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diff --git a/28087-h/28087-h.htm b/28087-h/28087-h.htm new file mode 100644 index 0000000..ee13cae --- /dev/null +++ b/28087-h/28087-h.htm @@ -0,0 +1,10799 @@ +<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" + "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> + +<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> + <head> + <meta http-equiv="Content-Type" content="text/html;charset=iso-8859-1" /> + <meta http-equiv="Content-Style-Type" content="text/css" /> + <title> + The Project Gutenberg eBook of Tuskegee & Its People: Their Ideals and Achievements, by Booker T. Washington. + </title> + <style type="text/css"> +body { + margin-left: 10%; + margin-right: 10%; +} + +h1,h2,h3,h4,h5,h6 { + text-align: center; + clear: both; +} + +p { + margin-top: .75em; + text-align: justify; + margin-bottom: .75em; +} + +hr { + width: 15%; + margin-top: 2em; + margin-bottom: 2em; + margin-left: auto; + margin-right: auto; + clear: both; + color: #BDBDBD; +} + +.pagenum { /* uncomment the next line for invisible page numbers */ + /* visibility: hidden; */ + position: absolute; + left: 95%; + font-size: smaller; + text-align: right; + color: #C0C0C0; +} + +.center {text-align: center;} + +.smcap {font-variant: small-caps; text-align: center;} + +.caption {text-align: center; margin-top: 1px;} + +.image {text-align: center;} + +.block {margin: auto; text-align: center; width: 45%;} + +.poem { + margin: 2em; + text-align: left; + font-size: 96% +} + +.poem span.i0 {margin-left: 0em;} + +.poem span.i1 {margin-left: .3em;} + +h2.chapter {font-size: 145%; padding-bottom: 0.75em;} + +h3.chapter2 {font-size: 125%; font-variant: small-caps; padding-bottom: 1em;} + +.sc {font-variant: small-caps;} + +table {margin-left: auto; margin-right: auto;} + +.footnote {margin-left: 10%; margin-right: 10%; font-size: 1em;} + +.footnote .label {position: absolute; right: 83%; text-align: right;} + +.fnanchor { + vertical-align: super; + font-size: .8em; + text-decoration: none; +} + +.minispace {margin-bottom: 1em;} + +.microspace {margin-bottom: .5em;} + +.nanospace {padding-bottom: .25em;} + +.border { + border-style: dashed; + border-width: 2px; + padding: 2em; + background: #FFFFFF; + border-color: #000000; +} + +.border2 { + border-style: solid; + border-width: 2px; + background: #FFFFFF; + border-color: #000000; + margin-left: 18.5em; + margin-right: 18em; +} + +.blockquote {margin-left: 3em; font-size: 95%; padding-top: .5em; padding-bottom: .5em;} + +.right {text-align: right;} + +.gesperrt {letter-spacing: .2em; font-weight: bold; padding-left: .2em;} + </style> + </head> +<body> + + +<pre> + +The Project Gutenberg EBook of Tuskegee & Its People: Their Ideals and +Achievements, by Various + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: Tuskegee & Its People: Their Ideals and Achievements + +Author: Various + +Editor: Booker T. Washington + +Release Date: February 15, 2009 [EBook #28087] + +Language: English + +Character set encoding: ISO-8859-1 + +*** START OF THIS PROJECT GUTENBERG EBOOK TUSKEGEE & ITS PEOPLE *** + + + + +Produced by Bryan Ness, Meredith Bach, and the Online +Distributed Proofreading Team at https://www.pgdp.net (This +file was produced from images generously made available +by The Internet Archive/Canadian Libraries) + + + + + + +</pre> + + +<div class="minispace"> </div> +<div class="border2"> +<h3><i>Compliments of</i><br /> +<span style="font-size: 107%;"><i>BOOKER T. WASHINGTON</i></span><br /> +<i>Principal Tuskegee Normal and Industrial Institute</i><br /> +<i>Tuskegee Institute, Alabama</i></h3> +</div> +<div class="minispace"> </div> +<div class="minispace"> </div> + +<h2>TUSKEGEE AND ITS PEOPLE</h2> +<div class="minispace"> </div> +<div class="minispace"> </div> +<div class="image"> +<a name="frontis" id="frontis"></a><img src="images/ifrontis.jpg" width="383" height="565" alt="BOOKER T. WASHINGTON." title="" /> +<br /> +<span class="caption">BOOKER T. WASHINGTON.</span> +</div> +<div class="minispace"> </div> +<div class="minispace"> </div> +<div class="minispace"> </div> +<h1><span style="color: #FF0000;">TUSKEGEE</span> <img src="images/ititlea.png" width="34" height="29" alt="" title="" /><br /> +<small>ITS PEOPLE: THEIR IDEALS</small><br /> +<small>AND ACHIEVEMENTS</small> <img src="images/ititleb.png" width="124" height="28" alt="" title="" /></h1> + + +<div class="minispace"> </div> +<h3>EDITED BY</h3> + +<h2>BOOKER T. WASHINGTON</h2> + +<div class="minispace"> </div> +<div class="microspace"> </div> +<div class="image"> +<img src="images/ititlec.jpg" width="97" height="114" alt="" title="" /> +</div> +<div class="minispace"> </div> +<div class="minispace"> </div> +<h3>D. APPLETON AND COMPANY<br /> +NEW YORK<br /> +1906</h3> + + +<div class="minispace"> </div> +<hr /> +<div class="smcap">Copyright, 1905, by<br /> +D. APPLETON AND COMPANY</div> +<div class="minispace"> </div> +<div class="minispace"> </div> + +<div class="center"><i>Published June, 1905</i></div> +<div class="minispace"> </div> + +<hr /> +<div class="microspace"> </div> + +<h2 class="chapter gesperrt">PREFACE</h2> +<hr style="width: 5%; margin-top: -1.5em; margin-bottom: 3em;" /> + +<p>In a general way the reading public is fairly<span class="pagenum"><a name="Page_v" id="Page_v">[v]</a></span> +well acquainted with the work of the Tuskegee +Normal and Industrial Institute, but there is continued +demand for definite information as to just +what the graduates of that institution are doing +with their education.</p> + +<p>That inquiry is partly answered by this book. +The scope of the Tuskegee Institute work is outlined +by the chapters contained in Part I, while +those of Part II evidence the fact that the graduates +of the school are grappling at first-hand with +the conditions that environ the masses of the Negro +people.</p> + +<p>At the school, in addition to the regular Normal +School course of academic work, thirty-six +industries are taught the young men and women. +These are: Agriculture; Basketry; Blacksmithing; +Bee-keeping; Brickmasonry; Plastering; Brick-making; +Carpentry; Carriage Trimming; Cooking; +Dairying; Architectural, Freehand, and Me<span class="pagenum"><a name="Page_vi" id="Page_vi">[vi]</a></span>chanical +Drawing; Dressmaking; Electrical and +Steam Engineering; Founding; Harness-making; +Housekeeping; Horticulture; Canning; Plain +Sewing; Laundering; Machinery; Mattress-making; +Millinery; Nurse Training; Painting; Sawmilling; +Shoemaking; Printing; Stock-raising; +Tailoring; Tinning; and Wheelwrighting.</p> + +<p>Since the founding of the institution, July 4, +1881, seven hundred and forty-six graduates have +gone out from the institution, while more than six +thousand others who were not able to remain and +complete the academic course, and thereby secure +a diploma, have been influenced for good by it.</p> + +<p>The school has sought from the very beginning +to make itself of practical value to the Negro people +and to the South as well. It has taught those +industries that are of the South, the occupations in +which our men and women find most ready employment, +and unflinchingly has refused to abandon +its course; it has sought to influence its young +men and women to live unselfish, sacrificing lives; +to put into practise the lessons taught on every side +that make for practical, helpful every-day living.</p> + +<p>In the main those who go out from Tuskegee +Institute, (1) follow the industry they have been +taught, (2) teach in a public or private school or<span class="pagenum"><a name="Page_vii" id="Page_vii">[vii]</a></span> +teach part of the year and farm or labor the rest, +(3) follow housekeeping or other domestic service, +or (4) enter a profession or the Government service, +or become merchants. Among the teachers are +many who instruct in farming or some industry; +the professional men are largely physicians, and +the professional women mostly trained nurses. +Dr. Washington, the Principal of the school, +makes the unqualified statement: "After diligent +investigation, I can not find a dozen former students +in idleness. They are in shop, field, schoolroom, +home, or the church. They are busy because +they have placed themselves in demand by learning +to do that which the world wants done, and +because they have learned the disgrace of idleness +and the sweetness of labor."</p> + +<p>No attempt has here been made to represent all +of the industries; no attempt has especially been +made to confine representation to those who are +working at manual labor. The public, or at least +a part of it, somewhat gratuitously, has reached +the conclusion that Tuskegee Institute is a "servant +training school," or an employment agency. +That is a mistaken idea.</p> + +<p>The object of the school is to train men and +women who will go out and repeat the work done<span class="pagenum"><a name="Page_viii" id="Page_viii">[viii]</a></span> +here, to teach what they have learned to others, and +to leaven the whole mass of the Negro people in the +South with a desire for the knowledge and profitable +operation of those industries in which they +have in so large a measure the right of way. Tuskegee +students and graduates are never urged not +to take such service, especially not to refuse in +preference to idleness, but it all involves a simple, +ordinary, economic principle. Capable men and +women, skilled in the industrial arts, are like those +of all races—they seek the most profitable employment. +A blacksmith, a tailor, a brickmason, a +harness-maker, or other artisan, who can find work +in shops and factories, or independently, and make +thirty to seventy-five dollars a month, and even +more, will not, simply because he is black, leave +those chances to accept service in private employment +for fifteen dollars per month, and less, and +board himself. No school could covenant to train +servants for an indefinite tenure; it can at best only +promise to train leaders who shall go among the +masses and lift them up; to train men and women +who shall in turn reach hundreds of others.</p> + +<p>Those who write the following chapters represent, +in the main, this class. They have written +simply, with perfect frankness, have dealt with the<span class="pagenum"><a name="Page_ix" id="Page_ix">[ix]</a></span> +significant things of their lives, and have demonstrated, +the writer believes, that from humble +origin black men and women may confidently be +counted upon, with proper encouragement, to win +success. The chapters are autobiographical, significantly +optimistic, with just pride in what has +been done, and outlining, as did "Up from Slavery"—which +was commended as a proper model—experiences +from childhood, the school-life of +the writer, and the results achieved in the direction +of putting into practise what was learned in +school. Through this symposium it is hoped that +the public may learn, in the best possible way, some +of the finer results already accomplished by the +Tuskegee Institute.</p> + +<div class="microspace"> </div> +<div class="right">E. J. S.</div> + +<div class="center"><span class="smcap">Tuskegee Institute, Alabama</span>, <i>April 1, 1905</i>.</div> + + +<div class="minispace"> </div> +<hr /> +<h2>CONTENTS</h2> +<hr style="width: 5%; margin-top: -.5em; margin-bottom: 4em;" /> + + + +<div class="center"> +<table border="0" cellpadding="4" cellspacing="0" summary="table of contents" width="55%"> +<tr><td align="left"></td><td align="right" class="stext">PAGE</td></tr> +<tr><td align="left">GENERAL INTRODUCTION</td><td align="right"><a href="#GENERAL_INTRODUCTION">1</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Booker T. Washington.</span></td></tr> +<tr><td> </td></tr> +<tr><td align="center">PART I</td></tr> +<tr><td align="center" class="stext">THE SCHOOL AND ITS PURPOSES</td></tr> +<tr><td> </td></tr> +<tr><td align="left">I.—PRESENT ACHIEVEMENTS AND GOVERNING IDEALS</td><td align="right"><a href="#I">19</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Emmett J. Scott, Mr. Washington's Executive Secretary.</span></td></tr> +<tr><td align="left">II.—RESOURCES AND MATERIAL EQUIPMENT</td><td align="right"><a href="#II">35</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Warren Logan, Treasurer of the School.</span></td></tr> +<tr><td align="left">III.—THE ACADEMIC AIMS</td><td align="right"><a href="#III">56</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Roscoe C. Bruce, Director of the Academic Department.</span></td></tr> +<tr><td align="left">IV.—WHAT GIRLS ARE TAUGHT, AND HOW</td><td align="right"><a href="#IV">68</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Mrs. Booker T. Washington, Director of Industries for Girls.</span></td></tr> +<tr><td align="left">V.—HAMPTON INSTITUTE'S RELATION TO TUSKEGEE</td><td align="right"><a href="#V">87</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Robert R. Moton.</span></td></tr> +<tr><td> </td></tr> +<tr><td align="center">PART II</td></tr> +<tr><td align="center" class="stext">AUTOBIOGRAPHIES BY GRADUATES OF THE SCHOOL</td></tr> +<tr><td> </td></tr> +<tr><td align="left">I.—A COLLEGE PRESIDENT'S STORY</td><td align="right"><a href="#IB">101</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Isaac Fisher, of Pine Bluff, Arkansas.</span></td></tr> +<tr><td align="left">II.—A SCHOOL PRINCIPAL'S STORY</td><td align="right"><a href="#IIB">111</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By William H. Holtzclaw, of Utica, Mississippi.</span></td></tr> +<tr><td align="left">III.—A LAWYER'S STORY</td><td align="right"><a href="#IIIB">141</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By George W. Lovejoy, of Mobile, Alabama.</span></td></tr> +<tr><td align="left">IV.—A SCHOOL TREASURER'S STORY</td><td align="right"><a href="#IVB">152</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Martin A. Menafee, of Denmark, South Carolina.</span></td></tr> +<tr><td align="left">V.—THE STORY OF A FARMER</td><td align="right"><a href="#VB">164</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Frank Reid, of Dawkins, Alabama.</span></td></tr> +<tr><td align="left">VI.—THE STORY OF A CARPENTER</td><td align="right"><a href="#VI">173</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Gabriel B. Miller, of Fort Valley, Georgia.</span></td></tr> +<tr><td align="left">VII.—COTTON-GROWING IN AFRICA</td><td align="right"><a href="#VII">184</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By John W. Robinson, of Lome, Togo, West Africa.</span></td></tr> +<tr><td align="left">VIII.—THE STORY OF A TEACHER OF COOKING</td><td align="right"><a href="#VIII">200</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Mary L. Dotson, of Tuskegee Institute, Alabama.</span></td></tr> +<tr><td align="left">IX.—A WOMAN'S WORK</td><td align="right"><a href="#IX">211</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Cornelia Bowen, of Waugh (Mt. Meigs), Alabama.</span></td></tr> +<tr><td align="left">X.—UPLIFTING OF THE SUBMERGED MASSES</td><td align="right"><a href="#X">224</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By W. J. Edwards, of Snow Hill, Alabama.</span></td></tr> +<tr><td align="left">XI.—A DAIRYMAN'S STORY</td><td align="right"><a href="#XI">253</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Lewis A. Smith, of Rockford, Illinois.</span></td></tr> +<tr><td align="left">XII.—THE STORY OF A WHEELWRIGHT</td><td align="right"><a href="#XII">264</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Edward Lomax, of Tuskegee Institute, Alabama.</span></td></tr> +<tr><td align="left">XIII.—THE STORY OF A BLACKSMITH</td><td align="right"><a href="#XIII">276</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Jubie B. Bragg, of Tallahassee, Florida.</span></td></tr> +<tr><td align="left">XIV.—A DRUGGIST'S STORY</td><td align="right"><a href="#XIV">285</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By David L. Johnston, of Birmingham, Alabama.</span></td></tr> +<tr><td align="left">XV.—THE STORY OF A SUPERVISOR OF MECHANICAL INDUSTRIES</td><td align="right"><a href="#XV">299</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By James M. Canty, of Institute P. O., West Virginia.</span></td></tr> +<tr><td align="left">XVI.—A NEGRO COMMUNITY BUILDER</td><td align="right"><a href="#XVI">317</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Russell C. Calhoun, of Eatonville, Florida.</span></td></tr> +<tr><td align="left">XVII.—THE EVOLUTION OF A SHOEMAKER</td><td align="right"><a href="#XVII">338</a></td></tr> +<tr><td align="left"><span style="margin-left: 4.5em;">By Charles L. Marshall, of Cambria, Virginia.</span></td></tr> +</table></div> + + + + +<hr /> +<div class="minispace"> </div> +<h2>LIST OF ILLUSTRATIONS</h2> +<hr style="width: 10%; margin-top: 0em; margin-bottom: 4em;" /> + + + +<div class="center"> +<table border="0" cellpadding="4" cellspacing="0" summary="list of illustrations" width="60%"> +<tr><td align="left"></td><td align="right" class="stext">FACING<br /> +PAGE</td></tr> +<tr><td align="left">BOOKER T. WASHINGTON</td><td align="right"><i><a href="#frontis">Frontispiece</a></i></td></tr> +<tr><td align="left">EMMETT J. SCOTT</td><td align="right"><a href="#i20">20</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">Mr. Washington's Executive Secretary.</span></td></tr> +<tr><td align="left">THE COLLIS P. HUNTINGTON MEMORIAL BUILDING</td><td align="right"><a href="#i26">26</a></td></tr> +<tr><td align="left">WARREN LOGAN</td><td align="right"><a href="#i36">36</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">Treasurer of the School</span></td></tr> +<tr><td align="left">THE OFFICE BUILDING IN PROCESS OF ERECTION</td><td align="right"><a href="#i50">50</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">Student carpenters shown at work.</span></td></tr> +<tr><td align="left">ROSCOE C. BRUCE</td><td align="right"><a href="#i56">56</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">Director of the Academic Department.</span></td></tr> +<tr><td align="left">A PORTION OF THE SCHOOL GROUNDS</td><td align="right"><a href="#i64">64</a></td></tr> +<tr><td align="left">ANOTHER PORTION OF THE SCHOOL GROUNDS</td><td align="right"><a href="#i66">66</a></td></tr> +<tr><td align="left">MRS. BOOKER T. WASHINGTON</td><td align="right"><a href="#i68">68</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">Director of Industries for Girls.</span></td></tr> +<tr><td align="left">A CLASS IN MILLINERY</td><td align="right"><a href="#i76">76</a></td></tr> +<tr><td align="left">THE EXECUTIVE COUNCIL</td><td align="right"><a href="#i94">94</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">Standing, left to right: P. C. Parks, Superintendent of Farm; George</span></td></tr> +<tr><td align="left"><span style="margin-left: 3.5em;">W. Carver, Director, Agricultural Department; J. N. Calloway,</span></td></tr> +<tr><td align="left"><span style="margin-left: 3.5em;">Land Extension; John H. Palmer, Registrar; Charles H. Gibson,</span></td></tr> +<tr><td align="left"><span style="margin-left: 3.5em;">Resident Auditor; Edgar J. Penney, Chaplain.</span></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">Seated, left to right: Lloyd G. Wheeler, Business Agent; Robert R.</span></td></tr> +<tr><td align="left"><span style="margin-left: 3.5em;">Taylor, Director of Mechanical Industries; John H. Washington,</span></td></tr> +<tr><td align="left"><span style="margin-left: 3.5em;">General Superintendent of Industries; Warren Logan, Treasurer;</span></td></tr> +<tr><td align="left"><span style="margin-left: 3.5em;">Booker T. Washington, Principal; Miss Jane E. Clark, Dean of</span></td></tr> +<tr><td align="left"><span style="margin-left: 3.5em;">Woman's Department; Mrs. Booker T. Washington, Director of Industries</span></td></tr> +<tr><td align="left"><span style="margin-left: 3.5em;">for Girls; and Emmett J. Scott, Secretary to the Principal.</span></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">The Director of the Academic Department, Roscoe C. Bruce, and the</span></td></tr> +<tr><td align="left"><span style="margin-left: 3.5em;">Commandant of Cadets, Major J. B. Ramsey, also members of</span></td></tr> +<tr><td align="left"><span style="margin-left: 3.5em;">the Executive Council, were absent when photograph was taken.</span></td></tr> +<tr><td align="left">THE CARNEGIE LIBRARY BUILDING</td><td align="right"><a href="#i108">108</a></td></tr> +<tr><td align="left">MORNING AT THE BARNS ON THE SCHOOL FARM</td><td align="right"><a href="#i122">122</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">Teams of horses and cattle ready to start for the day's work.</span></td></tr> +<tr><td align="left">STUDENTS PRUNING PEACH-TREES</td><td align="right"><a href="#i146">146</a></td></tr> +<tr><td align="left">A SILO ON THE FARM</td><td align="right"><a href="#i166">166</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">Students filling it with fodder corn, steam-power being used.</span></td></tr> +<tr><td align="left">A MODEL DINING-ROOM</td><td align="right"><a href="#i208">208</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">From the department where table-service is taught.</span></td></tr> +<tr><td align="left">THE CULTURE OF BEES</td><td align="right"><a href="#i220">220</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">Students at work in the apiary.</span></td></tr> +<tr><td align="left">IN THE DAIRY</td><td align="right"><a href="#i254">254</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">Students using separators.</span></td></tr> +<tr><td align="left">STUDENTS AT WORK IN THE HARNESS SHOP</td><td align="right"><a href="#i270">270</a></td></tr> +<tr><td align="left">AT THE HOSPITAL</td><td align="right"><a href="#i294">294</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">A corner in the boys' ward.</span></td></tr> +<tr><td align="left">IN THE TIN SHOP</td><td align="right"><a href="#i300">300</a></td></tr> +<tr><td align="left">STUDENTS CANNING FRUIT</td><td align="right"><a href="#i308">308</a></td></tr> +<tr><td align="left">STARTING A NEW BUILDING</td><td align="right"><a href="#i314">314</a></td></tr> +<tr><td align="left"><span style="margin-left: 2em;">Student masons laying the foundation in brick.</span></td></tr> +<tr><td align="left">GIRLS GARDENING</td><td align="right"><a href="#i344">344</a></td></tr> +</table></div> + + + +<hr /> +<div class="minispace"> </div> +<h2 style="font-size: 160%;">TUSKEGEE AND ITS PEOPLE</h2> +<hr style="width: 8%; margin-top: 1em; margin-bottom: 4em;" /> + +<h2 class="chapter"><a name="GENERAL_INTRODUCTION" id="GENERAL_INTRODUCTION"></a>GENERAL INTRODUCTION</h2> + +<h3 class="chapter2">By Booker T. Washington</h3> + + +<p>Institutions, like individuals, are properly<span class="pagenum"><a name="Page_1" id="Page_1">[1]</a></span> +judged by their ideals, their methods, and their +achievements in the production of men and women +who are to do the world's work.</p> + +<p>One school is better than another in proportion +as its system touches the more pressing needs of +the people it aims to serve, and provides the more +speedily and satisfactorily the elements that bring +to them honorable and enduring success in the +struggle of life. Education of some kind is the +first essential of the young man, or young woman, +who would lay the foundation of a career. The +choice of the school to which one will go and +the calling he will adopt must be influenced in +a very large measure by his environments, trend of +ambition, natural capacity, possible opportunities<span class="pagenum"><a name="Page_2" id="Page_2">[2]</a></span> +in the proposed calling, and the means at his +command.</p> + +<p>In the past twenty-four years thousands of the +youth of this and other lands have elected to come +to the Tuskegee Normal and Industrial Institute +to secure what they deem the training that would +offer them the widest range of usefulness in the +activities open to the masses of the Negro people. +Their hopes, fears, strength, weaknesses, struggles, +and triumphs can not fail to be of absorbing +interest to the great body of American people, +more particularly to the student of educational +theories and their attendant results.</p> + +<p>When an institution has, like Tuskegee Institute, +reached that stage in its development that +its system of instruction has aroused very general +discussion, and has given to the world of varied +industry an army of workers, numbering not less +than 6,000, there is a natural curiosity on the +part of the public to learn all that is possible +of such an institution, and of the personality and +methods of those administering its affairs. They +wish to ascertain the actual truth concerning its +resources and equipment; they want figures detailing +the degree of pecuniary productiveness and +moral efficiency attained by those who have re<span class="pagenum"><a name="Page_3" id="Page_3">[3]</a></span>ceived +the prescribed training; and they are eager +to hear the whole story from the lips of both the +instructors and the instructed as to how the recorded +results have been accomplished.</p> + +<p>In several volumes already published, bearing +upon Tuskegee Institute and what it stands for, +an endeavor has been made to present a truthful +account of the Principal's early strivings and life-work; +an honest attempt has been made to analyze +and impress the basic principles upon which Tuskegee +Institute was founded. It has been the aim +to write a history of individual yearnings for the +light of knowledge that would stir the inner consciousness +of the humblest of the race and arouse +him to the vast possibilities that lie in the wake +of solid character, intelligent industry, and material +acquisition. He has tried, with all earnestness, +to hold up the future of the American Negro +in its most attractive aspect, and to emphasize the +virile philosophy that there is a positive dignity +in working with the hands, when that labor is fortified +by a developed brain and a consecrated heart.</p> + +<p>Though much has been said of the spirit and +purpose of this center of social and economic uplift +in the famed Black Belt of the South, there +is still a wide-spread demand for a more specific<span class="pagenum"><a name="Page_4" id="Page_4">[4]</a></span> +recital of what is being done here, by whom, under +what conditions, and the concrete evidences of the +benefits that are growing out of the thrift, industry, +right thinking, and right living taught by our +faculty.</p> + +<p>In response to this insistent call, Mr. Emmett +J. Scott, Executive Secretary of the Tuskegee Institute, +presents to the public a further contribution, +Tuskegee and Its People: Their Ideals and +Achievements, with authentic accompanying autobiographies +of a number of typical students of +the school.</p> + +<p>To this work Mr. Scott brings a peculiar fitness, +unequaled by any other person who might +have been chosen to perform it. He is closely +knit to the Southland and her great masses by +the common sympathy of nativity and the mutuality +of hopes. The South has always been his +home, but he has traveled so extensively and +mingled so freely that he has acquired most ample +breadth of vision as regards men and things.</p> + +<p>For many years now Mr. Scott has served +the school with rare fidelity and zeal, and has been +to the Principal not only a loyal assistant in every +phase of his manifold and frequently trying duties, +but has proved a valuable personal friend and<span class="pagenum"><a name="Page_5" id="Page_5">[5]</a></span> +counselor in matters of the most delicate nature, +exhibiting in emergencies a quality of judgment +and diplomatic calmness seldom found in men of +even riper maturity and more extended experience.</p> + +<p>As I stated in one of my books published several +years ago, as far as one individual can fill the place +of another, Mr. Scott has acted in the Principal's +stead, seeing with the Principal's eyes and hearing +with the Principal's ears, counting no sacrifice +too great to be made for Tuskegee's well-being. +He is in perfect accord with the fundamental +principles and practical policies through the persistent +adherence to which Tuskegee Institute +has won its conspicuous place in the educational +world.</p> + +<p>The volume here presented has been edited by +Mr. Scott with the utmost care, he preferring to +have the contributors understate rather than overstate +the results that have come from the labors +of Tuskegee and its people. It has been the Principal's +pleasure and privilege to examine and critically +review the manuscript after its completion, +and the volume is so praiseworthy that +it is given his cordial approval. The task of +editing he had expected to perform has been +so well done that it has only been necessary to<span class="pagenum"><a name="Page_6" id="Page_6">[6]</a></span> +review the manuscript after its preparation for +the publishers, and to forego the strict editorial +revisioning planned. The book is an accurate portrait +of the Tuskegee of to-day, and reasonably +forecasts the hopes for the institution of to-morrow. +It tells with forceful directness and graphic +precision the formative work that is being done +for this generation, and supplies a fulcrum upon +which there may justly rest a prophecy of greater +things for the generations that are to follow.</p> + +<p>A Tuskegee book, whatever its primary motive, +is invariably expected to deal broadly with the +entire problem of the Negro and his relationships +of every kind. It must be more than a mere flesh-and-blood +narrative, descriptive of the material +progress of the men and women the Institute has +produced and is producing. It must be a book +free from ostentatious pretension, breathing the +atmosphere of the life of the earnest people it +describes. It must, of course, exhibit not only the +achievements, but also the ideals, the possibilities +of the Tuskegee trained man and woman. This, +I feel, is adequately done in this volume.</p> + +<p>Tuskegee and Its People possesses ideals in +thought, morals, and action—and they are lofty. +In these respects the symposium will not prove a<span class="pagenum"><a name="Page_7" id="Page_7">[7]</a></span> +disappointment. This instinct for the ideal, however, +lies not in idly sighing for it, but is born +of an abiding belief that worth is intrinsic, and +that applied common sense, practical knowledge, +constancy of effort, and mechanical skill will make +a place for the patient striver far more secure +than the artificial niche into which some one may +thrust him. The masses who are most helpfully +reached by the Tuskegee Institute are coming to +realize that education in its truest sense is no +longer to be regarded as an emotional impulse, a +fetish made up of loosely joined information, to +be worshiped for its mere possession, but as a +practical means to a definite end. They are being +taught that mind-training is the logical helpmeet +of hand-training, and that both, supplemented and +sweetened by heart-training, make the high-souled, +useful, productive, patriotic, law-loving, public-spirited +citizen, of whom any nation might well +be proud. The outcome of such education will +be that, instead of the downtrodden child of ignorance, +shiftlessness, and moral weakness, we shall +generate the thoroughly rounded man of prudence, +foresight, responsibility, and financial independence. +He will cease to be the gullible victim +of the sharper who plays upon vanity, credulity,<span class="pagenum"><a name="Page_8" id="Page_8">[8]</a></span> +and superstition, and learn to value only that which +is real and substantial. It is of the highest importance +to the Negro, who must make his way +amid disadvantages and embarrassments of the severest +character, that he be made aware of the +vast difference between working and being worked. +In carrying this inspiring message and impressing +these fundamental truths, the new Tuskegee +book renders a splendid service.</p> + +<p>Industrial training will be more potent for +good to the race when its relation to the other +phases of essential education is more clearly understood. +There is afloat no end of discussion as to +what is the "proper kind of education for the +Negro," and much of it is hurtful to the cause +it is designed to promote. The danger, at present, +that most seriously threatens the success of industrial +training, is the ill-advised insistence in certain +quarters that this form of education should be +offered to the exclusion of all other branches of +knowledge. If the idea becomes fixed in the minds +of the people that industrial education means class +education, that it should be offered the Negro because +he is a Negro, and that the Negro should be +confined to this sort of education, then I fear +serious injury will be done the cause of hand-train<span class="pagenum"><a name="Page_9" id="Page_9">[9]</a></span>ing. +It should be understood rather that at such +institutions as Hampton Institute and Tuskegee +Institute, industrial education is not emphasized +because colored people are to receive it, but because +the ripest educational thought of the world approves +it; because the undeveloped material resources +of the South make it peculiarly important +for both races; and because it should be given +in a large measure to any race, regardless of color, +which is in the same stage of development as the +Negro.</p> + +<p>On the other hand, no one understanding the +real needs of the race would advocate that industrial +education should be given to every Negro to +the exclusion of the professions and other branches +of learning. It is evident that a race so largely +segregated as the Negro is, must have an increasing +number of its own professional men and +women. There is, then, a place and an increasing +need for the Negro college as well as for the industrial +institute, and the two classes of schools +should, and as a matter of fact do, cooperate in +the common purpose of elevating the masses. +There is nothing in hand-training to suggest that +it is a class-training. The best educational authorities +in the world are indorsing it as an es<span class="pagenum"><a name="Page_10" id="Page_10">[10]</a></span>sential +feature in the education of both races, and +especially so when a very large proportion of the +people in question are compelled by dint of circumstances +to earn their living in manufactures +and agricultural and mechanical pursuits in general. +It so happens that the bulk of our people +are permanently to remain in the South, and conditions +beyond their control have attached them to +the soil; for a long time the status of the majority +of them is likely to be that of laborers. To make +hard conditions easier, to raise common labor from +drudgery to dignity, and to adopt systems of training +that will meet the needs of the greatest number +and prepare them for the better things that +intelligent effort will surely bring, form a task +to which the wisest of the race are addressing themselves +with an eager enthusiasm which refuses to +be chilled by adverse criticism.</p> + +<p>Tuskegee emphasizes industrial training for +the Negro, not with the thought that the Negro +should be confined to industrialism, the plow, or +the hoe, but because the undeveloped material resources +of the South offer at this time a field peculiarly +advantageous to the worker skilled in agriculture +and the industries, and here are found the +Negro's most inviting opportunities for taking on<span class="pagenum"><a name="Page_11" id="Page_11">[11]</a></span> +the rudimentary elements that ultimately make for +a permanently progressive civilization.</p> + +<p>The Tuskegee Idea is that correct education +begins at the bottom, and expands naturally as +the necessities of the people expand. As the race +grows in knowledge, experience, culture, taste, and +wealth, its wants are bound to become more and +more diverse; and to satisfy these wants there will +be gradually developed within our own ranks—as +has already been true of the whites—a constantly +increasing variety of professional and business men +and women. Their places in the economic world +will be assured and their prosperity guaranteed in +proportion to the merit displayed by them in their +several callings, for about them will have been established +the solid bulwark of an industrial mass +to which they may safely look for support. The +esthetic demands will be met as the capacity of +the race to procure them is enlarged through the +processes of sane intellectual advancement. In +this cumulative way there will be erected by the +Negro, and for the Negro, a complete and indestructible +civilization that will be respected by all +whose respect is worth the having. There should +be no limit placed upon the development of any +individual because of color, and let it be understood<span class="pagenum"><a name="Page_12" id="Page_12">[12]</a></span> +that no one kind of training can safely +be prescribed for any entire race. Care should be +taken that racial education be not one-sided for +lack of adaptation to personal fitness, nor unwieldy +through sheer top-heaviness. Education, to +fulfil its mission for any people anywhere, should +be symmetrical and sensible.</p> + +<p>A mastery of the industries taught at Tuskegee +presupposes and requires no small degree of +academic study, for competency in agriculture calls +for considerable knowledge of chemistry, and no +mechanical pursuit can be followed satisfactorily +without some acquaintance with the "three R's." +Likewise, the individual of liberal academic or +college preparation possesses a stronger equipment +for constructive work who has trained his hands to +supplement his brain.</p> + +<p>After all, the final test of the value of any +system of education is found in the record of its +actual achievements. In Tuskegee and Its People +heads of the several departments have not only +given a succinct account of the history, resources, +and current labors of the school, but deal most happily +with the governing ideals behind the institution, +and vindicate its claim to the approval of +the world's thinkers and moving forces. Besides<span class="pagenum"><a name="Page_13" id="Page_13">[13]</a></span> +treating rather elaborately the structural efficiency +of the work of the teachers, the editor has not neglected +to emphasize the spiritual and ethical virtues +that spread over a wider range of influence +here and among our people throughout the Southland +than those familiar with the purely academic +phases have adequately understood.</p> + +<p>Tuskegee's germ principle is to be found in +its unboasted ideals, in the things that of necessity +can not be listed in catalogue or report, rather than +in its buildings, shops, farms, and what not. The +school dwells upon the saving power of land, and +learning, and skill, and a bank-account—not as +finalities in themselves, but as tangible witnesses +to the Negro's capacity to compete with others.</p> + +<p>Perhaps the newest and most refreshing feature +of the book is its vivid pen-portraits of the +young men and women who have gone out of Tuskegee +carrying into diversified lives the principles +and precepts imbibed from their parent school. +The pictures are drawn by the originals themselves, +and they illustrate by honorable achievement the +wholesome and evangelizing influence of Tuskegee's +preachments, and the far-reaching effect of +placing before them as teachers the highest example +of what the Negro of morals and manners<span class="pagenum"><a name="Page_14" id="Page_14">[14]</a></span> +may become. They tell their story at first-hand, +modestly and sincerely, and the foundations of +inspiring lives, laid in the Christian virtues and +conscientious service of their fellow men, foster +a firm belief that the school is doing a work that +will live.</p> + +<p>These types of Tuskegee's graduates, picked +out at random from hundreds of equal scholarship +and ability, represent distinctive channels of activity, +including the president of a leading college, +principals and teachers of thriving schools, a lawyer, +a tinner, a school treasurer, farmers, cotton-growers, +master builders and contractors, a +dairyman, and a blacksmith. No element contributing +to the racial uplift is overlooked. The scenes +of their labors are scattered over a vast area, showing +convincingly the diffusive character as well +as the rich harvest garnered through the Tuskegee +Idea. These rough-hewn sketches of a sturdy +pioneer band in staking out a larger life and a +wider horizon for later generations are worthy +of the most careful perusal.</p> + +<p>The immeasurable advancement of the Negro, +manifested in character, courage, and cash, vitalized +by valiant service to the republic in education, +commerce, and religion, and crowned by an<span class="pagenum"><a name="Page_15" id="Page_15">[15]</a></span> +enlightened, vigorously efficient, sensibly ambitious, +and law-abiding citizenship, is "confirmation +strong as proofs of Holy Writ" that the gospel +of industry, as exemplified by Tuskegee and its +helpers, has exerted a leavening influence upon +civilization wherever it has been brought within +the reach of those who are struggling toward +the heights. Under this new dispensation of mind, +morals, and muscle, with the best whites and best +blacks in sympathetic cooperation, and justice +meaning the same to the weak as to the strong, the +South will no longer be vexed by a "race problem." +Peace and prosperity for all will come with +the strength to rise above the baser self. Civic +righteousness is the South's speediest thoroughfare +to economic greatness.</p> + +<p>A book that opens the inner chambers of a +people's heart, and sheds a light that may guide +the footsteps of both races along the upward way, +should meet with a hearty welcome at the hands +of all lovers of mankind.</p> + + + +<div class="minispace"> </div> +<div><span class="pagenum"><a name="Page_16" id="Page_16">[16]</a></span></div> +<div class="microspace"> </div> +<hr /> +<h3 class="chapter2"><i>PART I</i></h3> +<div><span class="pagenum"><a name="Page_17" id="Page_17">[17]</a></span></div> +<h2 style="font-size: 133%;"><i>THE SCHOOL AND ITS PURPOSES</i></h2> + +<div><span class="pagenum"><a name="Page_18" id="Page_18">[18]</a></span></div> + + + + + +<hr /> +<div class="microspace"> </div> +<div class="minispace"> </div> +<h2 class="chapter"><a name="I" id="I"></a>I</h2> + +<h2 class="chapter">PRESENT ACHIEVEMENTS AND +GOVERNING IDEALS</h2> + +<h3 class="chapter2">By Emmett J. Scott</h3> + + +<p>So much has been said about Tuskegee Institute<span class="pagenum"><a name="Page_19" id="Page_19">[19]</a></span> +as a training-school in which to prepare young +colored men and women for earning a living in the +world of trade and business, that the ideals and +spirit behind all this training are to a very large +extent lost sight of.</p> + +<p>Tuskegee, with its hundreds of acres of farm-land +under intelligent cultivation, with its ever-increasing +number of well-appointed buildings and +its equipment, and the many things on the grounds +included in the name of handicrafts, is always in +the public eye, and continually appeals to the +interest of those who are deeply concerned in the +well-being and progress of the Negro people.</p> + +<p>Yet behind all of these more tangible manifestations +of work, skill, and achievement, there is an +unseen, persistent groping after the higher ideals +of life and living. No one can remain long on<span class="pagenum"><a name="Page_20" id="Page_20">[20]</a></span> +the grounds as an intelligent observer of all that is +to be here seen and felt, without recognizing that +the things that are not written in the catalogue and +not a part of the daily program of activities are +real, vital, and of far-reaching importance.</p> + +<p>Principal Booker T. Washington and the men +and women who have helped him to build Tuskegee +Institute are constantly looking beyond the present +to a future filled with the evidences of a better living +for all those who have felt the transforming +spirit of the hidden forces at work.</p> + +<p>How the perspective widens and deepens! Far, +far beyond the confines of the Tuskegee Institute +community the light of this new life is seen and +felt and has its salutary effect. The stagnant life +of centuries has awakened, and is casting off its +bonds. A new term, "intelligent thrift," has come +into its possession. Wherever this term has gone +and taken root, there has gone with it the thought +that unless the idea make for character, as well as +for more cotton or corn, it is not of much value.</p> + +<p>The Tuskegee Idea always asks one question, +and that is, "What are you?" and not, "What +have you?" The man who does not rise superior to +his possessions does not measure up to the Tuskegee +idea of manhood.</p> + +<div class="nanospace"> </div> +<div class="image"> +<a name="i20" id="i20"></a><img src="images/i020.jpg" width="400" height="520" alt="EMMETT J. SCOTT. + +Mr. Washington's Executive Secretary." title="" /></div> +<div class="caption">EMMETT J. SCOTT. +<br /> +Mr. Washington's Executive Secretary. +</div> +<div class="microspace"> </div> + + +<p>In other words, character-building is the Alpha<span class="pagenum"><a name="Page_21" id="Page_21">[21]</a></span> +and Omega of all that Tuskegee stands for. From +the moment the new student comes on the grounds +until he leaves, he is appealed to in ways innumerable +to regard life as more than bread or meat, +as more than mere mental equipment. Cleanliness, +decorum, promptness, truthfulness—these are +old-fashioned virtues, and are more properly taught +in the home, but in Tuskegee they mean everything. +Tuskegee not only acts as a teacher, but assumes +the rôle of parent, and lays emphasis on the importance +of these virtues every moment of the time +from the entrance of the student until Commencement +Day. The "cleanliness that is next to godliness" +is one of the Tuskegee ideals, and a student +can scarcely commit a more serious misdemeanor +than to appear slovenly, either in dress or manners. +The facilities and requirements for bathing are +quite as complete and exacting as the equipments in +the laboratories and recitation-rooms. The result is +that Tuskegee has the reputation of being one of +the most cleanly and sanitary institutions in the +South.</p> + +<p>As for good manners, Lord Chesterfield himself +would scarcely ask more than is insisted upon +by Tuskegee precision. A man must first be con<span class="pagenum"><a name="Page_22" id="Page_22">[22]</a></span>scious +of being a gentleman before he can be recognized +as such by others, and a girl's good manners +are only outward evidences of her individual worth +and passport to respectful treatment. Tuskegee +Institute, then, insists upon these things because +they make for character, and are a part of the +ideals toward which all training tends.</p> + +<p>But how are all these things taught and enforced? +The first requisite, of course, is the character +of the teachers and instructors themselves, the +men and women who are the embodiment of the +ideals that Tuskegee Institute stands for. While +it can not be claimed that the best teachers in the +South are all at Tuskegee, it can be said that no +other school has so large a number of colored men +and women who have had the advantage of the +highest industrial and intellectual, moral and religious +training. The teaching force is made up +largely of graduates from nearly every first-class +educational institution in America. These teachers +have been carefully sought out and brought to Tuskegee, +not only for their teaching ability, but that +the students may have the benefit of the best examples +before them of what the highest culture can do +for men and women of their own race. For the +majority of our students the perspective of life is<span class="pagenum"><a name="Page_23" id="Page_23">[23]</a></span> +narrow: many of them have never lived out of the +community in which they were born. That was +their only world; their ideals of life were shaped by +their mean and narrow environments. They have +learned to believe, and act accordingly, that the +best people are all of one complexion, and the worst +and poorest people are all of another complexion. +There is no such thing as creating a sentiment of +race pride in such people unless they have set before +them living examples of their own race in +whom they can feel a sense of pride.</p> + +<p>It is scarcely too much to say that one of the +best things about the Tuskegee Institute is that +it wins our young men and women from mean and +sordid environment and brings them in contact +with teachers whose minds, hearts, and lives have +been enlarged and graced by the highest learning +in the best educational institutions of the country. +The school teaches no more important lesson than +that of cultivating a sense of pride and respect for +colored men and women who deserve it because of +their character, education, and achievements.</p> + +<p>Pride of race, though not so written in the +courses of study, is as much a part of Tuskegee's +work as agriculture, brick-making, millinery, or +any other trade, and quite as important. This may<span class="pagenum"><a name="Page_24" id="Page_24">[24]</a></span> +be called sentiment, but it makes for race development +quite as much as any of the material things +taught in the class-room or shop. To borrow a line +from George Eliot:</p> + +<div class="block"> +<div class="poem"> +"Because our race has no great memories,<br /> +I will so live, it shall remember me<br /> +For deeds of such divine beneficence<br /> +As rivers have, that teach men what is good<br /> +By blessing them—<br /> +And make their name, now but a badge of scorn,<br /> +A glorious banner floating in their midst,<br /> +Stirring the air they breathe with impulses<br /> +Of generous pride, exalting fellowship<br /> +Until it soars to magnanimity."<br /> +</div></div> + +<p>That self-respect demands race pride; that virtue +is its own reward; that character is the greatest +thing in human life, are taught and emphasized in +other ways also. Dr. Washington has succeeded, to +a remarkable degree, in developing the Tuskegee +Institute by insisting that this institution must have +nothing less than the best within and without it, +everywhere. What is not best is only temporary. +Those who have done most for the school have been +made to feel that the character of the work done +here and the ideals striven for are deserving of the +best. The idea that "anything is good enough for +a Negro school" has never been allowed to have<span class="pagenum"><a name="Page_25" id="Page_25">[25]</a></span> +any part or exert any effect in Tuskegee's expansion.</p> + +<p>For example, when Mr. Carnegie donated the +money for a library for Tuskegee, a building was +erected of classic outline—a noble structure of artistic +symmetry and beauty that must appeal to +every one who has any appreciation of architectural +beauty. The Collis P. Huntington Memorial +Building, just completed, a gift of Mrs. C. P. +Huntington, used for the academic classes of the +school, would be a credit and delight to any municipality. +There is everything about the exterior and +interior that must awaken a sense of pride in every +pupil who enters its portals. Its facilities are sensible +and unostentatious, yet they meet every requirement +of the department. What is true of the +new Academic Building is likewise true of the various +dormitories for girls and boys. The cleanliness +and the sanitation to be found at Tuskegee are in +delightful contrast to the poor environment to +which many of the students have been accustomed; +especially is this contrast heightened when these +same students have, under competent direction, +installed the plants which yield these comforts. +Thus it is that in dormitory, recitation-room, shop, +dining-hall, library, chapel, and landscape, the idea<span class="pagenum"><a name="Page_26" id="Page_26">[26]</a></span> +that only the best is worth having and striving for +is emphasized as an object-lesson and principle +with such insistence that it becomes an actual part +of a student's training and life.</p> + +<p>The student at Tuskegee is constantly being +trained to look up and forward. He learns how +the idea of beauty can be actualized in home and +social life; how faithful performance of every duty +means nobility of character; how the value of +achievement is determined by the motive behind +it. But besides these, the one aim, thought, or anxiety +around which all others revolve is the high +honorableness of all kinds of work intelligently +done.</p> + +<p>In a section where those who work with their +hands are marked off by the inexorable line of caste +from those who work with their brains or not at +all, this idea of making intelligent work more +honorable than intelligent idleness is of constructive +value in race development. The problem that +the Tuskegee Institute is helping to solve is not +only that the colored people shall do their proportionate +share of the work, but that they shall +do it in such a way that the benefits will remain +with those who do the work. Who can measure +the transforming effect and influence when it can +be said that the "best mechanics" and the "best +agriculturists" in the South are Negroes? Certainly, +if such a time ever comes, there will be no +such painful thing as a race problem, as Negroes +now see it and feel it.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i26" id="i26"></a><img src="images/i026.jpg" width="550" height="374" alt="THE COLLIS P. HUNTINGTON MEMORIAL BUILDING." title="" /><br /> +<span class="caption">THE COLLIS P. HUNTINGTON MEMORIAL BUILDING.</span> +</div> +<div class="microspace"> </div> + +<p>This is one of Tuskegee's largest ideals; not<span class="pagenum"><a name="Page_27" id="Page_27">[27]</a></span> +that Tuskegee alone can bring about a "consummation +so devoutly to be wished," but it is ambitious +to be a potent factor in all the tendencies +that make for such a condition of life in the heart +of the South. So important is this aim and idea +of Tuskegee, that it allows no criticism to affect, +interfere, or obscure its vision. Tuskegee says to +the world that it is determined not only to be a +school, but an agent of civilization, a missionary +for a better life, that shall stand for a kindlier relationship +between the races.</p> + +<p>The school enthusiastically seeks to live up to +the ideal of its Principal, that education in the +broadest and truest sense is designed to influence +individuals to help others; is designed, first, last, +and all the time, to transform and energize individuals +into life-giving agencies for the uplift of +their fellows. Principal Washington's whole educational +creed, accepted by Tuskegee Institute +teachers and students alike, was recently declared<span class="pagenum"><a name="Page_28" id="Page_28">[28]</a></span> +in one of his familiar Sunday-evening "talks" to +the students of the institution. Said he:</p> + +<p>"Education in the broadest and truest sense +will make an individual seek to help all people, regardless +of race, regardless of color, regardless of +condition. And you will find that the person who +is most truly educated is the one who is going to +be kindest, and is going to act in the gentlest manner +toward persons who are unfortunate, toward +the race or the individual that is most despised. +The highly educated person is the one who is +most considerate of those individuals who are less +fortunate. I hope when you go out from here +and meet persons who are afflicted by poverty, +whether of mind or body, or persons who are unfortunate +in any way, that you will show your education +by being just as kind and considerate toward +those persons as it is possible for you to be. That +is the way to test a person with education. You +may see ignorant persons, who perhaps think +themselves educated, going about the street, and +when they meet an individual who is unfortunate—lame, +or with a defect of body, mind, or speech—are +inclined to laugh at and make sport of that individual. +But the highly educated person, the one +who is really cultivated, is gentle and sympathetic<span class="pagenum"><a name="Page_29" id="Page_29">[29]</a></span> +to every one. Education is meant to make us absolutely +honest in dealing with our fellows. I do not +care how much arithmetic we have, or how many +cities we can locate; it is all useless unless we have +an education that makes us absolutely honest. +Education is meant to make us give satisfaction, +and to get satisfaction out of giving it. It is +meant to make us get happiness out of service for +our fellows. And until we get to the point where +we can get happiness and supreme satisfaction +out of helping our fellows, we are not truly educated.... +Education is meant to make us +appreciate the things that are beautiful in nature. +A person is never educated until he is able to go +into the swamps and woods and see something that +is beautiful in the trees and shrubs there—is able +to see something beautiful in the grass and flowers +that surround him—is, in short, able to see something +beautiful, elevating, and inspiring in everything +that God has created. Not only should education +enable us to see beauty in these objects which +God has put about us, but it is meant to influence +us to bring beautiful objects about us. I hope that +each one of you, after you graduate, will surround +himself at home with what is beautiful, inspiring, +and elevating. I do not believe that any person<span class="pagenum"><a name="Page_30" id="Page_30">[30]</a></span> +is educated so long as he lives in a dirty, miserable +shanty. I do not believe that any person is educated +until he has learned to want to live in a +clean room made attractive with pictures and +books, and with such surroundings as are elevating. +In a word, I wish to say again that education is +meant to give us that culture, that refinement, +that taste, which will make us deal truthfully and +sympathetically with our fellow men, and will make +us see what is beautiful, elevating, and inspiring in +what God has created. I want you to bear in mind +that your text-books, with all their contents, are not +an end, but a means to an end—a means to help us +get the highest, the best, the purest, and the most +beautiful things out of life."</p> + +<p>The Tuskegee trained boy or girl has set before +him every hour in the day, and every day in +the year, the substantial educational ideals here set +forth. Books, valuable as they are, and nowhere +more thoroughly reckoned as such than here, are +only a means to an end: this is the gospel preached +by the Tuskegee teacher. Life is the great, the +eternal thing; the serving of one's fellows, the ministering +unto the needy of a groping, developing +people—this is the thing not forgotten, but ever +constantly enforced by precept and by example.<span class="pagenum"><a name="Page_31" id="Page_31">[31]</a></span></p> + +<p>The many old and time-worn frame buildings +are being replaced by finely built and imposing +brick and stone structures; the tallow dip and antiquated +oil-lamp and gas-jet, as illuminators, have +paled before the more brilliant white light of electricity, +installed by Tuskegee students and operated +by them. Patience and faith!