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12 - Boys Life of Booker T. Washington by Walter Clinton Jackson · Boys Life of Booker T. Washington

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  Speaker 1: Chapter eleven of A Boy's Life of Booker T. Washington.
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  Speaker 1: This is a LibriVox recording. All LibriVox recordings are in
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  Speaker 1: the public domain. For more information or to volunteer, please
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  Speaker 1: visit LibriVox dot org. Recording by D. Randall. A Boy's
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  Speaker 1: Life of Booker T. Washington by W. C. Jackson. Success
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  Speaker 1: as educational leader Burger Washington spent his life in the
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  Speaker 1: education of the Negro. Negroes of ability in his day
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  Speaker 1: usually became preachers, or they entered politics. The Negro preacher
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  Speaker 1: had rendered a greater service to his people, perhaps than
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  Speaker 1: any one else. Before eighteen sixty five, the ministry was
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  Speaker 1: practically the only place where Negro leadership could find expression.
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  Speaker 1: It was much the same way for many years after
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  Speaker 1: the Silvil War. However, after emancipation there is an opportunity
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  Speaker 1: for leadership in politics, and a great many negroes of
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  Speaker 1: ability entered this field, many of them holding offices. Washington
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  Speaker 1: was urged by some of his friends to enter the ministry.
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  Speaker 1: Others urged him to study law and into politics. Undoubtedly
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  Speaker 1: he could have made a great success in either of
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  Speaker 1: these fields of work, but from the very beginning of
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  Speaker 1: his education he had a strong conviction that his life
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  Speaker 1: must be spent in helping to educate his people. He
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  Speaker 1: felt that education was the greatest need of his race.
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  Speaker 1: Before the war, it had been against the law for
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  Speaker 1: a slave to be taught from books. At the close
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  Speaker 1: of the war, then there were no schools, no teachers,
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  Speaker 1: and no books. The whole race could neither read nor write.
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  Speaker 1: The whole race had had no training of any kind
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  Speaker 1: except in agriculture. It is true a few, but a
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  Speaker 1: very few, had had a little training in certain trades,
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  Speaker 1: such as brick laying, blacksmithing, and carpentry. The race, therefore,
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  Speaker 1: through no fault of its own, was very ignorant. It
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  Speaker 1: had never had an opportunity. But now that the opportunity
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  Speaker 1: had come with emancipation, the entire race was eager to learn.
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  Speaker 1: Old men and old women, as well as boys and girls,
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  Speaker 1: began with great zeal to learn to read and write.
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  Speaker 1: The race started to school. It was determined to get
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  Speaker 1: an education, and it was to help in this great
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  Speaker 1: work that Washington early determined to devote his life. Just
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  Speaker 1: after the war, there was much confusion and doubt about
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  Speaker 1: the best plan to follow in educating the Negro The
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  Speaker 1: freedmen's burial brought a large number of teachers from the
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  Speaker 1: North to assist in the task, and much valuable work
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  Speaker 1: was done in the Negro schools by these teachers. The
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  Speaker 1: different Southern states also began to make provision for the
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  Speaker 1: negroes at TA education by organizing schools, building schoolhouses, and
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  Speaker 1: making provision for training teachers. There was much difference of
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  Speaker 1: opinion as to just what should be taught the negro.
