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harnesses the visible and invisible forces of the earth and air and water: that is science, modern science. And that is what the New Negro must enlist upon his side. Let us, like the Japanese, become a race of knowledge-getters, preserving our racial soul, but digesting into it all that we can glean or grasp, so that when Israel goes up out of bondage he will be "skilled in all the learning of the Egyptians" and competent to control his destiny.

Those who have knowledge must come down from their Sinais and give it to the common people. Theirs is the great duty to simplify and make clear, to light the lamps of knowledge that the eyes of their race may see; that the feet of their people may not stumble. This is the task of the Talented Tenth.

To the masses of our people we say: Read! Get the ́reading habit; spend your spare time not so much in training the feet to dance, as in training the head to think. And, at the very outset, draw the line between books of opinion and books of information. Saturate your minds with the latter and you will be forming your own opinions, which will be worth ten times more to you than the opinions of the greatest minds on earth. Go to school whenever you can. If you can't go in the day, go at night. But remember always that the best college is that on your bookshelf: the best education is that on the inside of your own head. For in this work-a-day world people ask first, not "Where were you educated?" but "What do you know?" and next, "What can you do with it?" And if we of the Negro race can master modern knowledge the kind that counts--we will be able to win for ourselves the priceless gifts of freedom and power, and we will be able to hold them against the world.

The Racial Roots of Culture.

Education is the name which we give to that process by which the ripened generation brings to bear upon the rising generation the stored-up knowledge and experience of the past and present generations to fit it for the business of life. If we are not to waste money and energy, our educational systems should shape our youth for what we intend them to become.

We Negroes, in a world in which we are the under dog, must shape our youth for living in such a world. Shall` we shape them mentally to accept the status of under-dog as their predestined lot? Or shall we shape them into men and women fit for a free world? To do the former needs nothing more than continuing as we are. To do the latter is to shape their souls for continued conflict with a theory and practice in which most of the white world that surrounds them are at one.

The educational system in the United States and the West Indies was shaped by white people for white youth, and from their point of view, it fits their purpose well. Into this system came the children of Negro parents when chattel slavery was ended—and their relation to the problems of life was obviously different. The white boy and girl draw exclusively from the stored-up knowledge and experience of the past and present generations of white people to fit them for the business of being dominant whites in a world full of colored folk. The examples of valor and virtue on which their minds are fed are exclusively white examples. What wonder, then, that each generation comes to maturity with the iden imbedded in its mind that only white men are valorous and fit to rule and only white women are virtuous and entitled to chivalry, respect and protection? What wonder that they

think, almost instinctively, that the Negro's proper place, nationally and internationally, is that of an inferior? It is only what we should naturally expect.

But what seems to escape attention is the fact that the Negro boy and girl, getting the same (though worse) instruction, also get from it the same notion of the Negro's place and part in life which the white children get. Is it any wonder, then, that they so readily accept the status of inferiors; that they tend to disparage themselves, and think themselves worth while only to the extent to which they look and act and think like the whites? They know nothing of the stored-up knowledge and experience of the past and present generations of Negroes in their ancestral lands, and conclude there is no such store of knowledge and experience. They readily accept the assumption that Negroes have never been anything but slaves and that they never had a glorious past as other fallen peoples like the Greeks and Persians have. And this despite the mass of collected testimony in the works of Barth, Schweinfurth, Mary Kingsley, Lady Lugard, Morel, Ludolphus, Blyden, Ellis, Ratzel, Kidd, Es-Saadi, Casely Hayford and a host of others, Negro and white.

A large part of the blame for this deplorable condition must be put upon the Negro colleges like Howard, Fisk, Livingstone and Lincoln in the United States, and Codrington, Harrison and the Mico in the West Indies. These are the institutions in which our cultural ideals and educational systems are fashioned for the shaping of the minds of the future generations of Negroes. It cannot be expected that it shall begin with the common schools; for, in spite of logic, educational ideas and ideals spread from above downwards. If we are ever to enter into the confraternity of colored peoples it should seem the duty of our Negro colleges to drop their silly smat

terings of "little Latin and less Greek" and establish modern courses in Hausa and Arabic, for these are the living languages of millions of our brethern in modern Africa. Courses in Negro history and the culture of West African peoples, at least, should be given in every college that claims to be an institution of learning for Negroes. Surely an institution of learning for Negroes should not fail to be also an institution of Negro learning. The New Negro, Sept. 1919.

The New Knowledge for the New Negro.

Quite a good deal of unnecessary dispute has been going on these days among the guardians of the inner temple as to just which form of worship is necessary at the shrine of the Goddess Knowledge. In plain English, the pundits seem to be at odds in regard to the kind of education which the Negro should have. Of course, it has long been known that the educational experts of white America were at odds with ours on the same subject; now, however, ours seem to be at odds among themselves.

The essence of the present conflict is not the easy distinction between "lower" and "higher" education, which really has no meaning in terms of educational principles, but it is rather "the.. knowledge of things" versus "the knowledge of words." The same conflict has been waged in England from the days of Huxley's youth to the later nineties when the London Board Schools were recognized and set the present standard of efficiency for the rest of England. The present form of the question is, "Shall education consist of Latin and Greck, literature and metaphysics, or of modern science, modern languages and modern thought?" The real essence of the question is whether we shall train our children to grapple effectively with the problem of life that lies before them, or to look longingly back upon the past standards of life and thought and consider themselves a special class because of this.

If education be, as we assert, a training for life, it must of course have its roots in the past. But so has the art of the

blacksmith, the tailor, the carpenter, the bookbinder or the priest. What the classicists really seek is the domination of the form, method and aim of that training by the form, methods and aims of an earlier age.

CLASSICS, CLERICS AND CLASS CULTURE.

Perhaps an explanation of that earlier training may serve to give the real innerness of the classicists' position so that ordinary people may understand it better than the classicists themselves seem to do. In the Middle Ages, the schools of Western Europe and the subject matter of the education given in them were based upon the Latin "disciplines." Western Europe had no literature, no learning, no science of its own. It was the church particularly the monasteries to which men had to go to get such training as was obtainable in a barbarous age. This training was, of course, given in the tongue of the church which was Latin, the clerical language. The contact of medieval Europeans with the dark-skinned Arabs added Greek and the knowledge of Greek literature and philosophy to the earlier medieval discipline. Imbedded in this was the substance of science nurtured by the Arabs and added to by them.

The ruling classes kept their children within the treadmill of these two literatures and languages and it came to be thought that this was the indispensable training for a gentleman. But:--"Temporà mutantur, nos et mutamur in illis,”

We are in a different age, an age in which the nation, not the church, gives training to all children, and not merely to the children of aristocrats who will grow up to do nothing. The children of the people must become the doers of all that is done in the world of tomorrow, and they must be trained for this doing. Today in England, not Oxford, the home of lost ideals, but such institutions as the University of London, are the sources of that training which gives England its physicians, surgeons, inventors, business men and artists.

CLASSICISTS IGNORANT OF LATIN AND GREEK,

But the noise of the classicists may be rudely stopped by merely pointing out the hollowness of their watch words. These persons would have us believe that Latin and Greek are, in their eyes, the backbone of any education that is worth while. Very well then, let us take them at their word. I make the broad assertion

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