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If you are not located in the United States, you -will have to check the laws of the country where you are located before -using this eBook. - -Title: Progress and Achievements of the Colored People - Containing the Story of the Wonderful Advancement of the Colored - Americans—the Most Marvelous in the History of Nations—their - Past Accomplishments, Together With Their Present-day - Opportunities and A Glimpse Into the Future For Further - Developments—the Dawn of a Triumphant Era. a Handbook for - Self-improvement Which Leads to Greater Success - -Authors: Kelly Miller - Joseph R. Gay - -Release Date: June 24, 2021 [eBook #65692] - -Language: English - -Produced by: Richard Tonsing and the Online Distributed Proofreading - Team at https://www.pgdp.net (This file was produced from - images generously made available by The Internet Archive) - -*** START OF THE PROJECT GUTENBERG EBOOK PROGRESS AND ACHIEVEMENTS OF -THE COLORED PEOPLE *** - - -[Illustration: - - KELLY MILLER, A. M., LL. D. - - Dean of the College of Arts and Sciences, Howard University, - Washington D. C. -] - - - - - PROGRESS AND - ACHIEVEMENTS - OF - THE COLORED PEOPLE - - CONTAINING THE STORY OF THE WONDERFUL ADVANCEMENT OF THE - COLORED AMERICANS—THE MOST MARVELOUS IN THE HISTORY OF - NATIONS—THEIR PAST ACCOMPLISHMENTS, TOGETHER WITH THEIR - PRESENT-DAY OPPORTUNITIES AND A GLIMPSE INTO THE FUTURE - FOR FURTHER DEVELOPMENTS—THE DAWN OF A TRIUMPHANT ERA. - :: :: :: :: :: - - A HANDBOOK FOR SELF-IMPROVEMENT WHICH LEADS TO GREATER - SUCCESS - - - KELLY MILLER - AND - JOSEPH R. GAY - - ILLUSTRATED WITH OVER 100 PHOTOGRAPHIC PICTURES, ACTUAL SCENES IN REAL - LIFE AND EDUCATIONAL INSTITUTIONS - - - AUSTIN JENKINS CO. - Manufacturing Publishers of Subscription Books - Agents Wanted Washington, D. C. - - - - - COPYRIGHT MCMXIII - BY JOSEPH R. GAY - - COPYRIGHT 1917 - BY AUSTIN N. JENKINS - - - - - The Story of a Rising Race Told in Pictures - -[Illustration] - - _PHOTOGRAPHED FROM LIFE_ - - - │INDUSTRY - Special Collection A │COMMERCE - │FINANCE - │INSURANCE - -[Illustration: - - CAPABLE OFFICE STAFF - - Bookkeeping Department, National Benefit Association, Washington, D. - C. -] - -[Illustration: - - ENTERPRISING BUSINESS MEN - - The Executive Committee of the “National Negro Business League.” The - purpose of this league is to bring the business men together for - mutual cooperation and trade advancement. -] - -[Illustration: - - MONOTYPE OPERATORS - - Modern typesetting machines. A. M. Sunday School Publishing House. - Nashville, Tenn. -] - -[Illustration: - - MEN OF FINANCE—BANKERS - - Members of The National Bankers’ Association. The men who control - trust funds and provide means for business and agricultural - expansion. -] - -[Illustration: - - PRIVATE LIBRARY OF A PROSPEROUS HOME - - Refinement and culture is here shown in the home of Chas. Banks, Mound - Bayou, Miss. -] - -[Illustration: - - SUCCESSFUL IN LAW PRACTICE - - A prominent lawyer presenting his case to Judge R. H. Terrell, who is - a colored Judge of a Municipal Court in Washington, D. C. -] - -[Illustration: - - STENOGRAPHY IN A WELL EQUIPPED OFFICE - - The type-written letter in business correspondence is almost a - necessity, hence the great demand for intelligent and experienced - stenographers. -] - -[Illustration: - - BUSINESS ACHIEVEMENT - - Vandehorst’s Shoe Store, Jacksonville, Fla. Evidence of the - opportunity for success in the shoe business. -] - -[Illustration: - - THE REWARD OF THRIFT AND ENERGY - - The palatial residence of J. F. Herndon, a prosperous Colored citizen - of Atlanta, Ga. -] - -[Illustration: - - AN ELEGANT AND WELL-APPOINTED LIBRARY - - An interior view in the home of a noted physician, Doctor George - Cabaniss, Washington, D. C. -] - -[Illustration: - - LUXURY AND COMFORT - - An elegantly appointed Barber Shop owned and patronized exclusively by - Colored citizens. Birmingham, Alabama. -] - -[Illustration: - - AN UP-TO-DATE STORE - - An example of Mercantile Success, showing possibility and prosperity. - Owned and operated by A. H. Underdown, Washington, D. C. -] - -[Illustration: - - COMMERCIAL PROSPERITY - - One of the largest Fish Markets in the South. Jacksonville, Fla. -] - -[Illustration: - - REPRESENTATIVES OF THE OVERGROUND RAILROAD - - Here are lined up in their uniforms some of the brightest Parlor Car - porters of the Chicago and Northwestern Railroad. -] - -[Illustration: - - THE COLORED MAN AS A PIONEER - - The first house in Chicago was erected by a Negro. -] - - - - - FOREWORD. - - -“The progressive era” aims to set forth the marvelous achievements of -the Negro race in the United States since its emancipation fifty years -ago. Its plan is to cover the period of achievements by a series of -chapters devoted to the several lines of endeavor. I want especially to -commend the chapter on the Education of the Negro. Education furnishes -the standard in terms of which the past progress of the race may be -measured and its future progress gauged. Of the many elements which must -enter into the final solution of the race problem none will be so -important as that of education, whose purpose is to fit the Negro for a -useful and honorable place in the complex schemes of American life. - -This chapter brings together for easy reference information concerning -the working of Negro institutions in better form and in fuller detail -than has before been attempted in a private publication. Figures are -taken from the reports of the Bureau of Education, and their accuracy is -vouched for by the authority of the government. Each institution listed -was visited by a special agent of the Bureau of Education and its work -thoroughly examined and analyzed by educational experts. Over three -hundred institutions are described, with the account of the equipment, -facilities and course of instruction. There are over sixty photographs -containing the fullest pictorial illustrations of Negro schools that has -ever been made available in book form. This chapter involves, at once, -the feature of a treatise and an encyclopedia, while gaining the general -view of the education of the Negro as well. The reader may at the same -time gain definite information about any particular school in any part -of the country. - -No one who wishes to keep abreast of the trend of educational movement -of the Negro race, as well as to have at his elbow a compendium of Negro -institutions, can afford to be without this work. - - KELLY MILLER. - - Howard University, Washington, D. C. - March 12, 1917. - - - - - CONTENTS. - PROGRESS AND ACHIEVEMENTS OF THE COLORED PEOPLE - - - Page - The Coming Men of the Race 17 - The Turning Point 29 - Earning Respect for His Race 31 - Increase of Opportunities 37 - In the Employ of the U. S. Government 44 - The Colored American in the Service of God 49 - Leaders of America Whose Ears Are Close to the Ground 53 - The Colored American’s Nationality 59 - The Four Divisions of Mankind 64 - The World’s Congress of Races 67 - Progress of the Different Races of Mankind 74 - Ethiopia, the Great Black Empire 83 - The Genius of Colored Americans 91 - Development of the Race in the U. S. 98 - The Overground Railroad 108 - Physical Training 115 - The Four “Learned Professions” 123 - The Road to Success 126 - Optimism, Pessimism and Indifference 129 - Pleasures of the Flesh 132 - The Survival of the Fittest 136 - The Victory of the Man Who Dares 140 - The Wise Man’s Philosophy 149 - The Key to Success 152 - Opportunity for Business Life 166 - Superstition and Luck 180 - Progress in Education 215 - Introduction by the Editor 215 - History of Negro Education 217 - Education as a Soldier 224 - Public Provision for Negro Education 230 - Schools Maintained by Private Agencies 241 - Independent Schools 247 - Schools Maintained by Independent Boards of Trustees 253 - Colored Schools Maintained by White Church Boards 254 - Colored Church Boards Maintaining Schools 300 - Agencies Interested in Negro Education 313 - Hospitals and Nurse Training Schools 325 - The Three Important Types of Education 326 - The Training of Children 335 - Developing Boys and Girls 340 - Developing Moral Character 344 - Reverence and Respect 354 - Duties of Children to Their Parents 359 - The Future of the Child, the Future of the Race 364 - The Way to Perfect Health 366 - General Health Conditions 381 - Common Sense in the Sick Room 396 - Rules for Accidents and Emergencies 407 - -[Illustration: - - NINTH STREET BRANCH Y. M. C. A., CINCINNATI, O. -] - - - - - THE COMING MEN OF THE RACE - Our Young Men Will Be Our Future Leaders - - -Who are to be our leaders this coming generation? - -We have had brilliant and faithful leaders in the past, men who labored -under adverse circumstances, but who succeeded in reducing opposition, -and brought the race up to a higher standard. They were the pioneers in -a great national movement. Their names are honored and will be honored -as long as the race exists. - -Their preliminary great work done, they passed away leaving its -continuation in the hands of other noble men and women, who are still -among us. - -Remember, we are now in the second generation of uplift, and the mantle -of the leaders of the first generation of freedom, passed to those of -the second generation, has been spread over a vastly wider field, and -shows room for still wider extension. - -The history of man shows that in all great human movements for -betterment, there have been pioneers who commenced the work, and carried -it to a higher point. Then came a succeeding line of leaders who took up -the work and carried it higher still. - -Neither the pioneers of the Colored people of the United States, nor -their successors, the present leaders, could do all or can do all that -is to be done in the way of elevation or betterment, because it has -grown to enormous proportions. - -For this reason we must look about us and see who are to be the future -leaders of the Colored Americans. - -We now have able leaders, men of great character and ability, men whose -loss would be keenly felt, but they know, and we know, that in the -course of nature all must pass away, and we have it from their earnest -utterances that their great hope is to have successors in the -leadership. Many of them are ready to train others to walk in their -footsteps. There are thousands of men, children in our schools, youth -beginning college life, and young men who have completed their course -and are ready to take up a position as commanders in the battle of life. - -Here are a few of our present leaders, between whom no invidious -comparisons can be made, and to whose number may be added a thousand or -more working in more or less conspicuous positions to fit their people -to become leaders. They are shining examples of success and merely -mentioned to show your own opportunities. - -Look at and study this list earnestly, it concerns you: - - - EXAMPLES OF SUCCESS - -Rev. S. G. Atkins, President of the State Normal and Industrial College -of North Carolina. - -Dr. E. F. Boyd, physician and surgeon, Nashville, Tenn. - -Hon. H. P. Cheatham, Recorder of Deeds of the District of Columbia. - -Dr. D. W. Culp, A. M., M. D., author of “Twentieth Century Negro -Literature.” - -W. E. Burghardt Du Bois, editor “The Crisis, A Record of the Darker -Races.” - -Bishop G. W. Clinton, A. M. E. Zion Church, Charlotte, N. C. - -Prof. J. M. Cox, President Philander Smith College, Little Rock. - -E. E. Cooper, Editor “Colored American.” - -Prof. A. U. Frierson, Professor of Greek, Biddle University. - -Prof. N. W. Harllee, Principal High School, Dallas, Texas. - -Dr. Lawrence Aldridge Lewis is a rising physician of Indiana, who made -the highest record in a competitive examination for the city hospital of -Indianapolis against 107 applicants. - -Prof. R. S. Lovinggood, President Samuel Houston College, Austin, Texas. - -Kelly Miller, Professor Mathematics Howard University. - -D. W. Onley, D. D., Dentist, Washington, D. C. - -I. L. Purcell, Attorney and Counselor at Law, Pensacola, Fla. - -G. T. Robinson, Attorney and Counselor at Law, Nashville, Tenn. - -Bishop H. M. Turner, D. D., LL. D., A. M. E. Church, Atlanta, Ga. - -Rev. O. M. Waller, Rector Episcopal Church, Washington, D. C. - -Prof. H. L. Walker, Principal High School, Augusta, Ga. - -Prof. Booker T. Washington, President Tuskegee Institute. - -Prof. N. B. Young, President Florida State Normal and Industrial -College. - -The foregoing are a few leaders in the professions. There are numerous -others whose names and deeds have already made history and fame. - -The present field of leaders in the professions is large, but there are -other fields of leadership in the business