WHAT OF THE BLACK AND YELLOW RACES?

The form in which this subject is expressed is first a question asking for information which has never before been collected. Possibly there is in it also a mild challenge to library authorities calling for a declaration of purpose and policy.

So far there is no indication of a yellow race problem in public libraries. When foreigners enter a field which is already occupied they do not produce a real race problem so long as they are so few in number that they are chiefly objects of curiosity.

It is difficult to understand how the Japanese can be a serious race problem in California where they constitute only two and one-half per cent of the population and own and lease only twelve one-hundredths of one per cent of the land. And yet it sounds as if there is trouble there. Whatever may be its nature and its causes, the difficulty has not extended to public libraries. The Chinese on the Pacific coast, as elsewhere, are seldom seen in a library. They live in their own quarter and hardly ever penetrate other sections of the city except for purposes of trade.

The Japanese who frequent the libraries are not numerous. They belong almost entirely to the student class and the books they take are used in connection with their school work. In some places they "appear to be more resourceful, more polite and more intelligent than the average high school student" with whom the libraries come in contact. As a class of patrons they are not only inoffensive but desirable.

While the yellow man is clearly not a problem in libraries, it is equally certain that the black man is a problem. This is especially true in the South. In northern libraries it is the rule to admit him without distinction. Throughout the South, with very few exceptions, the segregation maintained in all social, educational and religious institutions is enforced in libraries.

This paper will deal primarily with the public library question. But account should also be taken of the institutional libraries to which negroes have access.

Institutional Libraries

The report of the U. S. Commissioner of Education for 1910 contains a list of 189 secondary and higher schools for the colored race in 16 states and the District of Columbia. Of these 160 report libraries aggregating 368,684 volumes with an estimated value of $295,788. Following is a summary of the institutions and their libraries arranged by states. Of these libraries 84 have less than 1,000 volumes; 56 have 1,000 to 5,000 volumes; 11 have between 5,000 and 10,000 volumes; 6 have between 10,000 and 20,000. Two have 26,607 and 27,000 respectively.

Schools Reporting. Volumes in Library. Estimated Value.

Alabama 14 49,522 $26,525

Arkansas 6 9,450 5,150

Delaware 2 1,900 800

District of Columbia 2 27,253 43,569

Florida 7 8,267 7,120

Georgia 14 49,025 32,181

Kentucky 6 3,950 2,350

Louisiana 10 14,353 16,051

Maryland 5 7,250 5,735

Mississippi 11 18,432 14,920

Missouri 3 4,950 5,500

New Jersey 1 35 25

North Carolina 20 16,560 13,097

Ohio 1 6,500 2,500

Oklahoma 1 975 1,450

Pennsylvania 2 19,500 20,500

South Carolina 16 27,600 21,000

Tennessee 11 30,025 17,935

Texas 8 13,550 17,830

Virginia 18 52,030 35,950

West Virginia 2 7,557 5,600

Total 160 368,684 $295,788

Many of these collections except in the larger institutions, have been characterized as "so unsuitable as to be almost worthless ... the discarded refuse of garrets and overcrowded store rooms, which should have gone to the paper mill, but was sent to these poor children through mistaken kindness."

These libraries are primarily for the use of the students, but they are usually open to the townspeople for reading and reference. While the people thus have access to a collection of books for consultation, it can not be said that they have the equivalent of a public library, even where the selection is good. It is a common occurrence, however, throughout the country for institutional libraries to operate against the establishment of a public library without acting as a satisfactory substitute.

General Attitude

The prevailing attitude toward libraries for negroes is one of indifference among the masses of both races. But the same conditions existed for many years and still exist in other parts of the country. The library must follow the school, it can not precede it. When it is remembered that the educational awakening of the South is of comparatively recent date and that anything like general education of the negro is still more recent, the small number of public libraries for negroes will not appear so strange. In a few places a vigorous demand has arisen. In a few places the authorities have not only supplied the demand but have endeavored to stimulate and enlarge it.

