con¬ cern, Philadelphia, Pa. Development in the Tidewater Counties of Virginia. T. C. Walker, Gloucester Courthouse, Va. The Negro and the Immigrant in the Two Americas. James B. Clarke, New York. The Tenant System and Some Changes Since the Emancipation. Thomas J. Edwards, Dadeville, Ala. PART III. SOCIAL CONDITIONS AND PROBLEMS. Work of the Commission of Southern Univer¬ sities on the Race Question. Charles Hillman Brough, Ph. D., Professor of Economics and Sociology, University of Arkansas. Fifty Years of Freedom: Conditions in the Seacoast Regions. Niels Christensen, Editor and Proprietor "The Beaufort Gazette," Beaufort, S. C. Fifty Years of Negro Public Health. S. B. Jones, M. D., Resident Physician Agricultural and Mechanical College, Greensboro, N. C. Conditions Among Negroes in the Cities. George Edmund Haynes, Ph. D., Director, National League on Urban Conditions Among Negroes. The Movement for the Betterment of the Negro in Philadelphia. John T. Emlen, Secretary and Treasurer of the Armstrong Association of Phila¬ delphia, Pa. Problems of Citizenship. Ray Stannard Baker, Amherst, Mass. Negro Criminality in the South. Monroe N. Work, Tuskegee Normal and Industrial Institute. Churches and Religious Conditions. J. J. Watson, Ph. D., Mercer University, Macon, Ga. The White Man's Debt to the Negro. Mrs. J. D. Hammond, Paine College, Au¬ gusta, Ga. Negro Home Life and Standards of Living. Robert E. Park, Woliaston, Mass. Relations of White and Black in the South. W. D. Weatherford, Ph. D., Nashville, Tenn. The Work of the Jeanes and Slater Funds. B. C. Caldwell, The John F. Slater Fund, New York. Negro Organizations. B. F. Lee, Jr., Field Secretary, Arm¬ strong Association of Philadelphia, Pa. PART IV. EDUCATIONAL PROGRESS AND NEED. Illiteracy in the United States. J. P. Lichtenberger, Ph.D., Assistant Pro¬ fessor of Sociology, University of Penn¬ sylvania. Higher Education of Negroes in the United States. Edward T. Ware, Ph. D., President, At¬ lanta University, Atlanta, Ga. Negro Children in the Public Schools of Philadelphia. Howard W. Odum, University of Georgia, Athens, Ga. Industrial Education and the Public Schools. Booker T. Washington, LL. D., President, Tuskegee Normal and Industrial Institute. Negro Literature and Art. W. E. Burghardt Du Bois, New York. Cloth $1.00; Paper $1.50. Send order to Kelly Miller's Magazine, Howard University, Washington, D. C. Kelly Miller's Monographic Magazine Copyright, 1913, by Kelly Miller, Washington, D. C. Vol. I. APRIL—1913 No. 1 Published now and then by Kelly Miller, Washington, D. C. Each issue will contain a comprehensive essay on some phase of the race question In this issue "Education for Manhood" by Kelly Miller Agents wanted everywhere. Rates to agents 5 cents per copy on orders of 15 or more. Remittance invariably in advance. Send orders and communications to Kelly Miller's Magazine Washington, D. C. 1913 MURRAY BROS. PRINTING CO. INC. WASHINGTON,D. C. SALUTATORY ELLY MILLER'S MONOGRAPHIC MAGA- ZINE is something new in the line of Negro Literature and Journalism. It proposes to cover the entire range of the race problem by a series of comprehensive essays. In addition to contributions by the best known living authorities on the race issue, the Magazine will reprint the most notable contri¬ butions on the subject, now hopelessly scattered through news paper files, magazine articles and books, and make them easily available for the modern reader. In short, its aim is to bring together in succint form the best literature of the world bearing on the race problem. The Magazine will appear at least once a month, and will be a free, unconstrained forum for the frankest and fullest discussion of all sides and phases of the question. The following essays have been arranged for and will ap¬ pear in quick succession. 1. Education for Manhood 2. The Political Plight of the Negro 3. The Civil Disabilities of the Negroes 4. The New Emancipation 5. Fifty Years of Progress 6. Disfranchisement - 7. The Coming Race - 8. The Story of Nat Turner's Insurrection, J. W. Cromwel 9. A National Negro University - Kelly Miller 10. Some Serious Rh)rmes W. E. B. DuBois & Kelly Miller 11. Segregation - Kelly Miller 12. Some Book Reviews - - Kelly Miller Kelly Miller Kelly Miller Lord MacCaulay W. E. B. DuBois Kelly Miller A. H. Grimke Kelly Miller EDUCATION FOR MANHOOD by KELLY MILLER The well known and well worn maxim of the poet Lowell, "New occasions teach new duties, Time makes ancient good uncouth," expresses, with practical shrewdness, a transient phase rather than the permanent form of truth. Good in the positive, or even in the comparative degree, may, indeed, be limited by circumstances, time and place; but superlative good is of the nature and essence of things eternal. A shallow philosophy emphasizes the evanescent phase of things rather than their permanent and enduring quality. To the superficial observer, the world would seem to be one continuous panorama of eva¬ nescent issues. Practical wisdom would seem to be the only effective wisdom. Opportuneness seems to be the controlling virtue. The man who is wise in his day and generation must catch the manners living as they rise, or they will forever elude his grasp. The wisdom of one age becomes the folly of the next. The school boy of today laughs at the erudition of the ancient sage. The theories which passed as marvels of knowledge a generation ago ,are now regarded as curious sur¬ vivals of the intellectual dark ages. Celebrated works on science, philosophy and social polity which once held the world under the dominion of their dogma are now relegated to the moth and dust of oblivion. The path of progress is strewn with the derelict of discarded and discredited theories. The science of yesterday, today, is science but falsely so- called. "We call our fathers fools, so wise we grow, Our wiser sons, no doubt, will call us so." But a deeper philosophy gives a more comprehensive and far reaching vision. Essential truth transcends the mutation of time and the vicissitude of condition, and perdures from ever¬ lasting to everlasting. The waves of the sea may fluctuate with the shifting phases of the moon; the lunar orb herself