The Hindered Hand & Imperium in Imperio. Sutton E. Griggs
to uproot. When the manacles fell from the hands of the Negroes he gladly accepted the task of removing the scales of ignorance from the blinded eyes of the race.
Tenderly he labored, valiantly he toiled in the midst of the mass of ignorance that came surging around him. But only one brief year was given to this saintly soul to endeavor to blast the mountains of stupidity which centuries of oppression had reared. He fell asleep.
The white men who were trustees of the colored school, were sorely puzzled as to what to do for a successor. A Negro, capable of teaching a school, was nowhere near. White young men of the South, generally, looked upon the work of teaching "niggers" with the utmost contempt; and any man who suggested the name of a white young lady of Southern birth as a teacher for the colored children was actually in danger of being shot by any member of the insulted family who could handle a pistol.
An advertisement was inserted in the Washington Post to the effect that a teacher was wanted. In answer to this advertisement Mr. Leonard came. He was a man above the medium height, and possessed a frame not large but compactly built. His forehead was low and narrow; while the back of his head looked exceedingly intellectual. Looking at him from the front you would involuntarily exclaim: "What an infamous scoundrel." Looking at him from the rear you would say: "There certainly is brain power in that head."
The glance of Mr. Leonard's eye was furtive, and his face was sour looking indeed. At times when he felt that no one was watching him, his whole countenance and attitude betokened the rage of despair.
Most people who looked at him felt that he carried in his bosom a dark secret. As to scholarship, he was unquestionably proficient. No white man in all the neighboring section, ranked with him intellectually. Despite the lack of all knowledge of his moral character and previous life, he was pronounced as much too good a man to fritter away his time on "niggers."
Such was the character of the man into whose hands was committed the destiny of the colored children of Winchester.
As his mother foresaw would be the case, Belton was singled out by the teacher as a special object on which he might expend his spleen. For a man to be as spiteful as he was, there must have been something gnawing at his heart. But toward Bernard none of this evil spirit was manifested. He seemed to have chosen Bernard for his pet, and Belton for his "pet aversion." To the one he was all kindness; while to the other he was cruel in the extreme.
Often he would purchase flowers from the florist and give to Bernard to bear home to his mother. On these days he would seemingly take pains to give Belton fresh bruises to take home to his mother. When he had a particularly good dinner he would invite Bernard to dine with him, and would be sure to find some pretext for forbidding Belton to partake of his own common meal.
Belton was by no means insensible to all these acts of discrimination. Nor did Bernard fail to perceive that he, himself, was the teacher's pet. He clambered on to the teacher's knees, played with his mustache, and often took his watch and wore it. The teacher seemed to be truly fond of him.
The children all ascribed this partiality to the color of Bernard's skin, and they all, except Belton, began to envy and despise Bernard. Of course they told their parents of the teacher's partiality and their parents thus became embittered against the teacher. But however much they might object to him and desire his removal, their united protests would not have had the weight of a feather. So the teacher remained at Winchester for twelve years. During all these years he instructed our young friends Belton and Bernard.
Strangely enough, his ardent love for Bernard and his bitter hatred of Belton accomplished the very same result in respect to their acquirements. The teacher soon discovered that both boys were talented far beyond the ordinary, and that both were ambitious. He saw that the way to wound and humiliate Belton was to make Bernard excel him. Thus he bent all of his energies to improve Bernard's mind. Whenever he heard Belton recite he brought all of his talents to bear to point out his failures, hoping thus to exalt Bernard, out of whose work he strove to keep all blemishes. Thus Belton became accustomed to the closest scrutiny, and prepared himself accordingly. The result was that Bernard did not gain an inch on him.
The teacher introduced the two boys into every needed field of knowledge, as they grew older, hoping always to find some branch in which Bernard might display unquestioned superiority. There were two studies in which the two rivals dug deep to see which could bring forth the richest treasures; and these gave coloring to the whole of their afterlives. One, was the History of the United States, and the other, Rhetoric.
In history, that portion that charmed them most was the story of the rebellion against the yoke of England. Far and wide they went in search of everything that would throw light on this epoch. They became immersed in the spirit of that heroic age.
As a part of their rhetorical training they were taught to declaim. Thanks to their absorption in the history of the Revolution, their minds ran to the sublime in literature; and they strove to secure pieces to declaim that recited the most heroic deeds of man, of whatever nationality.
Leonidas, Marco Bozarris, Arnold Winklereid, Louis Kossuth, Robert Emmett, Martin Luther, Patrick Henry and such characters furnished the pieces almost invariably declaimed. They threw their whole souls into these, and the only natural thing resulted. No human soul can breathe the atmosphere of heroes and read with bated breath their deeds of daring without craving for the opportunity to do the like. Thus the education of these two young men went on.
At the expiration of twelve years they had acquired an academic education that could not be surpassed anywhere in the land. Their reputation as brilliant students and eloquent speakers had spread over the whole surrounding country.
The teacher decided to graduate the young men; and he thought to utilize the occasion as a lasting humiliation of Belton and exaltation of his favorite, Bernard Belgrave. Belton felt this.
In the first part of this last school year of the boys, he had told them to prepare for a grand commencement exercise, and they acted accordingly. Each one chose his subject and began the preparation of his oration early in the session, each keeping his subject and treatment secret from the other.
The teacher had announced that numerous white citizens would be present; among them the congressman from the district and the mayor of the town. Belton determined upon two things, away down in his soul. He determined to win in the oratorical contest, and to get his revenge on his teacher on the day that the teacher had planned for his — (Belton's) humiliation. Bernard did not have the incentive that Belton did; but defeat was ever galling to him, and he, too, had determined to win.
The teacher often reviewed the progress made by Bernard on his oration, but did not notice Belton's at all. He strove to make Bernard's oration as nearly perfect as labor and skill could make it. But Belton was not asleep as to either of the resolutions he had formed. Some nights he could be seen stealing away from the congressman's residence. On others he could be seen leaving the neighborhood of the school, with a spade in one hand and a few carpenter's tools in the other.
He went to the congressman, who was a polished orator with a national reputation, in order that he might purge his oration from its impurities of speech. As the congressman read the oration and perceived the depth of thought, the logical arrangement, the beauty and rhythm of language, and the wide research displayed, he opened his eyes wide with astonishment. He was amazed that a young man of such uncommon talents could have grown up in his town and he not know it. Belton's marvelous talents won his respect and admiration, and he gave him access to his library and criticized his oration whenever needed.
Secretly and silently preparations went on for the grand conflict. At last the day came. The colored men and women of the place laid aside all work to attend the exercises. The forward section of seats was reserved for the white people. The congressman, the mayor, the school trustees and various other men of standing came, accompanied by their wives and daughters.
Scholars of various grades had parts to perform on the programme, but the eyes of all sought the bottom of the page where were printed the names of the two oratorical gladiators:
"BELTON PIEDMONT. BERNARD BELGRAVE."