Twenty-Five Years in the Black Belt

UNCLE CHARLES LEE AND HIS HOME IN THE BLACK BELT

On our journey that afternoon we saw hundreds of Negro one-room log cabins. Some of these were located in the dense swamps and some on the hills, while others were miles away from the public road. Most of these people had never seen a locomotive.

We reached Fatama about seven o’clock that night, and here for the first time we were compelled to divide our crowd in order to get a night’s lodging. Each of us had to spend the night in a one-room cabin. It was my privilege to spend the night with Uncle Jake, a jovial old man, a local celebrity. After telling him of our weary journey, he immediately made preparation for me to retire. This was done by cutting off my bed from the remainder of the cabin by hanging up a sheet on a screen. While somewhat inconvenient, my rest that night was pleasant, and the next morning found me very much refreshed and ready for another day’s journey. Our company assembled at Uncle Jake’s for breakfast, after which we started for Pineapple.

We found the condition of the Negroes between Fatama and Pineapple much the same as that of those we had seen the previous day. No school-house was to be seen, but occasionally we would see a church at the cross-roads. We reached Pineapple late in the afternoon.

From Pineapple we went to Greenville, and from Greenville to Fort Deposit, and from Fort Deposit we returned to Snow Hill, after having traveled a distance of 157 miles and visiting four counties.

In three of these counties there was a colored population of 42,810 between the ages of five and twenty years, and a white population of 7,608 of the same ages. The Negro school population of Wilcox and the seven adjoining counties was 11,623. Speaking of public schools in the sense that educators use the term, the colored people in this section had none. Of course, there were so-called public schools here and there, running from three to five months in the year and paying the teachers from $7.50 to $18 per month.

Our trip through this section revealed the following facts: (1) That while many opportunities were denied our people, they abused many privileges; (2) that there was a colored population, in this section visited, of more than 200,000 and a school population of 85,499; (3) that the people were ignorant and superstitious; (4) that the teachers and preachers for the most part, were of the same condition; (5) that there were no public or private libraries and reading-rooms to which they had access; (6) that, strictly speaking, there were no public schools and only one private one. Now, what can be expected of any people in such a condition? Can the blind lead the blind? They could not in the days of old, and it is not likely that they can now.

CHAPTER 6.

In many instances the tenants were not only unable to pay their debts, but were also unable to pay their rents. In a few cases the landlords had to provide at their own expense provisions for their tenants. This was simply another way of establishing soup-houses on the plantations. The idea of buying land was foreign to all of them, and there were not more than twenty acres of land owned by the colored people in this whole neighborhood. The churches and schools were practically closed, while crime and immorality were rampant. The carrying of men and women to the chain-gang was a frequent occurrence. These people believed that the end of education was to free their children from manual labor.

They were much opposed to industrial education. When the school was started, many of the parents came to school and forbade our “working” their children, stating as their objection that their children had been working all their lives and that they did not mean to send them to school to learn to work. Not only did they forbid our having their children work, but many took their children out of school rather than allow them to do so. A good deal of this opposition was kept up by illiterate preachers and incompetent teachers, who had not had any particular training for their profession. In fact, ninety-eight per cent of them had attended no school. We continued, however, to keep the “Industrial Plank” in our platform, and year after year some industry was added until we now have fourteen industries in constant operation. Agriculture is the foremost and basic industry of the institution. We do this because we are in a farming section and ninety-five per cent of the people depend upon agriculture for a livelihood.

CHAPTER 7.

At the end of the first school year it was clearly seen that we needed two assistant teachers; but the question that puzzled us was, where could they work. We had only one room and none of us had the money to buy the lumber needed. But there was a saw-mill near by and finally I sought work at this mill with the understanding that I would take my pay in lumber if the people would agree to feed me. This they readily consented to do. So I worked during May, June, July and August at the saw-mill and took my wages in lumber. This enabled us to get sufficient material to erect two of the rooms of our present Training Building. The following October we opened school with three teachers and 150 students. These two teachers had graduated at Tuskegee with me in ’93. They were Misses Ophelia Clopton and Rosa Bradford. They spent four years in the work here and we never had two teachers who did more for the old people in the community and who were loved more by them.

In the fall of ’95 Mr. Barnes, who was also a member of the class of ’93, joined us, and has been connected with the school since then except for two years which he spent in Boston.

In the fall of ’96 another one of our class-mates, Julius Webster, a carpenter, joined in our work here. We now had five teachers, all of Tuskegee and all class-mates. I can never forget these old people and these early teachers, for we all shared our many sorrows and our few joys. No work was too hard for us and no sacrifice was too great.

Another Tuskegee student was with us almost from the beginning. While Mr. Rivers did not graduate from the Academic Department at Tuskegee, he finished his trade, Agriculture, there. Mr. Rivers has had charge of our farm off and on since ’95. I should say to his credit that he is in charge today and last year he made the best crop the school has ever made.

