- A Brief Introduction to the Movement
- Bishop Henry McNeal Turner
- Word Travels Fast: 1855 Philadelphia
- Henry Highland Garnet's "Address"
- What Did They Eat? Where Did They Stay?
- Black Wealth and the 1843 Convention
- African American Women's Economic Power
- The First National Convention
- The "Conventions" of the Conventions: Political Rituals
- Conventions by City
- National Conventions
- Women Delegates
- Women in the Conventions
- Convention Hosts by Denomination
- Conventions by Level
- Clusters of Conventions
- Colored Conventions in Canada
- Delegate Search
- Women in the Conventions | March 8, 2017
- About Us
- Contact Us
Scripto | Transcribe Page
Hampton Negro Conference. Number III. July 1899.
This page has been marked complete.
- Type what you see in the pdf, even if it's misspelled or incorrect.
- Leave a blank line before each new paragraph.
- Type page numbers if they appear.
- Put unclear words in brackets, with a question mark, like: [[Pittsburg?]]
- Click "Save transcription" frequently!
- Include hyphens splitting words at the end of a line. Type the full word without the hyphen. If a hyphen appears at the end of a page, type the full word on the second page.
- Include indents, tabs, or extra spaces.
Current Saved Transcription [history]
more patient than the men. Is there not some way by which these people can be reached and helped by their more fortunate brothers and sisters?
Still more important is it for us to consider the teacher in his relation to the parents. In the North this matter is adjusted by law; the children are obliged to go to school, but the law does not touch it in the South. In some sections there is an utter indifference to education, and these poorly paid teachers often have to persuade the parents that it is worth while to send their children to school. How can the teacher be helped to reach the parents? There is too much of a gulf between the average Negro teacher and the masses of his people, and this ought not to be. The teacher should be close to the children, he should bear them in his heart, and, as it were, carry them in his arms. One who does not believe this should get out of the schoolroom; it is no place for a teacher who is indifferent to every interest of the child.
We have to consider also what means can be adopted by which our people shall insist on the selection of teachers for merit only. Teaching should be divorced from politics, as well as from church and personal influence; we need to inspire the people with the idea that they must have a certain teacher because he is the most capable that can be found.
Another suggestion concerns the means for lengthening the school terms which are now, in the South, from three to eight months long. If we expect to reach better results we must have longer terms, and I am glad to say that a successful effort is being made in this state to bring about this result. I believe that this matter of education is the vital feature connected with the development of the South.
Character of Education Needed
The first to take part in the discussion of the report on education was Prof. Kelly Miller. In regard to the kind of education needed by the colored youth of the South, he said, "Education should prepare young people to live the life that is possible to them. Pupils should be trained with special reference to their future work, whether it is to be law, medicine, farming, or what not. If we look over the field today, we find about one percent, or four in a thousand engaged in the higher lines of work, requiring higher preparation. We have left nine hundred
You don't have permission to discuss this page.