The Negro Problem | Page 3

globe and who does
not know where to place the dishes upon a common dinner table. It is discouraging to
find a woman who knows much about theoretical chemistry, and who cannot properly
wash and iron a shirt.
In what I say here I would not by any means have it understood that I would limit or

circumscribe the mental development of the Negro-student. No race can be lifted until its
mind is awakened and strengthened. By the side of industrial training should always go
mental and moral training, but the pushing of mere abstract knowledge into the head
means little. We want more than the mere performance of mental gymnastics. Our
knowledge must be harnessed to the things of real life. I would encourage the Negro to
secure all the mental strength, all the mental culture--whether gleaned from science,
mathematics, history, language or literature that his circumstances will allow, but I
believe most earnestly that for years to come the education of the people of my race
should be so directed that the greatest proportion of the mental strength of the masses will
be brought to bear upon the every-day practical things of life, upon something that is
needed to be done, and something which they will be permitted to do in the community in
which they reside. And just the same with the professional class which the race needs and
must have, I would say give the men and women of that class, too, the training which will
best fit them to perform in the most successful manner the service which the race
demands.
I would not confine the race to industrial life, not even to agriculture, for example,
although I believe that by far the greater part of the Negro race is best off in the country
districts and must and should continue to live there, but I would teach the race that in
industry the foundation must be laid--that the very best service which any one can render
to what is called the higher education is to teach the present generation to provide a
material or industrial foundation. On such a foundation as this will grow habits of thrift, a
love of work, economy, ownership of property, bank accounts. Out of it in the future will
grow practical education, professional education, positions of public responsibility. Out
of it will grow moral and religious strength. Out of it will grow wealth from which alone
can come leisure and the opportunity for the enjoyment of literature and the fine arts.
In the words of the late beloved Frederick Douglass: "Every blow of the sledge hammer
wielded by a sable arm is a powerful blow in support of our cause. Every colored
mechanic is by virtue of circumstances an elevator of his race. Every house built by a
black man is a strong tower against the allied hosts of prejudice. It is impossible for us to
attach too much importance to this aspect of the subject. Without industrial development
there can be no wealth; without wealth there can be no leisure; without leisure no
opportunity for thoughtful reflection and the cultivation of the higher arts."
I would set no limits to the attainments of the Negro in arts, in letters or statesmanship,
but I believe the surest way to reach those ends is by laying the foundation in the little
things of life that lie immediately about one's door. I plead for industrial education and
development for the Negro not because I want to cramp him, but because I want to free
him. I want to see him enter the all-powerful business and commercial world.
It was such combined mental, moral and industrial education which the late General
Armstrong set out to give at the Hampton Institute when he established that school thirty
years ago. The Hampton Institute has continued along the lines laid down by its great
founder, and now each year an increasing number of similar schools are being established
in the South, for the people of both races.
Early in the history of the Tuskegee Institute we began to combine industrial training
with mental and moral culture. Our first efforts were in the direction of agriculture, and
we began teaching this with no appliances except one hoe and a blind mule. From this
small beginning we have grown until now the Institute owns two thousand acres of land,

eight hundred of which are cultivated each year by the young men of the school. We
began teaching wheelwrighting and blacksmithing in a small way to the men, and laundry
work, cooking and sewing and housekeeping to the young women. The fourteen hundred
and over young men and women who attended the school during the last school year
received instruction--in addition to academic and religious training--in thirty-three trades
and industries,