Thus far, I have spoken of the assistance given me by the colored people and teachers, but no chapter about the founding of Snow Hill Institute would be complete without a mention of Mr. R. O. Simpson, the white man on whose plantation I was reared. Mr. Simpson must have known me from my birth. I well remember that in ’78 and ’79 he used to stop by to see my old grandmother when riding over his plantation. I think that my grandmother prepared meals for him on some of these visits to the plantation. I also remember that after the death of grandmother, when I was sick and living with my aunt Rina, some days he would see me lying on the roadside and would toss me a coin.

On my return from Tuskegee I found Mr. Simpson deeply interested in the welfare of my people; in fact, it seemed as if he was looking for some one to start an industrial school upon his place. We had many talks together. When he found out that I had returned to cast my lot with my people, he seemed highly pleased and said that he would give a few acres for the school if I thought I could use it to advantage. I decided that this was my opportunity and told him that I could. He first gave seven acres, and then thirty-three, and finally sixty more, making in all one hundred acres that he gave the school. In later years we bought one-half of his plantation, making in all nearly two thousand acres. While all of the white people in Snow Hill have been friendly towards the work, I have found Mr. Simpson and his entire family to be our particular friends and I have yet to go to them for a favor and be refused.

One of the cardinal points in Dr. Washington’s Sunday evening talks to the students and teachers at Tuskegee was that they should buy homes of their own. I felt that the best way to teach the people to get a home was for me to own one myself. I thought that it would be useless for me to talk to them about buying homes as long as I did not have one for myself, so I secured a home.

After the school was thoroughly planted and I had bought and paid for my home, we began to encourage the people to buy homes. This was done through several agencies, the Negro Farmers Conference, the Workers Conference and the Black-Belt Improvement Society. The aim of this Society is clearly set forth in its constitution, a part of which is as follows:

(1) This society shall be known as the Black Belt Improvement Society. Its object shall be the general uplift of the people of the Black Belt of Alabama; to make them better morally, mentally, spiritually, and financially.

(2) It shall further be the object of the Black Belt Improvement Society as far as possible, to eliminate the credit system from our social fabric; to stimulate in all members the desire to raise, as far as possible, all their food supplies at home, and pay cash for whatever may be purchased at the stores.

(3) To bring about a system of co-operation in the purchase of what supplies cannot be raised at home wherever it can be done to advantage.

(4) To discuss topics of interest to the communities in which the various societies may be organized, and topics relating to the general welfare of the race, and especially to farmers.

(5) To teach the people to practice the strictest economy, and especially to obtain and diffuse such information among farmers as shall lead to the improvement and diversification of crops, in order to create in farmers a desire for homes and better home conditions, and to stimulate a love for labor in both old and young. Each local organization may offer small prizes for the cleanest and best-kept house, the best pea-patch, and the best ear of corn, etc.

(6) To aid each other in sickness and in death; for this purpose a fee of ten cents will be collected from each member every month and held sacred to be used for no other purpose whatever.

(7) It shall be one of the great objects of this society to stimulate its members to acquire homes, and urge those who already possess homes to improve and beautify them.

(8) To urge our members to purchase only the things that are absolutely necessary.

(9) To exert our every effort to obliterate those evils which tend to destroy our character and our homes, such as intemperance, gambling, and social impurity.

(10) To refrain from spending money and time foolishly or in unprofitable ways; to take an interest in the care of our highways, in the paying of our taxes and the education of our children; to plant shade trees, repair our yard fences, and in general, as far as possible, bring our home life up to the highest standard of civilization.

This Society has standing committees on Government, on Education, on Business, on Housekeeping, on Labor, and on Farming. The chairman of each of these committees holds monthly meetings in the various communities, at which time various topics pertaining to the welfare and uplift of the people are discussed. As a result of these meetings the people return to their homes with new inspiration. The meetings are doing good in the communities where they are being held, and our sincere hope is that such meetings may be extended. It is the aim of the school and of its several organizations, to reach the ills that most retard the Negroes of the rural South. The articles of our simple constitution go to the very bottom of the conditions.

Thus it will be seen that the work of the class-room is only a small part of what we are trying to do for the uplift of the Negro people in the Black Belt.

CHAPTER 8.

Now, I wanted that my school should be free from such “isms.” I wanted a school for all the Negroes, thoroughly religious in its spirit, but entirely undenominational. For twenty-five years now we have adhered strictly to this policy. Many times when all was dark and there seemed to be no way, some of these denominations would come and offer me the money to run the work, provided I would accept their faith. But this I have never done, I had rather that the work should die than to sell my principle for money. I repeat that raising money for such a school is a hard task. I have never been particularly interested as to the choice of the church that my students make, but I have been profoundly interested in their finding salvation.

A great many people to whom I appeal for aid from time to time, tell me that they give all their alms through their church. But in spite of all this, I feel that the kind of schools most needed for our people, should be broad and not narrow, deep and not shallow.

After winning the approval of the people in the community, both black and white, and getting whatever help I could from them, my thoughts turned towards the North for means to run the work. My first attempt was in March, ’97. I got as far as Washington, D. C., and saw the Inauguration of President McKinley, and then I returned home.

