Tuskegee & Its People: Their Ideals and Achievements Part 4

If the day is to be spent with the whole agricultural force of girls picking strawberries for the tables of the Boarding Department and the local market, the stage takes the group out to the patch two miles back on the farm--and that is happiness unalloyed for the schoolgirl. When she correlates her outing with her school work on the day following, there is seen nature at first-hand in the cla.s.s-room.

If other cla.s.smates have been working in the Plain-Sewing Division turning out cotton underwear and plain articles of clothing to supply the demand of the Salesroom of the inst.i.tution, the lesson in English has a natural, practical bearing, arising from the fact that one hour has been spent with the theory cla.s.s of the workroom studying the warp and woof of the materials used, perhaps the sixth or seventh lesson in a series on cotton, introduced to the cla.s.s first in its native heath.

Correlation comes in wherever it may, and the a.s.sociation of ideas obtained in cla.s.s-room and workroom is closely joined.

The large cla.s.s of the Dressmaking Division, spending the day from seven until half past five making the blue uniform dresses, filling orders for tailor-made dresses in silk and cloth, measuring, drafting, cutting, and fitting, has many a representative in the schoolroom the succeeding day; and still more is the lesson varied by the practical ill.u.s.trations in Mathematics or the recital of the experiences of the day in the English cla.s.ses.

The girl in the millinery work, shaping forms, tr.i.m.m.i.n.g hats, blending colors, drawing designs, studying textiles and fabrics for a.n.a.lysis in her theory cla.s.ses twice during her three days of work, finds added inspiration for her three days of cla.s.s-room study. If she is in the Senior cla.s.s, she specializes in geometry on her school-days and mechanical drawing on her work-days. When our girl has finished her course in drawing and begins one of the uniform hats worn by the hundreds of girls, she ranks among the first milliners of the land in the estimation of the beginners. She completes hat after hat, drapes them until the number meets the requirement, and then comes her own creation, a pattern hat, undersized of course, but a real dress hat and a thing of beauty. It usually finds its way to the old home for her mother and neighbors to admire. The commendation that comes back to the school is worth its weight in gold.

[Ill.u.s.tration: A CLa.s.s IN MILLINERY.]

But there are backward learners. Some there are who excel in embroidery, crocheting, making ties and other fancy articles, but who have no apt.i.tude for shaping and tr.i.m.m.i.n.g hats. They plod on, and win at last.

Then there is the girl whose parents wish her to open a millinery establishment in their town. She tries, but finally agrees with her long-suffering instructor that she would succeed at mattress-making and upholstering instead.

The work in the Mattress Division begins with sheet, pillow-case, table-linen, and comforter-making for the endless demands of the lodging division of the boys and girls. Pulling shucks for the mattress is the next step in advance, and when shucks are covered by the cotton layers in the making, they prove an excellent subst.i.tute for the hair filling of a more expensive manufacture, and they have an advantage in the matter of cleanliness. Covering screen frames made in the Carpentry Division for the numerous rooms, caning couches, rockers, and stools, help add to the variety of work in the division. The girl is not awarded her certificate until she has completed the round of work, including the fas.h.i.+oning of a bedroom suite from barrels finally covered with neat-figured denim. The semiweekly theory cla.s.ses are not unlike those of the plain-sewing division, and the girl is as proud of her achievement with needle, hammer, and saw as if she were an adept in lighter work.

When the machinery was introduced for Broom-making, the girls looked askance at the appliances. But when the broom-corn was delivered from the farm, and the pioneer girl broom-maker began thres.h.i.+ng of the seed in the cleaner, an interest was evinced that has increased with the knowledge that the work, study, or manufacture (call it what you will) is very productive, especially in the confines of the girls'

broom-factory at Tuskegee Inst.i.tute. The poultry-yard bought the seeds threshed off the broom-stalks; the hundreds of old handles collected cost nothing, and when the wiring, st.i.tching, and clipping were finished and the girl saw the first broom turned out, there was triumph in the fact that the industry was the most inexpensive and still the most productive of credit of all the girls' industries under the roof of Dorothy Hall. The evolution from the flag-straw broom used in cabins of the South to the ones now completed and labeled, creates the sensation of the girl-world in the trades school. The wonders brought out in the theory cla.s.s in connection with broom-making were marvelous.

Broom-making has come to remain with our other girls' industries.

Work in the Laundry presents another aspect to the onlooker, and he doubtless decides on the spur of the moment that all is drudgery here.

