CHAPTER VII.
THE STRUGGLES AND SUCCESS OF THE WORKERS AT TUSKEGEE FROM 1882 TO 1884.
Soon after securing possession of the farm we set about putting it into a condition so that a crop of some kind might be secured from it during the next year. At the close of school hours each afternoon, I would call for volunteers to take their axes and go into the woods to assist in clearing up the grounds. The students were most anxious to give their service in this way, and very soon a large acreage was put into condition for cultivation. We had no horse or mule with which to begin the cultivation of the farm. Mr. George W. Campbell, however, the president of the Board of Trustees, very kindly gave us a horse which was well along in years. This was the first animal that the school ever possessed. On the farm there was an old building that had formerly been used as a stable, another that had been used as a chicken coop, and still a third that had been used as a kitchen during ante-bellum days. All of these three buildings or shanties were duly repaired and made to do service as class-rooms, dormitories, etc.
We had our first services in Porter Hall on Thanksgiving Day, 1882. Rev. R. C. Bedford, who was then pastor of the Congregational Church in Montgomery, and who has since been one of our trustees and warmest friends, preached the Thanksgiving sermon. This was the first Thanksgiving service I think that was ever held in the town of Tuskegee; and a joyous one it was to the people.
By the middle of the second year’s work the existence of the school had begun to be advertised pretty thoroughly through the state of Alabama and even in some of the adjoining states. This brought to us an increasing number of students, and the problem as to what to do with them was becoming a serious one. We put the girls who did not live in town on the third floor of Porter Hall to sleep. The boys we scattered around in whatever places we were able to secure. In order to secure a dining room, kitchen and laundry, to be used by the boarding department, our young men volunteered to dig out the basement under Porter Hall, which was soon bricked up and made to answer its purpose very well. Old students, however, who to-day return to Tuskegee and see the large new dining room, kitchen, and laundry run by steam, are very much interested in noting the change and contrast.
Sometimes during the winter of the second year of the school, we were compelled to put large numbers of young men in shanties or huts to sleep, where there was almost no protection from rain and cold weather. Often during the very cold nights I have gone into the rooms of these students at midnight to see how they were getting along, and have found them sitting up by the fire, with blankets wrapped about them, as the only method of keeping warm. One morning, when I asked at the opening exercises how many had been frost-bitten during the cold weather, not less than ten hands went up. The teachers were not surprised at this. Still, notwithstanding these inconveniences and hardships, I think I never heard a complaint from the lips of a single student. They always seemed filled with gratitude for the opportunity to go to school under any circumstances.
Very early in the history of the school we made it a rule that no student, however well off he might be, was to be permitted to remain unless he did some work, in addition to taking studies in the academic department. At first quite a number of students and a large number of parents did not like this rule; in fact, during the first three or four years, a large proportion of the students brought either verbal or written messages from their parents that they wanted their children taught books, but did not want them taught work. Notwithstanding these protests, we still stuck to our rule. As the years went on and as the students and parents began to see and appreciate the value of our industrial teaching, these protests grew less frequent and less strong. It is a sufficient explanation to say in regard to this matter that it has been ten years since a single objection has been raised by parents or students against anyone’s taking part in our industrial work. In fact, there is a positive enthusiasm among parents and students over our industrial work, and we are compelled to refuse admission to hundreds every year who wish to prepare themselves to take up industrial pursuits. If we had the room and the means we could give industrial training to a much larger number of students than are now receiving it. The main burden of the letters which now come from parents is that each wants his daughter or son taught some industry or trade in connection with the academic branches. I also remember, during the early history of this institution, that students coming here who had to pass through the larger cities, or pass in the vicinity of other institutions, had the finger of scorn pointed at them because they were going to a school where it was understood that one had to labor. At the present time, however, this feeling is so completely changed that there is almost no portion of the South where there is any objection brought against industrial education of the Negro on the part of the colored people themselves. On the other hand, the feeling in favor of it is strong and most enthusiastic.
