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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..d7b82bc --- /dev/null +++ b/.gitattributes @@ -0,0 +1,4 @@ +*.txt text eol=lf +*.htm text eol=lf +*.html text eol=lf +*.md text eol=lf diff --git a/LICENSE.txt b/LICENSE.txt new file mode 100644 index 0000000..6312041 --- /dev/null +++ b/LICENSE.txt @@ -0,0 +1,11 @@ +This eBook, including all associated images, markup, improvements, +metadata, and any other content or labor, has been confirmed to be +in the PUBLIC DOMAIN IN THE UNITED STATES. + +Procedures for determining public domain status are described in +the "Copyright How-To" at https://www.gutenberg.org. + +No investigation has been made concerning possible copyrights in +jurisdictions other than the United States. Anyone seeking to utilize +this eBook outside of the United States should confirm copyright +status under the laws that apply to them. diff --git a/README.md b/README.md new file mode 100644 index 0000000..c79aa80 --- /dev/null +++ b/README.md @@ -0,0 +1,2 @@ +Project Gutenberg (https://www.gutenberg.org) public repository for +eBook #63620 (https://www.gutenberg.org/ebooks/63620) diff --git a/old/63620-0.txt b/old/63620-0.txt deleted file mode 100644 index ba5e7c2..0000000 --- a/old/63620-0.txt +++ /dev/null @@ -1,1190 +0,0 @@ -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 -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: Putting the Most Into Life - -Author: Booker T. Washington - -Release Date: November 3, 2020 [EBook #63620] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK PUTTING THE MOST INTO LIFE *** - - - - -Produced by Charlene Taylor and the Online Distributed -Proofreading Team at https://www.pgdp.net (This file was -produced from images generously made available by The -Internet Archive/American Libraries.) - - - - - - - - - -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. 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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 -the Project Gutenberg License included with this eBook or online at -www.gutenberg.org. If you are not located in the United States, you'll have -to check the laws of the country where you are located before using this ebook. - -Title: Putting the Most Into Life - -Author: Booker T. Washington - -Release Date: November 3, 2020 [EBook #63620] - -Language: English - -Character set encoding: UTF-8 - -*** START OF THIS PROJECT GUTENBERG EBOOK PUTTING THE MOST INTO LIFE *** - - - - -Produced by Charlene Taylor and the Online Distributed -Proofreading Team at https://www.pgdp.net (This file was -produced from images generously made available by The -Internet Archive/American Libraries.) - - - - - - -</pre> - - -<h1>Putting the Most into Life</h1> - -<div id="i_frontis" class="figcenter"><img src="images/i_000frontis.jpg" width="1570" height="2264" alt="" /><div class="caption"><i>Copyright 1902 by Pach Bros.</i></div></div> - -<div class="newpage p4 center vspace wspace larger"> -<div class="bbox"><div class="bbox bold"> -<p class="xlarge"> -<span class="tint">P</span>utting the <span class="tint">M</span>ost</p> -<hr /> -<p class="xlarge bold"> -<span class="tint">I</span>nto <span class="tint">L</span>ife</p> -<hr /> -<p>By Booker T. Washington</p> -<hr /> -<p>Author of “Up from Slavery”</p> -<hr /> - -<div id="i_logo" class="figcenter"><img src="images/i_000titlelogo.png" width="395" height="327" alt="" /></div> - -<hr /> -<p>New York</p> -<hr /> -<p>Thomas Y. Crowell & Co.</p> -<hr /> -<p>Publishers -</p> -</div></div> - -<p class="newpage p4 small"> -Copyright, 1906, by Thomas Y. Crowell & Co.<br /> - -Published September, 1906</p> - -<p class="p2 small">Composition and electrotype plates by<br /> -D. B. Updike, The Merrymount Press, Boston -</p> -</div> - -<hr /> - -<p class="newpage p4 in0">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.</p> - -<p class="sigright">BOOKER T. WASHINGTON</p> - -<p class="p2 in0 vspace smaller"> -Tuskegee Institute, Alabama<br /> -August 10, 1906 -</p> - -<hr /> - -<div class="chapter"> -<h2 class="nobreak" id="A_Table_of_Contents">A Table of Contents</h2> -</div> - -<table id="toc" summary="Contents"> -<tr> - <td class="tdr top">I.</td> - <td class="tdl">Health a Requisite for Effective Living</td> - <td class="tdr"><a href="#i">1</a></td> -</tr> -<tr> - <td class="tdr top">II.</td> - <td class="tdl">Some of the Qualities Essential to the most Successful School Life</td> - <td class="tdr"><a href="#ii">5</a></td> -</tr> -<tr> - <td class="tdr top">III.</td> - <td class="tdl">A Word to Prospective Teachers about putting the Most into their Work</td> - <td class="tdr"><a href="#iii">9</a></td> -</tr> -<tr> - <td class="tdr top">IV.</td> - <td class="tdl">Industrial Efficiency an Aid to the Higher Life</td> - <td class="tdr"><a href="#iv">17</a></td> -</tr> -<tr> - <td class="tdr top">V.