—these are Tuskegee's +watchwords and her standard virtues. What +can not be accomplished to-day will certainly be +accomplished to-morrow.</p> + +<p>So, in its larger outlook and household anxieties, +Tuskegee Institute teachers are confident +that the things taught and enforced by example +and precept will justify their efforts in helping +to make a dependent people independent, a distracted +people confident, and an humble people to +thrill with pride in itself and in its best men and +women. Thus it is that Tuskegee Institute has +never been satisfied with being merely a school, +concerned wholly with its recitations and training +in shop and field. Every student who carries a +diploma from these grounds is urged not to hang +that diploma on the wall as an ornament, as an evidence +of individual superiority, but to make it mean +something constructive and life-giving to every one +in the community where he must live and work.<span class="pagenum"><a name="Page_32" id="Page_32">[32]</a></span></p> + +<p>The young men and women who are trained +for mission work in foreign countries are not more +carefully trained in the spirit of consecration than +are these young men and women trained at Tuskegee +for the work of creating better economic and +social conditions among their own people. It is not +necessary to state here what has already been accomplished +in many parts of the South by Tuskegee +graduates. The selected examples set forth in +this book are evidence enough. It is sufficient to +say that the Tuskegee Institute is determined to +become more and more a distinctive influence +among the regenerative agencies that are gradually +bringing order out of chaos, and justice, peace, +and happiness out of the wretched disorders of +a painful past. It is easy to trace the influence +of such well-established institutions as Harvard +and Yale in the progressive life of the American +people. The sons of Harvard and Yale almost +dominate civilization in America. In another +sense, it is possible for Tuskegee to have a like +influence in the many things that must be accomplished +in the South, before love and justice +shall supplant race prejudice and race antagonism.</p> + +<p>This reaching out helpfully in all directions<span class="pagenum"><a name="Page_33" id="Page_33">[33]</a></span> +where help is needed is the distinguishing feature +of Tuskegee. This race-loving spirit gives it a +largeness of view and purpose that saves both its +teachers and pupils from being narrow and self-centered. +Take from Tuskegee all this "vision +splendid," and it will at once shrink into common-place +insignificance. "Set your ideals high," says +the distinguished man who here is Principal as he +was founder, "and in your efforts to reach them +you become strong for greater things." It is but +truth to say that no institution in all the land, +whether for white or black education, stands for +higher and more generous ideals.</p> + +<p>Unless the young man who goes away from +Tuskegee as blacksmith, carpenter, printer, or as +any other mechanic, is something more than these, +he has been incapable of perceiving and taking in +the ideals that go with these accomplishments. He +has been taught over and over again to "hitch +his wagon to the stars," and if he fail to do so, +the fault is in himself, and not in Tuskegee.</p> + +<p>As between a poor doctor and a poor carpenter, +there is but scant choice. They are both failures +and to be avoided. Honor in one is as precious as +in the other. Honor and efficiency—these, therefore, +are the ideal test of every son and daughter<span class="pagenum"><a name="Page_34" id="Page_34">[34]</a></span> +that passes out of these grounds into the larger +world of work and responsibility.</p> + +<p>What a terrible task it has been and still is to +teach the lessons of the upward spirit: "God's +in His heaven, all's well with the world." Hope +is strength and discouragement is weakness. Everything +that is false and unjust and wrong is +transitory. Those who are brave enough to solve +problems shall be more honored of mankind than +those who create problems which they make no +effort to solve.</p> + +<p>There can be no liberty without intelligence, +no independence without industry, and no power +for man, and no charm for woman, without character.</p> + +<p>These are some of the ideals toward which all +our teaching leads; without these there would be +no Tuskegee; with them, as its very life and spirit +and inspiration, Tuskegee shall lead into more +ways of peace, happiness, and power than we of +this generation have yet dreamed of, or realized.</p> + + + +<hr /> +<h2 class="chapter"><a name="II" id="II"></a>II</h2> + +<h2 class="chapter">RESOURCES AND MATERIAL +EQUIPMENT</h2> + +<h3 class="chapter2">By Warren Logan</h3> + + +<p>When the Alabama Legislature in 1881 passed<span class="pagenum"><a name="Page_35" id="Page_35">[35]</a></span> +an act to establish a Normal School for colored +people at Tuskegee and appropriated for it $2,000 +yearly, it made no provision whatever for land or +buildings; these were left to be provided for by +the people who were to be benefited by the school. +Here was almost a case of being required to make +bricks without straw. But as matters have turned +out, this neglect was the best thing that could have +happened to the school. First it gave opportunity +for the employment of those splendid qualities of +pluck, self-help, and perseverance which have distinguished +Mr. Washington so preeminently in +the building of Tuskegee. Moreover, the State +has contributed nothing to the school in the way +of land or buildings; it has not sought to control +the property of the institution, leaving it free to +be managed by the Board of Trustees.<span class="pagenum"><a name="Page_36" id="Page_36">[36]</a></span></p> + +<p>The school was opened on the 4th of July, +1881, in an old church building in the town of +Tuskegee, which lies nearly two miles from the +present school-grounds. Later in the same year +the growth of the school made it necessary to obtain +additional room, which was found in a dilapidated +shanty standing near the church and which had +been used as the village schoolhouse since the war. +These buildings were in such bad condition that +when it rained it was necessary for the teacher and +students to use umbrellas in order to protect themselves +from the elements while recitations were +being conducted.</p> + +<p>Students who came from a distance boarded in +families in the town, where the conditions of living +were very much like those in their own homes, +and these were far below proper standards. Mr. +Washington, understanding the great need for +colored people to be trained in correct ways of +living as well as to be educated in books, determined +to secure a permanent location for the school, +with buildings in which the students might live +under the care and influence of teachers day and +night, during the whole period of their connection +with the school.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i36" id="i36"></a><img src="images/i036.jpg" width="417" height="575" alt="WARREN LOGAN. + +Treasurer of the School." title="" /></div> +<div class="caption">WARREN LOGAN. +<br /> +Treasurer of the School.</div> +<div class="microspace"> </div> + +<p>It so happened at this time that there was an +old farm of 100 acres in the western part of<span class="pagenum"><a name="Page_37" id="Page_37">[37]</a></span> +the town of Tuskegee, well suited to be the site +of such a school, which could be had for $500. +But where was the money to be found to pay +for it? Mr. Washington himself had no money, +and the people of the town, much interested as +they were in the enterprise, were wholly unable to +give direct financial assistance. General J. F. B. +Marshall, then treasurer of the Hampton Institute +in Virginia, was appealed to for a loan of +$200 with which to make the first payment. This +he gladly made, and the farm was secured. +In a few months sufficient money was raised from +entertainments and subscriptions in the North and +South (one friend in Connecticut giving $300) to +return the loan of General Marshall and pay the +balance due on the purchase of the property.</p> + +<p>The land thus secured, preparations were at +once begun to put up a school building, toward the +cost of which Mr. A. H. Porter, of Brooklyn, +N. Y., gave $500, the structure being named +Porter Hall in recognition of Mr. Porter's generosity. +In this building, which has three stories +and a basement, all the operations of the school +were for a time conducted. In the basement +were a kitchen, dining-room, laundry, and commis<span class="pagenum"><a name="Page_38" id="Page_38">[38]</a></span>sary. +The first story was devoted to academic and +industrial class-rooms; in the second was an assembly-room, +where devotions and public exercises for +the whole school were held, while the third was +given up to dormitories.</p> + +<p>From this small beginning has grown the present +extensive plant at Tuskegee, comprising 2,300 +acres of land, on which are located 123 buildings +of all kinds devoted to the uses of the institution. +Some idea of the impression which the size of the +school makes upon one who sees it for the first time +may be gathered from the remark of a Northern +visitor, who, upon returning to his home from a +trip through the South, was asked by a friend +if he had seen "Booker Washington's school." +"School?" he replied. "I have seen Booker +Washington's city."</p> + +<p>About 150 acres constitute the present campus, +the rest of the school-lands being devoted to farms, +truck-gardens, pastures, brick-yards, etc. Running +through the grounds proper and extending the entire +distance of the farms for two or three miles +is a driveway, on either side of which, and on roads +leading from it, are located the buildings of the +Institute. These, for the most part, are brick +structures, and have been built by the students<span class="pagenum"><a name="Page_39" id="Page_39">[39]</a></span> +themselves under the direction of their instructors +in the various building trades. The plans for these +buildings have been drawn in the architectural-drawing +division of the Institute. While not as +ornate as the buildings of some other institutions, +they are substantial and well adapted to the uses +for which they are intended. The newer buildings, +constructed in the last ten years, are more +artistic and imposing, showing great improvement +in matters of architectural design and finish. Not +only have the students performed the building +operations that entered into the construction of +these buildings, but they have also manufactured +the brick, and have prepared much of the wooden +and other materials that were used. We sometimes +speak of a man as self-made, but I have +never known another great educational institution +that could be so described. Tuskegee, itself, is +distinctively self-made.</p> + +<p>Porter Hall was completed and occupied in the +spring of 1883. The following year a brick building +for girls was undertaken, and two years later +completed. This building, named Alabama Hall, +is rectangular in shape and four stories high. +It contains a kitchen and dining-room, reception-rooms, +apartments of the Dean of the Woman's<span class="pagenum"><a name="Page_40" id="Page_40">[40]</a></span> +Department, and sleeping-rooms. There was no +special gift made for this building, the money +required for its erection being taken from the +general funds of the Institute as they could be +spared. A wing added later gave more space for +dining-rooms and provided a number of sleeping-rooms.</p> + +<p>The money used in putting up the buildings at +Tuskegee is made to do double duty. In the first +place, it provides the buildings for which it was +primarily given, and, in the second place, furnishes +opportunities for young men to learn the trades +which are employed in their construction. Following +closely upon the completion of Alabama Hall, +there was begun another brick structure to be used +as a dormitory for young men. Olivia Davidson +Hall bears the honored name of the school's first +and only Assistant Principal. Miss Davidson +performed a conspicuous part in establishing the +school and placing its claim for support before the +public. This building is a four-story structure, +and the first of the school's buildings for which the +plans were made by the teacher of architectural +drawing. The plans for all the buildings put up +by the Institute are now made in the division of +architectural drawing in charge of Mr. R. R. Tay<span class="pagenum"><a name="Page_41" id="Page_41">[41]</a></span>lor, +a graduate of the Massachusetts Institute of +Technology, who is ably assisted by Mr. W. S. +Pittman, a graduate of Tuskegee and of the +Drexel Institute in Philadelphia.</p> + +<p>The need for a building to house the mechanical +industries which, until 1892, had been conducted in +temporary frame buildings on different parts of +the grounds, led to the erection of Cassedy Hall, +a three-story brick building standing at the east +entrance to the grounds. Cassedy Hall, together +with a smaller building devoted to a blacksmith +shop and foundry, was used for the purpose mentioned, +until three years ago, when all the industries +for men were moved into the Slater-Armstrong +Memorial Trades Building, at the opposite +end of the grounds. Through the generosity of +Mr. George F. Peabody, of New York, Cassedy +Hall has since been converted into a dormitory for +young men, and serves admirably for this purpose.</p> + +<p>Phelps Hall, which is the Bible Training School +Building, is the gift of two New York ladies who +desired to do something to improve the Negro +ministry. The building is of wood and has three +stories, containing a lecture-hall, recitation-rooms, +library, and sleeping-rooms for young men. A +broad veranda extends entirely around the building.<span class="pagenum"><a name="Page_42" id="Page_42">[42]</a></span> +Last year there were enrolled fifty-six students +for the course in Bible Training, and among them +were a number of ordained ministers who have +regular charges. Phelps Hall was dedicated in +1892, Dr. Lyman Abbott preaching the dedicatory +sermon and General Samuel C. Armstrong +delivering an address, which was among his last +public utterances.</p> + +<p>In the next year Science Hall (now called +Thrasher Hall, after the lamented Max Bennett +Thrasher) was built. This is a handsome three-story +building, with recitation-rooms and laboratories +in the first two stories, and sleeping-rooms +for teachers and boys in the third story. About +this time a frame cottage with two stories and attic +was built by the school as a residence for Mr. +Washington. This he occupied until the gift of +two Brooklyn friends enabled him to erect on his +own lot, just opposite the school-grounds, his present +handsome brick residence, where he dispenses +a generous hospitality to the school's guests and to +the teachers of the Institute. The cottage which +he vacated was afterward utilized for a time as a +library, but now is the home of Director Bruce of +the Academic Department.</p> + +<p>Alabama Hall, already mentioned, soon proved<span class="pagenum"><a name="Page_43" id="Page_43">[43]</a></span> +inadequate to meet the needs of the Woman's Department. +A long one-story frame building, having +the shape of a letter T, was then erected just +in the rear of Alabama Hall. It has been used +for girls' sleeping-rooms until this year, when it +was taken down to make room for a park and playground +for young women. There were also successively +built for the growing demands of this +department, and in the vicinity of the original girls' +building, Willow Cottage, Hamilton Cottage, +Parker Memorial Home, Huntington Hall, and +only this last year Douglass Hall. Huntington +Hall is the gift of Mrs. Collis P. Huntington. +In design, finish, and appointments it is one of the +best buildings owned by the school.</p> + +<p>Three years ago a wealthy but unostentatious +gentleman, who would not permit his name to be +used in connection with his benefaction, gave the +school $25,000 for a building for girls, suggesting +that the structure should bear the name of some +noted Negro. Douglass Hall was erected with this +money and named in honor of that great leader +of the race, Frederick Douglass. It is a two-story +brick building, with a basement in its central section, +and contains 40 sleeping-rooms, a reception-room, +bathrooms, and a large assembly-room with<span class="pagenum"><a name="Page_44" id="Page_44">[44]</a></span> +a seating capacity or 450. In this room the Dean +of the Woman's Department holds meetings with +the girls on questions of health, morals, and manners. +The building is heated with steam and +lighted by electricity. All in all, Douglass Hall is +the best of the buildings so far built by the Institute, +and is a fitting monument to the man whose +name it bears.</p> + +<p>The Slater-Armstrong Memorial Agricultural +Building was completed and dedicated in 1897. +Hon. James Wilson, Secretary of Agriculture of +the United States, honored the school by his presence +and an address on the occasion of the formal +opening of this building. It is a brick structure +of two-and-a-half stories, with recitation-rooms, +laboratory, museums, library, and an office for the +use of the Department of Agriculture. In addition +to its appropriation of $3,000 for the general +work of the school, the State of Alabama +makes an annual appropriation of $1,500 for the +maintenance of an Agricultural Experiment Station. +The plots of the Station and the school-farm +are in close proximity to the Agricultural Building, +and on these the young men taking the course in +Agriculture put in practise the theories which they +learn in the class-room. Many important experiments<span class="pagenum"><a name="Page_45" id="Page_45">[45]</a></span> +have been undertaken by the Station, of +particular interest being those relating to soil +building, the hybridization of sea-island cotton +with some of the common short-staple varieties, +fertilizer tests with potatoes, by which it has been +shown that it is possible to raise as much as 266 +bushels per acre on light, sandy soil such as that +comprising the school-lands, while the average +yield in the same part of Alabama is not more +than 40 bushels to the acre.</p> + +<p>The next building of importance to be put up +after the Agricultural Building was the Chapel. +Another gift from the two New York ladies who +gave the money for Phelps Hall made possible this +magnificent structure, admittedly one of the most +imposing church edifices in the South. It is built +of brick, 1,200,000 bricks entering into its construction, +all of which were laid by student masons. +It has stone trimmings, and in shape is a cross, the +nave with choir having a length of 154 feet, and +the distance through the transept being 106 feet. +There are anterooms and a study for the Chaplain +of the Institute. Including the gallery the seating +capacity is 2,400. Here all gatherings of the +school for religious and other purposes are now +held. The great Tuskegee Negro Conference that<span class="pagenum"><a name="Page_46" id="Page_46">[46]</a></span> +assembles in February of each year holds its meetings +in the Chapel. Near the Chapel are the Barracks, +two long, roughly constructed one-story +frame buildings, which are used as sleeping quarters +for young men until they can be better housed +in permanent buildings.</p> + +<p>Until 1900 the mechanical industries at Tuskegee +were conducted in Cassedy Hall and some adjoining +frame buildings. In that year they were +moved into the commodious quarters which the +then just completed Slater-Armstrong Memorial +Trades Building furnished. This building is rectangular +in shape, is built about a central court, and +covers more space than any other of the school +buildings. In its outside dimensions it is 283 feet +by 315 feet. The front half of the building is two +stories high, the rear half one story. It is +constructed of brick, with a tin roof, and, like the +other larger buildings at the Institute, has steam +heat and electric light. The money for this building +came in part from the J. W. and Belinda L. +Randall Charities Fund of Boston and the steadfast +friend of the school, Mr. George Foster Peabody, +of New York. There is a tablet in the building +bearing the following inscription: "This +tablet is erected in memory of the generosity of<span class="pagenum"><a name="Page_47" id="Page_47">[47]</a></span> +J. W. and Belinda L. Randall, of Boston, Massachusetts, +from whose estate $20,000 were received +toward the erection of the building."</p> + +<p>The various shops in this building are fairly +well equipped with tools and apparatus to do the +work required of them and to teach the trades +pursued by the young men. Taking the Machine +Division as an example, we find it supplied with +one 18-inch lathe, one 14-inch lathe, one 20-inch +planer, one 12-inch shaping-machine, one 20-inch +drill-press, one 6½-inch pipe-cutting and threading +machine, one Brown and Sharpe tool-grinder, one +sensitive drill-press, and, of course, the customary +tools that go with these machines. The Electric-Lighting +Plant is also located in this building. +Not only does this Division light the buildings and +grounds of the Institute, but it furnishes light to +individuals in the town of Tuskegee, which is, at +present, without other electric-lighting facilities.</p> + +<p>In 1895 the school suffered the loss by fire of its +well-appointed barn, together with some of its +finest milch cows. This is the only serious fire +that has occurred in the history of the school—a +record almost unparalleled in an establishment +so large. This fact has led to the school being +able to get insurance at a lower rate than is generally<span class="pagenum"><a name="Page_48" id="Page_48">[48]</a></span> +given to educational institutions. It was +not until 1900 that the school fully recovered +from the loss of its barn. In this year friends +in Brooklyn gave the money with which to rebuild +the barn on a larger scale. It was deemed wise +not to put all the money into one building, but to +erect numbers of smaller ones and locate them so +as to minimize the fire risk. Accordingly, plans +were made to build a hennery, creamery, dairy-barn, +horse-barn, carriage-house, tool-house, piggery, +silos, and slaughter-house. All these buildings +were at once put up, and are now giving +effective service. At present the school owns 47 +horses and colts, 76 mules, 495 cows and calves, +601 pigs, and 977 fowls of different kinds. These +animals are all of good stock, some of them being +thoroughbreds, and are cared for by the students +who work in the Agricultural Department.</p> + +<p>Dorothy Hall, the building which accommodates +the Girls' Industrial Department, was built in +1901 on the side of the driveway opposite the Boys' +Trades Building. This building is the gift of the +two New York ladies who gave the Chapel and +Phelps Hall. It serves its purpose admirably, the +rooms being large, well lighted, and airy. Here are +conducted all the trades taught to young women,<span class="pagenum"><a name="Page_49" id="Page_49">[49]</a></span> +including sewing, dressmaking, millinery, laundering, +cooking, housekeeping, mattress-making, +upholstering, broom-making, and basketry. As +with the boys' trades, there is a very fair equipment +of accessories for proper teaching.</p> + +<p>In point of time, the next important building +provided was the Carnegie Library, Mr. Carnegie +giving $20,000 for the building and furnishings. +The structure is two stories high, with massive Corinthian +columns on the front. It contains, besides +the library proper, a large assembly-room, an historical +room, study-rooms, and offices for the Librarian. +The building and the furniture are the product +of student labor.</p> + +<p>In 1901, with $2,000 given by Mrs. Quincy A. +Shaw, of Boston, and $100 contributed by graduates +of the Institute as a nucleus, the Children's +House was built. This is a one-story frame building +of good proportions, in which the primary +school of the town is taught. It is the practise-school +for students of the Institute who mean +to teach. A kindergarten has also been established.</p> + +<p>Mr. Rockefeller has given a dormitory for boys, +which was completed and occupied last year. The +lack of adequate sleeping quarters for young men,<span class="pagenum"><a name="Page_50" id="Page_50">[50]</a></span> +from which the school has suffered from the beginning, +was very materially supplied in Rockefeller +Hall, which is a three-story brick structure, furnishing +accommodations for 150 students. This need +for dormitories has been still further met through +the gift of three brick cottages by Miss Julia Emery, +an American now living in London. Two of +these buildings were finished last year, and young +men are now living in them. The third is nearing +completion. All are two stories high, with a hall +running through the middle, and contain 40 rooms +of good size.</p> + +<p>Until last year the offices of the Institute were +scattered over the grounds wherever room could be +found. A New York friend, who does not permit +the use of his name, seeing the need of the school +for a building in which the offices might be concentrated, +thus greatly increasing the efficiency of +its administrative work, gave $19,000 for this purpose. +The Office Building, completed in the latter +part of 1903, is the result of this benefaction. It +is two-and-a-half stories high, and contains the +offices of the Principal, the Principal's Secretary, +Treasurer, Auditor, Business Agent, Commandant, +Registrar, and the Post-Office and Savings Department.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i50" id="i50"></a><img src="images/i050.jpg" width="545" height="426" alt="THE OFFICE BUILDING IN PROCESS OF ERECTION. + +Student carpenters shown at work." title="" /></div> +<div class="caption">THE OFFICE BUILDING IN PROCESS OF ERECTION. +<br /> +Student carpenters shown at work. +</div> +<div class="microspace"> </div> + +<p>The most pretentious building owned by the<span class="pagenum"><a name="Page_51" id="Page_51">[51]</a></span> +Institute is the Collis P. Huntington Memorial +Building, the new home of the Academic Department, +which is the gift of Mrs. Huntington as a +memorial to her husband, who was one of Tuskegee's +stanchest supporters. It is built near the +site of the original building, Porter Hall, which it +displaces as the center of the academic work of +the school. The outside dimensions are 183 feet by +103 feet. It is four stories in height. Besides +recitation-rooms for all the classes, it contains a +gymnasium in the basement for young women, and +an assembly-room on the top floor capable of seating +800 persons. The finishing is in yellow pine. +The buildings of the Institute show a steady progression +in quality of workmanship, materials, and +architectural design and efficiency, from the rather +rough, wooden Porter Hall erected by hired workmen +in 1882 to the stately Huntington Hall built +by students in 1904.</p> + +<p>Located at different points on the grounds and +on lots detached are cottages occupied as residences +by teachers and officers of the Institute.</p> + +<p>The furnishings for all the buildings, as well +as the buildings themselves, have been made by +the students in the various shops, who at the same<span class="pagenum"><a name="Page_52" id="Page_52">[52]</a></span> +time were learning trades and creating articles +of use.</p> + +<p>The annual cost of conducting the institution +is, in round numbers, $150,000. This may seem +high, but when certain facts in regard to the work +are borne in mind it will not appear exorbitant. In +the first place, there are really three schools at +Tuskegee—a day-school, a night-school, and a +trade-school. Such a system makes necessary the +employment of a larger number of teachers than +would be needed in a purely academic institution +holding only one session a day. Teachers in the +trade-school, with special technical training, can be +obtained only by paying them higher salaries than +are paid to those who simply teach in the class-rooms.</p> + +<p>Secondly, and principally, it is expensive to employ +student labor to do the work of the school. +By the time students become fairly proficient in +their trades and reach the point where their services +begin to be profitable, their time at the institution +has expired, and a new, untrained set take +their places, so that the school is constantly working +on new material or raw recruits. Then, too, +Tuskegee is still in the formative period of its +growth as to buildings, laying-out and improvement<span class="pagenum"><a name="Page_53" id="Page_53">[53]</a></span> +of grounds, and equipment of its various +departments. When the school's needs in these directions +shall have been met, and the Negro parent +shall become able to pay a larger share of the cost +of educating his children, the expenses to the +public of running the school may be materially +reduced.</p> + +<p>Money for the support of the school is derived +principally from the following sources, viz.: The +State of Alabama, $4,500; the John F. Slater +Fund, $10,000; the General Education Board, +$10,000; the Peabody Fund, $1,500; the Institute's +Endowment Fund, $40,000; contributions of +persons and charitable organizations, $84,000; a +total of $150,000. The individual contributions +are, for the most part, small, and come from persons +of moderate means. Yet the institution annually +receives some large gifts toward its expenses +from those who are blessed with wealth.</p> + +<p>Especial appeals are made by the institution +for scholarships of $50 each, in order to pay the +tuition of students who provide for their other +expenses themselves largely by their work for the +school, but who are unable to contribute anything +toward the item of teaching. These scholarships +are not turned over to the students, but are held<span class="pagenum"><a name="Page_54" id="Page_54">[54]</a></span> +by the institution and assigned for their benefit, +the aim being to do nothing for students which +they can do for themselves, and thus help to develop +in them a spirit of manly and womanly self-reliance.</p> + +<p>The majority of the large donations, aside +from those for endowment, have been for buildings +and the purchase of additional farm-lands +made necessary by the enlargement of the school's +agricultural work.</p> + +<p>What may be regarded as the greatest need of +the institution is an adequate endowment which +will put it upon a permanent basis and make its +future certain.</p> + +<p>A gratifying beginning in the building up of +an endowment has already been made. It is a fact, +still well remembered by the public, that Mr. Andrew +Carnegie has given to the endowment fund +the princely sum of $600,000. Before that time +$400,000 had been collected from other sources for +the same purpose, the largest single contribution +toward this amount being $50,000 from the late +Collis P. Huntington.</p> + +<p>As already stated, the income from the present +endowment is $40,000, out of which several annuities +are paid. This is only a little more than one-fourth<span class="pagenum"><a name="Page_55" id="Page_55">[55]</a></span> +of the amount that must be had each year +to pay the expenses of the school. It will require +an endowment of at least $3,000,000 to yield an +income adequate to the present needs of the institution +alone.</p> + + + +<hr /> +<h2 class="chapter"><a name="III" id="III"></a>III</h2> + +<h2 class="chapter">THE ACADEMIC AIMS</h2> + +<h3 class="chapter2">By Roscoe Conkling Bruce</h3> + + +<p>The Negro needs industrial training in eminent<span class="pagenum"><a name="Page_56" id="Page_56">[56]</a></span> +degree, because the capacity for continuous +labor is a requisite of civilized living; because, indeed, +the very first step in social advance must be +economic; because the industrial monopoly with +which slavery encompassed black men has fallen +shattered before the trumpet-blast of white labor +and eager competition; and, finally, because no instrument +of moral education is more effective upon +the mass of mankind than cheerful and intelligent +work. These ideas powerfully voiced, together +with an unusually magnanimous attitude toward +the white South, have set the man who toiled doggedly +up from slavery, upon a hill apart. These +things are distinctive of this man; they suggest +his temper, his spirit, his point of view; but they +do not exhaust his interests. Similarly, the distinctive +feature of Tuskegee—adequate provision for +industrial training—sets it upon a hill apart, but +by a whimsical perversity this major feature is +in some quarters assumed to be the whole school. +A moment's reflection shows such a view to be +mistaken.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i56" id="i56"></a><img src="images/i056.jpg" width="344" height="530" alt="ROSCOE C. BRUCE. + +Director of the Academic Department." title="" /></div> +<div class="caption">ROSCOE C. BRUCE. +<br /> +Director of the Academic Department. +</div> +<div class="microspace"> </div> + +<p>The very industries at Tuskegee presuppose a<span class="pagenum"><a name="Page_57" id="Page_57">[57]</a></span> +considerable range of academic study. Tuskegee +does not graduate hoe-hands or plowboys. Agriculture +is, of course, fundamental—fundamental +in recognition of the fact that the Negro population +is mainly a farming population, and of the +truth that something must be done to stem the +swelling tide which each year sweeps thousands of +black men and women and children from the sunlit +monotony of the plantation to the sunless iniquity +of the slums, from a drudgery that is not quite +cheerless to a competition that is altogether merciless. +But the teaching of agriculture, even in +its elementary stages, presupposes a considerable +amount of academic preparation. To be sure, a +flourishing garden may be made and managed by +bright-eyed tots just out of the kindergarten, but +how can commercial fertilizers be carefully analyzed +by a boy who has made no study of general +chemistry? and how can a balanced ration be adjusted +by an illiterate person? Similarly, the girl +in the laundry does not make soap by rote, but<span class="pagenum"><a name="Page_58" id="Page_58">[58]</a></span> +by principle; and the girl in the dressmaking-shop +does not cut out her pattern by luck, or guess, or +instinct, or rule of thumb, but by geometry. And +so the successful teaching of the industries demands +no mean amount of academic preparation. +In this lies the technical utility of Tuskegee's Academic +Department.</p> + +<p>Then, too, a public service has been rendered +by Hampton and Tuskegee in showing that industrial +training—the system in which the student +learns by doing and is paid for the commodities +he produces—may be so managed as to educate. +Among the excellencies of industrial training, I +would state that the severe commercial test in +which sentiment plays no part is applied as consistently +to the student's labor as is the force of +gravitation to a falling body. Here we must keep +in mind the unavoidably concrete nature of the +product, whether satisfactory or not; the discipline +such training affords in organized endeavor; the +stimulus it offers to all the virtues of a drudgery +which, though it repel an unusually ardent and +sensitive temperament, yet wears a precious jewel +in its head; and an exceptionally keen sense of responsibility, +since on occasion large amounts of +money and the esteem of the school at large and<span class="pagenum"><a name="Page_59" id="Page_59">[59]</a></span> +the lives of a student's fellows depend upon his circumspection +and skill. Such training educates.</p> + +<p>But that would indeed be a sorry program +of education which blinked the fact that the student +must be rendered responsive to the nobler +ideals of the human race, that his eyes must be +opened to the immanent values of life. If a clear +title to forty acres and a mule represents the extreme +upper limit of a black man's ambition, why +call him a man? If a bank-account represents +the sum of his happiness, that happiness lacks +humanity. If you would educate for life, you +must arouse spiritual interests. "The life is more +than meat, and the body than raiment." Through +history and literature the Tuskegee student is +brought to develop a criticism, an appreciation +of life and the worthier ends of human striving. +To such a discipline, however elementary, +the critic will not, I take it, begrudge the name +"education."</p> + +<p>And if the reader wavers in contemplating the +problems of trudging Negroes, remember that the +type of Negro who is a menace to the community +is he who, in moments of leisure, responds to somewhat +grosser incentives than the poetry of Longfellow, +the romance of Hawthorne, and the philoso<span class="pagenum"><a name="Page_60" id="Page_60">[60]</a></span>phy +of Emerson. I would reassure your idealism +with this counsel of prudence.</p> + +<p>Another question presses: Does the value of +Tuskegee lie in the fact that the school equips for +happy lives merely as many persons as are subjected +to the immediate play of its influences; that +its circle of efficiency includes only as many as are +enrolled in its various courses? To that question +every teacher in the school and the mass of graduates +and students would give an emphatic, a decisive, +No! The real value of the school lies in the +service rendered to the people of the communities +where our young folks go to live and labor. Now, +work in wood and iron, however assiduously prosecuted, +never erected in any human being's heart a +passion for social service; a finer material must be +used, a material finer than gold. And so the plan +and deeper intent of Tuskegee Institute are incapable +of realization without the incentives supplied +by history and literature.</p> + +<p>Finally, there is a trade for which the academic +studies, supplemented by specific normal instruction, +are the direct preparation—teaching school. +In the census year there were over 21,000 Negro +school-teachers in the United States, and in the +decade 1890-1900 the ratio of increase was more<span class="pagenum"><a name="Page_61" id="Page_61">[61]</a></span> +than twice as rapid as that of the Negro population; +but, nevertheless, there were in 1900 more +than twice as many teachers in the South per +10,000 white children as per 10,000 colored. But +such data can not even approximately indicate the +relative amounts of teaching enjoyed by these two +classes of children, for the statistical method can +not express the incalculable disparity in teaching-efficiency.</p> + +<p>A friend of mine—a graduate of Brown University—was +for several years a member of a +board which corrected the examination-papers of +Negro candidates for teachers' certificates in a +certain Southern State where the school facilities +for the Negro population are exceptionally good; +but he confessed to me that repeatedly not a paper +submitted deserved a passing mark, but the board +was "simply compelled to grant certificates in +order to provide teachers enough to go around." +Nor is such a dearth of black pedagogues in the +least extraordinary. The mission of Tuskegee +Institute is largely to supply measurably well-equipped +teachers for the schools—teachers able +and eager to teach gardening and carpentry as +well as grammar and arithmetic, teachers who seek +to organize the social life of their communities<span class="pagenum"><a name="Page_62" id="Page_62">[62]</a></span> +upon wholesome principles, tactfully restraining +grossness and unobtrusively proffering new and +nobler sources of enjoyment. And so the academic +studies are wrought into the essential scheme of +Tuskegee's work.</p> + +<p>Let us inspect with some closeness the organization +of the institution. The student-body is fundamentally +divided into day-students and night-students. +The night-students work in the industries, +largely at common labor, all day and every day, +and go to school at night, thus paying their current +board bills, and accumulating such credits at the +Treasurer's office as will later defray their expenses +in the day-school. The day-school students are divided +perpendicularly through the classes into two +sections, section No. 1 working in the industries +every other day for three days a week and attending +academic classes the remaining three days, +while this situation is exactly reversed for section +No. 2. Thus every week-day half of each day-school +class is in the Academic Department, while +the other half is in the Industrial. This arrangement +induces a wholesome rivalry between the students +of the two sections, and effects an equal distribution +of the working force and skill over every +week-day.<span class="pagenum"><a name="Page_63" id="Page_63">[63]</a></span></p> + +<p>The day-school students consist, then, of two +classes of persons: those who, as night-students, +have accumulated credits sufficient to pay their +way in the day-school, and those whose families +are able to pay a considerable part of their expenses. +The earnings of a student in the day-school +can not be large enough to pay his current +board bill, but such a student is ordinarily enjoying +the valuable advantage of working at one of the +more skilled trades.</p> + +<p>The night-school student, perhaps, because of +greater maturity in years and experience, may be +relied upon to apply himself with the utmost diligence +to his academic studies; so, in much less than +half the time-allotment, he advances in his academic +studies about half as fast as the day-school student. +This schedule did not spring full-fledged from +the seething brain of any theorist; it is no fatuous +imitation of the educational practise of some remote +and presumptively dissimilar institution; it +has, so to say, elaborated itself in adjustment to +the actual needs of the particular situation. This +provision boasts not of novelty, but of utility; +though not ideal, it is practicable. But the central +fact is that this Tuskegee Plan, while clearly securing +ample time for the teaching of the industries,<span class="pagenum"><a name="Page_64" id="Page_64">[64]</a></span> +makes possible no mean amount of academic +study.</p> + +<p>In order more clearly to exhibit the grounds +of this proposition, I shall refer in some slight detail +to the course of study in English and in Mathematics.</p> + +<p>Mathematics represents the group of academic +studies which possess direct technical value for +the industries; moreover, it is a pretty good index +of the grades comprehended in the Academic Department. +In the lowest class in the day-school—there +is one lower in the night-school—the arithmetical +tables are mastered, and fractions introduced +and developed with the use of liquid, dry, +surface, and time measures; whereas in the Senior +class algebra is studied through quadratics and +plane geometry through the "area of polygons." +That is to say, the lowest day-school class is about +equivalent to a fourth grade in the North, and the +Senior to the first or the second year (barring the +foreign languages) in a Northern high school.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i64" id="i64"></a><img src="images/i064.jpg" width="560" height="347" alt="A PORTION OF THE SCHOOL GROUNDS." title="" /> +<br /> +<span class="caption">A PORTION OF THE SCHOOL GROUNDS.</span> +</div> +<div class="microspace"> </div> + +<p>Despite a much smaller time-allotment, our students, +roughly speaking, keep pace with Northern +students because they are older and somewhat more +serious, because the course is shortened by the +elimination of uselessly perplexing topics in arithmetic<span class="pagenum"><a name="Page_65" id="Page_65">[65]</a></span> +like compound proportion and cube root, but +chiefly because the utility of mathematics is made +vivid, and vigorous interest aroused by its immediate +application in class-room and shop to problems +arising in the industries. Our students are not +stuffed like sausages with rules and definitions, +mathematical or other; they ascend to general principles +through the analysis of concrete cases.</p> + +<p>English serves to represent the group of studies +that exert a liberalizing influence upon the student, +that possess a cultural rather than a technical value. +From oral lessons in language in the lower classes, +the students advance to a modicum of technical +grammar in the middle of the course, and hence to +the rhetoric of the Senior year. Moreover, an unusually +large amount of written composition is insisted +upon, the compositions being used not merely +to discipline the student in chaste feeling, consecutive +thinking, and efficient expression, but also to +sharpen his powers of observation and to stimulate +him to pick out of his daily experience the elements +that are significant. School readers are used +in the lower classes because the readers present economically +and compactly a whole gamut of literary +styles and forms. These readers are importantly +supplemented and gradually superseded by certain<span class="pagenum"><a name="Page_66" id="Page_66">[66]</a></span> +classics appropriate to the grades. The classic, +whether Robinson Crusoe, or Ivanhoe, Rip Van +Winkle, the House of Seven Gables, or The Merchant +of Venice, presents an artistic whole, and +permits the students to acquire some sense of literary +structure. The dominant motive in literary +instruction is, perhaps, esthetic, but I am convinced +that the ethical influence of this instruction at Tuskegee +is profound and abiding.</p> + +<p>However liberal the provisions of the academic +curriculum, the value of the department is finally +determined by the devotion and ability of the teachers. +Universities and normal schools, and the seasoned +staffs of public-school systems—from these +sources, whether in Massachusetts, California, or +Tennessee, Principal Washington has gathered a +force of academic teachers of rare ability and devotion. +Eminent for personality rather than for +method, these teachers are no tyros in method. +In such hands the excellent features of the curriculum +are raised to the N-th power.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i66" id="i66"></a><img src="images/i066.jpg" width="590" height="372" alt="ANOTHER PORTION OF THE SCHOOL GROUNDS." title="" /> +<br /> +<span class="caption">ANOTHER PORTION OF THE SCHOOL GROUNDS.</span> +</div> +<div class="microspace"> </div> + +<p>Finally, academic and industrial teachers are +animated with a sentiment of solidarity, with an +esprit de corps, which solves many a problem of +conflicting duty and jurisdiction, and which must +impress the student with the essential unity of Tuskegee's<span class="pagenum"><a name="Page_67" id="Page_67">[67]</a></span> +endeavor to equip men and women for life. +The crude, stumbling, sightless plantation-boy who +lives in the environment of Tuskegee for three or +four years, departs with an address, an alertness, a +resourcefulness, and above all a spirit of service, +that announce the educated man.</p> + + + + +<hr /> +<h2 class="chapter"><a name="IV" id="IV"></a>IV</h2> + +<h2 class="chapter">WHAT GIRLS ARE TAUGHT, +AND HOW</h2> + +<h3 class="chapter2">By Mrs. Booker T. Washington</h3> + + +<p>"We wants our baby gal, Mary Lou, to come<span class="pagenum"><a name="Page_68" id="Page_68">[68]</a></span> +up to Tuskegee to git eddicated and learn seamstress; +kase we doesn't want her to work lak we +is," says the farmer. "I wish to help you plant +this new industry, broom-making," writes Miss Susan +B. Anthony, "because you are trying so earnestly +to teach your girls other means of livelihood +besides sewing, housework, and cooking." This +is the problem we have been trying to solve at +Tuskegee for over twenty years: What handiwork +can we give our girls with their academic +training that will better fit them to meet the demand +for skilled teachers in the various avenues +of the industrial and academic world now opening +so rapidly to women?</p> + +<div class="microspace"> </div> +<div class="nanospace"> </div> +<div class="image"> +<a name="i68" id="i68"></a><img src="images/i068.jpg" width="412" height="568" alt="MRS. BOOKER T. WASHINGTON. + +Director of Industries for Girls." title="" /></div> +<div class="caption">MRS. BOOKER T. WASHINGTON. +<br /> +Director of Industries for Girls. +</div> +<div class="microspace"> </div> + +<p>Learning to sew, with the ultimate end of becoming +a full-fledged dressmaker, has been the +<span class="pagenum"><a name="Page_69" id="Page_69">[69]</a></span>height of ambition with the major part of our girls +when brought to the institution by their horny-handed +fathers and mothers fresh from the soil +of Alabama, Georgia, Tennessee, or Florida. +After the last gripless hand-shake, with the tremulous, +"Take care of yourself, honey," the hard-working +father and mother have turned their +faces homeward, visibly affected by the separation, +but resolved to shoulder the sacrifice of the +daughter's much-needed help on the plantation, +which oftentimes is all that they are able to contribute +toward her education.</p> + +<p>Not infrequently the girl has begun in the lowest +class in night-school. Her parents send her +articles of clothing now and then on Christmas; +but the largest contributions to her wardrobe come +from the boxes and barrels sent to the institution +by Northern friends. She has remained in school +during the summer vacation, and within two +years has entered day-school with enough to her +credit to finish her education. When the happy +parents return to see their daughter graduated, +after six or seven long years, their faces are radiant +because of their realized hopes. When they see +their white-robed daughter transformed from the +girl they brought here clad in the homespun of the<span class="pagenum"><a name="Page_70" id="Page_70">[70]</a></span> +old days, and receiving her certificate, the tears +come unchecked, and the moving lips no doubt +form a whispered prayer.</p> + +<p>In a recent class there was graduated a young +woman of twenty-five. She came to the school +in her eighteenth year from the "piney woods" of +Alabama. She entered the lowest preparatory class +in night-school and was assigned to work in the +laundry. She was earnest and faithful in work +and study. She passed on from class to class, remaining +at school to work during the vacation. +After two years in the laundry she was given an +opportunity to learn plain sewing in that division. +She was promoted to the Dressmaking Division at +the end of the year, and received her certificate +at the close of two years, after working every +day and attending night-school. She spent the +last two years of her school life in the Millinery +Division, and received her certificate from that division +with one from the Academic Department on +her graduation. During these two years she taught +the sewing-classes in the night-school of the town of +Tuskegee. At the outset she bought the materials +used with $1, left over from the sales of the previous +year. From this small nest-egg as a starter, +seventeen girls were supplied with work. But so<span class="pagenum"><a name="Page_71" id="Page_71">[71]</a></span> +efficient and frugal was the young teacher that she +sold articles, bought supplies for her class, and +ended the year with $3.45 in the treasury.</p> + +<p>This is just a leaf from the history of one girl. +Of the 520 girls entering the institution during this +year (1903-'04), 458 have remained for the full +scholastic year. About 50 per cent came from +country districts all over the United States. A +large majority of them asked to enter the Dressmaking +Division to learn that trade; but, after the +field of industries was opened to their view, they +were scattered about in the different divisions, a +very large per cent still leaning to the side of +dressmaking and millinery.</p> + +<p>Taking into account the number of girls working +their way through at their trades by day and +attending night-school, they were distributed as +follows: Horticulture, 4; training-kitchen, 13; +housekeeping, 38; dining-room, 29; hospital, 20; +kitchen-gardening, 8; poultry-raising, 7; tailoring, +14; dairying, 10; printing, 6; broom-making, +26; mattress-making, 18; upholstering, 18; laundering, +54; plain sewing, 72; millinery, 51; dressmaking, +69. All the girls were required to take +cooking twice a week and 209 of the girls in the +normal classes took basketry.<span class="pagenum"><a name="Page_72" id="Page_72">[72]</a></span></p> + +<p>As the trades were the great attraction in the +school curriculum, it was deemed necessary to separate +the school into two divisions, that students +might have an opportunity to receive instruction +equally in the Academic and Industrial Departments. +This year this scheme worked successfully +by an arrangement that placed one division in the +Academic Department on Mondays, Wednesdays, +and Fridays, while the other was at work, and the +other division in the Trades Department on Thursdays, +Fridays, and Saturdays, while the other was +in school, and so on regularly.</p> + +<p>Girl life at Tuskegee is strenuous. Though +study and work are constantly to the fore, character +is effectively developed with brain and muscle, +and the well-earned recreation-hour comes just +frequently enough to lend the highest source of +pleasure. Though the girl usually comes with a +hazy conception of what the days in school will +really mean for the ripening of those powers that +she earnestly intends to use for the best development +of herself, there is always a spirit of learning, +that she may be of service to others. That is what +counts in the school-days of the average girl in +her struggle for more light.</p> + +<p>The girl, coming a stranger from her home<span class="pagenum"><a name="Page_73" id="Page_73">[73]</a></span> +in the city or country, is lost in a crowd of girls +new to dormitory life. New surroundings and +new conditions are everywhere. New emotions, +new purposes, new resolutions chase one another +in her thoughts, and she becomes a stranger to herself +only to find her bearings first in her own room. +Here Maine and California, far-away Washington +and Central America, meet on common +ground. Alabama and Georgia alone feel kinship +from geographical propinquity.</p> + +<p>Beds, one double and one single, chairs, a table, +mirror, bookcase, wardrobe, wash-stand, and screen, +all manufactured on the grounds, compose the simple +furniture of the room. But a few pictures, a +strip of carpet before each bed, a bright table-covering, +soon give the room the appearance of +home, and the untried life has begun. The duty-list +assigns to each girl her work, and perhaps the +first lessons in order and system will be fairly +instituted.</p> + +<p>How many and varied are the associations that +cluster about the life of the girl in her room, that +refuge from a day of discouragement in schoolroom +or workshop, and a haven of peace during the +quiet hours of the Sabbath! Roommate meets +roommate, quick to resent and as quick to forgive<span class="pagenum"><a name="Page_74" id="Page_74">[74]</a></span>—and +the petty strife and envy suppressed at birth +only serve to discipline them for the coming days.</p> + +<p>Up with the rising bell at five, the duties of the +room are almost finished when the girl leaves her +beds to air while she takes her six o'clock breakfast. +Social amenities, the niceties of table-training, and +the tricks of speech that betray the sectional birthright, +proclaim to the ever-observant table-mates +the status of each newcomer, and she rises or falls +in estimation just so far as her metal rings true. +Thus another element enters into her life, one that +will prove a potent force in balancing character; +for the frankly expressed criticisms of schoolmates +play no small part in the development of students.</p> + +<p>If a girl be one of the forty-five waitresses on +the eighty-nine tables of the dining-room, she eats +her breakfast as the other students march out, then +finishes her room-duties and is ready for work at +ten minutes of seven wherever she happens to be +assigned. If she is a dishwasher, she does that +work, waits for inspection of the table that she has +set, finishes her room-duty, and is admitted into her +work division at half past seven.</p> + +<p>Gardening and greenhouse work are becoming +so attractive through the Nature-Study classes of +the Academic Department that there are constant<span class="pagenum"><a name="Page_75" id="Page_75">[75]</a></span> +applications for transfers from the sewing divisions +to this outside work. Equipped in an overall +gingham apron and sunbonnet of the same material, +the girl begins her duties, and no prouder +girl can be found than she who takes her first basket +of early spring vegetables to the Teachers' +Home.</p> + +<p>If the day is to be spent with the whole agricultural +force of girls picking strawberries for the +tables of the Boarding Department and the local +market, the stage takes the group out to the patch +two miles back on the farm—and that is happiness +unalloyed for the schoolgirl. When she correlates +her outing with her school work on the day following, +there is seen nature at first-hand in the class-room.</p> + +<p>If other classmates have been working in the +Plain-Sewing Division turning out cotton underwear +and plain articles of clothing to supply the +demand of the Salesroom of the institution, the +lesson in English has a natural, practical bearing, +arising from the fact that one hour has been spent +with the theory class of the workroom studying the +warp and woof of the materials used, perhaps the +sixth or seventh lesson in a series on cotton, introduced +to the class first in its native heath. Correla<span class="pagenum"><a name="Page_76" id="Page_76">[76]</a></span>tion +comes in wherever it may, and the association +of ideas obtained in class-room and workroom is +closely joined.</p> + +<p>The large class of the Dressmaking Division, +spending the day from seven until half past five +making the blue uniform dresses, filling orders for +tailor-made dresses in silk and cloth, measuring, +drafting, cutting, and fitting, has many a representative +in the schoolroom the succeeding day; and +still more is the lesson varied by the practical illustrations +in Mathematics or the recital of the experiences +of the day in the English classes.</p> + +<p>The girl in the millinery work, shaping forms, +trimming hats, blending colors, drawing designs, +studying textiles and fabrics for analysis in her +theory classes twice during her three days of work, +finds added inspiration for her three days of class-room +study. If she is in the Senior class, she +specializes in geometry on her school-days and mechanical +drawing on her work-days. When our +girl has finished her course in drawing and begins +one of the uniform hats worn by the hundreds +of girls, she ranks among the first milliners of +the land in the estimation of the beginners. She +completes hat after hat, drapes them until the number +meets the requirement, and then comes her own +creation, a pattern hat, undersized of course, but a +real dress hat and a thing of beauty. It usually +finds its way to the old home for her mother and +neighbors to admire. The commendation that +comes back to the school is worth its weight in gold.