world. These men are -successful and point the way to others to follow, and they must lay down -their leadership with the others: - -Charles Banks, Cashier Bank of Mound Bayou, Mound Bayou, Miss. - -E. C. Berry, hotel man, Athens, Ohio. Said to keep one of the best -hotels in the United States. - -Rev. R. H. Boyd, President National Doll Company; also of the National -Baptist Publishing House, Nashville, Tenn. - -William Washington Brown, Founder of the True Reformers’ Bank, Richmond, -Va. - -Junius G. Groves, “The Potato King.” Edwardsville, Ky. - -Deal Jackson, Albany, Georgia, the great cotton king. - -John Merrick, founder of the North Carolina Mutual and Provident -Association, the strongest Negro insurance company in the world; North -Carolina. - -W. E. Pettiford, founder of the Alabama Penny Savings Bank, Birmingham, -Alabama. - -The following condition of the Colored American opportunities will be of -assistance in suggesting fields of leadership: - -The number of colored men now engaged in business and professions are as -follows: - - Agricultural pursuits 2,143,176 - Professional occupations 47,324 - Domestic and personal service 1,324,160 - Trade and transportation 209,154 - Manufacturing and mechanical pursuits 275,149 - -This is close to 25 percent of the entire colored population of the -United States. - -But this enormous field of opportunity, is not the limit. You have -aspirations toward music and the fine arts—singers, painters, sculptors, -actors and poets. Here are a few leaders to be followed by you or your -children, relatives or friends: - - - MUSIC COMPOSERS AND PIANISTS - -Harry T. Burleigh, New York, composer of “Jean,” “Perhaps.” - -Robert Cole and J. Rosamond Johnson, New York, musical setting to -Longfellow’s “Hiawatha,” “Idyll for Orchestra,” “Dream Lovers,” -(operetta). - -William H. Tyers, composer of “Trocha,” a Cuban dance and other noted -compositions. - -Will Marion Cook, New York, “The Casino Girl,” “Bandana Land,” etc. - -De Koven Thompson, Chicago, composer of “Dear Lord, Remember Me,” “If I -Forget,” etc. - -James Reese Europe, founder of the Clef Club Symphony Orchestra. - -Among pianists is Miss Hazel Harrison, of La Porte, Indiana, who is -making her mark as a student of the piano under the celebrated greatest -living pianist, Ferrucco Buconi, of Berlin. - -These and other leaders in their art succeeded many illustrious -composers. And you are called upon to prepare to follow the present -leaders. - - - VOCAL ARTISTS AND PRIMA DONNAS - -Remember the Black Swan, that wonderful prima donna whose voice had a -range of three octaves and was frequently compared with Jenny Lind at -the height of her fame. - -Madam Marie Selika, of Chicago, achieved enormous success in Europe, a -marvelous singer whose voice “trilled like a feathered songster,” and -whose “Echo Song” has not yet been surpassed. - -You have heard the “Black Patti” (Madame Sisseretta Jones) who was a -success in Europe, and has her own company of which she is the head, -“The Black Patti Troubadours.” - -There is Mrs. E. Azalia Hackley, of Detroit. This lady has been a -prominent singer for years. She studied in Europe, and is the author of -“Guide to Voice Culture.” - - - PAINTERS - -William Edward Scott, of Chicago, should be noted for his extraordinary -works in America and Europe. Born in Indianapolis in 1884, he graduated -from the high school in 1903. From 1904, when he entered the Chicago Art -Institute, until the present time, he has been prolific in paintings, -three of which were accepted at the Salon des Beaux Arts at Toquet, and -others elsewhere. His work may be seen in three mural paintings which -decorate the Felsenthal School in Chicago. - -This field is rich in artists of the colored people: - -E. M. Bannister, the first Negro in America to achieve distinction as a -painter. One of his pictures was awarded a medal at the Centennial -Exposition of 1876 (Philadelphia). - -Henry O. Tanner, the son of Benjamin T. Tanner, Bishop of the A. M. E. -Church, is one of the most distinguished artists of the present day. He -resides in Paris but is a native born American. During the past three -years his paintings have been on exhibition in the leading art galleries -of the United States. - -A rising young artist is to be found in Richard Lonsdale Brown, a native -of Indiana, but who spent many years of his life among the hills of West -Virginia. Not yet twenty years of age, he is on the road to fame and has -received the encomiums of artists as a young artist of rare qualities -with the precious gift of vision which indicates artistic instinct. - - - SCULPTORS - -The two great sculptors of the colored people are women: - -Edmonia Lewis, of New York, now a resident of Rome, where she turns out -noted sculptures sought for in the great art galleries of the world. - -Meta Vaux Warrick (Mrs. Fuller, wife of Dr. Solomon C. Fuller of South -Framingham, Mass.). She first attracted attention by her exquisite -modeling in clay in the Pennsylvania School of Industrial Art. Rodin, -the great French sculptor, took her under his charge, and her work is -the admiration of the art galleries of the world. - -Mrs. Mary Howard Jackson may also be mentioned as a rising sculptress. - - - ACTORS AND POETS - -Ira Frederick Aldridge, of Baltimore, was a pupil of the great artist -Edmund Kean. Aldridge appeared as Othello and other characters, and -received a decoration from the Emperor of Russia. - -Phillis Wheatley, the first woman white or black to attain literary -distinction in this country. While a child she began to write verses, -and received the endorsement of the most distinguished men of her time, -including General Washington. - -Paul Laurence Dunbar, a noted poet born in Dayton, Ohio. He showed -poetic ability while at school, and soon became known as a writer of -ability. - -All the foregoing actors and poets have passed away, but there are many -treading and to tread in their footsteps. Success and fame must come to -them by utilizing their gifts to the best advantage. - -We give you merely the edge of the field to be filled by you or some one -you know and hope to see attain it. It is a thickly sown field, and if -you cultivate it, you will be rewarded with an astonishing harvest. - - - INVENTORS - -The evidence is accumulating every day that the Colored citizen, under -favorable environments, has performed his whole duty in the work of -benefiting mankind, whether in arduous labor or advancing the world by -his thought. - -The records of the United States Patent office show more than four -hundred inventors and inventions among the Colored people. Many of these -inventions are of the highest value and utility. These inventions are -for devices of every conceivable use, from a rapid fire gun, invented by -Eugene Burkins, a young colored man of Chicago, down to a pencil -sharpener in common use today. In the line of humanity, life saving -guards for locomotives and street cars have been invented. All of this -goes to show the trend of the Colored man’s mind, and what he can do by -thinking and the proper use of his brain. - -As an inventor Mr. James Marshall, of Macon, Georgia, has attracted -national notice through his novel flying machine which he has -had patented. Mr. Marshall has introduced what is called a -“Circumplanoscope,” which renders the flying machine non-capsizable, and -which will enable it to stand still in the air. - -R. W. Overton, a sixteen-year-old student of the Stuyvesant High School, -within the past year won the long distance record for model aeroplanes -against more than twenty competitors from all the high schools of -Greater New York and vicinity. - -It was said that the pioneer leaders of our Colored Americans struggled -up and carried their people up with them. The questions presented them, -the problems they were called upon to solve were new and the lights -given them to solve them was somewhat dim. They worked for betterment by -this dim light, but the light grew stronger as they advanced, and when -they came to lay down the lamp of leadership, it was taken up by their -successors burning brightly, and with added wisdom to carry on the great -work. - -Who can tell then, the names of the leaders to succeed them? They were -in process of training, however, just as there are other leaders being -trained or growing up to follow in the footsteps of the present leaders. -They appeared and have expended and are expending their labors in -elevating their fellow citizens, but they will eventually be obliged to -lay down their mantle of leadership for others to take up. This means -that in the present Colored Americans there are those destined, or who -will make themselves fit to become great leaders in every department of -uplift. - -Conditions have improved during the past generation, and the new -generation looks upon an enlarged field, with more varied prospects, -greater development, and opportunities that did not exist before, and -which have naturally sprung from the gradual progress of the race. - - - GREAT DEMAND FOR WISE LEADERS - -There is a greater demand for a skilled and wise leader now than ever -before, and in preparing for that leadership, let each man of the race -look to himself as a possible aspirant and successor to the present -leaders. The very thought of such a possibility, based upon the -necessity for such leadership, is an inspiration, an incentive to -action, and a motive to take advantage of the opportunities. The path -has been cleared and you can not lose your course. - -Let us revert to the question: “Who are the coming men?” Who will take -the places of the men now leading the race, when they have done their -work, fulfilled their mission loaded with honors and fame? They can not -go on forever, for they are human and must yield to the inevitable. - -Perhaps you are one of the possible leaders to reach honor and fame. Why -not? Many a man living in apparent obscurity has suddenly come forth out -of his retirement at the call of demand following opportunity. This is -life and the natural progress of the world. You are living under -auspicious circumstances, surrounded by events that must cause you to -think, and know just what is required to advance along the lines of -human betterment. - -Every man thinks he knows just what he would do under certain -circumstances if he had the opportunity, and that he has the power to do -it. Very well, here are the opportunities, and if you develop your -natural ability and capacity and take hold with a firm hand, you will -attain the power. It is characteristic among all men, an attribute of -modern affairs, that to obtain anything an effort must be made to get -it. Everybody knows this by experience. It has been the experience of -all men, and of all nations. A man must reach out and take what is -before him within his reach. A wise man never attempts to try to take -what is beyond his reach. Children do that, but a modern man is no -child. There is an old maxim which says: “A bird in the hand is worth -two in the bush.” Wherefore, take the bird in hand and hold on to it, -and you will get the two in the bush by and by. - - - FUTURE LEADERS NOW UNKNOWN YOUTH - -Even now in some humble home, there is a youth, a mere child with -possibilities unknown to him or to you, who may develop into a leader. -Many great men have sprung from such sources, and made the world ring -with their exploits. What has been done can be and will be done again. -It is not fate, nor is it perhaps destiny as some may think, it is -opportunity. - -Do you suppose that the poor child who looks on at the amazing things of -life, the things going on around him, does not think about them and feel -ambitious to be or do something that will make as good a showing? - -It may be that he plods back and forth after his morning chores, to some -little elementary school with his few books under his arm, and which he -has pored over the night before or in the early morning. He knows that -he is learning, and his small ambition leads him to learn more. His -interest is aroused and he represents the seed, the foundation of a -leader or of some of our leaders who will make their mark, an advanced -man to take the place of some who will soon pass away. - -He may have left the plow and the little elementary school to go to -college; there are opportunities for this, and when he gets to this -college, his mind expands, and he becomes fertile in resources to -embrace opportunities before him. The more he learns, the more rapidly -does his mind quicken, and the more his mind quickens the more he -advances along the goal. - - - PERHAPS YOUR BOY WILL LEAD THE RACE - -He is your boy, perhaps, your son for whom you have the