Almost from the first I determined to have the students do practically all the work of putting up the buildings and carrying on the various departments of the institution. Many of our best friends, however, doubted the practicability of this, but I insisted that it could be done. I held that while the students at first might make very poor bricks and do poor brick-masonry, the lesson of self-help would be more valuable to them in the long run than if they were put into a building which had been wholly the creation of the generosity of some one else. By the end of the third year the number of students had increased from 30, with which we began, to 169; most of them, however, coming from nearby counties and other sections of Alabama.
In February, 1883, the State Legislature of Alabama increased the state appropriation for the school from two to three thousand dollars annually, on recommendation of the State Superintendent of Public Instruction, Hon. H. Clay Armstrong. The Committee on Education reported the bill unanimously to the House and the Governor recommended its passage. As some of the members were not acquainted with the character of the school they raised objection to this increase at a time when, by defalcation of the state treasurer, reported only the day before, the state had lost a quarter of a million dollars. The Speaker of the House, Hon. W. F. Foster, a member from Tuskegee, and an ex-Confederate soldier, left the chair, and in an eloquent and effective speech in praise of the work of the school at Tuskegee, urged the passage of the bill. On conclusion of Col. Foster’s speech the bill passed by a large majority vote. Col. Foster not only interested himself in the passage of the first bill which gave support from the state to this institution, but has been one of the warmest and most helpful friends from that time until the present.
In reference to the passage of the bill for an increased appropriation for the school, Rev. R. C. Bedford, at that time residing in Montgomery as pastor of the Congregational Church, wrote to Gen. Armstrong as follows:
“Gen. S. C. Armstrong, Dear Sir:--
“A short time ago I made a trip to Tuskegee, Ala., for the purpose of visiting the State Normal School for colored people located there, four of whose five teachers, together with the wife of the Principal, were once pupils of yours at Hampton Institute. I attended the session of the school for two days and was exceedingly pleased with the enthusiastic spirit of both teachers and pupils. One of the encouraging features of the school is the warm interest it has inspired in many of the leading white citizens of Tuskegee. Mr. G. W. Campbell and Mr. Wm. B. Swanson are among the oldest and most respected citizens of Macon County. They with Mr. Lewis Adams, a prominent colored man, constitute the State Board of Commissioners for the school. Col. Bowen, Mr. Varner, and Col. W. F. Foster, speaker of the present Legislature, all citizens of Tuskegee and familiar with the school, are among its warmest friends. A short time ago, in conversation with Hon. H. Clay Armstrong, our State Superintendent of Education, I learned that he was so much pleased with the work of Mr. Washington and his associates as to recommend to the Committee on Education to report a bill giving $1,000 per year additional to the school. I was present during the debate on the bill. So interested was Col. Foster in its passage that he left the speaker’s chair, and upon the floor of the House, in an eloquent and effective speech, urged that it pass. He sat down, and by a vote of 59 to 18, the bill was passed; and it is now a law.
“With this example before us, we need have no fear as to what the colored people can do if, like Mr. Washington and his associates, they will take hold to win.”
In April, 1883, the school enjoyed a pleasant visit from Gen. J. F. B. Marshall, the treasurer of Hampton Institute and the one who had been generous enough to lend us $500 with which to make the first payment on the farm. Gen. Marshall’s visit gave us the greatest hope and encouragement. He wrote while at the school to the Southern Workman, a paper published at Hampton Institute, as follows, concerning his visit:
“A few days’ rest from office duties being enjoined upon me recently, I determined to pay a visit to the Tuskegee school, in which the faculty and teachers of Hampton Institute naturally feel a special interest.
“The Tuskegee farm contains 140 acres and the boys are at work clearing a field for sugar cane, which grows well here. They also raise cotton, sweet potatoes, peaches, etc. To enable them to train the students properly they must have them board at the school. A building is very much needed for the accommodation of 100 young men. Mr. Washington says that it will cost $8,000, if student labor can be made available in its construction. For this purpose he proposes to build of brick made on the farm, which has excellent clay. The young men are impatient to set to work on their building.