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i76" id="i76"></a><img src="images/i076.jpg" width="579" height="369" alt="A CLASS IN MILLINERY." title="" /> +<br /> +<span class="caption">A CLASS IN MILLINERY.</span> +</div> +<div class="microspace"> </div> + +<p>But there are backward learners. Some there<span class="pagenum"><a name="Page_77" id="Page_77">[77]</a></span> +are who excel in embroidery, crocheting, making +ties and other fancy articles, but who have no aptitude +for shaping and trimming hats. They plod +on, and win at last. Then there is the girl whose +parents wish her to open a millinery establishment +in their town. She tries, but finally agrees with +her long-suffering instructor that she would succeed +at mattress-making and upholstering instead.</p> + +<p>The work in the Mattress Division begins +with sheet, pillow-case, table-linen, and comforter-making +for the endless demands of the lodging division +of the boys and girls. Pulling shucks for the +mattress is the next step in advance, and when +shucks are covered by the cotton layers in the making, +they prove an excellent substitute for the hair +filling of a more expensive manufacture, and they +have an advantage in the matter of cleanliness. +Covering screen frames made in the Carpentry Division +for the numerous rooms, caning couches, +rockers, and stools, help add to the variety of work<span class="pagenum"><a name="Page_78" id="Page_78">[78]</a></span> +in the division. The girl is not awarded her certificate +until she has completed the round of work, +including the fashioning of a bedroom suite from +barrels finally covered with neat-figured denim. +The semiweekly theory classes are not unlike those +of the plain-sewing division, and the girl is as +proud of her achievement with needle, hammer, +and saw as if she were an adept in lighter work.</p> + +<p>When the machinery was introduced for +Broom-making, the girls looked askance at the appliances. +But when the broom-corn was delivered +from the farm, and the pioneer girl broom-maker +began threshing of the seed in the cleaner, an interest +was evinced that has increased with the knowledge +that the work, study, or manufacture (call it +what you will) is very productive, especially in +the confines of the girls' broom-factory at Tuskegee +Institute. The poultry-yard bought the seeds +threshed off the broom-stalks; the hundreds of +old handles collected cost nothing, and when the +wiring, stitching, and clipping were finished and +the girl saw the first broom turned out, there was +triumph in the fact that the industry was the most +inexpensive and still the most productive of credit +of all the girls' industries under the roof of Dorothy +Hall. The evolution from the flag-straw<span class="pagenum"><a name="Page_79" id="Page_79">[79]</a></span> +broom used in cabins of the South to the ones now +completed and labeled, creates the sensation of +the girl-world in the trades school. The wonders +brought out in the theory class in connection with +broom-making were marvelous. Broom-making +has come to remain with our other girls' industries.</p> + +<p>Work in the Laundry presents another aspect to +the onlooker, and he doubtless decides on the spur +of the moment that all is drudgery here. Girls +are then assorting countless pieces received on +Mondays from students and teachers. They are +placing the assorted articles in cages in the basement. +Two boys are filling three washers with +bed-linen, and in another apartment two girls are +weighing and measuring materials to make more +soap to add to the boxes standing in the soap-room. +Girls up-stairs in the wash-room are busy rubbing +at the tubs. Some girls are starching, and others +are sending baskets down on the elevator for girls +below to hang in the drying-room. Others are in +the assorting-room putting away clothes-bags into +numerous boxes. The ironing-room farther on is +filled with busy workers. Days come during every +week when time is spent in the study of laundry +chemistry. Rust and mildew stains and scorching +are some of the problems of the Laundry, and<span class="pagenum"><a name="Page_80" id="Page_80">[80]</a></span> +they find solution. Soap, starch, water, and bluing +have their composite qualities and are analyzed, +and no more interesting correlation is there than +that of the laundry with the class-room.</p> + +<p>Although each Tuskegee girl is expected to +become proficient in one trade at least, all are +required to attend the cooking classes. Girls belonging +to certain classes are scattered in the various +divisions, each busily engaged at her chosen +trade. At the ringing of the bells in each division +at stated hours, classes form and pass to the training-kitchen +for their lesson in cooking. Both +night-school and day-school girls report every day +until every girl has received her lesson weekly. +The normal classes have theory and practise one +hour each, the preparatory girls one hour weekly +for their trades.</p> + +<p>This is true also of girls in the normal classes. +They spend one hour in basketry study, making in +all three hours away from their individual trades +each week. Theory is combined with practise, and +many a fanciful thought is woven in with the reed +and raffia of the Indian baskets, African purses, +belts, and pine-needle work-baskets. The shuck +hats and foot-mats are so foreign in design that +one often wonders how it were possible to utilize<span class="pagenum"><a name="Page_81" id="Page_81">[81]</a></span> +the same material in so widely different purposes. +But our girl is progressive, and not a few instances +have occurred when one has been informed of the +presence of a Tuskegee student in a remote country +district, by the inevitable shuck hat prettily designed +and worn by an utter stranger. So remunerative +has been the work that many have earned +money enough from the sales of these hats to +purchase books for the school year and pay their +entrance fees.</p> + +<p>Few girls work at typesetting. Those learning +the trade are in the Boys' Trades Building. The +same is true of the girl tailors, who are as capable +workers in the trade as the boys. The majority +of these girls are in night-school, and of late years +have not earned much for their work. In former +years the greater body of the students were +working their way through school, and by their +labor would earn enough to complete their education +in the Academic Department and the Industrial +as well. Last year the pay schedule was reduced, +and many appeals for assistance came from +those battling their way through. A young girl +whose monthly statement warned her that she owed +the school $15, at the end of the school year wrote +the following:<span class="pagenum"><a name="Page_82" id="Page_82">[82]</a></span></p> + +<div class="blockquote"><p>"<span class="smcap">Dear Mrs. Washington</span>: I write to inform +you of the enormous sum that I owe on my board +bill. I am not satisfied, because I want to earn +something in life, but it seems that means and opportunity +will not permit me. I can't help from +crying when I think how anxious and willing my +people are to help me to be something, and yet they +are unable to help me.</p> + +<p>"My mother has struggled to bring up eight +of us, and now is to the point where she can give +me no more help, and that leaves me alone to +be something by myself. I am anxious to enter +day-school so I may finish my course of study and +my trade, and at last let my mother see me a good, +noble woman, who will take care of her.</p> + +<p>"I will thank you very much for your kindness, +if you will look into my board bill and help +me as soon, and as much, as possible. Yours gratefully."</p></div> + +<p>As the day girls have put in so many hours +of work recently under the new system, it eliminates +the necessity of so many night-school girls +being paid for their work. It is to the interest +of the school and its day-students that fewer work +their way through school, and the time has come to +teach this fact. The boy or girl for a time will +stagger in the attempt to gain education, but will be +all the more able, later, to reach the desired goal.<span class="pagenum"><a name="Page_83" id="Page_83">[83]</a></span></p> + +<p>All girls are taught housekeeping incidentally +in the care of their rooms; but the number assigned +to the regular division yearly are instructed in all +branches of home industry. The course covering +two years is mapped out thoroughly, and when +the girls reach the Senior class, all have their turn +at housekeeping in the Practise Cottage of four +rooms. No girl is graduated from the school without +the finishing touch of the little home. Marketing, +the planning of meals, table-setting, the care of +table- and bed-linen, dusting, sweeping, and everything +else pertaining to a well-kept house, are +taught by the teacher in domestic science who is in +charge of the training-kitchen where the senior girls +received their first lessons in cookery. The young +housekeepers have reached the stage of efficiency +when they may prepare a meal for a distinguished +guest.</p> + +<p>A red-letter day in the history of the cottage +came when a warm-hearted and much-beloved +trustee of the institution expressed a wish to dine +with the girls during one of his visits to the institution. +The flowers that graced the small table +on this day were brought by the distinguished +visitor, who came from a stroll in the "piney" +woods. The girls, apprehensive of their success<span class="pagenum"><a name="Page_84" id="Page_84">[84]</a></span> +in preparing the dinner for one with so cultured +a palate, felt visibly relieved on the disappearance +of the roast, the vegetables, and the dessert. The +corn bread was voted the best ever eaten, and the +dinner, as a whole, a delicious preparation. If +ever, in the years to come, any of the four forgets +the kindly heart that made all forget station or +condition, "the right hand will forget its cunning."</p> + +<p>Days pass all too quickly in work and study. +After the supper at six, the girls in the normal +classes go to their rooms or the Carnegie Library +for study, the girls in the preparatory classes go +to the study-hour, and those who have been working +at the trades during the day spend two hours +in night-school covering half as much ground as +those in day-school, and consequently spend a +longer period in school. At the ringing of the bell +at half past eight all the girls form in line to pass +to the Chapel for prayers.</p> + +<p>School and work over for the day, every girl +seems to lose her personality in her blue braided +uniform, with her red tie and turnover on week-day +evenings at Chapel, and her white ribbon on +Sundays when she passes the platform as she +marches by out of the Chapel to her room. Her +carriage at least identifies her class-standing, and<span class="pagenum"><a name="Page_85" id="Page_85">[85]</a></span> +one may easily note the difference in the manner +of her who has newly arrived and another who +has been in school with the advantages of several +years.</p> + +<p>Friday afternoons mark an hour for lectures, +girls' clubs, and circle entertainments. Saturday +evenings are spent optionally. Time for class +gymnastics or sewing or swimming is always spent +pleasantly on schedule time during the week. Our +girl attends the Christian Endeavor Sunday mornings +at nine, Chapel at eleven, Sunday-school at +one, and, after dinner is out of the way, spends +the enforced quiet hour in her room from three +until four o'clock reading. The band concert on the +lawn calls all to listen, some walking, some sitting +on the seats on the green, but all presenting a picturesque +appearance in the blue skirts and white +waists of the spring season.</p> + +<p>Thus the days and weeks pass, mingled with +the sorrows and joys of school-life, its encouragements +and disappointments. The months and seasons +come and go, and, before one is scarcely aware +of the fact, the Commencement Week is here and +the hundreds of young people whose lives have +come in touch with one another pass on to their +homes. Some go out as helpful workers, giving<span class="pagenum"><a name="Page_86" id="Page_86">[86]</a></span> +useful service to others; many will return to complete +the course begun, but all, we hope, will give +out the light that will not fail. Some are workers +with ten talents, some with five, some with one; but +all, we trust, will be using them for the upbuilding +of the kingdom here on earth.</p> + + + +<hr /> +<h2 class="chapter"><a name="V" id="V"></a>V</h2> + +<h2 class="chapter">HAMPTON INSTITUTE'S RELATION +TO TUSKEGEE</h2> + +<h3 class="chapter2">By Robert R. Moton</h3> + + +<p>In his eloquent address in May, 1903, at the<span class="pagenum"><a name="Page_87" id="Page_87">[87]</a></span> +memorial services of General Samuel Chapman +Armstrong, Founder, and for twenty-five years +Principal, of Hampton Institute, Dr. Booker T. +Washington said: "A few nights ago, while I +was driving through the woods in Alabama, I discerned +in the distance a large, bright fire. Driving +to it, I soon found out that by the glow of this +fire several busy hands were building a nice frame +cottage, to replace a log cabin that had been the +abode of the family for a quarter of a century. +That fire was lighted by General Armstrong +years ago. What does it matter that it was +twenty-five years passing through Hampton to +Tuskegee and through the Tuskegee Conference +to that lonely spot in those lonely woods! It was +doing its work very effectually all the same, and +will continue to do it through the years to come."</p> + +<p>The relations existing between Tuskegee Insti<span class="pagenum"><a name="Page_88" id="Page_88">[88]</a></span>tute +and Hampton Institute are much like those +existing between a son and the father who has +watched the growth and development of his child +through the formative transition periods of his +youth, and looks with pride upon him as he stands +forth in the full bloom of manhood, enumerating +successes already achieved, with large promise of +greater and more far-reaching achievements for +the immediate future. The child never reaches +the point where he does not seek the approval and +blessing of the parent, or where he refuses to accept +advice and assistance if needed.</p> + +<p>In the early days of Tuskegee Mr. Washington +turned naturally and properly to Hampton +for anything that was needed, as he so beautifully +and repeatedly testifies in his autobiography, Up +from Slavery. For a long time the men and +women who helped him were from Hampton, more +than fifty such having been there.</p> + +<p>While there is a large number of Hampton +graduates in the Industrial Departments of Tuskegee, +the teaching force, especially in the Academic +Department, represents a dozen or more of the +best colleges and universities in this country. The +same may be said of Hampton.</p> + +<p>Up to about eight or ten years ago we at<span class="pagenum"><a name="Page_89" id="Page_89">[89]</a></span> +Hampton spoke of Tuskegee as a small Hampton, +but "small" no longer describes Tuskegee, +and I doubt seriously if <i>large Hampton</i> would +be altogether proper.</p> + +<p>While Tuskegee was founded on the Hampton +plan, and has consistently followed that plan as +far as possible, and while these two great "Industrial +Universities" are very much alike in spirit +and purpose, they are, on the other hand, very +dissimilar in external appearance as well as in internal +conduct. Each sends out into the benighted +districts of the South, and Hampton also into +the Indian country of the West, hundreds of men +and women who are living influences of civilization +and Christianity in their deepest and most far-reaching +sense, adding much to the solution of +the perplexing questions with which the nation +has to deal.</p> + +<p>The conditions surrounding the two schools +have necessitated certain differences in their evolution. +The personnel of the two institutions is +different. Hampton has always been governed +and controlled by white people, and its teachers +have come from the best families of the North. +Tuskegee was founded by a Negro, and its teachers +and officers have come from the best types of<span class="pagenum"><a name="Page_90" id="Page_90">[90]</a></span> +the American Negro and from the best schools +opened to them. Hampton deals with a different +class of student material, including the Indian, +who is almost as different in traits and characteristics +from the Negro as he is in feature and origin. +These are, in a sense, external differences which +must of necessity affect the character and internal +machinery of the two institutions.</p> + +<p>This is no reflection upon either school, for +each is unique and complete in its way, and any +marked ethnic change in the management of either +would be unfortunate. Hampton is a magnificent +illustration of Anglo-Saxon ideas in modern education. +Tuskegee, on the other hand, is the best +demonstration of Negro achievement along distinctly +altruistic lines. In its successful work for +the elevation and civilization of the children of +the freedmen, it is also the most convincing evidence +of the Negroes' ability to work together with +mutual regard and mutual helpfulness. When +Tuskegee was started there was a serious question +as to whether Negroes could in any large measure +combine for business or educational purposes. +The only cooperative institutions that had been +successful among them were the Church and, perhaps, +the secret societies.<span class="pagenum"><a name="Page_91" id="Page_91">[91]</a></span></p> + +<p>In material development, in the rapid and +steadily improving accession of student material, +in enlarging powers for greater usefulness, in influence +upon the educational methods of the +country and the civilized world, and in the sympathy +and respect it has gained for the Negro +through the writings and speeches of its Founder +and Principal, the Tuskegee Institute has without +doubt passed beyond the expectations of those who +were most sanguine about its future.</p> + +<p>The Tuskegee torch, from the Hampton fire +started so many years ago by General Armstrong, +has spread and is spreading light to thousands of +homes and communities throughout the South, and +is the greatest pride and glory of Hampton Institute, +and a constant source of inspiration and encouragement +to the devoted men and women who +have always made Hampton's work possible.</p> + +<p>At the conclusion of an address in a Northern +city in the interest of Hampton, in which I had +quoted Dr. Curry's saying that, "if Hampton had +done nothing more than to give us Booker Washington, +its history would be immortality," a New +England lady of apparently good circumstances +and well informed, in the kindness of her heart, +took me to task for distorting my facts in saying<span class="pagenum"><a name="Page_92" id="Page_92">[92]</a></span> +that Tuskegee had grown out of Hampton. She +was sure that it was just the other way—that +Hampton was an offshoot of Tuskegee. She certainly +could not have paid a higher tribute to +Hampton, and likewise to Tuskegee.</p> + +<p>For the past few years Mr. Washington's deserved +popularity and prominence have brought +Tuskegee conspicuously and constantly before the +public. This has in no sense been a disadvantage +to Hampton, but has been a distinct gain in enabling +Hampton to point to the foremost man of +the Negro race, and to the largest and most interesting +and in many ways the best-managed institution +of the race, as the best and most conspicuous +product of the peculiar kind of education for +which Hampton stands.</p> + +<p>While Tuskegee is, perhaps, in many respects, +better known than Hampton, its antecedent, +Hampton, is without doubt much better known and +more highly thought of because of the existence of +Tuskegee.</p> + +<p>Tuskegee in its present state of development +would be one of the marvels of the age, even if +the personality of its Principal were left out of +consideration.</p> + +<p>Two thousand Negroes who are scarcely a<span class="pagenum"><a name="Page_93" id="Page_93">[93]</a></span> +generation removed from bondage, being trained, +disciplined, controlled by 200 or more of the same +racial type; 2,000 Negroes being educated, morally, +industrially, intellectually; an industrial university +with 100 large buildings well equipped and beautifully +laid-off grounds, with a hum and bustle of industry, +scientifically and practically conducted by +a race considered as representing the lowest ethnic +type, upsetting the theories of many well-meaning +people who believe the Negroes incapable of maintaining +themselves in this civilization, incapable of +uniting in any successful endeavor without being +under the direct personal control of the dominant +Aryan—this is one of the greatest achievements of +the race during its years of freedom.</p> + +<p>Hampton, though a dozen years older, the pioneer +in industrial education, equally well equipped, +quite as well conducted, doing as great a work in +the elevation of the races it represents, and holding +just as important a place in the scheme of modern +education, is not so interesting or so wonderful, because +its conception and execution are the product +of Aryan thought and Aryan ingenuity. New +ideas, new discoveries, new inventions and organizations, +new methods and new institutions, have +been conspicuous among the white race for a thou<span class="pagenum"><a name="Page_94" id="Page_94">[94]</a></span>sand +years. General Armstrong's wisdom and +foresight were truly wonderful, as indeed are also +those of his worthy successor, Dr. H. B. Frissell, +under whose direction the school's influence and +usefulness have steadily increased, and along lines +that General Armstrong would approve; but had +Hampton been founded and brought to its present +state of proficiency by a Negro, and its dominating +force been of the African race, it would be a more +wonderful and interesting institution. In other +words, the white race has long since passed its +experimental period. It now is the standard of +measurement for all other races. The Negro's +achievements, then, are considered largely with +reference to the impression which they make upon +the race of whose civilization and government he +is a part.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i94" id="i94"></a><img src="images/i094.jpg" width="580" height="387" alt="THE EXECUTIVE COUNCIL." title="" /> +<br /> +<span class="caption">THE EXECUTIVE COUNCIL.</span> +</div> +<div class="microspace"> </div> + +<p>Tuskegee, therefore, stands out more prominently +than Hampton as an exponent of industrial +education, and has been more severely questioned +because of the imagined disloyalty in a Negro's +aggressive attitude for this particular kind of education +for his race. There are people of both races +who, while they do not on the whole oppose Hampton +and Tuskegee in their educational methods, +are honestly afraid that, because of the growing +<span class="pagenum"><a name="Page_95" id="Page_95">[95]</a></span>importance and influence of these two schools and +others of a similar kind, the idea will be thoroughly +established that the Negro needs only and is capable +only of the narrowest sort of industrial training—such +as is represented by the "rule-of-thumb +carpenter" and the "one-suspender mule-driver," +who work by rule and rote rather than by principle +and method, not in the slightest degree comprehending +the science underlying the work in which +they are engaged, whose mathematical knowledge +is bounded by "the distance between two corn or +cotton rows."</p> + +<p>To fix such an idea in the minds of the people +of this country—which is not likely to be done—would, +no doubt, be disastrous to us for generations +to come, and make it much more easy than it +is now to deprive the Negro of the civil and political +rights which are guaranteed by the Constitution. +It would, without question, defeat the +objects for which Hampton and Tuskegee have +persistently stood, and for which they have ever +worked and are still very successfully working.</p> + +<p>No one familiar with the curricula of these two +schools would for a moment raise such a question. +General Armstrong saw, as few people did, the +moral and intellectual value of industrial training<span class="pagenum"><a name="Page_96" id="Page_96">[96]</a></span> +aside from its merely economic importance. He +founded a school on an entirely different basis +from any that had been known before—the basis +of character-building through practical education, +industrial training, and self-help.</p> + +<p>During the thirty-six years of its history, +Hampton has sent into the world about 1,200 graduates +and 5,000 undergraduates, many of whom +have taken with them the spark that has started +many other Hamptons, large and small, among the +Negroes of the South and the Indians of the West. +Hampton's success, and indeed the success of any +institution, depends not so much upon the scholastic +attainments of its pupils as upon the work that +those who have received its instruction accomplish. +Hampton glories, and justly, in the loyalty of its +graduates and in the faithfulness with which they +have inculcated and exemplified the traditions and +principles for which it stands. Hampton glories in +Tuskegee, because Tuskegee has started in so many +communities the spark of true life and real civilization; +in the impetus and inspiration it has given, +so beautiful and so perfect a consummation of +the prophetic vision of Hampton's founder.</p> + +<p>Can the relations between the two institutions +be better stated than in the words of their two<span class="pagenum"><a name="Page_97" id="Page_97">[97]</a></span> +founders? After a visit to Tuskegee, General +Armstrong said: "The Tuskegee school is a wonderful +work and Mr. Washington is a remarkable +man. He has carried out the idea of training the +head, hand, and heart in a wonderfully complete +and perfect way. This school is very much like +the one at Hampton, and any one can recognize +the similarity, but he has made many improvements. +It is not merely an imitation. It is the Hampton +Idea adapted and worked into a most sensible and +efficient application to the needs of the Alabama +Negroes." In the same memorial address at General +Armstrong's funeral from which I quoted at +the beginning of this paper, Mr. Washington said, +"The rose I place on his grave is <i>his</i> work at Tuskegee."</p> + +<p>Hampton and Tuskegee, striving along common +lines for common ends, intimate in relationship, +interdependent, each frankly criticizing and +freely advising, each profiting by the failures of +the other, each benefiting by the successes of the +other, are both working as best they may toward +that "far-off divine event to which the whole creation +moves."</p> + + + + +<div class="minispace"> </div> +<div><span class="pagenum"><a name="Page_98" id="Page_98">[98]</a></span></div> +<hr /> +<h3 class="chapter2"><i>PART II</i></h3> +<div><span class="pagenum"><a name="Page_99" id="Page_99">[99]</a></span></div> +<h2 style="font-size: 133%;"><i>AUTOBIOGRAPHIES BY +GRADUATES OF THE SCHOOL</i></h2> +<hr /> + +<div><span class="pagenum"><a name="Page_100" id="Page_100">[100]</a></span></div> + + + + +<div class="minispace"> </div> +<h2 class="chapter"><a name="IB" id="IB"></a>I</h2> + +<h2 class="chapter">A COLLEGE PRESIDENT'S STORY</h2> + +<h3 class="chapter2">By Isaac Fisher</h3> + + +<p>I was born January 18, 1877, on a plantation<span class="pagenum"><a name="Page_101" id="Page_101">[101]</a></span> +called Perry's place, in East Carroll Parish, +Louisiana, and was the sixteenth and last child +of my parents. My early childhood was uneventful, +save during the year 1882, when, by reason +of the breaking of the Mississippi River levee near +my home, I was compelled, together with my parents, +to live six months in the plantation cotton-gin, +fed by the Federal Government and by the +determination never to live so close to the "Big +Muddy" again; and during 1886, in which year +my mother died.</p> + +<p>Up to this latter year my life had been nothing +more than that of the average Negro boy on a +cotton-farm. While I had been too young to +feel the burden of farm-life toil, I had not been +spared a realization of the narrowness and the +dwarfing tendencies of the lives which the Negro +farmers and their families were living, and, in +my heart, I cursed the farm and all its environs<span class="pagenum"><a name="Page_102" id="Page_102">[102]</a></span> +as being in verity an inferno on earth. A broader +knowledge of the causes which operated to produce +the cheerless life against which my child-nature +rebelled, and a clearer insight into the possibilities +of rural life, have altered this early impression; and +to-day I find myself thinking some thoughts relative +to the life lived near to nature's heart which +are not at all complimentary to the bustle and +selfishness of city life.</p> + +<p>The death of my mother furnished the opportunity +to leave the farm and go to a city; and I +took advantage of this, going to Vicksburg, Miss., +to live with an older sister. I had always desired +to go to school, and had spent four terms of six +months each in the country school near my home; +but for some reason, which I can not now remember, +I attended the city school in Vicksburg but +one year, after which I was employed as a cake-baker's +assistant and bread-wagon driver. A short +time before this I was a house-boy in the city. I +was, at the time of my employment in the bakery, +an omnivorous reader of the newspapers, and, in +fact, of all kinds of literature; but my hours of +labor at both places were so long and incessant +that I found it almost impossible to do any reading +during my employment at either place.<span class="pagenum"><a name="Page_103" id="Page_103">[103]</a></span></p> + +<p>Finally I saw and took advantage of an opportunity +to secure employment with the drug firm +of W. H. Jones & Brother; and I count my work +in this store, and with these gentlemen as employers, +as the turning-point in my life, because +there my work demanded some intelligence above +the average. I had some chance to study, and in +addition, when it was found by these white men +that I loved to read, all magazines, newspapers, +and drug journals, not needed by the firm and +the physicians whose offices were with them, were +given to me. I never make any mention of my +life in Vicksburg without mentioning, in particular, +Mr. W. H. Jones; for not only was he a +kind and considerate employer, but I learned from +his actions that a white man could be kind and +interested in a Negro—a fact which no amount +of reasoning could have driven into my stubborn +understanding previous to that time.</p> + +<p>There came a time when I learned that at the +Tuskegee Institute, in Alabama, any poor Negro +boy who was willing to work could pay for all +his education in labor. To hear was to act. I +wrote to Mr. Washington, asking if my information +was correct. The affirmative answer came +at once. It was the middle of August, and school<span class="pagenum"><a name="Page_104" id="Page_104">[104]</a></span> +began in September, but I determined to be present +at the opening of the school year. I was then +a boy wearing short trousers, but I immediately +set about preparing to deliver a "lecture" to help +raise funds for my trip. With a knowledge +of the subject, and an assurance which I have never +since assumed, I spoke to a large audience in Vicksburg +on the question, Will America Absorb the +Negro? I settled the question then and there to +my own satisfaction, even if I did not convince the +nation that my affirmative conclusion was rational. +The "lecture" netted me my fare to Tuskegee, +with a few dollars over, and brought me from Rev. +O. P. Ross, pastor of the African Methodist Episcopal +Church in Vicksburg, the offer of a scholarship +at Wilberforce College at the expense of his +church. I respectfully declined the offer, feeling +that I did not want to bind myself to any particular +denomination by accepting so great a gift; but I +have always felt very kindly toward that church +ever since.</p> + +<p>My first glimpse of Mr. Washington was had +in the depot in Montgomery, Ala., where a friend +and I, on our way to Tuskegee, had changed +cars for the Tuskegee train. Two gentlemen came +into the waiting-room where we were seated, one<span class="pagenum"><a name="Page_105" id="Page_105">[105]</a></span> +a man of splendid appearance and address, the +other a most ordinary appearing individual, we +thought. The latter, addressing us, inquired our +destination. Upon being told that we were going +to Tuskegee, he remarked that he had heard that +Tuskegee was a very hard place—a place where +students were given too much work to do, and +where the food was very simple and coarse. He +was afraid we would not stay there three months. +We assured him that we were not afraid of hard +work, and meant to finish the course of study at +Tuskegee at all hazards. He then left us. Very +soon after, the gentleman who had so favorably +impressed us, and whom we afterward found to +be the capable treasurer of the Tuskegee Institute, +Mr. Warren Logan, came back and told us that +our interlocutor was none other than the President +of the school to which we were going.</p> + +<p>Arriving at Tuskegee, I found what it meant +to be in a school without a penny, without assurance +of help from the outside, and wholly dependent +upon one's own resources and labor; and +I found further that in the severe, trying process +through which Mr. John H. Washington, superintendent +of industries, brother of Mr. Booker T. +Washington, and familiarly though very respect<span class="pagenum"><a name="Page_106" id="Page_106">[106]</a></span>fully +known to the students as "old man John," +put all students who offered to work for their education, +only the fittest, and the fittest of the fit at +that, survived.</p> + +<p>I was assigned work with the resident physician, +a very efficient woman doctor from Philadelphia; +and I have a recollection, by no means +dim, that when this good woman made her monthly +report to the treasurer, she could write, "Health +Department to Isaac Fisher, Dr., $12.50—value +received." Every morning before breakfast it was +my duty to go to the rooms of six hundred young +men to see if any were ill, have those who were, +carried to the hospital, report all such to four departments, +take meals to those confined in the hospital, +attend to all their wants, keep their building +heated and supplied with fuel, and— But +space will not permit the full catalogue of duties. +At the end of such a day's work I would attend +the night-school during its session of two hours.</p> + +<p>Desiring to learn a trade, I asked permission +to enter the printing-office for the next year. This +was not granted until it was found that I would +not leave the school during the summer, but would +remain and work until the beginning of the next +school year. Accordingly, when my second year<span class="pagenum"><a name="Page_107" id="Page_107">[107]</a></span> +began I entered the printing-office as an apprentice. +During that year I suffered actual want and +privation in the matter of shoes and clothes; but +later came under the notice of Mrs. Booker T. +Washington, who made arrangements by which I +could procure some of the second-hand clothes and +shoes sent from the North to the school for just +such cases. At the end of this year my health, as a +result of my work in the office, was so poor that +the resident physician recommended my removal +therefrom. To the surprise of Mr. J. H. Washington, +I asked to be transferred to the farm; +and I think I proved while working on the school-farm +that I was sincere when I said that I would +work wherever I was placed.</p> + +<p>It was during this summer that Mr. Booker T. +Washington showed me that I had come favorably +under his notice. At one of the weekly prayer-meetings, +conducted by the chaplain, Mr. Penney, +and at which Mr. Washington was present, I made +some remarks relative to the agnosticism of the +late Col. Robert G. Ingersoll. The following day +Mr. Washington sent for me, inquired my age +and class in the school, and then said some very +kind things about the talk which I had made in +the prayer-meeting, and made me a conditional<span class="pagenum"><a name="Page_108" id="Page_108">[108]</a></span> +promise of his friendship, which, despite my oft-proven +unworthiness, he has ever since given me +in unstinted measure. After that second year +my hardships as a "work-student" were practically +over.</p> + +<p>In my third year I entered the day-school, +working one day in every week and every other +Saturday, and going to school the remainder of +the time. While the school made compulsory the +earning of some money on the part of all students, +it set no maximum limit on the amounts to be +earned. I elected to earn as much as I could under +the circumstances, earning, by reason of the many +odd jobs which I did, often as much as $20 per +month, going to school every day in the meantime. +The average amount usually earned is $5 and $6 +per month. At one time I worked eight days +per month on the farm, sent notes of the school to +127 Negro newspapers, cleaned one laboratory +every day, played in both the brass band and the orchestra, +blew the bugle for the battalion, and +taught two classes in the night-school, for each of +which duties I received pay; and even though I +broke down under the accumulated strain soon +after my graduation, I carried my point and completed +the course of study as I had planned.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i108" id="i108"></a><img src="images/i108.jpg" width="590" height="365" alt="THE CARNEGIE LIBRARY BUILDING." title="" /> +<br /> +<span class="caption">THE CARNEGIE LIBRARY BUILDING.</span> +</div> +<div class="microspace"> </div> + +<p>In my fourth year I won the Trinity Church<span class="pagenum"><a name="Page_109" id="Page_109">[109]</a></span> +(Boston) Prize of $25 for oratory; and in my +senior year won the Loughridge Book Prize for +scholarship, and also the valedictory of my class, +graduating in 1898.</p> + +<p>I was immediately sent to the Schofield School, +a Quaker institution for Negroes in Aiken, S. C., +to organize farmers' conferences on the order of +those conducted by the Tuskegee Institute, and to +serve as a teacher in the school. After one year's +service in that position Mr. Washington asked +me to accept the position of Assistant Northern +Financial Agent for Tuskegee. I accepted, and +remained two years in New England, helping to +interest friends in my <i>alma mater</i>. At my own +request I was transferred from the Northern work +to the South, being assigned this time to the Negro +Conference work in Alabama. Before beginning +this work I was married to a Tuskegee girl, Miss +Sallie McCann.</p> + +<p>Within a few months a principal was needed +for the Swayne Public School of Montgomery, +Ala., and this in the middle of the school year. +Mr. Washington recommended me for the work, +and I was elected to the position. At the close of +the term I went to New York to study the public-<span class="pagenum"><a name="Page_110" id="Page_110">[110]</a></span>school +system of that city as far as possible. While +there I was reelected principal of the Swayne +School, and a notice of the election reached me one +morning. Three hours later I received a letter +from the secretary of the University of Arkansas +(white) informing me that my name had been presented +to the board of trustees of that institution, +and I had been elected to the presidency of the +State Branch Normal College at Pine Bluff, Ark. +I was not a candidate for the position, but seeing +in it an opportunity for greater usefulness, I accepted +the position in my twenty-fifth year, and +have just been reelected to serve a third term as +president of the school. The Branch Normal College +was established in 1875 as one of the Land +Grant colleges, and has a property valuation of +$100,000.</p> + +<p>Over my desk hangs a picture of the Principal +of Tuskegee; and in my desk are views of the institution +which he has built. But these may be removed. +In the book of my memory and in the secret +chambers of my heart I have enshrined the two +names which, with God and the parents now on the +other side of the Great Divide, have shaped and +given direction to my whole life—Tuskegee and +Booker T. Washington.</p> + + + +<hr /> +<h2 class="chapter"><a name="IIB" id="IIB"></a>II</h2> + +<h2 class="chapter">A SCHOOL PRINCIPAL'S STORY</h2> + +<h3 class="chapter2">By William H. Holtzclaw</h3> + + +<p>I was born in Randolph County, Ala., near the<span class="pagenum"><a name="Page_111" id="Page_111">[111]</a></span> +little town of Roanoke. The house in which I first +saw the light—or that part of it which streamed +through the cracks, for there were no windows—was +a little log cabin 12 by 16 feet. I know +very little of my ancestry, except that my mother +was the daughter of her mother's master, born +in the days of slavery, and up to 1864 herself +the slave of her half-brother. She was born in +the State of Georgia. My father was born in +Elmore County, Ala. He never knew his father, +but remembered his mother and eleven brothers. +My mother was married twice before she married +my father. She married first at the age of fifteen. +I am the fifth of fifteen children, and my father's +oldest child. Neither my father nor my mother +could read or write; mother could get a little out +of some pages of the Bible by spelling each word +as she came to it.<span class="pagenum"><a name="Page_112" id="Page_112">[112]</a></span></p> + +<p>My early years were spent on a farm. When +only four years old I was put to such work as I +could do—such as riding a deaf and blind mule, +while my brother plowed him in order to make +him go forward, for he cared nothing for assault +from the rear. We worked for a white man for +one-fourth of the crop. He furnished the stock, +land, and seeds, and we did the work, although he +was supposed to help. He furnished money to +"run" us at fifteen to a hundred per cent, according +to the time of the year. He grew wealthier; +we grew, if possible, poorer. Before I was +fifteen years old I instinctively felt the injustice +of the scheme. When the crop was divided he got +three loads of corn to our one, and somehow he +always got all the cotton: never did a single bale +come to us.</p> + +<p>Those were hard times for us; for it must be +remembered that this was in the days of reconstruction +and the Ku-Klux-Klan, and if to this +be added the fact that my father, a young and +inexperienced man, had started out with a family +of six on his hands, some idea of the situation may +be had. I can recall having been without food +many a day, and the pangs of hunger drove me +almost to desperation. But mother and father<span class="pagenum"><a name="Page_113" id="Page_113">[113]</a></span> +would come late at night from a day of depressing +toil and excruciating inward pain, the result of +their inability to relieve our suffering, and pacify +us for the night with such things as they had been +able to get. When I awoke the next morning they +were gone again on a food mission.</p> + +<p>Hunger would sometimes nearly drive us mad. +My brother and I were given a meal of pie-crusts +from the white folks' table one day, and as we +ate them, Old Buck, the family dog, who resembled +an emaciated panther, stole one of the crusts. It +was our dinner. We loved Old Buck, but we had +to live first; so my brother lit on him, and a battle +royal took place over that crust. Brother was losing +ground, so I joined in, and, coming up from +the rear, we conquered and saved the crust, but +not till both of us were well scratched and bitten.</p> + +<p>I was put to school at the age of six. Both +mother and father were determined that their children +should be educated. School lasted two months +in the year—July and August. The schoolhouse +was three miles from our house, but we walked +every day, my oldest sister carrying me astride +her neck when I gave out. Sometimes we had an +ear of roasted green corn in our basket for dinner, +or a roasted sweet potato, but more often simply<span class="pagenum"><a name="Page_114" id="Page_114">[114]</a></span> +persimmons, or fruit and nuts picked from our +landlord's orchard and from the forest.</p> + +<p>When cotton began to open, in the latter part +of August, the landlord wanted us to stop school +and pick cotton, and I can distinctly remember +how my mother used to outgeneral him by slipping +me off to school through the woods, following me +through the swamps and dark places, with her hand +on my back, shoving me on till I was well on +the way, and then returning to try to do as much in +the field that day as she and I together would be expected +to do. When the landlord came to the quarters +early to look for me, my mother would hide +me behind the cook-pot and other vessels. When +I was a little older I had to play my part on the +farm. Mother now worked another scheme. I +took turns with my brother at school and at the +plow. What he learned at school on his school-day +was taught to me at night, and vice versa. In this +way we got a month of schooling each during the +year, and got the habit of home study.</p> + +<p>Our family was increasing rapidly, and to +keep the children even roughly clothed and fed +was about all that could be done under the circumstances. +When the school exhibition took place and +every girl was expected to have a white dress and<span class="pagenum"><a name="Page_115" id="Page_115">[115]</a></span> +every boy a pair of white pantaloons, my mother +was often put to her trumps to get these things. +Father would not trouble himself about them, +as he said they were useless. But the teacher said +they were necessary, and his word was law and +gospel with most parents in our community. An +exhibition was near at hand and three of us had +no white pantaloons. Mother manipulated every +scheme, but no cloth yet to make them! Finally +the day arrived, but not till mother solved the problem +by getting up before dawn that morning and +making three pairs of white pantaloons for us +out of her Sunday petticoat. Mother was of a +determined disposition, and seldom failed to solve +a domestic problem. We looked about as well +as other people's children in that exhibition—at +least we thought we did, and that was sufficient. +But it must be remembered that there is just so +much cloth, and no more, in a petticoat. So our +suits were necessarily made tight. I had to be +careful how I got around on the stage.</p> + +<p>I usually had different teachers every year, as +one teacher seldom cared to stay at a place for +more than a session. I well remember the disadvantages +of this custom. One teacher would have +me in a Third Reader and fractions, another in<span class="pagenum"><a name="Page_116" id="Page_116">[116]</a></span> +Fifth Reader and addition. 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 United States. I did +not know what the United States was or was like, +although I had studied geography and knew something +about South America and Africa; and my +teacher did not tell me. My teacher at this time was +a good man, but that was all. Many of my teachers +knew very little, but I thought they knew everything, +and that was sufficient, for their teaching +was wholesome. I remember one or two, however, +whose work, under the circumstances, would +be hard to match even now.</p> + +<p>As soon as I was old enough I was hired out +for wages, to help support the family. My school +opportunities were now almost gone, and for this +reason, together with a desire for more excitement, +I began to grow restless on the farm. I +grew morose. I pulled myself loose from all public +functions, ceased to attend any public meetings, +save regular monthly church meetings, and betook +me to the woods, where I read everything I could +get. It was during this time that accidentally, I<span class="pagenum"><a name="Page_117" id="Page_117">[117]</a></span> +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. I read and worked, and helped to +support the family. I had vowed that as soon +as I was twenty-one I would leave for some +school and there stay until I was educated. I +was already a little in advance of the young +people in my community, so I spent my long winter +evenings teaching a little night-school to which +the young people of the neighborhood came.</p> + +<p>All my life up to this time my father had +been working as a tenant. He now determined +to strike out for himself—buy stock and rent land. +The mule he bought soon became hopelessly lame +in the back. It was a peculiar sort of illness. +Once upon his feet, he could work all day without +difficulty, but when he lay down at night he had +to be helped up the following morning. During +that entire season the first thing I heard each +morning was the voice of my father, "Children, +children, get up! let's go and help up the old mule." +A neighbor also was called in each morning to +help. Toward the end of the season the school +opened. We were so anxious to enter, that we<span class="pagenum"><a name="Page_118" id="Page_118">[118]</a></span> +determined to help the old mule. My brother and +I hitched ourselves to the plow, and sister did the +plowing. Early each morning we plowed in this +way, and soon finished the crop and entered the +little school.</p> + +<p>My father and some others had built a little +school out of pine poles which they had cut, and +hauled to the spot on their shoulders. The teacher, +a married man, easily won all his pupils, but I +could never forgive him for winning and finally +eloping with his pretty assistant teacher.</p> + +<p>Christmas eve, 1889, I went to bed a boy. Just +after breakfast the next morning I became a man—my +own man. "Sandy Claw" did not come +that night, although I had hung up my stocking, +and I was feeling bad about it. After breakfast +my father called me out into the yard, where we +seated ourselves on the protruding roots of a +large oak-tree, and there he set me free.</p> + +<p>"Son," said he, "you are nearing manhood, +and you have no education; besides, if you remain +with me I will not be able to help you when you +are twenty-one. We've decided to make you free, +if you'll make us one promise—that you will educate +yourself."</p> + +<p>By that time my mother had joined the party.<span class="pagenum"><a name="Page_119" id="Page_119">[119]</a></span> +I cried, I know not why, and my mother cried; +even my father could not conceal his emotion. I +accepted the proposal immediately, and although +we usually took Christmas till New Year's day, my +Christmas that year was then at an end. Manhood +had dawned upon me that morning. I tried to be +calm, but inwardly I was like a fish out of water.</p> + +<p>I struck out to find work, that I might make +money to go to school. One mile across the forest +brought me to a man who hired me, and promised +me $9.25 a month for nine months.</p> + +<p>At the end of six months I came across the +Tuskegee Student, published at the Tuskegee +Normal and Industrial Institute. I read every +line in it. On the first page was a note: "There +is an opportunity for a limited number of able-bodied +young men to enter the Tuskegee Normal +and Industrial Institute and work their way +through, provided application is made at once. +Booker T. Washington, Principal."</p> + +<p>Work their way through! I had never heard +of such a thing before. Neither had I heard of +Tuskegee. I sent in my application. I did not +know how to address a letter, and so only put +"Booker T. Washington" on the envelope. Somehow +he received it and gave me permission to come.<span class="pagenum"><a name="Page_120" id="Page_120">[120]</a></span></p> + +<p>There ensued a general scramble to get ready +to go by the opening of school. I broke off relations +with my employer by compromising for +a suit of clothes and $8 in money. My chum, +a man of about forty years of age, seeing the +struggle I was making to get off, offered to +help me, or rather to show me how to get the +money easily by stealing a few chickens and selling +them. It was a tempting bait, but against all the +previous teachings of my mother. He argued, and +my mother, who was not there, also argued within +me. I could not consent. My friend pitied me +and offered to do the job himself.</p> + +<p>To get a supply of clothes to take to Tuskegee +was the question. Up to that time I had never +worn an undershirt, or a pair of drawers, or a stiff-bosom +shirt, or a stiff collar. All these I had not +only to get, but had to learn to wear them. My +shirts and collars were bought second-hand from +a white neighbor and were all too large by three +numbers.</p> + +<p>The last day of September, 1890, I left for +Tuskegee. When I reached there, although I +was a young man, I could not tell what county +I lived in, in answer to Mr. Washington's question. +I was admitted, after some hesitancy on the part<span class="pagenum"><a name="Page_121" id="Page_121">[121]</a></span> +of Principal Washington, and sent to the farm +to work for one year in the daytime and to attend +school at night.</p> + +<p>I was dazed at the splendor of Tuskegee. +There was Armstrong Hall, the most imposing +brick structure I had ever seen. Then came Alabama +Hall, where the girls lived. How wonderful! +I could hardly believe that I was not dreaming, +and I was almost afraid I should awake. +When I went to bed that night I got between two +sheets—something I had not been accustomed to +do. About twelve o'clock an officer came in, threw +the cover off me, and asked some questions about +nightshirts, comb and brush, and tooth-brush, with +all of which I was but meagerly acquainted. He +made me get up, pull off my socks, necktie, +collar, and shirt, and told me I would rest better +without them. I didn't believe him, but I +obeyed.</p> + +<p>The next morning I saw more activity among +Negroes than I had ever seen before in my life. +Not only was everybody at work, but every soul +seemed to be in earnest. I heard the ringing of +the anvil, the click of machinery, the music of the +carpenters' hammers. Before my eyes was a pair +of big fat mules drawing a piece of new and im<span class="pagenum"><a name="Page_122" id="Page_122">[122]</a></span>proved +farm machinery, which literally gutted +the earth as the mules moved. Here was a herd +of cattle, there a herd of swine; here thumped the +mighty steam-engine that propelled the machine +which delivered up its many thousand of brick +daily; there was another machine, equally powerful, +turning out thousands of feet of pine lumber +every day. Then there were the class-rooms, with +their dignified teachers and worthy-looking young +men and women. Amid it all moved that wonderful +figure, Booker T. Washington.</p> + +<p>I began at once a new existence. I made a +vow that I would educate myself there, or I would +die and be buried in the school cemetery. When +Mr. Washington stood at the altar in the first +service which I attended and uttered a fervent +prayer asking for guidance, and for spiritual and +financial strength to carry on that great work, I +felt that the Lord would surely answer his prayer. +Since then I have traveled practically all over +this country, and in one foreign country, without +once seeing anything that made so deep an impression +on me.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i122" id="i122"></a><img src="images/i122.jpg" width="595" height="363" alt="MORNING AT THE BARNS ON THE SCHOOL FARM. + +Teams of horses and cattle ready to start for the day's work." title="" /></div> +<div class="caption">MORNING AT THE BARNS ON THE SCHOOL FARM. +<br /> +Teams of horses and cattle ready to start for the day's work. +</div> +<div class="microspace"> </div> + +<p>Simultaneously with this opportunity for self-education +came many real hardships—to say nothing +of imaginary hardships—which nearly resulted +<span class="pagenum"><a name="Page_123" id="Page_123">[123]</a></span>disastrously to my health. I was poorly clad for +the extraordinary winter then setting in. I had +only one undershirt and one pair of drawers. I +could not, of course, put these articles in the laundry, +and therefore had to pull them off on Saturday +nights, wash them, and get them dry enough +to wear by breakfast on Sunday morning. It followed +that many Sunday mornings found me sitting +at the table wearing damp underwear. I could +do no better, without leaving school, and this I +was determined not to do. I was earnest in my +work, and was promoted from a common laborer +to be a hostler in charge of all boys dealing with +horses, and then to the much-sought position of +special assistant to the farm manager.</p> + +<p>I was beginning to see the mistakes of my former +life, the time I had lost, and now applied myself +diligently. I carried a book with me everywhere +I went, and not a second of time would I +lose. While driving my mules with a load of wood, +I would read until I reached the place of unloading. +Mr. Washington took note of this, and upon +one occasion, while admonishing the students to +make good use of their time, said: "There is a +young man on the grounds who will be heard from +some day because of his intense application to<span class="pagenum"><a name="Page_124" id="Page_124">[124]</a></span> +study and diligence in his work." I listened. I +knew he was speaking of me, and the fact that +I was to be "heard from" later made me double +my resolutions.</p> + +<p>In September, 1891, I had to my credit in the +treasury of the institution $100, and I was now +ready to enter the day-school, to measure arms +with the more fortunate students. But, alas! sickness +overtook me, and when I emerged from the +hospital, after about two months' sickness, my doctor's +bill was exactly $100. My accumulated credit +went to pay it.</p> + +<p>This was the penalty for making the transit +from a lower to a higher civilization. When I +went without undergarments at home, my health +was saved because of uniformity of habit. Now +it was injured because I could wear them this +week, but might not be able to do so the next—irregularity +of habit. Then, too, Tuskegee gave +me such living-rooms as I had never lived in, or +hoped to. I had lived in log houses, which are +self-ventilating. Now I had either overventilated +or failed to ventilate my room. It is a difficult +matter to make the transit from a lower to a higher +civilization. There are many obstacles, and many +have fallen by the way.<span class="pagenum"><a name="Page_125" id="Page_125">[125]</a></span></p> + +<p>I went home to recuperate, but returned to +Tuskegee in a few weeks, and as I had no money +I was again permitted to enter the night-school +and work during the day. This time I took up +the printers' trade. Here I broke over the conventional +rule of acting "devil" six months, and +began setting type after one month in the office. +In six months I was one of the school's regular +compositors; and in one term I had sufficient +credit with the treasurer to enter the day-school.