The Negro Farmer Part 8

It probably lay in the situation that the Negro should get the idea that education meant freedom from labor. It is none the less unfortunate for him. To counteract this idea has been a difficult matter and the influence of the average school has not been of any special help. The country school taught by a teacher, usually incompetent from any standpoint, whose interest has been chiefly in the larger salary made possible by his "higher education" has not been an unmixed blessing. The children have learned to read and write and have preserved their notion that if only they could get enough education they might be absolved from manual labor. Even today Hampton and Tuskegee and similar schools have to contend with the opposition of parents who think their children should not be compelled to work, for they are sent to school to enable them to avoid labor. Quite likely it could not be expected that the country school should hold up a higher ideal, for here we have to do with the beginnings of a system of instruction which had to make use of such material as it could find for teachers. The same excuse does not suffice to explain the att.i.tude taken by the bulk of schools maintained by the northern whites for the Negroes. Their inability to comprehend the needs of the case can only be ascribed to the conception of a Negro as a white man with a black skin and a total failure to recognize the essential conditions of race progress. When the Roman monks penetrated the German woods the chief benefits they carried were not embalmed in Latin grammars and the orations of Cicero, but were embodied in the knowledge of agriculture and the arts which, adopted by the people, made possible later the German civilization. The old rescue mission sought to yank the sinner out of the slough of despond, the social settlement seeks to help him who has fallen in the contest of life or him to whom the opportunity has not been offered, to climb, recognizing that morality and religion attend, not recede progress. The old charity gave alms and the country was overrun with hordes of beggars; the new seeks to help a man to help himself. A similar change must come in the efforts for the Negro. It has been sought to give him the fruits of civilization without its bases. It will immediately be argued that this is wrong, that the chief educational work has been but primary and that little so-called "higher education" has been given. This is true, even to the extent that it is possible to find a town of 5,000 inhabitants one-half Negroes, in which the city provides but one teacher for the black children and the balance are trained in a school supported by the gifts of northern people. But, and this is the important thing, the spirit of the education has been clear and definite and that the plan has not been carried out has not been due to lack of faith in it. General Armstrong, thanks to his observations in Hawaii, perceived that a different course was necessary. His mantle fell on H. F. Frissell and Booker T.

Washington, so Hampton and Tuskegee have been the chief factors in producing the change which has been noted as coming. Now that industrial training is winning support it is amusing to note the anxiety of other schools to show that they have always believed in it. I can but feel that had the plans of General Armstrong been widely adopted, had the teachers been trained to take the people where they were and lead them to gradual improvement, that the situation today would be radically different. It is, however, not too late to do this yet and the widespread founding of schools modeled after Hampton and Tuskegee indicates a general recognition of the needs of the situation.

Yet, even these schools have not turned out as many farmers as is often supposed. On examination of the catalog of Tuskegee for 1901 I find only sixteen graduates who are farming and thirteen of these have other occupations (princ.i.p.ally teaching). The combination, I think, desirable rather than otherwise. Three others are introducing cotton raising in Africa under the German Government. From the industrial department nine have received certificates in agriculture and six in dairying, but their present occupations are not given. Asking a prominent man at Tuskegee for the reason, he exclaimed, rather disgustedly, that they disliked work and preferred to teach. This merely indicates the handicap Tuskegee has to overcome, and perhaps the average agricultural college of the North cannot show a higher percentage of farmers. An official of the Department of Agriculture tells me that only 5 per cent of the graduates of the agricultural colleges become farmers. To show how much agricultural training is given at Tuskegee the following statement for the year 1902-3 is of interest: No pupil is counted twice. One hundred and eighty-one students are engaged in the actual operations of the farm, truck garden, orchard, etc. Seventy-nine are taking the dairying, etc., and 207 are taking agriculture as part of their academic work.

Yet, more of the graduates become professional men (lawyers, preachers, etc.) than farmers, the proportion being about three to one. In citing Tuskegee I am, of course, not forgetting that other schools, such as Tougaloo and Talladega, have excellent farms and are seeking (though their chief emphasis is elsewhere) to give agricultural training.

Reverting to the different lines of work which seem hopeful, the subject may be subdivided into several sections. We have first to do with the efforts to make the young child appreciate Nature and become interested in her processes. Perhaps Hampton has developed this side most extensively, both in the little garden plots cultivated by the children and the nature study leaflets prepared for use in other schools.

