The Story of My Life and Work

by Booker T. Washington

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.