</p> + +<p>But I was not yet to enter. A letter came +from my father, saying, "If you wish to see me +again alive, I think it would be well to come at +once." I went. My father died a few days after +I got home, June 27, 1893.</p> + +<p>All hope of future schooling seemed now at +an end. My only concern was to do the best I +could with the exceedingly heavy load now left on +my hands. I pulled off my school-clothes, went +to the field, and finished the crop father had left. +There was a heavy debt, and I began to teach +school to pay this debt. Of course I knew very +little, but I taught what I knew—and, I suppose, +some things I didn't know.</p> + +<p>I think even now that I did the people some +good. I had not learned much at Tuskegee in<span class="pagenum"><a name="Page_126" id="Page_126">[126]</a></span> +books, but I had learned much from Mr. Washington's +Sunday evening talks in the chapel. I had +listened carefully to him and had treasured up in +my heart what he had said from time to time. Now +I was teaching it to others. I felt I was to this +little community what Mr. Washington was to +Tuskegee. So I made the people whitewash their +fences and fix up their houses and premises generally. +They were very poor, and when the school +closed they could not pay me. I told them I +would take corn, peas, potatoes, sirup, pork, +shucks, cotton-seed—in fact, anything with which +they wished to pay me.</p> + +<p>Wagons were secured and loaded, and for +several days all sorts of provisions were hauled +to my mother's house and stored away for winter. +I went to the house of one good widow, who said:</p> + +<p>"'Fesser, I ain't got nothin' to pay you wid +but dis 'ere house-cat, and he's a good'n. I owes +you twenty-five cents, and I wants to pay it. You +done my little gal good—more'n any teacher ever +did. She ain't stop' washin' her face yit when she +gits up in de mornin'."</p> + +<p>"Very well," I said, "I'll take the cat with +thanks and call the debt square."</p> + +<p>Another said: "'Fesser, I heard you was com<span class="pagenum"><a name="Page_127" id="Page_127">[127]</a></span>ing, +and I hid all my meat in de smoke-house, and +says: 'I'll tell him I ain't got none;' but when I +seed you coming I tole de chillen to go open de +smoke-house. Anybody who do my chillens as +much good as you, can get every bit de meat I got." +From that woman I got fifty pounds of meat.</p> + +<p>Another good woman wanted me to take her +only pair of scissors, and when I refused to do so, +she put them into my coat-pocket, saying the man +who taught her child so much must be paid.</p> + +<p>For three years I taught school with one personal +object in view—the support of my mother +and her family. Mother was not satisfied with +this; she wanted me educated. Finally she married +again, for no higher reason than to permit me, +and the other children growing up, to go to school. +My hope for an education was again renewed, and +I went back to Tuskegee.</p> + +<p>Nearly everybody had forgotten that I had +ever been there. Notwithstanding I had been out +nearly three terms, I had kept pace with my class, +making one class each year, the same as if I had +been in school. Upon a very critical examination, +in which I averaged ninety-three for all subjects, +I entered the B Middle class in the day-school.</p> + +<p>Financially I was very little better off than<span class="pagenum"><a name="Page_128" id="Page_128">[128]</a></span> +when I left, but I had learned how to manipulate +things in such a way as to make it possible to remain +in school. I knew a trade at which I could +easily make a dollar a day in credit, and I could +teach during the vacation. Things went smoothly +for one year. Then my brother came, and I had +to support him in part. Just about the time I was +getting myself adjusted to this, my sister came. +I knew I should have to support her almost wholly, +so I felt like giving up under such a triple burden; +but I held on. I had to deny myself many of +the pleasures of school life in order to make two +ends meet. I had to wear two pairs of pantaloons +and one pair of drawers; and I remember one Sunday, +while the school was enjoying a good sermon +by a great bishop, I was in the shop melting some +glue, with which I glued patches on my only pair +of pantaloons, which had reached a condition where +thread would no longer hold the patches on. I will +not tell what happened when the patches had been +on for a few days.</p> + +<p>But amid all these conflicting affairs of my +school-days ran an immense amount of pleasure, +more than I had ever known before. I was gradually +coming to see things as they are in the affairs +of men. I thought then, and I still think, that<span class="pagenum"><a name="Page_129" id="Page_129">[129]</a></span> +no sacrifice was too great when there was such a +golden opportunity. To sit and listen to one Sunday +evening talk by Principal Washington was +worth all the trouble one had to undergo for a year.</p> + +<p>Two years before I graduated I began to inquire +what I was made for—what calling should +I follow? It was hard to decide. Mr. Washington's +teaching had impressed me that I should do +something to help those less fortunate than myself, +and that in the very darkest place I could +find. My father had called me to his death-bed +and said to me: "Son, I want you to become +a teacher of your people. I have done what I +could in that direction. The people need your +services." I recalled how in his last moments I +had promised him I would carry out his wishes. +There was nothing else left for me to do but to +go into those dark places. But there was the rub; +and every Sunday evening Mr. Washington thundered +that same theme: "Go into the darkest +places, the places where you are most needed, and +there give your life with little thought of self." +I knew about those dark places. I had been born +in one of them. I had been spending my vacations +teaching in them.</p> + +<p>Once, while teaching in the State of Georgia,<span class="pagenum"><a name="Page_130" id="Page_130">[130]</a></span> +I boarded with a family where there were fifteen +besides myself, all sleeping, eating, and cooking +in the same room. There were three young women +in the family. When bedtime came I had to go +out of doors and amuse myself with the stars till +all the women were in bed; then they would extinguish +the hearth-light by putting some ashes +on it and let me come in and go to bed. I had +to keep my head under the cover the next morning +while they got up and dressed. I used to sleep +with my nose near a crack in the wall in order +to get fresh air. One little girl in the family, +while saying her prayers one night, begged the +Lord to let the angels come down and stay with +them that night. Her little brother promptly interrupted +her by saying that she ought to have +sense enough to know that there was no room +in that bed for angels, as there were already five +persons in it. I was used to the country and its +worst conditions. I prayed over the matter till +finally I gave myself, heart and mind, to whatever +place should call me.</p> + +<p>During my last year at Tuskegee I was made +a substitute salaried teacher in the night-school. +My financial burdens were now lifted and my +school life became one great pleasure. Toward the<span class="pagenum"><a name="Page_131" id="Page_131">[131]</a></span> +end of my Senior year I decided to try for the +Trinity Prize of $25 for the best original oration. +I remembered what Mr. Washington had so often +said: that a man usually gets out of a thing what +he puts into it. I determined to put $100 worth +of effort into this contest. I was awarded the prize.</p> + +<p>A place was offered to me at Tuskegee as academic +teacher, but I declined it. I had settled in my +mind that I would go to the State of Mississippi, +which I had found by two years of investigation +was the place where my services were most needed. +I could not go to Mississippi at once. I had not +money to pay my way, so I accepted a position +with my friend, William J. Edwards, at his school +in Snow Hill, Ala., where I worked for four years, +never losing sight of my Mississippi object. While +at Snow Hill I married Miss Mary Ella Patterson, +a Tuskegee graduate of the Class of '95. We put +our earnings together and built us a comfortable +little home. One child, William Sidney, was born +to us, but lived only six months.</p> + +<p>It took me just two years to convince my wife +that there was any wisdom or judgment in leaving +our little home and going to Mississippi, where +neither of us was known. But finally she gave +herself, soul and body, to my way of thinking.<span class="pagenum"><a name="Page_132" id="Page_132">[132]</a></span></p> + +<p>The way was now clear for me to make the +start. Just before I left for Mississippi, one of +my old teachers from Tuskegee visited me. He +inquired about my going to Mississippi, and when +I explained the scheme to him, he said jestingly, +"You know there is no God in Mississippi." I +simply replied that then I would take "the one that +Alabama had" with me.</p> + +<p>I could not take my wife, for she was under +the care of a physician at that time. I decided to +leave nearly all my ready cash with her. I did +not take quite enough for my railroad fare, for +I had expected to sell my wife's bicycle when I +reached Selma, the nearest town, and thus secure +enough money to finish my trip. But when I got +to Selma the wheel would not sell, so I boarded +the train without money enough to reach Utica, +the place in Mississippi to which I was bound.</p> + +<p>I had not got far into the State of Mississippi +when my purse was empty. I stopped off at +a little town, late at night, where there were no +boarding-houses, and no one would admit me to +a private house to sleep. I wandered about until +I came upon an old guano-house, and crawled +into this and slept until the break of day. Then +I crawled out, pulled myself together, jumped<span class="pagenum"><a name="Page_133" id="Page_133">[133]</a></span> +astride my bicycle, and made my way toward Utica, +through a wild and unfrequented part of Mississippi. +But before I could reach Utica my wheel +broke down, whereupon I put it upon my shoulder, +rolled up my trousers, and continued the journey +to Utica. I soon met a young man who relieved +me of my burden by trading me his brass watch +for the wheel and giving me $2 to boot.</p> + +<p>I had previously got myself elected principal +of the little county school, which, if I could pass +the State examination, would pay me a little salary, +which would be a great help to me while I worked +up the Industrial and Normal School which I +had come to build. Much depended on my ability +to pass the examination. Tuskegee's reputation +was at stake—my own reputation was at stake; +for, if I failed, the people would certainly lose confidence +in me, and make it impossible for me to accomplish +my purpose.</p> + +<p>I was out of money, and this was the only way +I could see to get any for a long time. If I failed, +my wife—who was still in Alabama, and who believed +in my ability to do anything—would perhaps +lose respect for me, and, most of all, the failure +to pass the examination might upset all my +plans and blast all my hopes. I confess I went to<span class="pagenum"><a name="Page_134" id="Page_134">[134]</a></span> +that examination with a sort of anxious determination. +I did not, however, find it half so difficult as +I had expected. I soon succeeded in obtaining the +necessary license to teach in the public schools of +the State.</p> + +<p>The little schoolhouse where the school had been +heretofore was so much out of repair that we could +not risk having pupils under its roof. I had hoped +to open in the church, but the good deacons would +not permit this. So the few pupils who came the +first day were gathered together under an oak-tree, +and there were taught. After some time a temporary +cabin was fixed up, and in this we taught the +entire winter. The cabin was practically no protection +against the rain, and less against the winter +winds. The wind literally came through from all directions—from +the sides, ends, above, and beneath.</p> + +<p>We soon had the floor stopped up with clay. +This brought about another disadvantage: when +it began to rain through the roof, the water would +collect on the floor until it was two or three inches +deep. Two young women were helping me to +teach. They often amused me by trying to maintain +their dignity and keep out of the water at the +same time. They would stand upon stools and +fire questions at their pupils, who were standing<span class="pagenum"><a name="Page_135" id="Page_135">[135]</a></span> +in the water below while answering them. On such +days as this I usually wore my overcoat and rubber +shoes. I would then stand in the water and teach +with as much indifference as possible. We bored +holes in the floor to let the water out, but it usually +came through the roof faster than it could +escape. There was much suffering at this time +on the part of both teachers and students, but it +was all a joy and pleasure to me, for I felt +that I had found my life-work.</p> + +<p>I was a stranger to the people, and they had +very little confidence in me. Some of them questioned +my motives in every direction. At the first +meeting of the patrons for the purpose of raising +money, seventy-five cents were collected and were +turned over to me to hold. In a couple of days +some one demanded that the collection be taken out +of my hands. I quietly turned it over to them. +Then they got up a scramble as to which one should +hold it. They settled the quarrel by selecting a +white man in the town of Utica, in whom all of +them had confidence. I then went out canvassing +and got $10, which I promptly turned over. Immediately +they wanted to turn it back to me to +hold, together with what the white man had. They +never again questioned my sincerity.<span class="pagenum"><a name="Page_136" id="Page_136">[136]</a></span></p> + +<p>My wife, who was still in Alabama, kept writing +me to let her join me. Explanations would +do no good. She laid aside all the comforts of +home life and came to live in a hovel. We rented +a little room, bought a skillet and a frying-pan, a +bed and two chairs, and set up housekeeping. I +did the cooking, for my wife was a city girl and +did not know how to cook on the open fireplace. +We never contrasted our condition in Mississippi +with that in Alabama; we simply made the best +of what we had.</p> + +<p>At first there was difficulty in securing land for +a location, and many of the patrons began to feel +that nothing would be accomplished. To offset +this idea I purchased lumber for a building, had +it put in the churchyard, and cut up ready for +framing. The enthusiasm had to be kept up. +Land was soon bought and the building started. +Everybody felt now that something was going to +be done. At the end of the first year's work I +was able to make to the trustees a creditable report, +from which the following is taken:</p> + + +<div class="blockquote"><p>As soon as we secured a cabin to teach in, the +young people came in great numbers. We soon +had an attendance of 200. One teacher after another<span class="pagenum"><a name="Page_137" id="Page_137">[137]</a></span> +was employed to assist, until seven teachers +were daily at work. After three months in our +temporary quarters conditions were very trying. +There was no money to pay teachers or to meet +the grocery bills for teachers' board. The winter +was well on, and the structure in which we were +located was little protection against it. The rain +easily came through the roof, and water was often +two inches deep on certain parts of the floor. Several +teachers and students were suffering with +pneumonia or kindred disorders, as a result of +all this exposure. I confess that during this dark +period only a carefully planned system and much +determination prevented despair.</p> + +<p>During all this time I was trying to secure +the interest of the people. I went from door to +door, explaining our efforts; then I made a tour +of the churches; after riding or walking five or ten +miles at night I would return, and then teach the +next day. After a protracted struggle of this +kind, and after visiting almost everybody for many +miles, I found that I had secured about $600. +This greatly relieved us. Forty acres of land were +purchased, and a part of the lumber for a good, +comfortable building was put upon the grounds. +Some of our trustees in New York city and Boston +now came to our assistance, and with this, +and contributions from a few other friends, we +were able to get through the year. Although it +was a great struggle, I found in it some pleasure.<span class="pagenum"><a name="Page_138" id="Page_138">[138]</a></span> +To know that you were doing the work that the +world needs, and must have done, is a pleasure +even under trying difficulties.</p> + +<p>Starting last October without a cent, in the +open air, we have succeeded in establishing a regularly +organized institution incorporated under the +laws of the State of Mississippi, with 225 students +and seven teachers, and with property valued at +$4,000. Forty acres of good farm-land about a +mile from town have been secured. A model crop +is now growing on this farm. We have erected a +building—a two-story frame—at a cost of something +over $2,000.</p> + +<p>I hope you will not get, from what I have +said, an idea that I am measuring the success of +my efforts by material advancement. I am not. +There are forces which our labors have set to work +here, the results of which can not be measured in +facts and figures. One year ago religious services +were held once a month, at which time the day was +spent in singing, praying, and shouting. The way +some of the people lived for the next twenty-nine +days would shock a sensitive individual to read +about it. Young people would gamble with the +dice, etc., in a most despicable way, within a short +distance of the church, during services; others +would discharge revolvers at the church door during +services; ignorance, superstition, vice, and immorality +were everywhere present, notwithstanding +the handful of determined Christian men and<span class="pagenum"><a name="Page_139" id="Page_139">[139]</a></span> +women who were trying to overcome these evil tendencies. +I do not maintain that these evils have +been crushed out. They have not. But what I +do maintain is that the general current has been +checked. The revolution is on; and if we continue +the work here, as we surely will, these evil tendencies +will soon be crushed out.</p></div> + +<p>During this year the people themselves furnished +$1,000 toward the support of the school. +They have never before spent a tenth as much for +education. The second year eleven teachers were +employed and 400 students were admitted. The +cost of operations was $10,000, all of which was +raised during the year. We are now entering into +our third term. Fifteen teachers have been employed, +and the expenses of operation will be about +$15,000, all of which I must raise by direct effort. +Our property, all deeded to a board of trustees, is +valued at $10,000.</p> + +<p>I can not feel that I have accomplished much +here in Mississippi, because I see all around me so +much to be done—so much that I can not touch +because of lack of means. But, being in the work +to stay, I may, in the end, contribute my share to +the betterment of man. If I have suffered much +to build up this work, I can not feel that it is<span class="pagenum"><a name="Page_140" id="Page_140">[140]</a></span> +a sacrifice. It is a colossal opportunity. The +greater the sacrifice, the more extensive the opportunity. +Whatever may have been accomplished already +is certainly due more to my wife's superior +judgment than to my own activity. Whatever +I have been able to do myself here in Mississippi +for my people has been due, first, to the teachings +of my mother, and, second, to the all-important +life-example and matchless teachings of +Booker T. Washington.</p> + + + +<hr /> +<h2 class="chapter"><a name="IIIB" id="IIIB"></a>III</h2> + +<h2 class="chapter">A LAWYER'S STORY</h2> + +<h3 class="chapter2">By George W. Lovejoy</h3> + + +<p>I can give no accurate date as to my birth, as<span class="pagenum"><a name="Page_141" id="Page_141">[141]</a></span> +my mother was a slave and thus it was not recorded, +but I think I was born in the month of +February, 1859. I was born in Coosa, one of +the middle counties of Alabama.</p> + +<p>I am the third child and the second son of +eleven children, seven of whom are still living.</p> + +<p>My father I do not remember, as he died when +I was very young, but I most vividly remember +my stepfather, the only father I ever knew.</p> + +<p>Childhood to me was not that long season of +"painless play" of which Whittier so beautifully +sings, but I do remember that I was early impressed +that my feet must have been made for the +express purpose of treading "the mills of toil." +When seven years of age my stepfather put a +hoe in my little hands and bade me go and help +my mother weed the cotton-patch, and from that<span class="pagenum"><a name="Page_142" id="Page_142">[142]</a></span> +day to the present time I have been constant in my +application to some form of labor.</p> + +<p>When my mind reverts to that early period of +my life I become my own photographer and get +various pictures of myself, either as picking, hoeing, +or planting cotton, of pulling fodder or splitting +rails, for these were the things I did from +childhood to manhood.</p> + +<p>My stepfather had been the foreman, or +"driver," for his master when he was a slave, +and I am persuaded to believe that he must have +been an excellent one, for I can not remember in +all my life when a day's work had been so full, so +complete, so well done, that he would not press for +a little more the next day.</p> + +<p>Mortgaging of crops was then in vogue, as it +is to-day, and my mind revolts when I think of +how my young life and the lives of my mother, +sisters, and brothers were burdened with the constant +grind of trying to eke out a living and, if +possible, get even a little ahead.</p> + +<p>Some years, when conditions had been favorable, +we were able to clear ourselves of debt and +begin anew. But, seemingly, this prosperity was +not for us, for these years of plenty were almost +invariably followed by one or two less fruitful<span class="pagenum"><a name="Page_143" id="Page_143">[143]</a></span> +ones that came and "swallowed up the whole," +leaving us as forlorn and as wretchedly poor as +we were before. This failure of the crops because +of drouths unduly long, wet seasons, the ravages +of worms, caterpillars, and other uncontrollable +circumstances, not only meant that the whole of +that year's labor was to bring no tangible rewards, +but that much property accumulated in more prosperous +times was to be dissipated as well. I can +recall repeated instances when all of my stepfather's +live stock was taken for debt under this +crushing system. And thus it was that my stepfather, +and my mother, and the rest of the farmers +for miles around existed!</p> + +<p>During all these years my brothers, sisters, and +myself were growing up in ignorance. Until I +was ten years old I had never heard of a school +for colored children. Even after the privilege of +attending school two months of the year—July +and August—had been accorded me, I am certain +that the instruction received was of that kind +that hinders more than it helps. Year after year +the course of study would be repeated. Perhaps +this repetition was necessary for more than one +reason:</p> + +<p>First, ten months' vacation does not tend to<span class="pagenum"><a name="Page_144" id="Page_144">[144]</a></span> +firmly impress upon one's mind the knowledge acquired +in two.</p> + +<p>Second, the teachers themselves had such limited +knowledge that two months were ample time +in which to exhaust their store of knowledge, and, +as examinations were so easy, it was not imperative +that they do more than "keep school."</p> + +<p>I remember quite distinctly that when I did +go to school we used the proverbial Webster's +blue-back speller. The majority of the pupils +began with the "A, B, C," the alphabet, and went +as far as "horseback," while apt pupils might be +able to reach "compressibility." And so for years +we went from "A" to "compressibility" on +"horseback."</p> + +<p>In those days the three "R's" were not confounded. +Only one of them was given to us, and +that in broken doses, for I reached manhood without +being able to write a single word or to work +a problem in mathematics.</p> + +<p>Neither my mother nor stepfather could read +or write a line; not a book, newspaper, or magazine +was ever seen in our home. It was most unusual +to see a colored man or woman who could either +read or write.</p> + +<p>When a mere boy I inwardly protested against<span class="pagenum"><a name="Page_145" id="Page_145">[145]</a></span> +this manner of bringing-up. I determined to +make my life more useful, to make it better than +it was. But how long these years were! However, +the day came when I was twenty-one, and I began +to create a "life" for myself.</p> + +<p>I immediately went to work doing farm labor, +and saved my earnings until I had twenty-five or +thirty dollars ahead. I then decided to go to school +somewhere and to learn something. I found my +first opportunity in Montgomery, Ala. I went +there in November, 1883, and entered the Swayne +School.</p> + +<p>Everything was new and strange to me. I +had never seen so large a schoolhouse before. +I was dazed, bewildered. There I was, a great, +grown man, in the class with little children, who +looked upon me as a curiosity, something to be +wondered at. I, too, looked at them with amazement, +for it seemed next to impossible for young +boys and girls to know as much as they seemed +to know.</p> + +<p>I can not say that I was heartily received by +the pupils. I was awkward, and I discovered that +the city children did not find me pleasingly companionable.</p> + +<p>It is probable that at this point I should have<span class="pagenum"><a name="Page_146" id="Page_146">[146]</a></span> +grown discouraged and given up had I not met +that great and good man, Rev. Robert C. Bedford, +who is now, as he has been for many years, +secretary of the board of trustees of the Tuskegee +Institute, and who travels among and reports +upon the work of Tuskegee graduates and former +students, but who was at that time pastor of the +First Congregational Church in Montgomery. I +regularly attended his church and the Sunday-school +connected therewith, and received such help +and encouragement from him as but few men can +impart to others.</p> + +<p>It was he who first told me of Tuskegee +and advised me to enter there. I felt that this +advice, if heeded, would work for my good. I +was admitted to Tuskegee for the session beginning +September, 1884, three years after the school +had been opened.</p> + +<p>When I entered Tuskegee I was filled with +loathing for all forms of manual labor. I had +been a slave to toil all my life and had resolved +that, if it were possible for a colored man to make +a living by doing something besides farming, splitting +rails, or picking and hoeing cotton, I would +be one of that number. I was compelled at the +school, however, like the others, to work at some +industry. I did some work on the farm and was +one of the school's "boss" janitors.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i146" id="i146"></a><img src="images/i146.jpg" width="570" height="363" alt="STUDENTS PRUNING PEACH-TREES." title="" /> +<br /> +<span class="caption">STUDENTS PRUNING PEACH-TREES.</span> +</div> +<div class="microspace"> </div> + +<p>Though I had no real inclination to learn a<span class="pagenum"><a name="Page_147" id="Page_147">[147]</a></span> +trade or to perform any kind of manual toil, I +did desire to be useful, and throughout my whole +school life at Tuskegee I had visions of myself +seated in an office pondering over Blackstone, +Kent, and Storey, with a "shingle" on the outside +announcing my profession to all passers-by.</p> + +<p>After spending some time in Tuskegee and +diligently applying myself, I was much gratified +to find that I was able to pass the State examination +for a second-grade certificate, and to teach, +during the vacation period, the very school in which +I had so long before learned to spell "horseback" +and "compressibility."</p> + +<p>I spent four years in the Tuskegee Institute, +graduating with the class of 1888.</p> + +<p>Before graduating, I divulged to Mr. Washington +my long-cherished ambition, and was somewhat +chagrined to find that he did not think much +of my dreams. He apparently sympathized with +this larger vision, but seemed to think I ought to +have more education. I suspect he was right. +However, I was determined to make an effort to +realize my ambitions. I insisted that he must<span class="pagenum"><a name="Page_148" id="Page_148">[148]</a></span> +help me to find a place to read law. After a +while it was decided that I should begin in +the office of Mr. William M. Reid, of Portsmouth, +Va.</p> + +<p>With this end in view, I taught in the State of +Alabama from May, 1888, until April, 1889. I +then left for Portsmouth.</p> + +<p>Though I had worked for eleven months, I +had but $1.25 when I reached Portsmouth. My +salary had been meager, I had paid every cent I +owed the school, and had met the many obligations +necessary to living in a decently comfortable +manner.</p> + +<p>I found Mr. Reid to be an intelligent, studious, +hard-working young man, with a fairly good practise, +and in that hour of uncertainty and embarrassment +he proved himself to be "the friend in +need." With his aid I was not long in finding +work by which I earned enough to pay my board +and buy books to help me in my study of law at +night.</p> + +<p>I worked during the daytime at the United +States Navy-Yard in Portsmouth, receiving $1.25 +per day. I had never before earned so much +money. I was able not only to meet my regular +bills but to save something, and soon began to<span class="pagenum"><a name="Page_149" id="Page_149">[149]</a></span> +collect a law library. I worked at the Navy-Yard +for three years. It was my privilege to work +upon the second-class battleship Texas, and upon +the steel-protected cruiser Raleigh, both of which +rendered admirable service in the Spanish-American +War.</p> + +<p>In the spring of 1892 I felt that I had sufficient +knowledge of law to begin practising. I +left Virginia and returned to Alabama. The tug +of war had now begun. I found it exceedingly +difficult to get examined. After trying for five +months, I succeeded in getting a lawyer, a Mr. +Thompson, of Macon County, Ala., to recommend +me to the chancery court of that county for examination. +I was examined in open court before +all the practising attorneys of that bar, and was +given license to practise law in the State of +Alabama.</p> + +<p>I was elated, overjoyed—my dream was nearing +its realization!</p> + +<p>I selected Mobile, Ala., a city of about fifty +thousand inhabitants, as my field of labor. I +opened my office on September 8, 1892, and have +practised law there from that time to the present +date. Though I have met many obstacles and +have had many difficulties to surmount, I have<span class="pagenum"><a name="Page_150" id="Page_150">[150]</a></span> +never had to close my office, or seek other employment +to make a living. I have done well.</p> + +<p>I have experienced no embarrassment because +of prejudice. The judges and juries have discussed +cases with me in the same manner that they +would with any other lawyer at the bar. I have +even had a few white clients.</p> + +<p>To get the confidence of my own people is the +hardest problem I have had to solve, for I find that +men are still sometimes without honor in their own +country.</p> + +<p>I am daily confronted with many petty difficulties. +I sometimes find that even a religious difference +will come between me and a probable client. +Some think I should be a Baptist, others +would have me a Methodist, and others still suggest +that I should embrace the Catholic faith. I +should also belong to every secret society in the +city, and attend every public gathering no matter +what the hour, whether it be called at high noon +or at dawn of day.</p> + +<p>Despite these things to be expected of a people +but forty years free, and used to white judges, and +juries, and lawyers, and unused to dealing with +one of their own, I feel that I am still winning +my way. It is my desire to help my fellow men,<span class="pagenum"><a name="Page_151" id="Page_151">[151]</a></span> +and in return receive an appreciable share of their +help.</p> + +<p>After practising my profession for nearly two +years, I was married to Miss Sarah E. Ogden, who +was at that time a student at the Tuskegee Institute. +We have been happily married for ten years +and have been blessed with six children, only three +of whom, I am sorry to state, are living.</p> + +<p>I feel that I can not close this short sketch +without paying a closing tribute to my <i>alma mater</i>—Tuskegee. +Those lessons of thrift, industry, +and integrity dwelt upon by Principal Washington +and his coworkers, I shall never forget. My +heart thrills and its pulses beat whenever I think +of what it has meant to me to come in contact with +the quickening influences of that school.</p> + +<p>I lift up my voice and call her blessed, my Tuskegee!</p> + + + +<hr /> +<h2 class="chapter"><a name="IVB" id="IVB"></a>IV</h2> + +<h2 class="chapter">A SCHOOL TREASURER'S STORY</h2> + +<h3 class="chapter2">By Martin A. Menafee</h3> + + +<p>I was born on a plantation in Lee County,<span class="pagenum"><a name="Page_152" id="Page_152">[152]</a></span> +Ala., and, as my parents were very poor, I was +placed in the field and did not see the inside of +a schoolroom until I was twelve years old. I +then had a chance to attend a three months' school +for six months, or for two years, as we usually +called it. Before this I had had one of my shoulders +dislocated through an accident and have been +able to use but one arm since.</p> + +<p>At this period I made up my mind to secure +an education, and a gentleman who was teaching +school at my home took me to an Alabama college, +thinking that he could perhaps get me in school +there. I told the president of the college that I +wanted an education, and offered him my services in +return for such opportunities as he would open to +me, but seeing my condition, he soon concluded +that I could render but little in the way of services.<span class="pagenum"><a name="Page_153" id="Page_153">[153]</a></span> +I pleaded with him for a trial, but he refused me +admittance, albeit in a very nice and polite manner.</p> + +<p>I returned home, then at Oakbowery, Ala. +Very soon after my return I heard of the Tuskegee +Institute, and I think it was in July of that +year when I made up my mind that I would start +for this school, which was about forty miles from +where I lived. After walking to Auburn, Ala., +twelve miles, I waited for the train and, as she +glided up, I walked in and took my seat. Before +I left home I knew some walking would be necessary, +and preferred doing it at the beginning of +the journey. I was admitted on my arrival, after +some parleying, and was promptly assigned to +work in the brick-yard. After I had been there +for two days I found that the sun had no pity +on, or patience with, me; it seemed to blister me +through and through. I finally concluded that the +sun, together with the brick-yard, was blasting the +hopes I had entertained and the determination I +had fostered, of securing an education. I tried +to get my work changed, but the Director of Industries +did not see it as I did, and would not do it.</p> + +<p>The next thing that I settled upon for relief +was to get sick, but a day's trial of that showed +that would not work. I decided that I would<span class="pagenum"><a name="Page_154" id="Page_154">[154]</a></span> +return home, where I was sure I would at least +find no brick-yard to harass or disturb. My stay at +the school was just about seven or eight days. +I would like to add just here, however, that I am +very glad that I was put on the brick-yard, as +it certainly left in me the spirit of work after I +got over that first affliction of heat.</p> + +<p>Very soon after I had returned home I received +a letter from one of the teachers of Talladega +College, a Miss S. J. Elder, who met me +when I was there seeking entrance, asking me to +go to Jenifer, Ala., and attend a school there conducted +by two white ladies; she said she would +"foot" all of my bills. This greatly relieved +me, and I considered it a great thing. Very soon +thereafter I had my clothes ready, and was at +Jenifer. I was there for one year, but Tuskegee +was constantly on my mind; in fact, I had made +up my mind to give it a second trial.</p> + +<p>On October 29, 1894, I again went to Tuskegee +and asked for admission. I was admitted with +the understanding that I should stand up in the +Chapel and make a public acknowledgment of the +wrong I had done in leaving the school without +permission. This seemed like a great humiliation, +as I could hardly talk to one person, to say nothing<span class="pagenum"><a name="Page_155" id="Page_155">[155]</a></span> +of the thousand students and teachers then there, +as I stammered so much. Mr. Washington seemed +to understand the situation and was kind enough +to help me out by asking questions.</p> + +<p>I was given work on the farm, and started out +again with renewed vigor and determination to +complete a course of study. The farm manager, +Mr. C. W. Greene, was very kind to me and gave +me work that I could do. After I had been on the +farm about two weeks he placed me at the gates +to keep out the cows and hogs that might be +tempted to walk in on the school-lawns. This work +I enjoyed, and very soon established an "office" +under a tree near the gate. I held this position +and kept this "office" for two years.</p> + +<p>I was then taken from there and placed in Mr. +Greene's office to help him. It was at Tuskegee +that I first saw a typewriter and shorthand writing. +I made up my mind that I would be a stenographer +and typewriter, and thought that if I could +learn this, that would be as high up as I cared +to go in life. I borrowed a book on shorthand, not +being able to purchase one, and began the study +without a teacher. Very soon I realized that I +had learned a little, and my ambition grew. I +wanted a typewriter.<span class="pagenum"><a name="Page_156" id="Page_156">[156]</a></span></p> + +<p>I got up enough courage to go to the Rev. +R. C. Bedford, who often visited the school, and +who was one of my best friends, and, in fact, is +largely responsible for my being able to stay at +Tuskegee as long as I did, and told him I wanted a +typewriter; I repeatedly told him that my success in +life largely depended upon my securing it. Mr. +Bedford said he would see what could be done, and, +in a very short time, he came from the North and +brought the machine. When he informed me that +he had brought it, it did seem that I could not +stay on the grounds. I felt then that I had all +that was necessary to make me a stenographer, and +very soon declared myself a member of the stenographic +world.</p> + +<p>I advanced very well in these new studies and +was given some work to do in the offices. The +regular school stenographers helped me all they +could.</p> + +<p>The saddest experience I ever had in connection +with the Tuskegee Institute was at the end of +my second summer. I was very anxious to remain +in the employ of the school, as my people were +very poor and I did not care to be home on them +unless I could become a full field hand, and I felt +that the school had much work that I could do.<span class="pagenum"><a name="Page_157" id="Page_157">[157]</a></span> +I appealed to the Director more than once to let +me remain, but he replied each time that the work +department was closed; that he could not take any +more, and furthermore, that it was best that I +return home. Mr. Bedford encouraged me all he +could and told me that I might find something to +do; that I should launch out for myself. I went +to Opelika, and Mr. Bedford was on the same +train. He and I were in Opelika together for +about a half day. He was on his way to Beloit, +Wis., his home, and I was on my way home to +Oakbowery. About thirty minutes before it was +time for my train to leave, I noticed a man who +was very busy superintending the hauling of some +lumber. This man asked my name, what I could +do, and where I was from. For a moment I hesitated +to tell him, but finally did. I found that he +was the principal of the colored city school at Opelika, +Professor J. R. Savage. Mr. Savage proved +to be a true friend. He gave me work at once +in the Summer Normal School he was conducting. +I went to my home that evening, rejoicing that I +had found work. When I returned to Opelika Mr. +Savage asked me to take charge of the business department +of the Summer Normal and teach shorthand +and typewriting. I worked with him in this<span class="pagenum"><a name="Page_158" id="Page_158">[158]</a></span> +way for three summers, my vacation periods, with +much success. We worked well together and in +perfect harmony.</p> + +<p>At the opening of each school year at Tuskegee +I would be among the first to get there to begin +my studies. I found that, in order to remain +at Tuskegee, students had to have a real purpose. +I had one, and I think so impressed the Faculty +before leaving there.</p> + +<p>I did not have all smooth sailing, and, at times, +I would all but give up.</p> + +<p>I was at Tuskegee for six years, and I recall +those years with much pleasure and satisfaction. +During my stay there I made many friends, and +I can not refrain from mentioning the Rev. R. C. +Bedford, who has helped me in so many ways; Mr. +Warren Logan, the Treasurer of the school; Mrs. +F. B. Thornton, the Matron, who took me as her +son, and my dear friend, the farm manager, Mr. +C. W. Greene. Many others were also very kind +to me.</p> + +<p>I completed my course of study in 1900. By +this time Mr. Bedford had secured a position for +me at Denmark, S. C., as stenographer to the +principal, Miss Elizabeth E. Wright, a Tuskegee +graduate. I did not hold this position very long<span class="pagenum"><a name="Page_159" id="Page_159">[159]</a></span> +before it was decided in a meeting of the board of +trustees to have me act as the school's treasurer. +On being asked to take this place, I answered that +I would do my best. I have now been here since +the fall of the year of my graduation. I like the +work immensely.</p> + +<p>A word about the school: It is known as the +Voorhees Industrial School, and is located in the +midst of an overshadowing Negro population. It +has just completed the seventh year of its existence. +Miss Wright, the principal, founded it on +faith. She is a delightfully spiritual woman, and +was at first greatly opposed in her efforts by both +the black and white people of this section. She +persevered, however, and all the people are now +her friends. Her work here has been but little +short of marvelous. The pride of the grounds is +a splendidly arranged Central Building, which cost +$3,000. It contains offices, class-rooms, and a +chapel that will seat 600 persons. A large building +for girls, costing $4,000, has also been erected. A +Tuskegee graduate drew the plans for both of +these buildings. A barn which cost $800 we have +also been able to complete, and are now using.</p> + +<p>In our Faculty, in addition to Miss Wright, +who is of the Class of 1904, Tuskegee Institute,<span class="pagenum"><a name="Page_160" id="Page_160">[160]</a></span> +we have six other Tuskegee graduates: a farm +superintendent, a carpenter, a teacher of drawing, +a principal of the primary department, a sewing +and cooking teacher, a millinery teacher and +industrial helper, and a treasurer and bookkeeper, +myself.</p> + +<p>The day- and boarding-pupils number 300.</p> + +<p>Voorhees is one of the sixteen larger "offshoots" +of Tuskegee Institute, manned and controlled +by Tuskegee graduates. It is a chartered +State institution, and has on its board of trustees +white and colored persons, Northern and Southern. +One of its very best and most helpful supporters +and friends is a Southern white man who +has helped it in ways innumerable, and has backed +it when the courage of all of us has all but faltered.</p> + +<p>By precept and example the school is helping +the black masses of rural South Carolina to help +themselves. The work we do is far different from +that done by any other school in the State; we provide +the way for our students, as at Tuskegee, because +of their poverty, to work on the farm and in +the shops during the day and attend school at night. +Without this help most of them would be without +any chance to attend school. Our students are<span class="pagenum"><a name="Page_161" id="Page_161">[161]</a></span> +learning to dignify labor. None have yet graduated, +as our school is young and most of those +who come to us can not read or write a word. +They are wofully ignorant, but so willing to +learn, so earnest, and so persevering.</p> + +<p>During the last school year, 1903-'04, we received +from all sources $18,310.43. This will give +some idea as to the scope and importance of our +work, and of my work in disbursing this large +sum as the treasurer of the school.</p> + +<p>Our present property valuation is $25,000, and +consists of 300 acres of land, 3 large buildings, a +large barn, a schoolhouse for primary children, +4 cottages, an industrial building, 10 mules, 6 +horses, 30 cows, 3 wagons, 3 buggies, etc., all free +from indebtedness of any character. We stay out +of debt; that for which we can not pay we do +without.</p> + +<p>We afford instruction in the following industries: +Farming in its various branches, shoemaking, +carpentry, cooking, sewing, housekeeping, +laundering, millinery in a small way, printing, and +blacksmithing.</p> + +<p>The training received at Tuskegee has been of +so much help to me since leaving there. I made +up my mind after graduation that I would urge<span class="pagenum"><a name="Page_162" id="Page_162">[162]</a></span> +my parents and relatives to cease paying five and +six bales of cotton each year for rent, and instead +take the same amount of cotton and buy a place +of their own. I am glad to say, through my +efforts in this regard, they have been placed on a +tract of 160 acres of good land, and it is practically +paid for, they paying four bales of cotton a year. +They are doing well and are making something for +themselves. This project seemed a little strange +to them for the first two years, but they are now +used to it.</p> + +<p>"He that hath a trade," saith Franklin, "hath +an estate, and he that hath a calling, hath a place +and honor." Since being out in the world I have +learned not to wait for a higher position or a better +salary, and have steadily sought to enlarge the +ones I have had. I have tried to fill such positions +as I have had as they were never filled before, by +doing better work, by being more prompt, by being +more thorough, more polite, and, in fact, I +have filled them so completely that no one else +could slip in by me. I have always laid great stress +on work as a means of developing power; I am +called by some of my friends a fanatic on this subject. +My experience at Tuskegee taught me that +our racial salvation is to come through hard, ear<span class="pagenum"><a name="Page_163" id="Page_163">[163]</a></span>nest, +intelligent, sincere work. I owe a world of +gratitude to the Tuskegee Institute for the training +I received there and for the great work it is +doing for the Negro people.</p> + +<p>I repeat, if I accomplish anything in life that +is worth while, it will be due wholly to the Tuskegee +Institute, to its officers and teachers. No true +graduate of Tuskegee ever forgets the lessons +learned there. I am sure I shall not.</p> + + + +<hr /> +<h2 class="chapter"><a name="VB" id="VB"></a>V</h2> + +<h2 class="chapter">THE STORY OF A FARMER</h2> + +<h3 class="chapter2">By Frank Reid</h3> + + +<p>I am glad to be able to give some facts regarding<span class="pagenum"><a name="Page_164" id="Page_164">[164]</a></span> +what my brother Dow and I have been able +to do since leaving the Tuskegee Institute.</p> + +<p>We did not graduate, I am sorry to say, but +the lessons given us have not been forgotten. +These lessons started us on the way to our present +success. I do not use the word "success" boastfully, +but because it really states a fact: we have +done much more than we ever hoped to do, and +have been the means of contributing in some +slight measure toward the uplifting of the immediate +community about us.</p> + +<p>We are located at a place called Dawkins, not +more than twelve miles from the Tuskegee Institute, +and immediately within its sphere of influence.</p> + +<p>Our mother and father were born within a few +miles of where we now live. Both of our parents, +at the time I write, are living, and are each about<span class="pagenum"><a name="Page_165" id="Page_165">[165]</a></span> +sixty-five years of age; they were, for twenty-five +years each, slaves. Neither can read or write. +My brother and I each spent about three years +at Tuskegee, and, in addition, he attended school +for two years at Talladega College.</p> + +<p>I had a very thorough course in carpentry, and +my brother worked on the Institute farm. We +married two sisters, Susie and Lillie Hendon. +Shortly after my marriage my beloved wife Susie +died, leaving me with one child. My brother's wife +still lives; they have three children.</p> + +<p>Until ten years ago we, with our father, were +renters, all of us working together. But the Sunday +evening talks at Tuskegee by Principal Washington, +and his urgent insistence, at all times, that +Tuskegee graduates and students should try to +own land, led us to desire to improve our condition. +We were large renters, however; for twenty-three +years our father and his relatives had leased and +"worked" a tract of 1,100 acres of land, having +leased it for ten years at a time. We still lease this +tract, and, in addition, rent an additional 480 acres +in the same way, ten years at a time. We subrent +tracts of this total of 1,580 acres to thirty tenants, +charging one and one-half bales of cotton for each +one-horse farm. We pay twenty-three bales for<span class="pagenum"><a name="Page_166" id="Page_166">[166]</a></span> +the rent of the 1,580 acres. My brother and I run +a sixteen-horse farm, doing much of the work ourselves +and paying wages to those who work for us. +A number of others also work for us on "halves"—that +is, we provide the land, furnish the seeds, +tools, mules, feed the mules, and equally divide +whatever is raised. This is largely done in all the +country districts of the South.</p> + +<p>About ten years ago we bought in our own +right our first land, 320 acres. Since that time we +have acquired by purchase another tract containing +285 acres. The first tract we paid for in two years; +the other is also paid for. The total of 605 acres, +I am glad to say, is without incumbrance of any +kind.</p> + +<p>The following statements may give some idea +as to what we have been able to do since leaving +Tuskegee:</p> + +<p>During the year 1904 alone, we paid out $5,000, +covering debts on land, fertilizers, and money borrowed +with which to carry our thirty tenants.</p> + +<p>We own sixteen mules and horses, fourteen +head of cattle, thirty hogs, and have absolutely no +indebtedness of any character.</p> + +<p>My brother Dow lives in a good three-room +house. My father and I live in a good six-room +house, with a large, airy hall, and kitchen; it cost +us to build, $1,500.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i166" id="i166"></a><img src="images/i166.jpg" width="585" height="407" alt="A SILO ON THE FARM. + +Students filling it with fodder corn, steam-power being used." title="" /></div> +<div class="caption">A SILO ON THE FARM. +<br /> +Students filling it with fodder corn, steam-power being used. +</div> +<div class="microspace"> </div> + +<p>We conduct a large general store, with everything<span class="pagenum"><a name="Page_167" id="Page_167">[167]</a></span> +carried in a country store of this kind. The +colored Odd Fellows use the hall above our store +for their meetings.</p> + +<p>The Government post-office is located in our +store, and here all of the surrounding community +come for their mail.</p> + +<p>Our store does a large yearly business averaging +about $5,000.</p> + +<p>We have a steam-gin and grist-mill. We gin +about 500 bales of cotton a season for ourselves and +others living near; of the 150 bales got from the +land owned and rented by us, 100 are ours, the +other 50 belong to our tenants.</p> + +<p>We raise large quantities of corn, potatoes, and +peas, in addition to our cotton crop.</p> + +<p>We are now trying to purchase the 480 acres we +have been so long renting.</p> + +<p>The church and the schoolhouse are on four +acres of land immediately adjoining ours. The +church is roomy, well-seated, ceiled and painted, in +striking contrast with most of those in the country +districts of the South. The schoolhouse has two +rooms, and is but partially ceiled, though it is<span class="pagenum"><a name="Page_168" id="Page_168">[168]</a></span> +nicely weather-boarded. The school is regularly +conducted for five months each year, and part of +the time has two teachers. Mr. J. C. Calloway, a +Tuskegee graduate, Class of '96, is principal of the +school. We are cooperating with Mr. Calloway in +an effort to supplement the school funds and secure +an additional two months. We helped pay +for the land, and gave a part of the money toward +the schoolhouse, and have done all possible to +help, keeping in mind Principal Washington's oft-repeated +statement that "it is upon the country +public schools that the masses of the race are dependent +for an education."</p> + +<p>My brother and I, with our father, it will be +noted, own and rent 2,185 acres of land, but we try +to help our tenants in every possible way, and, when +they desire it, subrent to them such tracts as they desire +for ten years, or less. We have established a +blacksmith-shop on our land, and do all our own +work and most of that of the whole community. +Rev. Robert C. Bedford, secretary of the board of +trustees, Tuskegee Institute, some time ago visited +us, as he does most of the Tuskegee graduates and +former students. He is apprised of the correctness +of the statements set forth above. He wrote +the following much-appreciated compliment to a<span class="pagenum"><a name="Page_169" id="Page_169">[169]</a></span> +friend regarding our homes and ourselves: "The +homes of the Reid brothers are very nicely +furnished throughout. Everything is well kept +and very orderly. The bedspreads are strikingly +white, and the rooms—though I called when not +expected—were in the very best of order."</p> + +<p>This further statement may not be amiss: +Under the guidance of the Tuskegee influences, +the annual Tuskegee Negro Conferences, the visits +of Tuskegee teachers, etc., the importance of land-buying +was early brought to our attention, but +because of the crude and inexperienced laborers +about us, we found that we could, with advantage +to all, rent large tracts of land, subrent to others, +and in this way pay no rent ourselves, as these subrenters +did that for us. We could in this way also +escape paying taxes, insurance, and other expenses +that naturally follow. We could, as many white +farmers do, hire wage hands at from $7.50 to +$10 a month, with "rations," or arrange to have +them work on "halves," as I have already described.</p> + +<p>But at last we yielded to the constant pounding +received at Tuskegee whenever we would go over, +that we ought to own land for ourselves; and then, +too, it occurred to me that we might not always have<span class="pagenum"><a name="Page_170" id="Page_170">[170]</a></span> +the same whole-souled man to deal with, and that +terms might be made much harder. My brother +and father agreed, and we set about to purchase the +first 320 acres. As I feared, rental values have +increased; formerly we rented the 1,100 acres for +three bales of cotton; now we give sixteen bales for +the same land.</p> + +<p>My brother, our father, and I have worked together +from the beginning. We have had no disputes +or differences; we have worked on the basis +of a common property interest.</p> + +<p>We have encouraged the people of our community +as much as possible to secure homes, buy +lands, live decently, and be somebody. The following +are some typical examples of thrift and +industry in the community about us:</p> + +<p>Turner Moore owns 210 acres of land adjoining +ours. He was born near where he lives and was +over twenty-five years a slave. He has 11 mules +and horses and raised 65 bales of cotton last year. +His property is all paid for. His brother, Moses +Moore, also has 65 acres, all paid for, and Reuben +Moore, a nephew, owns 212 acres, all paid for. +Their farms join.</p> + +<p>James Whitlow, father-in-law of Mr. J. C. +Calloway, the teacher referred to, owns 1,137 acres<span class="pagenum"><a name="Page_171" id="Page_171">[171]</a></span> +in one body, only about two miles from our place. +It is all paid for, and the deeds are all recorded at +the Macon County Courthouse. He was born right +where he now lives, and was twelve years old when +freed.</p> + +<p>Mr. Whitlow rents a gin, but will own one +of his own this year. He also carries on a store. +He has 20 tenants, who will raise over 100 bales of +cotton this year together. He has raised over 30 +himself. He has 20 mules, 3 horses, 30 head of +cattle, and about 75 hogs. He does not owe a +nickel. His taxes are $60 per year. He has a very +good four-room house, besides a kitchen.</p> + +<p>Mr. Whitlow has fourteen children, ten boys +and four girls, who go to school on our place. He +himself can not read or write, but he helps the +school and church.</p> + +<p>J. C. Calloway was born near us. He graduated +from Tuskegee, and has continued to work +near his old home. He married James Whitlow's +daughter. He has a very good two-room frame +house. Mr. Whitlow gave them 40 acres of land, +and he is trying to buy an additional 100 acres. +He raised 17 bales of cotton this year and 150 bushels +of corn. He has 4 horses and mules and 7 head +of cattle, besides hogs, chickens, etc. He is very<span class="pagenum"><a name="Page_172" id="Page_172">[172]</a></span> +highly thought of in his school work, and is successful +as a farmer.</p> + +<p>I believe we are doing well. Our community +is rated high, and I shall never fail to praise Tuskegee +for starting us in the way we are going.