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-Project Gutenberg's Putting the Most Into Life, by Booker T. Washington
-
-This eBook is for the use of anyone anywhere in the United States and most
-other parts of the world at no cost and with almost no restrictions
-whatsoever.  You may copy it, give it away or re-use it under the terms of
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-
-Title: Putting the Most Into Life
-
-Author: Booker T. Washington
-
-Release Date: November 3, 2020 [EBook #63620]
-
-Language: English
-
-Character set encoding: UTF-8
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-Putting the Most into Life
-
-
-
-
-[Illustration: _Copyright 1902 by Pach Bros._]
-
-
-
-
-  Putting the Most
-  Into Life
-
-  By Booker T. Washington
-  Author of “Up from Slavery”
-
-
-  [Illustration]
-
-
-  New York
-  Thomas Y. Crowell & Co.
-  Publishers
-
-
-
-
-  Copyright, 1906, by Thomas Y. Crowell & Co.
-
-  Published September, 1906
-
-
-  Composition and electrotype plates by
-  D. B. Updike, The Merrymount Press, Boston
-
-
-
-
-The chapters in this little book were originally part of a series of
-Sunday Evening Talks given by the Principal to the students of the
-Tuskegee Normal and Industrial Institute. They have been recast from
-the second to the third person, and many local allusions have been cut
-out. They are now sent out, in response to repeated requests, to a
-larger audience than that to which they were first spoken.
-
-                                        BOOKER T. WASHINGTON
-
-  Tuskegee Institute, Alabama
-  August 10, 1906
-
-
-
-
-A Table of Contents
-
-
-    I.  Health a Requisite for Effective Living                        1
-
-   II.  Some of the Qualities Essential to the most Successful
-          School Life                                                  5
-
-  III.  A Word to Prospective Teachers about putting
-          the Most into their Work                                     9
-
-   IV.  Industrial Efficiency an Aid to the Higher Life               17
-
-    V.  Making Religion a Vital Part of Living                        23
-
-   VI.  On making our Race Life count in the Life of the
-          Nation                                                      30
-
-
-
-
-Putting the Most into Life
-
-
-
-
-i
-
-Health a Requisite for Effective Living
-
-
-The individual who puts the most into life is the one who gets the most
-out of life. The first requisite for making life effective for one’s
-self or society is a sound body. There have been many people who in
-spite of weak bodies have enriched the world by noble thought and work.
-There has been a long line of physically weak men who have helped the
-world onward; but the rule holds that the best work has been done by
-men and women of vigorous health.
-
-It is important that the Negro race in its present condition shall
-learn just as quickly as possible how to have good, strong, healthy
-working bodies, for so much is dependent upon them. In the world of
-industry, the world of commerce, all mental activity and spiritual
-endeavor,--no matter in what direction one’s attention or energies may
-be turned, strong bodies are needed to meet the demand. There are a
-few simple rules which should serve as guide-posts to those who would
-make the most of their physical being. One of the conditions of a good,
-strong, working body is contact with fresh air. In the early days of
-this school, when we were housed in shacks and cabins, whatever else
-we lacked, we were, by virtue of necessity, abundantly supplied with
-air; but now that we are getting into plastered buildings, with good
-floors and windows and doors, there is danger of suffering from poorly
-ventilated rooms and a lack of health-giving air.
-
-Those who live in the large cities would do well to become disciples
-of Wordsworth, and with him learn to know the inspiration and strength
-that come from wood and forest,--the joy of intimate acquaintance with
-birds and flowers. The individual who has the privilege of living on
-the farm, and coming in contact with the earth and grass and trees and
-real things, is the individual who, provided he has an eye to see and
-an ear to hear, is most to be envied.
-
-Next in importance to an abundance of fresh air is the habit of
-regular, systematic exercise. People often think that this kind of
-exercise costs a great deal of money, that it means costly apparatus
-and artificial fixtures. Not so. It requires no great outlay of time
-or energy for the boy on the farm to breathe deeply as he follows the
-plough or scatters the seeds. And yet, simple exercises of this kind
-are essential to the life of a race whose mortality from pulmonary
-diseases is alarming. Every boy in the machine shop knows how necessary
-it is to keep his machinery well oiled and in good running condition.
-Then, too, every such boy knows the importance of keeping every part of
-his machinery as clean as possible. Now, your body is a machine, but
-how much more delicate and intricate than any made by man! how much
-more necessary to keep it in good running condition and absolutely
-clean in order that it may do its best work!
