Civil Rights and Universal Education
The plight of African-American civil rights weighed heavily on Garfield's presidency. During Reconstruction, freedmen had gained citizenship and suffrage that enabled them to participate in state and federal offices. Garfield believed that their rights were being eroded by southern white resistance and illiteracy, and was vitally concerned that blacks would become America's permanent "peasantry". The President's answer was to have a "universal" education system funded by the federal government. Garfield's concern over education was not exaggerated; there was a 70% illiteracy rate among southern blacks. Congress and the northern white public, however, had lost interest in African-American rights. Federal funding for universal education did not pass Congress during the 1880s.
President Garfield appointed several African-Americans to prominent positions: Frederick Douglas, recorder of deeds in Washington; Robert Elliot, special agent to the U.S. Treasury; John M. Langston, Haitian minister; and Blanche K. Bruce, register to the U.S. Treasury. Garfield began to reverse the southern Democratic conciliation policy implemented by his predecessor, Rutherford B. Hayes. In an effort to bolster southern Republican unity Garfield appointed William H. Hunt, a carpetbag Republican from Louisiana during Reconstruction, as Secretary of the Navy. Garfield believed that Southern support for the Republican party could be gained by "commercial and industrial" interests rather than race issues. To break hold of the resurgent Democratic Party in the Solid South, Garfield cautiously gave senatorial patronage privilege to Virginia Senator William Mahone of the biracial independent Readjuster Party. Garfield was the first Republican president to initiate an election policy to obtain support from southern independents.
Read more about this topic: James A. Garfield, Presidency 1881, Domestic Policy
Famous quotes containing the words universal education, civil rights, civil, rights, universal and/or education:
“By the “mud-sill” theory it is assumed that labor and education are incompatible; and any practical combination of them impossible. According to that theory, a blind horse upon a tread-mill, is a perfect illustration of what a laborer should be—all the better for being blind, that he could not tread out of place, or kick understandingly.... Free labor insists on universal education.”
—Abraham Lincoln (1809–1865)
“... as a result of generations of betrayal, it’s nearly impossible for Southern Negroes to trust a Southern white. No matter what he does or what he suffers, a white liberal is never established beyond suspicion in the hearts of the minority.”
—Sarah Patton Boyle, U.S. civil rights activist and author. The Desegregated Heart, part 2, ch. 10 (1962)
“A man’s real and deep feelings are surely those which he acts upon when challenged, not those which, mellow-eyed and soft-voiced, he spouts in easy times.”
—Sarah Patton Boyle, U.S. civil rights activist and author. The Desegregated Heart, part 2, ch. 13 (1962)
“... the Black woman in America can justly be described as a “slave of a slave.””
—Frances Beale, African American feminist and civil rights activist. The Black Woman, ch. 14 (1970)
“Not because Socrates has said it, but because it is really in my nature, and perhaps a little more than it should be, I look upon all humans as my fellow-citizens, and would embrace a Pole as I would a Frenchman, subordinating this national tie to the common and universal one.”
—Michel de Montaigne (1533–1592)
“Human history becomes more and more a race between education and catastrophe.”
—H.G. (Herbert George)