Booker T. Washington Part 4

THEODORE ROOSEVELT.

CHAPTER THREE

WAs.h.i.+NGTON: THE EDUCATOR

The Tuskegee Commencement exercises dramatize education. They enable plain men and women to visualize in the concrete that vague word which means so little to them in the abstract. More properly they dramatize the ident.i.ty between real education and actual life. On the platform before the audience is a miniature engine to which steam has been piped, a miniature frame house in course of construction, and a piece of brick wall in process of erection. A young man in jumpers comes onto the platform, starts the engine and blows the whistle, whereupon young men and women come hurrying from all directions, and each turns to his or her appointed task. A young carpenter completes the little house, a young mason finishes the laying of the brick wall, a young farmer leads forth a cow and milks her in full view of the audience, a st.u.r.dy blacksmith shoes a horse, and after this patient, educative animal has been shod he is turned over to a representative of the veterinary division to have his teeth filed. At the same time on the opposite side of the platform one of the girl students is having a dress fitted by one of her cla.s.smates who is a dressmaker. She at length walks proudly from the platform in her completed new gown, while the young dressmaker looks anxiously after her to make sure that it "hangs right behind." Other girls are doing was.h.i.+ng and ironing with the drudgery removed in accordance with advanced Tuskegee methods. Still others are hard at work on hats, mats, and dresses, while boys from the tailoring department sit crosslegged working on suits and uniforms. In the background are arranged the finest specimens which scientific agriculture has produced on the farm and mechanical skill has turned out in the shops. The pumpkin, potatoes, corn, cotton, and other agricultural products predominate, because agriculture is the chief industry at Tuskegee just as it is among the Negro people of the South.

This form of commencement exercise is one of Booker Was.h.i.+ngton's contributions to education which has been widely copied by schools for whites as well as blacks. That it appeals to his own people is eloquently attested by the people themselves who come in ever-greater numbers as the commencement days recur. At three o'clock in the morning of this great day vehicles of every description, each loaded to capacity with men, women, and children, begin to roll in in an unbroken line which sometimes extends along the road for three miles.

Some of the teachers at times objected to turning a large area of the Inst.i.tute grounds into a hitching-post station for the horses and mules of this great mult.i.tude, but to all such objections Mr.

Was.h.i.+ngton replied, "This place belongs to the people and not to us."

Less than a third of these eight to nine thousand people are able to crowd into the chapel to see the actual graduation exercises, but all can see the graduation procession as it marches through the grounds to the chapel and all are shown through the shops and over the farm and through the special agricultural exhibits, and even through the offices, including that of the princ.i.p.al. It is significant of the respect in which the people hold the Inst.i.tute, and in which they held Booker Was.h.i.+ngton, that in all these years there has never been on these occasions a single instance of drunkenness or disorderly conduct.

[Ill.u.s.tration: Showing some of the teams of farmers attending the Annual Tuskegee Negro Conference.]

In his annual report to the trustees for 1914 Mr. Was.h.i.+ngton said of these commencement exercises: "One of the problems that constantly confronts us is that of making the school of real service to these people on this one day when they come in such large numbers. For many of them it is the one day in the year when they go to school, and we ought to find a way to make the day of additional value to them. I very much hope that in the near future we shall find it possible to erect some kind of a large pavilion which shall serve the purpose of letting these thousands see something of our exercises and be helped by them."

The philosophy symbolized by such graduation exercises as we have described may best be shown by quoting Mr. Was.h.i.+ngton's own words in an article ent.i.tled, "Industrial Education and the Public Schools,"

which was published in the _Annals of the American Academy of Political and Social Science_ for September of the year 1913. In this article Mr. Was.h.i.+ngton says: "If I were asked what I believe to be the greatest advance which Negro education has made since emanc.i.p.ation I should say that it has been in two directions: first, the change which has taken place among the ma.s.ses of the Negro people as to what education really is; and, second, the change that has taken place among the ma.s.ses of the white people in the South toward Negro education itself.

