Part 12 (1/2)
[Ill.u.s.tration: A MODEL DINING-ROOM.
From the department where table-service is taught.]
In both the Parker Model Home and the Practise Cottage I have charge, with my a.s.sistant, of the oversight of what is done in the direction of providing food, cooking it, serving it, etc.
Twenty-one cla.s.ses a week are now taught; the preparatory cla.s.ses one hour per week, and the normal cla.s.ses two to three hours per week. The girls are required to work in groups, to wear white ap.r.o.ns, caps, and sleeves, and to bring to the cla.s.ses towels and holders. Each girl brings her own blank books and keeps, through the year, a full report of each lesson given.
Most of the girls who come to us know absolutely nothing of cooking and housekeeping. They are, as a rule, like most beginners, more anxious to make cakes, candies, pies, etc., than to make bread, to care for utensils, and learn the practical things most necessary. Improvement soon follows, however.
We do some outside ”extension work,” in addition to what has been enumerated: a cooking cla.s.s in the town of Tuskegee for those unable to attend the school at all, and cla.s.ses for the children at the Children's House, the model training-school of the inst.i.tution, where they are given understandable lessons in cooking and housekeeping. A bedroom, a dining-room, a bathroom, and a kitchen are also provided in connection with the Children's House.
I am happy in the thought that I have a part in this fundamental, home-building part of the instruction being given the girls who come from thirty-six States and territories of the Union, and from Cuba and Porto Rico and other foreign countries, to attend this famous school, of which I am myself a graduate.
When the girls are fitted to make better homes, a better people are the result. To have some part in this work was a fond wish while a student, and is a prized privilege now that I have the opportunity to render some slight service in return for all that Tuskegee has done for me.
IX
A WOMAN'S WORK
BY CORNELIA BOWEN
Of myself and the work I have done there is not a great deal to say. I was born at Tuskegee, Ala., on a part of the very ground now occupied by the famous Tuskegee Inst.i.tute. The building first used by the school as an industrial building for girls was the house in which I was born. That old building (and two others, as well) is carefully preserved by the inst.i.tution as an old landmark, and never do I go to Tuskegee that I do not search it out among the more imposing and pretentious buildings which have come during the later years of the school's history. This building and the two other small ones were on the property when it was acquired by Princ.i.p.al Was.h.i.+ngton.
My mother lived the greater part of her life at this place as the slave of Colonel William Bowen, who owned the plot of ground upon which the Tuskegee Inst.i.tute now stands. The birthplace of my mother was Baltimore, Md. She was taught to read by her master's daughter in Baltimore, and was never forbidden to read by those who owned her in Alabama.
When a child, I could never understand why she read so well and could not write. I was very sorry at times that she could read and was not like other children's mothers whom I knew. She always knew when I did not get my lessons, and often the hours of play that were dear to me were taken away until my reading lesson was learned. Sundays, with my sisters gathered about her knees, we would sit for hours listening as mother would read church hymns for us. These days were days of freedom, as I do not remember, and know nothing of, those of slavery. My mother always refrained from telling her children frightful stories of the awful sufferings of the slave days. She occupied the position of seamstress and house-servant in her mistress's home, and was never allowed to mingle with plantation slaves.
My first teacher was a good-hearted Southern white woman, who knew my mother well and lived in the town of Tuskegee.
She taught me to read from McGuffey's First Reader. I often read my lessons by looking at the pictures, for I did not know one word from another--so far as the letters were concerned. She detected one day, however, that I was looking out into the street and at the same time reading what I supposed to be the lesson. From that time on she devoted herself to teaching me so that I should know letters, and that I should read properly. She always claimed that I was an apt pupil. At any rate, at a very early age I was able to both read and write. As I grew older I was sent with my sisters to the public schools of Tuskegee. It was always my ambition, it is not immodest to say, to excel in whatever I undertook. That which brought tears to my eyes quicker than any other one thing was to have some member of my cla.s.s recite a better lesson, or ”turn me down”--that is, go up ahead of me in the cla.s.s.