</p> + + + +<hr /> +<h2 class="chapter"><a name="VI" id="VI"></a>VI</h2> + +<h2 class="chapter">THE STORY OF A CARPENTER</h2> + +<h3 class="chapter2">By Gabriel B. Miller</h3> + + +<p>The plantation on which I was born in 1875<span class="pagenum"><a name="Page_173" id="Page_173">[173]</a></span> +is located near Pleasant Hill, Ga. At that time +Pleasant Hill was twenty miles from any railroad, +and I did not see a railroad train till I was twelve +years of age.</p> + +<p>I lived on a plantation on which more than two +hundred men and women worked for the owner. +The children had no especial educational opportunities. +Few of them were even permitted to attend +the makeshift public school located near. For six +months only, of the twelve years my father lived +on that plantation, did I attend any school, and +that a small one taught by a Southern white woman +who had owned my father. When I was twelve +years of age my father moved from the plantation +on which he had been working "on shares" and +rented land which he and his family cultivated. +Soon there were thirteen children in his family, of +which number I was the second.<span class="pagenum"><a name="Page_174" id="Page_174">[174]</a></span></p> + +<p>In December, 1892, I drove a wagon with two +bales of cotton to a little Georgia town. While +waiting for the wagon preceding me to move off +the scales on which the cotton was weighed, I +heard a colored man, who had heard of Tuskegee +Institute, telling of its advantages, and he quite +glowingly recounted the glories of the place as +they had been related to him. As he proceeded +he informed those gathered about him that at this +school a boy could work his way if perchance he +could reach the institution. I got nearer to him +and heard and treasured every word he said. Especially +did I remember his statement that he had +been informed that some of the boys graduating +from there had not paid a single cent in cash for +their education, having worked it all out.</p> + +<p>When I reached home that night I told my +father of what I had heard. For three successive +years our crops had failed and my father was more +than $500 in debt. The prospect of interesting +him in any project that meant the expenditure of +money was discouraging, but an eager desire to +secure an education led me to make him a proposition, +viz.: that he should permit me during the +next year, 1893, to have full and complete charge +of the farm, and if I succeeded in settling all of<span class="pagenum"><a name="Page_175" id="Page_175">[175]</a></span> +his indebtedness I was to be released to attend +school at Tuskegee, provided I could secure admittance, +whether he cleared any money or not. This +proposition my father readily agreed to. He sympathized +with my ambitions, but the heavy burden +of carrying a large family with short-crop returns +dwarfed whatever good intentions he might have.</p> + +<p>On the first of January, 1893, those of the family +who could work joined me in starting early and +working late during the whole of the year. We +ran a two-horse farm. From that year's work we +gathered 25 bales of cotton, 800 bushels of corn, +300 bushels of cow-peas, 250 gallons of sugar-cane +sirup, 5 wagon-loads of pumpkins, a great amount +of hay and fodder, and picked at night for neighbors +about us, white and black, 25 bales of cotton. +We had rented two mules and the wagon used that +year, but now at the close bought two younger, +stronger mules and a new wagon and paid cash +for the whole outfit. We settled our indebtedness +with everybody, and my father, who had earnestly +worked under my supervision along with the others, +was very, very happy. Of course, we had a very +small balance left—not enough to be of any service +to me in keeping me in school except I should be allowed +to help myself by working. After "laying<span class="pagenum"><a name="Page_176" id="Page_176">[176]</a></span> +the crops by" I made home-made baskets during +the summer and sold them, realizing about $16. In +one year I had accomplished a task my father +thought impossible of accomplishment. He religiously +kept his word, and was as enthusiastic +about my getting off to school as I was.</p> + +<p>I had now learned more of the Tuskegee Institute, +and was impatient to reach there. Others, too, +became eager and enthusiastic, and so when I +started, January 19, 1894, it was a red-letter event +in our little community. I left home with only +the $16 I had saved from the sale of my baskets. +The next morning after reaching Tuskegee I was +piloted to the Principal's office and my recommendations +requested. I was puzzled. I did not +know what was wanted. I had not followed the +usual routine and written for permission to enter +as students are required to do, but had gone ahead, +thinking the presentation of myself all that would +be necessary. I had no recommendations, but mustered +courage enough to ask for a trial before being +refused. My request was granted, and I became +a student—proud event in my life!—of the +famous Tuskegee Normal and Industrial Institute.</p> + +<p>I had always wanted to be a carpenter; as long +ago as I can remember this was my ambition, but<span class="pagenum"><a name="Page_177" id="Page_177">[177]</a></span> +when carried to the office of the director of industries +he refused to assign me to work there, as +that division was filled, but assigned me instead to +the sawmilling division. I was not angry, of +course. I was too glad to be at Tuskegee; but I was +bitterly disappointed, especially after I had seen the +carpenter shop, some of the work of the young +men, and the imposing buildings on which they had +been and were working. I was promised the first +vacancy, and that temporarily eased my sorrow. A +vacancy did not occur for one and a half years. In +the meantime I had become reconciled, and had +worked as earnestly as I could to please the instructor +in sawmilling. I tried to learn all there +was to learn in that division, and at the end of that +period could adjust and run proficiently every machine +in the sawmilling division. The school cut +then, as it does now, most of the lumber used in +the carpentry division, and efficient students were +needed and desired. My instructor was so well +pleased with my progress that he recommended, +over my protest, to the director of industries, my +retention in the division.</p> + +<p>I had kept so busily after the director during +those eighteen months to allow me to enter the +shop that he could not well refuse to grant my<span class="pagenum"><a name="Page_178" id="Page_178">[178]</a></span> +request when a vacancy occurred. I was admitted +to the carpenter shop.</p> + +<p>For five years I was an apprentice, doing work +of every kind. I also took mechanical drawing +along with carpentry. When I graduated in 1900 +I received not only a diploma from the academic +department, but a certificate from the carpentry +division as well. I had improved every opportunity, +and had a fair knowledge of architectural +as well as of mechanical drawing. This latter instruction +I had made a place for along with my +other studies.</p> + +<p>Maj. J. B. Ramsey, the Commandant, had been +so well pleased with my general deportment that +for years I was commissioned by him to command, +as captain, one of the companies of the Tuskegee +Institute battalion of cadets. This had +pleased and encouraged me very much indeed.</p> + +<p>To my surprise, three months before my graduation +I was asked to remain in the employ of the +Tuskegee Institute as one of the assistant teachers +in the carpentry division. I had contracted, however, +to do some work at Montgomery, Ala., and +I could not accept the place offered. I spent about +four months working at my trade in Montgomery, +and was again reminded of the offer made me at<span class="pagenum"><a name="Page_179" id="Page_179">[179]</a></span> +Tuskegee. I returned to Tuskegee, but did not remain +long, as the Executive Council of the Institute +recommended me, when application was made +for a competent man to take charge of the carpentry +division of the Fort Valley High and Industrial +School, Fort Valley, Ga. The terms offered +were satisfactory and I accepted the position.</p> + +<p>I began work here November 9, 1900, in a +shop 30 feet by 60 feet. No tools and no work-benches +were provided, only a lot of inexperienced +boys to whom I was expected to teach carpentry. +I owned a chest of tools, and these I used until +the school could secure some. I proceeded at once +to make work benches, and my boys had their first +lessons in carpentry in providing these. Quite +often visitors who come to see us ask if these +benches were not made at some factory, they are +so well made. We next proceeded to fit out a +drawing-room, as I intended that my boys should +work—as I had been compelled to do from +the very beginning at Tuskegee—from drawings. +Everything I had done there had to be carefully +worked out in advance, and, knowing the value of +that kind of thing, I did not want these boys to +have anything less than the kind of instruction +I had had. We made tables and desks for the<span class="pagenum"><a name="Page_180" id="Page_180">[180]</a></span> +drawing-room; next we ceiled and finished twelve +rooms in the main school building that had long +been left unfinished. All of the work pleased the +authorities of the school, I have reason to know. +Near the close of my first term at Fort Valley +it was decided to erect a dormitory building for +girls. I was asked to submit plans and specifications. +My training as a carpenter at Tuskegee +had fitted me for just that kind of thing, and I +set about designing a building that would meet the +requirements of the young women attending Fort +Valley.</p> + +<p>My plans were finally accepted, and I thought +to go on with the erection of the building during +the summer, as had been planned; but one or two +of the building committee began to object, urging +that I was too young, that I had not had enough +experience, and that a building of that quality +should be erected by a builder of proved reputation. +After much delay I was permitted to proceed. +I began with ten "green" boys, and they, +under my direction as I worked side by side with +them, did all of the work except the hanging of +the window-sashes, doors, etc. I had outside help +in doing this part of the finishing. The building is +a real pride to all of us here. It is 36 feet by 78<span class="pagenum"><a name="Page_181" id="Page_181">[181]</a></span> +feet, 2½ stories high, has 22 sleeping-rooms, a splendidly +arranged dining-room, 36 feet by 36 feet, +and cost $3,200. No one, hereabouts at least, now +doubts that I can build anything I say I can. I +am glad that so soon after beginning the work here +I was able to prove the claims of my Tuskegee instructors +as to my fitness for the position for which +they had recommended me.</p> + +<p>Unfortunately, before I had completed the +dormitory for girls, a fire destroyed our main +school building with the contents. This fire left +us without class-rooms. We took refuge in the +Carpenter Shop, and held classes there until money +was secured with which to build a training-school +for the lower grades. This latter building I also +put up entirely with student labor. It contains +three large rooms, each 25 feet by 30 feet. The +appointments in every way accord with approved +hygienic laws. Dr. Wallace Buttrick, Executive +Secretary of the General Education Board, spoke +complimentarily of the building when he saw it, as +one of the few in the State he had seen that met +all the requirements of a class-room. We were able +to build it for $1,600.</p> + +<p>Even during the construction of the training-school +I was drawing the plans for a large brick<span class="pagenum"><a name="Page_182" id="Page_182">[182]</a></span> +building to replace the one burned. My plans were +submitted to friends of the work in the North, and +by the time we had finished the training-school we +had money enough to begin the brickwork on the +new building. By April, 1903, the brickwork was +complete, and as we had no additional money we +were compelled to allow the building to stand +until June, 1904, at which time we were able to +resume.</p> + +<p>My boys did all of the woodwork, did the hod-carrying, +and most of the unskilled labor. The +building cost $8,000, and is 86 feet 8 inches by 52 +feet 8 inches in its dimensions, is 2½ stories high, +and has a deckle roof with dormer windows. The +chapel is on the first floor, 6 recitation-rooms on +the second floor, and 13 sleeping-rooms for boys +on the one-half third-story floor. A basement for +storage purposes, 25 feet by 50 feet, is a great +convenience.</p> + +<p>Of the many contractors and builders who have +visited our school-grounds none have failed to speak +in praise of the design, the workmanship, the +strength, and the relative relation to each other +of the school buildings with regard to future additions.</p> + +<p>I need not add that this has been very pleasing<span class="pagenum"><a name="Page_183" id="Page_183">[183]</a></span> +to me. I was married December 9, 1904, at Atlanta, +Ga., to Miss Mary E. Hobbs.</p> + +<p>To me Tuskegee has been all in all, and I +still remember with gratitude the man who, in my +hearing, spoke so glowingly of the school as I +weighed my cotton in the little Georgia town away +back in December, 1892.</p> + + + +<hr /> +<h2 class="chapter"><a name="VII" id="VII"></a>VII</h2> + +<h2 class="chapter">COTTON-GROWING IN AFRICA</h2> + +<h3 class="chapter2">By John W. Robinson</h3> + + +<p>As all autobiographical sketches begin, so do<span class="pagenum"><a name="Page_184" id="Page_184">[184]</a></span> +I begin this one. I was born in Bennettsville, +S. C., in 1873. Neither of my parents could write +their names; but my father could read a little, and +taught me the alphabet.</p> + +<p>My paternal grandfather was a slave of some +intelligence. He was a competent carpenter, had +charge of his master's saw- and grist-mills, and +kept the accounts of the two mills. His master, +who was a member of the State Legislature, was +very kind to him. He allowed him a portion of the +savings from these industries he was controlling, +and even promised him his freedom. The latter he +delayed so long that my grandfather ran away. He +succeeded in reaching Charleston, S. C. He had +secured a ticket and was about to take passage for +Canada, when he was captured and returned to his +master's home. His master was attending the +General Assembly of the State of South Carolina,<span class="pagenum"><a name="Page_185" id="Page_185">[185]</a></span> +and it became the overseer's duty to punish the returned +fugitive. My grandfather never recovered +from the effects of the brutal punishment meted +out to him for daring to desire freedom in his +own right.</p> + +<p>My father was the oldest boy and the second +child in a family of five. He was a farmer and a +cobbler. At the age of twenty-seven he was married +to my mother.</p> + +<p>I suppose the history of my mother's life would +be monotonous and dull to many ears, but I remember +that I never grew tired of hearing her +relate its somber happenings. She often told us +how her grandmother could relate the thrilling +story of her capture on African soil and of being +brought to America, of the horrors of the passage, +and of much else that I shall always remember.</p> + +<p>After their marriage my parents began farming +in Bennettsville, Marlborough County, S. C., +the place where I was born. I remember most +vividly that two-roomed log cabin where my parents' +ten children were born—</p> + +<div class="block"> +<div class="poem"> +<span class="i0">"Low and little, and black and old,</span><br /> +<span class="i1">With children as many as it could hold."</span><br /> +</div></div> + +<p>However, my father soon began working for +wages, and received $10 per month and the pro<span class="pagenum"><a name="Page_186" id="Page_186">[186]</a></span>verbial +"rations"—three pounds of meat and a +peck of meal per week. What a financier he must +have been, for from that mean sum he managed to +save $50 or $75 each year, and I still cherish the +memory of how fondly I felt those crisp green-backs +once a year. He brought them home every +Christmas and allowed each member of the family +to feel them—yes, even caress them.</p> + +<p>When I was about nine years of age I entered +the public school of the community, which was in +session about four months in a year, opening late +in the fall and going through the winter. My +parents were so delighted and gratified at the progress +I made that I was occasionally privileged to +spend one month in the subscription school conducted +near by during the summer.</p> + +<p>When I was fourteen years of age a great sorrow +visited our home. My mother died. I often +wonder if any one can realize what it means to lose +a mother without having suffered that bereavement. +My father did not marry again.</p> + +<p>About this time the authorities opened a school +nearer us than the one I had been attending, but +the teachers were usually very incompetent and +my progress was seriously hindered.</p> + +<p>The absorbing desire of my life had been to<span class="pagenum"><a name="Page_187" id="Page_187">[187]</a></span> +some day graduate from some institution of learning, +but I found myself at eighteen years of age +far from the goal of my ambition. I became +alarmed. I realized what it would mean to grow +to manhood in ignorance; I also knew that there +were seven children younger than I to be cared +for. I seriously thought the matter over. I +finally broached it to my father, and he consented +that I should try to make a way for +myself.</p> + +<p>I rented a small farm, trusting that by cultivating +it I would be able to clear enough money +to begin my education. I began wrong, for I had +in advance mortgaged my crop. I began with +$75, but when the year closed I had only $10. +However, my aspirations were not to be daunted; +I was resolved on going to school.</p> + +<p>With this $10 I purchased the necessary books, +paid my entrance fee, and entered the village +graded school. I was poorly clad, and much of +the time was without food, but I felt that I could +not even ask my father for assistance because of +his responsibility in caring for the younger children. +I was constant, however, in my endeavor +to find work, and finally a companion and I succeeded +in getting an old farmhouse about three<span class="pagenum"><a name="Page_188" id="Page_188">[188]</a></span> +miles from the village in which to live. In a measure +this suited me, for I loved the country.</p> + +<p>The house was an old, dilapidated one, and I do +not see now how we stood that first severe winter; +but though I was in rags and my food was often +roasted potatoes or peas with a little salt, I did +not miss a single day's schooling that year, and +great was my joy and satisfaction when, at the +end of the year, I stood at the head of my class.</p> + +<p>During this time I had done such work in +the surrounding neighborhood as could be obtained. +My Saturdays and afternoons were spent in splitting +rails, chopping wood, driving garden palings, +and doing any other work that would enable me +to exist. Although I had stinted myself and had +often gone without food, at the end of the year +I was $12 in debt. But this was not sufficient to +make me despair.</p> + +<p>When vacation came I immediately sought +work, and though I was diligent in my application +to it when I had obtained it, steady employment +was not to be had. My wages were never more +than fifty cents a day, but I often received less. +For two years I lived in this way. At the expiration +of that time I decided that it would benefit +me to enter a higher institution of learning. I<span class="pagenum"><a name="Page_189" id="Page_189">[189]</a></span> +knew that this would mean that I must have more +remunerative employment.</p> + +<p>By some means my attention was directed to +the orange industry of Florida, and in the summer +of 1894 I regretfully left my companions and +relatives, went to Deland, Fla., and secured the +desired work. The winter proved to be an unusually +cold one, and the orange industry was greatly +hindered; therefore I was soon out of employment, +and at the season of the year when I most +needed it. I was not long idle, however, for the +very cause of my loss of work opened another +avenue; I was kept busy chopping wood. Though +I went to Florida penniless, at the end of six +months I had saved $60.</p> + +<p>It was at Deland that I learned of the magnificent +opportunities afforded earnest young men +and women at Tuskegee Institute. I at once made +application to become a student. That morning +I did not know that such a school existed; that +night, while I slept, the Southern Railway was +bearing my letter of application to Mr. Washington. +My anxiety almost reached fever-heat during +those few intervening days that I waited for +an answer, and my joy was boundless when it came, +setting forth the requirements for admittance. I<span class="pagenum"><a name="Page_190" id="Page_190">[190]</a></span> +sent a portion of the money I had saved to +my father. With the rest I bought some necessary +clothing, and left Deland far behind for Tuskegee.</p> + +<p>I shall always remember how little and insignificant +I felt when I entered the school-grounds +and was told that all those buildings and all those +acres of ground were a part of the Tuskegee Institute. +I had read of it in the circular of information +which was sent me when I applied for +admission, but the realization was, to me, almost +overpowering. After paying my entrance fee and +purchasing my school-books I had $15 left. Thus +I began what has proved to be a "new life."</p> + +<p>Fifteen dollars were, of course, an inadequate +sum with which to pay my expenses through the +day-school, and so I was permitted to enter the +night-school, as so many others as poor as I had +done. This means that I was given an opportunity +to work at some industry during the day and attend +classes at night. I was not only receiving +training at an industry, being provided with food, +shelter, and fuel, and receiving instruction at night, +but I was earning enough over my board to be +placed to my credit in the school's treasury to help +pay my board when I should enter the day-school.</p> + +<p>My first term was spent at work on Marshall<span class="pagenum"><a name="Page_191" id="Page_191">[191]</a></span> +Farm, where the greater part of the school's farming +was at that time done.</p> + +<p>When I entered Tuskegee I had no thought of +preparing myself for returning to farm life. +Even the word "farm" brought to my mind +visions of dull, hard work and drudgery without +comforts. I had not been at the Tuskegee Institute +long, however, before I was led to know that +"agriculture" is the very highest of all industrial +callings. I had never known that agriculture had +so many subdivisions, that soils could be analyzed +and treated, that rotation of crops enriched the +soil, that a certain crop planted season after season +on the same soil made it poor, because it was ridding +it of some life-giving chemical. To me soils +simply "wore out." But through lectures and +practical experiments my agricultural horizon began +to expand, and a sense of the beauty of the +industry grew upon me.</p> + +<p>It was to me a marvelous thing to go into the +dairy and take milk but recently milked, pour +it into the Sharpless Separator, set the machine in +motion, and behold a stream of rich, sweet cream +flow from one avenue of escape, while a foamy +jet of milk passed from another. There, too, I +learned cheese-making and butter-making.<span class="pagenum"><a name="Page_192" id="Page_192">[192]</a></span></p> + +<p>My school life was filled with difficulties because +of financial embarrassments. I was one of +the competitors in the first Trinity Church (Boston) +Prize Contest, founded at the school by Dr. E. +Winchester Donald, successor of Phillips Brooks, +and rector of Trinity until his death, and I remember +that I was greatly discomfited because +the socks I wore had no feet in them, and my shoes +had that afternoon been sewed with thread blackened +with soot.</p> + +<p>However, I was the successful contestant, the +first winner of the prize of $25. The next day +I provided myself with new shoes and socks. I +also received my diploma that same year, 1897, +within two days of receiving the prize, and was +very happy to receive it and the diploma at the +same time.</p> + +<p>Two summers and one winter after graduating +I taught school at Mamie, Ala. When I was not +teaching I worked on the farm of the family with +which I boarded. For this work I received very +little pay, but I had been taught at Tuskegee that +it was better to work for nothing than to be idle—a +Booker T. Washington precept.</p> + +<p>The second winter I was first assistant in the +Ozark city school, Ozark, Ala., and was offered<span class="pagenum"><a name="Page_193" id="Page_193">[193]</a></span> +the principalship for the next term, but I declined +in order to further pursue postgraduate studies +in agriculture at Tuskegee. I remained there for +six months. I then went West, to Rockford, Ill., +to do practical work in that section for the purpose +of strengthening and improving the theory and +practise already learned.</p> + +<p>It was harvesting season and I soon secured +work. I put all my energy into the work of the +rugged Western farm and succeeded admirably in +following the threshing-machine, in husking corn, +and in doing the other farm labors common to +Western fall and winter seasons. My first four +months were spent on the farm of a widow. After +the harvesting was over she offered me the farm, +with its implements, barns, horses, and dairy herd, +if I would remain and pay her certain percentages +of the profits, but I told her that I was only a +student in search of knowledge.</p> + +<p>The next spring I secured work with a very +progressive Irishman. He was a farmer, as well +as secretary and treasurer of a modern creamery +and butter factory. This work I preferred, because +it was along my chosen line, and of a very +high grade.</p> + +<p>For one year I worked in this establishment,<span class="pagenum"><a name="Page_194" id="Page_194">[194]</a></span> +and was not absent from duty even one day. My +employer once said to me that he had heard and +also read that Negroes were lazy, shiftless, and untrustworthy. +He had not come into contact with +enough Negroes to draw his own conclusions, so +he asked me if there were more like me. I told +him that I did not consider myself an exception, +but that I had had the advantages of superior +training at Tuskegee. He did not know before +that I was a Tuskegee graduate. He seemed surprised +to know that a graduate would work as a +common farm-hand. He said he had found no +white ones who would. I then explained to him +that I was seeking a comprehensive knowledge of +farming conditions North and South. I value that +year on those Western farms next to my training +at Tuskegee.</p> + +<p>I was planning to return to the South and start +a farm of my own, when I was asked by Mr. Washington +to join a company of Tuskegee young men +who were wanted to go to Africa for the purpose +of experimenting in cotton-growing under the +German Government. It was a call I could not +resist. Here was a chance for the largest possible +usefulness. Here I could have a part in a monumental +undertaking, and I gladly agreed to go.<span class="pagenum"><a name="Page_195" id="Page_195">[195]</a></span> +The wages offered were flattering, and all expenses +in connection with the trip were borne by the Kolonial +Komittee of the German Government. The +Executive Council of the Institute selected Shepherd +L. Harris, Allen L. Burks, and myself, all +graduates of the school, and Mr. James N. Calloway, +a member of the Faculty, who had had charge +of the school's largest farm, and who was selected +to head the expedition. We sailed from New York +on November 3, 1900, and reached Togo by way +of Hamburg on December 31, 1900. Later five +additional Tuskegee students joined us, but of the +original party I am the only one left. A report +of the beginnings of our work was published after +two years, with elaborate illustrations to commemorate +what we had been able to accomplish. +Samples of the cotton made into hose and various +other articles were distributed among those interested +in the success of the experiment. That report +may be secured from the Kolonial-Wirtschaftliches +Komittee, Berlin, Germany.</p> + +<p>Not long since I sent to Principal Washington +a summary of the work we have been trying to do. +He regularly insists that Tuskegee graduates shall +send him reports of what they are doing, and my +letter to him was in response to that request. We<span class="pagenum"><a name="Page_196" id="Page_196">[196]</a></span> +keep in touch with Tuskegee and its work after +leaving the institution through a correspondence +prized by every graduate of the school. The summary +I include here, as it may be of interest to the +reader:</p> + +<div class="blockquote"><p>At the outset it was very difficult to excite any +interest at all in our work on the part of the +natives. For some reason they mistrust every +proposition made them by a foreigner, and in the +beginning they would not even accept the gift of +cotton-seeds from us. They claimed that if they +should accept our seeds we would come again and +claim our own with usury. Many of the Europeans +here said that the natives would never become +interested in the movement. But we worked on, +and now already in the farming districts are hundreds +of native cotton farms. Now they no longer +mistrust us, but they come and ask for cotton-seeds, +and a conservative estimate places the incoming +native harvest near the thousand-bale mark. Of +course the native methods are very irrational. +They cultivate their cotton altogether as a secondary +crop. But we are content, at the beginning, +to let them cultivate in their own way.</p> + +<p>We find distributed through the colony not +less than three distinct species of cotton, with some +hybrids and varieties; but none of these are indigenous, +and, having been left in a neglected state<span class="pagenum"><a name="Page_197" id="Page_197">[197]</a></span> +for centuries, are consequently not far removed +from nature and are not so remunerative when +put under even the best culture. The seeds imported +from America are not able to survive the +greatly changed conditions of climate. Here is +our greatest obstacle. Our course was plain. If +we did not have a plant that exactly suited us, we +had to make it.</p> + +<p>The production of a commercial plant is very +important. Our present domestic seeds will yield +about four hundred pounds of seed-cotton per acre, +and the character of the fruit and the arrangement +upon the stalk make it very expensive to harvest. +Besides, the stalk grows too much to a tree and +is not prolific proportionately, and the quality of +the lint is equal to American "middling." We +are trying to develop a plant that will yield 1,000 +pounds of seed-cotton to the acre, with a lint equal +in quality to fully good "middling" or to Allen's +1⅞-inch staple.</p> + +<p>Now suppose we succeed in making this plant +as I have above outlined; the 4,000 acres under +cultivation would then at least produce 2,000 bales +of seed-cotton where they now produce but 1,000 +bales. We can see how greatly the annual income +of the natives will be increased. Such a plant is +forthcoming.</p> + +<p>Through selection and crossing of American +and native cottons we have obtained a new variety, +which is satisfactory in every primary respect. It<span class="pagenum"><a name="Page_198" id="Page_198">[198]</a></span> +is more hardy than the average American plant and +fifty per cent more productive than the average native +plant. A sample of the lint of this new, would-be +variety was submitted to the Chamber of Commerce +in Berlin, and it was pronounced good in +every way, and brought in January, 1904, about +twenty cents a pound.</p> + +<p>There is one feature that I would like to speak +about before I have done with the subject, because +I know it will please you. In one of the +letters you wrote me some time ago you advised +me to "labor earnestly, quietly, and soberly, discharging +my duty in the way that would eventually +make me one of the most influential persons +in the community." Being faithful in small things +is one of the fundamental principles of Tuskegee, +and is what I am able to do without even striving. +It has become natural for me to be faithful, it +matters not how small or insignificant the service. +I find myself to-day possessing much influence in +the work in which I am now engaged.</p> + +<p>In order to make secure the work begun and to +insure a normal and well-balanced progress for +the future, it was recommended to institute, along +with the present undertaking, what I am pleased +to call "A Cotton-School and Plant-Breeding Station." +At this school are gathered young men +from all over the colony, who come for a two-years' +course in modern methods of farming. The +boys are to be taught some of the simple rules<span class="pagenum"><a name="Page_199" id="Page_199">[199]</a></span> +and practises of agriculture. The boys are 45 +in number, representing the most intelligent classes; +the station consists of 250 acres of land, 8 oxen, +2 asses, 1 horse, farm implements, cotton-gin, press, +etc. Such an institution appeared to me necessary +to the healthy progress of the undertaking. There +will soon be in operation 3 ginning- and pressing-stations +run by steam-power, besides a dozen or +more hand-gins. This, I believe, tells the whole +story. My health is very good. I hope you will +write me often, because your letters are always so +interesting and helpful.</p></div> + +<p>That my life has been as useful and successful +as it has is due to the training and inspiration received +at Tuskegee Institute, perhaps not so much +to the agricultural department, for I did not finish +that course, but to the general awakening and +stimulating influence which permeates and is a part +of the training of Tuskegee students.</p> + +<p>And now while I write, and daily as I work, +I am prompted on to better and stronger efforts +because of the Tuskegee in embryo that looms +before me. And as I think, and work, and write, +I am gratified because of the assurance that I +am only one of that increasing host whose loyal +hearts and useful lives shall make Tuskegee live +forever.</p> + + + +<hr /> +<h2 class="chapter"><a name="VIII" id="VIII"></a>VIII</h2> + +<h2 class="chapter">THE STORY OF A TEACHER OF +COOKING</h2> + +<h3 class="chapter2">By Mary L. Dotson</h3> + + +<p>I graduated with the Class of 1900, Tuskegee<span class="pagenum"><a name="Page_200" id="Page_200">[200]</a></span> +Institute. It was the culmination of an event to +which my mother and I had long looked forward.</p> + +<p>I was born in 1879, in a small country village +in the southwestern part of Alabama. My mother +was the exceptional colored woman of our community. +She was a dressmaker and tailoress and +had all the work she could do. She owned her own +home, a quite comfortable one, and earned continuously +from her work a tidy sum of money.</p> + +<p>I have always counted myself fortunate to +have had such a home and such a mother. Very +few of the colored people about us owned their +own homes; the village school was a poor makeshift, +and it was in session only two to four months +in a year—that is, when some one could be secured +to teach it for the very small salary paid. Both +my father and mother had great respect for educa<span class="pagenum"><a name="Page_201" id="Page_201">[201]</a></span>tionally +equipped people, and desired that their +children should have the opportunity to secure educational +advantages. They tried in every possible +way to interest the people in their own welfare, +at least to the extent of supplementing the meager +public-school fund, so as to provide decent educational +facilities for the children. This effort +failed. My mother had a room added to her home, +and in it conducted, with my sister's help, a school +for the children of the community. Two of my +sisters had been sent away to school, one to Selma +and the other to Talladega. In addition to the +school conducted at our home, my mother was able +to get the cooperation of some of the people in +other parts of the county, and two other schools +were started. These schools were afterward taken +up, and have since become helpful factors in the +life of the people.</p> + +<p>My first lessons were given in the home, and +my mother always claimed that I learned quite +rapidly. As soon as I was old enough she also +made me take lessons in sewing. Sewing made +no appeal to me, however, but cooking did, and +whenever possible I would steal away to my grandmother's +to cook with her. Most of the time I was +only permitted to wash dishes, but after a while<span class="pagenum"><a name="Page_202" id="Page_202">[202]</a></span> +I was permitted to help with her cooking. Soon I +was able to make cakes for my father's store. He +was always very proud that his "little" daughter +was able to replenish his stock when it was exhausted.</p> + +<p>At eight years of age I was sent to Meridian, +Miss., to stay with an older sister and attend +school. The advantages there were far superior +to those provided for me at my home. After remaining +two years at Meridian I went to Memphis, +again in search of better school facilities. +I have said that even at my age I had a fondness +for cooking. At Memphis I had my first cooking +lesson, this lesson being given along with the eighth +grade work of the public school. I was delighted, +but my aunt refused to allow me to practise in the +home, however, and so all the practise I got was +at school.</p> + +<p>While in Memphis, a Tuskegee Institute graduate +came there to teach in the colored public +schools. Though we had lived in Alabama, we had +not, until that time, heard of the Tuskegee Institute. +The loyalty of that graduate to the school, +the stories of the opportunities provided, and all, +delighted my mother, my aunt, and myself, and +it was decided that I should be sent there.<span class="pagenum"><a name="Page_203" id="Page_203">[203]</a></span></p> + +<p>I entered the Tuskegee Institute in December, +1894, and was assigned, after examination, to +the Junior class, the first class of the normal department. +I remained at Tuskegee during the +following summer and worked in the students' +dining-room as a waitress. The next year I was +compelled to enter the night-school so as to help +lighten my mother's burden. I knew nothing of +the science of foods; nothing at all, at that time, +of anything that indicated that cooking is a real +science. None but girls of the Senior class were +then permitted to take cooking lessons, but I was +often able to provide some excuse for visiting the +very small and incompletely furnished room used +for that purpose. I picked up much useful information +in that way.</p> + +<p>When I reached the A Middle class, next to +the Senior class, the young women of that class +were permitted to take cooking lessons.</p> + +<p>Now I was to learn cooking. I had long desired +the opportunity, and the chance had come at +last. The study of foods was among the first lessons +brought to my attention. While anxious to +know all that was to be taught, I could never see +the reasons for knowing. I wanted to cook food, +and that, with me, was the end.<span class="pagenum"><a name="Page_204" id="Page_204">[204]</a></span></p> + +<p>I began to study chemistry in the academic +department, and when it was applied in my cooking +lessons my eyes were opened. I now saw much +that I had not dreamed of. A cooking teacher, +a noted expert from Wisconsin, came to the school +about that time and lectured not only to the cooking +classes, but to the young women teachers, and +to the married women of the Institute families. +I was especially detailed to work with her, and +was put to working out a diet for the students' +boarding department. This instruction, with +that of my regular instructor, convinced me that +here was a real profession. I continued until +the end of my school days to carry, along with +all of my academic work, progressive work in +cooking.</p> + +<p>I had made such progress that when I came +to graduate, Mrs. Washington, who is in charge +of the industries for girls, offered me a vacancy in +the cooking division. I did not feel that I was +adequate to the requirements of the place, and so +remarked to Mrs. Washington and my instructor. +They recommended that I spend the summer at +the Chautauqua Summer School, New York. I +prepared to go immediately following the Tuskegee +commencement exercises. A scholarship was<span class="pagenum"><a name="Page_205" id="Page_205">[205]</a></span> +secured for me. Domestic science teachers of +proved efficiency are in charge there. They were +pleased with what I had already been able to accomplish. +My work was with the classes taking +courses in chemistry, physiology, bacteriology, +management of classes, and cooking demonstration.</p> + +<p>At the end of the summer I felt stronger than +ever, and returned to Tuskegee in the fall with real +enthusiasm. I first began my work in the little +room in which I had been taught. Another academic +class of girls had now been admitted to the +cooking classes, the three upper ones.</p> + +<p>When Dorothy Hall, the building in which all +of the industries for girls are located, was completed, +my division was given a suite of rooms, +an assistant was provided, and the work broadened +and made more useful than ever. Under this division +we now have a model kitchen, a regular +kitchen in which the practise-cooking of the girls +is done, two dining-rooms, a model bedroom, a +model sitting-room, and a bathroom.</p> + +<p>Principal Washington has insisted from year +to year that, since cooking is so fundamental, every +young woman, in the day-school at least, shall +take lessons in cooking. For the current school<span class="pagenum"><a name="Page_206" id="Page_206">[206]</a></span> +year, 1904-'05, 458 young women are receiving +instruction.</p> + +<p>The course covers, in its entirety, four years, +but is so comprehensive that even one and two +years fit young women for the cooking of ordinary +foods. Each of these girls is required to attend +upon the outlined catalogue course of instruction, +and in addition, from time to time, upon lectures +bearing upon the several subjects comprehended +under domestic science. The furnishing of the +rooms is simple, but ample; the furniture, in the +main, being made by the young women in the upholstering +division. It has been widely praised by +all who have seen it.</p> + +<p>After teaching for two years, I requested leave +of absence for one year so as to attend the Domestic-Science +School of the Young Women's +Christian Association, Boston. This additional +study, of course, helped me very much. My +studies were of foods, of the home, the teaching +of demonstration and settlement classes, etc. Much +other useful information also came my way.</p> + +<p>When I returned to Tuskegee the next year +I felt more able than ever to be of assistance to +the girls who come to us. I was better able to outline +my course of study. The thing that pleased<span class="pagenum"><a name="Page_207" id="Page_207">[207]</a></span> +me greatly, however, both at Chautauqua and at +Boston, was the fact that my former Tuskegee +training was commented on so favorably, as having +been planned along properly comprehensive lines.</p> + +<p>No part of the Tuskegee Institute work is more +valuable than that of the domestic training. It +is the policy of the institution to give special attention +to the training of girls in all that pertains +to dress, health, physical culture, and general +housekeeping.</p> + +<p>The girls are constantly under the strict and +watchful care of the dean of the woman's department, +Miss Jane E. Clark, a graduate of +Oberlin College, a woman of liberal attainments +and culture, and an example to them in all that +makes for the development of character; of Mrs. +Booker T. Washington, the director of industries +for girls, and of the women teachers, a body in +every way representative of the qualities the girls +are besought to seek to attain. A corps of matrons, +four in number, specially assist the dean of the +woman's department and keep in close individual +touch with the girls.</p> + +<p>My own connection with the girls is in the cooking +classes, as I have indicated, and in the Parker +Model Home and the Practise Cottage. The<span class="pagenum"><a name="Page_208" id="Page_208">[208]</a></span> +Parker Model Home is the home of the young +women who each year reach the Senior class. +Eight large, conveniently arranged rooms are set +apart for them, and they are taught things by +having to do them. The class, as a whole, is +required to do actual work in the line of general +housekeeping, cooking and serving food, and laundering.</p> + +<p>In order to give practical demonstration in +housekeeping and to develop the sense of responsibility +in the work, a four-room house has been +set aside, in which the Senior girls "keep house." +Four girls at a time live in this house and have +the entire care of it. They do all the work that +pertains to ordinary housekeeping, from the Monday +morning's washing to the Saturday's preparation +for Sunday. They are also charged with +the responsibility of purchasing the food supplies +which they consume. Three dollars are allowed +as the weekly expenditure for food. In view of +the low prices that obtain for provisions here, four +girls can live comfortably on this small allowance +and have variety and plenty, and at the same time +very wholesome food. Thus the lesson of economy +is taught in the most effective way. The girls +learn to appreciate the purchasing power of money, +a kind of training which boarding-students, who +have so much done for them, do not get. They +acquire the habit of evolving their own plans, of +exercising unhampered their own tastes. Regularity, +system, exactness, neatness, and the feeling +of responsibility, are all developed in this way.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i208" id="i208"></a><img src="images/i208.jpg" width="580" height="432" alt="A MODEL DINING-ROOM. + +From the department where table-service is taught." title="" /></div> +<div class="caption">A MODEL DINING-ROOM. +<br /> +From the department where table-service is taught. +</div> +<div class="microspace"> </div> + +<p>In both the Parker Model Home and the Practise<span class="pagenum"><a name="Page_209" id="Page_209">[209]</a></span> +Cottage I have charge, with my assistant, of +the oversight of what is done in the direction of +providing food, cooking it, serving it, etc.</p> + +<p>Twenty-one classes a week are now taught; the +preparatory classes one hour per week, and the +normal classes two to three hours per week. The +girls are required to work in groups, to wear white +aprons, caps, and sleeves, and to bring to the classes +towels and holders. Each girl brings her own blank +books and keeps, through the year, a full report +of each lesson given.</p> + +<p>Most of the girls who come to us know absolutely +nothing of cooking and housekeeping. +They are, as a rule, like most beginners, more +anxious to make cakes, candies, pies, etc., than +to make bread, to care for utensils, and learn the +practical things most necessary. Improvement +soon follows, however.</p> + +<p>We do some outside "extension work," in ad<span class="pagenum"><a name="Page_210" id="Page_210">[210]</a></span>dition +to what has been enumerated: a cooking +class in the town of Tuskegee for those unable +to attend the school at all, and classes for the children +at the Children's House, the model training-school +of the institution, where they are given understandable +lessons in cooking and housekeeping. +A bedroom, a dining-room, a bathroom, and a +kitchen are also provided in connection with the +Children's House.</p> + +<p>I am happy in the thought that I have a part +in this fundamental, home-building part of the instruction +being given the girls who come from +thirty-six States and territories of the Union, and +from Cuba and Porto Rico and other foreign +countries, to attend this famous school, of which +I am myself a graduate.</p> + +<p>When the girls are fitted to make better homes, +a better people are the result. To have some part +in this work was a fond wish while a student, and +is a prized privilege now that I have the opportunity +to render some slight service in return for +all that Tuskegee has done for me.</p> + + + +<hr /> +<h2 class="chapter"><a name="IX" id="IX"></a>IX</h2> + +<h2 class="chapter">A WOMAN'S WORK</h2> + +<h3 class="chapter2">By Cornelia Bowen</h3> + + +<p>Of myself and the work I have done there is<span class="pagenum"><a name="Page_211" id="Page_211">[211]</a></span> +not a great deal to say. I was born at Tuskegee, +Ala., on a part of the very ground now occupied +by the famous Tuskegee Institute. The building +first used by the school as an industrial building for +girls was the house in which I was born. That +old building (and two others, as well) is carefully +preserved by the institution as an old landmark, +and never do I go to Tuskegee that I do not +search it out among the more imposing and pretentious +buildings which have come during the +later years of the school's history. This building +and the two other small ones were on the property +when it was acquired by Principal Washington.</p> + +<p>My mother lived the greater part of her life at +this place as the slave of Colonel William Bowen, +who owned the plot of ground upon which the +Tuskegee Institute now stands. The birthplace of +my mother was Baltimore, Md. She was taught<span class="pagenum"><a name="Page_212" id="Page_212">[212]</a></span> +to read by her master's daughter in Baltimore, and +was never forbidden to read by those who owned +her in Alabama.</p> + +<p>When a child, I could never understand why +she read so well and could not write. I was very +sorry at times that she could read and was not +like other children's mothers whom I knew. She +always knew when I did not get my lessons, and +often the hours of play that were dear to me +were taken away until my reading lesson was +learned. Sundays, with my sisters gathered about +her knees, we would sit for hours listening as +mother would read church hymns for us. These +days were days of freedom, as I do not remember, +and know nothing of, those of slavery. My mother +always refrained from telling her children frightful +stories of the awful sufferings of the slave +days. She occupied the position of seamstress and +house-servant in her mistress's home, and was never +allowed to mingle with plantation slaves.</p> + +<p>My first teacher was a good-hearted Southern +white woman, who knew my mother well and lived +in the town of Tuskegee.</p> + +<p>She taught me to read from McGuffey's First +Reader. I often read my lessons by looking at the +pictures, for I did not know one word from an<span class="pagenum"><a name="Page_213" id="Page_213">[213]</a></span>other—so +far as the letters were concerned. She +detected one day, however, that I was looking out +into the street and at the same time reading what +I supposed to be the lesson. From that time on +she devoted herself to teaching me so that I should +know letters, and that I should read properly. +She always claimed that I was an apt pupil. At +any rate, at a very early age I was able to both +read and write. As I grew older I was sent with +my sisters to the public schools of Tuskegee. It +was always my ambition, it is not immodest to +say, to excel in whatever I undertook. That which +brought tears to my eyes quicker than any other +one thing was to have some member of my class +recite a better lesson, or "turn me down"—that +is, go up ahead of me in the class.</p> + +<p>Having been brought up in the Methodist Sunday-school, +I later joined the Methodist Church. +Mr. Lewis Adams, a Trustee of the Tuskegee Institute, +was then Superintendent of the Methodist +Sunday-school. He was very desirous that the +young boys and girls of the Sunday-school should +take an active part in the work. I was given a +class of girls to teach much older than myself. +They tried to disgust me at times by paying no +attention to my teaching. I was not to be dis<span class="pagenum"><a name="Page_214" id="Page_214">[214]</a></span>couraged, +although I cried many times because of +their conduct. My own sister, who was a member +of the class, also rebelled because I was younger +than she; she thought that she should be teaching +me instead of having it otherwise. It was the +common opinion of the girls that even if I could +read better than any of them, they were older +and should be shown the preference. I owe much +of my interest in the study of the Bible to my +mother and to Mr. Lewis Adams, the faithful +worker and Sunday-school Superintendent. Mr. +Adams was in those early days as he is now, the +leader of the colored people of the town of Tuskegee +in all that went to make for the uplifting +of his people. I can pay no better tribute to him +than to quote what Principal Washington himself +says in his monumental autobiography, Up +from Slavery:</p> + +<div class="blockquote"><p>In the midst of the difficulties which I encountered +in getting the little school started, and +since then through a period of nineteen years, +there are two men among all the many friends of +the school in Tuskegee upon whom I have depended +constantly for advice and guidance; and +the success of the undertaking is largely due to +these men, from whom I have never sought anything<span class="pagenum"><a name="Page_215" id="Page_215">[215]</a></span> +in vain. I mention them simply as types. +One is a white man and an ex-slaveholder, Mr. +George W. Campbell; the other is a black man +and an ex-slave, Mr. Lewis Adams. These were +the men who wrote to General Armstrong for a +teacher.</p> + +<p>Mr. Campbell is a merchant and banker, and +had had little experience in dealing with matters +pertaining to education. Mr. Adams was a mechanic, +and had learned the trades of shoemaking, +harness-making, and tinsmithing during the days +of slavery. He had never been to school a day +in his life, but in some way he had learned to read +and write while a slave. From the first, these two +men saw clearly what my plan of education was, +sympathized with me, and supported me in every +effort. In the days which were darkest financially +for the school, Mr. Campbell was never appealed +to when he was not willing to extend all the aid +in his power. I do not know two men—one an +ex-slaveholder, one an ex-slave—whose advice and +judgment I would feel more like following in +everything which concerns the life and development +of the school at Tuskegee than those of these +two men.</p> + +<p>I have always felt that Mr. Adams, in a large +degree, derived his unusual powers of mind from +the training given his hands in the process of mastering +well three trades during the days of +slavery.</p><span class="pagenum"><a name="Page_216" id="Page_216">[216]</a></span></div> + +<p>I did not graduate from the public schools as +children do nowadays in the cities. Mr. Booker T. +Washington's coming to Tuskegee and the establishment +of the Tuskegee Normal School put an +end to the public-school work on "Zion Hill," +where the Tuskegee public school for colored children +was located. I was one of the first of the +students examined for entrance in the school. Mr. +Washington gave the examination in arithmetic, +grammar, and history. I never knew what a sentence +was, nor that it had a subject and a predicate +before he said so. I doubted very seriously the +existence of such terms as these new ones mentioned +by him. I thought I knew grammar, and +I did, so far as I had been taught, but I had no +insight into its real meaning and use. Mr. Washington +decided after my examination that I would +make a good Junior pupil. It was all new to +me and I could not understand all of the new +words, even though simple they were, used by him. +He himself took charge of our classes, and I have +always been very proud that I can say that he +was my teacher. He was most particular in regard +to spelling and the right use of verbs. As +a history teacher he was the best I have had the +privilege of studying under. I have often said<span class="pagenum"><a name="Page_217" id="Page_217">[217]</a></span> +that if he could teach the classes in the beginning +of history and grammar, and give talks on spelling +at Tuskegee as he did when I was a pupil there, +many who finish at Tuskegee would be thankful +in the years to come. However, he can not do this +until he is relieved of the great burden of raising +funds for the school.</p> + +<p>The industrial departments at Tuskegee were +not, of course, so elaborate and so many while I +was a pupil there. My four years at Tuskegee +were given wholly to class-room work. To my +class, that graduated in 1885—the first one to graduate, +we proudly boast—three Peabody medals +were awarded for excellence in scholarship. Our +diplomas were also graded. We took an examination +for the medals, as there were ten in the graduating +class. I was awarded one of the medals. +The Class of '85 had high ideals and always regretted +that any member should receive a second-grade +diploma. I was very thankful to learn after +two weeks' waiting that, in the opinion of the +Faculty, I was worthy of a first-grade diploma.</p> + +<p>After graduating, I was employed as the principal +of the training-school—now known as the +"Children's House"—of the Tuskegee Institute. +Feeling that I could be of more service to my peo<span class="pagenum"><a name="Page_218" id="Page_218">[218]</a></span>ple, +and could better teach in the outside world +the principles for which Tuskegee stands, I resigned +my work at Tuskegee, after several terms, +for a broader field of usefulness.</p> + +<p>A call reached Mr. Washington in 1888 for +a teacher to begin a work in the vicinity of Mt. +Meigs, Ala., similar to the work done at Tuskegee, +but, of course, on a smaller scale. Mr. E. N. +Pierce, of Plainville, Conn., had resolved to do +something in the way of providing better school facilities +for the colored people living on a large +plantation, into the possession of which he had +come. Mr. Washington answered the call while +in Boston, and telegraphed me that he thought me +the proper person to take charge of and carry on +the settlement work Mr. Pierce and his friends +had in mind.</p> + +<p>I found at Mt. Meigs, after studiously investigating +conditions, that the outlook for support was +far from hopeful. Not one person in the whole +community owned a foot of land, and heavy crop +mortgages were the burden of every farmer. It +became evident at once that pioneer work was +very much needed. Homes were neglected, and +the sacredness of family life was unknown to most +of the people. The prospect was a gloomy one.