Next to the Trustees, the officers and teachers have played a prominent part in the work here. My cla.s.smate, 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 Princ.i.p.al 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 Inst.i.tute 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 princ.i.p.ally 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 grat.i.tude 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 G.o.d has ever made. They deem it a privilege to give and to help the lowly.

[Ill.u.s.tration: TYPICAL LOG CABIN IN THE BLACK BELT]

[Ill.u.s.tration: HOME OF A SNOW HILL GRADUATE]

In speaking of our debt of grat.i.tude 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 Princ.i.p.als of Southern Schools. Perhaps Mr. W. H. Holtzclaw of Utica, Mississippi, comes first in this cla.s.s. 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 Inst.i.tute. I have always been deeply interested in the welfare of Utica for it is in reality an outgrowth of Snow Hill.

Other Princ.i.p.als 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 Inst.i.tute. 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 a.s.sociated 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 Princ.i.p.al Hunt of Fort Valley, Ga.; Princ.i.p.al Minafee of Denmark, S. C.; Princ.i.p.al 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.

GRADUATES AND EX-STUDENTS.

Prof. Bagley in his "Cla.s.sroom Management," page 225, has the following to say in "Testing Results":

"The ultimate test of efficiency of efforts is the result of effort.

Unhappily this test is seldom applied to the work of teaching. We judge the teacher by the process rather than by the product, and we introduce a number of extraneous criteria to hide the absence of a real criterion.

We watch the way in which he conducts a recitation, how many slips he makes in his diction and syntax, inspect his personal appearance, ask of what school he is a graduate and how many degrees he possesses, inquire into his moral character, determine his church membership, and judge him to be a good or a poor teacher according to our findings. All of these queries may have their place in the estimation of any teacher's worth, but they do not strike the most salient, the most vital, point at issue.

That point is simply this: Does he 'make good' in results? Does he do the thing that he sets out to do, and does he do it well?"

I agree wholly with Prof. Bagley in this particular and on these grounds we are willing to stand or fall by the results of our graduates.

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, Wilc.o.x 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 Inst.i.tute 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 Inst.i.tute 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 Inst.i.tute.

"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 cla.s.s by different teachers, and I won each prize. This was in the Academic department. There were twelve members in the cla.s.s. Mr. Edwards had the members of my cla.s.s 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 inst.i.tution 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, Ma.s.s., trying to become more efficient in the work that was a.s.signed to my hands. Princ.i.p.al 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 Inst.i.tute 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 Inst.i.tute."

"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 circ.u.mstances. 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 x 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 Inst.i.tute, 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 Inst.i.tute 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, Wilc.o.x 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 Inst.i.tute, 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 Inst.i.tute, 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 n.o.ble 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 inst.i.tution 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 Inst.i.tute, Shaw University, Snow Hill Inst.i.tute, 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 ma.s.ses 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 Inst.i.tute except for six weeks he spent in the Harvard Summer School last year.

[Ill.u.s.tration: GRADUATES OF SNOW HILL INSt.i.tUTE

EMMANUEL MCDUFFIE. Princ.i.p.al Laurinburg Normal and Industrial Inst.i.tute, Laurinburg, N. C.