may wax and wane in her periodic relations to earth, sun and stars; but our solar system sweeps on forever along its track- 4 Kelly Miller's Monographic Magazine less path through space. According to the laws of grammar, everlasting fact and unchangeable truth is not subject to syntactical variations, but is always expressed in the present tense and active voice. It is the voice of truth issuing eter¬ nally from the burning bush: "Before Abraham was, I am." The educational philosopher must have a clear understanding of the relative place and importance of things incidental and things essential, of things timely and things timeless, of things transient and things eternal. Education has two clearly differentiable functions, (i) to develop and perfect the human qualities of the individual, as a personality, and (2) to render him a willing and competent participant, as an instrumentality, in the federation of the world's work. The one inheres in the nature of man and is conditioned only by the innate economy of human nature; the other is responsive to contemporary social demands. The one is independent of time, place and circumstances; the other is adjustable to these variable elements. The one represents a pedagogical constant; the other presents the widest margin of variation. The one is generic in its embracement of all mankind; the other is specific in its application to the peculiar needs and requirements of each individual. Failure to grasp, with tight seizure, this dual aim of education leads to much confusion of thought and obfuscation of counsel in our peda¬ gogical discussions. In the lower orders of creation, the process, in both of its aspects, is all but spontaneous. The individual swiftly attains to the perfection of qualities, with little or no guidance and direction, and acquires the requisite experience and method, through the operation of instinct which instantaneously hands down to each, alike, the full patrimony of the race. With man, this must be accomplished by the slower and more un¬ certain processes of human pedagogy. Education is not an end in itself, but is conditioned upon the nature of man and upon his place in the social scheme; it is not an independent and self-contained entity, but is con¬ ductive to the fulfillment of ulterior aims. The pedagogical ideal and method will always, depend upon the queries — "What is the chief end of man?" and "What does society require of him?" Keu,y Miner's Monographic Magazine 5 Man as a Personality. The old idea of education derived its aim from the concep¬ tion of the origin and destiny of man. Under this conception, man was regarded as the son of heaven — a creature made a little lower than the angels, only that he might rise to the higher level by conscious effort. His present state and lot were regarded as a lapse from his pristine happiness, and his highest concern was to regain the blissful seat. Man was created in the image of God, Who breathed into his nostrils the breath of life, when he became a living soul. He was considered to be essentially a personality — a self-conscious, moral agent, who longed for the higher satisfaction of his nature, as the thirsty hart panteth for the water-brook. The highest concern of this school of pedagogy was to develop man as a rational being — a creature capable of thinking, hoping, loving, believing, craving, striving for higher things. Shakespeare has given us perhaps the clearest definition from this point of view: "What a piece of work is a man! How noble in reason! how infinite in faculty! In form and moving how express and admirable! In action how like an angel! In apprehension how like a God!" History, philosophy and theology agreed substantially to this definition of man as the crown and climax of creation. The old definition of education, namely, "The process of un¬ folding the seed of immortality which God has implanted in men," was perfectly consistent with this idea. However the form of statement might be modified or multiplied, this was the essential meaning which underlay them all. The programs and subject-matter of instruction were but incidental to this one controlling purpose. Books, libraries, laboratories, sched¬ ules, appliances, were but the scaffolding for the structure. Discipline, culture, knowledge exact or refined, belles-lettres, poetry, music, art, were all considered as incidental means of developing in man the higher appreciation of and reverence for himself as a conscious personality. Man as an Instrumentality. Under the dominion of the Darwinian theory, the present- day conception of man is that he represents the higher section 6 Kelly Miller's Monographic Magazine of biology, rather than the direct descendant of heaven. He is of the earth, earthy. In origin, development, purpose and destiny, he is subject to the same conditions as the beasts that perish. His fundamental concern, therefore, is to provide what he shall eat, what he shall drink, where withal shall he be clothed, and how he may derive creature comforts and temporary satisfaction as the days go by. Under modern requirements, the demands of living make such a heavy draft upon human faculties that political econ¬ omy, which Carlyle characterizes as a dismal science, is wont to embrace the entire sphere of social endeavor. The inven¬ tion of machinery lies at the basis of modern industrial meth¬ ods. The practical activities of the age are organized upon the basis of machinery in which the assembled parts co-oper¬ ate in the accomplishment of the required task. Transition from the hand process to the factory process was made in¬ evitable under the stimulus of inventive genius. The great industrial establishments of the modern world are as much a machine as a well-built watch, in which all parts are inci¬ dental and co-operant to a single end. The human element is placed on the same footing as mechanical attachments. The individual, -so far as he represents a conscious personality, is wholly submerged as a part of the machine to which he is attached. The contractor advertises for so many "hands," because the hand is the only part of the individual called into requisition to accomplish the desired task. No demand is made