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  Speaker 1: As a rule, the plan followed was to teach him
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  Speaker 1: just what had been taught in the white schools. This
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  Speaker 1: meant that he would study reading, writing, arithmetic, and grammar,
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  Speaker 1: and later Latin Greek mathematics and literature. So much of
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  Speaker 1: this kind of teaching was done, and it was so
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  Speaker 1: poorly done, and it was so poorly adapted to the
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  Speaker 1: needs of the Negro at the time that a great
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  Speaker 1: many people began to doubt the wisdom of trying to
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  Speaker 1: educate the Negro at all. But Washington insisted that the
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  Speaker 1: mistake was made in the kind of education they were
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  Speaker 1: trying to give him. An answer to the question does
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  Speaker 1: it pay to educate the Negro? Washington often told the
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  Speaker 1: story of what had taken place in Macon County, Alabama,
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  Speaker 1: the county in which Tuskegee is located. In that county,
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  Speaker 1: he and mister H. H. Rogers decided to build, with
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  Speaker 1: the co operation of the people themselves, a system of
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  Speaker 1: excellent schools and try out as thoroughly as possible the
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  Speaker 1: question of the effect of education upon the Negro Under
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  Speaker 1: favorable conditions, they put up good school houses, secured good teachers,
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  Speaker 1: taught practical subjects, and ran the schools for eight or
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  Speaker 1: nine months in the year. What was the result. In
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  Speaker 1: a short time, people began to come from all parts
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  Speaker 1: of the state and outside the state to buy land
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  Speaker 1: or to work within reach of these excellent schools. Land
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  Speaker 1: advanced in price, desirable citizens flocked in. Homes were improved,
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  Speaker 1: good roads were built, better farms appeared, Crime diminished. The
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  Speaker 1: sheriff said that he practically had no further use for
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  Speaker 1: the jail. Cordial relations existed between the white and Negro
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  Speaker 1: people in every way, making county came to be it
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  Speaker 1: better place to live in. The race problem was solved
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  Speaker 1: in that county. People were happy and prosperous. They were
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  Speaker 1: living clean, wholesome, contented lives. The whole problem of living
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  Speaker 1: was in a large measure solved, and it was all
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  Speaker 1: due to education of the people, and education of the
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  Speaker 1: right kind. What was good for making County Alabama would
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  Speaker 1: be good for every county in the country. Washington's ideas
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  Speaker 1: of education were very simple. He had studied carefully the
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  Speaker 1: needs of his people. What he wanted was a system
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  Speaker 1: of education that would help people directly and immediately, that
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  Speaker 1: would enable them to make better crops, build better homes,
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  Speaker 1: wear better clothes, eat better food, live cleaner and poorer
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  Speaker 1: and happier lives. He wanted his people to learn to live,
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  Speaker 1: and he believed the school was the place to learn
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  Speaker 1: that lesson. He wanted the children to study practical things,
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  Speaker 1: the things they needed. He thought, therefore, that the school
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  Speaker 1: ought to be very closely related to life. His idea
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  Speaker 1: was that that school was best which turned out students
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  Speaker 1: who could earn their own living at once, who had
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  Speaker 1: the ability to take care of themselves in whatever environment
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  Speaker 1: they happened to be, and who had genuine character. My
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  Speaker 1: experience has taught me, he says, that the surest way
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  Speaker 1: to success in education, and in any other line for
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  Speaker 1: that matter, is to stick close to the common and
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  Speaker 1: familiar things, things that concern the greater part of the people,
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  Speaker 1: the greater part of the time. It was this belief
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  Speaker 1: in the close relation between school and life that caused
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  Speaker 1: him to have his students at the beginning of the
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  Speaker 1: building of Tuskegee, cut down the trees, plant the crops,
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  Speaker 1: make the bricks, build the buildings, cook the food, care
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  Speaker 1: for the dormitories, look after the livestock, and do everything
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  Speaker 1: that was to be done about the place. He wanted
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  Speaker 1: his students to learn to do well all these tasks
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  Speaker 1: that they would face in later life, and he also
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  Speaker 1: wanted them to learn that it was a perfectly honorable
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  Speaker 1: and dignified and sensible thing to labor, to work, to
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  Speaker 1: do anything that was honest and useful. Perhaps there is
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  Speaker 1: no better way of understanding Washington's ideas of education and
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  Speaker 1: just what he was striving to do at Tuskegee than
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  Speaker 1: to describe the commencement exercises at this school. On the
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  Speaker 1: platform before the audience is a miniature engine to which
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  Speaker 1: steam has been piped, a miniature frame house in course
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  Speaker 1: of construction, and a piece of brick wall and process
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  Speaker 1: of erection. A young man in jumpers comes on the platform,
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  Speaker 1: starts the engine, and blows the whistle, whereupon young men
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  Speaker 1: and women come hurrying from all directions, and each turns
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  Speaker 1: to his or her appointed task. A young carpenter completes
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  Speaker 1: the little house. A young mason finishes the laying of
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  Speaker 1: the brick wall. A young farmer leads for forcal and
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  Speaker 1: milks her in full view of the audience. A sturdy
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  Speaker 1: blacksmith shoes a horse, and after this patient, educative animal
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  Speaker 1: has been shod, he is turned over to a representative
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  Speaker 1: of the veterinary division to have his teeth filed. At
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  Speaker 1: the same time, on the opposite side of the platform,
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  Speaker 1: one of the girl's students is having address fitted by
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  Speaker 1: one of her classmates, who is a dressmaker. She at
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  Speaker 1: length walks proudly from the platform in her completed new gown,
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  Speaker 1: while the young dressmaker looks anxiously after to make sure
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  Speaker 1: that it hangs right behind. Other girls are doing washing
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  Speaker 1: and ironing, with the drudgery removed in accordance with advanced
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  Speaker 1: tuskegee methods. Still, others are hard at work on hats, mats,
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  Speaker 1: and dresses, while boys from the tailoring department sit cross
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  Speaker 1: legs working on suits and uniforms. In the background are
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  Speaker 1: arranged the finest specimens which scientific agriculture has produced on
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  Speaker 1: the farm and mechanical skill has turned out in the shop.