-
-In addition to pure air and cleanliness, I want to speak of the wearing
-of comfortable clothing as another essential to right living. I am
-glad to see that the world is fast getting away from the old habits
-that used to enslave people in this matter of dressing--the habit
-exercised by many of wearing small shoes, for instance, until their
-feet were cramped in severe pains merely to have the world think they
-had small feet. What does it matter to the world whether a person has
-small feet or large feet? Who ever stops to think whether great poets,
-historians, the great workers in economic and religious life,--men
-and women who have really accomplished something,--had large or small
-feet, whether they wore fours or eights, or wore large or small corsets
-or none. I am glad to see that all peoples and races are getting away
-from that kind of thing, and I want the Tuskegee students to make up
-their minds to buy shoes to fit no matter what the number. We consider
-the Chinese ridiculous to keep their feet cruelly cramped in order that
-they may be small, but many of us in somewhat less degree are guilty of
-the same thing.
-
-The importance of temperance has been repeated over and over again
-from this platform; and intemperance in eating or sleeping is not less
-disgusting than intemperance in drink.
-
-The world’s work is to be done by men and women of vigorous intellect;
-but the sound mind must have its foundation in a body which is kept
-clean and made comfortable by proper clothing, pure air, regular
-exercise and wholesome food. No workman, however competent, can do good
-work unless his tools are kept in proper repair. My plea is that the
-young Negro students shall acquire strong working bodies to be used as
-tools to serve therewith their fellows and their Maker. This is the end
-of all living.
-
-
-
-
-ii
-
-Some of the Qualities Essential to the Most Successful School Life
-
-
-The student who would put the most into his school life must first
-of all be happy. I do not believe it is possible for a student to
-accomplish very much, certainly not the most, while he is in school,
-unless he learns to be happy in all his relations in school life. If
-the students are unhappy there is something wrong with the institution,
-or with the teachers, or with the student body. The normal state of a
-student in a well-ordered institution is a happy one. It is impossible
-to get the most out of the life of any institution unless there is
-joy in working out the ideals of the institution. The student should
-make himself familiar with the purposes of the school to which he
-seeks admission, and having made the choice, he should be loyal to its
-traditions and purposes.
-
-The Bible teaches over and over again that freedom, without which
-happiness is impossible, is self-imposed restraint, that to be really
-free we must live within the law. He who lives outside the law is a
-slave. The freeman is the man who lives within the law, whether that
-law be the physical or the divine. All life is governed by law, and
-the student must acquire freedom by obedience to law. The students in
-any institution are divided into two classes: the happy, contented,
-ambitious, hopeful ones, who have faith in the institution and respect
-for its traditions, and the miserable, discontented, grumbling class.
-One class live not only within the letter but in the spirit of the
-law, and are consequently happy. The second class are miserable,
-discontented and hopeless because they try to live outside the law.
-No student can get much out of any institution who does not enter
-whole-heartedly into its spirit, its traditions and its ideals.
-
-The ability to do hard methodical work is one of the prizes which every
-school worthy of the name offers to its students. The years at school
-not infrequently give bent to the whole life. The student who does
-slipshod work at school is more than likely to lack direction in his
-subsequent career. But mental strength comes not as a bequest. It is
-a prize that must be contended for right earnestly, and dictionary,
-cyclopaedia, text-book and shop are tools which instructors place in
-the hands of students to help them win the prize. The proper use of
-these tools must depend finally upon the individual student. No one
-gets much out of life who does not make his education a real, vital
-part of himself. Many people have education very much as a parrot has
-at his command a certain number of words or sentences. The words and
-sentences that the parrot utters are no real part of him. They are
-merely something tacked on to the parrot, and foreign to his real
-natural make-up. Some people use education as they use their “Sunday
-clothes,” on extra occasions only. They bring their education into
-play when they are in the company of others, commit a few quotations
-and use big words which have no working place in their vocabulary.
-To try to make education a real part of one’s self is the way to get
-most out of one’s school life. Just as the food a man eats becomes a
-part of his blood and bone, so should education become a vital part of
-him. Education must be digested and assimilated in order to make it
-significant.