highest -ambitions, and your bosom swells with pride at the thought that he is -your boy, and that you have opened the door to opportunity for him. - -Some young man just out of college, just out of the refining process, is -on the high road to position and honor, and is already making a name for -himself, may become the leader or some leader along the many fields open -to him. - -Can you say that it will not be yourself? Who knows that it may not be -you, your brother, nephew, cousin, or some valued friend? Give yourself -the benefit of the doubt if there be any doubt, and there need not be, -and take hold of the intellectual plow, and till the field of -opportunity. It is waiting for you and for yours. - -Do not throw straws in your own and in the way of those you know and to -whom you may be related by the ties of blood or friendship. Why not put -them and yourself in the way of opportunities? Give yourself and them a -chance to prepare for opportunity, every one possesses the chance, and -he must prepare for it, it is in the future, perhaps it is waiting now, -are you ready for it? Do you think you will be ready when it calls? If -not get ready by keeping your ear close to the ground and watch for the -signal. Keep in touch with the people, their needs, necessities and -demands; observe the signs of the times and study the shaping of events. - -These are progressive times, and age of hustle, and the man who stands -out in front will win the race, for he has the advantage of place and -position, also readiness to start at the first sound of the signal. - - - THE CHURCH OFFERS HIGH INDUCEMENTS - -The Church offers the highest inducements to a life of usefulness and -honor. It is guided by men of distinguished ability and humanity. The -Bishops and clergy of the various denominations have taken advantage of -the new lights of the twentieth century, and are striving to bring their -fellow men of the same race, up to the highest standard of right living. - -The heights they have attained must be maintained like a protective -rampart in a great battle. Their successors are the ones to continue the -work of defence, and advance the lines still farther into the country of -the enemy of humanity and morality. - -The army and navy have had their share of brave Colored men, and has -opened its ranks to more of them who are distinguishing themselves and -ennobling their race. In the school of army and navy discipline, the -Colored man has proven himself to be a man in every sense of the word. -Faithful and true to his duty, he honors and loves the country under -whose flag he is ready to draw his sword, and lay down his life. - - - YOUR CHILDREN MAY BECOME DISTINGUISHED - -You or your children may be the fortunate ones to be offered an -opportunity to become distinguished for bravery and generalship, for the -way has been prepared and those now striving to uphold peace will have -successors. Remember this point, that the longer the test and the -greater the perseverance, the more and the higher facilities will be -given you to reach the leadership. - -It must be plain from the mere birdseye view that has been given that -many leaders will be needed in the near future. Indeed, some of our -present leaders as they grow older will lay down their armor, and others -must be ready to take it up and wear it. - -The filling of the ranks is almost imperceptible because it is so -gradual, but it goes on continually, and the time to prepare for -stepping into a vacancy is now. There is always a leader, and the coming -men, it is plain, are those who make themselves ready, and prepare for -immediate and future emergencies. - -Have no fear that there will be no place for the lowly boy in the humble -home; the lad with his school books plodding his way to the elementary -school; the youth at college, or the newly made graduate. The wheels of -life are not going to stop, they are ever turning, and there is a vast -upward tendency which comes with every succeeding generation, the last -an improvement upon its predecessor, and the next one a still greater -improvement. So will go the world until the last whisper of time shall -beat against the gates of eternity. - - - - - THE TURNING POINT -_The Progress of the Colored American; His Chance in the Business World_ - - -There are three points upon which every colored citizen may base his -chances for success in the business world: - - First—From their inability to engage in any business whatever a - generation and a half ago, the Colored race now numbers about five - hundred thousand members engaged in trade, transportation, - manufacturing and mechanical pursuits. - - Second—The Colored race having increased from about four millions of - people a generation and a half ago, to nearly ten millions of - people in 1913, the commercial field has vastly widened for - exploitation. - - Third—Under the now accepted doctrine announced by Rev. Charles H. - Parkhurst of New York City, the field is still farther enlarged - and bids fair to become unlimited. - -The exact bearing of this increase in the population upon business -chances lies in the increased consumption, greater demand and advanced -civilization—that is a greater variety of objects are necessary to -comfort or pleasure. This makes more customers, and all things being -equal, perhaps they should be a trifle better, it is quite on the cards -to believe that the Colored American will get his increased share of the -trade of his fellow Colored Americans. If he does not, then he is -probably in fault through inferior goods, poor service and lack of -prompt delivery. The business is in his hands at any rate and the -opportunity is at his call. - -The first proposition is to the effect that business chances are now at -high tide, where a few years ago there were no chances of any sort. We -are speaking of the subject of business chances exclusively, but may -venture to add such employments as miners, masons, dress makers, pavers, -iron and steel workers, stationary engineers, engine stokers, etc. In -these latter occupations there are more than one hundred thousand -Colored Americans employed, a gain of over 85 per cent in ten years, or -rather since 1890. The other trades have fallen off somewhat owing to -the introduction of machinery. - -To limit this question to commercial pursuits, it may be well to state -that economic progress has reached a high water mark among Colored -Americans. There are one hundred twenty-five and more Colored business -men’s local Leagues in about every State in the Union, with eleven State -Colored men’s business leagues in the Southern States. - -These leagues are composed of bankers, merchants, and dealers generally -in goods, wares and merchandise—dry goods and groceries, hardware, etc., -and are all at the top notch. - - - THE SIGNS OF THE TIMES - -It is evident from the signs of the times, the business situation, our -interstate commerce laws, and the domination of the trusts and combines -by the Federal government, that there will soon come a great change in -our business methods, and practices. - -We are expecting that competition will be restored to the place it -occupied before men were forced out of business by overpowering -interests and vast aggregations of capital. It will certainly happen in -the near future that any man will be able to open a modest store, or -engage in a quiet and reasonable business without being driven into -bankruptcy and poverty. - -Our Colored Americans are not men of large capital, nor can they control -large amounts of capital, consequently they have been unable to make any -headway against great combinations, but here is an opportunity and if -you wish to grasp it make ready. Prepare for this turning point, for it -will be the turning point in the fortunes of many of our people who -never had such a chance before, and will not again if they permit others -with more sand and hustle to jump in and take up every valuable claim -and chance. - - - - - THE PROGRESSIVE COLORED AMERICAN EARNS RESPECT FOR HIS RACE - What Other Races are Doing to Rise—Persistence and Determination Will - Win - - -In a country like the United States where there are so many different -peoples gathered together, it is difficult for all of them to live in -perfect harmony. - -In view of what is said in other parts of this book, it must come that -all men will be united as one nation, with one set of rules and laws -applicable to all alike and without discrimination against any branch of -the human family, and without regard to his color. - -There are not so many prejudices against races as was formerly the -custom, or rather habit, and the signs of the times are that prejudice -and opposition are diminishing every day. - -Colored citizens have had to fight against all kinds of prejudice and -even submit to humiliations that ought to rouse their manhood and compel -them to inquire when or whether it will ever end. Every Colored American -who reads this book may feel assured that the end is in sight, and that -his children will witness a great diminution in the slights put upon his -race and color. It will be effected by personal influence based upon -education and high standards of living. - -Not so very long ago, the Jew was about as humiliated a race of men as -exist in the world. Driven out of public places because they were Jews; -unable to do business with others on account of their race, they were -made a byword and a laughing stock in every occupation of life, and held -up to the world on the theater stage as objects of derision and -caricature. - -The Jew was a “Sheeney,” a “Shylock,” an “Ol’ clo’ man,” a “Christ -killer,” and given other choice epithets to bring him into disrespect -and excite prejudice, even abhorrence. - -All these epithets and others equally as cruel and vulgar, were applied -to the whole race of Jews, and it did not make any difference whether he -was an honest Jew, or one of education, and of high repute, he was still -a “sheeney.” - -But a change has taken place and the Jew is no longer a “Sheeney,” -unless he merits the epithet, but stands as a man among the other men -and is entitled to and gains their respect. Jews, as a race, are no -longer “Sheeneys,” or “Shylocks,” only those individuals of the race -that are in bad repute among their own people are such. Hence we -perceive that prejudice against the Jew as a race is diminishing. - - - THE FLANNEL MOUTHED IRISHMAN - -Not very long ago, an Irishman was considered a “Paddy,” and to call a -man “Irish” was to provoke a fight in which blood was spilled. To call -an Irishman a “Flannel mouth” meant a broken head to the speaker. It was -a term of reproach. The Irishman also was caricatured on the theatrical -stage and held up to derision. “O, he is only an Irishman,” was an -explanation for every outburst of disorder. - -We find that these opprobrious epithets are now limited to certain -Irishmen, and not to the entire nation or race of Irish. To call an -Irishman a “Mick” does not hurt his feelings as it once did, because he -knows it does not apply to him as a member of the Irish race. - -The Italian “Dago,” and the Chinese “Chink,” were epithets applied to -the entire nation or race of Italians or Chinese. But a change has come -over the situation. There are Italians who are not “Dagos,” Chinese who -are not “Chinks.” - -Epithets cruel and vulgar have been and still are applied to Colored -men, and we often hear our Colored Americans styled “Niggers.” Of course -this is slang for Negro, and although the word “Negro,” means a high -type of Ethiopian, nevertheless it hurts the Colored American. Why -should it hurt his feelings? - - - BECAUSE HE ALWAYS APPLIES THE VULGAR EPITHET TO HIS RACE - -That is what the Jew used to do when he was called a “Sheeney,” and it -hurt the whole Irish race of people to call one of their number a -“Flannel mouth.” The Italian did not like to be called a “Dago,” and he -always felt for his dagger intending to kill for this insult to his -whole people. So too, the Chinaman does not mind being called a “Chink,” -because he now understands that the opprobrious word does not mean the -whole race of Chinamen. - -When one white man calls another a “liar,” a “scoundrel,” a “thief,” a -“briber,” or other vulgar epithet, the whole white race of Americans do -not rush to arms to wipe out the insult to the nation, because such -epithets have nothing but a personal application, and the white man, who -is none of the things covered by the vulgar word, merely laughs. - - Let us extend the idea to religion: - -If a wayward boy or man casts a rock through a church window, he is -charged with sacrilege and an enemy of religion. If a man even on -provocation