... It is in the early days of rollicking boyhood that the revelation first bursts upon one, all in a day, as it were. I remember well when the shadow swept across me. I was a little thing, away up in the hills of New England, where the dark Housatonic winds between Hoosac and Taghkanic to the sea. In a wee wooden schoolhouse, something put it into the boys' and girls' heads to buy gorgeous visiting- cards--ten cents a package--and exchange. The exchange was merry, till one girl, a tall newcomer, refused my card, -- refused it peremptorily, with a glance. Then it dawned upon me with a certain suddenness that I was different from the others; or like, mayhap, in heart and life and longing, but shut out from their world by a vast veil. I had thereafter no desire to tear down that veil, to creep through; I held all beyond it in common contempt, and lived above it in a region of blue sky and great wandering shadows. That sky was bluest when I could beat my mates at examination-time, or beat them at a foot-race, or even beat their stringy heads. Alas, with the years all this fine contempt began to fade; for the words I longed for, and all their dazzling opportunities, were theirs, not mine. But they should not keep these prizes, I said; some, all, I would wrest from them. Just how I would do it I could never decide: by reading law, by healing the sick, by telling the wonderful tales that swam in my head, -- some way. With other black boys the strife was not so fiercely sunny: their youth shrunk into tasteless sycophancy, or into silent hatred of the pale world about them and mocking distrust of everything white; or wasted itself in a bitter cry, Why did God make me an outcast and a stranger in mine own house? The shades of the prison-house closed round about us all: walls strait and stubborn to the whitest, but relentlessly narrow, tall, and unscalable to sons of night who must plod darkly on in resignation, or beat unavailing palms against the stone, or steadily, half hopelessly, watch the streak of blue above. ...

     ... So the decade flew away, the revolution of 1876 came, and left the half-free serf weary, wondering, but still inspired. Slowly but steadily, in the following years, a new vision began gradually to replace the dream of political power, -- a powerful movement, the rise of another ideal to guide the unguided, another pillar of fire by night after a clouded day. It was the ideal of "book-learning"; the curiosity, born of compulsory ignorance, to know and test the power of the cabalistic letters of the white man, the longing to know. Here at last seemed to have been discovered the mountain path to Canaan; longer than the highway of Emancipation and law, steep and rugged, but straight, leading to heights high enough to overlook life.
    Up the new path the advance guard toiled, slowly, heavily, doggedly; only those who have watched and guided the faltering feet, the misty minds, the dull understandings, of the dark pupils of these schools know how faithfully, how piteously, this people strove to learn. It was weary work. The cold statistician wrote down the inches of progress here and there, noted also where here and there a foot had slipped or some one had fallen.

[In 1865, the U.S. Congress created the Freedmen's Bureau in an attempt to facilitate a smooth transition of ex-slaves into their new lives in the south. According to Du Bois, the process met with insurmountable difficulties and many failures.]

     ... Nevertheless, three things that year's work did, well worth the doing: it relieved a vast amount of physical suffering; it transported seven thousand fugitives from congested centres back to the farm; and, best of all, it inaugurated the crusade of the New England schoolma'am.
     The annals of this Ninth Crusade are yet to be written, -- the tale of a mission that seemed to our age far more quixotic than the quest of St. Louis seemed to his. Behind the mists of ruin and rapine waved the calico dresses of women who dared, and after the hoarse mouthings of the field guns rang the rhythm of the alphabet. Rich and poor they were, serious and curious. Bereaved now of a father, now of a brother, now of more than these, they came seeking a life work in planting New England schoolhouses among the white and black of the South. They did their work well. In that first year they taught one hundred thousand souls, and more. ...