It may be said, however, that there are still people who think that the negro is incapable of education and that it actually unfits him for usefulness. Uncle Remus has a saying, "When you put a book into a negro's hand you spoil a good plow hand." This notion still lurks in the minds of a surprisingly large number of people, who cite the wretched condition and dense ignorance of millions of negroes after fifty years of freedom. In 1910 thirty per cent of them were still illiterate. Libraries can not flourish in illiteracy as trees can not grow in a desert.

There are, however, oases in the desert, bright and shining examples of individuals, schools and whole communities, which have demonstrated the negro's capacity for the highest education and development. There is a growing disposition to afford him full opportunity for making the most of himself.

While some librarians are urging action, others shrink from it as from a disagreeable task. One is endeavoring to look at the subject of a negro library from the missionary standpoint and is trying to convince the trustees that such an innovation would be desirable, but finds it very hard to arouse any interest and enthusiasm. Another proposes to let the question alone till forced to take action. Another reports that the city is on the verge of the question. Another is having difficulty to find a central location for a colored library where white people do not object. One city with a branch library in a negro high school considers it an easy way out of a difficult situation. The authorities realize that the time is coming when these facilities will no longer be adequate. At present their funds are needed so much in other directions that they hope to be able to postpone this added expense for some time to come. One library having a special room for negroes never pushes this part of its work, but does only what it is compelled to do by city ordinance. Another where there is no race distinction tells how the library is overrun at times with negroes and what a drawback this is to the work.

Some lend books to negroes but do not allow them to sit in the reading room. This practice is not established by rule and regulation but rests on the disposition of the librarians to be helpful to all. Public sentiment will tolerate it in this form while it would rebel at an attempt to guarantee the same service in formal rules.

Table of Leading Cities

Following is a table of some of the chief southern cities showing their status with respect to negro libraries. The letter x denotes a negro educational institution having a library of 1,000 volumes or more.

Negro

City Population Total 1910 Negro Public Lib. Remarks

Alabama

Birmingham 132,685 52,305 No

Mobile 51,521 22,763 No

Montgomery 38,136 19,322 No

Delaware

Wilmington 87,411 9,081 Yes Admitted to Wilmington Inst. Lib. without distinction.

District of Columbia

Washington 331,069 94,446 Yes Admitted to Pub. Lib. without distinction. 2 x.

Florida

Jacksonville 81,640 40,020 Yes Sep. room & sep. books in Carnegie lib.

Georgia

Atlanta 154,839 51,902 No 4 x.

Macon 40,665 18,150 No

Savannah 65,064 33,246 Yes Small sep. lib. of little consequence.

Kentucky

Covington 53,270 2,899 No

Lexington 35,099 11,011 Yes Draw bks. at same desk with whites; sep reading room; little used.

Louisville 223,928 40,522 Yes $30,000 Carnegie branch of pub. lib.; 2nd branch $22,500 being built.

Louisiana

New Orleans 339,075 89,262 No $25,000 Carnegie branch to be built. 4 x.

Maryland

Baltimore 558,485 84,749 Yes Pratt free lib. admits without distinction. 2 x.

Missouri

Kansas City 248,381 23,566 Yes Pub. lib. admits without distinction.

St. Louis 687,029 43,960 Yes Pub. lib. admits without distinction.

St. Joseph 77,403 4,249 Yes Pub. lib. admits without distinction.

North Carolina

Raleigh 19,218 Yes Sep. bldg. erected by city. Poorly supported.

Oklahoma

Oklahoma City 64,205 6,546 Yes Pub. lib. admits without distinction.

Tennessee

Chattanooga 44,604 17,942 314 vols. placed in col. high schools as a beginning.

Memphis 131,105 52,431 Yes Cossitt Lib. supplies books thru LeMoyne Inst. 1 x.

Nashville 110,364 36,523 No $25,000 Carnegie Branch to be built. 2 x.