-
-The student who leaves undone immediate duties because of bodily
-laziness is leaving happiness far behind him. Sins of commission and
-sins of omission alike tend to weakness. Our ability to make the world
-better depends entirely upon our ability to use every opportunity to
-make ourselves better. A largeness of life, a variety of interests
-and breadth of view are among the prizes which a school offers to its
-students. These qualities the ignorant man does not possess. Largeness
-of life and breadth of vision give faith in the future; that largeness
-makes one person take the long view when the other is taking the short
-view; that largeness lifts the educated person far above the temptation
-to gossip about little things, above the temptation to get down into
-the mud and slime with which weaker individuals are smeared.
-
-To be loyal and obedient to the legislation of an institution, to make
-thrifty use of text-book and shop and farm and every part of the school
-equipment, is to attain that mental strength that makes for largeness
-of life and breadth of view. These qualities come not by observation,
-but they do come by conscientious work in season and out of season.
-They are all within the reach of the student who is willing to work for
-them, and they are all essential to real happiness.
-
-
-
-
-iii
-
-A Word to Prospective Teachers about Putting the Most into their Work
-
-
-The large problem of the teacher is not to impart knowledge and
-maintain discipline. The larger problem is to bring school life and
-real life into closer contact. With the average teacher, as with the
-average student, there is very little connection between the school and
-life as it is actually lived every day outside the school-room; and
-as long as this is true there will be ground for reasonable and just
-criticism.
-
-In the primary school, the intermediary school and the high school
-there is often little, if any, connection between life as it is lived
-in the shop, on the farm, in business and in the home. It cannot but
-prove of mutual advantage if the teacher can bring school life into
-actual touch with the life of the people about him. The interest of
-the parents will be increased just in proportion as they find that the
-teacher is making his instruction stimulate and vitalize conditions
-outside the school-room.
-
-It is difficult for the parent of the country child to note the results
-of education through the usual processes and channels of knowledge.
-Colored parents depend upon seeing the results of education in ways not
-true of the white parent. It is important then that the colored teacher
-in this generation should give special attention to bringing school
-life into closer touch with real life. Any education is to my mind
-“high” which enables the individual to do the very best work for the
-people by whom he is surrounded. Any education is “low” that does not
-make for character and effective service.
-
-The average teacher in the public schools is very likely to yield to
-the temptation of thinking that he is educating an individual when
-he is teaching him to reason out examples in Arithmetic, to prove
-propositions in Geometry and to recite pages of History. He conceives
-this to be the end of education. Herein is the sad deficiency in many
-teachers who are not able to use History, Arithmetic, Geometry as
-means to an end. They get the idea that the student who has mastered
-a certain number of pages in a text-book is educated, forgetting that
-text-books are at best but tools, and in many cases ineffective tools,
-for the development of man. Modern educators are getting more and more
-away from books. Now this will be hard for the average teacher who
-has worked out all the problems in Arithmetic and proved them by the
-answers in the book, but I believe that the best educational thought
-tends toward the study of real things and not mere books.
-
-One of the ways of bringing the school into closer touch with society
-is to make school surroundings, including the grounds and buildings,
-as homelike and as attractive as possible. The school-rooms are in too
-many cases cold and barren. In schools of this sort there is little
-connection between the home and the school. I believe that the teacher
-should study the home surroundings of his pupils and become more
-intimately acquainted with the parents. When teachers are able to make
-their school-rooms inviting and are able to project their influence
-into the home life of the pupils, there will be few absentees or
-truants. A child cannot be expected to leave a comfortable, attractive
-and convenient home to go into a dull, inconvenient, uncomfortable
-school-room, nor can it be expected that pupils will leave comfortable
-chairs at home and go into school-rooms where they must sit on stools
-with their feet six or eight inches from the floor.
-
-It is hardly necessary to say that the teacher should set the example
-for the student in the matter of cleanliness and neatness. The teacher
-who would preach against grease spots, rents in clothes and buttonless
-jackets must see to it that he is himself without fault in these
-respects. When I go into a school and notice that the instructor has
-buttons off his coat, I am at once convinced that he is not the right
-teacher. I do not believe that there is much that the student can learn
-at that school that can be put into practice in real life. I believe
-that the teacher should not only set an example himself, but that he
-should go further than this: he should see that every boy and girl in
-his school is familiar with the practical applications of soap and
-water, and knows the work of the tooth-brush and the darning-needle.