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  Speaker 1: The pumpkin, potatoes, corn, cotton, and other agricultural products predominate,
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  Speaker 1: because agriculture is the chief industry at Tuskegee, just as
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  Speaker 1: it is among the Negro people of the South. This
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  Speaker 1: form of commencement exercise is one of Booker Washington's contributions
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  Speaker 1: to education, which has been widely copied by schools for
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  Speaker 1: whites as well as blacks. That it appeals to his
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  Speaker 1: own people is eloquently attested by the people themselves, who
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  Speaker 1: come in ever greater numbers. As the commencement days recur.
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  Speaker 1: At three o'clock in the morning of this great day,
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  Speaker 1: vehicles of every description, each loaded to capacity with men, women,
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  Speaker 1: and children, begin to roll in in an unbroken line,
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  Speaker 1: which sometimes extends along the road for three miles. Some
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  Speaker 1: of the teachers at times objected to turn learning a
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  Speaker 1: large area of the institute grounds into a hitching post
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  Speaker 1: station for the horses and mules of this great multitude.
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  Speaker 1: But to all such objections, mister Washington replied, this place
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  Speaker 1: belongs to the people and not to us. Less than
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  Speaker 1: a third of these eight or nine thousand people are
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  Speaker 1: able to crowd into the chapel to see the actual
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  Speaker 1: graduation exercises. But all can see the graduation procession as
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  Speaker 1: it marches through the grounds to the chapel, and all
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  Speaker 1: are shown through the shops and over the farm, and
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  Speaker 1: through the special agricultural exhibits, and even through the offices,
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  Speaker 1: including that of the Principle. It is significant of the
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  Speaker 1: respect in which people hold the Institute, and in which
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  Speaker 1: they held Booker Washington, that in all these years there
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  Speaker 1: has never been, on these occasions a single instance of
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  Speaker 1: drunkenness or disorderly conduct. One of our students, in his
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  Speaker 1: commencement oration last May, gave a description of how he
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  Speaker 1: planted and raised an acre of cabbages. Piled high upon
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  Speaker 1: the platform by his side were some of the largest
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  Speaker 1: and finest cabbages I have ever seen. He told how
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  Speaker 1: and where he had obtained the seed. He described his
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  Speaker 1: method of preparing and enriching the soil, of working the land,
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  Speaker 1: and harvesting the crop. And he summed up by giving
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  Speaker 1: the costs of the whole operation. In the course of
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  Speaker 1: his account of this comparatively simple operation, this student had
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  Speaker 1: made use of much that he had learned in composition, grammar, mathematics, chemistry,
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  Speaker 1: and agriculture. He had not merely woven into his narrative
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  Speaker 1: all these various elements that I have referred to, but
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  Speaker 1: he had given the audience, which was made up largely
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  Speaker 1: of colored farmers from the surrounding country, some useful and
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  Speaker 1: practical information in regard to a subject which they understood
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  Speaker 1: and were interested in. I wish that anyone who does
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  Speaker 1: not believe it possible to make a subject like cabbages
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  Speaker 1: in interesting in a commencement oration could have heard the
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  Speaker 1: hearty cheers which greeted the speaker when, at the close
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  Speaker 1: of his speech he held up one of the largest
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  Speaker 1: cabbages on the platform for the audience to look at
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  Speaker 1: and admire. As a matter of fact, there is just
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  Speaker 1: as much that is interesting, strange, mysterious and wonderful, just
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  Speaker 1: as much to be learned that its edifying, broadening, and
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  Speaker 1: refining in a cabbage as there is in the page
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  Speaker 1: of Latin. There is, however, this distinction, it will make
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  Speaker 1: very little difference to the world. Where the one Negro
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  Speaker 1: boy more or less learns to construe a page of
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  Speaker 1: Latin On the other hand, as soon as one Negro
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  Speaker 1: boy has been taught to apply thought and study and
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  Speaker 1: ideas to the growing of cabbages, he has started a
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  Speaker 1: process which, if it goes on and continues, will eventually
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  Speaker 1: transform the whole face of things as they exist in
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  Speaker 1: the South today. It can be readily seen from these
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  Speaker 1: two accounts just what kind of education Washington believed in
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  Speaker 1: and tried to give his students at Tuskegee. It was
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  Speaker 1: quite different from most of the training that had been
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  Speaker 1: given the negro after the war. In those early days
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  Speaker 1: of freedom, many of the negroes seemed to have the
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  Speaker 1: idea that the bigger the book and the harder the
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  Speaker 1: words in it, the better the education was that they secured.
