The Hard Student

aschomburg.jpg

...but you check out the books they own
--Chuck D

When I first was asked to give a talk at MIT, I knew that I wanted my father to be there. My hosts graciously acceded to that request and both of us were excited for the joint visit. But Pops got sick last weekend and wasn't able to make it. That was depressing. Here are some thoughts on why. 


Again, George L Ruffin on Frederick Douglass:

His range of reading has been wide and extensive. He has been a hard student. In every sense of the word, he is a self-made man. By dint of hard study he has educated himself, and to-day it may be said he has a well-trained intellect. He has surmounted the disadvantage of not having a university education, by application and well-directed effort.

He seems to have realized the fact, that to one who is anxious to become educated and is really in earnest, it is not positively necessary to go to college, and that information may be had outside of college walks; books may be obtained and read elsewhere. They are not chained to desks in college libraries, as they were in early times at Oxford. 

Professors' lectures may be bought already printed, learned doctors may be listened to in the lyceum, and the printing-press has made it easy and cheap to get information on every subject and topic that is discussed and taught in the university. Douglass never made the mistake (a common one) of considering that his education was finished. He has continued to study, he studies now, and is a growing man, and at this present moment he is a stronger man intellectually than ever before.

It should be understood that Ruffin, at the time of this writing, was an exemplary product of the Academy. He was the first African-American to graduate from Harvard Law and the first African-American judge in the country. So he was not a foe of university education. But he didn't believe that those who found that education out of reach should then just throw up their hands.

Ruffin was writing at a time when very few Americans, much less African-Americans, would have the luxury of college attendance. More to the point he was writing at a time when the very notion of educating African-Americans was under attack. Consider his thoughts on the vindicating intellectual life of Douglass:

The life and work of Douglass has been a complete vindication of the colored people in this respect. It has refuted and overthrown the position taken by some writers, that colored people were deficient in mental qualifications and were incapable of attaining high intellectual position. We may reasonably expect to hear no more of this now, the argument is exploded. Douglass has settled the fact the right way, and it is something to settle a fact.

This is a man obviously possessed by that utterly irrational optimism that has historically afflicted black people beholding the wonder, if unfulfilled, of the American Dream. We shall not be unkind and hold the contagion against Ruffin. Many of us, nationalist inoculations be damned, have of late found ourselves brought low by that same peculiar malaise.

In Ruffin's time, the attacks on  black intellect were not (as they are today) matters relegated to letters, journals and tomes. They were matters enforced by white terrorists--the Klan, the White Liners, the Red Shirts etc. Phrenologists asserted the limited potential of the African brain. The White Leagues made those claims into prophecy. So when white terrorists picked their targets, instruments of black intellectual improvement were always high on the list--black schools and black churches were torched, Teachers (many of them white) who'd traveled South to educate the newly emancipated were beaten, lynched and publicly whipped. 

I don't say this simply as a matter of moral castigation. The terrorists are the 19th century could be no other way. Their parents had perpetrated the same war, as a matter of law by banning the  education of enslaved black people. The essence of white supremacy meant lawfully keeping black people ignorant, and then justifying that ignorance as the work of God, and later the work of Darwin. Thus in the 19th century, the reaction to black education was twofold. In the academy it was laughed at by men employing all the tools of "science" to justify their mockery. Outside the academy it gave us by the greatest instance of home-grown terror in American history. 

Against such the horde, people like Ruffin wielded education like an axe. If that education could not always be garnered in white universities, it would have to be garnered by black people themselves through "application and well-directed effort." We would have to be "hard students."

The black tradition is riddled with examples of such people--some of them prominent, some of them tragic. If you talk to old black Southerners it won't take long before someone reflects on black person murdered, or who barely escaped murder, for the crime of knowing too much. The accusation of being "uppity" was always rooted in the idea of black people possessing a knowledge that outstripped their God-assigned place. That outstripping was never too far removed from education--formal or otherwise. When right-wing pundits calls Princeton graduate Michelle Obama "uppity" they are participating in old and unfortunate tradition.

The response to that tradition was manifold, but in my life, it was the example of Malcolm X. By the time I was coming up Malcolm's calls for self-defense, while riveting, had less personal relevance for me. It wasn't like the Klan was going to come marching up North Avenue. But the example of being relatively bright, being derailed by a hostile system, and having to remake yourself in jail really stood out as a light in the dark. 

I have no idea if Malcolm actually copied every word in the dictionary. But the example became a kind of myth to many of us. Knowledge (and especially history) was seen as a mystical force, stolen from us by white people and now wielded against us. 

My Dad would joke about how brothers would come into his bookstore on Pennsylvania Avenue and ask if he was carrying a certain book. If he wasn't the reply was often, "The white man don't want you to see that book, brother!" That's funny, but it basically outlines our world view at the time. The white man wanted us stupid. There was a century worth of evidence to demonstrate as much.

The results of this approach are varying. The self-educated student can easily slip into a kind of paranoia, in which the only facts that exist are the ones you like. If white people would persecute you for reading a book, what else might they do? Would they give you HIV? Would they conceal the fact that Cleopatra was black? And was it even white people? Wasn't it really the Jews? And did homosexuality ever exist in Africa to begin with?

You see where this goes. The distrust breeds unevidenced claims, and then descends into the very bigotry it claimed to combat. You can become conspiratorial, racist, anti-Semitic, homophobic, sexist etc. Or, less obviously, you can end up accepting the frame of the very people you're debating without realizing it. That was how I went down--searching through the text to try to refute Saul Bellow. But Ralph Wiley (Tolstoy is the Tolstoy of the Zulus) set me free. Still, it took me years to get the basic humanistic power in that statement.

But here is what I know: This week, among many other wonderful thing, I stood in the office of Sam Bowring and held aloft the oldest rock in recorded history. I got there by being a hard student--with all the drawbacks, trap-doors, bad grammar, and B'More  accent. And I was raised by hard students, starting with my father. 

None of this is what we expected. We thought we were rebelling against the academy, indeed building one of our own. None of us ever expected any kind of recognition. I didn't leave college thinking it would be the ticket to lecturing at colleges. We didn't denigrate education (all my brothers and sisters are college graduates.) But we didn't feel like its highest offices were really open to us.  And yet here we are. 

Perhaps from that vantage point, you may begin to understand my sympathy for Ruffin's affliction and my peculiar perspective on all the events of the week. 

The war is so very long. 

*Pictured above: Afroborinqueno (hope I got that right) and legendary hard student, Arturo Schomburg.

Ta-Nehisi Coates is a national correspondent at The Atlantic, where he writes about culture, politics, and social issues. He is the author of the memoir The Beautiful Struggle.

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