"I can perhaps make clear what I mean by a little explanation: the Negro learned in slavery to work but he did not learn to respect labor. On the contrary, the Negro was constantly taught, directly and indirectly during slavery times, that labor was a curse. It was the curse of Canaan, he was told, that condemned the black man to be for all time the slave and servant of the white man. It was the curse of Canaan that made him for all time 'a hewer of wood and drawer of water.' The consequence of this teaching was that, when emanc.i.p.ation came, the Negro thought freedom must, in some way, mean freedom from labor.

"The Negro had also gained in slavery some general notions in regard to education. He observed that the people who had education for the most part belonged to the aristocracy, to the master cla.s.s, while the people who had little or no education were usually of the cla.s.s known as 'poor whites.' In this way education became a.s.sociated in his mind with leisure, with luxury, and freedom from the drudgery of work with the hands....

"In order to make it possible to put Negro education on a sound and rational basis it has been necessary to change the opinion of the ma.s.ses of the Negro people in regard to education and labor. It has been necessary to make them see that education, which did not, directly or indirectly, connect itself with the practical daily interests of daily life could hardly be called education. It has been necessary to make the ma.s.ses of the Negroes see and realize the necessity and importance of applying what they learned in school to the common and ordinary things of life; to see that education, far from being a means of escaping labor, is a means of raising up and dignifying labor and thus indirectly a means of raising up and dignifying the common and ordinary man. It has been necessary to teach the ma.s.ses of the people that the way to build up a race is to begin at the bottom and not at the top, to lift the man furthest down, and thus raise the whole structure of society above him. On the other hand, it has been necessary to demonstrate to the white man in the South that education does not 'spoil' the Negro, as it has been so often predicted that it would. It was necessary to make him actually see that education makes the Negro not an idler or spendthrift, but a more industrious, thrifty, law-abiding, and useful citizen than he otherwise would be."

The commencement exercises which we have described are one of the numerous means evolved by Booker Was.h.i.+ngton to guide the ma.s.ses of his own people, as well as the Southern whites, to a true conception of the value and meaning of real education for the Negro.

The correlation between the work of farm, shop, and cla.s.sroom, first applied by General Armstrong at Hampton, was developed on an even larger scale by his one-time student, Booker Was.h.i.+ngton. The students at Tuskegee are divided into two groups: the day students who work in the cla.s.sroom half the week and the other half on the farm and in the shops, and the night students who work all day on the farm or in the shops and then attend school at night. The day school students pay a small fee in cash toward their expenses, while the night school students not only pay no fee but by good and diligent work gradually acc.u.mulate a credit at the school bank which, when it becomes sufficiently large, enables them to become day school students. In fact, the great majority of the day students have thus fought their way in from the night school. But all students of both groups thus receive in the course of a week a fairly even balance between theory and practice.

[Ill.u.s.tration: An academic cla.s.s. A problem in brick masonry. Mr.

Was.h.i.+ngton always insisted upon correlation; that is, drawing the problem from the various shops and laboratories.]

In a corner of each of the shops, in which are carried on the forty or more different trades, is a blackboard on which are worked out the actual problems which arise in the course of the work. After school hours one always finds in the shops a certain number of the teachers from the Academic Department looking up problems for their cla.s.ses for the next day. A physics teacher may be found in the blacksmithing shop digging up problems about the tractive strength of wires and the expansion and contraction of metals under heat and cold. A teacher of chemistry may be found in the kitchen of the cooking school unearthing problems relating to the chemistry of food for her cla.s.s the next day. If, on the other hand, you go into a cla.s.sroom you will find the shop is brought into the cla.s.sroom just as the cla.s.sroom has been brought into the shop. For instance, in a certain English cla.s.s the topic a.s.signed for papers was "a model house" instead of "bravery" or "the increase of crime in cities," or "the landing of the Pilgrims."