Texas

Dallas 92,104 18,024 No

Galveston 36,981 8,036 Yes Branch of Rosenberg lib. in col. high sch'l.

Houston 78,800 23,924 Yes $15,000 Carnegie bldg. under negro board.

San Antonio 96,614 10,716 ?

Virginia

Norfolk 67,452 25,039 No

Richmond 127,618 46,733 No This city has no pub. library.

Cities Having Colored Libraries

Charlotte, N. C., is the first and only city to build a library for negroes with its own funds. After erecting a $25,000 Carnegie building it spent $5,000 on a site and a separate building for negroes which was opened in 1906. But its only income for maintenance is $400 a year from the city. Most of the books have been donated. In 1911 the librarian of the white library enlisted the interest of a Pittsburgh woman who collected about 600 volumes for it in the North. The librarian at Wilkes-Barré, Pa., sends it the best of her discarded books. From these facts one may infer what kind of standard is maintained.

The white library was incorporated by the legislature in a special act, which at the same time created a separate negro board. Several ineffectual efforts have been made to have the act changed to place the colored library under control of the white board and the supervision of the white librarian. This would undoubtedly result in greater efficiency, as now everybody including the colored board seems to be inactive and indifferent toward it. Its failure however can hardly be ascribed to the negro board alone because it is manifestly impossible with such resources under such conditions to conduct a library which would command the respect and the interest of either race.

Savannah, Ga., also has a small library for negroes. It was organized in 1907 and is housed in rented quarters, but very few persons seem to know of its existence. The city appropriates $360 a year for it. In 1911 it had 2,611 volumes and 1,244 were drawn for home use. Its total receipts were $375.77. At the end of the year $35 was due the librarian for salary and there was a deficit of $33.93. In 1910 Mr. Carnegie offered $12,000 for a colored branch building and the city has promised an increased appropriation on the completion of the building. For a time the negroes tried to raise the money for a site by subscription, but so far they have not succeeded.

Jacksonville, Fla., has in its Carnegie building a separate room and books in charge of a colored attendant. Of its 81,000 population half are colored, but the negro registration is only five per cent and the circulation six per cent of the whole. No effort is being made to extend it. The opinion prevails that the arrangement is a mistake and that a branch library in the negro quarter would bring out a much larger use.

Galveston, Texas, has had a branch of the Rosenberg library in the colored high school since 1904. It contains 2,745 volumes. With a colored population less than one-fifth as large as Jacksonville it has twice as many borrowers but circulates only one-fourth as many books, 2,433 last year. This seems a very small number and does not bear out the theory that a separate branch enlarges its use.

In Memphis, Tenn., the Cossitt library in 1903 entered into an agreement with the LeMoyne Institute, a colored normal school, which furnishes the room, and the Cossitt library furnishes the librarian and the books, which number about four thousand added to a like number belonging to the school. While these are used mainly by pupils and teachers of the school, it serves as the book supply for all interested negroes in the city and surrounding district.

The facilities thus furnished seem to meet the present demands pretty fully. Much depends on the librarian's attitude, which is helpful and encouraging. The circulation last year was 13,947 vols. The institute is erecting a new school building, which will provide better library accommodations.

Louisville, Ky., was the first to establish a full-fledged branch on a broad basis and to erect a separate branch library building for negroes. The original plan for ten Carnegie branch libraries, of which seven have been built, included two for negroes. The first of these was opened in rented quarters the same year as the main library in 1905. Three years later it was moved into the new $30,000 building.

In its administration the colored branch is a part of the general library system and is under the supervision of the main library. The branch librarian, who is a graduate of Hampton Institute, and the two assistants are colored.

The branch serves as the reference library for the colored high schools and other educational institutions. It is in close co-operation with the grade schools through the collections of books which it sends to the classrooms to be drawn by the pupils for home use.

It has an assembly room which is used for lectures, entertainments and numerous other public meetings, and two classrooms for smaller gatherings. There is a story hour for children and several reading and debating clubs for boys and girls and adults. Through its various activities the library not only circulates books and furnishes facts but it is an educational and social center from which radiate many influences for general betterment.