upon the higher powers and faculties, and therefore they are wholly ignored in the designation. The term "type¬ writer" meiins either the machine which makes the impres¬ sion upon paper, or the young woman who operates it. They are both considered as mere parts of the apparatus which transmits the author's thought to paper without modifying it. It is entirely conceivable that in the process of invention, the human element in this pyscho-physical process, may be wholly eliminated. The stenographer, the telegraph operator, the printer, the messenger, merely serve as mechanical medi- aries, or pure instrumentalities in the process of transmission of intelligence. The engineer, the brakeman, the motorman, the chauffeur, take their designation from their mechanical function. When we fly through the air on the limited express at the rate of sixty miles an hour, the engineer and the engine Kelly Miller's Monographic Magazine 7 are alike but parts of the process of transportation. The "hello girl" who sits all day as part of the machinery of trans¬ mission of the human voice is but an attachment of the tele¬ phonic mechanism. Indeed, inventive genius has made the connective process automatic, so that the human element is no longer an indispensability. We need not, therefore, be surprised at the long standing fued between man and the machine. The working world has always opposed the inven¬ tion of new machinery on the ground that it displaced the human element by mere mechanism. Man is justly jealous of his human prerogative. In the mere pronunciation of such words as "fireman," "salesman," "plowman," "workman," the penultimate accent plainly shows that the function, and not the performer, receives the stress of emphasis and considera¬ tion. Man thus becomes a mere tool, or implement, in the process of industrial advance. Human instrumentality is necessary to carry on the process of the world's work. Agri¬ culture, the mechanical activities, manufacture, trade and transportation must be carried on through such agency or the social fabric must fail. If, then, the exploitation of this side of man must continue for all time to come, it is simply a mat¬ ter of prudence to provide that he Should be made proficient as an instrument in the performance of this mechanical mis¬ sion. Herein consists the basis and justification of the modern claim for industrial education. If man is, and of necessity must be, utilized as an instrumentality in the production and distribution of wealth, then it is easy to conclude that he should be trained to the highest degree of efficiency in the accomplishment of such tasks. Industrial education and oc¬ cupational training are hereby justified and made inevitable. The captains of industry must be greatly concerned in the perfecting of the tools, animate or inanimate, that contribute to the efficient operation of their projects. The invention of a safety device or economic contrivance adds not so much to the efficiency of operation as improvement of their work¬ men as human instruments. As corporations have no souls, they can have little regard for the higher personality of their work people. They can utilize only perfected instrumentali¬ ties. While it is true that life is more than meat, yet man must devote a large part of his powers to the procurement of meat; not for meat's sake, but in order that he might, through 8 KeIv^y Miu^r's Monographic Magazine meat, attain to a larger life. If meat and raiment were the end and aim of life, then man would needs be limited to an instrumentality to procure these things. The old idea that man was a personality pure and simple, disregarded almost wholly his incidental function as an instru¬ mentality. In fact, man is of a twofold nature. He is both instrumentality and personality. The two functions inhere in every human creature. Each represents complementary factors of a full development. The old idea, in order to es¬ cape the illogicality of its own philosophy, made of some men, the favored few, pure personalities; while the great bulk of mankind was worked to the lower level of beasts of burden, and was thus excluded from the highest sphere of human consideration. History in its records, even down to compara¬ tively recent times, is concerned mainly with the deeds and doings of kings and noblemen, with persons of position and power and prestige. The people, in mass, had no voice or part in the process except as instruments to be utilized and exploited by the lordly pretentions of the higher class. There is a constant duel between the process of machinery and the spirit of democracy — the one tending to subordinate the human element to the mechanical process; the other in¬ sisting upon the higher rights and powers of man. Democ¬ racy banishes distinction between classes, and gives all men the same right to develop and exploit the higher powers and susceptibilities with which they may be endowed. Our edu¬ cational system today is between the upper and nether stress of these conflicting influences. If we keep clearly in mind the twofold development of man as an instrumentality and as a personality, we shall thereby get a clear understanding of the relative place and importance of the so-called practical and liberal education. The essential, immediate aim of industrial education is to develop man as an instrumentality. The chief end of the so-called liberal education is to develop man as a personality. These two features are not antagonistic nor mutually exclusive, but are joint factors of a common prod¬ uct. The industrial advocates would claim that their ultimate aim is the development of man as a personality through in¬ strumentality. The higher education presumes instrumental¬ ity as a corollary of personality. The great bulk of mankind, even under the best ordered Kelly Miller's Monographic Magazine 9 conditions, are so circumstanced that they are, perforce, com¬ pelled to devote most of their time and strength as human tools. The miner who must toil underground half of the day and thereby so exhaust his physical energies that he must needs spend the other half in recuperative rest, becomes almost as much a tool of production as the pick he uses to extract