     ... The greatest success of the Freedmen's Bureau lay in the planting of the free school among Negroes, and the idea of free elementary education among all classes in the South. It not only called the school-mistresses through the benevolent agencies and built them schoolhouses, but it helped discover and support such apostles of human culture as Edmund Ware, Samuel Armstrong, and Erastus Cravath. The opposition to Negro education in the South was at first bitter, and showed itself in ashes, insult, and blood; for the South believed an educated Negro to be a dangerous Negro. And the South was not wholly wrong; for education among all kinds of men always has had, and always will have, an element of danger and revolution, of dissatisfaction and discontent. Nevertheless, men strive to know. Perhaps some inkling of this paradox, even in the unquiet days of the Bureau, helped the bayonets allay an opposition to human training which still to-day lies smouldering in the South, but not flaming. Fisk, Atlanta, Howard, and Hampton were founded in these days, and six million dollars were expended for educational work, seven hundred and fifty thousand dollars of which the freedmen themselves gave of their poverty.

[This entire chapter is a complex, subtle discussion of the interrelation and interdependence of black common schools, high schools, and colleges in the south.]

     ... To stimulate wildly weak and untrained minds is to play with mighty fires; to flout their striving idly is to welcome a harvest of brutish crime and shameless lethargy in our very laps. The guiding of thought and the deft coordination of deed is at once the path of honor and humanity.
    And so, in this great question of reconciling three vast and partially contradictory streams of thought, the one panacea of Education leaps to the lips of all: -- such human training as will best use the labor of all men without enslaving or brutalizing; such training as will give us poise to encourage the prejudices that bulwark society, and to stamp out those that in sheer barbarity deafen us to the wail of prisoned souls within the Veil, and the mounting fury of shackled men. ...

     ... In rough approximation we may point out four varying decades of work in Southern education since the Civil War. From the close of the war until 1876, was the period of uncertain groping and temporary relief. There were army schools, mission schools, and schools of the Freedmen's Bureau in chaotic disarrangement seeking system and co- operation. Then followed ten years of constructive definite effort toward the building of complete school systems in the South. Normal schools and colleges were founded for the freedmen, and teachers trained there to man the public schools. There was the inevitable tendency of war to underestimate the prejudices of the master and the ignorance of the slave, and all seemed clear sailing out of the wreckage of the storm. Meantime, starting in this decade yet especially developing from 1885 to 1895, began the industrial revolution of the South. The land saw glimpses of a new destiny and the stirring of new ideals. The educational system striving to complete itself saw new obstacles and a field of work ever broader and deeper. The Negro colleges, hurriedly founded, were inadequately equipped, illogically distributed, and of varying efficiency and grade; the normal and high schools were doing little more than common-school work, and the common schools were training but a third of the children who ought to be in them, and training these too often poorly. At the same time the white South, by reason of its sudden conversion from the slavery ideal, by so much the more became set and strengthened in its racial prejudice, and crystallized it into harsh law and harsher custom; while the marvellous pushing forward of the poor white daily threatened to take even bread and butter from the mouths of the heavily handicapped sons of the freedmen. In the midst, then, of the larger problem of Negro education sprang up the more practical question of work, the inevitable economic quandary that faces a people in the transition from slavery to freedom, and especially those who make that change amid hate and prejudice, lawlessness and ruthless competition. ...

     ... Through the shining trees that whisper before me as I write, I catch glimpses of a boulder of New England granite, covering a grave, which graduates of Atlanta University have placed there,--