The following June Dr. Washington wrote me to come to Tuskegee so as to accompany the Tuskegee Quartet North that summer. It must not be understood that I was one of the singers; that was not my good fortune. I was to tell what Tuskegee had done for me and was to show in turn what I was trying to do for my people. Dr. Washington reasoned in this way I would have a chance to meet some of the best people of the country and thereby gain support for my work. There was to be no collection taken for Snow Hill, but those who became interested would often come up after the meetings and give me something for my work.

We left Tuskegee about the first of July. We spent most of the month of July in the southeastern part of Massachusetts, known as the Cape and South Shore. We had meetings at most of the churches and resorts in that section. Dr. Washington himself met us at the most prominent places.

In August we came to Boston and from there went up the North Shore. This was my first visit to Boston and it was here that I met Miss Susan D. Messinger and her brother William S. Messinger. Their home was at 81 Walnut Avenue, Roxbury, Mass. Miss Messinger had been an abolitionist. Both she and her brother were deeply interested in the welfare of my people. They listened attentively to my story and from that day became my best friends.

Although I have been going North now for twenty years, I have never met such welcome as was shown me at their home. I think I have never met such Christ-like people anywhere. It was largely through Miss Messinger’s appeals in the “Transcript” that the people of Boston and New England learned of our work at the Snow Hill Institute. Through her appeals from time to time, we raised much money for our school. I cannot, in words, express the valuable aid these people gave us in our work. Sometimes when I had worked hard all day with poor results, I would go to their home in the evening discouraged and low-spirited, but would always find there a hearty welcome and a word of cheer. I would always leave with new zeal and fresh courage. Their home has been to me a home now for twenty years and although they are now dead, I never go to Boston but that I find time to go out to Mt. Auburn and put a fresh flower on their graves. The old home is lonely now, but the Messinger spirit still abides there in the person of Mr. Reed, their nephew. I still receive from him the hearty welcome and support that they used to give in days of old.

Another friend whom I met that summer was Mrs. J. S. Howe of Brookline (now Mrs. Herman F. Vickery). She became interested in our work through Miss Messinger and from that time to this her interest has steadily grown. Had it not been for the encouragement and aid received from the Messingers and Mrs. Howe on this trip, I am sure that I should have given up the struggle.

After leaving Boston, the Tuskegee singers went up the North Shore and on to the Isles of Shoals. There we had a very good meeting, and as Mr. Washington could not be present, I was the principal speaker. The people were greatly interested in what I said and although we took up a good collection for Tuskegee, my private collection was equally large. This the leader of the quartet did not like. It was the duty of this man who was a teacher at Tuskegee, to speak as well as myself, but for some reason he did not like to do it and would always shirk it when he could. But after this meeting he cut off my support and when we reached Portsmouth, he told me that I was dividing the interest and that he could not use me further on that trip. Of course, what little money I had been getting I had sent to the school, so I was almost penniless when he turned me off. I ought to say, however, that he gave me my fare back to Boston. I reached Boston that night about eight o’clock with no money and nowhere to go, but finally, I went to the place where we had stopped when the quartet was in Boston and I found R. W. Taylor, who at the time was financial agent in the North for Tuskegee. He saw that I was discouraged and insisted that I tell him why I had come back to Boston. When he had learned the facts he told his landlady to provide lodging and board for me at his expense until I could do better.

It was some time before Dr. Washington found out that I was not with the quartet, and as soon as he knew it, he wrote me to meet him at Lake Mohonk, N. Y. When the leader of the quartet found out that I was to be at Lake Mohonk, he tried to interfere so as to prohibit my going there, but when Dr. Washington said a thing, it had to be done, and I went to Lake Mohonk and I met the quartet again; also Dr. Washington. We had a great meeting at Lake Mohonk and after the meeting Mr. and Mrs. S. P. Avery, who were guests there, gave me $200. From here we returned South and reached Tuskegee about the first of September. From there I returned to Snow Hill.

My trip North during the summer of ’98 was very much saddened by the illness and death of my aunt Rina Rivers, whom I had learned to love as a mother, and to whom I always feel that I owe my life, for had it not been for the care she gave me during my sickness, I could not have stood the ordeal. Her death came while I was in Boston and without sufficient funds to take me either to her bed-side or to her funeral. This incident in my life has always been a cause for deep sorrow and as the years go by I feel it more keenly. I had always hoped that she could have lived until I could make her life happy, but this pleasure has been forever denied me. However she left behind four daughters and many grandchildren and I have tried to be unusually kind to them because of my great love for their mother and grandmother. Again this was a hard year because of the Spanish War and the consequent excitement.

I returned to Snow Hill early in the fall, cast down, but not destroyed. I had to adjust myself to the loss of my best earthly friend. In the meantime, our enrollment was constantly increasing and new teachers and industries were being added from year to year.