The boys of the cla.s.s had prepared papers on the architecture and construction of a model house, while the girls' papers were devoted to its interior decoration and furnis.h.i.+ng. One of the girls described a meal for six which she had actually prepared and the six had actually consumed. The meal cost seventy-five cents. The discussion and criticism which followed each paper had all the zest which vitally practical and near-at-hand questions always arouse.

When the Department of Superintendence of the National Educational a.s.sociation met in Atlanta, Ga., in 1904, many of the delegates, after adjournment, visited the Tuskegee Inst.i.tute. Among these delegates was Prof. Paul Monroe of the Department of History and Principles of Education of the Teachers' College of Columbia University. In recording his impressions of his visit, Professor Monroe says: "My interest in Tuskegee and a few similar inst.i.tutions is founded on the fact that here I find ill.u.s.trated the two most marked tendencies which are being formulated in the most advanced educational thought, but are being worked out slowly and with great difficulty. These tendencies are: first, the endeavor to draw the subject matter of education, or the 'stuff' of schoolroom work, directly from the life of the pupils; and second, to relate the outcome of education to life's activities, occupations, and duties of the pupil in such a way that the connection is made directly and immediately between schoolroom work and the other activities of the person being educated. This is the ideal at Tuskegee, and, to a much greater extent than in any other inst.i.tution I know of, the practice; so that the inst.i.tution is working along not only the lines of practical endeavor, but of the most advanced educational thought. To such an extent is this true that Tuskegee and Hampton are of quite as great interest to the student of education on account of the illumination they are giving to educational theory as they are to those interested practically in the elevation of the Negro people and in the solution of a serious social problem. May I give just one ill.u.s.tration of a concrete nature coming under my observation while at the school, that will indicate the difference between the work of the school and that which was typical under old conditions, or is yet typical where the newer ideas, as so well grasped by Mr.

Was.h.i.+ngton, are not accepted? In a cla.s.s in English composition two boys, among others, had placed their written work upon the board, one having written upon 'Honor' in the most stilted language, with various historical references which meant nothing to himself or to his cla.s.smates--the whole paragraph evidently being drawn from some outside source; the other wrote upon 'My Trade--Blacksmithing'--and told in a simple and direct way of his day's work, the nature of the general course of training, and the use he expected to make of his training when completed. No better contrast could be found between the old ideas of formal language work, dominated by books and cast into forms not understood or at least not natural to the youth, and the newer ideas of simplicity, directness, and forcefulness in presenting the account of one's own experience. Not only was this contrast an ill.u.s.tration of the ideal of the entire education offered at Tuskegee in opposition to that of the old, formal, 'literary' education as imposed upon the colored race, but it gave in a nutsh.e.l.l a concept of the new education. This one experience drawn from the life of the boy and related directly to his life's duration and circ.u.mstances was education in the truest sense; the other was not save as Mr.

Was.h.i.+ngton made it so in its failure...."

Among the delegates was also Mr. A.L. Rafter, the a.s.sistant Superintendent of Schools of Boston, who in speaking at Tuskegee said: "What Tuskegee is doing for you we are going to take on home to the North. You are doing what we are talking about." In general, these foremost educational experts of the dominant race looked to Booker Was.h.i.+ngton and Tuskegee for leaders.h.i.+p instead of expecting him or his school to follow them.

Booker Was.h.i.+ngton not only practised at Tuskegee this close relation between school life and real life--and it is being continued now that he is gone--but preached it whenever and wherever opportunity offered.

Some years ago, in addressing himself to those of his own students who expected to become teachers, he said on this subject among other things: "... colored parents depend upon seeing the results of education in ways not true of the white parent. It is important that the colored teacher on this account 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' which 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, and geometry as means to an end. They get the idea that the student who has mastered a certain number of pages in a textbook is educated, forgetting that textbooks are at best but tools, and in many cases ineffective tools, for the development of man....