Having been brought up in the Methodist Sunday-school, I later joined the Methodist Church. Mr. Lewis Adams, a Trustee of the Tuskegee Inst.i.tute, was then Superintendent of the Methodist Sunday-school. He was very desirous that the young boys and girls of the Sunday-school should take an active part in the work. I was given a cla.s.s of girls to teach much older than myself. They tried to disgust me at times by paying no attention to my teaching. I was not to be discouraged, although I cried many times because of their conduct. My own sister, who was a member of the cla.s.s, also rebelled because I was younger than she; she thought that she should be teaching me instead of having it otherwise. It was the common opinion of the girls that even if I could read better than any of them, they were older and should be shown the preference. I owe much of my interest in the study of the Bible to my mother and to Mr. Lewis Adams, the faithful worker and Sunday-school Superintendent. Mr. Adams was in those early days as he is now, the leader of the colored people of the town of Tuskegee in all that went to make for the uplifting of his people. I can pay no better tribute to him than to quote what Princ.i.p.al Was.h.i.+ngton himself says in his monumental autobiography, Up from Slavery:
In the midst of the difficulties which I encountered in getting the little school started, and since then through a period of nineteen years, there are two men among all the many friends of the school in Tuskegee upon whom I have depended constantly for advice and guidance; and the success of the undertaking is largely due to these men, from whom I have never sought anything in vain. I mention them simply as types. One is a white man and an ex-slaveholder, Mr. George W. Campbell; the other is a black man and an ex-slave, Mr. Lewis Adams. These were the men who wrote to General Armstrong for a teacher.
Mr. Campbell is a merchant and banker, and had had little experience in dealing with matters pertaining to education. Mr.
Adams was a mechanic, and had learned the trades of shoemaking, harness-making, and tinsmithing during the days of slavery. He had never been to school a day in his life, but in some way he had learned to read and write while a slave. From the first, these two men saw clearly what my plan of education was, sympathized with me, and supported me in every effort. In the days which were darkest financially for the school, Mr. Campbell was never appealed to when he was not willing to extend all the aid in his power. I do not know two men--one an ex-slaveholder, one an ex-slave--whose advice and judgment I would feel more like following in everything which concerns the life and development of the school at Tuskegee than those of these two men.
I have always felt that Mr. Adams, in a large degree, derived his unusual powers of mind from the training given his hands in the process of mastering well three trades during the days of slavery.
I did not graduate from the public schools as children do nowadays in the cities. Mr. Booker T. Was.h.i.+ngton's coming to Tuskegee and the establishment of the Tuskegee Normal School put an end to the public-school work on ”Zion Hill,” where the Tuskegee public school for colored children was located. I was one of the first of the students examined for entrance in the school. Mr. Was.h.i.+ngton gave the examination in arithmetic, grammar, and history. I never knew what a sentence was, nor that it had a subject and a predicate before he said so. I doubted very seriously the existence of such terms as these new ones mentioned by him. I thought I knew grammar, and I did, so far as I had been taught, but I had no insight into its real meaning and use. Mr.
Was.h.i.+ngton decided after my examination that I would make a good Junior pupil. It was all new to me and I could not understand all of the new words, even though simple they were, used by him. He himself took charge of our cla.s.ses, and I have always been very proud that I can say that he was my teacher. He was most particular in regard to spelling and the right use of verbs. As a history teacher he was the best I have had the privilege of studying under. I have often said that if he could teach the cla.s.ses in the beginning of history and grammar, and give talks on spelling at Tuskegee as he did when I was a pupil there, many who finish at Tuskegee would be thankful in the years to come. However, he can not do this until he is relieved of the great burden of raising funds for the school.
The industrial departments at Tuskegee were not, of course, so elaborate and so many while I was a pupil there. My four years at Tuskegee were given wholly to cla.s.s-room work. To my cla.s.s, that graduated in 1885--the first one to graduate, we proudly boast--three Peabody medals were awarded for excellence in scholars.h.i.+p. Our diplomas were also graded. We took an examination for the medals, as there were ten in the graduating cla.s.s. I was awarded one of the medals. The Cla.s.s of '85 had high ideals and always regretted that any member should receive a second-grade diploma. I was very thankful to learn after two weeks'