slaps the face of a clergyman, he is also a desecrator of -religion, and an enemy of God. This is ridiculous, and we begin to see -how ridiculous it is to attach to an entire system a mere petty detail -of local or personal insult. Religion can not be harmed by breaking a -church window, nor is the majesty of God insulted by an assault upon a -clergyman. If that does happen, then it is mighty poor religion that can -not stand so small a thing. - - Applying the idea to racial epithets: - -You do not offend a Jew now, by speaking of “Sheenies,” because he knows -that there are Jews who are Sheenies, that is, disreputable Jews, and he -is as anxious to get rid of them as you are. - -When you mention “Dagoes” to an Italian, he shrugs his shoulders as much -as to say: “O, yes, there are Dagoes just the same as there are grafting -Yankees.” The Yankee to whom this is said does not get angry because he -knows that the Italian does not mean the Yankee nation. - -It is the same with the Irishman and the Chinese. They laugh at the -application of vulgar terms to members of their race that deserve the -appellation—they do not take it to mean the whole race. - -There is a reason for this diminution of racial prejudice against the -other races. That reason lies in the fact that education has put the -races upon the same plane of intelligence and good citizenship. When it -comes to caricaturing their race in order to create prejudice or excite -animosities against the whole, they protest and their protests are heard -because they are founded upon reason and common sense, as well as -business sagacity. - -The movement among the Jews and Irish to stop the caricaturing of their -race upon the theatrical stage is bearing fruit and is doing much toward -eliminating race prejudice. - -All the Jewish organizations have combined to prevent caricatures of the -Jewish traits of character which are notoriously bad, in theaters of all -grades and to punish their representation. It is a business proposition -mainly, but it is effective. “You make fun of the bad traits of my -people,” intimates the Jew, “and I will not trade with you.” - -Likewise the Irish organizations are unanimous in their movement to -prevent and punish caricatures of the bad traits of the Irish people. -Says the Irishman, “You keep the Flannel mouth off the stage, or off -goes your head at the next election.” This is the loss of political -influence mainly. - -So with the other nationalities: “You let us alone in your caricatures, -or we will not trade with you, work for you, or vote for you.” - -The consequence is, that high-minded people, or those who have an eye to -profits and success in their business ventures, find that there is less -to be gained from encouraging the immature, or half educated, the -bigoted, and the ignorant whose race prejudices are based on mere -personal dislike or neighborhood animosity, gossip, or lies repeated -until they are regarded as gospel truth, than in the business of the -educated and cultured classes, or those who believe in equality of -opportunity. - -The people who cater to the public are discovering that honey catches -more flies than vinegar and gall. - -Comic and even sharply satiric portrayals of Jewish, Irish, or even -Negro foibles are appreciated by these races themselves, just as -Americans of other race strains are amused by caricatures of themselves. -But there are limits beyond which race enmities and prejudices are -fostered, and those limits are to be respected, and will be respected -when the race affected establishes a high standard. - -This can only be done by education and self-respect. The body of men or -the race that does not respect themselves, can not expect to command the -respect of others. - -There are drones in every hive, and they live on the work of the busy -members of the hive. If you know anything about bees, you must know that -these drones are killed off and thrown out as useless members of the bee -colony. - -Among men, if a man refuses to work when able, and nothing but laziness -is his trouble, he is quickly thrown out and becomes a “tramp,” and when -a man becomes a tramp, why then, an ignominious life and an ignominious -death are his portions. - -The Colored Americans have it within their power to rise above any race -prejudice just as the Jews and other races are doing. They made a bitter -fight, and finding that the Constitution, while giving them political -rights, could not give them the respect of other fellow citizens, they, -turned to education, business, employment and embraced every opportunity -to get on top in progressive influences and they succeeded. They made -themselves kings of finance and are deeply concerned in scientific -investigations, appropriating large sums of money to the cause of -education. - -The Irish stand in the front as builders and workers, and none can point -his finger at any particular successful Irishman and call him a “Flannel -mouth” in derision. “Paddy” can refuse to eat meat on Friday, or eat it -as he wishes without calling forth any vulgar remarks—he is respected as -a race worth respecting. - -So with the Italian, he is a worker and a fruit and produce caterer. He -is no longer a mere member of the “Dago” race, he is a respectable -member of the community. He does something. - -The once despised “Chink” has arisen out of ages of superstition into an -enlightened member of a great republic. He is no longer a -“washee-washee,” but a man. He has cut off his pigtail and put on -civilized clothing. At a banquet or gathering, the chairman is proud to -introduce to the audience “My friend Wun Lung, who started out as a -laundryman in the Fifth Ward, and has risen up to the presidency of the -great Ginseng Company.” The Chinese are doing things and none of them is -sitting around waiting for something to turn up. They go after -opportunities and seize the one nearest and hold on to it until another -and better one comes along and then they grasp that. - -We are all living in the present laying up treasures or preparing for -the future, and the Colored American stands in the same category as -every other race. The petty details incident to human nature of every -kind, go away with the present into the past. Every footstep made in the -mud yesterday is sunk out of sight on the morrow. What you are called -today, is nothing tomorrow, if you hold your position in the world’s -respect. Keep on doing something, and if the epithets of the vulgar -offer obstacles in the way of your progress, then give battle as have -the Jews, the Irish, the Italians, and the Chinese. You belong to a race -entitled to respect if you yourself respect it. - - - - - INCREASE OF OPPORTUNITIES FOR COLORED AMERICANS - Trades, Business Occupations, and Professions Opening Up in Every Part - of the United States—Four Hundred Millions of Acres of Fertile Land - Waiting for the Tiller—Agricultural and Mechanical Facilities - Multiply—Honor and Profit Within the Grasp of Every Colored American - -Nearly every occupation known to the world of endeavor, that is to say: -the trades; arts and sciences; commerce; business; manufactures; skilled -labor, and others, are now filled by Colored Americans with success and -profit. - -There are at least one hundred and fifty different occupations and -professions utilized by Colored Americans, and not a single occupation -can be mentioned or thought of that is not open to them. - -One colored citizen in any business, occupation, or profession, means -another one, and the field grows more extensive every year, with the -advantages offered by institutions of learning, trade and mechanical -schools and colleges, and every industry represented by an institution -of learning. - -The Colored American is to be found in the Army and Navy of the country, -and the walks of life which are not menial are so various that one is -almost tempted to disbelieve the evidence of the record. - -There are 17 State Agricultural and Mechanical Colleges in the United -States, and in all of them, the Colored American stands on a par with -the other races, often at the head of his class. - -Distributed through the various States, are one hundred and eighty-four -special Normal and Industrial schools of the highest class, specially -maintained for the benefit of the Colored Americans. - -To these add 14 schools of law, medicine, dentistry, and pharmacy, and -it will be seen that the colored citizen has opportunities within easy -reach. - -If he does not want to fit himself for a high position, then the -training in the public schools gives him an insight into business which -makes him the equal of any other race in the struggle for existence. - -We must put the Colored American upon the same basis, or foundation, as -the other races, and in doing so, and giving him the same advantages, it -is most astonishing to find that he is improving along the same line, -and in the same ratio as the other races. That is, the Colored citizen -is the intellectual equal of the other races, when given equal -opportunities and advantages. - -It must be admitted, to be strictly just, that without advantages of -education or uplifting environment, the races are also equal in -ignorance and prejudice. A perusal of any of our great daily newspapers -easily demonstrates this as a truth. - - - TRAINING SCHOOLS FOR WOMEN - -There are 36 institutions for the education of Colored women, and in -addition, there are 63 Training schools for nurses conducted by Colored -Americans. - -It has been proved numberless times by actual experience, under the most -trying circumstances, that our Colored women make the very tenderest of -nurses. In these training schools, are to be found the most important -factors in the improvement of the health of our Colored Americans. -Indeed, their services are so valuable that they are not limited to -their own race. - -At the close of the Civil war only five per cent of our Colored -Americans could read and write. In the year 1900, the number had -increased to 55.5 per cent, and in 1910, the number reached 69.5 per -cent. This is an astonishing increase in education, and it proves the -reason why our Colored Americans are forging to the front in the arts -and sciences, trade, commerce, and the professions. It is stupendous -progress when we consider that scarcely two generations were required to -bring about this uplift of an entire race. It takes the banner of racial -improvement. - -It appears that the manufacturing and mechanical pursuits are very -attractive to our Colored Americans, the increase during the last ten -years being about 40 per cent. If we may make the comparison, it is on -record that 62 and ²⁄₁₀ per cent of all our Colored Americans are -engaged in profitable occupations, whereas, there are forty-eight and -six-tenths of the White Americans so engaged. - - - TRADE AND MANUFACTURING PURSUITS - -The employment of Colored Americans in domestic and personal service is -becoming less and less every year, under the influence of education, and -is being changed into trade and transportation, mechanical and -manufacturing pursuits. This means as plainly as anything, that our -Colored Americans have found opportunities, and that they are taking -advantage of them. And where there have been opportunities to permit -such a transformation, there must be others equally as advantageous and -numerous—that is a law of trade and of progress. One business or -occupation successfully carried on always begets another. - - - THE JEW, THE IRISHMAN AND THE ITALIAN - -In considering the various occupations, trades, etc., in which our -Colored Americans are engaged, the locality must be taken into account. -The colored man, like the Jew, the Irishman, and the Italian, meets with -more prejudice in one than in another locality, and he must govern his -occupation in a great measure by that prejudice, until he is strong -enough to overcome it, and intelligent enough to find a way to overcome -it. - -There are many who hold that the Colored American in the South finds -less opposition and prejudice against him in the trades and occupations -than in the North. There is less also in the East than in the West, -except that in the Middle West, or the northern portion of Mississippi -Valley, where there is less prejudice against the employment of Colored -Americans outside the large cities where the trades unions prevail and -control. Owing to this diminution of prejudice in the Middle West, the -number of Colored Americans in that part of the country is increasing, -likewise improving. - -In the South, it is said, the differences between the two races is not -so much prejudice against employment, as a political idea that the -Colored