Fine work is being done with children, who draw 68 per cent of the books circulated. An interesting account of it is given in the Library Journal for April, 1910, 25:160-61, by Mrs. Rachel D. Harris, a former teacher in the colored schools, who is in charge of this department.

When the branch was started eight years ago it was somewhat of an experiment and there was doubt and apprehensiveness all around with regard to the outcome of the undertaking. But it has been a pronounced success from the beginning. It has grown steadily until last year 73,462 vols. were drawn from it for home use. It has become so popular that the second branch is now under construction in the eastern colored section of the city.

The colored people are proud of this library and its achievements. Its opening marked an epoch in the development of the race which is second in importance only to the opening of the first colored free schools there in 1870.

Houston, Texas, also has a separate branch building opened last April. For the past four years it was maintained in a small way in the colored high school. The new building is distinctively a product of negro enterprise. Booker T. Washington's secretary called on Andrew Carnegie personally and secured the promise of $15,000 on condition that the city of Houston would agree to provide not less than $1,500 annually for its maintenance. The $1,500 for the site was raised by colored citizens entirely among their own people. The plans for the building were drawn by a colored architect and its erection supervised by a committee of a separate board of trustees, which consisted of nine colored men. The librarian is a colored girl who is responsible only to the colored trustees. Although she and the trustees consult freely with the librarian and trustees of the public library, the latter act only in an advisory capacity to them. They are therefore justly proud of the library as their own achievement. It contains 5,000 volumes. From a colored population of 30,000 the registered borrowers were only 1,261 last year and the books drawn 5,117. These numbers seem very small, but no doubt there will be a large increase in the new building.

While the Houston method of management may contribute to the negro's self-respect and minister somewhat to the pride and independence of a few of their number, the wisdom of the plan may well be questioned. The results are bound to be inferior unless experience counts for nothing. It is unfortunate that so many cities in their first venture proceed with such disregard of the experience of other places. But the limit is reached when the same city repeats the process with a second board after one board has learned its lesson. This applies not only to the details of planning, erecting and furnishing a building but equally if not more to its operation, the selection, purchase and cataloging of books, the appointment of assistants and the transacting of its daily business.

The white public library boards of Nashville and New Orleans both have plans under way for the erection of Carnegie colored branch buildings, each to cost $25,000. In Nashville the negroes are raising $1,000 and the city is paying $5,000 toward the site. In New Orleans the city will purchase the site. In neither of these places is there any public provision at present for supplying books to negroes.

In Atlanta, Ga., the leading educational center of the South for negroes, they are still without public library facilities, although agitation on the subject began over ten years ago. On the day of the opening of the beautiful $125,000 Carnegie building a committee of colored men called on the library board. Prof. W. E. B. DuBois of Atlanta University acting as spokesman said:

"Gentlemen, we are a committee come to ask you to do justice to the black people of Atlanta by giving them the same free library privileges that you propose giving to whites. Every argument which can be adduced to show the need of libraries for whites applies with redoubled force to the negroes. More than any other part of our population they need instruction, inspiration and proper diversion; they need to be lured from temptation of the streets and saved from evil influences, and they need a growing acquaintance with what the best of the world's souls have thought and done and said. It seems hardly necessary in the twentieth century to argue before men like you the necessity and propriety of placing the best means of human uplifting into the hands of the poorest and lowest and blackest.

"The spirit of this great gift to the city has not the spirit of caste or exclusion but rather the catholic spirit which recognizes no artificial differences of rank or birth or race, but seeks to give all men equal opportunity to make the most of themselves. It is our sincere hope that this city will prove itself broad enough and just enough to administer this trust in the true spirit in which it was given."

The chairman asked, "Do you not think that allowing whites and negroes to use this library would be fatal to its usefulness?" Another member of the committee replied that they did not ask to use this library nor even ask equal privileges but only some privileges somewhere.

