Part 1 (2/2)
In several volumes already published, bearing upon Tuskegee Inst.i.tute and what it stands for, an endeavor has been made to present a truthful account of the Princ.i.p.al's early strivings and life-work; an honest attempt has been made to a.n.a.lyze and impress the basic principles upon which Tuskegee Inst.i.tute was founded. It has been the aim to write a history of individual yearnings for the light of knowledge that would stir the inner consciousness of the humblest of the race and arouse him to the vast possibilities that lie in the wake of solid character, intelligent industry, and material acquisition. He has tried, with all earnestness, to hold up the future of the American Negro in its most attractive aspect, and to emphasize the virile philosophy that there is a positive dignity in working with the hands, when that labor is fortified by a developed brain and a consecrated heart.
Though much has been said of the spirit and purpose of this center of social and economic uplift in the famed Black Belt of the South, there is still a wide-spread demand for a more specific recital of what is being done here, by whom, under what conditions, and the concrete evidences of the benefits that are growing out of the thrift, industry, right thinking, and right living taught by our faculty.
In response to this insistent call, Mr. Emmett J. Scott, Executive Secretary of the Tuskegee Inst.i.tute, presents to the public a further contribution, Tuskegee and Its People: Their Ideals and Achievements, with authentic accompanying autobiographies of a number of typical students of the school.
To this work Mr. Scott brings a peculiar fitness, unequaled by any other person who might have been chosen to perform it. He is closely knit to the Southland and her great ma.s.ses by the common sympathy of nativity and the mutuality of hopes. The South has always been his home, but he has traveled so extensively and mingled so freely that he has acquired most ample breadth of vision as regards men and things.
For many years now Mr. Scott has served the school with rare fidelity and zeal, and has been to the Princ.i.p.al not only a loyal a.s.sistant in every phase of his manifold and frequently trying duties, but has proved a valuable personal friend and counselor in matters of the most delicate nature, exhibiting in emergencies a quality of judgment and diplomatic calmness seldom found in men of even riper maturity and more extended experience.
As I stated in one of my books published several years ago, as far as one individual can fill the place of another, Mr. Scott has acted in the Princ.i.p.al's stead, seeing with the Princ.i.p.al's eyes and hearing with the Princ.i.p.al's ears, counting no sacrifice too great to be made for Tuskegee's well-being. He is in perfect accord with the fundamental principles and practical policies through the persistent adherence to which Tuskegee Inst.i.tute has won its conspicuous place in the educational world.
The volume here presented has been edited by Mr. Scott with the utmost care, he preferring to have the contributors understate rather than overstate the results that have come from the labors of Tuskegee and its people. It has been the Princ.i.p.al's pleasure and privilege to examine and critically review the ma.n.u.script after its completion, and the volume is so praiseworthy that it is given his cordial approval. The task of editing he had expected to perform has been so well done that it has only been necessary to review the ma.n.u.script after its preparation for the publishers, and to forego the strict editorial revisioning planned. The book is an accurate portrait of the Tuskegee of to-day, and reasonably forecasts the hopes for the inst.i.tution of to-morrow. It tells with forceful directness and graphic precision the formative work that is being done for this generation, and supplies a fulcrum upon which there may justly rest a prophecy of greater things for the generations that are to follow.
A Tuskegee book, whatever its primary motive, is invariably expected to deal broadly with the entire problem of the Negro and his relations.h.i.+ps of every kind. It must be more than a mere flesh-and-blood narrative, descriptive of the material progress of the men and women the Inst.i.tute has produced and is producing. It must be a book free from ostentatious pretension, breathing the atmosphere of the life of the earnest people it describes. It must, of course, exhibit not only the achievements, but also the ideals, the possibilities of the Tuskegee trained man and woman. This, I feel, is adequately done in this volume.