Americans are on the way to obliterate the color line. - -Notwithstanding this opposition, the Colored American readily finds room -for his labor where he would be impeded in the North and West from the -opposition of the great labor unions, the great aim of which is material -progress and not intellectual. - -It is for the Colored American, therefore, to govern his choice of a -business, trade, or profession by the locality in which he lives or -purposes remaining during his natural life. In that selection, he is -afforded advantages to rise to any limit of perfection and thus obtain -profit from his talents and capacity. - - - THE SKILLED WORKMAN - -The man who limits himself to become a skilled workman, or a successful -tradesman anywhere, must drop his personal grievances, and not attempt -to father the evils and troubles of the race upon himself. - -Who cares about the downtrodden condition of Ireland? The Irishman who -is constantly calling attention to the heel of the oppressor upon his -neck, makes a poor workman and remains stationary in the lower level. - -The Jew who talks about the sufferings of his race receives but little -sympathy because he is referring to ancient history. So it is with the -others and so it is with everybody who attempts to take upon his own -shoulders the ills and burdens of the whole. In the first place, it is -not his business, and in the second place, people around him are -fighting their way up, while he is always looking down to see how far he -must fall, and he gets dizzy and does fall. - -It is an old but true saying applicable to Colored Americans as it is -applied to everybody else: “Laugh and the world laughs with you; weep, -and you weep alone.” - -There is one subject of the greatest importance to Colored Americans, -because the opportunities are enormous, but they will be lost in the -course of time, and can never be regained. - -That subject is the land question; the farm problem. - -It is almost like sounding a tocsin to repeat what everybody is saying, -every economist urging, and every civic reformer giving as the remedy -for overcrowded cities, and a cure for vice and crime: “Back to the -farm.” - -In the “Wise man’s philosophy,” every Colored American is advised to -become a land owner. Get an acre, two acres, ten acres, twenty acres, -forty acres, and so on. Why? There are two good reasons why: - -1. Every man must have a home of some kind unless he prefers to be a -tramp or a beggar with his hand held out for pennies. - -2. There is no possible uplift without being a producer of something, -and land offers the easiest solution of the production problem. - - - FORTUNES TO BE MADE - -The enormous markets of the country in our great cities, make such a -heavy demand upon production, that the commonest vegetables and fruit -are brought from great distances at a high cost of transportation. -Within reach of every populous center, there is to be found vacant land -that could be made productive with very little labor, and the result -would be profitable, for the supply must keep up with the demand. But -out in the vast territories of the Mississippi Valley, there are -fortunes to be made in producing cereals, cotton, tobacco, live stock, -butter, poultry, and fruit. There is an unlimited field, and every one -who has ventured into it finds a large reward in a good bank account. A -man cannot begin and then, when he gets tired, lie down in the furrow -and expect nature to pull him out. It never has and it never will as -many know to their cost. - -It is estimated, that in the Mississippi Valley and its adjoining -territory, outside of mountain tops and rivers and lakes, there are in -the markets, four hundred million acres of land as fertile as the valley -of the river Nile. It is beyond the reach of present railroad -transportation and therefore it has been left untilled. - -It matters little whether this enormous quantity of land exists or -whether it is exaggerated by one-half, it is a fact that millions upon -millions of acres of land are left untilled and can be had for small -sums of money. There are lands in Texas as an illustration, which can be -purchased for from one to four dollars an acre, with forty years to pay -for it in. This is not only the case in Texas, but cheap land can be had -even in the State of Illinois, or New York. In the great corn belt, the -farmers raise corn only, and even buy and bring their butter, eggs and -fresh vegetables from Chicago or St. Louis. Whoever heard of such a -thriftless condition? It is true, corn pays, but there is such a thing -as getting too much of one thing and not enough of another. - -Investigation and inquiry shows that if a man should start a small -vegetable garden anywhere, on rented land, and supply the corn barons -with vegetables, eggs and butter, he would make a good profit and get a -large trade. - -The idea sought to be conveyed is, that by taking advantage of a demand -where there is no supply, there is an opportunity to be seized without -arguing about it. It is there. - -The advent of the motor track, which runs into localities fifty or a -hundred miles distant, carrying from five to ten tons of a load, and -trailing as much more, offers an opportunity for several workers to club -together and carry their products to market at small expense. - -Our agricultural and mechanical colleges are turning their attention in -that direction, and preparing to fill the field. But it is a large field -and can not be fully occupied in a hundred years to come. - -It is worth thinking about when a Colored American is in doubt what -opportunity to seize. - -The main object in every man’s life, if he has any manhood and -intelligence, is to produce something. He may use his hands or he may -use his brain, but the result is that something is produced, and -whatever is produced possesses some value. - - - THE FIELD OF OPPORTUNITY - -Ten per cent of our population is made up of Colored Americans. This -number creates a demand that it would be profitable to supply, but when -it is considered that the other ninety per cent, or ninety millions of -people are constantly demanding something, and take everything that -comes along, there is an everlasting field of opportunity into which -every Colored American can fit in some capacity if he makes the -slightest effort. - - - - - THE COLORED AMERICAN IN THE EMPLOY OF THE UNITED STATES GOVERNMENT - The Army, Navy, Government Services, and Legislatures—Opportunities to - Colored Americans to Distinguish Themselves—Heroes and Patriots - Furnished by the Race—The Advantage of Discipline in the Formation of - Character—Avenues to Honor and Renown. - - -The Federal government is a large and generous employer of men of every -nationality where brains and capacity are shown to exist. In fact, there -is no country in the world where so many opportunities are offered to -its people of every class. - -Not only subordinate positions may be sought with perfect confidence of -a raise in rank or grade, but the very highest positions are within -reach. This pertains to our Colored Americans without distinction. - - - IN THE ARMY AND NAVY - -In the Army and Navy, beginning with the revolutionary war, Colored -Americans have taken an active part side by side with their other fellow -citizens in removing the foreign shackles from the limbs of the nation. - -The War of 1812 also brought out Colored Americans to drive the -foreigner from our shores, and in both great wars the fighting ability -and courage of Colored Americans have been amply tested, weighed in the -balance, so to speak, and not found wanting. - -The heroism displayed by thousands of Colored Americans in the great -Civil War, not only convinced the world of the sincerity and patriotism -of Colored Americans, but impressed the nation as well. The result of -this devotion to country and its interests, opened the eyes of the -government to an element of strength which it had recognized but had not -fostered to any great extent. - -It is different now, for the government takes from the ranks of Colored -Americans its best and ablest men, satisfied from experience that -whatever duties are imposed upon them will be ably and intelligently -performed. - - - FORCE OF CHARACTER - -Along this line, the struggle of Colored Americans to acquire by force -of character and education, a high station and to fit themselves for any -position of honor in the government, has met with success. - -Not only in the army and navy, but in the halls of Congress, the Colored -American has demonstrated his wisdom, sagacity, and statesmanship. - -It is historical that the first martyr in the Boston massacre, a -resistance to British tyranny, was the Negro, Crispus Attucks. In the -War of Independence so many of the Colored Americans made themselves -conspicuous in their fight for national independence, that they were -recognized by Congress and the States as national defenders. - -At the siege of Savannah, October 9, 1779, it was the Black Legion under -Count D’Estaing that covered the retreat and repulsed the charge of the -British, saving from annihilation the defeated American and French army. - -In the War of 1812, the Colored American was conspicuous for his -bravery. One-tenth of the crews of the fighting ships on the Great Lakes -were Colored Americans. In the great picture of Perry’s victory on Lake -Erie, may be seen a Colored American sailor. - -Two battalions of five hundred Colored Americans distinguished -themselves under General Jackson at the Battle of New Orleans. In 1814, -2,000 Colored Americans enlisted for the war and were sent to the army -at Sackett’s Harbor, where they performed deeds of valor. - - - RECORDS OF THE WAR DEPARTMENT - -During the great Civil War, 178,975 Colored Americans took up arms and -fought side by side with the men of the North to maintain the nation. -The records of the War Department at Washington show that the Negro -troops were engaged in many of the bloodiest battles of the war, -distinguished themselves more especially at Port Hudson, Fort Wagner, -Milligan’s Bend, and Petersburg. - -In the late war with Spain, in 1898, Colored American soldiers took a -more conspicuous part than in any other war waged by the United States. -In the famous battle of San Juan Hill, the Ninth and Tenth Cavalry and -Twenty-fourth Infantry rendered heroic service. Col. Roosevelt delights -to tell of the part the Colored Americans took with his Rough Riders. It -is even said, that without the aid of the Colored troops, the gallant -Colonel would not have gone up the hill. - -All this is evidence of physical prowess, patriotism and courage. -History has been made, and now the country is ready for the results of a -glorious history and as honorable a record as that exhibited by any race -on earth. Out of it has come a regular demand of the government to make -Colored Americans a part and parcel of its army and navy, and the ranks -of many regiments of infantry, cavalry, and artillery are filled with -heroes who have won their baptism of fire in the Philippines, and others -who are ready and fired with zeal to earn their spurs in some well -contested field of battle. They have but to ask, to be received. - -Out of this also, has grown a confidence that has made the Colored -American a man of energy, fired him with an interest in improvement, and -a seeker after education. Out of his noble history has grown a spirit of -emulation, that impels him to aspire to high position not only as -deserved but because he is fitted to fill it. - -With the twenty-five United States Senators and Congressmen who have -done good service for the nation at large, and have been faithful to the -traditions of their race, the record is augmented. - -In the executive branch of the government, Colored Americans are -conspicuous for their ability in highly responsible positions. - - - IN THE GOVERNMENT SERVICE - -In the Treasury Department, the Attorney General’s Department, the -Auditor of the Navy, Customs Department, Internal Revenue, Land Office, -and others, there is no dearth of efficient Colored Americans performing -onerous duties and engaged in unraveling intricate governmental details -with as much ease and intelligence as if to the manner born. - -In the diplomatic and consular service, the Colored American is fast -making his way upward, many important posts being now filled by them -with honor to the country, and dignity to their positions. - -With all these advantages in the way of opportunities, it can not be -said that Colored Americans are being crowded to the wall. Where -prejudice does hold him back, it is in small localities where there is -prejudice against everything, not the making of the