Girls are then a.s.sorting countless pieces received on Mondays from students and teachers. They are placing the a.s.sorted articles in cages in the bas.e.m.e.nt. Two boys are filling three washers with bed-linen, and in another apartment two girls are weighing and measuring materials to make more soap to add to the boxes standing in the soap-room. Girls up-stairs in the wash-room are busy rubbing at the tubs. Some girls are starching, and others are sending baskets down on the elevator for girls below to hang in the drying-room. Others are in the a.s.sorting-room putting away clothes-bags into numerous boxes. The ironing-room farther on is filled with busy workers. Days come during every week when time is spent in the study of laundry chemistry. Rust and mildew stains and scorching are some of the problems of the Laundry, and they find solution. Soap, starch, water, and bluing have their composite qualities and are a.n.a.lyzed, and no more interesting correlation is there than that of the laundry with the cla.s.s-room.

Although each Tuskegee girl is expected to become proficient in one trade at least, all are required to attend the cooking cla.s.ses. Girls belonging to certain cla.s.ses are scattered in the various divisions, each busily engaged at her chosen trade. At the ringing of the bells in each division at stated hours, cla.s.ses form and pa.s.s to the training-kitchen for their lesson in cooking. Both night-school and day-school girls report every day until every girl has received her lesson weekly. The normal cla.s.ses have theory and practise one hour each, the preparatory girls one hour weekly for their trades.

This is true also of girls in the normal cla.s.ses. They spend one hour in basketry study, making in all three hours away from their individual trades each week. Theory is combined with practise, and many a fanciful thought is woven in with the reed and raffia of the Indian baskets, African purses, belts, and pine-needle work-baskets. The shuck hats and foot-mats are so foreign in design that one often wonders how it were possible to utilize the same material in so widely different purposes.

But our girl is progressive, and not a few instances have occurred when one has been informed of the presence of a Tuskegee student in a remote country district, by the inevitable shuck hat prettily designed and worn by an utter stranger. So remunerative has been the work that many have earned money enough from the sales of these hats to purchase books for the school year and pay their entrance fees.

Few girls work at typesetting. Those learning the trade are in the Boys'

Trades Building. The same is true of the girl tailors, who are as capable workers in the trade as the boys. The majority of these girls are in night-school, and of late years have not earned much for their work. In former years the greater body of the students were working their way through school, and by their labor would earn enough to complete their education in the Academic Department and the Industrial as well. Last year the pay schedule was reduced, and many appeals for a.s.sistance came from those battling their way through. A young girl whose monthly statement warned her that she owed the school $15, at the end of the school year wrote the following:

"DEAR MRS. WAs.h.i.+NGTON: I write to inform you of the enormous sum that I owe on my board bill. I am not satisfied, because I want to earn something in life, but it seems that means and opportunity will not permit me. I can't help from crying when I think how anxious and willing my people are to help me to be something, and yet they are unable to help me.

"My mother has struggled to bring up eight of us, and now is to the point where she can give me no more help, and that leaves me alone to be something by myself. I am anxious to enter day-school so I may finish my course of study and my trade, and at last let my mother see me a good, n.o.ble woman, who will take care of her.

"I will thank you very much for your kindness, if you will look into my board bill and help me as soon, and as much, as possible.

Yours gratefully."

As the day girls have put in so many hours of work recently under the new system, it eliminates the necessity of so many night-school girls being paid for their work. It is to the interest of the school and its day-students that fewer work their way through school, and the time has come to teach this fact. The boy or girl for a time will stagger in the attempt to gain education, but will be all the more able, later, to reach the desired goal.

All girls are taught housekeeping incidentally in the care of their rooms; but the number a.s.signed to the regular division yearly are instructed in all branches of home industry. The course covering two years is mapped out thoroughly, and when the girls reach the Senior cla.s.s, all have their turn at housekeeping in the Practise Cottage of four rooms. No girl is graduated from the school without the finis.h.i.+ng touch of the little home. Marketing, the planning of meals, table-setting, the care of table- and bed-linen, dusting, sweeping, and everything else pertaining to a well-kept house, are taught by the teacher in domestic science who is in charge of the training-kitchen where the senior girls received their first lessons in cookery. The young housekeepers have reached the stage of efficiency when they may prepare a meal for a distinguished guest.

A red-letter day in the history of the cottage came when a warm-hearted and much-beloved trustee of the inst.i.tution expressed a wish to dine with the girls during one of his visits to the inst.i.tution. The flowers that graced the small table on this day were brought by the distinguished visitor, who came from a stroll in the "piney" woods. The girls, apprehensive of their success in preparing the dinner for one with so cultured a palate, felt visibly relieved on the disappearance of the roast, the vegetables, and the dessert. The corn bread was voted the best ever eaten, and the dinner, as a whole, a delicious preparation. If ever, in the years to come, any of the four forgets the kindly heart that made all forget station or condition, "the right hand will forget its cunning."