“Tuskegee is one of the very old towns in the state, an attractive place of about 2500 inhabitants, having several colleges and academies of high repute for the white youth of both sexes. I was glad to find a very strong temperance sentiment here. There were only two bars in town and they pay a license of about $900 a year each. No better location could have been chosen.
“The leading white citizens of the place appreciate the importance of Mr. Washington’s work, and speak of him in high terms. He has evidently won the esteem and confidence of all. Mr. Foster, the present speaker of the House, in the State Legislature, lives here, and rendered valuable aid in getting the increased appropriation of the state for Mr. Washington, of whom he spoke to me in high praise.
“I am reminded by everything I see here of our own beginning and methods at Hampton. I found on my arrival at the school, which is about a mile from the village center, a handsome frame building of two stories with a mansard roof. Though not yet finished it is occupied as a school building and is very conveniently planned for the purpose, reminding me of the Academic Hall at Hampton. The primary school on the Normal School grounds bears the same relation to it as a practice school that the Butler does to the Hampton Institute. It has 250 on the roll. They are stored away in what was the stable, close as crayons in a Waltham box. Let us hope they will all make their mark.
“All six teachers of the Normal and Training Schools are colored; and to their race belongs all credit for the work accomplished here and of the judicious use of the funds which the friends of the school, through the efforts of Mr. Washington and Miss Davidson, have contributed.
“The experiment, thus far so successful, is one of deep interest to all who have the welfare of the race at heart, and should not be suffered to fail for want of means for its completion. It is vital to the success of this school that the students should all be brought under the training and supervision of the teachers by being boarded and lodged on the premises. Our experience at Hampton has shown us the necessity of this. I know of no more worthy object or one conducive to more important results than this school enterprise, and I trust the friends of Negro advancement and education will not suffer it to languish or be hampered for funds. They may rest assured that these may be wisely expended and most worthily bestowed.
“My three days’ visit to Tuskegee was eminently satisfactory and has inspired me with new hope for the future of the race.”
The next event in the history of the school was the celebration of its second anniversary, combined with the dedication of Porter Hall, whose corner-stone had been laid the year before. The dedication address was delivered by Rev. Geo. L. Chaney of Atlanta, now of Boston, one of the Trustees of the school; and eloquent speeches were also made by Rev. Morgan Calloway, the associate in Emory College of its president, Dr. Atticus G. Haygood, author of “Our Brother in Black.” Rev. Mr. Owens, of Mobile, also made an interesting address.
During the following summer a small frame cottage with four rooms was put up to hold sixteen young men, and three board shanties near the grounds were rented containing accommodations for about thirty-six additional students. In September a boarding department was opened for both sexes, and as many young men as could be provided for gladly availed themselves of the privilege of working out about half of their board at the school.
In 1883 Mr. Warren Logan, a graduate of the Hampton Institute, who had received special training in book-keeping under Gen. Marshall at Hampton, came to Tuskegee as a teacher. He had not been here long, however, before it was clearly seen that he could serve the school effectively in another capacity as well as a class room teacher, and he was soon given the position of Treasurer and book-keeper in addition to his duties as a class room teacher. Mr. Logan has now been connected with the school 16 years, and has been its treasurer during 13 years of this time. In addition to the position of treasurer, he fills the position of Acting Principal in the absence of the Principal. All of these various and delicate as well as responsible duties he has performed with great ability and satisfaction.
Mr. J. H. Washington, my brother, came to the school from West Virginia in 1885 and took the position of Business Agent. He was afterwards made Superintendent of Industries and has held that position ever since. In the meantime the school has grown, and his duties as well as those of Mr. Logan have broadened and increased in responsibility. Both he and Mr. Logan, during the absence of the Principal, are in a large measure the mainstay and dependence of the institution for counsel and wise direction.