prejudiced people -themselves. There is a prejudice against the Creator Himself, and to -expect all persons to drop prejudice is to expect more than the Almighty -can cure. - -It is a fact that a blind man must be able to perceive, that the bitter -prejudice is becoming less aggravating. The rough edges of personal -opposition are being worn down smooth, and in the course of less than -another generation, the prejudices against Colored Americans will be -almost a horrid dream of the past. - - - THE DIGNITY OF THE RACE - -It is for the Colored American to help smother the remaining shadows of -former prejudices by maintaining the dignity of his race, and by -education, fitting himself to stand beside any race on the earth. He has -done it, is doing it, and the incentives are offered for still doing it. - -Remember what Colored Americans are doing; the positions they are -filling by their education and energy; none of them are asleep in the -furrow but are busy harvesting—doing something. If they do nothing else, -they are demonstrating that Colored Americans can do the same things, -fill the same positions as the other races, and that they possess an -equally balanced intelligence, and have the same brain power as others. -They never spend their time quarreling with fate, but overcome fate, and -manufacture opportunity and ride upon destiny as upon a fiery steed, -curbing it with the whip and the lash of education and intelligence, -mingled with energy and persistent determination. - -These are the reasons why the Colored American must win if he tries. - - - - - THE COLORED AMERICAN IN THE SERVICE OF GOD - The Church as a Career for Colored Americans—Influence of Religion a - Powerful Incentive to Success—Opportunities to Follow an Honorable -Vocation—High Religious Aspirations an Inborn Sentiment of the Race—Men - Who Have Been Pioneers in the Field. - - -The church offers an opportunity to embrace a high and honorable -calling, a career that is the noblest in the world. - -The spirit of religion is an instinct of the race, and the past decade -or two has demonstrated that the spirit has quickened into a most -beneficial activity, and is exerting an influence for good that has made -itself felt. - -Before the race lifted itself up on the wings of freedom, there was good -soil to cultivate, and many apostles and evangelists of the Christ -prepared the way for the present splendid hierarchy. The latter are -preparing the way for their successors in the same manner as their -predecessors, but the field is enlarged to enormous dimensions. The -laborers in the vineyard are becoming too few to gather the harvest, so -it is necessary to prepare leaders of advanced thought to keep pace with -the work, and to increase it. - -The Colored Americans are the fruitful vineyard, that is constantly -increasing and there must be more laborers. The foundation is laid, the -way is open, and the young Colored American with a vocation has not far -to seek to find an open door. - -There is loving memory for Rev. Lemuel Haynes, the revolutionary -soldier, who drew the sword for his country and never laid it down until -the last foreign enemy had left the country. Then, he turned his sword -into the Word of God, and fought the powers of evil as the first -Congregational minister in the United States. - -In loving memory is held Bishop Daniel A. Payne, the most remarkable -preacher among his race that has ever been produced. He was responsible -more than anyone else for the Wilberforce Community and University. - -For sixty years the celebrated John Jasper, a preacher of highest -virtue, piety and sincerity, labored to bring souls to God, becoming a -national character. - -There were Alexander Crummell, the eminent Colored Episcopal minister -and author; Henry Highland Garnett, missionary, army chaplain, and -diplomat; Joseph S. Attwell, missionary and rector, till his death, of -St. Philip’s church, New York City. - - - THE FORCE FOR GOOD - -All these and many more have gone before and left their influence as a -continuing operative force for good. - -Let us mention one Colored American woman who is still among us, Amanda -Smith, distinguished as an evangelist of the Methodist Episcopal Church. -This eminent lady taught herself to read and write by cutting out large -letters from newspapers, laying them on the window sill and getting her -mother to make them into words. - -Her evangelical labors extended to Africa, India, England and Scotland. -The remainder of her useful days she is spending in charge of the Amanda -Smith Orphans’ Home for Colored children, at Harvey, Illinois, a suburb -of Chicago. - -Through the influence of the Christian labors of the past and gone -apostles, and the apostleship of their enlightened and pious followers -and successors, religion has developed amazingly among our Colored -Americans. - -Of Colored American members of white denominational churches, numbering -5,377, there are 477,792 communicants. - -Of Colored American members of Independent Negro denominations numbering -31,393 churches, there are 3,207,305 communicants. - - - THE CAUSE OF RELIGION - -As showing their faith demonstrated by good works, the Colored Americans -are supporting 34,689 schools, and contributing 1,750,000 children to -the cause of religion and education. They have donated in money more -than sixty million dollars to church property. - -The shepherds guiding this enormous flock, consist of Bishops of the -highest attainments as scholars, teachers, and pious divines. - -The Colored Methodist Episcopal Church has seven Bishops with an able -executive corps of ten members. - -The African Methodist Episcopal Church is under the guidance of fourteen -wise shepherd Bishops, with an executive staff of eleven eminently -qualified divines. - -The African Methodist Episcopal Zion Church, has nine Bishops, devoted -men all of them, aided by a staff of workers numbering sixteen divines, -lawyers, editors, missionaries and financiers. - -The Afro-American Presbyterian council consists of three presidents and -a secretary. The National Baptist Convention is guided by Rev. E. C. -Morris, D. D., President, of Helena, Ark., aided by Rev. W. G. Parks, -Vice-President at Large, of Philadelphia, Pa., and eleven secretaries. - -The Methodist Episcopal Church has one Colored Bishop, Isaiah B. Scott, -D. D., LL.D., Missionary Bishop to Liberia and West Africa, Monrovia, -Liberia. - -The general offices and officers, however, are in the United States, and -consist of eleven clergymen and other distinguished men who attend to -missionary work and executive duties generally. - -There are numerous Roman Catholic priests among our Colored Americans, -some of whom occupy high positions as educators. Rev. Charles Randolph -Uncles is a professor in the Epiphany Apostolic College, Walbrook, -Baltimore, Maryland. Rev. John H. Dorsey is a teacher and Assistant -Principal in the St. Joseph College for Negro Catechists, Montgomery, -Alabama. Rev. Joseph Burgess is a professor in the Apostolic College, at -Cornwells, Pennsylvania. - - - YOUNG MEN’S CHRISTIAN ASSOCIATION - -The Young Men’s Christian Association among Colored Americans presents -an illustration of the growth of the religious spirit in addition to -that exhibited by the churches, but of course, affiliated with them to a -greater or less degree. From the first student association at the Howard -University, organized in 1869, there are now six International -Secretaries, 96 associations organized in Colored American educational -institutions, with an enrollment of 15,000 male students, and forty-five -city associations scattered over 23 States. The Colored women of the -United States began organizing Y. W. C. A. work in 1896, and there are -now 37 associations affiliated with the national organization, with 12 -city associations for Colored women. - -In connection with church or religious matters, the work of the Colored -Women’s Christian Temperance Union should not be forgotten. This great -national association makes for morals, sobriety, good citizenship and -education. - -With all these remarkably large and numerous opportunities, the young -Colored American should be able to find an opening for his desired -ambition to be an apostle among his fellow men. - -The spirit is working and inspires the race with noble ambitions, and -all the human virtues possible to inculcate in this world. - -It may be said, in passing, that to lead the souls of men to eternal -bliss in the world beyond is the noblest and highest attainable -profession or calling. In preparing men for a future home beyond the -skies, he is converted into an advanced man of morals and good qualities -on this earth to fit him for the next world. - -Men and nations have sometimes forgotten God, but their end has always -been untimely. - - - - - _LEADERS OF AMERICA WHOSE EARS ARE CLOSE TO THE GROUND_ - _Americans, Regardless of Color, Who are Leading the People out of the - Wilderness and Teaching the Brotherhood of Man._ - - -We have at the present time in the United States certain persons -regarded as eminent in progress and advanced thought, who must be -reckoned with when it comes to human improvement, and the removal of -obstacles to man’s intellectual life and physical welfare. - -There have been numberless proofs in the years gone by, in fact, we have -only to survey the pages of all history, to learn that it is a law of -human nature, that there is no distinction between color and race, and -that brains, intellect, soul, are and always will be the test, the -criterion, the standard of human excellence. - -To review the past would be to open the door to endless pages of -history, and require pages of illustrious names that have shone like -stars in the human firmament. - -Those who are engaged in the development of the human family, and -apparently unconsciously working out the designs of God in their -persistent advocacy of human betterment, the destruction of inefficient -environments, and the promotion of peace and good will, as well as the -preservation of health, are numerous. Strikingly prominent are many of -our Americans who seem to be blessed with an almost prophetic insight, -and the ability to bring about changes in unpleasant conditions. - - - THEODORE ROOSEVELT - -We have in Theodore Roosevelt, a man of many parts, none of which is -unimportant but all of them vital. When he speaks upon any subject he -not only speaks with determination but with an absolute knowledge of the -subjects he treats. - -“Col.” Roosevelt, as he delights to be called, began in the New York -legislature, then became President of the New York City Police -Commission, where he did some powerful work in suppressing vice and the -saloon evil. Becoming too powerful a factor in American affairs after -his brilliant career as Governor of New York, he was nominated as -Vice-President of the United States, the politicians thinking thus to -close his career. - -But he became President of the United States, succeeding to that high -office through the deplorable assassination of President McKinley, and -received the suffrages of the people for a second term because of his -energetic Americanism, and as an exponent of “Fair Play.” - -He is now a private citizen, but as distinguished and as influential as -if he were filling the Presidential office. He is all energy, -persistence and force of character. He will fight, talk, or argue his -points, as long as he can stand on his feet, and then he will write them -to the world. No such man ever before lived in the United States. - -On the other hand, among our Colored Americans, there stand at the top -two great leaders, Dr. Washington and Prof. Du Bois. Both of these men -represent different schools of thought and each of them has an equally -large following. This is encouraging, because working along different -lines, as is the case with diverse national parties, one serves as a -check upon the other, and without going to extremes they may follow a -happy medium. - - - PROF. BOOKER T. WASHINGTON - -Professor Booker T. Washington, whose aims, exertions and success tends -to advance his race along the same lines as other races, is meeting with -tremendous results, bringing about a more decided respect for the -intelligence of Colored Americans. - -Mr. Washington, born in 1857, has, by grit and determination, reached -the leadership of his race, and become one of the great men of the -nation. - -After a life spent in struggles to acquire an education, he was -recognized as a great teacher, and called upon to take charge of a -normal school at Tuskegee, Alabama, established by the legislature. He -organized the school on July 4th, the anniversary of American -Independence, an idea that denotes the character of the man. - -Since that period, the widely known Tuskegee Institute has made such -progress that, today, the site of the institution is a city of itself. - -Mr. Washington worked his way to pay for his education at the Hampton -Institute, Hampton, Virginia. What he did and how he did it is best -described by himself in giving his experiences at Hampton: - - - SELF HELP FOR YOUTH - -“While at Hampton I resolved, if God permitted me to finish the course -of study, I would enter the far South, the black belt of the Gulf -States, and give my life in providing as best I could the same kind of -chance or self-help for the youth of my race that I found ready for me -when I went to Hampton, and, so, in 1881, I left Hampton and went to -Tuskegee and started the Normal and Industrial Institute.” - -Mr. Washington literally worked his way through college. He helped -unload a vessel to get money to reach Hampton, and while there did odd -jobs of manual work, and acted as janitor. - -Referring to another American of another race, President Woodrow Wilson -stands first, in reality he is the first gentleman in the land. - - - PRESIDENT WILSON - -President Wilson is an uplifter rather than a reformer. When he sees -things to be done to better the people, or to better anybody, for that -matter, he does them and lets the reform take care of itself. - -He has always been a student, and a worker at fashioning brains as a -teacher, professor, college president and at the head of a great -university—Princeton, New Jersey. - -Having a trained, enlightened mind, and not buried beneath books, he -expressed his views about public matters and public men who did not -perform their duty to the people, so vigorously and so truthfully, that -he was believed, and the people made him governor of New Jersey. - -In this office he did so much in altering distasteful political -conditions, that he was considered a proper candidate for the presidency -of the United States where the same untoward conditions existed as in -New Jersey. He was elected, and is doing things all the time to better -conditions, and although he has many enemies who fancy only a settled -condition of things where they will not be disturbed in the management -of them, the President is driving them to cover and will undoubtedly be -successful in his endeavors. - -Woodrow Wilson is a man of action and has a large background of learning -to fortify himself. Fortified in every direction and from every point of -attack, he is not an easy man to tackle or to find fault with. The -opposition to him was that he was a university man, and therefore he did -not know enough about politics to carry the country safely through a -four years’ term. But the people are finding out that it does not -require as much politics to run the country as it does education and -intelligence combined with energy and persistence. He is beating down -petty statesmanship and establishing the government along the lines of -benefit to the people. He may be considered as an instrument in the -improvement of a nation, and as giving it a long start back to first -principles which mean progress. - - - DR. W. E. BURGHARDT DUBOIS - -A noted man who is doing a great work along the line of betterment of -the Colored Americans and directing their thoughts into high altitudes, -is W. E. Burghardt Du Bois, known as the editor of “The Crisis,” A -Record of the Darker Races. - -Dr. Du Bois stands on the principle that intellectual emancipation -should proceed hand in hand with economic independence, and he is making -himself felt by the earnest advocacy of a truth that must impress the -people for whose interests he is laboring. - -It may not be known to everybody that Dr. Du Bois is one of the -Directors of the National Association for the Advancement of Colored -People. - -The movement of nations toward the accomplishment of the designs of the -Almighty to make all nations one, and in the supremacy of the -intellectual over physical force, is well understood by Dr. Du Bois, and -he is working along that line with other ardent humanitarians. He aims -to accomplish a world peace and a realization of human brotherhood. - -To turn our attention to another race, William Jennings Bryan looms up -conspicuously with the others in his struggle to bridge the chasm of -prejudice and place all men upon the road toward human betterment and -universal peace. - - - WILLIAM JENNINGS BRYAN - -For nearly twenty years William Jennings Bryan has fought the battle of -human rights, and his name has become a household word in many ways. His -versatility has no limit, and to say that he is an extraordinary man and -friend of the human race, is saying one-half the truth. - -Rising from the humble position of an attorney in Lincoln, Nebraska, Mr. -Bryan in an hour became the leader of the great masses of the American -people, and he has held his ground ever since. He had aspirations and -ambitions, but they were denied him through adverse circumstances, but -he never wavered in his love for the people and his desire to benefit -them in their onward movement toward betterment. As Secretary of State -in the Cabinet of President Wilson, he stands for everything that is -admirable in a man of honor, virtue and probity, and is in line with the -great movement toward universal peace. - -Miss Jane Addams is a lady that causes one to believe in the human race -along humanitarian lines. Miss Addams in her settlement work at the -celebrated “Hull House” on Halsted Street, has incited others to copy -and others have taken up the great work of bringing the homeless workers -into social contact for mutual benefit. The lady is not only a worker -among the people, but an author and a lecturer, whose example may be -followed to advantage. - - - - - THE COLORED AMERICANS’ NATIONALITY - - -The Colored Americans’ field is the entire United States. They are an -integral part of the nation the same as other citizens, and their rapid -progress entitles them to an occupation of that field on a par with all -others. - -We are fast getting rid of the vulgar epithets heaped upon citizens of -the United States who are Jews, Germans, Irish, etc., and the vulgar -epithets hurled at Colored citizens of the United States on account of -their color. - -The time is soon coming, therefore, to ask: Why should we say, “Colored -Americans?” Let us advance to the next Government census and forestall -an episode to see how it would work: - -The scene is supposed to be in the year 1920 and represents the United -States census taker of that period going his rounds and making -inquiries. He calls upon a well known Jewish citizen, and the following -conversation takes place: - -“Mr. Solomon Isaacs, what is your nationality?” Mr. Isaacs replies: “I -am an American citizen, I was born in Chicago in the 19th Ward.” The -examining man asks: “Are you not a Jew?” Mr. Isaacs replies: “No, sir, I -am an American.” “But your nose,—” “My nose has nothing to do with my -nationality.” This being true, the Jew is allowed to go. - -Calling next upon Mr. Patrick McGillicuddy, he opens his book: - -“Patrick McGillicuddy, what is your nationality?” Mr. McGillicuddy makes -the same answers as the Jew. “But,” says the examiner, “Your long square -chin and protruding lower jaw proclaim you an—” - -“My chin, sir, has nothing to do with my nationality.” So the Irishman -is passed. - -Next in succession come visits to the Italian, the Spaniard, the -Japanese, the Chinese, the Russian, the Hindoo, and so on. All these men -deny that they are anything but Americans. The examiner points out their -nationality in their features, but is told that features, face, -complexion, noses, chins, or hair, have nothing to do with nationality. -They were all born in this country and there is nothing more to be said. - - - “I AM AN AMERICAN, SIR” - -Finally, the examiner brightens up. He has found something that can not -be disputed. He calls upon George Washington Adams. “Ahem, Mr. Adams, -what is your nationality?” Mr. Adams responds: “I am an American, sir.” -The examiner is puzzled, but revives. “Are you not a Negro?” Mr. Adams, -having learned something from the Jew, the Irishman and the others, -replies: “No, sir, I am not a Negro, I am an American born in the United -States.” - -“But, your color indicates that you are a Neg—.” “My color, sir, has -nothing whatever to do with my nationality, no more, in fact, than the -Jew’s nose, the Irishman’s jaw, or the Spaniard’s olive face, the -Russian’s matted hair, the Swede’s blonde whiskers, the Chinaman’s -pigtail, the Italian’s earrings, or the Indian’s scalplock. According to -the United States Constitution and all the laws thereunder, my color has -been erased and I am an American to all intents and purposes, the same -as you.” - -After recovering from his swoon, the census taker goes out to the -nearest saloon, takes some refreshments and begins a movement to have -the legislature enact a law, prohibiting Colored Americans from -breathing the same atmosphere as other Americans. But the scheme fails -because when it comes to the question of color, the Jews, Spaniards, -Italians, Frenchmen, Mexicans, and so on, would be affected. - -Of course this appears ridiculous. It is not intended to be ridiculous, -however, but suggested in sober earnest. It is what has been going on in -this country for several decades, and it is time to stop such folly. - -The main point is, that the whole of the United States is the fair field -for the exploitation by Colored Americans. And there will not be the -slightest obstacle in the way of such exploitation, if Colored Americans -drop the past and look to the future. It is not supposable that ten -millions of people, who, in another generation will number twenty -millions, can be extirpated or crowded out of the enjoyment of human -rights because of the prejudices of a few persons who judge from their -own standpoint. - -To show how fast this field is being exploited by Colored Americans -would require a large volume of statistics, but the essentials may be -given so that it may be inferred that the field is in a fair way of -being occupied. - -Our most valuable account, strangely enough, comes from an English -source: - -In 1911 a commission was sent by the English Board of Trade to the -United States to investigate the cost of living in American towns, but -the report included important information concerning the occupations of -Colored Americans in cities of the United States. - -It appears from the report that the Colored Americans in New York City, -in spite of the industrial barriers that exist there, contain within -themselves most of the elements, professional, trading, and industrial, -that go to make up the life of other and more normally situated -communities. - - - BRICKLAYERS AND CARPENTERS - -In Atlanta, Georgia, about three-fourths of the bricklayers are Colored -Americans, but the majority of the carpenters are white. Nominally, the -rate of wages is the same for both races. One large employer held, that -Colored American’s as bricklayers had a value exceeded by no one, and -that in his own case the highest paid workmen were Colored Americans. - -In Baltimore, it was found that Colored Americans occupy a very -important position in the working class element of the population. An -overwhelming majority in the building trades are Colored Americans. - -In Birmingham, Alabama, there is a larger number of Colored American -workmen than in any other district in the United States. The building -and mining industries are the two in which the two races come into the -most direct competition with one another, yet in neither of these -industries does a situation exist which occasions any serious friction. - -In Cleveland, Colored Americans were found in the steel and wire works, -as plasterers, hod carriers, teamsters and janitors. - -In Memphis, in the transport trades and also in certain industries, such -as the making of bricks and cottonseed oil, the labor is almost entirely -Colored American. They are making their way into the skilled trades, and -in some wood working establishments both whites and blacks work side by -side at skilled occupations. - -In New Orleans, the industries are of a kind which employ mainly -unskilled or semi-skilled labor, with the result that white men and -Colored Americans are found doing the same kind of work and earning the -same rate of wages. - -In the Pittsburg district, more than a hundred Colored Americans are -employed in business as printers, grocers, hairdressers, keepers of -restaurants, caterers, etc. Many are employed by the municipality as -policemen, firemen, messengers, postmen, and clerks. A