the coal from the ground. The ox which pulls the plow and the plowman who guides, or rather who follows it, are part and partners in general agricultural process. If, how¬ ever, the plowman leaves room for the exercise of his human powers which transmute the products of agriculture into higher values, he thereby vindicates his claim to be lord of creation. The man with the hoe aptly fulfills this illustration: "Bowed by weight of centuries he leans Upon his hoe and gazes on the ground: The emptiness of ages in his face, And on his back the burden of the world. Who made him dead to rapture and despair? Stolid, yet stunned, a brother to the ox." This man with the hoe is of all men most miserable, unless, forsooth, he has a hope which bridges "the gulfs between him and the seraphim" and puts him en rapport with "Plato and the swing of the Pleiades, the long reaches of the peaks of song; the rift of dawn, the reddening of the rose." Unless, indeed, "this monstrous thing distorted and soul-quenched" can be touched with a quickening sense of personality, the ends of creation are defeated and we may as well welcome Thomas Huxley's friendly comet to blot mankind out of existence. Under our present dispensation, most men must devote the larger part of their powers to processes of producing and dis¬ tributing wealth, while a smaller number, either through nat¬ ural or artificial selection, are set apart to the higher intellec¬ tual, moral and spiritual tasks; but, however exacting the present necessities may be, it is incumbent upon each indi¬ vidual to have in view his best development as a personality. The highest decree of the Godhead was — "Let us make man." The true end of education is to develop man, the aver¬ age man, as a self-conscious personality. This can be done not by imparting information to the mind or facility to the fingers, but felicity to the feelings and inspiration to the soul. io Kelly Miner's Monographic Magazine Develop the man; the rest will follow. The final expression of education is not in terms of discipline, culture, efficiency, service, or specific virtues, but in terms of manhood, which is the substance and summation of them all. The whole is greater than any of its parts. When electricity has been developed and controlled, it can be given out in any desired form of manifestation. It may be transmuted into heat, light, tractive power or the more mys¬ terious form resulting in ethereal transmission or the marvel¬ ous manifestation of the Roentgen rays. And so, when the manhood has been quickened, it may express itself in terms of character, efficiency, initiative, service or enjoyment, as the occasion may require. None of these things represent final values in themselves, but are incidental manifestations of manhood from which they are derived and to which they conduce. Character. Character, as ordinarily defined, is the chief thing in our educational philosophy; but this is merely the mark, the image, the superscription, the impression from which to judge the inherent quality of the object upon which it is made. Manhood is the underlying substance which manifests itself through character. The sculptor cannot work as well on mud as on marble, because it lacks the inherent quality to hold and reflect the impression made upon it. Character is but the guinea's stamp; the man is the "gowd for a' that." Char¬ acter issues from manhood as light from the sun or as the fragrance from the flower. Efficiency. The watchword of the practical world is "Efficiency." The economic application of effort to task is the industrial desid¬ eratum of the age. Under the slovenly system, half of the effort put forth is without beneficial effect. Efficiency con¬ sists in the economy of human energy in the accomplishment of personal or social tasks. It is an essential pedagogical fallacy to suppose that efficiency can be taught as an isolated quality. You must first develop the man before you can make a workman. The master and the man may wield the same implement; the one proceeds with higher efficiency because Kelly Miller's Monographic Magazine ii he has the vision to foresee the fruits of his labor transmuted into higher human values. On the other hand, the man is a mere eye-servant, whose vision cannot reach beyond the time and the hour. The history of the world emphasizes the disastrousness of this fallacy. Labor, in order to be efficient, must be directed to some ulterior end, namely, the fulfillment of the human aspirations of the laborer. In order that man may become an efficient instrumentality, he must first be de¬ veloped as a conscious personality. Serfdom, slavery and peonage, Avhich seek to exploit man as a purely mechanical or animal asset, are shown to be a fatuous philosophy. No human creature is ever at his best in any field of en¬ deavor unless he is quickened by a conscious sense of his own individuality. For this reason democracy is almost synony¬ mous with progress. To suppress the higher cravings of a human being, in order to make of him an easily controlled and contented instrument, has been exploited and proved to be a self-defeating policy. Slave labor is slothful labor. The slave, nor yet the semi-slave, can compete in efficiency with the freeman; for the one represents mindless muscle, while the other represents muscle under the dominion of mind. When¬ ever the conscious sense of individuality is aroused in a single individual, a new power is added to the social equation. Any scheme of education which is focused upon specific educa¬ tional preparation, without a broader basis of appeal, is as ineffectual as to substitute symptomatic for systematic treat¬ ment in therapeutics. To make brickmakers men is a hundredfold more difficult than to make men brickmakers; for if there be men, they will make bricks, even without straw, if bricks must needs be made. Consciousness of personality energizes all of the fac¬ ulties and powers and gives them facility and adaptability as nothing else can do. The wise procedure is to develop per¬ sonality, which easily results in efficient instrumentality. Initiative. Elbert Hubbard, with Philistine philosophy, defines initia¬ tive as the ability to do the right