My campaign in the North during the summer of 1899 was made alone, just as the previous one had been. I got much needed experience during this summer.

In this house-to-house campaign for money, one must expect many rebuffs, but on the other hand one meets some of the finest people that have ever lived. I find, however, that as I grow older the strain is harder. I don’t think that I am a very successful money raiser. However, on April 5th, 1906, at the 25th anniversary of Tuskegee, I delivered an address that interested Mr. Andrew Carnegie and he gave the Snow Hill Institute ten thousand dollars. (See Appendix.)

CHAPTER 9.

The economic condition of the people was deplorable. They all carried heavy mortgages from year to year. These mortgages ranged all the way from $100 to $1500. The people were thoroughly discouraged, and seemingly had lost all hopes. Everywhere in their religious services, they sang this song: “You may have all the world, but give me Jesus.” The white man was taking them at their word and giving them all of Jesus, but none of the world. So disheartened were the people that when Mr. Simpson offered to give us the first seven acres of land for the school, many tried to prevail with him not to do so, saying that they did not want any land. But as I have said, you can always find in any place a few of our people whose hearts are in the right place; it was so in this instance; a few of the old men were very stanch friends,—they stood by me in this fight and we won. Such was the condition of the people here twenty-five years ago.

Now how changed are these conditions? From the rented log cabin the school has grown until we have at present, to be exact, 1940 acres of land and twenty-four buildings, counting large and small. It enrolls each year between three and four hundred students, teaches fourteen trades, putting most stress on agriculture. The entire property is valued upwards of $125,000 and is deeded to a Board of Trustees.

But the worth of an institution is not judged by houses and land, but by its ability to serve the people among whom it is located. It has never been our end to acquire houses, land and industries, these we have used as means of enabling us to accomplish our end, which was and still is to seek and to save that which was lost. For twenty-five years then we have been here, seeking lost boys, lost girls, lost men and lost women. We have tolled our bells that they might hear, and preached the gospel of work in order that they might understand; we have used the church, the Sunday-School, Bible classes and other religious societies that they might feel; the class-rooms that they might know; the shops and farms that they might handle and do. And so all of our material acquisitions have been used to drive home one great end; social service, better men and better women.

Now how well we have accomplished this end may be seen from the following: Counting those who have finished the course of study and others who have remained at the school long enough to catch its spirit and be influenced by its teaching, we have sent out into various parts of the South more than a thousand young men and women who are today leading useful and helpful lives. They are farmers, blacksmiths, wheelwrights, carpenters, housekeepers, dressmakers, printers, railway postal clerks, letter carriers, teachers, preachers, domestic servants, insurance agents, doctors, expressmen, contractors, timber-inspectors, college students. In fact, they are to be found in every vocation known to the South. Many of these young people have bought farms and homes of their own, have erected neat and comfortable cottages; have influenced their neighbors to buy land, to build better homes, better churches and better school-houses. They have also been instrumental in securing a higher type of teachers and preachers. They make a special effort always to cultivate a friendly relation between the two races. In this particular they have been remarkably successful. I shall speak more directly about their work under the chapter on Graduates.

Perhaps I can in no way better show the effects of the school upon the immediate community than by referring to an address given by me and quoted in the appendix of this book.

It is the custom at Tuskegee to have each class reassemble at the school twenty years after graduation. Some one of the class is chosen by the school, to represent the class and is placed on the Commencement program. It fell my lot to represent my class on this occasion.

Of course at the anniversary of each class, that class is expected to make a donation to the school. Although this had been the custom for several years, the class donations very seldom amounted to more than $100. Sometimes they were as small as $25.00 or less. Somehow I have always felt that the graduates of Tuskegee owed that institution a debt of gratitude which they can never pay, and thought that they should make the class anniversaries mean something more substantial to the school than they had meant. So long before our time came, I wrote the members of my class telling them that it should be our aim to give Tuskegee $1000 at our Anniversary. They readily agreed with me and the class set itself to the task of raising the $1000. This was done because we felt that the time had come for the graduates to give more substantial aid to their Alma-Mater, and as a stimulus to those who are to follow. I think in a small way it has served that purpose, because these class anniversary donations have never been less than $500 since that date.

CHAPTER 10.

In going to Miss Jeanes’s home on Arch Street I had many apprehensions but I found her very cordial and deeply interested in the welfare of my people. I told her of my struggle to get an education and how, after finishing at Tuskegee I had returned to my home in Alabama. I described the condition of the public schools in the rural districts. She gave keen interest to this part of my story. Finally, she asked me if I was aiming to build a large school such as Tuskegee or Hampton. I told her that I had no such idea; that I only wanted to build a school that could properly care for three or four hundred students, and try as best I could to help the little schools throughout that section. When I returned to Snow Hill I found a check from her for five thousand dollars for the work at Snow Hill.