The chairman then made these points clear: (1) That negroes would not be permitted to use the Carnegie Library in Atlanta; (2) That some library facilities would be provided for them in the future; (3) That the city council would be asked to appropriate a sum proportionate to the amount of taxes paid by negroes of the city; (4) That efforts would be made to induce northern philanthropists to aid such a library.

Later Mr. Carnegie offered to give the money necessary for the erection of a branch library for negroes. When the details of its administration came up for consideration the negroes demanded representation on the library board. This was positively refused and the proceedings were so completely blocked that the negroes of Atlanta are still without any public library advantages.

Methods of Management

From the cases cited it appears that there are four distinct methods of dealing with this question in the South: (1) To admit the negro to the same building on equal terms with others as is done in Baltimore, Wilmington, Washington and some of the Missouri libraries. This method is not satisfactory to the whites. As one report says, "There are white people who are deterred from using the library because in so doing they must touch elbows with colored folks.... We could do better service to both races if there could be a separation, for we must take the people with their prejudices, especially in the use of the library, which is a purely voluntary matter." (2) To admit him to the same building but to a separate room, which is not satisfactory to the negro. One library which has this plan reports, "Many of the educated and cultured negroes (for there are some even in the South) will not come unless they can do so on the same social equality and use the same apartments as the white patrons." (3) To have a separate library under control of members of their own race. This is almost certain to produce inferior results on account of their inexperience and lack of knowledge regarding every phase of the work. (4) To have a separate branch in charge of colored assistants who are under the direction and supervision of one board and one librarian, who have control over the entire library including all branches and other agencies. This plan assures the greatest economy and efficiency and will probably be adopted by all the libraries whose funds will permit it. A separate colored board is as unnecessary and unbusinesslike as would be a separate board for each white branch.

On the advantages of a separate branch library one colored man writes: "In the South the separation is not only necessary for the peace and cordial relations desirable to be maintained but the colored branches are desirable because the colored people would use them so a hundred times more than they would otherwise. The feeling of perfect welcome, ownership and unqualified privilege are all necessary to patrons who are to get the best possible from libraries among them. These things in the South can only be had in separate branches as much as it is regrettable that there should be a mind and spirit demanding separate libraries."

Traveling Libraries

Delaware and Kentucky are the only state library commissions reporting special traveling libraries for negroes. Last year "seven traveling libraries of 30 to 50 volumes each were arranged for the use of the colored schools in Delaware, and the entire charge and care of these libraries was given over to the State College for Colored Students near Dover." The Kentucky commission has two libraries of 50 volumes each in circulation and is planning to send more. Hampton Institute also sends out traveling collections of books.

Another system of traveling libraries is that established in 1910 by James H. Gregory of Marblehead, Mass., for distribution through Atlanta University among the negroes of the South. There are about 60 libraries of 48 volumes each. They are sent to any community, school, church or other organization for one year and then exchanged for a different set. Two interesting articles on these libraries and their founder were published by G. S. Dickerman in the Southern Workman, August and September, 1910.

What the Negro Reads

What the negro reads is in itself a large and interesting subject. A brief article on it dealing equally with what the negro does not read, appeared in the Critic, July 1906, from Mr. George B. Utley, then librarian of the Jacksonville public library. The first book drawn from the Louisville library was Washington's "Up from slavery." The most striking feature of the circulation in general is the comparatively small percentage of fiction read. Of the 258,438 volumes drawn from the Louisville library during its first six years only 46 per cent was fiction.

This may be due to the fact that the so-called leisure class, who are supposed to read most of the fiction, is smaller among the colored people; or that the novel does not appeal so strongly to the negro mind; or that the library is used more largely by pupils, teachers, ministers and other professional people, who come to it for more serious purposes.

A book entitled "Tuskegee and its people," edited by Booker T. Washington, contains biographical sketches of many negroes who have gone out from that school to work for the elevation of their race. These sketches give a remarkable picture of the "conditions that environ the masses of the negro people," as well as their struggles for improvement.