-Some parents may at first resent this encroachment upon their special
-domain, but persistence in an endeavor of this sort will finally cause
-the parents to look upon the teacher as a new force in the community.
-The average parent cannot appreciate how many examples Johnny has
-worked that day, how many questions in History he has answered; but
-when he says, “Mother, I cannot go back to that school until all the
-buttons are sewed on my coat,” the parent will at once become conscious
-of school influence in the home. This will be the best kind of
-advertisement. The button propaganda tends to make the teacher a power
-in the community. A few lessons in applied Chemistry will not be amiss.
-Take grease spots, for example. The teacher who with tact can teach his
-pupils to keep even threadbare clothes neatly brushed and free from
-grease spots is extending the school influence into the home and is
-adding immeasurably to the self-respect of the home.
-
-In the school-houses in the city, and in many of the larger towns and
-country districts, janitors do all the work of cleaning. This may be
-necessary in city schools, where it is not possible for the children
-to do all the work of beautifying and cleaning the school building,
-but when all this work is done by outsiders the children are robbed of
-part of their instruction and they thus lose a very important lesson
-in cleanliness and order which it is the duty of the teacher to give.
-Think of the time lost in the average family looking for the broom when
-the time comes to sweep the floor. At this time all business suspends.
-Mother cries out first, “Where is the broom?” The older sister cries
-to John and Susie and Jane, “Where is the broom?” and that kind of
-thing goes on every day in the week and year. It takes the average
-family from ten to twelve minutes every day to find the broom. Now,
-we should teach a different lesson in our schools. We can teach in
-the first place that there are two ways for the broom to be put up, a
-proper and an improper way. We can teach the children that there is
-a place for the dust-pan and the dust-cloth and the match-box. The
-match-box is another thing that suspends business. Every night when the
-matches are wanted, everything goes helter-skelter. This is a larger
-problem than the broom, there being absolutely no light on the subject.
-The children should be taught that there must be a definite place for
-the broom and for the match-box, and it is surprising how quickly these
-lessons will be taken from the school-room into the home. Even the
-listless parents will be roused to interest by such practical teaching.
-The child who goes to school in a room that is clean and attractive
-will not long be content to live in a home that is dirty and disorderly.
-
-I was recently in a school-room in South Carolina. The teacher had a
-reputation for being a well-fitted instructor, and I expected much of
-him. He was teaching the children by the latest methods. The children
-sang well, they recited their lessons well, but the fact that one
-third of the plastering was missing made the greatest impression
-on me. I could not detect the slightest attempt on the part of the
-teacher or students to see that the plastering was restored. I should
-have suspended school a day or two until the plastering could be
-replaced, rather than teach day after day by silent approval a lesson
-of disorder. If the teacher is careless, the pupils will accept his
-standards and go through life in an indifferent, slipshod manner. If
-from the first day they enter school they are surrounded with object
-lessons of order and cleanliness, more will have been done to educate
-them in a large and helpful way than if they had centred their interest
-in books alone.
-
-Order and beauty are sacrificed in many of our schools because one
-third or one fourth of the window-glass is out. Sometimes I have seen
-obsolete hats and discarded dresses doing duty in the absence of
-window-glass or window-panes knocked out in order that the stovepipe
-might be run through the broken place. The child never outlives the
-impression made by such a sight. The parents will join their children
-in helping to patch broken plastering if the teacher will take the
-lead. When the plastering is mended, a few pictures should be placed on
-the walls, and in this work the parents’ coöperation can be depended
-upon. Teachers must put not less conscience but more thought into the
-work for the children to whose lives they are giving direction. By
-putting into their work more of their better selves, more of their
-personality, teachers will add not only to their own happiness and
-usefulness, but will be doing real work toward hastening the coming of
-that kingdom for which they daily pray.
-
-
-
-
-iv
-
-Industrial Efficiency an Aid to The Higher Life
-
-
-It was Emerson who said that “One generation clears the forests, the
-next builds the palaces.” Each generation is very anxious to engage in
-the building of the palaces, an ambition which is altogether laudable,
-but the forests must first be cleared or there will be no palaces. And
-so it falls to the lot of every successful individual of every race and
-nation to engage at some time or period in their existence in dealing
-in a large degree with the industrial or material affairs of life.
-
-The forms of industry that occupy the majority of people in a civilized
-country may be classed under one of the following heads: first and
-perhaps most largely, the production of raw material in one form or
-another; the second step is the manufacturing of these materials;
-third, the problem of transportation and getting these products on
-the markets of the world, and having them properly distributed and
-economically and wisely consumed.