Each year after this Miss Jeanes gave me from $300 to $2000 for the work at Snow Hill. Finally, in the fall of 1906 when she had moved to the home in Germantown which she had established for the aged, I called to see her. She was then ill and although the nurse said that I could not see her, after my card had been taken to her, she sent for me. She was quite feeble, but said to me: “I have been deeply interested in what thee has been telling me all these years about the little schools. I would give largely to them if thee thinks that thee could get Dr. Washington or Dr. Frissell to come to see me.” I am sure she was thinking of the large experience of those men. She said also that she thought if she would make such a gift as she contemplated, it might induce other great philanthropists to do as much.

At my suggestion Dr. Washington visited Miss Jeanes who gave $11,000 each to Dr. Washington and Dr. Frissell to be used as they thought best for the small schools.

I am positive that the Jeanes Fund originated in this way, and I am proud of the part that I had in this affair and that so many Negro children can be helped by the fund that is destined to do so much for the elevation of our people in this country.

CHAPTER 11.

Mr. R. O. Simpson is one of the noblest men that I have ever met, North or South. He is absolutely free from all racial and petty prejudice that we so often find in the average man of today. I feel safe in saying that he is living at least fifty years ahead of his time. The things that he stands for and have been fighting for, for thirty years, are coming more and more to pass, and although it seems hard for the present generation to accept them, they must be accepted if we would make the world safe for Democracy. He is a true patriot, a true democrat, and a zealous Christian gentleman. Mr. Simpson has a family of five children, three sons and two daughters, all of whom possess his spirit to a large degree.

I first met Rev. R. C. Bedford at Tuskegee while I was there in school. I loved him from the first time I saw him and I feel that this was because of his deep and sincere interest in our people. Until I met Mr. Bedford, I had always distrusted the white man and thought it was impossible for any white man to be free from race prejudice. After my graduation at Tuskegee, as I said before, I returned to Snow Hill and seeing that Mr. Bedford and Mr. Simpson had something in common, arranged to have Mr. Bedford come to Snow Hill and meet Mr. Simpson. Their meeting resembled that of Jonathan and David, and I believe their friendship was equally great. It continued until Mr. Bedford’s death. Mr. Bedford was one man who understood what it was to build up an institution from nothing. He knew the hardships one had to undergo to meet bills when there was no money appropriated for these bills. He knew what it was to make brick without straw. Ofttimes when the burden was heavy and the yoke rough, it was the encouraging words from Mr. Bedford that gave me strength and courage to continue. While his particular mission was to look after the Tuskegee schools, he loved every good work and would always lend a hand to a good cause. He was thoroughly imbued with the Christ-spirit.

I cannot express in words the great debt of gratitude that I owe the immortal Booker T. Washington, for I owe all to him. It was he who changed my view of life. He changed me from the visionary to the substantial, from the shadow to the substance, from the artificial to the real, and from words to deeds. Dr. Washington became a trustee of Snow Hill Institute from its beginning and remained as such until his death. He made three visits to Snow Hill, the last being November 18th, 1914. Dr. Washington always did what he could to help us in our work. He seemed to appreciate the efforts that we were putting forth to uplift our people. He could sympathize with us; he could understand that an institution that had no permanent support, but had to depend upon the efforts of one man to raise money, could not be perfect, and many things were not as well as they should be. Dr. Washington could sympathize with us because he knew what it was. He had borne the burden in the heat of the day. But I find that persons who have done nothing themselves, but have lived as parasites most of their days, are much more critical than Dr. Washington ever could be. Sometimes I am asked to what I attribute Dr. Washington’s success in life. My answer to this question has always been the same: to his spirit and simplicity. He possessed in a very large degree, the spirit and simplicity of the Master. He never struck back. He always sought to do good to those who would do evil to him. He was meek and lowly of heart, and I know that he has found rest for his soul.

There are other trustees who have played a prominent part in the development of the work here, among whom may be mentioned Mr. James H. Post, Rev. Henry Wilder Foote, Prof. William Howell Reed and Mr. William H. Baldwin, 3rd. The trustees are now taking a more active part in the work than ever before. This is their bounden duty, because the school is theirs, not mine.

Next to the Trustees, the officers and teachers have played a prominent part in the work here. My classmate, Henry A. Barnes, has been treasurer of the school for twenty-three years, which period of service is, in itself, a tribute to his faithfulness. Mr. Barnes not only does the work of treasurer, but is also Acting Principal during my absence from the school, and under him the work of the school continues with little or no interruption while I am away. What Mr. Barnes has been to the Financial Department, Mr. R. A. Daly has been to our Industries. I consider Mr. Daly the best Industrial man that we can have.

The Academic Department has been developed under the management of Messrs. Whitehead and Handy, and it stands well in comparison with that of other similar schools in the State.

I cannot overestimate the value of the conscientious work done by my secretaries during all these years. Miss Rebecca Savage (now Mrs. R. V. Cooke) served in this capacity for fourteen years and Miss O. H. Williamson has served one way or another for five years. Much of the office work and responsibility fall upon the secretaries and this responsibility they have borne without complaint. Sometimes we have been compelled to work night and day, but they have always been willing to serve. Not only have the officers been willing to serve, but the rank and file of our teachers have shown the same spirit of willingness from year to year. Sometimes they would get their pay promptly and at other times they would have to wait for months, but always they have been willing to do what they could to cheer and help me in the darkest hour of the struggle. I believe that the spirit of the officers and teachers of Snow Hill Institute is: “Not to be ministered unto, but to minister.”