thing without being told. It is the direct expression of manhood in terms of the thing which needs to be done. Manhood, therefore, perceiving the thing needful, proceeds to its accomplishment without ex- 12 Kelly Miner's Monographic Magazine terior direction. If initiative is the ability to do the right thing, efficiency is the ability to do the thing right. Both of these flow from the common fountain. Neither can be taught as isolated qualities, but both issue from the higher fountain of manhood. Service. Service, according to current cant, is considered the ulti¬ mate end of education. The whole drift of our educational scheme is tending in this direction; but the slightest reflec¬ tion will convince the average intelligence that service is not an end in itself, but merely a means of developing the quali¬ ties of manhood on the part of those deprived of equal oppor¬ tunity. The ultimate expression of service, therefore, is in terms of manhood. "Culture for service" has become a sing¬ song motto in our educational polity. Like all such mottoes, whose constant dinging wears off the fresh lustre of the original significance, it has become sickled o'er with a pale cast of thought. If by culture we mean the perfection of human faculties, then the form of the motto should be in¬ verted so as to read, "Service through culture." Experience proves that the developed personality not only becomes an effective instrumentality to meet its own personal needs of life, but will also utilize the larger powers to assist the less fortunate. Altruistic service justly receives our highest meed of praise. The actuating motive is the sure impulse of a highly developed personality to lift others to its own exalted plane of manhood. A prurient, eleemosynary disposition, which merely obeys the prevalent fashion or fancy, like the meritorious almsgiving of the Pharisees, has its own reward. It was this superficial vicariousness which the Apostle Paul deplored when he said, "Though I give my substance to the poor and my body to be burned, and have not love, I am be¬ come as a tinkling cymbal and a sounding brass." True benevolence is the desire to assist each of God's human creat¬ ures to develop his fullest personality. There is neither nat¬ ural satisfaction nor ultimate reward in mere feeding the hungry and clothing the naked. A little girl, dressing her doll-baby alone, has a self-justifying delight in clothing the naked, as the sausage grinder in the perpetual feeding process. Carlyle says, "That anyone should die ignorant who had Kexly Miller's Monographic Magazinh 13 capacity for knowledge, is a tragedy." In order to avert these human tragedies which are occurring all around us, the true man puts forth his best endeavor that no one shall live or die ignorant who has capacity for knowledge, or vicious who has capacity for virtue, or sinful who may receive the saving knowl¬ edge of the truth. True manhood responds to the imperative force of the mandate, "Go ye into all the world and preach the gospel (of innate manhood), to every creature. He that be- lieveth shall be saved and he that believeth not shall be •damned." When this glad tiding is brought to the individual with the opportunity to embrace it, if he does not believe in his own essential manhood, deep down in the very cells and fibers of his nature, he is condemned already; nor is there any greater condemnation than this. The missionary who cheerfully sacrifices every creature comfort in order that the humblest of human creatures may have the opportunity to develop the God-implanted norms of personality touches the highest level of true manhood. It is here that the motto, "Service through culture," finds the highest expression and justification. Enjoyment. Just as electricity is not limited in its manifestation to heat and power alone, but sometimes gives itself out as light, so manhood cannot be confined in its outgivings to discipline or efficiency or sacrificial service, but at times and on occasions expresses itself in enjoyment and personal elation. It con¬ cerns itself as much with things beautiful as with things use¬ ful or with things good. The hard utilitarian and" vicarious theory of education is advocated only by the self-denying or the unreflecting. Each individual must needs spend a large fraction of his time in pursuit of personal satisfaction, along ways that are neither utilitarian nor vicarious. Indeed, this is, perhaps, the highest outlet of manhood; as the poet Whit¬ man would say, it is sufficient justification "to merely be." Keenness of appreciation for intellectual, social, esthetic, moral and spiritual value is one of the essential ends aimed at in education. Faulty, indeed, would be that pedagogic scheme which left this element out of account. Indeed, on final analysis, the joy of service will be found to be closely akin to other forms of personal gratification. Some of our 14 Kelly Miller's Monographic Magazine educational theories would educate people only for the fac¬ tory and for charity organizations. All else is regarded as selfish or unworthy gratification. Banish from the world al! literature, poetry, music, art, architecture, and the beauties of flowers, and the glories of the sky; take all sculpture from the mantels and pictures from the walls; put under ban the graces and charms of pleasurable intercourse and social satis¬ faction — and man becomes a little more than the wild savage of the forest. A comprehensive scheme of education, there¬ fore, must give scope and play for exercise of the many- sided features of manhood. It must involve discipline, initia¬ tive, culture, personal and altruistic service and rational en¬ joyment. The charge is often made that the so-called higher educa¬ tion has no dfrect practical aim. A sufficient response would be that its aim is to develop manhood. Merely this and noth¬ ing more. Manhood is its own justification and needs no- ulterior apology or sanction. When this is developed, as we have already seen, it readily transmutes itself into the requisite mode of manifestation, whether it be efficiency, initiative, culture, vicarious service, or the joy of existence. Someone asked a New Englander what did they grow in the rocky hills of that barren section. The quick reply was, "We grow men here." New England has, indeed, been the breed¬ ing ground for men. This manhood has manifested itself at times in industry, as seen in the exploitation of the resources of this continent. Wherever you see a railroad or a factory or any of the gigantic business and industrial organizations which characterize our economic system, the underlying basis can easily be traced back to New England manhood.