Tuskegee and Its People possesses ideals in thought, morals, and action--and they are lofty. In these respects the symposium will not prove a disappointment. This instinct for the ideal, however, lies not in idly sighing for it, but is born of an abiding belief that worth is intrinsic, and that applied common sense, practical knowledge, constancy of effort, and mechanical skill will make a place for the patient striver far more secure than the artificial niche into which some one may thrust him. The ma.s.ses who are most helpfully reached by the Tuskegee Inst.i.tute are coming to realize that education in its truest sense is no longer to be regarded as an emotional impulse, a fetish made up of loosely joined information, to be wors.h.i.+ped for its mere possession, but as a practical means to a definite end. They are being taught that mind-training is the logical helpmeet of hand-training, and that both, supplemented and sweetened by heart-training, make the high-souled, useful, productive, patriotic, law-loving, public-spirited citizen, of whom any nation might well be proud. The outcome of such education will be that, instead of the downtrodden child of ignorance, s.h.i.+ftlessness, and moral weakness, we shall generate the thoroughly rounded man of prudence, foresight, responsibility, and financial independence. He will cease to be the gullible victim of the sharper who plays upon vanity, credulity, and superst.i.tion, and learn to value only that which is real and substantial. It is of the highest importance to the Negro, who must make his way amid disadvantages and embarra.s.sments of the severest character, that he be made aware of the vast difference between working and being worked. In carrying this inspiring message and impressing these fundamental truths, the new Tuskegee book renders a splendid service.
Industrial training will be more potent for good to the race when its relation to the other phases of essential education is more clearly understood. There is afloat no end of discussion as to what is the ”proper kind of education for the Negro,” and much of it is hurtful to the cause it is designed to promote. The danger, at present, that most seriously threatens the success of industrial training, is the ill-advised insistence in certain quarters that this form of education should be offered to the exclusion of all other branches of knowledge.
If the idea becomes fixed in the minds of the people that industrial education means cla.s.s education, that it should be offered the Negro because he is a Negro, and that the Negro should be confined to this sort of education, then I fear serious injury will be done the cause of hand-training. It should be understood rather that at such inst.i.tutions as Hampton Inst.i.tute and Tuskegee Inst.i.tute, industrial education is not emphasized because colored people are to receive it, but because the ripest educational thought of the world approves it; because the undeveloped material resources of the South make it peculiarly important for both races; and because it should be given in a large measure to any race, regardless of color, which is in the same stage of development as the Negro.
On the other hand, no one understanding the real needs of the race would advocate that industrial education should be given to every Negro to the exclusion of the professions and other branches of learning. It is evident that a race so largely segregated as the Negro is, must have an increasing number of its own professional men and women. There is, then, a place and an increasing need for the Negro college as well as for the industrial inst.i.tute, and the two cla.s.ses of schools should, and as a matter of fact do, cooperate in the common purpose of elevating the ma.s.ses. There is nothing in hand-training to suggest that it is a cla.s.s-training. The best educational authorities in the world are indorsing it as an essential feature in the education of both races, and especially so when a very large proportion of the people in question are compelled by dint of circ.u.mstances to earn their living in manufactures and agricultural and mechanical pursuits in general. It so happens that the bulk of our people are permanently to remain in the South, and conditions beyond their control have attached them to the soil; for a long time the status of the majority of them is likely to be that of laborers. To make hard conditions easier, to raise common labor from drudgery to dignity, and to adopt systems of training that will meet the needs of the greatest number and prepare them for the better things that intelligent effort will surely bring, form a task to which the wisest of the race are addressing themselves with an eager enthusiasm which refuses to be chilled by adverse criticism.
Tuskegee emphasizes industrial training for the Negro, not with the thought that the Negro should be confined to industrialism, the plow, or the hoe, but because the undeveloped material resources of the South offer at this time a field peculiarly advantageous to the worker skilled in agriculture and the industries, and here are found the Negro's most inviting opportunities for taking on the rudimentary elements that ultimately make for a permanently progressive civilization.