Aside from Trustees, officers and teachers, there is that great cloud of witnesses which no man can number, who have helped by their aid, their words of cheer and their presence from time to time. These are in all parts of the country, but principally in the North and East. How shall we thank them for what they have been to us? We cannot do it by words, because there are no words that could adequately express our deep sense of gratitude to this host of friends. We must, therefore, be contented to show them by our acts and deeds that we are ever mindful of their help and that each day we are striving more and more to make ourselves and our work worthy of their aid and encouragement. Among this cloud of witnesses are some of the best people that God has ever made. They deem it a privilege to give and to help the lowly.

In speaking of our debt of gratitude to the forces that have helped in building up our work here, we must not overlook the press. There are certain great papers in this country that have been fearless in their advocacy of right and justice to the Negro, and have always opened their columns to any cause that has for its end the uplift of the lowly. Among these may be mentioned especially The New York Evening Post, The Boston Transcript, The Springfield Republican, The Hartford Courant, and in the South The Montgomery Advertiser.

One also receives much aid and encouragement from those who are in similar work. It has been my good fortune to meet in the North from time to time with those who have similar work as mine. In this way I have met most of the Principals of Southern Schools. Perhaps Mr. W. H. Holtzclaw of Utica, Mississippi, comes first in this class. This is true, because I have known him the longest. I first met him in Tuskegee in the early nineties, when we both were in school there. His life was similar to mine, as we both had a very hard time in trying to get an education. I became interested in him there and when he finished I took him to work with me at Snow Hill. It was at Snow Hill that he met and married Miss Mary Ella Patterson, one of our teachers. They remained with us at Snow Hill four years. Both Mr. and Mrs. Holtzclaw have always seemed more like my relatives than like friends. Some of Mr. Holtzclaw’s best teachers today are graduates of Snow Hill Institute. I have always been deeply interested in the welfare of Utica for it is in reality an outgrowth of Snow Hill.

Other Principals whom I meet occasionally, are President Battle of Okolona, Mississippi, where a number of our graduates have worked. I have found Mr. Battle interested in the general cause of Negro Education, and too, we found in our case that the cause is the same. I have had occasion to ask Mr. Battle just how our graduates measure up with his other teachers, and he tells me that Snow Hill graduates are among his best helpers. By this I know that in deeds, not words, we are making good.

Another most interesting character whom I always meet on my tours North is Mr. Frank P. Chisholm, Financial Secretary of Tuskegee Institute. I have been knowing Mr. Chisholm for a great many years. We have attended the Summer School at Harvard several summers together and it has been both a pleasure and benefit to me to be associated with him in this way. Although working directly for Tuskegee, he has always been willing to speak a word for Snow Hill wherever the opportunity presented itself. I have obtained many suggestions from Mr. Chisholm which have been very beneficial to me in my work here. I consider Mr. Chisholm a representative type of the new Negro of to-day. He is a brilliant scholar, a clear thinker, and is doing a very effective work for Tuskegee.

Others with whom I come in contact on such trips are Principal Hunt of Fort Valley, Ga.; Principal Minafee of Denmark, S. C.; Principal Long of Christianburg, Va. These young men and many others are doing a greater work than they know, and all possess in a smaller or larger degree the spirit of dear old Tuskegee. They are all preaching the gospel of Service.

CHAPTER 12.

Speaking of our graduates and ex-students, I wish to point to the life and work of a few written by their own hands because in these particular cases I can testify to the truth of every word they say, having known them from early childhood. Their record follows and they speak for themselves:

“I was born in Snow Hill, Wilcox County, Alabama, about 30 years ago. I was the 14th child of a family of 17. My father was a very prosperous farmer and believed in educating his children. Each year he would send them by twos off to schools, such as Talladega, Tuskegee and Normal, Alabama. Some of the older children, however, did not take advantage of the great opportunity they had. He spent his money lavishly on them and about the time I was large enough to go off to school, he was not as prosperous. As soon as I was old enough he kept me in the public and sometimes private schools, both summer and winter. Yet, he had promised to send the remainder of us off to school. Fortunately for us, however, Snow Hill Institute had been established by Mr. W. J. Edwards, and my father being very much impressed with Mr. Edwards and his teachers, consulted him about entering three children, I being the youngest. Mr. Edwards kindly consented and we were at once put in school there. I was also fond of music and after learning that Snow Hill Institute had such an efficient music teacher, I was very much pleased to attend school there. So in the year of 1900 I entered. I was enabled to develop my musical talent to the extent that I was selected to play for my home church, and that inspired other students to attend Snow Hill Institute.