"The average parent cannot appreciate how many examples Johnny has worked out 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 b.u.t.tons 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 advertis.e.m.e.nt. The b.u.t.ton 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."[2]

[Footnote 2: From "Putting the Most Into Life," by Booker T.

Was.h.i.+ngton. Thomas Y. Crowell & Co., Publishers.]

The idea that education is a matter of personal habits of cleanliness, industry, integrity, and right conduct while of course not original with Booker Was.h.i.+ngton was perhaps further developed and more effectively emphasized by him than by any other American educator.

Just as Matthew Arnold insisted that religion was a matter of conduct rather than forms and dogmas so Booker Was.h.i.+ngton held that education is a matter of character and not forms. He concluded one of his Sunday night talks to his students with these words: "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...." In another of these talks he said: "A student should not be satisfied with himself until he has grown to the point where, when simply sweeping a room, he can go into the corners and crevices and remove the hidden trash which, although it should be left, would not be seen. It is not very hard to find people who will thoroughly clean a room which is going to be occupied, or wash a dish which is to be handled by strangers; but it is hard to find a person who will do a thing right when the eyes of the world are not likely to look upon what has been done. The cleaning of rooms and the was.h.i.+ng of dishes have much to do with forming characters."[3]

[Footnote 3: "Sowing and Reaping," by Booker T. Was.h.i.+ngton. L.C. Page & Co., Boston, Publishers.]

This recalls Booker Was.h.i.+ngton's own experience when as a ragged and penniless youth he applied for admission to Hampton and was given a room to sweep by way of an entrance examination. Indeed, one of Booker Was.h.i.+ngton's greatest sources of strength as a teacher lay in the fact that his own life not only ill.u.s.trated the truth of his a.s.sertions, but ill.u.s.trated it in a striking and dramatic manner. His life was, in fact, an epitome of the hards.h.i.+ps, struggles, and triumphs of the successful members of his race from the days of slavery to the present time. A great believer in the power of example he lived a life which gave him that power in its highest degree. Because of his inherent modesty and good taste he never referred to himself or his achievements as examples to be emulated, and this merely further enhanced their power.

In concluding another Sunday night talk he said: "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 G.o.d. Every day is, I take it, a day of judgment, and as we learn G.o.d'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 G.o.d, which is the kingdom of character and righteousness and peace."[4]

[Footnote 4: From "Putting the Most Into life," by Booker T.

Was.h.i.+ngton. Thomas Y. Crowell & Co., Publishers.]

To quote once more from these Sunday night talks, in another he said: "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 n.o.body 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.'"

As is shown by these quotations Booker Was.h.i.+ngton used these Sunday night talks to crystalize, interpret, and summarize the meaning and significance of the kind of education which Tuskegee gives. He, the supreme head of the inst.i.tution, reserved to himself this supremely important task. The heads of the manifold trades are naturally and properly concerned primarily with turning raw boys and girls into good workmen and workwomen. The academic teachers in the school are similarly interested in helping them as students to secure a mastery of their several subjects. The military commandants are concerned with their ability to drill, march, carry themselves properly, and take proper care of their persons and rooms. The physician is interested in their physical health and the chaplain in their religious training.