-
-The production of cotton in the South presents a familiar example of
-all these processes. The growing of cotton is an industry largely in
-the hands of my race; in the second step, the manufacturing of cotton,
-the colored people have as yet little part; in putting these materials
-on the market through the medium of steamboats, steam-cars, and their
-distribution through wholesale and retail establishments, colored
-people have diminishing interests. The lesson for all young people to
-learn in this busy industrial age is to deal with materials, whether at
-first hand in getting something out of the soil, or as constructing or
-distributing agents, so as to increase the value of the material they
-handle and to make themselves more useful as individuals.
-
-The main source of all productiveness is in the soil, and the work of
-getting out of the soil all that can be gotten out of it has, in recent
-years, made agriculture an intellectual pursuit. It is very important
-to note the progress of the world during the last few years, when
-people have learned to put more into life by putting brains and skill
-and confidence into all industrial operations. A few years ago the
-man who was going to be a farmer made almost no preparation for his
-work. Skill and intelligence were not considered necessary, but to-day
-in every civilized country there are institutions that have for their
-sole purpose the teaching of methods of getting everything possible
-out of the soil. A few years ago the mining of coal, copper, silver
-and gold was left to the most unintelligent, ignorant and unskilled
-people; there was little thought or skill put into preparation for
-this kind of work. To-day mining schools have been established in all
-important mining districts, and this industry has been so dignified
-that intelligent and skilful men delight to enter it. The same thing
-is true of forestry. Within the last few months a chair of Forestry
-has been established at Cornell University, where young men can learn
-all about the selection and cultivation of trees. The Department of
-Agriculture at Washington is spending over two million dollars yearly
-in showing people how to take care of the forests. The world is making
-all the material products serve not as masters but as servants, and
-servants in the sense that they are making people put more thought,
-more effort, more skill into life, and enabling them thus to get more
-abundant returns wherewith to enlarge and ennoble their lives. There
-are opportunities about us on every hand. The Southern farm offers
-great opportunities to every young man who will use his talents. The
-idea that farming means ploughing with one mule or digging the ground
-with a spade is fast disappearing, for this industry is developing into
-a high and dignified calling. Young women of maturer races than ours
-are making large economic successes in the raising of chickens, in
-fruit growing, in raising small berries; and young colored women should
-begin to get some of the benefits of these industries.
-
-But the chance for material success in connection with industrial
-life is relatively of less importance than is the chance for the
-individual to get development through the mastering of difficulties in
-the management of industrial operations. The mere mastering of these
-difficulties has made many of the Captains of Industry of this country.
-Poverty discourages many a youth who starts out in the busy industrial
-world, but the fact that others have conquered poverty is an earnest
-that others, for centuries to come, will get courage and strength out
-of adverse struggle. The colored man starts out, it is true, with an
-additional handicap, but here is the chance for Negro youth to learn to
-turn disadvantages to advantages. A colored man born in poverty and
-an ex-slave owns to-day one of the largest tailoring establishments
-in one of the most prominent streets in the city of Boston. This man
-had learned the sweet uses of adversity and knew how to lay hold of
-disadvantages. His establishment is patronized by people who buy from
-him not in spite of the fact that he is a Negro, but because he is
-a Negro. The world needs men, be they white or black, who can rise
-on successive failures to useful citizenship. No person can enter
-industrial life without for a time feeling some days of almost complete
-failure, but mistakes and weariness beget confidence and experience.
-
-All industrial operations and material progress should be used not as
-ends but as means of making life more comfortable, more useful and
-more beautiful. The intelligent farmer as he plants and works and
-harvests the cotton must remember that the production of cotton is not
-the end of his effort. Every bale of cotton can be turned into books,
-into opportunities for travel and study. The man who grows corn must
-remember that the growing of corn is not the end of life, but that the
-corn can be turned into refinements and beauties of a civilized life
-and a Christian home.
-
-No one can doubt that the people who have built the railroads and
-constructed the great steamships that bind country to country have
-added to the wealth and happiness of the world. Finally, it must be
-remembered that the mastering of difficulties should bring poise,
-purpose and vision. I want every Tuskegee student as he finds his place
-in the surging industrial life about him to give heed to the things
-which are “honest and just and pure and of good report,” for these
-things make for character, which is the only thing worth fighting for,
-either in this life or the next.