One of them describing the country school which he attended writes, "When I reached the point where the teacher ordered me to get a United States history, the book store did not have one, but sold me a biography of Martin Luther instead, which I studied for some time thinking that I was learning something about the U. S."

Years later "I betook me to the woods, where I read everything I could get. It was during this time that accidentally, I may say providentially, I got hold of a book containing the life of Ignacius Sancho; and I have never read anything that has given me more inspiration. I wish every negro boy in the land might read it."

Another Tuskegee graduate, a woman whose mother as a slave had been taught to read by her master's daughter, writes: "Sundays, with my sisters gathered about her knees, we would sit for hours listening as mother would read church hymns for us."

The articles by Mr. Dickerman above referred to give the results of some investigations on their choice of books. He received answers from 35 leading negro schools in response to a request for a list of such "books as had been found in the experience of their schools to be the most popular and the best and which they would recommend." The "Life of Lincoln" appeared on 15 of these lists; "Little women" 15; "Robinson Crusoe" 14; "Paul Dunbar" 11; "Uncle Tom's cabin" 10; "Ivanhoe" 9; "Souls of black folk" 9; "Ramona" 8; "Life of Douglass" 8; "Uncle Remus" 7. Six lists included "Alice in wonderland," Grimm's "Fairy tales," "John Halifax," "Last days of Pompeii," and "Swiss family Robinson."

These lists all came from schools and therefore bear the earmarks of the schoolmaster. But the largest part of the reading by negroes is done by the pupils and teachers in connection with their school work. This would account for the preponderance of the literature and history classes. Miss Sarah B. Askew observes that among the general readers in a public library "the colored people's tastes are for quick action, strong emotion, vivid coloring, and simplicity of narration." Books by and about their own people are in constant demand. The colored magazines, those devoted especially to their interests and those published by colored men are always popular.

There is also a growing demand for books useful to the mechanic in his daily work. Chauffeurs "avail themselves of technical books on automobiles." An early experience in the Louisville library was with a woman who made a business of raising chickens. She called at the library for medical help because many of them were dying. Strangely enough this subject had been overlooked in selecting the books and the librarian was unable to prescribe for sick chickens. But a book on poultry was ordered for her immediately.

Conclusions

Following are some conclusions regarding libraries for negroes:

(1) That books and reading are of the utmost value in the education, development and progress of the race.

(2) That in northern public libraries they are admitted to all privileges without distinction.

(3) That in southern libraries the segregation of the races prevails, as it does, in all educational, religious and other social institutions.

(4) That in many places institutional libraries are supplying the book wants of the few negroes who really have need of libraries.

(5) That among the masses of the colored race there is as yet very little demand for libraries.

(6) That where a genuine demand has manifested itself and up-to-date facilities have been provided negroes have been quick to use them and have made commendable progress.

(7) That in some of the large cities containing a great many negroes who are intelligent and who pay taxes the provision made for them is sadly inadequate or is entirely lacking.

(8) That southern librarians generally are kindly and helpfully disposed toward them and that the majority of the white people favor a fair deal for them, including the best training and the fullest enlightenment.

(9) That in the South any arrangement which aims to serve the two races in the same room or in the same building is detrimental to the greatest good of both. Complete segregation is essential to the best work for all.

(10) That many libraries are not financially able to conduct separate departments and so the negro loses out.

(11) That a few cities have splendid facilities for them, a few others are now establishing branches, a considerable number are discussing the question seriously and another considerable number which should be at work are doing nothing.

(12) That the best solution of the problem is the separate branch in charge of colored assistants under the supervision and control of the white authorities.

(13) That even in northern cities which have large segregated colored districts such separate branches would result in reaching a larger number of negroes and doing better work for both races.

(14) That the South is entitled to the sympathy and help of the North on this question, which is only a part of the larger question of negro education. That sympathy will come with fuller information and will increase as the size and seriousness of the problem is more fully understood.

Adjourned.