Booker T. Washington, Builder of a Civilization

by Emmett J. Scott; Lyman Beecher Stowe

"Finally, as I have said in another place, as white and black learn daily to adjust, in a spirit of justice and fair play, these interests which are individual and racial, and to see and feel the importance of those fundamental interests which are common, so will both races grow and prosper. In the long run, no individual and no race can succeed which sets itself at war against the common good; for in the gain or loss of one race all the rest have equal claim."

In concluding his Muskogee speech he said: "If there are those who are inclined to be discouraged concerning racial conditions in this country we have but to turn our minds in the direction of the deplorable conditions in Europe, growing largely out of racial bitterness and friction. When we contrast what has taken place there with the peaceful manner in which black people and white people are living together in this country, notwithstanding now and then there are evidences of injustice and friction, which should always be condemned, we have the greatest cause for thanksgiving. Perhaps nowhere else in the world can be found so many white people living side by side with so many of dark skin in so much of peace and harmony as in the United States."

This concluding observation was particularly characteristic of him. Somewhere, or somehow, he always turned to account all significant events for weal or woe from the most trivial personal happenings to the titanic world war.

Like all great leaders, Booker Washington did the bulk of his work quietly in his own office and not on dramatic historic occasions before great audiences. He received every day, for instance, a huge and varied mail which required not only industry to handle, but much judgment, patience, and tact to dispose of wisely and adequately. We will here mention and quote from a sheaf of letters taken at random from his files which partially illustrate the range of his interests and the variety of the calls which were constantly made upon him.

A railroad official in Colorado asked his opinion on the question of separate schools for white and black children apropos of a movement to amend the State constitution so as to make possible such separate schools. In his reply Mr. Washington said: "As a rule, colored people in the Northern States are very much opposed to any plans for separate schools, and I think their feelings in the matter deserve consideration. The real objection to separate schools, from their point of view, is that they do not like to feel that they are compelled to go to one school rather than the other. It seems as if it was taking away part of their freedom. This feeling is likely to be all the stronger where the matter is made a subject of public agitation. On the other hand, my experience is that if this matter is left to the discretion of the school officials it usually settles itself. As the colored people usually live pretty closely together, there will naturally be schools in which colored students are in the majority. In that case, the process of separation takes place naturally and without the necessity of changing the constitution. If you make it a constitutional question, the colored people are going to be opposed to it. If you leave it simply an administrative question, which it really is, the matter will very likely settle itself."

We next find a courteous reply to the letter of some poor crank who wanted to secure his backing for a preparation which he had concocted for taking the curl out of Negroes' hair. Then comes a letter to a man who wants to know whether it is true that the Negro race is dying out. To him Mr. Washington quoted the United States census figures for 1910, which indicate an increase of 11-3/10 per cent. in the Negro population for the decade.

Next, we come upon a letter written to a man who is interested in an effort of the Freedman's Aid Society to raise a half a million dollars for Negro schools in the South. Since this letter so well describes an important phase of Booker Washington's leadership we give it almost in full. It was written in 1913 and runs thus:

"I think the most interesting work that Tuskegee has done in recent years is its work in rural schools in the country surrounding the Institute. During the last five or six years forty-seven school buildings have been erected in Macon County by colored people themselves. At the same time the school term has been lengthened in every part of the county from five to eight months. This work has been done under the direction of a supervising teacher working in connection with the extension department of the Institute.

"Among other things that have been attempted to encourage the people to improve their schools has been a model country school started in a community called Rising Star, a few miles from the Institute. The school at Rising Star is an example of the rural school that Tuskegee is seeking to promote. It consists of a five-room frame house in which the teachers—a Tuskegee graduate and his wife—not only teach, but live. All the rooms are used by the school children. In the kitchen they are taught to cook, in the dining-room to serve a meal, in the bedroom to make the beds. In the garden they are taught how to raise vegetables, poultry, pigs, and cows. They recite in the sitting-room or on the veranda, and their lessons all deal with matters of their own every-day life.... Instead of figuring how long it will take an express train to reach the moon if it travelled at the rate of forty miles an hour, the pupils figure out how much corn can be raised on neighbor Smith's patch of land and how much farmer Jones' pig will bring when slaughtered.

"The pupils learn neatness and cleanliness by living in a decent home during their school hours. They carry the lesson home, and the result is seen in cleaner and better farmhouses. The model school has become the pattern on which the farmers and their wives are improving their homes...."