Democracy and Education
Brooklyn, New York, September 30, 1896
Booker T. Washington

Mr. Chairman, Ladies and Gentlemen:

It is said that the strongest chain is no stronger than its weakest link. In the Southern part of our country there are twenty-two millions of your brethren who are bound to you by ties which you cannot tear asunder if you would. The most intelligent man in your community has his intelligence darkened by the ignorance of a fellow citizen in the Mississippi bottoms. The most wealthy in your city would be more wealthy but for the poverty of a fellow being in the Carolina rice swamps. The most moral and religious among you has his religion and morality modified by the degradation of the man in the South whose religion is a mere matter of form or emotionalism.

The vote in your state that is cast for the highest and purest form of government is largely neutralized by the vote of the man in Louisiana whose ballot is stolen or cast in ignorance. When the South is poor, you are poor; when the South commits crime, you commit crime. My friends, there is no mistake; you must help us to raise the character of our civilization or yours will be lowered....

Can you make your intelligence affect us in the same ratio that our ignorance affects you? Let us put a not improbable case, one that involves peace or war, the honor or dishonor of our nation--yea, the very existence of the government. The North and West are divided. There are five million votes to be cast in the South, and of this number one half are ignorant. Not only are one half the voters ignorant, but, because of this ignorant vote, corruption, dishonesty in a dozen forms have crept into the exercise of the political franchise.... The time may not be far off when to this kind of jury we shall have to look for the verdict that is to decide the course of our democratic institutions.

When a great national calamity stares us in the face, we are, I fear, too much given to depending on a short campaign of education to do on the hustings what should have been accomplished in the schoolroom. With this preliminary survey, let us examine with more care the work to be done in the South before all classes will be fit for the highest duties of citizenship.

In reference to my own race I am confronted with some embarrassment at the outset because of the various and conflicting opinions as to what is to be its final place in our economic and political life. Within the last thirty years--and, I might add, within the last three months--it has been proven by eminent authority that the Negro is increasing in numbers so fast that it is only a question of a few years before he will far outnumber the white race in the South, and it has also been proven that the Negro is fast dying out and it is only a question of a few years before he will have completely disappeared. It has also been proven that crime among us is on the increase and that crime is on the decrease; that education helps the Negro, that education also hurts him; that he is fast leaving the South and taking up his residence in the North and West, and that the tendency of the Negro is to drift to the lowlands of the Mississippi bottoms. It has been proven that as a slave laborer he produced less cotton than a free man. It has been proven that education unfits the Negro for work....

In the midst of this confusion there are a few things of which I feel certain that furnish a basis for thought and action. I know ... that, whether in slavery or freedom, we have always been loyal to the Stars and Stripes, that no schoolhouse has been opened for us that has not been filled; that 1,500,000 ballots that we have the right to cast are as potent for weal and woe as the ballot cast by the whitest and most influential man in your commonwealth....

I fear that the wisest and most interested have not fully comprehended the task which American slavery has laid at the doors of the Republic. Few, I fear, realize what is to be done before the seven million of my people in the South can be made a safe, helpful, progressive part of our institutions. The South, in proportion to its ability, has done well, but this does not change facts. Let me illustrate what I mean by a single example. In spite of all that has been done, I was in a county in Alabama a few days ago where there are some thirty thousand colored people and about seven thousand whites; in this county not a single public school for Negroes has been open this year longer than three months, not a single colored teacher has been paid more than fifteen dollars a month for his teaching. Not one of these schools was taught in a building worthy of the name of schoolhouse. In this county the state or public authorities do not own a dollar's worth of school property--not a schoolhouse, a blackboard, or a piece of crayon.

Each colored child had spent on him this year for his education about fifty cents, while one of your children had spent on him this year for education not far from twenty dollars. And yet each citizen of this county is expected to share the burdens and privileges of our democratic form of government just as intelligently and conscientiously as the citizens of your beloved Kings County. A vote in this county means as much to the nation as a vote in the city of Boston....

I have referred to industrial education as a means of fitting the millions of my people in the South for the duties of citizenship. Until there is industrial independence it is hardly possible to have a pure ballot. In the country districts of the Gulf states it is safe to say that not more than one black man in twenty owns the land he cultivates. Where so large a proportion of the people are dependent, live in other people's houses, eat other people's food, and wear clothes they have not paid for, it is a pretty hard thing to tell how they are going to vote.

My remarks thus far have referred mainly to my own race. But there is another side. The longer I live and the more I study the question, the more I am convinced that it is not so much a problem as to what you will do with the Negro as what the Negro will do with you and your civilization.... The educators, the statesmen, the philanthropists have never comprehended their duty toward the millions of poor whites in the South who were buffeted for two hundred years between slavery and freedom, between civilization and degredation, who were disregarded by both master and slave. It needs no prophet to tell the character of our future civilization when the poor white boy in the country districts of the South receives one dollar's worth of education and your boy twenty dollars' worth, when one never enters a library or reading room and the other has libraries and reading rooms in every ward and town. When one hears lectures and sermons once in two months and the other can hear a lecture or sermon every day in the year. When you help the South you help yourselves.