- Hill, Rockefeller, Morgan, Harriman, are examples of this man¬ hood devoting itself to the making of money; in Emerson, Longfellow, Lowell, Russell, we see the same manhood trans¬ muting itself into culture; Edison and Morse devote their powers to unraveling the mysteries of nature; Garrison, Phil¬ lips and Sumner express this manhood in terms of moral and social reforms; Howard, Armstrong, Cravath and Ware ex¬ press it in terms of altruistic service; but there is the self¬ same manhood that worketh in all and through all. It can clearly be seen that human values are but the various outgivings of manhood. Man is more than industry, trade, Kelly Miller's Monographic Magazine 15 commerce, politics, government, science, art, literature or religion, all of which grow out of his inherent needs and neces¬ sities. The fundamental aim of education, therefore, should be manhood rather than mechanism. The ideal is not a working man, but a man working; not a business man, but a man doing business ; not a school man, but a man teaching school; not a statesman, but a man handling the affairs of state; not" a medicine man, but a man practicing medicine; not a clergy¬ man, but a man devoted to the things of the soul. Application to the Colored Race, In the foregoing discussion I have laid down the general proposition disengaged from the meshes of racial incidents. It now remains to point out their pertinency to the present situation and circumstances of the colored race of the United States. We must keep clearly in mind the proposition that the edu¬ cational process is always under domination of contemporary opinion. The education prescribed for any class is likely to be conditioned upon the presumed relationship of that class to the social body. When woman was regarded as an inferior creature, whose destiny was to serve as a tool and plaything of man, she was accorded only such education as would fit her for this subsidiary function". Any other training was regarded as unnecessary and mischievous. It is only within compara¬ tively recent times, when man began to realize the essential human quality and powers of the female sex, and deemed it not mockery to place her on the same footing with himself, that the comprehensive education of woman has become a possi¬ bility. The traditional relation of the American Negro to the society of which he forms a part is too well known to need extensive treatment in this connection. The African slave was introduced into this country as a pure animal instrumen¬ tality to perform the rougher work under dominion of his white lord and master. There was not the remotest thought of his human personality. No more account was taken of his higher qualities than of the higher susceptibilities of the lower animals. His mission was considered to be as purely mechan¬ ical as that of the ox which pulls the plow. Indeed, his human capabilities were emphatically denied. It was stoutly contended 16 Kelly Miller's Monographic Magazine that he did not possess a soul to be saved in the world to come nor a mind to be enlightened in the world that now is. Under the dominion of this dogma, education was absolutely forbidden him. It became a crime even to attempt to educate this tertium quid which was regarded as little more than brute and little less than human. The white race, in its arrogant conceit, constituted the personalities and the Negro the instrumentalities. Man may be defined as a distinction-making animal. He is ever prone to set up barriers between members of his own species and to deny one part of God's human creatures the inalienable birthright vouchsafed to all alike. But the process was entirely logical and consistent with the prevailing philosophy. Northern Philanthropy. The anti-slavery struggle stimulated the moral energy of the American people in a manner that perhaps has never had a parallel in the history of vicarious endeavor. "One touch of nature makes the whole world kin." In dealing with funda¬ mental principles of human rights and human wrongs involved in the issue of slavery, these moral reformers found that the Negro was a human being, endowed with heart and mind and conscience like as themselves; albeit these powers of personality had long been smothered and imbruted by centuries of suppres¬ sion and harsh usage. These philanthropists believed in the essential manhood of the Negro. This belief was the chief dynamic of their endeavor. Upon this foundation they not only broke the Negro's chain, but clothed him with political and civic prerogative as an American citizen. They established schools and colleges and universities for him be¬ cause they believed in his higher susceptibilities. Today we are almost astounded at the audacity of their faith. They pro¬ jected a scheme of education comparable with the standards set up for the choicest European j^outh for a race which had hitherto been submerged below tht zero point of intelligence. These schools and colleges founded and fostered on this basis were the beginnings of the best that there is in the race and the highest which it can hope to be. But, alas, as the passion engendered by the war grew weaker and weaker, the corresponding belief in the Negro has also declined, and the old dogma concerning his mission as a human tool has begun to reassert itself. In certain sections Kexly Miller's Monographic Magazine 17 the white race has always claimed that the Negro should not be encouraged in the development of personality. The denial of the designation "mister" is suggestive of this disposition. With them the term "mister" is made to mean a direct desig¬ nation of personality. There is no objection to such titles as "doctor," "reverend" or "professor," as these connote profes¬ sional rather than personal quality. Our whole educational activities are under the thrall of this retrograde spirit. We are marking time rather than moving forward. The work is being carried on rather than up. Our bepuzzled pedagogues are seriously reflecting over the query, Cui bono?