“During my first year in school there I was undecided as to just what I was going to follow as a trade. I worked awhile in the sewing room then in the laundry—was also interested in cooking and took special lessons in cooking under Miss Mabry. In fact, I studied cooking the first two years. Finally, in my senior year, Miss C. V. Johnson, then Secretary to Mr. Edwards, asked me to clean the offices of mornings for her and work with her on my work days. I began this work and would watch her using the typewriter so much until I fully decided that I wanted to make an efficient secretary for someone, and began working to that end. On my work days she would have me copying letters with ink. I would be careful not to make a mistake. During the time I was working in the office, Mr. Edwards would often send me on errands and tell me to see how quickly I could go and come. He seemed to have been very much impressed with my work as a student in both the Academic and Industrial departments. There were several prize contests given my class by different teachers, and I won each prize. This was in the Academic department. There were twelve members in the class. Mr. Edwards had the members of my class to write some friends of the school for scholarships (this being the request of the friends) and of the two persons that received favorable answers, I was one. During the whole time I was in school I did not receive one demerit, or a black mark. Our teachers seemed perfect, and it was a pleasure for me to try to please them.

“In the year 1903 I graduated from the institution with a splendid grasp of all that the school stood for and in favor with all of my teachers and friends. Mr. Edwards, knowing my ability to do things as I was instructed, employed me to work in his office as clerk. I then put forth more strenuous efforts to do efficient work and would try to improve myself along that particular line of work. So in the summer of 1905 I attended school at Cheyney, Pa., taking a special course in English, typewriting and shorthand. I did my best to give satisfaction in my work.

“In the year 1909 I was made Private Secretary to Mr. Edwards and a member of the Executive Council. I still had a desire to make further improvement, and in the summer of 1911, I attended Comer’s Commercial College in Boston, Mass., trying to become more efficient in the work that was assigned to my hands. Principal Edwards would have to be away from the school most of the time soliciting means to carry on the work, but I tried to not leave a stone unturned in accomplishing the work he left behind. Snow Hill Institute succeeded in inculcating into my life a love for work, and I am not satisfied unless I have some work to do.

“I worked for Mr. Edwards untiringly until October, 1917. I was married, however, in July, 1917. I have often wondered where my lot would have been cast had there been no Snow Hill Institute.”

“I was born of ex-slave parents on the Calhoun plantation in Dallas County, Alabama. I am not quite sure of the exact date of my birth, but at any rate, as nearly as I have been able to learn, I was born near the village called Richmond, in the month of May, 1883. My life had its beginning under the most difficult circumstances. This was so, however, not because of any wilful neglect on the part of my parents, but as ex-slaves they naturally knew but little as to the providing for the maintenance of their family and home. I was born in a one-room log cabin about 14 × 15 feet square. In this cabin I lived with my mother, father and the other eight sisters and brothers until providentially I found an opportunity to enter school at Snow Hill Institute, Snow Hill, Alabama.

“I went to Snow Hill in the year of 1896, and there remained for eight years receiving instruction at the hand of a loyal band of self-sacrificing teachers, who not only taught me how to read, write and to cipher, but in addition they taught me lessons of thrift and industry which have proven to be the main saving point in my life.

“I completed the prescribed course of study at the Snow Hill Institute in 1904 and returned home as I had resolved to do, before entering school there, for the purpose of helping the people of my home community.

“The Street Manual Training School (Incorporated) at Richmond, Dallas County, Alabama, was started in 1904 with one teacher, fifteen pupils and no money. Since that time it has grown to the point where it now has thirty acres of land, four buildings, and an enrollment of three hundred pupils. The entire property is valued at fifteen thousand dollars ($15,000) and deeded to a board of Trustees. Among the members of this board are: Mr. J. D. Alison, President, Mrs. Edwin D. Mead, the Rev. Mr. Emmanuel M. Brown, Mr. Wm. D. Brigham, Mr. Walter Powers, Mr. Edwin W. Lambert, Mr. W. J. Edwards, Mrs. Francis Carr and Mr. Henry A. Barnes.

“This school is training some three hundred Negro children between the ages of six and eighteen years in the practical arts necessary to enable them to make an earnest, comfortable living. There is no attempt made to teach them foreign languages, either dead or living; but they are well grounded in the English language. They do not study higher mathematics, but they learn simple arithmetic. They spend no time on psychology, economics, sociology, or logic; their time is taken up trying to raise crops, to manage a small farm, to cook and to sew.”

Sketch of My Life.