-
-
-
-
-v
-
-Making Religion A Vital Part of Living
-
-
-Educated men and women, especially those who are in college or other
-institutions of learning, very often get the idea that religion is
-fit only for the common people and beneath the interest and sympathy
-of the educated man. In too many cases they are disposed to think
-that religion is for the weak, and that to express doubts concerning
-religion and the future life is an indication of a vigorous,
-independent mind. No young man or woman can make a greater error than
-this.
-
-Some years ago, when I was in New York City, I went down to Wall Street
-to consult a friend as to methods of arranging for a large meeting.
-I wanted in this meeting to get interest centred in the work we are
-trying to do at Tuskegee. My friend said: “If you can secure the
-coöperation of four men in New York City, the success of your meeting
-will be assured.” I went to the four men whose names had been given
-me and secured their interest and coöperation. Some weeks later there
-was a large meeting held in New York in the interest of the Young Men’s
-Christian Association movement. In looking over the list of persons who
-were sponsors for this meeting I found the names of the four men whom
-my Wall Street friend had mentioned. He gave me these names, however,
-with no thought that they were leaders in the religious activity of New
-York City. He named them chiefly because he knew their standing in the
-commercial and business life of the city was secure, and that anything
-they said would attract the attention of the public and would secure
-the confidence of the people whose interest and aid we were seeking.
-And so it appears that the four men who at that time represented the
-commercial and business interest of New York were men who were closely
-identified with the religious life of the city, and were active in
-Sunday-school and church work, and connected with many other agencies
-which had to do with the uplifting of the masses. My observation has
-taught me that the people who stand for the most in the educational and
-commercial world and in the uplifting of the people are in some real
-way connected with the religious life of the people among whom they
-reside.
-
-This being true we ought to make the most of our religious life and
-to avail ourselves of certain outward helps, helps which are not
-ends but aids to higher spiritual living. First the habit of regular
-attendance at some religious service should be cultivated. This is
-one of the outward helps toward inward grace. Nothing is ever lost
-by this habit of systematic devotion. But one says, “What good is
-accomplished by attending church?” Another says, “I stay away from
-religious service and I am just as good as those who go.” To put the
-question another way, Was any one ever injured by regular attendance
-upon religious services? The man who allows himself to grow careless
-about sacred things yields to a temptation which is sure to drag him
-down. As you value your spiritual life, see to it that you do not lose
-the spirit of reverence for the Most High as revealed in your own life
-and experience, reverence for the Most High as revealed in the men
-and women about you, in the opening flower, the setting sun, and the
-song of the bird. Do not mistake denominationalism for reverence and
-religion. Religion is life, denominationalism is an aid to life.
-
-Systematic reading and prayerful study of the Bible is the second
-outward help which I would commend to those whom I wish to see make
-the most of their spiritual life. Many people regard the Bible as
-a wonderful piece of literature only. The reading of the Bible as
-literature only brings its reward in that it throws new light on
-secular history and gives acquaintance with men and women and ideals
-which have been the inspiration of the noblest things that have ever
-been spoken or written. Nowhere in all literature can be found a
-finer bit of oratory than St. Paul’s defence before King Agrippa.
-But praiseworthy as this kind of study is, I do not believe it is
-sufficient. The Bible should be read as a daily guide to right living
-and as a daily incentive to positive Christian service.
-
-I think that no man who lives a merely negative religious life can ever
-know real spiritual joy. There are many people who pride themselves
-on the things they do not do. The negative Christian always suggests
-a lamp-post to me. The negative Christian says he is going to heaven
-because he does not lie. Neither does the lamp-post. The negative
-Christian does not steal. Neither does the lamp-post steal. He does
-not cheat, he does nothing of which he is ashamed: he is therefore
-blameless. The lamp-post has never done any one of these things. I
-do not want the Tuskegee students to be lamp-posts in their religious
-life, but I want them to turn their beliefs into energy that shall work
-into every detail of their lives.
-
-Not less repulsive to me than the negative Christian is the one who is
-always using his religion as a means of escape from something, from
-hell fire or brimstone or some less remote punishment. This class
-of Christians use religion as people use the conjurer’s bag or a
-disinfectant to ward off evil. They are not drawn to any vital thing in
-religion; they simply use it as a cloak to shield them from harm.