<span class="pagenum"><a name="Page_219" id="Page_219">[219]</a></span></p> + +<p>The little Baptist church in which the older +people gathered for worship two Sundays in each +month badly needed repairing.</p> + +<p>I began first of all to connect myself with the +Sunday-school, and taught there every Sunday. I +organized a large class of the older people and encouraged +them in every way to attend the Sunday-school +every Sunday with the children. None of +these mothers or fathers could read or write.</p> + +<p>I taught them Scripture verses by repeating +verse after verse till they were able to recite them +for me. I also sought to teach them to read, and +quite a large number can read now because of +the opportunities provided by my Sunday-school +class. I have kept this class of older people together, +and it is one of the most active ones of +all. We have studied together many other things +aside from the Sunday-school lessons, and it has +been necessary to do so, because the people have +none of the opportunities provided for those who +live in the towns and cities. I was early much encouraged +to note that my efforts were appreciated +by the people.</p> + +<p>I was often called upon to act as arbiter in all +kinds of difficult and unpleasant disputes involving +family relations and other differences among<span class="pagenum"><a name="Page_220" id="Page_220">[220]</a></span> +the people. Many and many a time did I take the +place of the minister and speak to the people when +he could not be present.</p> + +<p>To teach the people self-help, the surest sign +of progress, we decided to plan for a main school +building which should mark the center of our activities. +This building we were able to erect at a +cost of $2,000, and it is a satisfaction to the people +of the community that they alone paid every cent +of the cost, not one penny coming from the outside. +The struggle was a long one, a hard one, with +bad crops and other hard conditions interfering +with our plans.</p> + +<p>This building is a two-story one, well ventilated, +roomy, and accommodates 300 pupils. From +the first we have sought to follow in the footsteps +of the parent institution, and have had the industries +taught; agriculture was introduced at once.</p> + +<p>A large Trades Building was soon erected and +teachers from Tuskegee secured to help in the +work. Blacksmithing, wheelwrighting, carpentry, +painting, and agriculture have been provided for +the young men, and cooking, laundering, housekeeping, +and sewing for the young women.</p> + +<p>The following buildings we now have in addition +to those named: a dormitory for girls, a +blacksmithing-shop, and a teachers' home. More +than 4,000 pupils have come under the influence +of the school.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i220" id="i220"></a><img src="images/i220.jpg" width="580" height="347" alt="THE CULTURE OF BEES. + +Students at work in the apiary." title="" /></div> +<div class="caption">THE CULTURE OF BEES. +<br /> +Students at work in the apiary. +</div> +<div class="microspace"> </div> + +<p>I have continuously, for seventeen years, with<span class="pagenum"><a name="Page_221" id="Page_221">[221]</a></span> +the exception of a short period, been in charge +of the school; during the absence referred to I +was studying in New York city, and afterward, +through the generosity of a friend, was able to +spend one year in Queen Margaret's College, +Glasgow, Scotland.</p> + +<p>I am pleased with the progress the people have +made. Many now own their own homes, and eight +and ten persons are no longer content to sleep in +one-room log cabins, as was only too true during +the earlier years of my work. I have regularly +had "mothers' meetings," and these have raised +the home life of the people to a higher standard. +I know what I am saying when I state that sacred +family ties are respected and appreciated as never +before in this immediate region.</p> + +<p>The emotional church life of the people no +longer prevails hereabouts, and the minister +preaches forty minutes, instead of two hours as +formerly.</p> + +<p>Many farmers are out of debt, and a mortgage +upon a man's crop is as disreputable as a saloon.<span class="pagenum"><a name="Page_222" id="Page_222">[222]</a></span></p> + +<p>The Mt. Meigs Institute is the first school of +its kind in Alabama to demonstrate the fact that +a school planted among the people in the rural districts +of the South will make for intelligent, honest, +thrifty citizenship. The success of this work made +possible the establishment of many similar schools +that have been planted in Alabama and other parts +of the South.</p> + +<p>Of the young men and women who have attended +my school I can not speak too highly. +Sixty have graduated, and fifty-seven of the number +are still living. Not only they, but many who +could not afford to stay and graduate, are at work +in an effort to help their less fortunate brethren. +Thirty-six of my graduates have taken academic or +trade courses in other schools, twenty-one of them +at Tuskegee Institute. Ten have graduated from +Tuskegee, or from other schools. Thirty-eight of +them have learned trades, and all of them are +at work and prosperous. They include dressmakers, +cooks, housekeepers, laundresses, carpenters, +blacksmiths, wheelwrights, painters, etc. Several +are successful farmers, and one of the girls is +a large cotton-planter and general farmer. Two +are successful merchants in Birmingham, Ala.; one +is a prominent minister, having also taken a course<span class="pagenum"><a name="Page_223" id="Page_223">[223]</a></span> +at the Virginia Union Seminary, Richmond, Va.; +one is in charge of an orphan asylum, and several +are teachers; one taught with me for seven years +after having also graduated from Tuskegee. +Thirty have married, fifteen have bought homes, +one has property valued at $7,000, others have +property ranging in value from $800 to $2,000. +Of the sixty, only four have failed to maintain +their moral character.</p> + +<p>Six teachers are now employed; we really need +another. About 30 boarding pupils are regularly +enrolled, with 250 pupils in daily attendance from +near-by homes.</p> + +<p>The school is conducted just as economically +as it well can be; the annual expense is about +$2,000, of which sum I have insisted that the people +themselves shall annually meet one-half.</p> + +<p>If I have been of any service to my people, I +owe it all to Mr. Washington and to one of the +noblest women that ever lived, Mrs. Booker T. +Washington, née Davidson, both of whom indelibly +impressed upon me while attending the Tuskegee +Institute those lessons which led me to want to +spend myself in the helping of my people.</p> + + + +<hr /> +<h2 class="chapter"><a name="X" id="X"></a>X</h2> + +<h2 class="chapter">UPLIFTING THE SUBMERGED +MASSES</h2> + +<h3 class="chapter2">By W. J. Edwards</h3> + + +<p>I was born in Snow Hill, Wilcox County, Ala.,<span class="pagenum"><a name="Page_224" id="Page_224">[224]</a></span> +in the year 1870. My mother died when I was +twelve months old. About five or six years after +this, perhaps, my father went away from Snow +Hill; the next I heard he was dead. Thus at the +age of six I was left without father or mother. I +was then placed in the care of my old grandmother, +who did all that was in her power to send me to the +school located near us. Often for weeks I would +go to school without anything but bread to eat. +Occasionally she could secure a little piece of meat.</p> + +<p>I well remember one morning, when I had +started to school and she had given me all the +meat that we had in the house, how it worried me +that she should have nothing left for herself but +bread. Worrying over our cramped condition, I +resolved that what she did for me should not be +thrown away. I longed for the time when I could +repay her for all she had done for me.<span class="pagenum"><a name="Page_225" id="Page_225">[225]</a></span></p> + +<p>At the age of twelve it pleased the Almighty +God to take from me my grandmother, my only dependence. +I was now left to fight the battle of +life alone. I need not tell of the hard times and +sufferings that I experienced until I entered school +at the Tuskegee Institute. But knowing that I +was without parents, and being sick most of the +time, my hardships can be imagined.</p> + +<p>Through a minister I heard of the Tuskegee +Normal and Industrial Institute in the early part +of 1888, and so favorably was it recommended +that I decided I would rent two acres of land +and raise a crop, and take the proceeds and go to +Tuskegee the following fall. After paying my +rents and other small debts I had $20 left with +which to buy my clothes and start for Tuskegee, +which I did, starting on the 27th of December, +1888, and arriving at Tuskegee on the first day of +January, 1889, with $10. I had walked most of +the way. I was at Tuskegee for four and one-half +years. I managed to stay there for that length of +time by working one day in the week and every +other Saturday during the term and all of the +vacations.</p> + +<p>During my Senior year I was helped by Mr. +R. O. Simpson, the owner of the plantation on<span class="pagenum"><a name="Page_226" id="Page_226">[226]</a></span> +which I was reared. I had trouble that year in +deciding just what I should do after graduation. +It had been my conviction that I must be a lawyer +or a minister. In contemplating the idea of becoming +a lawyer, however, I could not see wherein +I could carry out the Tuskegee Idea of uplifting +the masses. The ministerial profession was very +little better, since the work of the minister in our +section of the country must be limited almost +wholly to one denomination. So I finally decided +to try to plant an institution similar to the +Tuskegee School, an undenominational one, in a +section of Alabama where such work should be +needed. I chose, as my field of labor, Snow Hill, +the place from which I had gone to enter school +at Tuskegee.</p> + +<p>The school is now known as the Snow Hill +Normal and Industrial Institute, and is located in +the very center of the "Black Belt" of the State +of Alabama. This is a much-used term; it is +not applicable, however, to every Southern State, +neither does it apply to every county in any one +State. It is only to certain counties in certain +States to which it may properly be applied. Wilcox +and the seven adjoining counties constitute +one of these sections in Alabama. The latest cen<span class="pagenum"><a name="Page_227" id="Page_227">[227]</a></span>sus +shows that these eight counties have a colored +population of 201,539, and a white population of +69,915.</p> + +<p>Alabama has sixty-seven counties, with a total +colored population of 827,307. Thus it will be seen +that one-eighth of the counties contain one-fourth +of the entire colored population. Because the colored +people outnumber the white people in such +great proportion, this is called the "Black Belt" +of the State. These counties lie in the valley of the +Alabama River, and constitute the most fertile +section of the State.</p> + +<p>During the early settlement of the State, white +men coming into these fertile counties not only +would settle as much land as a family of four or +five in number could cultivate, but as much as they +were able to buy Negroes to cultivate. Quite a few +families with only five or six in number would have +land enough to work from 100 to 1,000 Negroes. +One can see from this how a few white families +would, as they often did, own a whole county. +Now the Negro is not migratory in his nature; +having been brought to these counties during +slavery, he has remained here in freedom. He is +not, therefore, primarily responsible for his being +here in such great numbers. These white fam<span class="pagenum"><a name="Page_228" id="Page_228">[228]</a></span>ilies +settled in little villages seven or eight miles +apart. The distances between were made up of +their plantations, on which were thousands of +slaves. Only a few Negroes were employed as +domestics in comparison with the great numbers +who worked on plantations. It was only these +few who, in learning to serve the white man, +properly got a glimpse of real home life. The +masses had absolutely no idea of such a life; nothing +was done that would lead them to secure any +such knowledge.</p> + +<p>Since their emancipation the masses of these +people have had neither competent preachers nor +teachers; consequently most of them have remained +hopelessly ignorant even until this day. One hearing +the great condemnation heaped upon the Negro +in these sections for his failure to measure up +to the standards of true citizenship and to proper +standards of life would get the idea that the proud +Anglo-Saxon has spent a great deal of time in +trying to teach him the fundamental principles that +underlie life; but this is not the case. There are +exceptions to all rules, however, and here and there +one may find noble and patriotic white men laboring +for the uplift of fallen humanity without regard +to race, color, or previous condition.<span class="pagenum"><a name="Page_229" id="Page_229">[229]</a></span></p> + +<p>During the summer of 1893, after returning +from Tuskegee, being anxious to learn more of +the real condition of our people in the "Black +Belt," I visited most of the places in Wilcox +County and a few places in the counties of Monroe, +Butler, Dallas, and Lowndes, making the +entire journey on foot.</p> + +<p>It was a bright and beautiful morning in June +when I started from my home, a log cabin. More +than two hundred Negroes were in the near-by +fields plowing corn, hoeing cotton, and singing +those beautiful songs often referred to as plantation +melodies. Notably, I am Going to Roll in my +Jesus' Arms; O Freedom! Before I'd be a Slave +I'd be Carried to My Grave, etc., may be mentioned. +With the beautiful fields of corn and cotton +outstretched before me, and the shimmering +brook like a silver thread twining its way through +the golden meadows, and then through verdant +fields, giving water to thousands of creatures as it +passed, I felt that the earth was truly clothed in +His beauty and the fulness of His glory.</p> + +<p>But I had scarcely gone beyond the limits of +the field when I came to a thick undergrowth of +pines. Here we saw old pieces of timber and two +posts.<span class="pagenum"><a name="Page_230" id="Page_230">[230]</a></span></p> + +<p>"This marks the old cotton-gin house," said +Uncle Jim, my companion, and then his countenance +grew sad; after a sigh he said: "I have seen +many a Negro whipped within an inch of his life +at these posts. I have seen them whipped so badly +that they had to be carried away in wagons. Many +never did recover."</p> + +<p>From this our road led first up-hill, then down, +and finally through a stretch of woods until we +reached Carlowville. This was once the most aristocratic +village of the southern part of Dallas +County. Perhaps no one who owned less than +a hundred slaves was able to secure a home within +its borders. Here still are to be seen the stately +mansions of the Lydes, the Lees, the Wrumphs, +the Bibbses, the Youngbloods, and the Reynoldses. +Many of these mansions have been partly rebuilt +and remodeled to conform to modern styles of +architecture, while others have been deserted and +are now fast decaying. Usually these mansions +are occupied by others than the original families. +The original families have sold out or have +died out.</p> + +<p>In Carlowville stands the largest white church +in Dallas or Wilcox Counties. It has a seating +capacity of 1,000, excluding the balcony, which,<span class="pagenum"><a name="Page_231" id="Page_231">[231]</a></span> +during slavery, was used exclusively for the Negroes +of the families attending.</p> + +<p>Our stay in Carlowville was necessarily short, +as the evening sun was low and the nearest place +for lodging was two miles ahead. Before reaching +this place we came to a large one-room log +cabin, 30 feet by 36 feet, on the road-side, with a +double door and three holes for windows cut in the +sides. There was no chimney nor anything to show +that the room could be heated in cold weather. +This was the Hope-well Baptist Church. Here +500 members congregated one Sunday in each +month and spent the entire day in eating, shouting, +and "praising God for His goodness toward the +children of men." Here also the three months' +school was taught during the winter. A few hundred +yards beyond this church brought us to the +home of a Deacon Jones.</p> + +<p>He was living in the house occupied by the +overseer of the plantation during slavery. It was +customary for Deacon Jones to care for strangers +who chanced to come into the community, especially +for the preachers and teachers. So here we +found rest.</p> + +<p>His family consisted of himself, his wife, and +six children—two boys and four girls. Mrs. Jones<span class="pagenum"><a name="Page_232" id="Page_232">[232]</a></span> +was noted for her ability to prepare food well, +and in a short while invited us to a delicious supper +of fried chicken, fried ham, some very fine home-made +sugar-cane sirup, and an abundance of milk +and butter. At supper Deacon Jones told of the +many preachers he had entertained and their fondness +for chicken.</p> + +<p>After supper I spent some time in trying to +find out the real condition of the people in this +section. Mr. Jones told me how, for ten years, he +had been trying to buy some land, and had been +kept from it more than once, but that he was still +hopeful of getting the right deeds for the land +for which he had paid. He also told of many +families who had recently moved into this community. +These newcomers had made a good start +for the year and had promising crops, but they +were compelled to mortgage their growing crops +in order to get "advances" for the year.</p> + +<p>When asked of the schools, he said that there +were more than five hundred children of school age +in his township, but not more than two hundred of +these had attended school the previous winter, and +most of these for a period not longer than six weeks. +He also said that the people were very indifferent +as to the necessity of schoolhouses and churches.<span class="pagenum"><a name="Page_233" id="Page_233">[233]</a></span> +Quite a few who cleared a little money the previous +year had spent it all in buying whisky, in gambling, +in buying cheap jewelry, and for other useless +articles. After spending two hours in such +talk I retired for the evening. Thus ended the +first day of my search for first-hand information.</p> + +<p>We had a fine night's rest. Mr. Jones was up +at early dawn to feed his horses and cattle, and +before the sun was up he was out on his farm. +Mrs. Jones and one of the daughters were left to +prepare breakfast, and soon they, too, were ready +to join the others on the farm. We took advantage +of this early rising and were soon off on our +journey.</p> + +<p>Instead of going farther northward, we turned +our course westward for the town of Tilden, which +is only eight miles west of Snow Hill. The road +from Carlowville to Tilden is somewhat hilly, but a +very pleasant one, and for miles the large oak-trees +formed an almost perfect arch.</p> + +<p>On reaching Tilden we learned that there +would be a union meeting of two of the churches +that night. I decided that this would give me an +opportunity to study the religious life of these people +for myself. The members of churches No. 1 +and No. 2 assembled at their respective places at<span class="pagenum"><a name="Page_234" id="Page_234">[234]</a></span> +eight o'clock. The members of church No. 2 had a +short praise-service, and formed a line of procession +to march to church No. 1. All the women of +the congregation had their heads bound in pieces +of white cloth, and they sang their peculiar songs +as they marched. When the members of church +No. 2 were within a few hundred yards of church +No. 1, the singing then alternated, and finally, when +the members of church No. 2 came to church No. +1, they marched around this church three times +before entering it. After entering, six sermons +were preached to the two congregations by six different +ministers, and at least three of these could +not read a word in the Bible. Each minister occupied +at least one hour. Their texts were as often +taken from Webster's blue-back speller as from +the Bible, and sometimes this would be held upside +down. It was about two o'clock in the morning +when the services were concluded.</p> + +<p>Here, again, we found no schoolhouses, and the +three months' school had been taught in one of +the little churches.</p> + +<p>The next day we started for Camden, a distance +of sixteen miles. This section between Tilden +and Camden is perhaps the most fertile section +of land in the State of Alabama. Taking a<span class="pagenum"><a name="Page_235" id="Page_235">[235]</a></span> +southwest course from Tilden, I crossed into Wilcox +County again, where I saw acres of corn and +miles of cotton, all being cultivated by Negroes.</p> + +<p>The evening was far advanced when we reached +Camden, but having been there before, we had +no difficulty in securing lodging. Camden is the +seat of Wilcox County, and has a population of +about three thousand inhabitants.</p> + +<p>The most costly buildings of the town were +the court-house and jail, and these occupied the +most conspicuous places.</p> + +<p>Here great crowds of Negroes would gather +on Saturdays to spend their earnings of the week +for a fine breakfast or dinner on the following +Sunday, or for useless trivialities.</p> + +<p>On Saturday evenings, on the roads leading to +and from Camden, as from other towns, could be +seen groups of Negroes gambling here and there, +and buying and selling whisky. As the county +had voted against licensing whisky-selling, this +was a violation of the law, and often the commission +merchant, a Negro, was imprisoned for the +offense, while those who supplied him went free.</p> + +<p>In Camden I found one Negro schoolhouse; +this was a box-like cottage, 20 by 16 feet, and was +supposed to seat more than one hundred students.<span class="pagenum"><a name="Page_236" id="Page_236">[236]</a></span> +This school, like those taught in the churches, was +open only three months in the year.</p> + +<p>After a two days' stay in Camden I next +visited Miller's Ferry; this is on the Alabama River, +twelve miles west of Camden. The road from +Camden is one of the best roads in the State, and +for miles and miles one could see nothing but cotton +and corn.</p> + +<p>At Miller's Ferry a Negro schoolhouse of ample +proportions had been built on Judge Henderson's +plantation. Here the school ran seven +months in the year, and the colored people in the +community were prosperous and showed a remarkable +degree of intelligence. Their church was +equally as attractive as their schoolhouse.</p> + +<p>Judge Henderson was for twelve years Probate +Judge of Wilcox County. He proved to be +one of the best judges this county has ever had, +and even unto this day he is admired by all, both +white and black, rich and poor, for his honesty, integrity, +and high sense of justice. From Judge +Henderson's place we traveled southward to Rock-west, +a distance of more than fifteen miles. During +this journey hundreds of Negroes were seen at +work in the corn- and cotton-fields. These people +were almost wholly ignorant, as they had neither<span class="pagenum"><a name="Page_237" id="Page_237">[237]</a></span> +schools nor teachers, and their ministers were almost +wholly illiterate.</p> + +<p>At Rock-west I found a very intelligent colored +man who had attended school at Selma, Ala., +for a few years. He owned his home and ran +a small grocery. He told of the hardships with +which he had to contend in building up his business, +and of the almost hopeless condition of the +Negroes about there. He said that they usually +made money each year, but that they did not know +how to keep it. The merchants would induce them +to buy buggies, machines, clocks, etc., but would +never encourage them to buy homes. We were +very much pleased with the reception which Mr. +Darrington gave us, and felt very much like putting +into practise our State motto, "Here We +Rest," at his home, but our objective point for the +day was Fatama, sixteen miles away.</p> + +<p>On our journey that afternoon we saw hundreds +of Negro one-room log cabins. Some of these +were located in the dense swamps and some on the +hills, while others were miles away from the public +road. Most of these people had never seen +a locomotive. We reached Fatama about seven +o'clock that night, and here for the first time we +were compelled to divide our crowd in order to<span class="pagenum"><a name="Page_238" id="Page_238">[238]</a></span> +get a night's lodging. Each of us had to spend +the night in a one-room cabin. It was my privilege +to spend the night with Uncle Jake, a jovial +old man, a local celebrity. After telling him of +our weary journey, he immediately made preparation +for me to retire. This was done by cutting +off my bed from the remainder of the cabin by +hanging up a sheet on a screen. While somewhat +inconvenient, my rest that night was pleasant, and +the next morning found me very much refreshed +and ready for another day's journey. Our company +assembled at Uncle Jake's for breakfast, +after which we started for Pineapple.</p> + +<p>We found the condition of the Negroes between +Fatama and Pineapple much the same as +that of those we had seen the previous day. No +schoolhouse was to be seen, but occasionally we +would see a church at the cross-roads. We reached +Pineapple late in the afternoon.</p> + +<p>From Pineapple we went to Greenville, and +from Greenville to Fort Deposit, and from Fort +Deposit we returned to Snow Hill, after having +traveled a distance of 157 miles and visiting four +counties.</p> + +<p>In three of these counties there is a colored +population of 42,810 between the ages of five and<span class="pagenum"><a name="Page_239" id="Page_239">[239]</a></span> +twenty years, and a white population of 7,608 of +the same ages. In fact, the Negro school population +of Wilcox and the seven adjoining counties +is as follows: Wilcox, 11,623; Dallas, 18,292; +Lowndes, 13,044; Monroe, 5,615; Butler, 5,924; +Marengo, 12,362; Clark, 6,898; Perry, 10,723; +making a total of 85,499. Speaking of public +schools in the sense that educators use the term, +the colored people in this section have none. Of +course, there are so-called public schools here and +there, running from three to five months in the +year and paying the teachers from $7.50 to $18 +per month; but the teachers are incompetent, and +the schools are usually in the hands of those not +too much interested in the cause of education. +Many of these trustees do not visit the schools once +in ten years, and they know absolutely nothing of +the methods of discipline even used by the teachers.</p> + +<p>Our trip through this section revealed the following +facts: (1) That while many opportunities +were denied our people, they abused many privileges; +(2) that there was a colored population, in +this section visited, of more than 200,000, and a +school population of 85,499; (3) that the people +were ignorant and superstitious; (4) that the teachers +and preachers for the most part were of the<span class="pagenum"><a name="Page_240" id="Page_240">[240]</a></span> +same condition; (5) that there were no public or +private libraries and reading-rooms to which they +had access; (6) that, strictly speaking, there were +no public schools and only one private one. Now +what can be expected of any people in such a +condition? Can the blind lead the blind? They +could not in the days of old, and it is not likely +that they can now.</p> + +<p>After this trip through the "Black Belt" I was +more convinced than ever before of the great need +of an industrial school in the very midst of these +people; a school that would correct the erroneous +ideas the people held of education; a school that +would put most stress upon the things which the +people were most likely to have to do with through +life; a school that would endeavor to make education +practical rather than theoretical; a school that +would train men and women to be good workers, +good leaders, good husbands, good wives, and +finally train them to be fit citizens of the State, +and proper subjects for the kingdom of God.</p> + +<p>With this idea the Snow Hill Normal and Industrial +Institute was started ten years ago in an +old, dilapidated, one-room log cabin with one +teacher, three students, and no State appropriation, +and without any church or society responsible<span class="pagenum"><a name="Page_241" id="Page_241">[241]</a></span> +for one dollar of its expenses. Aside from this +unfortunate state of affairs, the condition of the +people was most miserable. This was due partly +to poor crops and partly to bad management on +their part.</p> + +<p>In many instances the tenants were not only +unable to pay their debts, but were also unable to +pay their rents. In a few cases the landlords had +to provide, at their own expense, provisions for +their tenants. This was simply another way of +establishing soup-houses on the plantations. The +idea of buying land was foreign to all of them, +and there were not more than twenty acres of land +owned by the colored people in this whole neighborhood. +The churches and schools were practically +closed, while crime and immorality were rampant. +The carrying of men and women to the +chain-gang was a frequent occurrence. Aside +from all this, these people believed that the end +of education was to free their children from manual +labor rather than prepare them for more and +better work. They were very much opposed to +industrial education. When the school was started, +many of the parents came to the school and forbade +our "working" their children, stating as their +objection that their children had been working all<span class="pagenum"><a name="Page_242" id="Page_242">[242]</a></span> +their lives, and they did not mean to send them +to school to learn to work. Not only did they forbid +our having their children work, but many took +their children out of school rather than have them +do so. A good deal of this opposition was kept up +by illiterate preachers and incompetent teachers, +here and there, who had not had any particular +training for their profession. In fact, ninety-eight +per cent of them had attended no school. We continued, +however, to keep the "industrial plank" in +our platform, and year after year some additional +industry was added until we now have thirteen industries +in constant operation. Agriculture is the +foremost and basic industry of the institution. +We do this because we are in a farming section +and ninety-five per cent of the people in this section +depend upon some form of agriculture for a +livelihood. How changed are the conditions now +as regards our work! From the little one-room log +cabin, the school has grown so that it now owns +100 acres of land, 14 buildings, counting large and +small, with property valued at $37,000. From +three students, it has grown so that we now have +a school with more than four hundred students +annually in attendance, representing more than a +dozen Alabama counties and seven States. It has<span class="pagenum"><a name="Page_243" id="Page_243">[243]</a></span> +also grown from one to twenty teachers and officers. +Including the class that graduated last term, +thirty-seven have finished the course. All are living +but one. No charge of criminal wrong-doing +has been brought against even one of them. One +of the young women is married to the head teacher, +another to the superintendent of industries, and +seven other graduates are employed in responsible +positions by the school. One of these has taken a +special course at Harvard University, three have +taken additional courses at Tuskegee, one is in +charge of the woman's department of a large +school in Mississippi, two have founded schools +of their own, one at Tilden, Ala., the other at +Greensboro, Ala. All have remained in the country +among the masses whom they are helping to +uplift, and most of them in Wilcox County, the +county in which the school is located. Of the +thirty-seven graduates, twenty-seven own their +own homes. Aside from the graduates, about +five hundred others have been under the influence +of the school for a longer or shorter period; +many of these are making exceptionally good +records.</p> + +<p>The growth on the part of the people has kept +corresponding pace with the growth of the insti<span class="pagenum"><a name="Page_244" id="Page_244">[244]</a></span>tution. +The farmers, who ten years ago depended +wholly on the landlords for food supplies, have +grown to be independent, raising most of their +own supplies. They are rapidly passing from the +renters' class to the owners' class; they are possessing +themselves of the soil. This may be seen +from the fact that ten years ago they owned in this +county but twenty acres of land; to-day they own +4,000 acres of land. Many of the most prosperous +farmers have opened bank-accounts. The people +no longer oppose industrial education; they now +refuse to send their children to any school where +they can not secure some industrial education.</p> + +<p>For our part we find it wholly impossible to accommodate +all who come to us from time to time +to take the trades' instruction. The churches hereabout +have been revived, new and better schoolhouses +have been built, and the county school terms +extended in many cases from two and three to five +and six months; competent teachers and preachers, +both intellectually and morally, have been employed. +Crime and immorality are being uprooted, +and virtue and civic righteousness are being +planted in their stead. The commercial and economic +conditions have improved in every way, and +there was never a more cordial relation existing be<span class="pagenum"><a name="Page_245" id="Page_245">[245]</a></span>tween +the races in this section than now. With +these things true, the one-room log cabin can not +survive, and is rapidly giving way to houses having +three, four, and, in some places, six and seven +rooms.</p> + +<p>After having been here at Snow Hill for a few +years, we felt that while we were helping the children +in the class-room, something should be done +to help the parents; so we organized what we call +the Snow Hill Negro Conference, on January 13, +1897. This conference is modeled after the famous +Tuskegee Negro Conferences, and meets once +a year. At this conference the farmers from this +and the adjoining counties come together. There +were 500 at our last conference. The school is +almost wholly given up to farmers on Conference +day. Here we listen to educational, religious, +moral, and financial reports from many sections. +Those who have succeeded, tell the others how they +have done so, and those who have not succeeded tell +how they are trying to succeed. From these annual +meetings the farmers get new ideas, new information, +and take fresh courage; they return to their +farms more determined to succeed than ever before. +When we commenced these meetings the reports +were discouraging, and from many sections the<span class="pagenum"><a name="Page_246" id="Page_246">[246]</a></span> +condition of the race thereabout seemed hopeless. +Many said that in the same section they could not +buy land at any price. There were only twenty +acres of land reported at the first conference. At +the last one, reports showed that the people had +purchased more than four thousand acres since the +beginning of these conferences seven years ago. +At our first meeting the reports showed that the +one-room log-cabin home was the rule; at our last +meeting it had become the exception. These conferences +have tried all along to induce the people +to raise more of their own food-supplies. We also +waged a ceaseless war upon the one-room log-cabin +home, which has resulted in almost annihilating +them. This war shall never cease until there is not +a one-room log cabin left in all this section. The +one-room log cabin is a pestilent menace to decent +living.</p> + +<p>Following the farmers' conference, we have +the workers' conference during vacation. This +conference is chiefly composed of teachers and +preachers, and represents an idea got from +Tuskegee. In this conference we get a clear idea +of what the teachers and preachers are doing, the +methods they are pursuing, and the results being +achieved. The teachers are encouraged to make<span class="pagenum"><a name="Page_247" id="Page_247">[247]</a></span> +education less theoretical and more practical; the +preachers are urged to preach to our people less +of the dying religion and more of the living religion. +While they are encouraged to build better +schoolhouses and churches, they are also reminded +of the fact that these are not the ends, but only +the means to an end; that they are only of value +in proportion as they can be used to build up a +hopeful and noble life in the communities where +they are located. However much the material side +may be held up to them, they are told that in +the last analysis the spiritual is always the end. +The reports at our last Workers' Conference +were most encouraging. Wherever the intelligent +teacher and preacher have gone, the condition of +the people has been improved. To my mind this +demonstrates most clearly that the great need of +our people is intelligent leaders, and it is this that +we ask for; it is this for which Snow Hill is striving. +While much good is being accomplished +through the Workers' Conference, the "Black Belt +Improvement Society," which I have organized, +deals more directly with the people in our immediate +neighborhood. The aim of this society is clearly +set forth in its constitution, a part of which is as +follows:<span class="pagenum"><a name="Page_248" id="Page_248">[248]</a></span></p> + +<div class="blockquote"><p>1. This society shall be known as the Black Belt +Improvement Society. Its object shall be the general +uplift of the people of the Black Belt of +Alabama; to make them better morally, mentally, +spiritually, and financially.</p> + +<p>2. It shall be the object of the Black Belt Improvement +Society to, as far as possible, eliminate +the credit system from our social fabric; to stimulate +in all members the desire to raise, as far as +possible, all their food supplies at home, and pay +cash for whatever may be purchased at the +stores.</p> + +<p>3. To bring about a system of cooperation in +the purchase of what supplies can not be raised at +home wherever it can be done to advantage.</p> + +<p>4. To discuss topics of interest to the communities +in which the various societies may be organized, +and topics relating to the general welfare +of the race, and especially to farmers.</p> + +<p>5. To teach the people to practise the strictest +economy, and especially to obtain and diffuse such +information among farmers as shall lead to the +improvement and diversification of crops, in order +to create in farmers a desire for homes and better +home conditions, and to stimulate a love for labor +in both old and young. Each local organization +may offer small prizes for the cleanest and best-kept +house, the best pea-patch, and the best ear of +corn, etc.</p> + +<p>6. To aid each other in sickness and in death;<span class="pagenum"><a name="Page_249" id="Page_249">[249]</a></span> +for this purpose a fee of ten cents will be collected +from each member every month and held sacred, +to be used for no other purpose whatever.</p> + +<p>7. It shall be one of the great objects of this +society to stimulate its members to acquire homes, +and urge those who already possess homes to improve +and beautify them.</p> + +<p>8. To urge our members to purchase only the +things that are absolutely necessary.</p> + +<p>9. To exert our every effort to obliterate those +evils which tend to destroy our character and our +homes, such as intemperance, gambling, and social +impurity.</p> + +<p>10. To refrain from spending money and time +foolishly or in unprofitable ways; to take an interest +in the care of our highways, in the paying +of our taxes, and the education of our children; +to plant shade trees, repair our yard fences, and +in general, as far as possible, bring our home +life up to the highest standards of civilization.</p></div> + +<p>This society has several standing committees, +as follows: on government, on education, on business, +on housekeeping, on labor, and on farming. +The chairman of these respective committees holds +monthly meetings in the various communities, at +which time various topics pertaining to the welfare +and uplift of the people are discussed. As a result<span class="pagenum"><a name="Page_250" id="Page_250">[250]</a></span> +of these meetings the people return to their homes +with new inspiration. These meetings are doing +good in the communities where they are being held, +and our sincere hope is that such meetings may +be extended. The ills that most retard the Negroes +of the rural South are sought to be reached by the +school and by the several organizations which have +been organized by it. These articles of the simple +constitution go to the very bottom of the conditions.</p> + +<p>If one would again take the trip which I made +in the summer of 1893, he would find that two-thirds +of the land lying between Snow Hill and +Carlowville, a distance of seven miles, is now owned +and controlled entirely by Negroes. In Carlowville, +instead of the old one-room-cabin church, +there is a beautiful church with glass windows. An +acre of land has been bought, and a neat and comfortable +schoolhouse with glass windows has been +erected, and a graduate of my school is the teacher. +Many families in that section are now owning +homes. A great revolution is also taking place in +Tilden. John Thomas, one of our graduates, Class +of '01, has gone into this place, induced the people +to buy thirty acres of land, on which they have +erected a splendid building having two rooms, and<span class="pagenum"><a name="Page_251" id="Page_251">[251]</a></span> +the school is being conducted seven months in the +year. Many farmers in this section are now owning +homes, some of them owning as much as 400 +acres of land. This improvement is steadily going +on in all sections where the influence of our school +has reached.</p> + +<p>Thus it will be seen that the work in the class-room +is only a small part of what we are trying +to do for the uplift of the Negro people in the +Black Belt.</p> + +<p>In order that this good work may be pushed +more rapidly, it is necessary that we give some +time to this particular movement. This can only +be done by our having here a strong and healthy +institution with an endowment sufficiently large to +relieve us of our great financial burden. An +adequate endowment would meet this need. While +we are anxious to raise an endowment fund, our +burden could be partially relieved by the school +securing possession of a large plantation in the +neighborhood which is now, and has been for three +years, offered to us. This plantation contains between +three thousand and four thousand acres of +land, and can be bought for $30,000, and would +afford us unbounded opportunity for the extension +of the agricultural features of our work, which<span class="pagenum"><a name="Page_252" id="Page_252">[252]</a></span> +would enable us to raise more, if not all, of our +food supplies.</p> + +<p>I have tried as simply as possible in this article +to state the real condition of the people in the +Black Belt section of this State, and to tell how +we are trying to cope with these conditions. Our +constant feeling is that there is so much to be done, +and that so little has been accomplished.</p> + +<p>In closing: The inspiration derived at Tuskegee; +the instruction given in shop, and field, and +class-room; the guiding hand of its illustrious +Principal—all of these have had their impress upon +me and have urged me to dedicate myself unreservedly +to these people, among whom I was +reared, among whom I shall continue to labor, +among whom I shall at the last be buried.</p> + + + +<hr /> +<h2 class="chapter"><a name="XI" id="XI"></a>XI</h2> + +<h2 class="chapter">A DAIRYMAN'S STORY</h2> + +<h3 class="chapter2">By Lewis A. Smith</h3> + + +<p>In any attempt to write a story of my life<span class="pagenum"><a name="Page_253" id="Page_253">[253]</a></span> +and work, the "work" feature must predominate.</p> + +<p>I was born March 27, 1877, at Louisville, Ky. +My father and mother were slaves of old Georgia +stock. My father, after freedom, was for a time +permitted to attend Howard University, Washington, +D. C. He was a candy-maker. My mother +attended Atlanta University.</p> + +<p>In 1878 my parents left Atlanta, where my +two brothers were born, and located in Louisville. +Leaving Louisville in 1881, the family moved to +Chicago, Ill., where I lived until I entered Tuskegee +Institute, of which my mother and I had heard +much.</p> + +<p>After reaching Chicago, my parents established +a confectionery store. My earlier days were mostly +spent behind the counter in the store, not as a clerk +helping to earn profits, but in an endeavor to make<span class="pagenum"><a name="Page_254" id="Page_254">[254]</a></span> +profits disappear. I was much in love with the +nice things we had for sale.</p> + +<p>An unfortunate family "incident" in 1882 +resulted in placing my two brothers and me in +the custody of my mother. Our childhood pleasures +were marred by this affair. Although I was +too young to fully understand the situation, I realized +that I lacked the pleasures that other children +had; I realized the absence of that paternal +care and affection that other children enjoyed—the +home was not complete. I can not recall my +childhood with any special pleasure.</p> + +<p>I entered the public schools of Chicago when +I was seven years of age. I made a very good +record in my studies, attested by the fact that I +made two grades the first year, and one grade +with excellent marks each succeeding year thereafter. +My deportment was not exemplary. I +can remember occasions when I was severely reprimanded +for being absent from school without an +excuse, having gone fishing, or bathing in Lake +Michigan, or skating in the parks in winter.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i254" id="i254"></a><img src="images/i254.jpg" width="573" height="412" alt="IN THE DAIRY. + +Students using separators." title="" /></div> +<div class="caption">IN THE DAIRY. +<br /> +Students using separators. +</div> +<div class="microspace"> </div> + +<p>That was before the compulsory school law +went into effect, or at least before it affected me. +I was not, however, a bad boy. I was neither +rough nor tough; I had no bad habits other than +<span class="pagenum"><a name="Page_255" id="Page_255">[255]</a></span>smoking corn-silk cigarettes, and I soon stopped +that as the novelty of the thing wore off. My +young mind and body required recreation. Unlike +the children of the South, who had three months of +school and nine months of play or work in the fields, +I had nine months of school and three months of +play. I thought the ratio was in the wrong proportion. +But as I grew older I became more settled +and more interested in my studies.</p> + +<p>Although during the greater portion of my +school life in Chicago I was the sole Negro pupil +in my classes, yet I do not remember a single occasion +when prejudice was leveled at me by teacher +or schoolmate.</p> + +<p>Early, after throwing off my wildness, I realized +the need and the advantage of possessing an +education, and, having such excellent facilities at +hand, determined to become educated, and diligently +pursued that object. Just as I was about +to enter the eighth grade, however, I had to give +up going to school, and go to work.</p> + +<p>I secured employment with a wood-engraving +firm as general office- and errand-boy. My wages +were $2.50 a week. About fifty cents of this sum I +spent each week for car-fare and incidentals. As I +lived three miles from my work it would have been<span class="pagenum"><a name="Page_256" id="Page_256">[256]</a></span> +necessary for me to spend my whole allowance for +car-fare had I not stolen rides on railroad trains. I +often wonder now how I could have jumped on and +off swift-moving trains, day after day, without receiving +some serious injury. Surely Providence +must have protected me in my endeavor to save my +scanty earnings. My clothing did not cost much, +as I was the "happy" recipient of the cast-off +clothes of the older members of the family.</p> + +<p>My work was agreeable and my employer was +generously sympathetic. Realizing that wood-engraving +and illustrating would offer remunerative +employment, I sought to learn the trade, +but was told that I would have to serve an apprenticeship +of six months without pay; that precluded +all hope of learning that trade.</p> + +<p>Manhood approached before I was prepared +to do anything. I did not earn much in my youth, +and could not expect to earn much in manhood +without preparation. I then resolved to enter +school again, but the expense of a thorough course +was an apparently insurmountable obstacle. I had +been unable to save much from my meager allowance. +I had heard of the Tuskegee Institute and +of the opportunities there offered to poor young +men and women. I decided to enter that school.<span class="pagenum"><a name="Page_257" id="Page_257">[257]</a></span> +A friend helped me to purchase an excursion ticket +to Atlanta, Ga., where was being held the Cotton-States +and International Exposition. I left Chicago +in November, and after two days spent in +Atlanta with relatives and in seeing the sights, +I exchanged my return coupon for a ticket to +Tuskegee.</p> + +<p>I arrived at Chehaw, the station where passengers +transfer for Tuskegee, and taking passage +in a wagonette, a crude substitute for our modern +means of interurban transit—the little train was +not running on that day—we drove through a picturesque +country abounding in woods, vales, and +cultivated fields, occasionally coming across landmarks +of antebellum days. Here one was really +in communion with Nature, so different it was +from the massive specimens of architecture, the +clatter of horses on the cobblestone pavement, the +rattle of elevated trains, and the activity of commercial +life of the Western metropolis from which +I had come. As we reached high elevations +glimpses of the institution came into view.</p> + +<p>Tuskegee was a surprise to me; it surpassed my +fondest hope. The majestic buildings, the monuments +to the fidelity and building skill of past +classes, the well-designed landscape architecture,<span class="pagenum"><a name="Page_258" id="Page_258">[258]</a></span> +made me feel that I had at last found the place +where I could be prepared for real life. I received +a cordial welcome from the teachers; also +from the students, especially from those connected +with the religious and literary organizations, of +which there are quite a number.</p> + +<p>When asked the industry I wished to learn, I +chose that of agriculture. Like hundreds of boys +confined to city environment, I had a craving for +Nature, a fondness for live stock, and for all that +I should come in contact with while taking that +course. I worked during the daytime the first +year and attended school at night, thereby acquiring +experience and accumulating a credit to apply +to my board when I should enter the day-school. +Soon after entering the agricultural department +I had made such progress that I was placed in charge +of the hotbeds and grew vegetables all winter. +It was a marvelous accomplishment with me, for +I could not have grown them even in the summer +before I entered that department. The care of +the various seeds used on the farm was also in my +charge.</p> + +<p>This privilege afforded me opportunities for +seed-testing and for observing plant development; it +was all very instructive. While attending the aca<span class="pagenum"><a name="Page_259" id="Page_259">[259]</a></span>demic +classes at night, the daytime was devoted +entirely to study in the various divisions of the +agricultural department.</p> + +<p>At the expiration of my first year as a night-school +student, I entered day-school, devoting +about equal time to academic and agricultural +classes, and a small portion of the time to the +study of music, being a member of the Institute +brass band, and in my last year a member of the +orchestra.</p> + +<p>During my second summer's vacation I went +into the southern part of Montgomery County, +Ala., in search of a school to teach. There was no +schoolhouse, no school fund, nor any appropriation +available except for a three months' term during +the winter. After further canvass I was permitted +to open a school in the little church at +Strata, Ala. The large attendance of pupils and +their eagerness to learn won my sympathy and I +would gladly have planted a sprig of Tuskegee +there had I not had strong inclinations for a commercial +life. I conducted a class in agriculture +for the benefit of the farmers. I believe it was +helpful to them. My spare time was spent in going +through the country noting the waste of the land +and the lack of enterprise among the owners and<span class="pagenum"><a name="Page_260" id="Page_260">[260]</a></span> +tenants, due in large measure, I am sure, to the +mortgage system and the deep ignorance of the +people. Most of the evenings I spent listening +to the terrible stories of slavery days from the lips +of those who had passed through them.</p> + +<p>In the midst of this service I received a telegram +announcing the death of my mother. I was +too far from home to return in time to see the +last of her, even if I had had the means to do so. +I was in grief; I had sustained a great loss; she +was my all, my mother.</p> + +<p>I returned to Tuskegee and graduated with +the Class of '98.</p> + +<p>I am grateful to Tuskegee Institute, to the +genius of Mr. Washington, for the opportunities I +had to acquire an education; to the members of the +Faculty for their assistance, and to my father, who +gave me much of material aid and encouragement.</p> + +<p>After graduating, I spent two months at +special work in the school dairy; then, with the +assistance of my father, I secured a position with +the Forest City Creamery Company of Rockford, +Ill. Entering this company's employ about the +15th of August, 1898, I have been employed ever +since at the same place.</p> + +<p>The Forest City Creamery is one of the largest<span class="pagenum"><a name="Page_261" id="Page_261">[261]</a></span> +butter-making concerns in the United States, averaging +twenty thousand pounds of butter per day. +We make two grades of butter, known as process, +or renovated, and creamery butter. There are employed +at this plant about seventy-five persons.</p> + +<p>My work consists in what is known to the trade +as "starter-making" and preparing the flavor for +the butter. The work is bacteriological, propagating +a species of bacteria which produces the +pleasant aroma and flavor of good butter. It +requires not only an understanding of bacteriology, +but skilled workmanship and earnest attention to +details. The secret processes of this company are +known to a close group only, of which I am one. +My work here has been entirely successful and +satisfactory to my employers, if I may judge from +a highly complimentary interview with one of the +officers of the company regarding my work, published +in one of the leading daily newspapers of +Rockford, and the fact that I am now receiving +double my initial wages.</p> + +<p>I have a record not surpassed by any other +employee of this company. Between June 24, +1901, following a wedding-trip to Tuskegee, and +August 15, 1904, when we visited the St. Louis +Exposition, I have worked each day at the Cream<span class="pagenum"><a name="Page_262" id="Page_262">[262]</a></span>ery, +including Sundays and holidays, my work requiring +that I do so. These 1,155 consecutive days +of labor were made possible by a total abstinence +from all intoxicating liquors and tobacco. My success +here can be credited to the efficient training I +received at Tuskegee.</p> + +<p>"It is not well for man to live alone." Following +this injunction I have taken unto myself +a helpmeet, who is all that the word implies, loving, +economical, and well trained in domestic arts. +Shortly after our marriage we began paying for +a home of eleven rooms located in a good residence +portion of the city. The lower part of the +house, containing six rooms, we occupy, and have +comfortably furnished; the up-stairs portion, containing +five rooms, we rent to a family of white +people; the rent we receive equals the interest on +the investment.</p> + +<p>We have one child, a little girl two years old, +who furnishes sunshine to an already happy home.</p> + +<p>Our house is surrounded by a lawn with shade- +and fruit-trees, and many flower-beds. The back +yard contains a garden with berry plants, a well-built +and well-arranged poultry-house, a yard containing +a flock of pure-bred fowls, the nucleus +of a future enterprise, and a barn with a good<span class="pagenum"><a name="Page_263" id="Page_263">[263]</a></span> +horse, a buggy, etc., for our pleasure and convenience.</p> + +<p>My ambition when leaving school was first to +endeavor to become independent financially, so that +I might enjoy my old age; then, if it were possible, +to gain that independence early in life by economy, +by earning for myself what I earn for my employer; +to try to make it possible for the Negro +farmer to sell his produce to the Negro gin, the +Negro cotton-mill, or creamery, as the case might +be; my idea being, by this community of interest, to +help the Negro people about me to help themselves +and their fellows. I believe, in the words of the +motto of the Class of '98—my class—that "we +rise upon the structure we ourselves have builded." +I have tried to live with this thought ever before +me.</p> + + + +<hr /> +<h2 class="chapter"><a name="XII" id="XII"></a>XII</h2> + +<h2 class="chapter">THE STORY OF A WHEELWRIGHT</h2> + +<h3 class="chapter2">By Edward Lomax</h3> + + +<p>I was born in the small town of Demopolis, in<span class="pagenum"><a name="Page_264" id="Page_264">[264]</a></span> +the western part of the State of Alabama, January +17, 1877. My uncle was a wheelwright, and I, at +an early age, was led to desire to become an artisan +such as my uncle was. I interceded with him +and became the "handy boy" around the shop in +which he worked, and picked up much useful information; +but there was nothing progressive or +directly helpful in the work I was permitted to do. +I also did some little work in blacksmithing while +in the shop.