Important as are all these phases of Tuskegee's training and closely as he watched each Mr. Was.h.i.+ngton realized that they might all be well done and yet Tuskegee fail in its supreme purpose: namely, the making of manly men and womanly women out of raw boys and girls. As he said in one of the pa.s.sages quoted, "character is the only thing worth fighting for." Now, while the forming of character is the aim, and in some appreciable degree the achievement, of every worth-while educational inst.i.tution, it is to a peculiar degree the aim and the achievement of Tuskegee. The ten million Negroes in the United States need trained leaders of their own race more than they need anything else. Whatever else they should or should not have these leaders must have character. Since Tuskegee is the largest of the educational inst.i.tutions for Negroes, with the man at its head who was commonly recognized as the leader of leaders in his race, naturally the heaviest responsibility in the training of these leaders fell, and will continue to fall, upon Tuskegee. Consequently the task at Tuskegee is not so much to educate so many thousands of young men and women as to train as many leaders for the Negro people as can possibly be done and done well within a given s.p.a.ce of time. These Tuskegee graduates lead by the power of example and not by agitation. One runs a farm and achieves so much more success than his neighbors, through his better methods, that they gradually adopt these methods and with his help apply them to their own conditions. Another teaches a country school and does it so much better than the average country school teacher that his or her school comes to be regarded as a model to be emulated by the other schools of the locality. When a Tuskegee girl marries and settles in a community she keeps her house so much cleaner and in every way more attractive than the rank and file of her neighbors that gradually her house and her methods of housekeeping become the standard for the neighborhood. There is, however, nothing of the "holier than thou" or the complaisant about the true Tuskegee graduate and neither is there anything monopolistic. They have had the idea of service thoroughly drilled into their consciousness--the idea that their advantages of education are, as it were, a trust which they are to administer for the benefit of those who have not had such advantages.

Now such leaders as these must not only be provided if the so-called race problem is to be solved, but they must be provided speedily. In every community in which the black people are ignorant and vicious and without trained leaders among themselves they are likely at any time to come into conflict with the dominant race, and every such conflict engenders bitterness on both sides and makes just so much more difficult the final solution of the race problem. This is why Booker Was.h.i.+ngton labored so incessantly to increase the quant.i.ty of Tuskegee's output as well as to maintain the quality. He brought Tuskegee to the point where it reached through all its courses including its summer courses, short courses, and extension courses, more than 4,000 people in a single year, not counting the well-nigh innumerable hosts he counseled with on his State educational tours. In short, Booker Was.h.i.+ngton's task at Tuskegee was not only to turn out good leaders for his people, but to turn them out wholesale and as fast as possible. He was, as it were, running a race with the powers of ignorance, poverty, and vice. This in part accounted for the sense of terrific pressure which one felt at Tuskegee, particularly when he was present and personally driving forward his great educational machine. This also may have accounted for the seeming lack of finesse in small matters which occasionally annoyed critical visitors who did not understand that the great inst.i.tution was racing under the spur of its indomitable master, and that just as in any race all but essentials must be thrown aside.

Long before the University of Wisconsin had, through its extension courses, extended its opportunities in greater or less degree to the citizens of the entire State, Booker Was.h.i.+ngton, through similar means, had extended the advantages of Tuskegee throughout Macon County in particular and the State of Alabama and neighboring States in general.

The extension work of Tuskegee began in a small way over twenty years ago. It preceded even the work of the demonstration agents of the United States Department of Agriculture. There was first only one man who in his spare time went out among the farming people and tried to arouse enthusiasm for better methods of farming, better schools, and better homes. He was followed by a committee of three members of the Tuskegee faculty, which committee still directs the work. One of the first efforts of this committee was to get the farmers to adopt deep plowing. There was not a two-horse plow to be found. There was a strong prejudice against deep plowing which was thus expressed by a Negro preacher farmer whom one of the committee tried to persuade: "We don't want deep plowing. You're fixin' for us to have no soil. If we plow deep it will all wash away and in a year or two we will have to clear new ground." Not long after this a member of the committee with a two-horse plow was practising what he had been preaching when a white planter who was pa.s.sing stopped and said: "See here, its none of my business of course, but you're new here and I don't want to see you fail. But if you plow your land deep like that you'll ruin it sure. I know. I've been here."

After a time, however, the committee persuaded a few colored farmers to try deep plowing on a small scale as an experiment. One of the first of these was a poor man who had had the hardest kind of a struggle sc.r.a.ping a scant existence out of the soil for himself and his large family. He was desperate and agreed to try the new method.