-
-To live the real religious life is in some measure to share the
-character of God. The word “atonement,” which occurs in the Bible again
-and again, means literally at-one-ment. To be at one with God is to
-be like God. Our real religious striving, then, should be to become
-one with God, sharing with Him in our poor human way His qualities
-and attributes. To do this, we must get the inner life, the heart
-right, and we shall then become strong where we have been weak, wise
-where we have been foolish. We are often criticised as a race because
-people say that our religion is not real. They say that our religion
-is superficial, that in spite of our attendance at religious services
-and protestations of faith we are guilty of petty pilfering, stealing,
-lying and of walking crookedly in many directions. Whenever this
-criticism is true it means that we have not learned what the religious
-life really means. We must learn to incorporate God’s laws into our
-thoughts and words and acts. Frequent reference is made in the Bible
-to the freedom that comes from being a Christian. A man is free just
-in proportion as he learns to live within God’s laws, and he makes
-grievous mistakes and serious blunders the minute he departs from these
-laws.
-
-As a race we are inclined, I fear, to make too much of the day of
-judgment. We have the idea that in some far-off period there is going
-to be a great and final day of judgment, when every individual will
-be called up, and all his bad deeds will be read out before him and
-all his good deeds made known. I believe that every day is a day of
-judgment, that we reap our rewards daily, and that whenever we sin we
-are punished by mental and physical anxiety and by a weakened character
-that separates us from God. Every day is, I take it, a day of judgment,
-and as we learn God’s laws and grow into His likeness we shall find
-our reward in this world in a life of usefulness and honor. To do this
-is to have found the kingdom of God, which is the kingdom of character
-and righteousness and peace.
-
-
-
-
-vi
-
-On Making Our Race Life Count in the Life of the Nation
-
-
-In the Bible one finds over and over again the words “a peculiar
-people.” Reference is made to the Jews as “a peculiar people,”--a
-people differing in thought and temperament and mode of life from
-others by whom they were surrounded. Now the race to which Americans
-of African lineage belong is often described as “a peculiar people,”
-having had, as we know, a peculiar history. They differ in color and in
-appearance, and in a very large degree their temperament and thought
-differ from that of the people about them. Now the Jews because they
-were different from the peoples by whom they were surrounded, because
-of their peculiar religious bent, were able to give to the world the
-doctrine of the unity and Fatherhood of God, and Christianity, the
-finest flower of Jewry. It is then, I think, not too much to hope that
-the very qualities which make the Negro different from the peoples by
-whom he is surrounded will enable him, in the fulness of time, to make
-a peculiar contribution to the nation of which he forms a part.
-
-What that contribution is to be no man can now tell, but we must keep
-in mind that the race is made of individuals and
-
-          “every man God made
-    Is different, has some deed to do,
-    Some work to work. Be undismayed.
-    Though thine be humble, do it, too.”
-
-As with an individual, so with a race. When you and I and all the other
-individuals that go to make up our race shall have learned to do well
-our own peculiar work, we shall be able to determine the bent of the
-race. It must fall upon you and me, who have had opportunity to work
-out in some measure our own individual problems, to give direction
-to the race. It is for us, therefore, to bring to the enrichment of
-our lives, as individuals, every quality which we are capable of
-cultivating.
-
-There is in the New Testament a passage which I like to refer to and to
-think of; it reads something like this: “He that overcometh shall be
-clothed in white raiment.” The expression “He that overcometh” occurs
-several times in the New Testament. I am anxious that the Tuskegee
-students shall get the idea firmly fixed in their minds that there
-are definite rewards coming to the individual or to the race that
-overcomes obstacles and succeeds in spite of seemingly insurmountable
-difficulties. The palms of victory are not for the race that merely
-complains and frets and rails. I do not mean to say that there is not
-a place for race loyalty and enthusiasm. There is a proper and vital
-place for protests against the wrongs that are inflicted without cause
-or reason. Every race, like every individual, should be swift to
-protest against injustice and wrongs, but no race must be content with
-mere protests. Every race must show to the world by tangible, visible,
-indisputable evidence that it can do more than merely call attention
-to the wrongs inflicted upon it. The reward of life is for those who
-choose the good where evil calls out on every hand. That reward is
-moral character. The more temptations resisted--the more difficult the
-struggle--the more robust the character. The wholly innocent person is
-much less praiseworthy than is he who has faced temptation and has come
-out of it unscarred. The virtues of foresight and thrift and frugality,
-brought bravely to the front, will bring large material possessions
-which if properly used will refine and enrich life.