Days pa.s.s all too quickly in work and study. After the supper at six, the girls in the normal cla.s.ses go to their rooms or the Carnegie Library for study, the girls in the preparatory cla.s.ses go to the study-hour, and those who have been working at the trades during the day spend two hours in night-school covering half as much ground as those in day-school, and consequently spend a longer period in school. At the ringing of the bell at half past eight all the girls form in line to pa.s.s to the Chapel for prayers.

School and work over for the day, every girl seems to lose her personality in her blue braided uniform, with her red tie and turnover on week-day evenings at Chapel, and her white ribbon on Sundays when she pa.s.ses the platform as she marches by out of the Chapel to her room. Her carriage at least identifies her cla.s.s-standing, and one may easily note the difference in the manner of her who has newly arrived and another who has been in school with the advantages of several years.

Friday afternoons mark an hour for lectures, girls' clubs, and circle entertainments. Sat.u.r.day evenings are spent optionally. Time for cla.s.s gymnastics or sewing or swimming is always spent pleasantly on schedule time during the week. Our girl attends the Christian Endeavor Sunday mornings at nine, Chapel at eleven, Sunday-school at one, and, after dinner is out of the way, spends the enforced quiet hour in her room from three until four o'clock reading. The band concert on the lawn calls all to listen, some walking, some sitting on the seats on the green, but all presenting a picturesque appearance in the blue skirts and white waists of the spring season.

Thus the days and weeks pa.s.s, mingled with the sorrows and joys of school-life, its encouragements and disappointments. The months and seasons come and go, and, before one is scarcely aware of the fact, the Commencement Week is here and the hundreds of young people whose lives have come in touch with one another pa.s.s on to their homes. Some go out as helpful workers, giving useful service to others; many will return to complete the course begun, but all, we hope, will give out the light that will not fail. Some are workers with ten talents, some with five, some with one; but all, we trust, will be using them for the upbuilding of the kingdom here on earth.

V

HAMPTON INSt.i.tUTE'S RELATION TO TUSKEGEE

BY ROBERT R. MOTON

In his eloquent address in May, 1903, at the memorial services of General Samuel Chapman Armstrong, Founder, and for twenty-five years Princ.i.p.al, of Hampton Inst.i.tute, Dr. Booker T. Was.h.i.+ngton said: "A few nights ago, while I was driving through the woods in Alabama, I discerned in the distance a large, bright fire. Driving to it, I soon found out that by the glow of this fire several busy hands were building a nice frame cottage, to replace a log cabin that had been the abode of the family for a quarter of a century. That fire was lighted by General Armstrong years ago. What does it matter that it was twenty-five years pa.s.sing through Hampton to Tuskegee and through the Tuskegee Conference to that lonely spot in those lonely woods! It was doing its work very effectually all the same, and will continue to do it through the years to come."

The relations existing between Tuskegee Inst.i.tute and Hampton Inst.i.tute are much like those existing between a son and the father who has watched the growth and development of his child through the formative transition periods of his youth, and looks with pride upon him as he stands forth in the full bloom of manhood, enumerating successes already achieved, with large promise of greater and more far-reaching achievements for the immediate future. The child never reaches the point where he does not seek the approval and blessing of the parent, or where he refuses to accept advice and a.s.sistance if needed.

In the early days of Tuskegee Mr. Was.h.i.+ngton turned naturally and properly to Hampton for anything that was needed, as he so beautifully and repeatedly testifies in his autobiography, Up from Slavery. For a long time the men and women who helped him were from Hampton, more than fifty such having been there.

While there is a large number of Hampton graduates in the Industrial Departments of Tuskegee, the teaching force, especially in the Academic Department, represents a dozen or more of the best colleges and universities in this country. The same may be said of Hampton.

Up to about eight or ten years ago we at Hampton spoke of Tuskegee as a small Hampton, but "small" no longer describes Tuskegee, and I doubt seriously if _large Hampton_ would be altogether proper.

While Tuskegee was founded on the Hampton plan, and has consistently followed that plan as far as possible, and while these two great "Industrial Universities" are very much alike in spirit and purpose, they are, on the other hand, very dissimilar in external appearance as well as in internal conduct. Each sends out into the benighted districts of the South, and Hampton also into the Indian country of the West, hundreds of men and women who are living influences of civilization and Christianity in their deepest and most far-reaching sense, adding much to the solution of the perplexing questions with which the nation has to deal.

The conditions surrounding the two schools have necessitated certain differences in their evolution. The personnel of the two inst.i.tutions is different. Hampton has always been governed and controlled by white people, and its teachers have come from the best families of the North.