He got results the first year, moved on to better land and followed instructions. In a few years he bought 500 acres of land, gave each of his four sons 100 acres, and kept 100 acres for himself. Since then father and sons alike have been prosperous and contented and have added to their holdings.

In short, these Negro farmers were no more eager to be reformed and improved in their methods than are any normal people. There is a shallow popular sentiment that unless people are eager for enlightenment and gratefully receive what is offered them they should be left unenlightened. Booker Was.h.i.+ngton never shared this sentiment.

His agent reported that in response to their appeals for the raising of a better grade of cattle, hogs, and fowl the farmers replied that the stock they had was good enough. One of their favorite comments was, "When you eat an egg what difference does it make to you whether that egg was laid by a full-blooded fowl or a mongrel?" Instead of being discouraged or disgusted by this att.i.tude on the part of the people he merely regarded it as what was to be expected and set about devising means to overcome it. As always he placed his chief reliance upon the persuasive eloquence of the concrete. He decided to send blooded stock and properly raised products around among the farmers so that they might compare them with their inferior stock and products and see the difference with their own eyes. This plan was later carried out through the Jesup Wagon contributed by the late Morris K.

Jesup of New York. This wagon was a peripatetic farmers' school. It took a concentrated essence of Tuskegees' agricultural department to the farmers who could not or would not come to Tuskegee.

The wagon was drawn by a well-bred and well-fed mule. A good breed of cow was tied behind. Several chickens of good breeds, well-developed ears of corn, stalks of cotton, bundles of oats and seeds, and garden products, which ought at the time to be growing in the locality, together with a proper plow, for deep plowing, were loaded upon the wagon. The driver would pull up before a farmhouse, deliver his message, and point out the strong points of his wagonload and would finally request a strip of ground for cultivation. This request granted he would harness the mule to the plow, break the ground deep, make his rows, plant his seeds, and move on to the next locality. With a carefully planned follow-up system he would return to each such plot for cultivation and harvest, and, most important of all, to demonstrate the truths he had sought to impress upon the people by word of mouth. Where the first driver sent out was a general farmer, the second would be, let us say, a dairyman, the third a truck gardener, and finally a poultry raiser would go; usually a woman, since in the South women, for the most part, handle this phase of farming. These agents also distribute pamphlets prepared by the Agricultural Research Department of Tuskegee on such subjects as school gardening, twenty-one ways to cook cowpeas, improvement of rural schools, how to fight insect pests, cotton growing, etc. The constant emphasis upon practice by no means entails any neglect of theory.

Besides this work there is each January for two weeks at Tuskegee the regular Farmers' Short Course. Many of the country schools adjourn for this period so that both teachers and pupils may attend. In this course not only teachers and pupils, but fathers and mothers, sons and daughters sit side by side in the cla.s.srooms receiving instruction in stock raising, canning, poultry raising, and farming in all its branches. There are special courses for the women and girls in the care of children and in housekeeping. The following breezy announcement is taken from the prospectus of this course for the year 1914:

"_A creation of the farmer, by the farmers and for the farmer._"

"It meets the crying needs of thousands of our boys and girls, fathers and mothers.

"_It's free to all--no examination nor entrance fee is required._

"It started 7 years ago with 11 students; the second year we had 17, the third year we had 70, the fourth year we had 490, and last year we had nearly 2,000. It is the only thing of its kind for the betterment of the colored farmers. It lasts for only 12 days. It comes at a time when you would be celebrating Christmas.[5] In previous years the farmers have walked from 3 to 6 miles to attend; many have come on horseback, in wagons, and in buggies. You who live so that you cannot come in daily can secure board near the school for $2.50 per week. We expect 2,000 to 2,500 to enter this year."

[Footnote 5: There is a custom among the colored people, inherited from the days of slavery, which is fortunately now drying out, to celebrate Christmas for a period of a week or ten days by stopping work and giving themselves over to a round of sprees.]