—Is it worth while? Few, indeed, are left who have the intensity of belief and the intrepidity of spirit to defend the higher pretentions of the Negro without apology or equiv¬ ocation. The old form of appeal has become insipid and un¬ inspiring. The ear has become dull to its dinging. The old blade has become blunt and needs a new sharpness of point and keenness of edge. Where now is heard the tocsin call whose keynote a generation ago resounded from the highlands of Kentucky and Tennessee to the plains of the Carolinas calling the black youths, whose hopes ran high within their bosoms, to rise and make for higher things? This clarion note, though still for the nonce, shall not become a lost chord. Its inspir¬ ing tones must again appeal to the youth to arise to their higher assertion and exertion. If you wish to reach and in¬ spire the life of the people, the approach must be made not to the intellectual, nor yet to the feelings, as the final basis of appeal, but to the manhood that lies back of these. That edu¬ cation of youth, especially the suppressed class, that does not make insistent and incessant appeals to the smothered man¬ hood (I had almost said godhood) within, will prove to be but vanity and vexation of spirit. What boots a few chapters in Chemistry, or pages in History, or paragraphs in Philosophy, unless they result in an enlarged appreciation of one's own manhood? Those who are to stand in the high places of intel¬ lectual, moral and spiritual leadership of such a people in such a time as this must be made to feel deep down in their own souls their own essential manhood. They must believe that they are created in the image of God and that nothing clothed in human guise is a more faithful likeness of the original. This must be the dominant note in the education of the Negro. Kelly Miller's Monographic Magazine If the note itself is not new, there must at least be a newness of emphasis and insistence. The Negro must learn "in school what the white boy absorbs from association and environment. The American white man in his ordinary state is supremely conscious of his manhood prerogative. He may be ignorant or poor or vicious; yet he never forgets that he is a man. But every feature of our civilization is calculated to impress upon the Negro a sense of his inferiority and to make him feel and believe that he is good for nothing but to be cast out and trodden under foot of other men. A race, like an individual, that compromises its own self-respect, paralyzes and enfeebles its own energies. The motto which should be engraved upon the conscience of every American Negro is that which Milton places in the mouth of His Satanic Majesty: "The mind is its own place and of itself can make a heaven of hell; a hell of heaven." To inculcate this principle is the highest mission of the higher education. The old theologians used to insist upon the freedom of the will, but the demand of the Negro today is for the freedom and independence of his own spirit. Destroy this and all is lost; preserve it, and though political rights, civil privileges, industrial opportunities be taken away for the time, they will all be regained. By the development of manhood on the part of the Negro nothing is farther from my thought than the inculcation of that pugnacious, defiant disposition which vents itself in wild ejaculations and impotent screaming against the evils of society. I mean the full appreciation of essential human qualities and claims, and the firm, unyielding determination to press forward to the mark of this high calling, and not to be swerved from its pursuit by doubt, denial, danger, rebuff, ridicule, insult and contemptuous treatment. While the Negro may not have it within his power to resist or overcome these things, he must preserve the integrity of his own soul. The higher education of the Negro up to this point has been very largely under the direction and control of philanthropy. The support has come almost wholly from that source. The development of this sense of manhood should be the highest concern of a wise, discriminating philanthropy, for if this is once developed the Negro will be able to handle his own situation and relieve his philanthropic friends, from further consideration or concern; but, if he fails to develop this spirit Kelly Miller's Monographic Magazine 19 «of manhood, he will be but a drag upon the resources of philanthropy for all time to come. The Ne gro must develop courage and self-confidence. A grasp upon the principles of knowledge gives the possessor the requisite spirit of confidence. To the timid, the world is full of mystery manipulated and controlled by forces and powers "beyond their ken to comprehend. But knowledge convinces us that there is no mystery in civilization. The railroad, the steamship and the practical projects that loom so large to the ■unreflecting, are but the result of the application of thought to things. The mechanical powers and forces of Nature are open secrets for all who will undertake to unravel the mys¬ tery. And so it is with essential and moral principles. The one who will have himself rooted and grounded in the funda¬ mental principles of things, can look with complacence upon the panorama of the world's progress. The Negro should plant one foot on the Ten Commandments and the other on the Binomial Theorem: he can then stand steadfast and im¬ movable, however the rain of racial wrath may fall or the angry winds of prejudice may blow and beat upon him. The educated Negro must learn to state his own case and to plead his own cause before the bar of public opinion. No people who raise up from out their midst a cultivated class, who can plead their own cause and state their own case, will fail of a hearing before the just judgment of mankind. The. educated Negro today represents the first generation grown to the fullness oi the stature of manhood under the