</p> + +<p>What to me was a fortunate circumstance was +the meeting with a chance acquaintance who was +returning from Tuskegee Institute for his vacation. +This young man told me most glowing +stories of the Tuskegee Institute. He was so enthusiastic +that he imparted much of his enthusiasm +to me. He himself was taking instruction in the +wheelwrighting division, and could give at first-hand +the information I most desired. The whole<span class="pagenum"><a name="Page_265" id="Page_265">[265]</a></span> +Tuskegee plan was outlined to me: how I could +learn my trade, and at the same time get book +instruction; how I could earn by labor enough to +carry me through school while securing to myself +the advantages mentioned. I had had to learn +by seeing others do, and it was now pointed out to +me how I could "learn by doing," and that was +the thing I wanted. I had been used to being +kept from the use of tools and everything that +would really help me to learn wheelwrighting; the +only chances I ever had being to "knock about" +the shop, occasionally having some worthless job, +with cast-off tools to work with, entrusted to me.</p> + +<p>The upshot of it was that I decided to go to +Tuskegee, and carefully saved as much of my wages +of $2.50 per week as I possibly could, so as to purchase +clothing, books, and those incidentals insisted +upon by the school that each student must have. I +wrote to the school, and received a letter from Principal +Washington admitting me should I find myself +able to meet the requirements stated as follows:</p> + +<div class="blockquote"><p>No person will be admitted to the school as +a student who can not pass the examination for +the C Preparatory class. To enter this class one +must be able to read, write, and understand addition, +subtraction, multiplication, and division.<span class="pagenum"><a name="Page_266" id="Page_266">[266]</a></span> +Applicants for admission must be of good moral +character and must bring at least two letters of +recommendation as to their moral character from +reliable persons of their communities.</p> + +<p><i>The Day-School.</i>—The Day-School is intended +for those who are able to pay all or the greater +part of their expenses in cash. Students attending +the Day-School are required to work one day +in each week and every other Saturday.</p> + +<p>They must also be fourteen years of age, of +good physique, and able to pass the examination +for the C Preparatory class, as stated above.</p> + +<p><i>The Night-School.</i>—The requirements for entering +the Night-School are the same as for entering +the Day-School, with the additional requisites: +Applicants must be fully sixteen years of age instead +of fourteen, and physically able to perform +an adult's labor. Cripples are under no circumstances +admitted to this department.</p> + +<p>The Night-School is designed for young men +and women who earnestly desire to educate themselves, +but who are too poor to pay even the small +charge made in the Day-School. Students will +not be admitted to the Night-School who are +known to be able to enter the Day-School; and +when a student has fraudulently gained admission, +upon discovery of the deception, must either enter +the Day-School or leave the institution.</p> + +<p>Trades are assigned as nearly as possible in +accordance with the students' desires. In assign<span class="pagenum"><a name="Page_267" id="Page_267">[267]</a></span>ing +young men and women to a trade, their mental +ability and intelligence to grasp it, and physical +ability to perform the duties required, are all carefully +considered. At the beginning of the school +year it often happens that certain of the industries +are quickly filled; and when this happens, applicants +for this particular industry are assigned to +some other division until a vacancy occurs.</p></div> + +<p>The school authorities also sent me a card notifying +me as to the school's requirements in the way +of discipline. These seemed to me to be rather +overexacting, but I resolved to try to live up to +them if I should be admitted. Among these were +the following:</p> + +<div class="blockquote"><p>The rules governing the school are aimed to +be those which best promote the welfare and happiness +of all.</p> + +<p>Each student is required to have a Bible.</p> + +<p>Regular habits of rest and recreation are required.</p> + +<p>No student is allowed to leave the grounds +without permission.</p> + +<p>Male students when permitted to leave the +grounds must wear the regulation cap.</p> + +<p>No young woman is permitted to leave the +grounds of the institution unless accompanied by +a teacher.</p> + +<p>The Institute has adequate facilities for ba<span class="pagenum"><a name="Page_268" id="Page_268">[268]</a></span>thing, +and all students are required to bathe at +stated periods. Bath-houses for young men and +young women, with swimming-pools and shower-bath +appointments, afford every facility in this regard.</p> + +<p>The use of intoxicating drinks and the use of +tobacco are strictly forbidden.</p> + +<p>Dice-playing and card-playing are strictly prohibited.</p> + +<p>Students are liable to be dropped for inability +to master their studies, irregularity of attendance, +or for failure to comply with the regulations of +the school after due notice.</p> + +<p>The demeriting system has been adopted by +the school as the principal method of discipline +for misconduct: 33⅓ demerit marks constitute a +"warning," and upon receiving three warnings +a student is liable to suspension or expulsion, according +as the Executive Council may determine.</p> + +<p>All non-resident students are expected to board +on the school-grounds, unless there is some good +reason for a contrary arrangement.</p> + +<p>Students are not registered for a shorter period +than one month; those who leave before the end +of a month are charged for a full month's board.</p> + +<p>When students desire to leave the school they +are required to have parents or guardian write directly +to the Principal for permission to do so.</p> + +<p>The Dean of the Woman's Department meets +all the young women of the school each Friday<span class="pagenum"><a name="Page_269" id="Page_269">[269]</a></span> +afternoon, and the Commandant all of the young +men every Saturday evening, at which times talks, +both instructive and corrective, are given. No student +is excused from these meetings except by +special permission.</p> + +<p>Students who sign a contract to work a specified +time at some trade or other work must be released +from their contract before application for +an excuse from school will be considered. Any +student leaving without a written excuse will not +be allowed to return, and students under contract +will not only be dismissed, but will forfeit whatever +cash there may be to their credit in the school +treasury. Students must settle their accounts before +leaving.</p> + +<p>Remittances in payment of bills should be made +to the Principal or Treasurer (and not to the student) +by post-office money-order, registered letter, +or check.</p> + +<p>Students are not allowed to retain firearms in +their possession. The Commandant of Cadets will +retain and give receipts for any brought.</p> + +<p>Low or profane language will subject students +to severe discipline. Students are liable to reprimand, +confinement, or other punishment.</p> + +<p>Letter-writing is subject to regulation, and all +mail- and express-packages are inspected and contents +noted. Students are urged to write their parents +at least once a week.</p> + +<p>Wardrobes and rooms of students are subject<span class="pagenum"><a name="Page_270" id="Page_270">[270]</a></span> +to inspection and regulation by proper officers at +all times, and regular and thorough inspection of +same are made from time to time.</p></div> + +<p>I was admitted in due course of time.</p> + +<p>I reached Tuskegee on the 5th of September, +1896, and after purchasing books, etc., my "cash +assets," $12, were about exhausted. I could not enter +as a day-school student, as I did not have the +money to do so. In the night-school I found a +chance which I gladly embraced. As I had desired, +I was assigned to the wheelwright division for two +years, signing a formal contract to that effect. I +spent the whole of each day in the shop, attended industrial +or theory classes two afternoons in each +week, besides taking mechanical drawing (as all +trades students are required to do), and attended +evening classes.</p> + +<p>I applied myself as earnestly as I possibly +could, and lost no time in getting right down to +business. So well had I done that, that when a +call reached the school during the spring of 1897 +for a competent blacksmith, I was sent to do the +work. I was excused from school on April 15th +of that year and went to Shorter's, Ala., a settlement +about eighteen miles from Tuskegee. I +remained there until October.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i270" id="i270"></a><img src="images/i270.jpg" width="578" height="357" alt="STUDENTS AT WORK IN THE HARNESS-SHOP." title="" /> +<br /> +<span class="caption">STUDENTS AT WORK IN THE HARNESS-SHOP.</span> +</div> +<div class="microspace"> </div> + +<p>In a way, I regarded that period somewhat as<span class="pagenum"><a name="Page_271" id="Page_271">[271]</a></span> +a vacation period, as I did not lose much time +from my classes. The surroundings were pleasant +and profitable, and I had a chance to enter into +the life of the people and help them a great deal. +While there I earned enough money to send for +my brother and enter him in Tuskegee, that he +might have the same chance I was enjoying to +get an education. I wanted my brother to enter +the blacksmith-shop, as I saw visions of a blacksmithing +and wheelwrighting business to be owned +and conducted by Lomax Brothers some time in +the future. I also provided clothing out of what +I had earned for both my brother and myself.</p> + +<p>At close of the school term in 1898 I was +able to secure employment at Uniontown, Ala., +with Messrs. J. L. Dykes and Company, doing a +general wheelwrighting and blacksmithing business—the +largest business of its kind in the town. +I remained at Uniontown, working for the firm +until October, when I again returned to Tuskegee. +The sum per day I received was a most flattering +tribute to Tuskegee's ability to take a stiff country +lad like myself, and turn him, in a few months, into +a workman commanding decent wages.</p> + +<p>What this means to the masses of the students<span class="pagenum"><a name="Page_272" id="Page_272">[272]</a></span> +who go to Tuskegee the general public can have no +idea. It is a great thing for a boy who never +earned more than the merest pittance a day to go +to a school where he can secure an education by +working for it, and at the same time be fitted +to earn wages, as many of them do, three and +even five times as high as before going there. +This accounts, in a large measure I am sure, for +the fact that so large a number refuse to remain +and go through the full courses of academic +study.</p> + +<p>Many of them, finding themselves able in a +few months to earn sums far beyond any previous +hope, decide to take advantage at once of this increased +earning capacity; but since the work is so +well graded, no boy can get his trade without getting, +at the same time, academic instruction, and instruction +in those character-forming things all about +the student at Tuskegee.</p> + +<p>I began the new term with $50, which sum was +to my credit in the school treasury, having been +earned by my labor.</p> + +<p>During the summer of 1899 I was again +offered work at Uniontown by Messrs. J. L. +Dykes and Company. I remained with them +only two months, however. Afterward I worked at<span class="pagenum"><a name="Page_273" id="Page_273">[273]</a></span> +the McKinley Brothers' Wagon Factory at Demopolis, +Ala.; as a journeyman workman at Tuskegee, +in the Institute's Wheelwrighting Shop, and +with the Nack Carriage Company at Mobile, Ala., +the largest shop of its kind in that city and one of +the largest in the whole South, a firm doing strictly +high-grade work. In all of these positions I have +every reason to believe that I gave full and complete +satisfaction. While with the last-named +company I won the personal favor and interest +of the manager and continued to study. He +recommended that I add to my Tuskegee training +by taking the correspondence course of the +Technical School for Carriage Draftsmen and +Mechanics, New York. I remained with this firm +until I was offered a position by Mr. R. R. Taylor, +the present director of mechanical industries +of the Tuskegee Institute, three years ago. I +was greatly pleased and flattered when I was +called to take charge of the division in which I +had received my own instruction. Since being +at Tuskegee I have continued to study, and +am satisfied that I have well used my opportunities.</p> + +<p>This division over which I preside is located on +the first floor of the Trades Building. It is well<span class="pagenum"><a name="Page_274" id="Page_274">[274]</a></span> +fitted for work in general wheelwrighting and repairing.</p> + +<p>Included in the equipment are ten woodworkers' +benches 32 inches high, 42 inches wide, and 8 +feet long. Each bench is divided into two parts, +making it possible for two persons to work at the +same bench without interference. The benches have +three drawers and one closet on each side, in which +tools used by the students are kept.</p> + +<p>Each pupil is provided with the following +tools: One coach-maker's vise, one 26-inch No. 6 +cross-cut saw, one 12-inch back saw, one set of +planes, one set of chisels, one set of auger-bits, +one set of gimlet-bits, one ratchet-brace, one +coach-maker's drawing-knife, one spoke-shave, one +thumb-gauge, one try-square, one bevel, one hammer, +and one mallet. Other tools are kept in reserve +by the instructor and are used only when +needed.</p> + +<p>The division is constantly building new work, +such as wagons, drays, horse- and hand-carts, +wheelbarrows, buggies, and road-carts. The work +of repairing vehicles and farm implements for the +school, and a large amount of repairing for the +locality, is done by my students. The course is +as follows:<span class="pagenum"><a name="Page_275" id="Page_275">[275]</a></span></p> + +<div class="blockquote"> +<p><i>The First Year.</i>—Care of shop, names and +care of tools, general measurements; elementary +work with saw, plane, drawing-knife, chisel, and +spoke-shave; practise in the making and application +of joints, i. e., splices, mortises, tenons, and +miters; kinds of wood used and how to select; +practise-work on parts of wagons and bodies; Industrial +Classes and Mechanical Drawing during +the year.</p> + +<p><i>The Second Year.</i>—Pattern-making, working +by patterns, practise-work on parts of wagons continued; +making wheelbarrows and hand-carts, repairing +wagons; practise in wheel-building; construction +of wagons, carts, and drays; practise on +parts of buggies and wagons; industrial classes +and Mechanical Drawing during the year.</p> + +<p><i>The Third Year.</i>—Building wheels; general repairs +on buggies and wagons continued; practise-work +on parts of buggies, phaetons, farm- and +business-wagons; shop economics, estimates, bills +of material; industrial classes and Mechanical +Drawing during the year.</p> + +<p>The student in wheelwrighting receives instruction +in wood-turning; the course is the same as that +given to students in carpentry.</p></div> + +<p>I was married late last summer, 1904, and am +now living at Tuskegee as a member of the Faculty +of the school I entered as a raw recruit.</p> + + + +<hr /> +<h2 class="chapter"><a name="XIII" id="XIII"></a>XIII</h2> + +<h2 class="chapter">THE STORY OF A BLACKSMITH</h2> + +<h3 class="chapter2">By Jubie B. Bragg</h3> + + +<p>Both my mother and father were compelled<span class="pagenum"><a name="Page_276" id="Page_276">[276]</a></span> +to work in the field as farmers. They had four +children, all now living, of whom I am the eldest. +I was born in Twiggs County, Ga., February 17, +1876, but in 1881 the family moved to Macon, Ga., +where they lived until 1886. The cruelest possible +blow befell us when both mother and father died +in April of that year, within ten days of each other.</p> + +<p>My parents were intelligent, and though they +had had no opportunities for securing an education, +yet they were able to teach their children the +alphabet and how to spell a few simple words. +My first lessons were in Webster's blue-back +speller, so when I started to school at six years of +age I was not the dullest boy beginning at the same +place, because of the instruction I had received. I +first went to a Miss Mary Tom, who taught in St. +Paul's Church in East Macon. I went there but +one school session. I was next sent to a Miss Carr,<span class="pagenum"><a name="Page_277" id="Page_277">[277]</a></span> +who taught in the basement of the Presbyterian +church on Washington Avenue, West Macon. +To her, also, I only went one term. I was next +started in Lewis' High School, now known as Ballard's +Normal School, but was soon compelled +to cease going there because of the death of both +parents, as already mentioned, in April of that +same term.</p> + +<p>I was now but ten years of age. My aunt took +charge of me and of the other children. I was immediately +"hired out" to a family named Horton, +for my victuals and clothing. I worked for this +family about six months, all of whom were kind +to me, especially Mr. Horton, Jr., who at this time +had charge of an ice-house. Each day I carried +his meals to him and could confidently count upon +receiving from him a nickel (five cents), which was +forthwith invested in candy as I returned. It +was a real pleasure to meet and make myself +known to Mr. Horton, Jr., the young man who +had been so kind to me in Birmingham, Ala., in +1901, after my graduation from Tuskegee. He +was apparently glad to see me, and especially to +learn that I had been attending the Tuskegee Institute. +After leaving the Horton family I went +to work in a grocery store, that of a Mrs. Machold,<span class="pagenum"><a name="Page_278" id="Page_278">[278]</a></span> +from whom I received $4 a month for my services. +I only remained with her a short while.</p> + +<p>The work I liked best of all, however, was that +with the shoe firm of Bearden and Brantley. I +had my Sundays, and was off from work at six +o'clock each week-day—a great change from my +former employment.</p> + +<p>When I was twelve years of age I went to visit +an uncle who lived in Baldwin County, Ga. I had +gone to remain two weeks; as a matter of fact I +was with him three years. I worked on the farm +every day while with him, and went to school about +two months each year. In this short time I was +only able to review the lessons I had already had. +After returning to Macon, a number of young +men who had been to Tuskegee persuaded me to +consider going there to school. The most strenuous +opposition came from my own relatives. +After many conversations about the matter I had +finally to go against their will. They honestly felt +that such reading and writing as I could do was +quite enough education for me, or for any other +Negro boy.</p> + +<p>I reached the school, after being properly admitted, +on the 11th of September, 1893, and +registered as a student in the night-school, as I<span class="pagenum"><a name="Page_279" id="Page_279">[279]</a></span> +had no money, and could pay in cash for no part +of my expenses. I was assigned, after examination, +to the A Preparatory class. I was assigned +work at the barns, fed cows, milked, and rendered +such other service as was required by the instructor.</p> + +<p>Soon after reaching Tuskegee and after I had +begun "working out" my expenses, I learned that +the officers of the school were contemplating a new +scheme whereby all of the students in the night-school +would work one-half of each day, go to +school one-half of each day, and pay $4 a month +in cash into the school treasury. Mrs. Washington, +the "guardian angel" of the student body +at Tuskegee called me and several other students +into conference and asked us to frankly state how +the new schedule would affect us, what we thought +of the plan, how much money we were able to +pay, etc. Out of the whole number only four +declared they were able to pay the $4 a month; +the larger number, like myself, were utterly unable +to pay anything in cash, being dependent +absolutely upon our ability to cover our expenses +by work in some of the industrial divisions. It +was finally decided to forego this contemplated +arrangement, and I, and the majority of others +situated like myself, were made very happy. My<span class="pagenum"><a name="Page_280" id="Page_280">[280]</a></span> +whole future hinged on this decision, as I should +have been compelled to leave school if it had been +put in operation. I remained at the school during +the summer of 1894, the school very kindly +arranging each summer to keep a large number +of students and providing work for them. It +was to me an advantage to remain. I had no +money for railroad fare, and I was sure of securing +a trade, wheelwrighting, at the beginning +of the next term. I had desired to go into the +blacksmith-shop, but it was so crowded that there +was no reasonable assurance that I should be able +to secure entrance thereto.</p> + +<p>At the beginning of the fall term, 1894, I entered +the wheelwright-shop, at the same time, of +course, carrying my academic work; I had been +successively each year promoted to the next higher +class. I not only worked all of that school year +in the wheelwrighting-shop, but remained the summer +of 1895.</p> + +<p>Shortly after the new school year began, my +instructor, Mr. M. T. Driver, was selected to take +charge of the school's elaborate exhibit at the Cotton +States and International Exposition, Atlanta, +Ga., at the opening of which Principal Washington +had spoken so effectively and powerfully for<span class="pagenum"><a name="Page_281" id="Page_281">[281]</a></span> +the Negro people of the country. I had made +such substantial progress that Mr. J. H. Washington, +then serving as director of mechanical industries, +notified me that I had been selected to +manage the shop during Mr. Driver's six months' +absence.</p> + +<p>I was not very much inclined to take the responsibility, +but at Tuskegee polite notification of +selection to do a thing is a command. I accepted +the work and did my very best. There were about +twenty young men in the shop when I took charge, +some older, some younger than I, but most of +whom had been there longer than I had. I had +no serious complaints as to the quality of work +turned out by me during the instructor's absence.</p> + +<p>I now had to my credit more than enough +money to carry me through the remaining two +years. The next year I entered the day-school. I +had become in most respects a new person. I had +gone to Tuskegee country-bred, raw, ignorant. +The school's transforming influence I was able to +note in my carriage, and, of course, in my conversation, +in my care for neatness and order, and in the +ideals I was forming and trying to live up to. +During the summer I returned home for the first +time. I worked at my trade during the vacation<span class="pagenum"><a name="Page_282" id="Page_282">[282]</a></span> +and earned enough money to buy clothing and +other necessaries. I did not return to school until +December 28, 1897, as I needed the money I was +earning at my trade. I had never earned in money +more than the small amounts referred to in the +first part of this paper, and so was delighted with +my earning capacity.</p> + +<p>I then sought work in the blacksmithing-shop, +the shop I had first desired to enter, so that I might +become a first-class blacksmith in addition to having +a working knowledge of wheelwrighting. After +completing the school term I went to Montgomery, +Ala., and worked as a wheelwright and +blacksmith. This outside experience was most +helpful to me. My last school year was that of +1899-1900. I was very happy to receive, along +with my academic diploma, a certificate also from +the blacksmithing division. I was now fitted to +begin my life in the great outside world.</p> + +<p>My first work was as instructor in blacksmithing +and wheelwrighting in the Hungerford Industrial +School at Eatonville, Fla. I then secured +work at my trades in Birmingham until August, +1901, when three of us who had been classmates +at Tuskegee decided to form a partnership and +conduct on a large scale a general blacksmithing<span class="pagenum"><a name="Page_283" id="Page_283">[283]</a></span> +and wheelwrighting business. I was deputed to +select the place where we should locate. After +interviewing a number of persons, Anniston, Ala., +was suggested, and I decided to go there to personally +investigate conditions. After getting +there and going about the town, I agreed that +at Anniston we should find a place that would +properly support our business. There was no +place vacant that we could rent, so after some +further consideration we decided to purchase a +place. This we were fortunate enough to do, and +came into possession of a building for our shop, +50 by 60 feet. We met all obligations after opening +the shop and secured the most flattering support. +Our work met the most exacting requirements, +and I was very much disinclined to accept +an offer which reached me from Mr. Nathan B. +Young, who had had charge of the academic work +at Tuskegee during a part of my stay there. Mr. +Young, however, represented that I could render +much more effective racial service by reaching a +large number of persons, young men, daily. After +much hesitation I went to the Florida State Normal +and Industrial School, to which Mr. Young +had been called as President, as instructor in blacksmithing +and wheelwrighting, where I have since<span class="pagenum"><a name="Page_284" id="Page_284">[284]</a></span> +been employed. I have done well, and am proud +that I can say so.</p> + +<p>Of my stay at Tuskegee, what shall I say? It +was all in all to me. The lessons in shop and +class-room, the lessons not at all catalogued that go +into character-forming—all of these I found most +helpful and invaluable, in making me a man who +"thinks and feels." I should be tempted to eulogy +should I try to tell how much I owe to Dr. Washington, +to his teachers, and to all of the influences +that assist the student at Tuskegee.</p> + + + +<hr /> +<h2 class="chapter"><a name="XIV" id="XIV"></a>XIV</h2> + +<h2 class="chapter">A DRUGGIST'S STORY</h2> + +<h3 class="chapter2">By David L. Johnston</h3> + + +<p>Shortly after the smoke had cleared away<span class="pagenum"><a name="Page_285" id="Page_285">[285]</a></span> +from the battle-fields of the Civil War, I was +ushered into the world in a one-room log cabin in +Alabama, county of Macon, and near the little +town of Tuskegee, afterward made famous by +virtue of the fact that there was established near +it, by Booker T. Washington, July 4, 1881, the +Tuskegee Normal and Industrial Institute. That +I have the honor of being an alumnus of that +school is one of the best things of which I can +boast.</p> + +<p>Because I have said that I was born in a one-room +log cabin, the reader will readily imagine that +my parentage was humble. My mother and father +both have gone to the Great Beyond. I bless and +revere their memory, for two more noble souls +never lived, hampered as they were by slavery and +its terrible environments.</p> + +<p>My parents continued to live in the one-room<span class="pagenum"><a name="Page_286" id="Page_286">[286]</a></span> +cabin until three other children, making nine in +all, had come to them. Another room was added +about this time. The biting poverty of it all led +my father, with his family, to move to one of +the famous cotton plantations of Dallas County, +Ala. I seem to recall taking an interest in the +world about me quite early. Especially do I recall, +as one of my earliest recollections, the death +of Garfield, so cruelly slain by the madman Guiteau. +My father was greatly distressed, I remember, +by his death.</p> + +<p>For five successive years my life was spent +working each year on the farms for and with my +aged father and other members of the family, +and spending the time, when not so employed, in +near-by public schools, which at that time, as is +true in large part now, were conducted only about +three months in each year. After having acquired +a slight knowledge of mathematics, it was a great +pleasure to me to go up each fall to the market +at Selma, Ala., with my father, to dispose of the +products of the farm. On one occasion there was +an apparent interest manifested in me by one of +the commission merchants, a white man. He persuaded +me to return to Selma, after I had accompanied +my father home, and to accept a position<span class="pagenum"><a name="Page_287" id="Page_287">[287]</a></span> +with him as office-boy. I returned as agreed, to +find either that his promise was a stroke to induce +my father to trade with him, or that my stay at +home had been too extended—although it was only +for three or four days. The position, meanwhile, +he said, had been filled by another. Thus, I found +myself, a raw country lad, twenty-seven miles from +home, without employment and among strangers. +Next morning, without the knowledge of my parents, +I applied for admittance as a student to the +Knox Academy at Selma, and without recommendations, +which were immediately demanded of me. +I was turned away, but not discouraged, for the +next morning, accompanied by a white friend of +my father, I again applied and was admitted on +his recommendation. An examination entitled me +to begin with the fifth-grade class.</p> + +<p>I also secured employment at this white man's +home. The money thus received paid for my +board. By doing odd jobs I managed to make +sufficient money to pay for lodging with a good +family. I was thus enabled to spend the fall of +1883 and the spring of 1884 in school, to my +very great benefit. I was compelled to return +home, however, before the term ended, because my +father's health completely failed him, to take<span class="pagenum"><a name="Page_288" id="Page_288">[288]</a></span> +charge of the farm, as I was the senior male child +in the family at that time. My juvenile mind +had been awakened by this short school experience +in Selma, and from that time forth I had a thirst +for more knowledge.</p> + +<p>I was absorbed by this longing, but I took up +the various other duties which fell to my lot, with +the earnest purpose of doing my very best. As +a result, with the aid of other members of the +family I succeeded in turning over to my invalid +father, the succeeding fall, eleven bales of cotton +and other farm products in like proportion. My +father's health having completely failed, and because +of a constantly increasing desire for more +knowledge, I conceived the idea of returning to +our old home near Tuskegee again.</p> + +<p>January, 1885, found us again living in close +proximity to the old log cabin in which I was +born. Not four years before the Tuskegee Normal +and Industrial Institute had been established. +The height of my ambition was to be enrolled as +a student there, but not having sufficient money +to care for the family and remain in school at +the same time, and since the term for that year +was half spent, I sought employment for the remaining +winter months, doing such odd jobs in<span class="pagenum"><a name="Page_289" id="Page_289">[289]</a></span> +and around the little town as I could find to do. +When spring came, having a fair knowledge of +farming, I found ready employment with the +planters of that community. With an ambition +to enter school the coming fall, I then and there +began to study every possible method of economy, +and when summer had passed and school-time had +come again, with the aid of a younger brother I +had cared for the family, and had to my credit +my first savings of $85.</p> + +<p>Now began the most memorable and the most +pleasant days in my life. On the 15th day of September, +1885, I matriculated as a student at Tuskegee, +and, after what was then considered a rigid +examination, succeeded in entering the Junior +class, the lowest class of the normal grade. There +was yet before me the task of caring for an aged +father and mother. That task I considered a +sacred duty, and, with my limited savings in hand, +made such purchases as would best give them ordinary +comforts through the winter months, and +on the 22d day of the same month, after having +made such expenditures as I thought necessary, I +found that my little pile had been reduced from +$85 to $14.50, with which sum I paid my tuition +and board at the normal school.<span class="pagenum"><a name="Page_290" id="Page_290">[290]</a></span></p> + +<p>I was permitted by the school authorities to +work on the school farm the entire term. On the +26th day of May, when the school closed, there yet +remained to my credit a sufficient amount to purchase +a ticket to Birmingham, and thence out to +Pratt City, a near-by suburb. At Pratt City I +learned to dig coal, and at the end of every month +they paid me in gold. These shining pieces were +precious possessions. For four successive summers, +in order to get sufficient money to care for +my mother and father and make my way in school, +I went to Pratt City and worked in the mines, +at the furnaces, on the railroads, and around the +coke-ovens, enduring hardships which language +can hardly describe. But it all paid. The summer +of 1888 was a trying one, but when the time came +for me to leave for school I had saved $200.</p> + +<p>On the 30th day of May, 1889, a new epoch +in my life began. I was ushered into the busy +world as a graduate of Tuskegee, being in a class +of twenty-two. I had looked forward to this event +with pride and was very happy.</p> + +<p>So imbued was I with the pleasant thought +that I was a graduate of Tuskegee, that I little +thought of the great responsibilities that awaited +me, but when my more sober thought came I<span class="pagenum"><a name="Page_291" id="Page_291">[291]</a></span> +realized that I was going from most pleasant surroundings +not to return the next year; that I +was going out not to return and meet indulgent +and persuasive teachers, loving classmates, and devoted +friends. I then realized the full meaning of +the phrase we had selected that year as our class +motto, "Finished, yet just begun." Finished I +had at Tuskegee, but I had to begin work and life +in the great busy world, with confidence alone as +an asset. The Commencement exercises on this +particular occasion were most impressive to me, +made so in part, I suspect, because I was to +be the happy recipient of a coveted diploma. The +Commencement speaker was the late Joseph C. +Price,<a name="FNanchor_1_1" id="FNanchor_1_1"></a><a href="#Footnote_1_1" class="fnanchor">[1]</a> of North Carolina, and he was at his +best.</p> + +<p>Knowing no other field more inviting, I returned +to Pratt City, where I had worked successfully. +On the 6th of June, 1889, I alighted from +the cars, and after spending a few days visiting +relatives and friends, applied at No. Four (4) +Slope for a set of checks to dig coal. The checks +were readily given me because of my previous<span class="pagenum"><a name="Page_292" id="Page_292">[292]</a></span> +record as a miner. After working there during +the summer months, and with the same success +as had attended me previously, I had secured sufficient +money to straighten out my little financial +affairs and move my parents and a widowed sister +with six small children from Tuskegee to Pratt +City, where I had decided permanently to live.</p> + +<p>About this time Pratt City was made, by act +of the Alabama Legislature, a separate and independent +school district, and I had the honor of +being elected to the principalship of the Negro +school. There I had my first experience as a +teacher. I put my whole soul into the work. I +had before me the example of the Tuskegee +teachers, and the lessons so thoroughly taught +there. That I must serve my fellows earnestly and +unselfishly was never forgotten.</p> + +<p>So pleased was the Board of Education with my +work that my salary was soon advanced to $110 +per month. This salary was somewhat extraordinary, +but Pratt City, Birmingham, Ensley, etc., +are in one of the richest mining sections in the +world, and the money earned by blacks and whites +is greatly in excess of that earned in other parts +of the State. I held this position for four years,<span class="pagenum"><a name="Page_293" id="Page_293">[293]</a></span> +teaching eight and nine months in the year, and +spending the remaining three or four months of +the time working in the mines.</p> + +<p>After a time my physical system had begun +so completely to run down, that I was reluctantly +compelled to resign the position of teacher. In the +meantime I had purchased a home at Pratt City. +Leaving my parents there, I went to Milldale, +Ala., to take up new work that offered a change +of climate. I returned every fifteen or thirty +days, however, to look after the needs of my parents. +The entire expense of caring for them, my +sister and her children, was quite $60 a month. My +work at Milldale made good returns. I was with +the Standard Coal Company, and after I had been +there fifteen months I had to my credit $1,000, +an amount I had long striven to save.</p> + +<p>During this time my mother was stricken with +fever, and after lingering three months (one of +which I spent at her bedside) she died. Our little +home was cast in deep sorrow. I returned to +Milldale and resumed work there. After two years +had expired I had to my credit, I am glad to +say, $1,460. With this sum in hand I concluded +I would take a course in pharmacy. On October +15, 1894, I entered the Meharry Medical College<span class="pagenum"><a name="Page_294" id="Page_294">[294]</a></span> +at Nashville, Tenn., the dean of which is that +prince of gentlemen and father of Negro physicians, +Dr. George W. Hubbard. I completed +the course February 4, 1896, graduating at the +head of the class with a general average of 94¼ +per cent.</p> + +<p>I had pleasant associations while there with +many of my former Tuskegee class- and school-mates, +among them being Dr. A. H. Kenniebrew, +now of Jacksonville, Ill., and for a while Resident +Physician of the Tuskegee Institute; Dr. T. N. +Harris, of Mobile, Ala., and Dr. A. T. Braxton, of +Columbia, Tenn. Each of these is succeeding at the +places named most satisfactorily as physicians. At +Meharry it was our constant pleasure to refer +to our training at Tuskegee, and to acknowledge +how indelibly the lessons learned there had been +stamped upon our minds and hearts. While there +I had the opportunity to compare the instruction +received at Tuskegee—that of the academic department—with +that of the other institutions of +learning in this and even other countries. At +Meharry one is thrown in direct contact with educated +men and women from the leading Negro colleges +of this country, and with many from English +institutions of note. After careful investigation I +found that the Tuskegee-trained student, at all +times, was among the very best there. At Tuskegee +I still consider that one of the greatest lessons +taught is that of "learning to learn."</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i294" id="i294"></a><img src="images/i294.jpg" width="592" height="345" alt="AT THE HOSPITAL. + +A corner in the boys' ward." title="" /></div> +<div class="caption">AT THE HOSPITAL. +<br /> +A corner in the boys' ward. +</div> +<div class="microspace"> </div> + +<p>At the close of my first year at Meharry I returned<span class="pagenum"><a name="Page_295" id="Page_295">[295]</a></span> +to Birmingham, and after a conference with +Drs. A. M. Brown and J. B. Kye, colored graduates +in medicine and pharmacy, and Mr. George +F. Martin, we decided to open a drug-store to be +located in Birmingham. About May 7, 1895, the +doors of the People's Drug Company were opened +to the public, with the above-named gentlemen and +myself as the stockholders and owners. Here I +invested my first money of consequence in a business +enterprise, putting in the greater part of the +money to open the business, which invoiced $1,600 +or more in about five months after the opening. +After affairs were in good running order I left, +and returned to Milldale to resume work with the +Standard Coal Company. During the spring and +summer of that year I realized about $500 from +my mining operations.</p> + +<p>In the fall of 1895 I returned to Meharry to +complete the course already begun. During that +fall and winter the business was encouragingly +successful under the management of Dr. Kye,<span class="pagenum"><a name="Page_296" id="Page_296">[296]</a></span> +aided by Drs. Brown and Mason; for about that +time Dr. U. G. Mason, another colored physician, +had bought Mr. Martin's interest in the company +and had become a partner in the concern. My +instructions to the management were to turn over +to my father my share of the net proceeds of the +business while I was away. My share of the profits +kept the family going. My stay at Meharry this +last term was most pleasant. I had been promoted +to the dignified position of assistant to Dr. W. M. +Savier, who was, and is, Dean of the Pharmaceutical +Department of the institution.</p> + +<p>When I had completed my course I returned to +Alabama to begin my work as a pharmacist, and +about April 1, 1896, successfully passed the required +State examination and was admitted to the +practise of pharmacy. I took the examination in +Selma, the beautiful little city on the Alabama +River where, thirteen years before, I had had my +desire for knowledge and better opportunities +awakened. I sold my interest in the People's Drug +Company at a sacrifice, and immediately opened +business on "my own hook" at 34 South Twentieth +Street, Birmingham, Ala. In order to begin +business with some assurance of success, I organized +another company, and had associated with me in<span class="pagenum"><a name="Page_297" id="Page_297">[297]</a></span> +this new enterprise (the Union Drug Company) +Rev. T. W. Walker, Rev. J. Q. A. Wilhite, and +Mr. C. L. Montgomery—all responsible and enterprising +citizens of Birmingham.</p> + +<p>By hard and diligent work the business proved +a success, and from time to time I bought out +the interests of the persons named, and accepted +as a partner a well-known physician and surgeon, +Dr. George H. Wilkerson. Dr. Wilkerson's connection +with the business caused it rapidly to increase +in volume. When more help was required, +as soon it was, we secured the services of Mr. +Jimmie James, a young pharmacist who is with +me until now. After a period of pleasant business +association, Dr. Wilkerson's interests in Mobile, +his former home, demanded his presence there. I +purchased his interest in the Union Drug Company, +and the name was changed to the Union +Drug Store. We had but recently located in our +own neat little quarters at No. 101 South Twentieth +Street, a one-story brick structure, at which +place I continued to do business, supported by Drs. +W. L. Council and J. B. Goin, who sent their prescriptions +to my store, until February 8, 1904. In +January, 1904, I secured a lot at No. 601 South +Eighteenth Street, Birmingham, and personally<span class="pagenum"><a name="Page_298" id="Page_298">[298]</a></span> +erected there a two-story frame building, which I +now occupy.</p> + +<p>During my short business career since graduation +from the medical school, I sought out a partner +for life, and was fortunate to win the hand +of Miss Pearl L. Strawbridge, of Selma, Ala., who +had come to Birmingham to make her home with +her brother, Mr. H. Strawbridge, who now holds +the honored position of secretary and general +manager of one of the largest fraternal insurance +concerns in the country owned and controlled by +Negroes. Two children, a girl and a boy, have +been added to our family since the marriage.</p> + +<p>Whatever I have done, or whatever I may do, +that will deserve favorable comment, I largely attribute +to the fact that I was a student at Tuskegee, +and came under the personal care and instruction +and guidance of its distinguished Founder +and Principal, Dr. Booker T. Washington, and +that I have striven, from the first day until now, +to put into practise the lessons taught me by him +and his excellent body of teachers. At Tuskegee +we were taught the truism, "If you can not find +a way, make one." I hope I am not immodest in +saying that I think I have, in some degree, done +this.</p> + + + +<hr /> +<h2 class="chapter"><a name="XV" id="XV"></a>XV</h2> + +<h2 class="chapter">THE STORY OF A SUPERVISOR OF +MECHANICAL INDUSTRIES</h2> + +<h3 class="chapter2">By James M. Canty</h3> + + +<p>I was born December 23, 1863, in Marietta,<span class="pagenum"><a name="Page_299" id="Page_299">[299]</a></span> +Cobb County, Ga. My parents, James and Adella +Canty, were slaves. I am the eldest of two brothers +and three sisters, who are all living. My father +died in the fall of 1895. Since that time, because +of circumstances and inclinations, it has been +my lot to look after the welfare of my mother, +who is still living in Marietta, Ga., a place of +about four thousand inhabitants.</p> + +<p>At an early age I entered the public school at +my home. My father, however, soon put me to +work, so that I grew up quite ignorant of books. +He was a carpenter and butcher, and fairly skilled +in working iron. For a number of years he kept +a meat-market. At the age of sixteen I was doing +the principal part of the butchering. Some years +later, when father was appointed street "boss" +of the town, I worked as one of the street laborers. +When he changed his occupation from street<span class="pagenum"><a name="Page_300" id="Page_300">[300]</a></span> +"boss" to farmer, mine likewise changed. The +rule was, a change from one occupation to another, +working day by day without attention to mental +growth, and having no thought of the future, till +I was persuaded to join several other boys who +had decided to form themselves into a night-class +for purposes of self-improvement.</p> + +<p>About this time, in compliance with my father's +desire, and to my delight, I entered a carriage +factory as an apprentice. It was while working +there that I received a newspaper from a girl student +at Tuskegee Normal and Industrial Institute. +The paper contained a long descriptive article, with +cuts of buildings, class-rooms, teachers, and students. +The student who had sent the paper was +from my home, and with it came a letter from her +stating that she had spoken to Mr. Washington +in my interest, and that if I would come to Tuskegee +I would be given a chance to get an education. +I shall never forget the impression made upon my +mind by that newspaper article and the young +woman's letter.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i300" id="i300"></a><img src="images/i300.jpg" width="580" height="373" alt="IN THE TIN-SHOP." title="" /> +<br /> +<span class="caption">IN THE TIN-SHOP.</span> +</div> +<div class="microspace"> </div> + +<p>My father was consulted, and advised against +my going away to school, saying: "You can continue +night-school here at home and at the same +time learn a trade. I never went to school a day +<span class="pagenum"><a name="Page_301" id="Page_301">[301]</a></span>in my life." Well, I knew that my father, nevertheless, +could read and write a little and do some +figuring, and that he at one time came within a +few votes of being elected to the State Legislature +of Georgia. Contrary to his advice, I concluded +to go to Tuskegee. Looking back now, and connecting +the present with the day on which my decision +was made, I think that time and events have +vindicated the wisdom of my decision.</p> + +<p>After giving my employer two weeks' notice +of my intention to give up my work, I hastened +to arrange my affairs, fearing that procrastination +might allow some event to change my mind +and thus alter the whole course of my life. Two +weeks after giving notice to my employer, I started +for Tuskegee. I bought a ticket to Atlanta, where +I spent the night. The next morning I went to +the station and asked for a ticket to Tuskegee. +The agent, on looking over his guide-books, said +to me: "There is no such place as Tuskegee in +the guide-books." I walked away from the window, +thinking that, after all, Tuskegee was some +place that existed only on paper.</p> + +<p>Not wishing to give it up, I turned and approached +the agent again. He got out maps and +guides, and finally found Tuskegee, but said he<span class="pagenum"><a name="Page_302" id="Page_302">[302]</a></span> +could not sell me a ticket to that place as it was +not on a railroad, and that the best thing for me +to do was to purchase a ticket to Chehaw, Ala. So +my ticket read, From Atlanta to Chehaw. On +turning to leave the ticket-agent, I inquired how +I could get to Tuskegee from Chehaw. He replied +that he did not know. But I got there, going +from Chehaw over a narrow-gauge road. The +engine that pulled the one coach composing the +train was named the "Klu-Klux," a thing I had +heard of but had not understood. That there +should be many new things to me in the world +was not to be wondered at, when it was known +that I had never before been out of the county in +which I was born except on three occasions, when +my trips extended only to adjoining counties.</p> + +<p>It was in the month of March, 1886, while +passing through the town of Tuskegee, that I beheld +for the first time, standing at a distance, the +institution that has, in my opinion, done more than +any other one agency to elevate the Negroes of +the South. About eight o'clock <span class="smcap">P. M.</span> I arrived on +the campus and was assigned to a room by the +commandant, through the officer of the day.<a name="FNanchor_2_2" id="FNanchor_2_2"></a><a href="#Footnote_2_2" class="fnanchor">[2]</a> +<span class="pagenum"><a name="Page_303" id="Page_303">[303]</a></span>For about thirty minutes I was alone in the room, +the student body being at devotional exercises—the +Tuskegee Institute holding its daily devotions +at night, instead of in the morning like most +schools. This is done on account of the day- and +night-school system, it being impossible to get +all the students of the school together except at +night after the night-school session.</p> + +<p>While sitting and thinking of home, of the +past, and of the future, I took out my pocketbook +and counted $7.50. Not one cent more had I, and +as I looked at the money with the thought that +$7.50 represented the entire savings of my life up +to that time, gloom and despondency almost overcame +me.</p> + +<p>The next morning I went to the Principal's +office. From there I went to be examined, and +then again to see the Principal. Mr. Washington +explained that board was charged for at $8 per +month, and that my books would be sold to me +at cost. He informed me further that if I entered +night-school I would be able to work out my board +and accumulate each month a balance to be used +in paying my expenses when I entered day-school. +I was made to understand that this offer was on +condition that my work and conduct be in every<span class="pagenum"><a name="Page_304" id="Page_304">[304]</a></span> +way satisfactory. As the amount of money I +had did not justify me in entering day-school, +I matriculated as a night-school student. The +blacksmith-shop being short of students, I was +assigned to this division of industry.</p> + +<p>During the remaining part of the year, and the +following summer, I worked in the shop ten hours +each day, except Sundays, and devoted about two +hours and a half at night to study and recitations. +It is no easy task, during warm weather in Alabama, +for one to work ten hours a day and spend +two and a half hours at night studying in a room +lighted by several large lamps suspended from the +ceiling. Yet this is what hundreds of poor boys +and girls have done at Tuskegee. Hundreds still +attend the night-school, but electric lights have +taken the place of the large oil-lamps. Tuskegee +is now more modern than it was when I was a +student there. Barrels and boxes are no longer +used in the raw state for furniture, as was largely +the case at that time. Day-students were required +to work one school-day each week and every other +Saturday. I was a student nearly five years, +counting the time when I was a night-student.</p> + +<p>After I entered day-school it was necessary +that I should work not only on my regular work-<span class="pagenum"><a name="Page_305" id="Page_305">[305]</a></span>days +and two Saturdays each month, but whenever +there was work to be done and I could find time +in which to do it. During my entire life at Tuskegee +I worked every Saturday except three.</p> + +<p>I was not long at Tuskegee before an indescribable +force began to have its influence upon me. +Whatever this power may be called, it was both +refining and energizing. People who know the +school and have been there and know of its influence, +call this force "the Tuskegee spirit." This +spirit, to the student possessing a spark of manhood, +is irresistible. The change in a student at +Tuskegee is not sudden, nor is it wrought by any +one element. Things that may seem small when +taken separately, are invaluable when considered +in the aggregate.</p> + +<p>At Tuskegee one's attention is constantly +called to little things. It was a habit of mine, I +regret to say, to give little or no thought to +my hat being on my head when I was in any of +the boys' dormitories, or when passing through the +halls of the buildings containing the class-rooms. +My attention was finally called to this habit by one +of the lady teachers. Passing me one day in the +hall, she said: "Canty, you have a habit of wearing +your hat through the halls. It is a very bad<span class="pagenum"><a name="Page_306" id="Page_306">[306]</a></span> +habit." When I entered Tuskegee I had not +worn a night-shirt since I was a child. Here it +was soon impressed upon me that sleeping in a +night-shirt was a sign of cleanliness, of civilization. +If there is any place where cleanliness is regarded +and practised as one of God's first laws, that place +is Tuskegee.</p> + +<p>One day Mr. Washington sent for me to come +to his office. I received the message with fear and +trembling. I had, before this time, had but one +opportunity to speak to Mr. Washington, and +then only for a few minutes upon the day following +my arrival. On my way to the office I wondered +if any rule of the institution had been violated +by me. Though I had been there only three +or four weeks, I knew a request for a student +to report at the Principal's office meant that +he was to be given notice of imminent punishment, +or consulted upon some matter of vital +interest.</p> + +<p>When I entered the office, Mr. Washington +asked me to write to two or three worthy young +men at my home and inquire if they desired a +chance to work their way through school. Several +days had passed when I received an answer from +one of the young men to whom I wrote. It so hap<span class="pagenum"><a name="Page_307" id="Page_307">[307]</a></span>pened +that on the day the letter was received I +met Mr. Washington on his way to his office, and +said, "Mr. Washington [drawing the letter from +my pocket], I have received a letter from—" +Here my first sentence was cut short by Mr. Washington +forcibly gesticulating and saying, "Come +to the office; come to the office and see me +there." That one lecture on business methods +impressed me in a way that a chapter of this length +could not have done.</p> + +<p>One day I closed a door with considerable +force, which attracted the attention of one of +the teachers. The teacher, in my presence, again +opened the door and gently closed it, noiselessly +and without a word. I have never since forgotten +the proper way in which to open and close doors. +Little details are big essentials in the rounding +out of character. They show the influence of +the "Tuskegee spirit." But, after all, this spirit +would not be so irresistible in its influence for good +if the teachers and officers of the institution were +not the embodiment and living example of it. +Here, as elsewhere and everywhere, example is +more potent than precept.</p> + +<p>Every institution has policies peculiarly its +own. It is necessary that every teacher and officer<span class="pagenum"><a name="Page_308" id="Page_308">[308]</a></span> +support that policy to make it effective. Each +instructor has a distinct individuality that becomes +a part of the student, in smaller or greater degree, +and at the same time gives force and +strength to the policies of the institution. Though +I felt the influence of every one of the thirty-odd +teachers then at Tuskegee, the individuality of +some of these made a very great impression on +me. I remember Mr. W. D. Wilson as a very quiet +and effective disciplinarian. Mr. Warren Logan, +the treasurer, has the ability to teach the student +the value of a dollar by making him sacrifice almost +beyond the point of endurance. At the same +time, with a smile and a cheerful disposition, he +would make the student feel that his burden +was light. Through the kindness and special interest +manifested in me by Mr. M. T. Driver, who +was in charge of wheelwrighting and blacksmithing, +I made rapid progress at my trade. Miss +Adella H. Hunt, who has since become the wife +of Treasurer Logan, was then a teacher who had +the faculty of touching a responsive chord in a +student. Mrs. Booker T. Washington, then Miss +Margaret J. Murray, impressed me very much. +Strong and resourceful in dealing with students, +she always won the best that was in them. My +student-days were almost at an end when she came +to Tuskegee.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i308" id="i308"></a><img src="images/i308.jpg" width="575" height="347" alt="STUDENTS CANNING FRUIT." title="" /> +<br /> +<span class="caption">STUDENTS CANNING FRUIT.</span> +</div> +<div class="microspace"> </div> + +<p>I shall ever feel grateful to Mr. J. H. Washington<span class="pagenum"><a name="Page_309" id="Page_309">[309]</a></span> +for the encouragement he gave me. Being +superintendent of industries, he was then, as he +is now, in constant touch with every male student. +He is a believer in, and a firm advocate of, steady, +thorough, earnest work, and is quick to see, appreciate, +and encourage the smallest degree of ability +shown by any student. No time seemed too +valuable for him to give in trying to advance a +student in his work. I might add here that the +teachers here named are, with two exceptions, +among the pioneers in the building of the school.</p> + +<p>Mr. Booker T. Washington's personality is the +great thing at Tuskegee, and every student who +goes there feels the strength of the man's rugged +individuality. "Mr. B. T." is an affectionate +term used by the students, but it springs from an +indescribable, spontaneous feeling of love and +veneration. His Sunday evening talks to the students +are to me like the Book of Proverbs, always +timely, encouraging, and applicable to the affairs +of every-day life. It is from these family talks +that the students learn, as they never have before, +the beauty that lies in real, every-day Christi<span class="pagenum"><a name="Page_310" id="Page_310">[310]</a></span>anity, +and in living a real and simple life. It is +from these talks that the students learn so much +of the great heart and center of the institution. +Mr. Washington still delivers Sunday evening +talks when at school, and they are published in +the school's weekly paper, The Tuskegee Student. +Graduates throughout the country eagerly read +these talks with the same interest and pleasure +with which they listened to them while in school.