</td> - <td class="tdl">Making Religion a Vital Part of Living</td> - <td class="tdr"><a href="#v">23</a></td> -</tr> -<tr> - <td class="tdr top">VI.</td> - <td class="tdl">On making our Race Life count in the Life of the Nation</td> - <td class="tdr"><a href="#vi">30</a></td> -</tr> -</table> - -<hr /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_1">1</span></p> - -<h2 class="nobreak" id="Putting_the_Most_into_Life"><span class="larger"><span class="tint">P</span>utting the <span class="tint">M</span>ost into <span class="tint">L</span>ife</span></h2> -</div> - -<hr /> - -<div class="chapter"> -<h2 class="nobreak" id="i"><span class="tint">i</span><br /> - -<span class="subhead">Health a Requisite for Effective Living</span></h2> -</div> - -<div class="idc"> -<img class="drop-cap" src="images/i_001t.png" width="425" height="420" alt="T" /> -</div> -<p class="drop-cap-image"><span class="idcfirst">The</span> 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.</p> - -<p>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<span class="pagenum" id="Page_2">2</span> -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.</p> - -<p>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.</p> - -<p>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<span class="pagenum" id="Page_3">3</span> -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!</p> - -<p>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,<span class="pagenum" id="Page_4">4</span> -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.</p> - -<p>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.</p> - -<p>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.</p> - -<hr /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_5">5</span></p> - -<h2 class="nobreak" id="ii"><span class="tint">ii</span><br /> - -<span class="subhead">Some of the Qualities Essential to the -Most Successful School Life</span></h2> -</div> - -<div class="idc"> -<img class="drop-cap" src="images/i_001t.png" width="425" height="420" alt="T" /> -</div> -<p class="drop-cap-image"><span class="idcfirst">The</span> 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.</p> - -<p>The Bible teaches over and over again that -freedom, without which happiness is impossible,<span class="pagenum" id="Page_6">6</span> -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.</p> - -<p>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,<span class="pagenum" id="Page_7">7</span> -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.</p> - -<p>The student who leaves undone immediate -duties because of bodily laziness is leaving -happiness far behind him. Sins of commission<span class="pagenum" id="Page_8">8</span> -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.</p> - -<p>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.</p> - -<hr /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_9">9</span></p> - -<h2 class="nobreak" id="iii"><span class="tint">iii</span><br /> - -<span class="subhead">A Word to Prospective Teachers about -Putting the Most into their Work</span></h2> -</div> - -<div class="idc"> -<img class="drop-cap" src="images/i_001t.png" width="425" height="420" alt="T" /> -</div> -<p class="drop-cap-image"><span class="idcfirst">The</span> 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.</p> - -<p>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<span class="pagenum" id="Page_10">10</span> -conditions outside the school-room.</p> - -<p>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.</p> - -<p>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<span class="pagenum" id="Page_11">11</span> -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.</p> - -<p>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<span class="pagenum" id="Page_12">12</span> -inches from the floor.</p> - -<p>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<span class="pagenum" id="Page_13">13</span> -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.</p> - -<p>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<span class="pagenum" id="Page_14">14</span> -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.</p> - -<p>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<span class="pagenum" id="Page_15">15</span> -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.</p> - -<p>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<span class="pagenum" id="Page_16">16</span> -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.</p> - -<hr /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_17">17</span></p> - -<h2 class="nobreak" id="iv"><span class="tint">iv</span><br /> - -<span class="subhead">Industrial Efficiency an Aid to -The Higher Life</span></h2> -</div> - -<div class="idc"> -<img class="drop-cap" src="images/i_017i.png" width="422" height="422" alt="I" /> -</div> -<p class="drop-cap-image i"><span class="idcfirst">It</span> 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.