Personally I can but feel that there is a possibility of vastly extending such instruction by means of the country schools. If they may be consolidated, and this is being done in many sections, I think a way can be found to make the school house the social center of the district in such a way as will greatly help conditions.

Actual instruction in practical farming, dairying, horticulture, etc., is given in an increasing number of schools, but the opportunities are still very inadequate to the needs. If it be possible the way must be found to enable the Negro to use more and better machinery. The average planter does not care to introduce expensive machinery lest it be ruined by careless and ignorant tenants.

These industrial schools can never hope to reach more than a certain percentage of the people. There must be measures adopted to widen the influence of the school. Tuskegee may be mentioned for its attempts to reach out. For many years an annual Farmers' Conference has been held which bids fair to become the Mecca of the Negro farmer. The influence exerted cannot be measured, but it is believed to be great. One weak spot in many of the schools is that they have little if any direct influence upon the life of the community in which they are situated.

There are, however, some exceptions. The Calhoun Colored School has a farmer's a.s.sociation meeting monthly. This is made up chiefly of men who are purchasing land through a company formed by the school. Topics of local interest, methods of farming, etc., are the subjects for discussion. There is also a mother's meeting with subjects of more domestic interest, with a savings department for co-operative buying.

Curiously enough the formation of the mother's meeting was at first opposed by the men (and by some whites), as it took the women out of the fields occasionally. Now it is more favored. As Tuskegee and many other places there are similar farmers' a.s.sociations, of which no special mention need be made. Tuskegee has an outpost some miles from the school which is doing a general neighborhood work. The following papers circulated by the school will give a general idea of their conceptions of the needs as well as of their efforts to influence conditions for the better:

MY DAILY WORK.

I may take in washing, but every day I promise myself that I will do certain work for my family.

I will set the table for every meal. I will wash the dishes after every meal.

Monday, I will do my family washing. I will put my bedclothes out to air. I will clean the safe with hot water and soap.

Tuesday, I will do my ironing and family patching.

Wednesday, I will scrub my kitchen and clean my yard thoroughly.

Thursday, I will clean and air the meal and pork boxes. I will scour my pots and pans with soap and ashes.

Friday, I will wash my dish cloth, dish towels and hand towels. I will sweep and dust my whole house and clean everything thoroughly.

Sunday, I will go to church and Sunday school. I will take my children with me. I will stay at home during the remainder of the day. I will try to read something aloud helpful to all.

QUESTIONS THAT I WILL PLEDGE MYSELF TO ANSWER AT THE END OF THE YEAR.

1. How many bushels of potatoes, corn, beans, peas and peanuts have we raised this year?

2. How many hogs and poultry do we keep?

3. How much poultry have we raised?

4. How many bales of cotton have we raised?

5. How much have we saved to buy a home?

6. How much have we done towards planting flowers and making our yard look pretty?

7. How many kinds of vegetables did we raise in our home garden?

8. How many times did we stay away from miscellaneous excursions when we wished to go? What were our reasons for staying at home?

9. How have we helped our boys and girls to stay out of bad company?

10. What paper have we taken, and why have we taken our children to church and had them sit with us?

HOW TO MAKE HOME HAPPY.

Keep clean, body and soul. Remember that weak minds, diseased bodies, bad acts are often the result of bad food.

Remember that you can set a good table by raising fruit, vegetables, grains and your meat.

Remember that you intend to train your children to stay at home out of bad company.

Remember that if you would have their minds and yours clean, you will be obliged to help them learn something outside the school room. Remember, that you can do this in no better way than by taking a good paper--the New York Weekly Witness or The Sabbath Reading, published in New York, cost very little. Have your children read to you from the Bible and from the papers.

YOUR NEEDS.

You need chairs in your house. Get boxes. Cover with bright calico, and use them for seats until you can buy chairs.

You need plates, knives and forks, spoons and table cloths. Buy them with the tobacco and snuff money.

You need more respect for self. Get it by staying away from street corners, depots and, above all, excursions.

You need to stay away from these excursions to keep out of bad company, out of court, out of jail, and out of the disgust of every self-respecting person.

You need more race pride. Cultivate this as you would your crops.

It will mean a step forward.

You need a good home. Save all you can. Get your home, and that will bring you nearer citizenship.

You can supply all these needs. When will you begin? Every moment of delay is a loss.

HOW TO BECOME PROSPEROUS.

1. Keep no more than one dog.

2. Stay away from court.

3. Buy no snuff, tobacco and whisky.

4. Raise your own pork.

5. Raise your vegetables.

6. Put away thirty cents for every dollar you spend.