</p> + +<p>Mr. Washington taught then, as he teaches +now, psychology to the Senior class. The student +has not become intimately acquainted with Mr. +Washington until he becomes a Senior. It is here +that the members of the Senior class talk of their +past and future lives and receive the outpourings +of a great but simple soul. Mr. Washington's +long and frequent absences from the school are no +less regretted by the teachers than by the students.</p> + +<p>Soon after entering school I began to think of +what I should do after graduating. My inclination +led me to feel that success would be found +along mercantile lines. In spite of this I applied +myself zealously to my trade. During my last two +years in school I did what teaching in blacksmithing +my literary work permitted, the school being +without an instructor in this industry for a short<span class="pagenum"><a name="Page_311" id="Page_311">[311]</a></span> +while. There was then no course in engineering +or in machinery, so I did all the pipe-work +and kept the machinery of the school in repair. +In this way I learned something of machinery +without an instructor. With some pride I recall +the fact that I "ironed" the first farm-wagons, +the first two-seated spring-wagon, and the first +buggy made at Tuskegee. I also "piped" the +school's first bathroom for girls.</p> + +<p>In May of my Senior year I was very much +surprised to receive a note from Principal Booker +T. Washington intimating that he desired me to +connect myself with the school the following year. +Later he stated the nature of the work he wanted +me to do. I accepted the offer he made me. I +was asked to teach in the night-school and instruct +in the blacksmith-shop one-half of each week-day.</p> + +<p>A few days after graduation I visited my +home with the intention of spending the summer +there. I was there about three weeks, when I received +a letter from Mr. John H. Washington +requesting my return to Tuskegee the next week, +if I could so arrange. He at that time was both +superintendent of industries and commandant. +On my return he informed me that the Principal +had decided that since his duties as superintendent<span class="pagenum"><a name="Page_312" id="Page_312">[312]</a></span> +of industries were so important, he was to be relieved +of all others, and that in lieu of instructing +in the blacksmith-shop, I was to be offered the +work as commandant.</p> + +<p>At once I set about getting the boys' rooms in +order for the opening of school. During the two +previous years, even while a student, I had virtually +been acting as commandant, since no one +man could carry double responsibilities such as +Mr. J. H. Washington had been carrying. I was +appointed commandant, and placed in charge of +the night-school for a year. I then resigned, looking +forward to following my old-time inclination +of engaging in some mercantile business. I knew +that I could accumulate means for this purpose +sooner by working at my trade, as I received two +dollars per day working as a blacksmith during +vacation seasons at Birmingham, Ala.</p> + +<p>My first marriage occurred in 1891, my wife +being Miss Sarah J. Harris. We were classmates +at Tuskegee four years, and graduated together. +She died in 1894 at Institute, W. Va. Our long +association and acquaintance made us understand +each other even before we were married. Having +become a Christian before myself, she had much to +do with my conversion while I was a student. She<span class="pagenum"><a name="Page_313" id="Page_313">[313]</a></span> +was a great help to me in many ways, and through +her economy I was able to begin the purchase +of my first property. Portia, the oldest and only +child now living of the three children born to us, +is in the Little Girls' Home at Knoxville College, +Tenn. In 1897 I was married to Miss Florence +Lovett, a graduate of Storer College, Harpers +Ferry, W. Va. She shares my burdens, and +is in every way a part of whatever success I am +able to achieve. Four children have been born +to us.</p> + +<p>After resigning my position as commandant +and head of the night-school at Tuskegee, I spent +a few weeks visiting relatives, and then returned +to Marietta. Here I worked at my trade in a +carriage-shop, where a great deal of machine-work +was done for two furniture factories and a planing-mill. +Much of my time was spent in repairing +machinery and making bits and knives for +the factories.</p> + +<p>While at home I tried to make myself a part +of the people in a helpful way. I lived with my +parents about two miles from the town. On my +father's farm was a church, the ground for which +had been given by my father. I was elected superintendent +of the Sunday-school of this church,<span class="pagenum"><a name="Page_314" id="Page_314">[314]</a></span> +and filled this position as long as I remained there. +Soon after the Sunday-school was started it occurred +to me that the young people of the community +could be greatly helped by a literary society. +With the aid of others I organized a society +and was elected its president. We met every Friday +night at the house of some member. It was +the custom to meet at different places, so that the +long distances necessary to walk would be equally +shared by all. Even by this arrangement some +had to walk three and four miles, but the pleasure +and benefit derived from attending the society repaid +us for the trouble.</p> + +<p>After I had been at my home about a year, I +received a letter from Mr. Booker T. Washington +requesting that I write to Mr. J. Edwin Campbell, +Principal of the West Virginia Colored Institute, +then located near Farm, W. Va. Enclosed +with Mr. Washington's letter was one Mr. +Campbell had written, asking that a Tuskegee +graduate be named to take the position of Superintendent +of Mechanics. This title has since been +changed to Superintendent of Mechanical Industries. +On January 3, 1893, I arrived at the West +Virginia Colored Institute and entered upon my +duties, and have held the position ever since.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i314" id="i314"></a><img src="images/i314.jpg" width="590" height="355" alt="STARTING A NEW BUILDING. + +Student masons laying the foundation in brick." title="" /></div> +<div class="caption">STARTING A NEW BUILDING. +<br /> +Student masons laying the foundation in brick. +</div> +<div class="microspace"> </div> + +<p>In the early summer of 1898 Mr. J. H. Hill,<span class="pagenum"><a name="Page_315" id="Page_315">[315]</a></span> +who was then principal, resigned to accept a Lieutenancy +in a company of United States Volunteers. +During the interim following the resignation of +Mr. Hill and the appointment of Mr. J. McHenry +Jones, the present principal, I was placed in +charge of the school by the Board of Regents. +Mr. Jones was elected principal September 21, +1898.</p> + +<p>Until the fall of 1898 my duties were many +and varied, as I had no assistance in carrying on +the industrial work of the school. I taught blacksmithing, +carpentering, and mechanical drawing. +Besides this, I have had to put the sewerage system +into the institution, and the heating apparatus into +several of the school buildings. Still, a part of my +time in 1894 was devoted to teaching in the literary +department. My work now, while as exacting +as ever, is more along the line of superintending +the mechanical industries and in teaching mechanical +drawing.</p> + +<p>The school has grown, since my coming here, +from 3 teachers and 30 students to a faculty of 18 +teachers and 187 students. There are 6 instructors +in the mechanical department for boys. We give +instruction in carpentry, printing, blacksmithing,<span class="pagenum"><a name="Page_316" id="Page_316">[316]</a></span> +brick masonry, plastering, wheelwrighting, and +mechanical drawing. These industries are housed +in a building—the "A. B. White Trades Building"—that +cost $35,000.</p> + +<p>In concluding this sketch, I repeat with emphasis +what I said in the beginning: Whatever my accomplishments +may be, the credit is due to Tuskegee. +I do not wish in life to be regarded as a +man of chance possibilities, but rather as one who +has consistently persevered in all of his struggles. +Tuskegee teaches nothing with greater force than +that success lies in that direction. Principal Washington, +among other things, has taught that it is +necessary to get property and have a bank-account. +I have complied with that teaching. I own a farm +of 100 acres within one-eighth of a mile of the +school. My first property, which I still own, consists +of a one-acre lot and a seven-room house. +It gives me pleasure to contribute annually $10 +to Tuskegee, although this but inadequately expresses +my gratitude to the institution to which +I owe so much.</p> + + + +<hr /> +<h2 class="chapter"><a name="XVI" id="XVI"></a>XVI</h2> + +<h2 class="chapter">A NEGRO COMMUNITY BUILDER</h2> + +<h3 class="chapter2">By Russell C. Calhoun</h3> + + +<p>I have been asked to here set forth incidents<span class="pagenum"><a name="Page_317" id="Page_317">[317]</a></span> +of my life as I remember them, especially as they +relate to my life at Tuskegee and my work since +leaving there. Though there have been quite a +number of events in my life, it is somewhat difficult +for me to give them in the way they are now +desired, as it never occurred to me that they would +be worth repeating.</p> + +<p>Concerning my ancestry, it is impossible for me +to give anything beyond my maternal grandfather, +who was about three-fourths Indian. My recollections +of him go back to the time when I was +about six or seven years of age. My mother, having +more children than she could really care for, +decided to allow one of my brothers, who was perhaps +a year and a half younger than I, and myself, +to live with him and his second wife.</p> + +<p>My grandfather was quite seventy-five years +of age when we went to live with him, and was too<span class="pagenum"><a name="Page_318" id="Page_318">[318]</a></span> +feeble to work. He was supported from the poor-house, +which gave him a peck of meal, 2½ pounds +of bacon, 1 pound of coffee, 1 pound of brown +sugar, and once a month 25 cents' worth of flour. +That, together with the little his wife could earn +from place to place, constituted the "rations" of +all of us for a week.</p> + +<p>Of my birth no record was kept, my mother +having been a slave. All I have been able to learn +of the date of my birth is what my mother remembers +connected with the close of slavery. In trying +to ascertain from her when I was born, she said, +"You was born some time just after Christmas, in +the month of January, the third year after the surrender."</p> + +<p>My mother had twelve children. I was the +eighth child and the second one born after slavery. +All except two of the children were born in the +same one-room log cabin with a dirt floor, in the +town of Paulding, Jasper County, Miss. My +mother did the cooking for her master's family and +the plantation help, did all of the milking, and +was also washer-woman.</p> + +<p>In the summer of 1896 I again visited Paulding, +just after graduating from Tuskegee. I +had to go there to move my aged mother to more<span class="pagenum"><a name="Page_319" id="Page_319">[319]</a></span> +comfortable quarters. She was quite ill, and died +soon after I reached Florida with her. When I +went to Paulding I measured the house in which +I was born, and found it to be 9 feet wide, 17 +feet long, 7 feet high, with no windows, with but +one door, and a dirt chimney. The furnishing +as I remember it was composed of a chair, a stool, +a table, and my mother's bed, which was constructed +in one corner of the house. The bed was +made by putting a post in the ground and nailing +two pieces of wood to the wall from this post, +then by putting in a floor, making something like +a box to hold the bedding. The children slept +in a similarly constructed place, except that the +mattress was on the ground and was filled with +straw. Our bedding, for the most part, was what +wearing apparel we possessed thrown over us at +night. Outside the house was a long bench, which +was kept for the accommodation of visitors.</p> + +<p>A peculiar incident in our home life happened +one Sunday morning in March—one Easter Sunday. +All of the smaller children were seated on +the floor eating their breakfasts from pans and +skillets, when a big black snake, without any regard +for the children, went into a hole by the fireplace. +When one of my older brothers undertook<span class="pagenum"><a name="Page_320" id="Page_320">[320]</a></span> +to find him and opened this hole, he found, instead +of one, four black snakes that had been wintering +in the side of the house.</p> + +<p>There was no church or school for us in that +whole section. A white man, a Doctor Cotton, to +whom I was afterward given until I should become +twenty-one years of age, sent his boys to +a school which required that they walk eight miles +to it and return each day.</p> + +<p>When I was perhaps eight years of age I remember +that my mother and all of the children +went to Spring Hill to a camp-meeting; that was +the first service at which I had heard a minister. +They had a Sunday-school, and I was put into a +class. The teacher gave us leaflets and asked us +to read where we found the big letter "A." This +was the first and only letter that I knew for many +years. This camp-meeting was held once a year, +though at times there would be prayer-meetings +among the different families on the plantation.</p> + +<p>My mother, being a hard-working woman and +knowing the value of keeping children busy, compelled +every one of us to work in some way around +the house or on the farm. I know of no lesson +which she taught me and which has been of more +value to me than that of "doing with your might<span class="pagenum"><a name="Page_321" id="Page_321">[321]</a></span> +what your hands find to do." It was a rule of +her household that we should not go to bed without +having water in the house. The water had +to be brought from a spring a mile and a half +away. I remember clearly how one night one of +my brothers and myself tried to deceive her; how +we secured some not overclear water from a hole +near-by our home, and how she pitched it out and +sent us the whole distance to the spring. Although +this was many years ago, I now see, more +and more, what it means to go all the way to the +real spring, and I thank her memory for the lesson.</p> + +<p>When I was about ten years of age the same +Doctor Cotton of whom I have spoken came to +my grandmother's to hire one of the boys to mind +the bars, as the teams were hauling corn to the barn +and the drivers did not want to put them up each +time. I was delighted to be the chosen one of the +two. My first chance to earn money was thus +offered.</p> + +<p>I stayed there every day from sunrise to sunset +for a little more than three weeks, and it was a +happy day when Doctor Cotton requested all hands +to come up and be paid off. I do not know what +the rest received; though I had boarded from the +scanty fare before mentioned at my grandmother's<span class="pagenum"><a name="Page_322" id="Page_322">[322]</a></span> +home, he gave me fifteen cents, paying me in three +nickels. I had never had any money in my hands +before, and for fear I might lose it I put it in +my pocket and held the pocket with both hands, +and ran for more than two miles, carrying it home. +One nickel of the three was given me for my share.</p> + +<p>Seemingly this Doctor Cotton was very much +impressed with the way I had performed my duty +at the bars, for in the next few weeks he again +visited my grandmother. I was quite anxious to +know what his frequent visits meant, and was very +much delighted, as well as surprised, when it was +told me, one morning when it was very cold, and +I had on only two pieces of clothing made of some +very coarse material resembling canvas, that I +was to live with Doctor Cotton until reaching manhood, +and was to eat at his house. He told me +in my grandmother's presence that if I would +stay with him until I was twenty-one years of age +I would receive a horse, a bridle and saddle, a +suit of clothes, and $10, in addition to my "keep." +This was such an apparently big offer that my +grandmother's and my heart leaped for joy.</p> + +<p>When I had lived with him for a few days +he had given me the first pair of shoes, of the +copper-toe variety, I ever wore.<span class="pagenum"><a name="Page_323" id="Page_323">[323]</a></span></p> + +<p>I have never forgotten my first day's stay at +this new home. My whole object that first day +was to eat everything in sight. At my own home +I slept on the dirt floor; at this new home I slept +in the attic, my bed being a pile of cotton-seed with +a quilt for covering. My duty at this new home +was to attend to the horses, to bring the cows from +the pasture, sweep the yard, wait on the table, +nurse two children, etc. I stayed at this place for +two and one-half years, and as my knowledge +of things increased my duties became more and +more exacting.</p> + +<p>During this whole time, and for two years before, +I had not seen or heard from my mother. I +was twenty miles from any railroad, and had never +seen or heard of a railroad train. We lived on +the public road between Paulding and Enterprise, +and by some means I heard that my mother had +gone to the "railroad." Though I had never been +away on my own resources, I resolved to do better +than I was doing. I remember very well that +it was Monday morning when one of the doctor's +daughters said to me, "Russell, you go down +to 'Vina's house, tell her to come and scour for +me; come by the store and get a package of soda; +then come through the field and drive the turkeys<span class="pagenum"><a name="Page_324" id="Page_324">[324]</a></span> +home." Providence never favored any one more +than it did me on that day. I went by the store +and told them to do up the soda, I went by and +told 'Vina that she was wanted, but I did not drive +the turkeys home.</p> + +<p>I started out in search of my mother, and after +walking more than half the distance I overtook +an ox-team, and the driver allowed me to ride a +part of the way. I reached the railroad town +about night, and standing there was a freight train +of the Mobile and Ohio Railroad.</p> + +<p>I was never so frightened in all my life as +when the whistle blew and this object moved away. +I remember asking the driver of the ox-team +where the thing's eyes were, and where the horses +were that pulled it.</p> + +<p>The doctor, suspecting that I had gone to +Enterprise in search of my mother, made plans +to capture me and have me returned, but all of +this failed. By good fortune I found my brother, +who was married and living in this town; here +again I became a nurse, having to care for his two +children.</p> + +<p>Afterward I went to live with a white family +which was very kind to me. The young man who +carried me to his house as a nurse put into my<span class="pagenum"><a name="Page_325" id="Page_325">[325]</a></span> +hands, after I had been there some months, the +first spelling-book I had ever had; saying to me +that if I would stay with them for two years, +he would at the end of that time send me to +school. I stayed at this place for some months, +when my mother came from somewhere, I know not +where, and with five of the boys we joined ourselves +together to work on a plantation on "halves." +We worked very hard that year.</p> + +<p>Our food was furnished by the owner of the +plantation. On many of those long, cold days, for +all day, we had only a "pone" of corn bread. At +the close of the year, after the owner had taken his +half, and on account of bad management on the part +of an older brother who had charge of affairs, my +mother and her younger children received nothing +for the year's work, and this, notwithstanding the +fact that we made five and one-half bales of cotton +and a large quantity of corn and peas. I received +as my "salary" for the year's work one shirt worth +thirty cents and a pair of suspenders worth about +fifteen cents. I resolved to run away again. This +trip was made at night, on foot, over newly laid +railroad-ties, for a distance of seventeen miles.</p> + +<p>I reached Meridian, Miss., at a late hour of +the night, and took refuge in a shed used for the<span class="pagenum"><a name="Page_326" id="Page_326">[326]</a></span> +storing of railroad iron. The next morning I +overheard two colored men, who were on their +way to get meat ready for the town-market two +miles away, talking. I joined these men, and +sought employment along with them, but they +soon learned that I knew nothing of "butchering." +However, the owner of the pen, who had a large +garden, gave me a trial, and I remained with him +for three years.</p> + +<p>After I was there a little more than a year +my work was to plant and care for the small seeds. +This man, Mr. Nady Sims, was a good man, and +I had no cause for leaving him except that of wishing +to get a place to earn more money, that I might +help care for my mother and her smaller children.</p> + +<p>I went next to a brick-yard, where I received +fifty cents per day. There were three boys at each +"table," and we had to "off-bear" 5,500 bricks, +the task for each day. This was indeed hard work.</p> + +<p>Drifting into hotel work, I soon acquired the +habit of most of those who are engaged in such +work: I spent all I earned for fine clothes.</p> + +<p>During my stay on the vegetable farm I +boarded at the home of one of the young men +previously referred to, whose sister, Mary Clinton, +who has since become my wife and devoted as<span class="pagenum"><a name="Page_327" id="Page_327">[327]</a></span>sistant, +one day heard a woman say she knew of +a school in Alabama where boys and girls could +work for their education, and that she was going +to send her boy to that school. This thought remained +in her mind for some months, and she +decided to go to Tuskegee, though her brothers +and sisters discouraged the idea, feeling, as they +said, that if she went to this unknown place her +whole life would be a failure.</p> + +<p>She reached Tuskegee in September, 1885, at +a time when there was but one building. She +worked in many places while there, including the +laundry, the teachers' dining-room, the sewing +division, with Principal Washington's family, as +well as with the families of other teachers. On +account of poor health, especially because of throat +trouble, she was compelled to return home at the +end of five years without graduating.</p> + +<p>No sooner had she reached home again than +she began a crusade for Tuskegee. I was then +twenty-one years of age, had never had a day's +schooling, and could read but very little. I proposed +marriage to Miss Clinton as soon as she returned, +but she replied: "You do not know anything +except about hotel work. I have been to +Tuskegee and see the need of your knowing some<span class="pagenum"><a name="Page_328" id="Page_328">[328]</a></span>thing. +I also need to know more than I do. I can +easily marry some one who knows more than you +do, but if you will go to school I will assist you in +any way that I can." This proposition I accepted, +and on September 2, 1890, I reached Tuskegee and +began my first day in school.</p> + +<p>I had some knowledge of carpentry, and was +for that reason assigned to the carpenter-shop +for work during the day; I attended school at +night.</p> + +<p>There were ninety-three young men and women +in the class when I entered school; of that number +only two, in addition to myself, remained through +the entire course. I can never forget my examination +by Miss Maggie J. Murray, now Mrs. Booker +T. Washington. There were quite three hundred +new students in the chapel of Porter Hall, one of +the oldest buildings of the institution, taking examinations +at the same time.</p> + +<p>She gave me two slips of paper, a pencil, and +the questions, and said to me: "Write the answers +to these questions." She went about other +duties, and after about three hours returned to +me for my papers; then for the first time in +my life I learned the meaning of geography and +arithmetic. The slips of paper mentioned asked<span class="pagenum"><a name="Page_329" id="Page_329">[329]</a></span> +questions on those subjects. I had not put anything +on the paper. She asked me if I knew of +any large cities; if I had ever crossed a river or +seen a hill; if I knew the name of the railroad over +which I had come to reach Tuskegee.</p> + +<p>I was able to answer each of these questions +very readily; and she said, "Calhoun, that is geography."</p> + +<p>She assigned me to one of the lowest classes in +the night-school. I bought books which cost $1.70, +and had fifty-two cents left. I soon spent the +fifty cents.</p> + +<p>For seven months during my first year's stay +my only possession was represented by a two-cent +stamp. I had had many "good friends" before +going to Tuskegee, and debated long as to which +of them I should devote the two-cent stamp, trusting +to receive some financial aid. Finally I decided +on one of these "good friends." I used the +stamp, and have not heard from him from that +day to this.</p> + +<p>While carpentry was my special trade, I found +the opportunity to get information as to the other +industries on the grounds. All of this supplemental +study has proved most helpful to me in my present +work.<span class="pagenum"><a name="Page_330" id="Page_330">[330]</a></span></p> + +<p>Most persons who enter school for the first +time, and especially industrial schools, get wrong +impressions at the start. Notwithstanding the +fact that I was a young man who had "knocked +about" the world quite a little, I thought I had +made a mistake in entering school, and did not +begin to see that I had done properly until I had +been there for eight or nine months. I asked for +an excuse to leave school early in the first term; +it was denied me. I tried to sell my trunk for +$7, so that I might run away. I had a penchant +for running away from disagreeable surroundings. +I was offered $6, but for the sake of the difference +of $1 I decided to remain.</p> + +<p>I do not hesitate to say that each day I live in +my heart I most heartily thank the good friends +who have made it possible for Tuskegee to be; +I am also most grateful that I was able to reach +it and receive the training which I received there. +I did nothing great while at Tuskegee, but I remember +with pride that I gave no trouble in any +way during my sojourn.</p> + +<p>I used my spare hours making picture-frames, +repairing window-shades, making flower-stands +and flower-boxes, and working flower-gardens for +the various Faculty families. The money received<span class="pagenum"><a name="Page_331" id="Page_331">[331]</a></span> +I saved until the end of the school term. At the +end of each term there were always a large number +of students who cared nothing for their books, +and all but gave them away. Looking three +months ahead, I bought these books and sold them +to new students who entered the following year.</p> + +<p>One year alone I cleared $40 in this way. The +second-hand book business among the students began +from this effort on my part to add to my +little pile of cash money.</p> + +<p>Having completed the course with a class +of thirty-one members, May 26, 1896, I started +straight for my home, Meridian, Miss.</p> + +<p>For six years, as a student, I had been at Tuskegee +and under its influences; now I had only +my conscience to dictate to me and to keep me +straight. Feeling that I could not do much good +at Meridian, I started for Texas, having had a +position promised me.</p> + +<p>I reached Mobile, Ala., while en route, and +heard that Miss Mary Clinton, previously mentioned, +was in Tampa, Fla. Feeling that she +still had some interest in me, I again decided to +go to her for advice.</p> + +<p>I reached the city of Tampa with but a small +sum in my pocket. The town was undergoing a<span class="pagenum"><a name="Page_332" id="Page_332">[332]</a></span> +"boom," and I was certain that it would not be +long before I would be earning something, but, +to my disappointment, I found about thirty men +looking for every job in sight. After much wearying +search I became thoroughly convinced that +Tampa was too large a city not to give me something +to do besides "looking up into the air." +Finally, one rainy morning I secured work at a +freight-house.</p> + +<p>It was my lot to go first up the wet, steep, +and slippery gang-plank. Not being used to such +a task, I fell, the truck with 350 pounds narrowly +escaping me. I got up and made a second attempt +to carry my load, and with success. I had +been there two months when the agent wanted some +new shelves built in the storehouse. He told one +of his employees to go for a carpenter. He replied, +"This man Calhoun can do any such work +you want done." The agent had me get my tools +and do the work. A few days afterward he wanted +a first-class cook to prepare and serve a special +Christmas dinner. The same employee told him, +"Calhoun can do it."</p> + +<p>The motto of my class was, "We Conquer by +Labor."</p> + +<p>On April 29, 1897, both Miss Clinton and<span class="pagenum"><a name="Page_333" id="Page_333">[333]</a></span> +myself were called to a school in South Carolina, +and in a simple way, with $50 saved, we married +and boarded the train for our new field of labor. +After giving up our work and reaching Sanford, +125 miles away, we received a letter asking us to +defer our coming until the following October.</p> + +<p>This was a very, very sad disappointment and +trial to us. It was two weeks before the State +examinations would be held. We prepared as best +we could, and as a result of the examination we +were sent to Eatonville, Fla., to take charge of +the public school there. Eatonville is a Negro +town with colored officers, a colored postmaster, +and colored merchants. There is not a single +white person living within the incorporated city; +it promises to be a unique community. It is situated +near the center of Orange county, six miles +from Orlando, the county seat, and is two miles +from the Seaboard Air-Line Railroad, and one +and one-half miles from the Atlantic Coast Line +Railroad.</p> + +<p>It was said by the late Bishop H. B. Whipple, +of Wisconsin—whose winter home for a number +of years was a half mile from this place—who +had helped the people of this community, and who +was a constant helper and adviser to my wife and<span class="pagenum"><a name="Page_334" id="Page_334">[334]</a></span> +me in our work until his death, that you might +travel the whole State over and not find a more +healthy place. We were here but a few days when +we decided that this was the place for us to begin +putting into practise the lessons taught us at Tuskegee. +We felt that we wanted to do something +toward helping our people. We decided to cast our +lot permanently at Eatonville.</p> + +<p>Our first "industrial" service was done with +the aid of the school children: we cleaned the +street of tin cans and other rubbish.</p> + +<p>We found the lessons in economy which we +had received at Tuskegee very valuable to us at +this trying time. We felt that if we would properly +impress the lessons most needed we should +own a home, a cow, some chickens, a horse, and +a garden; we felt that there should be tangible +ownership on the part of the people of some of +these things, at any rate.</p> + +<p>These things we started to get as soon as possible. +We wanted to teach the people by example.</p> + +<p>After talking in a general way for some days +of the value of industrial education, coupled with +that of intelligent class-room instruction, Mrs. Calhoun +succeeded in getting four girls to come to her +home for sewing lessons. That was the first step.<span class="pagenum"><a name="Page_335" id="Page_335">[335]</a></span></p> + +<p>Incidentally, we heard of the philanthropic instincts +of a gentleman, Mr. E. C. Hungerford, +living at Chester, Conn., who had conditionally offered +to another school twenty acres of land, and +whose offer was not met. I wrote to him asking +if he would give us the land. He replied that he +would be glad to give us forty acres if we would +use it for school purposes.</p> + +<p>On February 24, 1899, having the deed in hand, +a board of trustees was selected, and, with the aid +of nine men who cleared one and one-half acres of +land while their wives furnished the dinner, we +started what is now the Robert C. Hungerford +Industrial School. The new school now owns 280 +acres of land secured as follows: From Mr. and +Mrs. E. C. Hungerford, 160 acres; from Mr. and +Mrs. T. W. Cleavland, 40 acres; from Mrs. Nancy +B. Hungerford, 40 acres; by purchase, an additional +40 acres.</p> + +<p>The school has two dormitories, Booker T. +Washington Hall, the J. W. Alfred Cluett Memorial +Hall, and six other buildings used for shops, +barn, and dining-room. The total value of the +property, clear of all indebtedness, is $22,445. We +teach the boys blacksmithing, wheelwrighting, carpentry, +agriculture, stock-raising, poultry-raising,<span class="pagenum"><a name="Page_336" id="Page_336">[336]</a></span> +and truck-gardening; the girls receive instruction +in dressmaking, plain sewing, cooking, laundering, +millinery, basketry, and housekeeping. We +give no industry at the expense of the literary +work.</p> + +<p>The academic department covers a useful +course of the English branches. The moral, religious, +industrial, and financial influence of the +school upon the community, as well as upon the +students who have attended, who come from many +counties in the State, has grown steadily as the +years have come and gone. The school has at +present forty-five young people in the boarding department, +including seven teachers, three of whom +have come from Tuskegee; a large enrolment of +students from the immediate community and from +the surrounding territory.</p> + +<p>I have not said very much regarding the difficulties, +the struggles, to plant this work, but I +am glad to say that from the beginning we have +had the friendliest support and advice from all +the white people of this section, officials and citizens +alike.</p> + +<p>I owe much of my success in the work here to +the cheerful and freely given counsel at all times +of Hon. W. L. Palmer, Representative in the<span class="pagenum"><a name="Page_337" id="Page_337">[337]</a></span> +State Legislature, and to the members of the +Board of Public Instruction of this (Orange) +county.</p> + +<p>The colored people have had little to give in +cash, but have been most liberal in their contributions +of labor. They have been willing to help +themselves.</p> + +<p>My constant, my most earnest desire is to prove +myself worthy of my opportunities, that I may continue +to be a worthy representative of Tuskegee. +I feel that I owe all that I am, all that I can +hope to be, to the training of my mother, to the +constant help and counsel of my wife, and to +Tuskegee, my Tuskegee, from which I have received +so many lessons that have been of incalculable +help to me. I look back to my lessons in +carpentry, as well as to all the others, with gratitude +for the thoroughness insisted upon in all directions. +I was rescued from a life of aimlessness, +and put in the way of doing something of good +for my fellows.</p> + + + +<hr /> +<h2 class="chapter"><a name="XVII" id="XVII"></a>XVII</h2> + +<h2 class="chapter">THE EVOLUTION OF A SHOEMAKER</h2> + +<h3 class="chapter2">By Charles L. Marshall</h3> + + +<p>I was born in the town of Henderson, State<span class="pagenum"><a name="Page_338" id="Page_338">[338]</a></span> +of Kentucky, January 1, 1867. My father and +mother were both slaves. My father rendered service +during the Civil War as a Union soldier.</p> + +<p>As early as I can remember there was in Henderson +a public free school for colored children. +In 1872 there came to our town a young man +from Louisville, Ky., John K. Mason by name, +to take charge of the school. How he secured his +education I never learned, but that he devoted his +life to the uplift of his race is everywhere in that +section clearly in evidence. Unfortunately, I was +not permitted as a boy to go to school, but became +a factory lad instead; for, almost before I was +old enough to begin my education, I was put to +work in a tobacco factory, and there I remained. +From childhood to manhood I think I spent, all +told, not more than three years in school.<span class="pagenum"><a name="Page_339" id="Page_339">[339]</a></span></p> + +<p>Somehow I had a faint idea of the value of +education, and manifested a desire for learning +by securing the services of a young man, whose +country-school term had expired, to give me lessons +at night when not otherwise engaged. He +was quite a "society" man, so that my school-nights +were few in number.</p> + +<p>While my father did not provide for my education, +he was himself an industrious man and +provided that I should not be idle. Each year, +when the tobacco season was over, I had regular +employment in a cooper-shop with my father, and +I learned to make barrels and hogsheads. This +trade I found to be quite valuable, for before I +was twenty-one years of age I was able to demand +wages of two dollars a day as a cooper.</p> + +<p>Quite incidentally I heard of the work being +done at Tuskegee by Principal Booker T. Washington +and the opportunity offered there to get +an education. I at once applied for admission. +I received a letter from the Principal admitting +me to school in the autumn of 1889, when I was +twenty-two years of age. I did not enter the +school, however, until 1890. I registered as a +night-school student and asked to be assigned to +the carpenter-shop, as that seemed more in line<span class="pagenum"><a name="Page_340" id="Page_340">[340]</a></span> +with coopering. This division was so crowded that +I was forced to take shoemaking instead. At +this trade I worked two years and attended night-school. +At the end of this period I resolved to +go to North Alabama and work in the coal-mines +to get money for clothing, books, and to help +me along with my expenses when the money earned +at Tuskegee should run out. Realizing that every +dollar in my school life would count, I decided +to live most cheaply, even cooking for myself. +In the end, following this method, I had more +money with which to return to school. I worked +all day and returned to work again the same night, +that I might not lose the prize of education, the +pursuit of which I kept daily before me.</p> + +<p>Somewhere I heard this quotation, "If anybody +else can, I can, too." With this sentiment I +continued to push ahead, until in May, 1895, I +completed the course of study with the first honor +of my class.</p> + +<p>During my stay at Tuskegee I made such a +record in the shoemaking-shop that my instructor +was anxious to have me take an assistant's place +with him. This I refused, preferring to start a +career in Texas, of which I had heard such glowing +accounts. In the months of June, July, and a<span class="pagenum"><a name="Page_341" id="Page_341">[341]</a></span> +part of August, 1895, I was employed with others +making the shoes which constituted a part of Tuskegee's +Industrial Exhibit at the Atlanta Exposition. +At the solicitation of a number of persons +living at Mineola, Tex., I decided, even before +graduation, to begin my life-work at that place. +Reaching Mineola, I found a fight on hand between +the teacher of the colored school and the patrons +of the school. Immediately on learning this +fact I withdrew from the contest, notwithstanding +the fact that my cash earnings were almost exhausted +and those who had invited me there seemed +unable to guarantee me the position. An incident +occurred at Mineola which I shall never forget. It +was the second meeting with Prof. H. T. Kealing, +then president of Paul Quinn College, Waco, +Tex., but now editor of the African Methodist +Episcopal Church Review, an ambitious magazine +publication of the great African Methodist Episcopal +Church. The occasion was a Quarterly +Conference of the African Methodist Episcopal +Church at Mineola, and Professor Kealing was +there to deliver a lecture. Our first meeting was +at Tuskegee while I was a student there during +my Senior year. In that far-away country I +was very glad to see some one I knew, and after<span class="pagenum"><a name="Page_342" id="Page_342">[342]</a></span> +the meeting I was not long in making myself +known to Professor Kealing. He heard my story, +praised the stand I had taken, and expressed regrets +that he was not able to offer me a place in +Paul Quinn College. He suggested that I take +a letter of introduction to Dr. I. B. Scott, then +president of Wiley University, Marshall, Tex., +but now a Bishop in the Methodist Episcopal +Church, the first colored man to be elected to the +episcopacy of that great church.</p> + +<p>At Wiley I was kindly received by Bishop +Scott, and entered into a contract with him to +teach shoemaking for my board and the proceeds +of the shop. I entered into the spirit of Wiley +with such earnestness that at the close of my +first month I was made a salaried teacher at $35 +a month, and before the session was half gone +my salary had been raised to $40. I completed +the year's work with perfect satisfaction to all +concerned. What I enjoyed most of all during +my year at Wiley was the esteem and personal +friendship of Bishop Scott. His letters addressed +to me upon the eve of my resignation, the esteem +he placed on my work while in the employ of the +University, and his entreaties that I should not +tender my resignation so embarrassed me that for<span class="pagenum"><a name="Page_343" id="Page_343">[343]</a></span> +a time I was unable to tell what I should do. I +felt I owed it to Tuskegee to go wherever Principal +Washington thought my services were most +desired. On two occasions since I left there +Bishop Scott has taken occasion to voice his approval +of my conduct while at Wiley: once before +the East Tennessee Conference of the Methodist +Episcopal Church, and in October, 1902, to my +students, when he came to visit me at the Christiansburg +Institute.</p> + +<p>About the first of May, 1896, I received a telegram +from Principal Washington requesting me +to allow him to present my name to the Board of +Managers of the Christiansburg Industrial Institute +for the principalship then vacant. I agreed, +and was elected to the place. Before entering +upon the duties of my new position at Christiansburg +I made a visit to Tuskegee, for the purpose +of gaining information as to the scope of my work +and as to how I should best proceed.</p> + +<p>After spending nearly two months at Tuskegee, +I made my way to my new field of labor +in Virginia, reaching Christiansburg the 15th of +July, 1896. The appearance of things at Christiansburg +did not come up to my expectations, nor +was my reception in accordance with what I had<span class="pagenum"><a name="Page_344" id="Page_344">[344]</a></span> +expected. Under the conditions which then existed, +one of more experience than I had would have +expected just about such a reception as I received. +The people seemed almost crazed that a Tuskegee +graduate should be planning to engraft the Tuskegee +Idea in that section—and this, too, in spite of +Hampton. In my effort to carry out the plans +sanctioned by Dr. Washington, I soon realized I +was facing opposition well-nigh insurmountable. +This was due to their misunderstanding of Dr. +Washington, and of what Tuskegee really stands +for. As far as possible, I gathered around me +men and women who, like myself, were thoroughly +imbued with the Tuskegee Idea, and together we +pushed ahead with our plans.</p> + +<p>From the first I was given to understand that +the desire of the Board was that there should be +at Christiansburg a school similar to Hampton +and Tuskegee; though smaller, it should be no less +perfect in what it was designed to do. To reach +this end the school had to undergo the change from +a distinctly literary school to one with both literary +and industrial branches; from a regular, ordinary +school to one with a boarding department. My +plans met the approval of all concerned, yet there +was little idea on my part as to the amount of +money and labor necessary to put them into operation. +The course of study was rearranged to suit +the new conditions, and five industries were installed. +A circular setting forth the purposes of +the school was published and scattered abroad. We +then thought that this was nearing the end of the +great task, when in reality we had hardly begun.</p> + +<div class="microspace"> </div> +<div class="image"> +<a name="i344" id="i344"></a><img src="images/i344.jpg" width="580" height="367" alt="GIRLS GARDENING." title="" /> +<br /> +<span class="caption">GIRLS GARDENING.</span> +</div> +<div class="microspace"> </div> + +<p>The Board of Managers did not oppose the<span class="pagenum"><a name="Page_345" id="Page_345">[345]</a></span> +boarding department, yet they did not sanction it +to the extent of supporting it.</p> + +<p>I had confidence in my plans and was willing +to start alone. This step was far more perplexing +than I had at first imagined. As the time drew +near for the opening of school, I was aware that +for the boarding department I had to find a suitable +house and procure necessary furniture. In +the basement of the school building was some lumber +which had been used for a platform. With the +assistance of one of the teachers this stage-lumber +was converted into five bedsteads and three small +tables. I succeeded in getting one of the merchants +to credit us for several lamps. With this furniture, +several stools, an equal number of dry-goods boxes, +and a few kitchen utensils, the boarding department +of the institution was started. Notwithstanding +the scanty arrangement, I am glad to say<span class="pagenum"><a name="Page_346" id="Page_346">[346]</a></span> +that for the most part there was but little or no +complaint.</p> + +<p>Sufficient money was appropriated by the +Board of Managers to provide for the purchase +of necessary working tools for the added industrial +classes.</p> + +<p>I kept our friends in the North reminded of +our need of additional land. The industrial-school +idea with a department of agriculture was not +succeeding well on a half-acre of ground. After +two years of patient toil this question of land was +recognized as a necessity, and accordingly two +friends undertook to solicit subscriptions to the +amount of $5,000 with which to purchase a farm +of 100 acres, two horses, a set of harness, a wagon, +and a plow. By this time spring was well on +and we were planning to make a crop. In a runaway +one of the school horses was badly injured. +The purchase of the farm, etc., had about exhausted +our Northern resources and the school +was in debt. To my credit in the Bank of Christiansburg +was a small sum of money, with which I +purchased a horse. The crop that year was fairly +successful.</p> + +<p>Before taking possession of the farm, it was +understood that instead of the proceeds of the<span class="pagenum"><a name="Page_347" id="Page_347">[347]</a></span> +farm going toward maintaining or paying teachers' +salaries, the money should go toward building up +the soil, which was well run down, and that we +should devote all possible effort in the direction +of restoring the soil to its once high state of fertilization. +Owning this farm, we had the "Big +House" where the master once lived, and several +of the slave cabins, which still remain, where the +slaves resided. Hundreds of slaves, I have been +told, tilled this soil in the days long ago, when +its productive power was greater than that of +any estate in this whole section.</p> + +<p>It is a remarkable and significant fact that +where the master once lived is a recitation building +for colored boys and girls, and where the slaves +once huddled around the flickering light of a pine-knot +young Negro students are quartered daily, +preparing for the duties of the morrow.</p> + +<p>In building up the school to its present position, +five persons, almost from the very beginning, +have figured most prominently, viz.: E. A. +Long and his wife, Miss Willie Mae Griffin, the +writer and his wife—all Tuskegee graduates. It +is needless that I remark here that the burdens +borne by the men have been in no sense heavier +than those borne by these faithful women. The<span class="pagenum"><a name="Page_348" id="Page_348">[348]</a></span> +road along which we have traveled has not been, +by any means, a smooth one. We all had been +toilers at Tuskegee and knew well how to face the +duties of life. This was decidedly in our favor. I +was the oldest of the company and perhaps had +seen more of hardship than the others; it therefore +fell to my lot to give courage to the others when +hope was all but gone.</p> + +<p>Some time previous to our taking possession +of the farm, some of the occupants had sown about +half an acre in a kind of radish commonly known +hereabout as "pig radish." It must be remembered +that each year, after the eight months' academic +work was over, we received no money from +any source whatever. Paying the salaries of teachers +who were to leave for the summer and meeting +other demands of the institution always exhausted +the school's treasury before the summer season began. +With a "cropping" season of four months +ahead, no money, no source from which any could +be expected, the nice tender "pig radish," year +after year, became our food-supply for the early +part of the summer at least. Thus, while pushing +the operations of the farm, rebuilding the +soil by means of turning under green crops, fertilizers, +etc., "pig-radish" greens, western side<span class="pagenum"><a name="Page_349" id="Page_349">[349]</a></span> +meat, and corn-meal constituted our chief diet. +Beef came to us as a luxury twice a week. The +work was divided so that E. A. Long, our treasurer, +was gardener, I was farmer, our wives and +Miss Griffin were matrons and cooks. The 4th of +July, 1900, found the work of the farm in such +a prosperous condition that it was decided to celebrate +the event with a cake and some ice-cream, +for by this time we owned a cow.</p> + +<p>One peculiar thing happened about the time we +purchased this farm. We were teaching a graded +school which we were eager to turn into a boarding +institution. The pupils and patrons were in perfect +accord with the faculty, but as soon as the +fact became known that we had purchased a large +tract of land and would endeavor to build a boarding +and industrial school thereon, the members of +the faculty at once became objects of scorn to +almost the entire colored population. There were +at that time enrolled in the school 240 children. +Within less than a month more than 100 had +dropped out. When school closed in May there +were only 60 children attending.</p> + +<p>We went about our duties, however, without +complaint. While we worked, Nature also worked +for us. Vegetation flourished wherever seed were<span class="pagenum"><a name="Page_350" id="Page_350">[350]</a></span> +sown; the trees bore a harvest of apples such as +I have not seen since, and all went well.</p> + +<p>As I look back over those years of trial, of +privation, of sacrifice, I find they were conditions +precedent to laying an enduring foundation. Our +hope has been to establish a school where poor +but earnest boys and girls can secure an education. +It was through our efforts, first of all, that we were +able to prove to the supporters of the school that +such an institution could live and grow and do great +and lasting good for those it is designed to help. +Year by year the school has grown. Year by year +the people of the community realize the sincerity +of my teachers and give them hearty support. Patience, +toil, trust in God, and enterprise are the elements +which are fast putting this work on its feet.</p> + +<p>Every person who visits the school sees earnestness +manifested on farm, in shop, in class, about +the grounds, everywhere, and goes away a sincere +friend. Not alone do we have our visitor's friendship, +but he tells the simple story to others and +the number of friends increases.</p> + +<p>Mr. R. C. Bedford, of Beloit, Wis., after visiting +the school in January, 1905, took occasion to +address a gentleman in the North who had interested +himself in raising funds for the school, in the<span class="pagenum"><a name="Page_351" id="Page_351">[351]</a></span> +following language: "I have not visited the school +for three years. Great changes have taken place +since then. The good there being accomplished +is simply immeasurable. Mr. Marshall and Mr. +Long work together in such perfect harmony as +to constitute a force of singular directness and +power. I think the work is carried on most economically, +and such a clear and full account of all +expenditures is given to the public that you must +have the utmost confidence of all your friends."</p> + +<p>A few years ago it was difficult for our Treasurer +to raise $1,875. The raising of funds for +institutions is always difficult, but it is not as hard +now to raise $6,000 to $8,000 as it was to raise +$1,875 a few years ago.</p> + +<p>Mr. E. A. Long, our treasurer, whose faithful +assistance I have had in every effort to develop +the school, was with me, embarrassed by a debt of +the boarding department of more than $600. This +condition grew, in a large measure, out of the fact +that we attempted to supply students' work on the +farm to pay their expenses, and the proceeds of +the farm were expended as far as possible in the +direction of building up the soil. In the fall of +1902 the board of managers assumed the responsibility +of the boarding department, paid all indebt<span class="pagenum"><a name="Page_352" id="Page_352">[352]</a></span>edness, +and to-day the school is operated on a cash +basis.</p> + +<p>During four years there have been contributed +toward this work $43,528.77. We have added +to the original plant one $10,000 dormitory, +a cottage costing $750, a barn at a cost of $2,000, +and a shop building valued at $1,000. Much +has been spent in the way of repairs. We +have $1,000 invested in live stock, and more than +$300 worth of farming implements. In each of +the industrial departments fairly good equipment +can be found. We have grown from a half acre +of ground to more than 100 acres; from 2 horses +to 43 head of live stock; from a printing-press +weighing 75 pounds to one weighing 2,500 pounds. +Agriculture, carpentry, printing, shoemaking, +laundering, cooking, sewing, and basketry are carried +on successfully. The farm produces large +crops of cereals, vegetables, fruits, and raises a +large share of the meat used by the school. All +the flour for the past three years came from the +wheat produced on the farm.</p> + +<p>The growth of the school has commended itself +favorably to those who have had occasion to investigate +its claims. A committee appointed to +look into the condition of the school some time ago<span class="pagenum"><a name="Page_353" id="Page_353">[353]</a></span> +made the following statement: "In conclusion, +your committee would say that it feels that Messrs. +Marshall and Long and their wives have made +many sacrifices for the good of the school and have +shown a true missionary spirit in carrying on the +work, and their ideals and purposes are in accord +with the very best. They have borne an awkward +and heavy burden in financing the school, and your +committee feels that if released from this care +their teaching-work will be much improved and +become very valuable in building up the school."</p> + +<p>In addition to the cultivation of the home-farm +of 100 acres, the increased amount of stock makes +it necessary to rent an adjacent pasture of 80 +acres, the property of two of our teachers.</p> + +<p>I have made an effort to supplement the knowledge +acquired at Tuskegee through a school of +correspondence and through the Chautauqua Reading +Circle with some degree of success.</p> + +<p>The success of this school, in a very large measure, +is due to the consecrated effort of the members +of the Friends' Freedmen's Association of Philadelphia +and the board of managers of the institution. +From the time I entered upon the work to +the present, Principal Washington has also been a +constant source of help and encouragement. Five<span class="pagenum"><a name="Page_354" id="Page_354">[354]</a></span> +hundred dollars given by him in the spring of +1903 was the first money toward the erection of +our new dormitory. A combination woodworking-machine +is also a result of his interest.</p> + +<p>We have on hand an endowment fund of several +thousand dollars which we are anxious to increase. +Definite plans have been made for the +erection of two new buildings. When the plans +thus far mapped out are completed, the plant, +now worth $30,000, will easily have a valuation +of $75,000.</p> + +<div class="minispace"> </div> +<div class="minispace"> </div> +<h3>THE END</h3> + +<div class="minispace"> </div> +<div class="minispace"> </div> +<div class="border"> +<h2>FOOTNOTES</h2> +<br /> +<div class="footnote"><p><a name="Footnote_1_1" id="Footnote_1_1"></a><a href="#FNanchor_1_1"><span class="label">[1]</span></a> Said to be one of the most eloquent speakers of the Negro people. +He died in the prime of life. He was President of Livingston College, +which is mainly supported by the African Methodist Episcopal Zion +Church, and has a large membership among the colored people.</p></div> + +<div class="footnote"><p><a name="Footnote_2_2" id="Footnote_2_2"></a><a href="#FNanchor_2_2"><span class="label">[2]</span></a> The West Point system is followed in training the young men. Except that +there are no guns, a complete battalion organization exists.</p></div> +</div> +<div class="minispace"> </div> +<div class="minispace"> </div> + + + + + + + + +<pre> + + + + + +End of the Project Gutenberg EBook of Tuskegee & Its People: Their Ideals +and Achievements, by Various + +*** END OF THIS PROJECT GUTENBERG EBOOK TUSKEGEE & ITS PEOPLE *** + +***** This file should be named 28087-h.htm or 28087-h.zip ***** +This and all associated files of various formats will be found in: + https://www.gutenberg.org/2/8/0/8/28087/ + +Produced by Bryan Ness, Meredith Bach, and the Online +Distributed Proofreading Team at https://www.pgdp.net (This +file was produced from images generously made available +by The Internet Archive/Canadian Libraries) + + +Updated editions will replace the previous one--the old editions +will be renamed. + +Creating the works from public domain print editions means that no +one owns a United States copyright in these works, so the Foundation +(and you!) can copy and distribute it in the United States without +permission and without paying copyright royalties. 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