The Sequel of Appomattox [64]
actually forbid separate schools; in Mississippi, Florida, Alabama, and Arkansas the question was left open, to the embarrassment of the whites. Generally the blacks showed no desire for mixed schools unless urged to it by the carpetbaggers. In the South Carolina convention, a mulatto thus argued in favor of mixed schools: "The gentleman from Newberry said he was afraid we were taking a wrong course to remove these prejudices. The most natural method to effect this object would be to allow children when five or six years of age to mingle in schools together and associate generally. Under such training, prejudice must eventually die out; but if we postpone it until they become men and women, prejudice will be so established that no mortal can obliterate it. This, I think, is a sufficient reply to the argument of the gentleman."
The state systems were top-heavy with administrative machinery and were officered by incompetent and corrupt officials. Such men as Cloud in Alabama, Cardozo in Mississippi, Conway in Louisiana, and Jillson in South Carolina are fair samples of them. Much of the personnel was taken over from the Bureau teaching force. The school officials were no better than the other officeholders.
The first result of the attempt to use the schools as an instrument of reconstruction ended in the ruin of several state universities. The faculties of the Universities of North Carolina, Mississippi, and Alabama were made radical and the institutions thereupon declined to nothing. The Negroes, unable to control the faculty of the University of South Carolina, forced Negro students in and thus got possession. In Louisiana the radical legislature cut off all funds because the university would not admit Negroes. The establishment of the land grant colleges was an occasion for corruption and embezzlement.
The common schools were used for radical ends. The funds set aside for them by the state constitutions or appropriated by the legislatures for these schools seldom reached their destination without being lessened by embezzlement or by plain stealing. Frequently the auditor, or the treasurer, or even the legislature diverted the school funds to other purposes. Suffice it to say that all of the reconstruction systems broke down financially after a brief existence.
The mixed school provisions in Louisiana and South Carolina and the uncertainty of the educational situation in other States caused white children to stay away from the public schools. For several years the Negroes were better provided than the whites, having for themselves both all the public schools and also those supported by private benevolence. In Mississippi, Louisiana, and South Carolina the whites could get no money for schoolhouses, while large sums were spent on Negro schools. The Peabody Board, then recently inaugurated,* refused to cooperate with school officials in the mixed school states and, when criticized, replied: "It is well known that we are helping the white children of Louisiana as being the more destitute from the fact of their unwillingness to attend mixed schools."
* To administer the fund bequeathed by George Peabody of Massachusetts to promote education in the Southern States. See "The New South", by Holland Thompson (in "The Chronicles of America").
As was to be expected, the whites criticized the attitude of the school officials, disapproved of the attempts made in the schools to teach the children radical ideas, and objected to the contents of the history texts and the "Freedmen's Readers." A white school board in Mississippi, by advertising for a Democratic teacher for a Negro school, drew the fire of a radical editor who inquired: "What is the motive by which this call for a 'competent Democratic teacher' is prompted? The most damning that has ever moved the heart of man. It is to use the vote and action of a human being as a means by which to enslave him. The treachery and villainy of these rebels stands without parallel in the history of men."
A Negro politician has left this account of a radical recitation
The state systems were top-heavy with administrative machinery and were officered by incompetent and corrupt officials. Such men as Cloud in Alabama, Cardozo in Mississippi, Conway in Louisiana, and Jillson in South Carolina are fair samples of them. Much of the personnel was taken over from the Bureau teaching force. The school officials were no better than the other officeholders.
The first result of the attempt to use the schools as an instrument of reconstruction ended in the ruin of several state universities. The faculties of the Universities of North Carolina, Mississippi, and Alabama were made radical and the institutions thereupon declined to nothing. The Negroes, unable to control the faculty of the University of South Carolina, forced Negro students in and thus got possession. In Louisiana the radical legislature cut off all funds because the university would not admit Negroes. The establishment of the land grant colleges was an occasion for corruption and embezzlement.
The common schools were used for radical ends. The funds set aside for them by the state constitutions or appropriated by the legislatures for these schools seldom reached their destination without being lessened by embezzlement or by plain stealing. Frequently the auditor, or the treasurer, or even the legislature diverted the school funds to other purposes. Suffice it to say that all of the reconstruction systems broke down financially after a brief existence.
The mixed school provisions in Louisiana and South Carolina and the uncertainty of the educational situation in other States caused white children to stay away from the public schools. For several years the Negroes were better provided than the whites, having for themselves both all the public schools and also those supported by private benevolence. In Mississippi, Louisiana, and South Carolina the whites could get no money for schoolhouses, while large sums were spent on Negro schools. The Peabody Board, then recently inaugurated,* refused to cooperate with school officials in the mixed school states and, when criticized, replied: "It is well known that we are helping the white children of Louisiana as being the more destitute from the fact of their unwillingness to attend mixed schools."
* To administer the fund bequeathed by George Peabody of Massachusetts to promote education in the Southern States. See "The New South", by Holland Thompson (in "The Chronicles of America").
As was to be expected, the whites criticized the attitude of the school officials, disapproved of the attempts made in the schools to teach the children radical ideas, and objected to the contents of the history texts and the "Freedmen's Readers." A white school board in Mississippi, by advertising for a Democratic teacher for a Negro school, drew the fire of a radical editor who inquired: "What is the motive by which this call for a 'competent Democratic teacher' is prompted? The most damning that has ever moved the heart of man. It is to use the vote and action of a human being as a means by which to enslave him. The treachery and villainy of these rebels stands without parallel in the history of men."
A Negro politician has left this account of a radical recitation