influ¬ ence and power of education. They are the first ripened fruit of philanthropy, and by them alone will the wisdom or folly of that philanthropy be justified. The hope of the race is focused in them. They are the headlight to direct the path¬ way through the dangers and vicissitudes of the wilderness. For want of vision, the people perish. For want of wise direc¬ tion, they stumble and fall. There is no body of men in the world today, nor in the history of the world, who have, or ever have had, greater responsibilities or more coveted oppor¬ tunities than devolves upon the educated Negro today. It is, indeed, a privilege to be a Negro of light and leading in such a time as this. The incidental embarrassments and disadvan¬ tages which for the time being must be endured are not to be compared with the far more exceeding weight of privileges 20 Kelly Miller's Monographic Magazine and glory which awaits him if he rises to these high demands. For such a privilege well may he forego the pleasure of civili¬ zation for a season. His world consists of ten million souls, who have wrapped up in them all the needs and necessities, powers and possibili¬ ties of human nature; they contain all the norms of civiliza¬ tion, from its roots to its floresence. His is the task to develop and vitalize these smothered faculties and potentiali¬ ties. His education will prove to be but vanity and vexation of spirit, unless it ultimates in this task. He is the salt of the earth, and if the salt lose its savor, wherewith shall it be salted? If the light within the racial world be darkness, how great is that darkness? The highest call of the civilization of the world today is to the educated young men of the belated races. The educated young manhood of Japan, China, India, Egypt and Turkey must lift their own people up to the level of their own high conception. They must partake of the best things in the civilization of Europe and show them unto their own people. The task of the educated American Negro is the same as theirs, intensified, perhaps, by the more difficult and intricate tangle of circumstances and conditions with which he has to deal. He cannot afford to sink into slothful satisfaction and enjoy a tasteless leisure or with inane self-deception hide his head under the shadows of his wings, like the foolish bird, which thereby hopes to escape the wrath to "borne. The white race, through philanthropy, has done much; but its vicarious task culminated when it developed the first generation of educated men and women. They must do the rest. These philanthropists spoke for us when our tongues were tied. They pleaded our cause when we were speechless; but now our faculties have been unloosed. We must stand upon our own footing. In buffeting the tempestuous torrents of the world we must either swim on the surface or sink out of sight. The greatest gratitude that the beneficiary can show to the benefactor is, as soon as possible, to do without his benefaction. The task of race statesmanship and reclamation devolves upon the educated Negro of this day and generation. Moral energy must be brought to bear upon the task, whether the Negro be engaged in the production of wealth or in the Kel^y Miner's Monographic Magazine: -21 more recondite pursuits which minister to the higher needs of man. The white race is fast losing faith in the Negro as an effi¬ cient and suitable factor in the equation of our civilization. Curtailment of political, civil and religious privilege and op¬ portunity is but the outward expression of this apostasy. As the white man's faith decreases, our belief in ourselves must increase. Every Negro in America should utter this prayer, with his face turned toward the light: "Lord, I believe in my own inherent manhood; help Thou my unbelief." The educated Negro must express his manhood in terms of courage, in the active as well as in the passive voice: courage to do, as well as to endure; courage to contend for the right while suffering wrong; the courage of self-belief that is always commensurate with the imposed task. The world believes in a race that believes in itself; but justly despises the self-bemeaned. Such is the mark and the high calling to- which the educated Negro of to-day is called. May he rise to the high level of it. Never was there a field whiter unto harvest; never was there louder cry for labor¬ ers in the vineyard of the Lord. RACE ADJUSTMENT By KELLY MILLER A Standard Book on the Race Question. Price S5S.OO "Mr. Miller brings to his subject a much deeper study and greater wisdom in education than have ever before been dedicated to a work of this kind by any member of his race." "It is a volume that will become more and more valuable as years advance/'— Overland Monthly. "Controversial, brilliantly so."—New Fork Sun- "Its logic is fairly inexorable/'— Chicago News. "As admirable for its calmness and good temper as for its thoroughness and skill/'—New Fork Evening Post. Monographs on Race Problem By KELLY MILLER Roosevelt and the Negro 10 cents while they last The Ministry a Field for the Talented Tenth 10 cents American Negro Monographs No. 1—"Confession, Trial and Execution of Nat Turner, the Negro Insurgent" - No. 2—"Contemporary Evolution of the Negro Race" By Thomas Greathead Harper, A. M. No. 3—"Biography of Benjamin Banneke*" By John H. B. 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Student body of Fifteen Hundred from thirty-eight states and nine foreign countries. Local advantages of residence in the National Capitol. ACADEMIC DEPARTMENTS. I. The College of Arts and Sciences Kelly Miller, A. M. Dean II. The Teachers' Colleges L. B. Moore, Ph". t)., Dean III. The Conservatory of Music Lulu V. Childets, B. M., Director . IV. The Academy 'George J. Cummings, A. M.^Dean V. The Commercial College George W. Cook, A.M., Dean VI. The School of Practical Arts Director PROFESSIONAL DEPARTMENTS. I. The School of Theology Isaac Clark, D. D., Dean II. The School of Medicine Edward A. Balloch,,M.D., Dean (a) Medicine (b^ Denistry (c) Pharmacy he School of Law Benjamin F. Leighton, LLD., Dean Stephen M. Newman, A. M., D. D., Pres' ,ii George W. Cook, A. M., Secretary Edwards L. Parks, A. M., Treasurer