    This was the gift of New England to the freed Negro: not alms, but a friend; not cash, but character. It was not and is not money these seething millions want, but love and sympathy, the pulse of hearts beating with red blood; -- a gift which to-day only their own kindred and race can bring to the masses, but which once saintly souls brought to their favored children in the crusade of the sixties, that finest thing in American history, and one of the few things untainted by sordid greed and cheap vainglory. The teachers in these institutions came not to keep the Negroes in their place, but to raise them out of the defilement of the places where slavery had wallowed them. The colleges they founded were social settlements; homes where the best of the sons of the freedmen came in close and sympathetic touch with the best traditions of New England. They lived and ate together, studied and worked, hoped and harkened in the dawning light. In actual formal content their curriculum was doubtless old-fashioned, but in educational power it was supreme, for it was the contact of living souls.
    From such schools about two thousand Negroes have gone forth with the bachelor's degree. The number in itself is enough to put at rest the argument that too large a proportion of Negroes are receiving higher training. If the ratio to population of all Negro students throughout the land, in both college and secondary training, be counted, Commissioner Harris assures us "it must be increased to five times its present average" to equal the average of the land.
    Fifty years ago the ability of Negro students in any appreciable numbers to master a modern college course would have been difficult to prove. To-day it is proved by the fact that four hundred Negroes, many of whom have been reported as brilliant students, have received the bachelor's degree from Harvard, Yale, Oberlin, and seventy other leading colleges. Here we have, then, nearly twenty-five hundred Negro graduates, of whom the crucial query must be made, How far did their training fit them for life? It is of course extremely difficult to collect satisfactory data on such a point, -- difficult to reach the men, to get trustworthy testimony, and to gauge that testimony by any generally acceptable criterion of success. In 1900, the Conference at Atlanta University undertook to study these graduates, and published the results. First they sought to know what these graduates were doing, and succeeded in getting answers from nearly two-thirds of the living. The direct testimony was in almost all cases corroborated by the reports of the colleges where they graduated, so that in the main the reports were worthy of credence. Fifty-three per cent of these graduates were teachers, -- presidents of institutions, heads of normal schools, principals of city school-systems, and the like. Seventeen per cent were clergymen; another seventeen per cent were in the professions, chiefly as physicians. Over six per cent were merchants, farmers, and artisans, and four per cent were in the government civil-service. Granting even that a considerable proportion of the third unheard from are unsuccessful, this is a record of usefulness. Personally I know many hundreds of these graduates, and have corresponded with more than a thousand; through others I have followed carefully the life-work of scores; I have taught some of them and some of the pupils whom they have taught, lived in homes which they have builded, and looked at life through their eyes. Comparing them as a class with my fellow students in New England and in Europe, I cannot hesitate in saying that nowhere have I met men and women with a broader spirit of helpfulness, with deeper devotion to their life-work, or with more consecrated determination to succeed in the face of bitter difficulties than among Negro college-bred men. They have, to be sure, their proportion of ne'er-do-wells, their pedants and lettered fools, but they have a surprisingly small proportion of them; they have not that culture of manner which we instinctively associate with university men, forgetting that in reality it is the heritage from cultured homes, and that no people a generation removed from slavery can escape a certain unpleasant rawness and gaucherie, despite the best of training. ...

     ... I sit with Shakespeare and he winces not. Across the color line I move arm in arm with Balzac and Dumas, where smiling men and welcoming women glide in gilded halls. From out the caves of evening that swing between the strong-limbed earth and the tracery of the stars, I summon Aristotle and Aurelius and what soul I will, and they come all graciously with no scorn nor condescension. So, wed with Truth, I dwell above the Veil. Is this the life you grudge us, O knightly America? Is this the life you long to change into the dull red hideousness of Georgia? Are you so afraid lest peering from this high Pisgah, between Philistine and Amalekite, we sight the Promised Land?

     It is the public schools, however, which can be made, outside the homes, the greatest means of training decent self-respecting citizens. We have been so hotly engaged recently in discussing trade-schools and the higher education that the pitiable plight of the public-school system in the South has almost dropped from view. Of every five dollars spent for public education in the State of Georgia, the white schools get four dollars and the Negro one dollar; and even then the white public-school system, save in the cities, is bad and cries for reform. If this is true of the whites, what of the blacks? I am becoming more and more convinced, as I look upon the system of common-school training in the South, that the national government must soon step in and aid popular education in some way. To-day it has been only by the most strenuous efforts on the part of the thinking men of the South that the Negro's share of the school fund has not been cut down to a pittance in some half-dozen States; and that movement not only is not dead, but in many communities is gaining strength. What in the name of reason does this nation expect of a people, poorly trained and hard pressed in severe economic competition, without political rights, and with ludicrously inadequate common-school facilities? What can it expect but crime and listlessness, offset here and there by the dogged struggles of the fortunate and more determined who are themselves buoyed by the hope that in due time the country will come to its senses?

