method of teaching words.” In many schools the youngest pupils were taught to read music by sight, and to understand its notation by exercises on the blackboard. In the higher classes generally, the instruction in arithmetic, in reading, In geography, in history, and in literature was wholly in the modern method. In some of the geography classes and in the language classes I was reminded of the drill in the German schools. In all the cities, as far as I could learn, the public money was equally distributed to the colored and to the white schools, and the number of schools bore a just proportion to the number of the two races. When the town was equally divided in population, the number of pupils in the colored schools was about the same as the number in the white schools. There was this exception: though provision was made for a high-school to terminate the graded for both colors, the number in the colored high-school department was usually very small; and the reason given by colored and white teachers was that the colored children had not yet worked up to it. The colored people prefer teachers of their own race, and they are quite generally employed; but many of the colored schools have white teachers, and generally, I think, with better results, although I saw many thoroughly good colored teachers, and one or two colored classes under them that compared favorably with any white classes of the same grade.
The great fact, however, is that the common-school system has become a part of Southern life, is everywhere accepted as a necessity, and usually money is freely voted to sustain it. But practically, as an efficient factor in civilization, the system is yet undeveloped in the country districts. I can only speak from personal observation of the cities, but the universal testimony was that the common schools in the country for both whites and blacks are poor. Three months’ schooling in the year is about the rule, and that of a slack and inferior sort, under incompetent teachers. In some places the colored people complain that ignorant teachers are put over them, who are chosen simply on political considerations. More than one respectable colored man told me that he would not send his children to such schools, but combined with a few others to get them private instruction. The colored people are more dependent on public schools than the whites, for while there are vast masses of colored people in city and country who have neither the money nor the disposition to sustain schools, in all the large places the whites are able to have excellent private schools, and do have them. Scarcely anywhere can the colored people as yet have a private school without white aid from somewhere. At the present rate of progress, and even of the increase of tax-paying ability, it must be a long time before the ignorant masses, white and black, in the country districts, scattered over a wide area, can have public schools at all efficient. The necessity is great. The danger to the State of ignorance is more and more apprehended; and it is upon this that many of the best men of the South base their urgent appeal for temporary aid from the Federal Government for public schools. It is seen that a State cannot soundly prosper unless its laborers are to some degree intelligent. This opinion is shown in little things. One of the great planters of the Yazoo Delta told me that he used to have no end of trouble in settling with his hands. But now that numbers of them can read and cipher, and explain the accounts to the others, lie never has the least trouble.
One cannot speak too highly of the private schools in the South, especially of those for young women. I do not know what they were before the war, probably mainly devoted to “accomplishments,” as most of girls’ schools in the North were. Now most of them are wider in range, thorough in discipline, excellent in all the modern methods. Some of them, under accomplished women, are entirely in line with the best in the country. Before leaving this general subject of education, it is necessary to say that the advisability of industrial training, as supplementary to book-learning, is growing in favor, and that in some colored schools it is tried with good results.
When we come to the New Industrial South the change is marvellous, and so vast and various that I scarcely know where to begin in a short paper that cannot go much into details. Instead of a South devoted to agriculture and politics, we find a South wide awake to business, excited and even astonished at the development of its own immense resources in metals, marbles, coal, timber, fertilizers, eagerly laying lines of communication, rapidly opening mines, building furnaces, founderies, and all sorts of shops for utilizing the native riches. It is like the discovery of a new world. When the Northerner finds great founderies in Virginia using only (with slight exceptions) the products of Virginia iron and coal mines; when he finds Alabama and Tennessee making iron so good and so cheap that it finds ready market in Pennsylvania, and founderies multiplying near the great furnaces for supplying Northern markets; when he finds cotton-mills running to full capacity on grades of cheap cottons universally in demand throughout the South and South-west; when he finds small industries, such as paper-box factories and wooden bucket and tub factories, sending all they can make into the North and widely over the West; when he sees the loads of most beautiful marbles shipped North; when he learns that some of the largest and most important engines and mill machinery were made in Southern shops; when he finds in Richmond a “pole locomotive,” made to run on logs laid end to end, and drag out from Michigan forests and Southern swamps lumber hitherto inaccessible; when he sees worn-out highlands in Georgia and Carolina bear more cotton than ever before by help of a fertilizer the base of which is the cotton-seed itself (worth more as a fertilizer than it was before the oil was extracted from it); when he sees a multitude of small shops giving employment to men, women, and children who never had any work of that sort to do before; and when he sees Roanoke iron cast in Richmond into car-irons, and returned to a car-factory in Roanoke which last year sold three hundred cars to the New York and New England Railroad—he begins to open his eyes. The South is manufacturing a great variety of things needed in the house, on the farm, and in the shops, for home consumption, and already sends to the North and West several manufactured products. With iron, coal, timber contiguous and easily obtained, the amount sent out is certain to increase as the labor becomes more skilful. The most striking industrial development today is in iron, coal, lumber, and marbles; the more encouraging for the self-sustaining life of the Southern people is the multiplication of small industries in nearly every city I visited.
When I have been asked what impressed me most in this hasty tour, I have always said that the most notable thing was that everybody was at work. In many cities this was literally true: every man, woman, and child was actively employed, and in most there were fewer idlers than in many Northern towns. There are, of course, slow places, antiquated methods, easy-going ways, a-hundred-years-behind-the-time makeshifts, but the spirit in all the centres, and leavening the whole country, is work. Perhaps the greatest revolution of all in Southern sentiment is in regard to the dignity of labor. Labor is honorable, made so by the example of the best in the land. There are, no doubt, fossils or Bourbons, sitting in the midst of the ruins of their estates, martyrs to an ancient pride; but usually the leaders in business and enterprise bear names well known in politics and society. The nonsense that it is beneath the dignity of any man or woman to work for a living is pretty much eliminated from the Southern mind. It still remains true that the Anglo-Saxon type is prevalent in the South; but in all the cities the business sign-boards show that the enterprising Hebrew is increasingly prominent as merchant and trader, and he is becoming a plantation owner as well.
It cannot be too strongly impressed upon the public mind that the South, to use a comprehensible phrase, “has joined the procession.” Its mind is turned to the development of its resources, to business, to enterprise, to education, to economic problems; it is marching with the North in the same purpose of wealth by industry. It is true that the railways, mines, and furnaces could not have been without enormous investments of Northern capital, but I was continually surprised to find so many and important local industries the result solely of home capital, made and saved since the war.
In this industrial change, in the growth of manufactures, the Southern people are necessarily divided on the national economic problems. Speaking of it purely from the side of political economy and not of politics, great sections of the South—whole States, in fact—are becoming more in favor of “protection” every day. All theories aside, whenever a man begins to work up the raw material at hand into manufactured articles for the market, he thinks that the revenue should be so adjusted as to help and not to hinder him.
Underlying everything else is the negro problem. It is the most difficult ever given to a people to solve.
It must, under our Constitution, be left to the States concerned, and there is a general