-
-I am constrained to refer once more to that “peculiar people,” the
-Jews,--a race that has been handicapped in very much the same way as
-the colored people. Their opportunities have been limited in many
-directions. In Russia to-day they are in many cases debarred from
-schools and from entrance into the professions. And, notwithstanding
-the barriers in this country, one of the most noted banking firms in
-the United States is composed of Jews. Members of a despised race,
-they made up their minds that in spite of difficulties they would
-not stop to complain, but would compel recognition by making a real
-contribution to the country of which they formed a part. The Japanese
-race is a convincing example of the respect which the world gives to a
-race that can put brains and commercial activity into the development
-of the resources of a country. What material difficulties the thrifty
-Hollanders have had to overcome in the development of their country!
-But the battle against water and wind has developed not only a country,
-but an energetic, thrifty people. The Netherlands have literally been
-made by these sturdy Hollanders, who because they overcame are looked
-upon as a great and happy people.
-
-There is, then, opportunity for the colored people to enrich the
-material life of their adopted country by doing what their hands find
-to do, minor duties though they be, so well that nobody else of any
-race can do them better. This is the aim that the Tuskegee student
-should keep steadily before him. If he remembers that all service,
-however lowly, is true service, an important step will have been taken
-in the solution of what we term “the race problem.”
-
-For it must be remembered that no individual of any race can contribute
-to the solution of any general problem until he has first worked out
-his own peculiar problem. Some months ago I met a former schoolmate
-whom I had not seen for a number of years. I was naturally interested
-to hear about his progress, and began to question him. I asked him
-where he lived, and he said he had no abiding-place, in fact he had
-lived in a half dozen places since we parted. In answer to other
-questions, I found that he had no special trade, no special business,
-no bank account. I asked then what he had been doing in the intervening
-years, and he answered he had been travelling about over the country,
-doing his best to solve the race problem. That man should rather
-have been at work at the solution of his own individual problem. An
-individual circumstanced as he was could not solve anybody’s problem.
-It is important to have one’s own dooryard clean before calling
-attention to the imperfection in the neighbor’s yard. Each Negro can
-put much into the life of his race by making his own individual life
-present a model in purity and patience, in industry and courage, in
-showing the world how to get strength out of difficulties. The late
-President Garfield once said that no person ever drowned, no matter
-how many times he was thrown overboard, who was worth saving, and that
-remark, with a few modifications, might be applied to a race. No race
-is ever lost that is worth saving, and no race need be lost that wants
-to save itself. The world is full of little people who through lack of
-wisdom and patience and perseverance merely add to the world’s burdens.
-The despised Negro has the chance to show to the world that charity
-which suffereth long and is kind and which never faileth. In the face
-of discouragements and difficulties the Negro must ever remember that
-nobody can degrade him. Nobody can degrade a big race or a big man. No
-one can degrade a single member of any race. The individual himself
-is the only one who can inflict that punishment. Frederick Douglass
-was on one occasion compelled to ride for several hours in a portion
-of a freight car. A friend went into the freight car to console him
-and said to him that he hated to see a man of his intelligence in so
-humiliating a position. “I am ashamed that they have thus degraded
-you.” But Douglass, straightening himself up in his seat, looked the
-friend in the face and said, “They cannot degrade Frederick Douglass.”
-And so they cannot degrade a single individual who does not want to
-be degraded. Injustice cannot work harm upon the oppressed without
-injuring the oppressor. The Negro people must live the precepts taught
-by the Christ. They must go on multiplying, day by day, deeds of
-worthiness, piling them up mountain high. And just as you and I, as
-individuals, are called upon to serve the race of which we are a part,
-so let us as a race recognize the fact that we are a part of a great
-nation which we are bound to serve.
-
-
-The End
-
-
-
-
-Transcriber’s Notes
-
-
-Simple typographical errors were corrected. Punctuation, hyphenation,
-and spelling were made consistent when a predominant preference was
-found in the original book; otherwise they were not changed.
-
-The Frontispiece illustration is a photograph of Booker T. Washington.
-The illustration on the Title page is decorative.
-
-
-
-
-
-End of Project Gutenberg's Putting the Most Into Life, by Booker T. Washington
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