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  Speaker 1: Some of them thought, too, that they were not educated
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  Speaker 1: unless they studied Latin and Greek, and higher mathematics and
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  Speaker 1: other similar subjects. Booker Washington did not mean that history, literature,
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  Speaker 1: and foreign languages should not be studied and had no value.
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  Speaker 1: What he was emphasizing was the fact that boys and
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  Speaker 1: girls should first get a clear idea of things about them.
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  Speaker 1: Then they would be able better to understand and appreciate
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  Speaker 1: such subjects as history and literature. One other feature of
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  Speaker 1: the kind of education that Tuskegee stands for ought to
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  Speaker 1: be mentioned, and that is the extension work. This work
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  Speaker 1: has been become a very large part of the Institute.
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  Speaker 1: The extension work is not so much a matter of
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  Speaker 1: teaching of education in the usual sense, as it is
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  Speaker 1: an effort to give direct and practical help to people
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  Speaker 1: outside the college walls. Most of this extension work has
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  Speaker 1: been done in making and adjoining counties. From the first
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  Speaker 1: month of his school Washington began to go into the
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  Speaker 1: country round about and mingle with his people. He went
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  Speaker 1: to their homes, their churches, their schools. He saw their
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  Speaker 1: poor farms, their lean stock, their dilapidated houses, their lack
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  Speaker 1: of the comforts and necessities of good living. The homes,
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  Speaker 1: the churches, the school houses were in bad condition. Washington
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  Speaker 1: had the greatest sympathy for these people, knowing why they
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  Speaker 1: were in poverty and ignorance, and he had a great
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  Speaker 1: desire to help them. And it is through this extension
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  Speaker 1: work that these people are helped. The Institute sends its
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  Speaker 1: workers throughout the surrounding country to show the farm improved
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  Speaker 1: farm machinery, better methods of farming, better breeds, of live
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  Speaker 1: stock of all kinds, better methods of daring, and better
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  Speaker 1: ways of preparing food, keeping house, and caring for the children.
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  Speaker 1: They insist on improving the school buildings, the churches, and
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  Speaker 1: the homes. As a result of this work, there are
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  Speaker 1: now in Macon County a number of neat new school houses,
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  Speaker 1: with a teacher's house alongside each school, several acres of
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  Speaker 1: land adjoining, and a good church close by. Thus, cling
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  Speaker 1: pleasant and thoroughly happy communities are created. In such communities
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  Speaker 1: there is the smallest amount of crime, and there is
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  Speaker 1: the largest amount of prosperity and contentment and enjoyment. All
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  Speaker 1: the graduates of Tuskegee are enthusiasts for education and community builders.
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  Speaker 1: Wherever they go, they stand for the best in life.
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  Speaker 1: They are devoted to Tuskegee and its spirit and its ideals.
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  Speaker 1: It is this devotion which makes them industrious and capable
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  Speaker 1: in law abiding, and helpful in every possible way in
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  Speaker 1: the communities in which they live. Hundreds of small schools
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  Speaker 1: have been established all over the South by these graduates,
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  Speaker 1: patterned on Tuskegee. It is impossible to overestimate the good
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  Speaker 1: they have done. Tuskegee has grown to be one of
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  Speaker 1: the greatest schools in the country and the greatest of
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  Speaker 1: all schools for the Negroes. It has grown from one
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  Speaker 1: hundred acres and three little buildings to a plant of
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  Speaker 1: twenty one hundred acres and one hundred eleven buildings. Instead
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  Speaker 1: of one teacher with thirty pupils, there are now more
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  Speaker 1: than two hundred teachers and fifteen hundred students. The institution
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  Speaker 1: has a large endowment, and it owns twenty thousand acres
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  Speaker 1: of land given it by the United States government. It
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  Speaker 1: keeps a large dairy herd, runs a large farm, a
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  Speaker 1: poultry farm, and keeps a large number of pigs, horses,
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  Speaker 1: and sheep. Every phase of education is taught, but the
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  Speaker 1: main work is industrial carpentry, brick masonry, basket making, metal working, drafting,
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  Speaker 1: auto mechanics, blacksmithing, telegraphy, farming, daring, lumbering, building, cooking, sewing, nursing, housekeeping.