These two men, Mr. Logan and my brother John, have been from the beginning very important forces in the school management. As Treasurer and Superintendent of Industries respectively their responsibilities are heavy, and how much credit they deserve will never be fully known till the necessity arises some day to fill their places. They, with James N. Calloway, a graduate of Fisk University, who is the manager of Marshall Farm, Mr. G. W. Carver, Director of the Agricultural Department, and Mr. M. T. Driver, Business Agent, constitute the Finance Committee of the Institute, a sort of cabinet for the Principal.
In September, 1883, a very pleasant surprise came to the workers in the form of $1,100, secured through Rev. R. C. Bedford from the Trustees of the Slater Fund. I might add right here that the interest of the Trustees of the Slater Fund, now under the control of Dr. J. L. M. Curry, Special Agent, has continued from that time until this, so that the institution now receives $11,000 from the Slater Fund instead of $1,100 at the beginning. With this impetus, a carpenter shop was built and started, a windmill set up to pump water into the school building, a sewing machine bought for the girls’ industrial room, mules and wagons for the farm, and the farm manager’s salary was also paid for nine months.
All during the summer, as was true of the previous one, Miss Davidson and myself had been earnestly presenting our cause at the North with so much encouragement that the work on the new building, called Alabama Hall, was vigorously pushed during the fall and winter. In February, 1884, about three years after the school was opened, $5,000 had been secured towards the erection of Alabama Hall, which eventually cost about $10,000.
In March, 1884, Gen. Armstrong did one of those generous things which he was noted for all through his life. In fact, from the beginning of Tuskegee’s life until Gen. Armstrong’s death, he seemed to take as much interest in the work of Tuskegee as in the Hampton Institute, and I am glad to say the same generous spirit is constantly shown by the successor of Gen. Armstrong, Dr. Frissell. I received a letter from Gen. Armstrong stating that he had decided to hold a number of public meetings in such cities as Baltimore, Philadelphia, New York and Boston, and wished me to accompany him and speak in the interest of Tuskegee. These meetings were advertised to be in the interest of Hampton and Tuskegee jointly, but in reality they turned out to be meetings in the interest of Tuskegee, so generous was Gen. Armstrong in his words and actions at these meetings. The special object aimed at in these meetings was to secure money with which to complete Alabama Hall.
I quote from an address made at one of these meetings by myself: “Our young men have already made two kilns of bricks and will make all required for the needed building, Alabama Hall. From the first we have carried out the plan at Tuskegee of asking help for nothing that we could do for ourselves. Nothing has been bought that the students can produce. The boys have done the painting, made the bricks, the chairs, tables and desks, have built a stable and are now moving the carpenter shop. The girls do the entire housekeeping, including the washing, ironing and mending of the boys’ clothing. Besides, they make garments to sell, and give some attention to flower gardening.”
In due time, however, by hard work, the remainder of the money, $10,000 in all, necessary to complete Alabama Hall, was secured in the North, and not a little was gotten from friends in and about Tuskegee, especially through the holding of festivals, etc.
In April, 1884, we received a visit from the Lady Principal, Miss Mary F. Mackie, of the Hampton Institute, who was the first one to receive me when I went to Hampton as a student. I will say here that, from the visit of Gen. Marshall up to the present time, we have received constant visits and encouragement from the officers and teachers of the Hampton Institute. Miss Mackie, writing to a friend at Hampton, said:
“The wish constantly on my lips or in my heart, since I reached here last evening, is that you could see this school. I am sure you would feel, as I do, that the dial of time must have turned back twelve years in its course. In many respects it is more like the Hampton I first knew than the one of today is; I was particularly struck with the plantation melodies which Mr. Washington called for at the close of the evening prayers; there is more of the real wail in their music than I ever heard elsewhere. The teachers here laugh over their exact imitation of the alma mater; even the night school feature has sprouted; to be sure it only numbers two students, but it is on the same plan as ours. Do you know that Mr.---- has lately given them 440 acres of land, making their farm now 580 acres?”