[This chapter is a short story about a young black man named John from a small town in Georgia who attends college at Wells Institute. After many difficult years, John returns to his town to become a schoolteacher.]

     It was several days later that John walked up to the Judge's house to ask for the privilege of teaching the Negro school. The Judge himself met him at the front door, stared a little hard at him, and said brusquely, "Go 'round to the kitchen door, John, and wait." Sitting on the kitchen steps, John stared at the corn, thoroughly perplexed. What on earth had come over him? Every step he made offended some one. He had come to save his people, and before he left the depot he had hurt them. He sought to teach them at the church, and had outraged their deepest feelings. He had schooled himself to be respectful to the Judge, and then blundered into his front door. And all the time he had meant right, -- and yet, and yet, somehow he found it so hard and strange to fit his old surroundings again, to find his place in the world about him. He could not remember that he used to have any difficulty in the past, when life was glad and gay. The world seemed smooth and easy then. Perhaps, -- but his sister came to the kitchen door just then and said the Judge awaited him.
    The Judge sat in the dining-room amid his morning's mail, and he did not ask John to sit down. He plunged squarely into the business. "You've come for the school, I suppose. Well John, I want to speak to you plainly. You know I'm a friend to your people. I've helped you and your family, and would have done more if you hadn't got the notion of going off. Now I like the colored people, and sympathize with all their reasonable aspirations; but you and I both know, John, that in this country the Negro must remain subordinate, and can never expect to be the equal of white men. In their place, your people can be honest and respectful; and God knows, I'll do what I can to help them. But when they want to reverse nature, and rule white men, and marry white women, and sit in my parlor, then, by God! we'll hold them under if we have to lynch every Nigger in the land. Now, John, the question is, are you, with your education and Northern notions, going to accept the situation and teach the darkies to be faithful servants and laborers as your fathers were, -- I knew your father, John, he belonged to my brother, and he was a good Nigger. Well -- well, are you going to be like him, or are you going to try to put fool ideas of rising and equality into these folks' heads, and make them discontented and unhappy?"
    "I am going to accept the situation, Judge Henderson," answered John, with a brevity that did not escape the keen old man. He hesitated a moment, and then said shortly, "Very well, -- we'll try you awhile. Good-morning."
    It was a full month after the opening of the Negro school ...

     ... "Heah that John is livenin' things up at the darky school," volunteered the postmaster, after a pause.
    "What now?" asked the Judge, sharply.
    "Oh, nothin' in particulah,--just his almighty air and uppish ways. B'lieve I did heah somethin' about his givin' talks on the French Revolution, equality, and such like. He's what I call a dangerous Nigger."
    "Have you heard him say anything out of the way?"
    "Why, no, -- but Sally, our girl, told my wife a lot of rot. Then, too, I don't need to heah: a Nigger what won't say 'sir' to a white man, or --" ...

     ... Judge Henderson waited to hear no more. He had been nettled all day, and now at this he rose with a half-smothered oath, took his hat and cane, and walked straight to the schoolhouse.
    For John, it had been a long, hard pull to get things started in the rickety old shanty that sheltered his school. The Negroes were rent into factions for and against him, the parents were careless, the children irregular and dirty, and books, pencils, and slates largely missing. Nevertheless, he struggled hopefully on, and seemed to see at last some glimmering of dawn. The attendance was larger and the children were a shade cleaner this week. Even the booby class in reading showed a little comforting progress. So John settled himself with renewed patience this afternoon.
    "Now, Mandy," he said cheerfully, "that's better; but you mustn't chop your words up so: 'If--the-man--goes.' Why, your little brother even wouldn't tell a story that way, now would he?"
    "Naw, suh, he cain't talk."
    "All right; now let's try again: 'If the man --'
    "John!"
    The whole school started in surprise, and the teacher half arose, as the red, angry face of the Judge appeared in the open doorway.
    "John, this school is closed. You children can go home and get to work. The white people of Altamaha are not spending their money on black folks to have their heads crammed with impudence and lies. Clear out! I'll lock the door myself."