A boys' life of Booker T. Washington

by Walter Clinton Jackson

Booker Washington spent his life in the education of the negro. Negroes of ability in his day usually became preachers or they entered politics. The negro preacher had rendered a greater service to his people, perhaps, than any one else. Before 1865, the ministry was practically the only place where negro leadership could find expression. It was much the same way for many years after the Civil War. However, after emancipation, there was an opportunity for leadership in politics, and a great many negroes of ability entered this field, many of them holding offices.

Washington was urged by some of his friends to enter the ministry. Others urged him to study law and enter politics. Undoubtedly he could have made a great success in either of these fields of work. But from the very beginning of his education, he had a strong conviction that his life must be spent in helping to educate his people.

He felt that education was the greatest need of his race. Before the war, it had been against the law for a slave to be taught from books. At the close of the war, then, there were no schools, no teachers, and no books. The whole race could neither read nor write. The whole race had had no training of any kind except in agriculture. It is true a few, but a very few, had had a little training in certain trades such as bricklaying, blacksmithing, and carpentry. The race, therefore, through no fault of its own, was very ignorant. It had never had an opportunity.

Chemistry Class, Tuskegee Academic Department

But now that the opportunity had come with emancipation, the entire race was eager to learn. Old men and old women, as well as boys and girls, began with great zeal to learn to read and write. The race started to school. It was determined to get an education, and it was to help in this great work that Washington early determined to devote his life.

Just after the war there was much confusion and doubt about the best plan to follow in educating the negro. The Freedmen’s Bureau brought a large number of teachers from the North to assist in the task, and much valuable work was done in the negro schools by these teachers. The different Southern states also began to make provision for the negro’s education, by organizing schools, building schoolhouses, and making provision for training teachers.

There was much difference of opinion as to just what should be taught the negro. As a rule, the plan followed was to teach him just what had been taught in the white schools. This meant that he would study reading, writing, arithmetic and grammar, and later, Latin, Greek, mathematics and literature.

So much of this kind of teaching was done, and it was so poorly done, and it was so poorly adapted to the needs of the negro at the time, that a great many people began to doubt the wisdom of trying to educate the negro at all. But Washington insisted that the mistake was made in the kind of education they were trying to give him. In answer to the question, “Does it pay to educate the negro?” Washington often told the story of what had taken place in Macon County, Alabama, the county in which Tuskegee is located. In that county, he and Mr. H. H. Rogers decided to build, with the coöperation of the people themselves, a system of excellent schools, and try out as thoroughly as possible the question of the effect of education upon the negro, under favorable conditions. They put up good schoolhouses, secured good teachers, taught practical subjects, and ran the schools for eight or nine months in the year.

What was the result? In a short time people began to come from all parts of the state and outside the state to buy land or to work within reach of these excellent schools. Land advanced in price. Desirable citizens flocked in. Homes were improved. Good roads were built. Better farms appeared. Crime diminished. The sheriff said that he practically had no further use for the jail. Cordial relations existed between the white and negro people. In every way Macon County came to be a better place to live in. The race problem was solved in that county. People were happy and prosperous. They were living clean, wholesome, contented lives. The whole problem of living was, in a large measure, solved. And it was all due to education of the people, and education of the right kind. What was good for Macon County, Alabama, would be good for every county in the country.