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  Speaker 1: All these and a large number of other callings are taught.
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  Speaker 1: It is through such training as this that Washington believed
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  Speaker 1: that the Negro's in largest numbers would first get their
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  Speaker 1: best start in life. Life is strenuous in this school.
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  Speaker 1: Here is an outline of the Daily Work. Five am
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  Speaker 1: Rising Bail, five fifty am Warning, Breakfast Bill, six am
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  Speaker 1: Breakfast Ball, six twenty am Breakfast over, six twenty to
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  Speaker 1: six fifty am rooms cleaned, six fifty am work bail,
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  Speaker 1: seven thirty am Morning Study Hour, eight twenty am Morning
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  Speaker 1: School Bill, eight twenty five am Inspection of young Men's
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  Speaker 1: Stress and Ranks. Eight forty am devotional exercises in chapel
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  Speaker 1: eight fifty five am five minutes with the Daily News.
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  Speaker 1: Nine am class work begins, twelve pm. Class work ends,
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  Speaker 1: twelve fifteen pm dinner, one pm, work bail, one thirty
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  Speaker 1: pm class work begins. Three thirty pm. Class work ends,
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  Speaker 1: five thirty pm baill to knock off work, six pm
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  Speaker 1: supper seven, ten pm evening prayers, seven thirty pm Evening
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  Speaker 1: Study Hour, eight forty five pm Evening Study Hour closes,
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  Speaker 1: nine twenty pm Warning Bill, nine thirty pm retiring. Bill
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  Speaker 1: Washington has done more for the education of the Negro
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  Speaker 1: than any other one man, white or black. His work
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  Speaker 1: at Tuskey, his great educational campaigns, and his speeches and
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  Speaker 1: writings have combined to make his accomplishments of supreme value.
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  Speaker 1: Not only has he done this for the Negro, but
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  Speaker 1: his work has helped the cause of education for the
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  Speaker 1: white people very greatly. All education in the South was backward.
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  Speaker 1: Like his great teacher, General Armstrong, Washington realized that in
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  Speaker 1: their progress, the two races were bound together in the South,
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  Speaker 1: and that they must grow or step backward together. It
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  Speaker 1: is impossible for the negro to make his best progress
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  Speaker 1: unless the white man does so at the same time,
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  Speaker 1: and of course this works both ways. Because he believed this,
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  Speaker 1: Washington was anxious for school conditions for white people to
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  Speaker 1: change just as well as the school conditions for negroes. Besides,
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  Speaker 1: he wanted all the people to have the advantages of education.
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  Speaker 1: He did not hate anybody, and consequent did not want
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  Speaker 1: anybody to be deprived of the best there was in life.
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  Speaker 1: He did not want anybody, white or black to fail
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  Speaker 1: to have his best opportunity. So he worked for the
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  Speaker 1: advancement of the cause of the white schools as well
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  Speaker 1: as the black and his services to the white schools
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  Speaker 1: were great. The future of Negro education is very bright.
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  Speaker 1: Schools and colleges are being built every year, better teachers
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  Speaker 1: are being prepared, children are going to school in larger
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  Speaker 1: numbers than ever before. And their work is more satisfactory.
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  Speaker 1: Every year the states appropriate more and more money for
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  Speaker 1: negro education. The negro is now able to pay a
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  Speaker 1: large part of the cost of his own education, and
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  Speaker 1: he is very willingly doing so. The negro is determined
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  Speaker 1: to get an education. When he gets it, he will
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  Speaker 1: be a better citizen. And the better the citizens of
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  Speaker 1: a country are, the better life is in every way,
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  Speaker 1: and the more completely are all our problems solved. End
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  Speaker 1: of Chapter eleven.