The June number of the Southern Letter, a little paper published by the Institute, contained the following account of commencement, which took place May 29, 1884: “Many visitors were present, white and colored. The great interest was in the development of the department of industrial training, which now includes the farm, the Slater carpenter shop and blacksmith shop, the printing office, the girls’ industrial room, and the brick yard, where the students were making brick for Alabama Hall. The morning exercises, were, as usual, inspection, recitations and review of the current news, and the speaker of the afternoon was Prof. R. T. Greener, of Washington, who delivered a very practical and eloquent address. Reporters were present from Montgomery and Tuskegee.”
In the spring of 1884 I was very pleasantly surprised to receive an invitation from the President of the National Educational Association, Hon. Thos. W. Bicknall, of Boston, asking me to deliver an address before that body at its next meeting during the summer. The Association assembled at Madison, Wisconsin, and I think I am safe in saying that there were at least five thousand teachers present, representing every portion of the United States. This was the first opportunity I had had of presenting the work of the school to any large audience, especially of a national character. It was rather late in the evening before my time to speak came. Several speakers had preceded me, and one especially had proven himself to be rather tedious and tiresome by his long and rather unprepared address, but this did not discourage me. I determined to make the best address that I possibly could, although I was beset by fear and trembling. The many kind words, however, which I received after my address assured me that in some measure my effort had not been a failure. Among other things I said:
“I repeat that any work looking toward the permanent improvement of the Negro in the South, must have for one of its aims the fitting of him to live friendly and peaceably with his white neighbors, both socially and politically. In spite of all talk of exodus the Negro’s home is permanently in the South, for coming to the bread and meat side of the question the white man needs the Negro and the Negro needs the white man. His home being permanently in the South, it is our duty to help him prepare himself to live there, an independent, educated citizen. In order that there may be the broadest development of the colored man and that he may have an unbounded field in which to labor, the two races South must be brought to have faith in each other. The teachings of the Negro, in various ways, for the last twenty years, have tended too much to array him against his white brother rather than to put the races in co-operation with each other. Thus Massachusetts supports the Republican party because the Republican party supports Massachusetts with a protective tariff; but the Negro supports the Republican party simply because Massachusetts does. When the colored man is educated up to the point of seeing that Alabama and Massachusetts are a long way apart and the conditions of life in them very different, and that if free trade enables my white brother across the street to buy his plows at a cheaper rate it will enable me to do the same thing, he will act in a different way. More than once I have noticed that when the whites were in favor of prohibition, the blacks, led even by sober, upright ministers, voted against prohibition, simply because the whites were in favor of it, and for this reason the blacks said that they knew it was a ‘democratic trick.’ If the whites vote to lay a tax to build a school house it is a signal for the blacks to oppose the measure, simply because the whites favor it. I venture the assertion that the sooner the colored man, South, learns that one political party is not composed altogether of angels and the other altogether of devils, and that all his enemies do not live in his own town or neighborhood and all his friends in some other distant section of the country, the sooner will his educational advantages be enhanced many fold. But matters are gradually changing in this respect. The black man is beginning to find out that there are those even among the Southern whites who desire his elevation. The Negro’s new faith in the white man is being reciprocated in proportion as the Negro is rightly educated. The white brother is beginning to learn by degrees that all Negroes are not liars and chicken thieves.
“Now in regard to what I have said about the relations of the two races, there should be no unmanly cowering or stooping to satisfy unreasonable whims of Southern white men; but it is charity and wisdom to keep in mind the two hundred years of schooling in prejudice against the Negro which the ex-slaveholders are called on to conquer. A certain class of whites object to the general education of the colored man on the ground that when he is educated he ceased to do manual labor, and there is no avoiding the fact that much aid is withheld from Negro education in the South by the states on these grounds. Just here the great mission of Industrial Education, coupled with the mental, comes in. It kills two birds with one stone, viz., it secures the co-operation of the whites and does the best possible thing for the black man.”
After this address I began receiving invitations from a good many portions of the country to deliver addresses on the subject of educating the Negro. At the present time these applications have increased to such an extent, and they come in such large numbers, that, if I were to try to answer even one-third of the calls that come to me from all parts of the United States as well as other countries, to speak, I would scarcely spend a single day at Tuskegee.