“I was born in Snow Hill, Wilcox County, Alabama, December 24th, 1883. My parents were Emanuel and Emma McDuffie. I was brought up under the most adverse conditions. My father died about six months before my birth, thus leaving my mother with the care of seven children. As I had never seen my father, I was often referred to by the other children of the community, as the son of “none.” In July, 1893, my mother died and the burden of caring for the children then fell upon my old grandmother, who was known throughout the community as “Aunt” Polly. In order to help secure food and clothing for myself and the rest of the family, I was compelled to plow an ox on a farm and as we usually made from four to five bales of cotton and 40 and 50 bushels of corn each year, she was looked upon as a great farmer. When I was fifteen years of age, my grandmother was called to her heavenly rest, thus leaving a house full of children to shift for themselves. After her death I became interested in education and immediately applied for admittance to Snow Hill Normal and Industrial Institute, which had recently been established. I was admitted as a work student, working all day and attending school about two hours and a half at night. Until I entered Snow Hill Institute, I had a very vague idea about life as it pertained to the Negro. In fact, up until that time, I was of the opinion that the Negro had no business being anything; but after entering the school and being surrounded by a different atmosphere and seeing what had already been accomplished by Mr. Edwards, I soon realized that the Negro had as much right to life and liberty as any other man.

“While it was great joy for me to be in school, I was woefully unprepared to remain there. Really, I am unable to tell the many obstacles that confronted me while in school. But one of my many difficulties was to get sufficient clothing, for when I entered, I had on all that I possessed and day after day I wore what I had until finally they got beyond mending. The teachers at Snow Hill were just as they are now, extremely hard against dirt and filth. As I only had one suit of underwear and as we were compelled to change at least once a week, I could plainly see that my condition was becoming more alarming each day. So I would go down to the spring at night, wash that suit and dry it the best I could by the heater that was in my room. Quite often I would go for days wearing damp or wet underwear, which has caused both pain and doctor bills in after years. Finally, Mr. Edwards relieved me of this situation when he sent me to the sales-room to get a pair of second-hand trousers and another suit of underwear. My trousers didn’t begin to fit, for they were both too large and too long, but I wore them with pleasure because I went to Snow Hill in search of an education and I was willing to make any sacrifice to obtain my desire. Through all of my troubles I never became discouraged, because I felt that some day I would be prepared to be of service to my people.

“Of all things that gave me inspiration while in school, Mr. Edwards’s own Christian life which he lived before us day after day had more to do with keeping me there than anything else. His courage and perseverance under difficulties, which we all could see, were noble lessons to me. In his Sunday evening talks in the chapel, he would plead with us to shape our lives for work among those who were less fortunate than we. One Sunday evening, he made a powerful and vivid appeal, admonishing the students to go out, when they had finished their education, and start their life’s work among the lowly in the rural districts. He spoke these words many times during the term. In fact, so often did he repeat them that the very thoughts of them inspired me and I soon learned to love the cause of humanity as well and as dearly as did Mr. Edwards himself. Soon after completing my course in May, 1904, a call came from the Black Belt of North Carolina for a man to go to Laurinburg and build up an Industrial school there. After talking the matter over with Mr. Edwards, I decided to go.

“I reached the town of Laurinburg September 15, 1904. When I got there I found that the people had been so often deceived and hoodwinked by political demagogues and supposed race leaders, that they had no confidence in any one. But I made a start and opened school in an old public school building with seven students and fifteen cents in cash. As the people had no confidence in me, it was hard for me to increase my enrollment, but I continued to labor with them on the streets and in the churches until I gradually won their respect. Then we started the erection of a new school building and from that day until now, both white and black have taken the deepest interest in the work and we now have the absolute confidence of all the people.

“The work has constantly grown from year to year and results have been obtained. From one teacher, seven students and fifteen cents in cash, thirteen years ago, the institution now has fourteen teachers, upwards of four hundred students from all over North Carolina, Virginia, South Carolina and Georgia, and counting land, livestock, five large and three small buildings, it has a property valuation of $30,000 all free of debt. Each year our teachers are selected from some of the best schools of the South; such as Tuskegee Institute, Shaw University, Snow Hill Institute, Claflin University, Benedict College, etc. Eight industries are taught, consisting of farming, blacksmithing, wheelwrighting, sewing, laundering, printing, domestic science and home nursing.

“We are kept in immediate need of money for current and building expenses, but we are going on accomplishing results with what we have at hand. Boys and girls are being sent out each year to work among their fellows. These young men and women are reaching the masses and as a result, the moral tone of the people is being aroused to the contemplation of higher ideals and they are at last becoming serious as to the sober side of life. Excursions, parties and a good time generally are slowly but surely being relegated to the rear. Our farmers are studying how to become better farmers and in all walks of life, we are improving in workshop and the various industries.

“Verily, the school room is doing much in awakening the dormant energies of the Negro for good. In fact, the school’s influence is helping the people generally. Where there were ignorance and indifference, now we have a fair measure of intelligence and thrift. The people are buying homes and property, and in many ways showing signs of aspiration.

“We have also organized a farmers’ conference and it is gratifying indeed to see how hundreds of farmers, with their wives and children, turn out seeking information, demonstration and co-operation. I have been thus enabled to help my people here in North Carolina by giving them the new truth and the new light and pointing them on to a better way.”

Waverley Turner Carmichael was born at Snow Hill, Ala., in 1888, and was reared on the farm as all country negro boys are. All of his education was obtained at the Snow Hill Institute except for six weeks he spent in the Harvard Summer School last year.