Tuskegee was founded by a Negro, and its teachers and officers have come from the best types of the American Negro and from the best schools opened to them. Hampton deals with a different cla.s.s of student material, including the Indian, who is almost as different in traits and characteristics from the Negro as he is in feature and origin. These are, in a sense, external differences which must of necessity affect the character and internal machinery of the two inst.i.tutions.

This is no reflection upon either school, for each is unique and complete in its way, and any marked ethnic change in the management of either would be unfortunate. Hampton is a magnificent ill.u.s.tration of Anglo-Saxon ideas in modern education. Tuskegee, on the other hand, is the best demonstration of Negro achievement along distinctly altruistic lines. In its successful work for the elevation and civilization of the children of the freedmen, it is also the most convincing evidence of the Negroes' ability to work together with mutual regard and mutual helpfulness. When Tuskegee was started there was a serious question as to whether Negroes could in any large measure combine for business or educational purposes. The only cooperative inst.i.tutions that had been successful among them were the Church and, perhaps, the secret societies.

In material development, in the rapid and steadily improving accession of student material, in enlarging powers for greater usefulness, in influence upon the educational methods of the country and the civilized world, and in the sympathy and respect it has gained for the Negro through the writings and speeches of its Founder and Princ.i.p.al, the Tuskegee Inst.i.tute has without doubt pa.s.sed beyond the expectations of those who were most sanguine about its future.

The Tuskegee torch, from the Hampton fire started so many years ago by General Armstrong, has spread and is spreading light to thousands of homes and communities throughout the South, and is the greatest pride and glory of Hampton Inst.i.tute, and a constant source of inspiration and encouragement to the devoted men and women who have always made Hampton's work possible.

At the conclusion of an address in a Northern city in the interest of Hampton, in which I had quoted Dr. Curry's saying that, "if Hampton had done nothing more than to give us Booker Was.h.i.+ngton, its history would be immortality," a New England lady of apparently good circ.u.mstances and well informed, in the kindness of her heart, took me to task for distorting my facts in saying that Tuskegee had grown out of Hampton.

She was sure that it was just the other way--that Hampton was an offshoot of Tuskegee. She certainly could not have paid a higher tribute to Hampton, and likewise to Tuskegee.

For the past few years Mr. Was.h.i.+ngton's deserved popularity and prominence have brought Tuskegee conspicuously and constantly before the public. This has in no sense been a disadvantage to Hampton, but has been a distinct gain in enabling Hampton to point to the foremost man of the Negro race, and to the largest and most interesting and in many ways the best-managed inst.i.tution of the race, as the best and most conspicuous product of the peculiar kind of education for which Hampton stands.

While Tuskegee is, perhaps, in many respects, better known than Hampton, its antecedent, Hampton, is without doubt much better known and more highly thought of because of the existence of Tuskegee.

Tuskegee in its present state of development would be one of the marvels of the age, even if the personality of its Princ.i.p.al were left out of consideration.

Two thousand Negroes who are scarcely a generation removed from bondage, being trained, disciplined, controlled by 200 or more of the same racial type; 2,000 Negroes being educated, morally, industrially, intellectually; an industrial university with 100 large buildings well equipped and beautifully laid-off grounds, with a hum and bustle of industry, scientifically and practically conducted by a race considered as representing the lowest ethnic type, upsetting the theories of many well-meaning people who believe the Negroes incapable of maintaining themselves in this civilization, incapable of uniting in any successful endeavor without being under the direct personal control of the dominant Aryan--this is one of the greatest achievements of the race during its years of freedom.

Hampton, though a dozen years older, the pioneer in industrial education, equally well equipped, quite as well conducted, doing as great a work in the elevation of the races it represents, and holding just as important a place in the scheme of modern education, is not so interesting or so wonderful, because its conception and execution are the product of Aryan thought and Aryan ingenuity. New ideas, new discoveries, new inventions and organizations, new methods and new inst.i.tutions, have been conspicuous among the white race for a thousand years. General Armstrong's wisdom and foresight were truly wonderful, as indeed are also those of his worthy successor, Dr. H. B. Frissell, under whose direction the school's influence and usefulness have steadily increased, and along lines that General Armstrong would approve; but had Hampton been founded and brought to its present state of proficiency by a Negro, and its dominating force been of the African race, it would be a more wonderful and interesting inst.i.tution. In other words, the white race has long since pa.s.sed its experimental period. It now is the standard of measurement for all other races. The Negro's achievements, then, are considered largely with reference to the impression which they make upon the race of whose civilization and government he is a part.