</p> - -<p>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<span class="pagenum" id="Page_18">18</span> -and economically and wisely consumed.</p> - -<p>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.</p> - -<p>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<span class="pagenum" id="Page_19">19</span> -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<span class="pagenum" id="Page_20">20</span> -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.</p> - -<p>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.<span class="pagenum" id="Page_21">21</span> -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.</p> - -<p>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.</p> - -<p><span class="pagenum" id="Page_22">22</span></p> - -<p>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.</p> - -<hr /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_23">23</span></p> - -<h2 class="nobreak" id="v"><span class="tint">v</span><br /> - -<span class="subhead">Making Religion -A Vital Part of Living</span></h2> -</div> - -<div class="idc"> -<img class="drop-cap" src="images/i_023e.png" width="421" height="421" alt="E" /> -</div> -<p class="drop-cap-image e"><span class="idcfirst">Educated</span> 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.</p> - -<p>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<span class="pagenum" id="Page_24">24</span> -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<span class="pagenum" id="Page_25">25</span> -the people among whom they reside.</p> - -<p>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.</p> - -<p>Systematic reading and prayerful study of<span class="pagenum" id="Page_26">26</span> -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.</p> - -<p>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<span class="pagenum" id="Page_27">27</span> -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.</p> - -<p>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.</p> - -<p>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<span class="pagenum" id="Page_28">28</span> -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.</p> - -<p>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<span class="pagenum" id="Page_29">29</span> -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.</p> - -<hr /> - -<div class="chapter"> -<p><span class="pagenum" id="Page_30">30</span></p> - -<h2 class="nobreak" id="vi"><span class="tint">vi</span><br /> - -<span class="subhead">On Making Our Race Life Count -in the Life of the Nation</span></h2> -</div> - -<div class="idc"> -<img class="drop-cap" src="images/i_017i.png" width="422" height="422" alt="I" /> -</div> -<p class="drop-cap-image i"><span class="idcfirst">In</span> 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<span class="pagenum" id="Page_31">31</span> -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.</p> - -<p>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</p> - -<div class="poetry-container"> -<div class="poetry"> - <div class="stanza"> - <div class="verse indent6">“every man God made</div> - <div class="verse indent0">Is different, has some deed to do,</div> - <div class="verse indent0">Some work to work. Be undismayed.</div> - <div class="verse indent0">Though thine be humble, do it, too.”</div> - </div> -</div> -</div> - -<p class="in0">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.</p> - -<p>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<span class="pagenum" id="Page_32">32</span> -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<span class="pagenum" id="Page_33">33</span> -will refine and enrich life.</p> - -<p>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.</p> - -<p><span class="pagenum" id="Page_34">34</span></p> - -<p>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.”</p> - -<p>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<span class="pagenum" id="Page_35">35</span> -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<span class="pagenum" id="Page_36">36</span> -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.</p> - -<p class="p2 center wspace">The End</p> - -<div class="chapter"><div class="transnote"> -<h2 class="nobreak p1" id="Transcribers_Notes">Transcriber’s Notes</h2> - -<p>A larger version of the Frontispiece may be seen by right-clicking it -and selecting an option to view it separately, or by double-tapping and/or -stretching it.</p> - -<p>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.</p> -</div></div> - - - - - - - - -<pre> - - - - - -End of Project Gutenberg's Putting the Most Into Life, by Booker T. 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