The Tuskegee Idea is that correct education begins at the bottom, and expands naturally as the necessities of the people expand. As the race grows in knowledge, experience, culture, taste, and wealth, its wants are bound to become more and more diverse; and to satisfy these wants there will be gradually developed within our own ranks--as has already been true of the whites--a constantly increasing variety of professional and business men and women. Their places in the economic world will be a.s.sured and their prosperity guaranteed in proportion to the merit displayed by them in their several callings, for about them will have been established the solid bulwark of an industrial ma.s.s to which they may safely look for support. The esthetic demands will be met as the capacity of the race to procure them is enlarged through the processes of sane intellectual advancement. In this c.u.mulative way there will be erected by the Negro, and for the Negro, a complete and indestructible civilization that will be respected by all whose respect is worth the having. There should be no limit placed upon the development of any individual because of color, and let it be understood that no one kind of training can safely be prescribed for any entire race. Care should be taken that racial education be not one-sided for lack of adaptation to personal fitness, nor unwieldy through sheer top-heaviness. Education, to fulfil its mission for any people anywhere, should be symmetrical and sensible.
A mastery of the industries taught at Tuskegee presupposes and requires no small degree of academic study, for competency in agriculture calls for considerable knowledge of chemistry, and no mechanical pursuit can be followed satisfactorily without some acquaintance with the ”three R's.” Likewise, the individual of liberal academic or college preparation possesses a stronger equipment for constructive work who has trained his hands to supplement his brain.
After all, the final test of the value of any system of education is found in the record of its actual achievements. In Tuskegee and Its People heads of the several departments have not only given a succinct account of the history, resources, and current labors of the school, but deal most happily with the governing ideals behind the inst.i.tution, and vindicate its claim to the approval of the world's thinkers and moving forces. Besides treating rather elaborately the structural efficiency of the work of the teachers, the editor has not neglected to emphasize the spiritual and ethical virtues that spread over a wider range of influence here and among our people throughout the Southland than those familiar with the purely academic phases have adequately understood.
Tuskegee's germ principle is to be found in its unboasted ideals, in the things that of necessity can not be listed in catalogue or report, rather than in its buildings, shops, farms, and what not. The school dwells upon the saving power of land, and learning, and skill, and a bank-account--not as finalities in themselves, but as tangible witnesses to the Negro's capacity to compete with others.
Perhaps the newest and most refres.h.i.+ng feature of the book is its vivid pen-portraits of the young men and women who have gone out of Tuskegee carrying into diversified lives the principles and precepts imbibed from their parent school. The pictures are drawn by the originals themselves, and they ill.u.s.trate by honorable achievement the wholesome and evangelizing influence of Tuskegee's preachments, and the far-reaching effect of placing before them as teachers the highest example of what the Negro of morals and manners may become. They tell their story at first-hand, modestly and sincerely, and the foundations of inspiring lives, laid in the Christian virtues and conscientious service of their fellow men, foster a firm belief that the school is doing a work that will live.
These types of Tuskegee's graduates, picked out at random from hundreds of equal scholars.h.i.+p and ability, represent distinctive channels of activity, including the president of a leading college, princ.i.p.als and teachers of thriving schools, a lawyer, a tinner, a school treasurer, farmers, cotton-growers, master builders and contractors, a dairyman, and a blacksmith. No element contributing to the racial uplift is overlooked. The scenes of their labors are scattered over a vast area, showing convincingly the diffusive character as well as the rich harvest garnered through the Tuskegee Idea. These rough-hewn sketches of a st.u.r.dy pioneer band in staking out a larger life and a wider horizon for later generations are worthy of the most careful perusal.
The immeasurable advancement of the Negro, manifested in character, courage, and cash, vitalized by valiant service to the republic in education, commerce, and religion, and crowned by an enlightened, vigorously efficient, sensibly ambitious, and law-abiding citizens.h.i.+p, is ”confirmation strong as proofs of Holy Writ” that the gospel of industry, as exemplified by Tuskegee and its helpers, has exerted a leavening influence upon civilization wherever it has been brought within the reach of those who are struggling toward the heights. Under this new dispensation of mind, morals, and muscle, with the best whites and best blacks in sympathetic cooperation, and justice meaning the same to the weak as to the strong, the South will no longer be vexed by a ”race problem.” Peace and prosperity for all will come with the strength to rise above the baser self. Civic righteousness is the South's speediest thoroughfare to economic greatness.
A book that opens the inner chambers of a people's heart, and sheds a light that may guide the footsteps of both races along the upward way, should meet with a hearty welcome at the hands of all lovers of mankind.
_PART I_
_THE SCHOOL AND ITS PURPOSES_
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