large number of -work people in the building and iron and steel trades are Colored -Americans, some being in highly skilled occupations. - -Here is the truth from a foreign source that must be considered fair and -unprejudiced. But the home records show a more diversified distribution -maintaining a proportionate employment everywhere. - -There does not appear anywhere to be a fear that the labor of Colored -Americans will crowd out the white labor, but there is a lingering -suspicion that it may do so, although practically it does not. - -In consequence of this timidity, what are known as “segregation” laws -and ordinances have been passed in various places, Baltimore having made -the most extensive effort to keep the laborers of the two races apart. - -In other cities, as Atlanta, Kansas City, Norfolk, Richmond, and St. -Louis, efforts were made to effect legal segregation. - -The result of all these attempts to keep the Colored Americans out of -their legitimate field of competition with other Americans, failed -utterly, or caused such great financial losses to White Americans -without affecting Colored Americans in any way, or stopping their -accumulations of property, that segregation may be considered a dead -issue. - -In Spokane, Washington, it has been decided judicially, that Colored -Americans can not be excluded from buying property in any particular -place in the State. The same is the judicial sentiment in New York and -elsewhere. - - - THE FIELD OF ORGANIZED LABOR - -In the field of organized labor, Colored Americans are also making great -strides, the prejudice heretofore existing having almost disappeared. At -New Orleans, Mr. T. V. O’Connor, President of the International -Longshoremen’s Union, sounded the keynote when he declared, upon the -admission of Colored Longshoremen to the Union: “We are going to bring -about industrial equality. If Colored Americans stand ready to assist -themselves, they will get the same wages and working conditions that the -white man enjoys.” - - - - - THE FOUR DIVISIONS of MANKIND - The African One of the Purest Types - - -Of the four great primary divisions of the human race, the Aryan, -Mongolian, Semitic, and Hamitic, there are three that preserve their -racial type and have been little changed by intermixtures. These are the -Semitic, or Jews; the Hamitic, or Africans, and the Mongolians, or -Chinese. - -The Aryan division spreading out from the Caucasus Mountains by way of -India, and thence westward, became split up into a hundred different -races, with varying peculiarities and racial differences, becoming as -they are today English, German, French, Irish, Scotch, Swedes, Finns, -Russians, Hindus, and a hundred other varying races that have -intermingled until the Aryan designation as a division of the human race -is entirely lost. - -All these split Aryan races have become centralized in the United -States, where they are continuing their intermingling, and getting -farther away from the Aryan type. - -On the contrary, the three other divisions, the Jews, the Africans, and -the Chinese, have maintained during all the ages since their creation, -their original characteristics, with only slight intermixtures, so -slight, indeed, that they are barely noticeable. - -Historically, the races that make up the Aryan splits, are a mere breath -on the surface of the ages of time, when compared with the other three -divisions of the human race. Long before the ancestors of many of them -composed the barbarian hordes that thundered at the gates of the Roman -capitol, and finally effaced it from the face of the earth, the Jew, the -African, and the Chinaman, were in possession of the evidences of high -civilization, wise government, and splendid monuments, and cultivated -the arts of peace. The Aryan posterity, on the other hand, were warlike, -and became conquerors of the others, appropriating their arts, and are -still digging among the ancient ruins of splendid empires, wondering -what manner of people could have perfected such noble works. - -All the races had many forward and backward movements, with the -dominance always with the warlike Aryan blood. - -But today, in the United States, the Hamitic, the African, if you -please, has found and utilized the civilizing arts of the Aryan, and is -moving upward toward the pinnacle of the same civilization which is -essentially modern and original, and which retains the ancient -civilization of the other three great divisions of the human family, in -its museums as objects of curiosity and admiration. At the same time he -is maintaining his racial unity. - - - MAKING THE BURDEN OF LIFE MORE ENJOYABLE - -There is no going back, now, there can be nothing but advance toward -progress and higher civilization, that is, in the more adequate and -efficient means of making the burden of life more enjoyable and easier. - -In one thing only is there doubt as to our progress, and that is in -human development, and racial perfection. The scientists and thinkers of -the age are impressed with the fact that there is degeneracy, or at -least, “recession,” as it is termed, which means a going back to some -unknown evil type that will operate disastrously upon civilization, -morals, and general well-being of individuals. - -By a remarkable unanimity of opinion, these marks of recession and -degeneracy, sometimes called “delinquency,” are limited to the posterity -of the Aryan type. Superhuman efforts are making to avert catastrophe by -what is known as “selection,” that is, by limiting intermarriages to -those who shall have been declared physically and mentally capable of -assuming the marriage state. But in the opinion of many, this will still -be a further remove from the pure Aryan type, and thus be always -descending the human scale. At any rate, there can be no reversion to an -ancestral type, because the ancestor himself is mixed, and there is no -pure strain to culture up to. - -But with the Jews and Africans, there is no such question, because the -type remains as it was in the beginning, and it is very easy to make a -selection. - - - THE JEWS HAVE AGES OF LEARNING - -The Jews understand this matter and they maintain their own racial -standards which are the highest and best. Now, it is up to the African, -the ten millions of them in the United States, to adopt the standards of -excellence proper to their dignity, and to their purity as one of the -original or primary divisions of mankind. - -The Jews have ages of learning and wisdom to fall back upon, and the -African, although interrupted in his advance, by ages of repression, -nevertheless has the ages of high civilization, the reigns of the Queens -Candace, the learning of the Egyptians from Ethiopian magi, and the -startling wonders and marvels of buried cities and high culture recently -unearthed in Africa as a foundation. These ought to be an incentive to -him to regain the lost prestige. He has the opportunity now, and there -is no one to stay his march upward, on the contrary, there are helping -hands everywhere, and incentives such as no other race in the world ever -had or will ever have. - -He may look back to his ancestral days with as much pride as any other -race, and he may point to the magnificent ruins of the departed glories -of his race to prove that his origin is to be found in as high a type of -civilization as compared to any other race. - - - - - _THE WORLD’S CONGRESS of RACES_ - _Great Importance of Colored Race in the Tremendous World Upward - Movement_ - _One Thousand Delegates from Fifty Different Races Proclaim Uplift of - People_ - - -In considering the opportunities offered the Colored people of the -United States, two things must be constantly borne in mind: - -1. That the advance of the world and of the nations toward harmonious -action and unity of motives, is purely of the mind and soul and not of -the material things of life. - -2. As to the world’s progress the Colored Americans of the United States -occupy a prominent position in the vanguard with the other divisions of -the human race, all of whom are moving in the same direction toward -carrying out the Divine plan of bringing all nations into one fold. - -On July 26, 1912, there opened in the City of London, England, a great -congress of the races of the world including all the dark races or their -representatives. In fact, fifty different races were represented by -their leading men, consisting of over thirty presidents of parliaments, -the members of the permanent court of arbitration and of the delegates -to the Second Hague Conference, twelve British governors and eight -British premiers, over forty colonial Bishops, a hundred and thirty -professors of international law, the leading students of mankind, and -other scientific men of the world. - -When Lord Weardale, at the head of the World’s Peace movement, opened -the first session of this congress, he looked into the faces of a -thousand people representing fifty different races of men. - -Lord Weardale said among other things: “To those who regard the -furtherance of international good will and peace as the highest of all -human interests, this First Universal Races Congress opens a vista of -almost boundless promise. - -“Nearer and nearer we see approaching the day when the caste population -of the East will assert their claim to meet on terms of equality the -nations of the West; when the free institutions and the organized forces -of the one hemisphere will have their counterbalance in the other; when -their mental outlook and their social aims will be in principle -identical; when in short the color prejudice will have vanished and the -so-called “white races” and the so-called “colored races” shall no -longer meet in missionary exposition, but, in very fact, regard one -another as in truth men and brothers.” - -Dr. Felix von Luschan, of Germany, declared, “There is an increasing -mutual sympathy between the races as they come to know each other.” - -Mr. Gustave Spiller, the organizer of the congress, said: - -“The common standard provided by university diplomas shows almost all -races, even the majority of those which are regarded as inferior, -represented successfully in the universities of Europe and America, and -that they are equal in intellectual capacity with the others. Hence the -difference between them are mere physical characteristics.” - -Professor Robertson, of England, among other things established this -comforting assurance: - -“It is only after a long and painful apprenticeship that European -nations have attained autonomy. Why not admit that it may be the same -with the so-called backward peoples?” - - - THE POSSIBILITY OF PROGRESS - -The possibility of progress with regard to the Colored Americans is -emphasized by Professor Charles S. Myers of England, who gives the -results of his personal observations in other nations. - -Even viewing our Colored Americans as a primitive people with only two -generations of removals from the primitive state, Professor Myers says: - -“The possibility of the progressive development of all primitive peoples -must be conceded, if only the environment can be appropriately changed.” - -It is in evidence every day, that the “changed environments” of the -Colored race in the United States, has forwarded their progressive -development to an enormous degree. - - - BLACK MEN ORIGINATE EGYPTIAN CIVILIZATION - -In line with the opinion of Herodotus and the German ethnologists, that -the Black Men of Africa were the first race, and the originators of the -Egyptian and Cretan civilization, Professor Lionel W. Lyde, of England, -announces: - -“We are in a position to say that primitive man was dark skinned, and -that he, as he made his way northward, began to bleach, thus creating a -semi-primitive yellow type. This yellow man exposed to conditions of -cold and moisture, might become entirely white. The human skin develops -pigments to protect itself against a strong sun, and the quantity of -pigment in the skin varies with the intensity of the sun. - -“It is therefore the men who live in the hottest and least shaded parts -of the world—that is to say, in the African, that we find the blackest -skin. The white peoples, on the contrary, are confined to a region where -the humidity of the atmosphere forms a screen against the rays of the -sun. Finally, between the Negro and the White, is the Yellow man, who is -a product of desiccating grasslands with seasonal extremes of -temperature.” - - - PIGMENT OF COLOR TO GUARD THE SKIN - -The racial color, it will be understood, is merely a matter of skin -coloring. Nature provides pigments of color to guard the skin against -the inclemencies of sun and weather. Every modern man knows and has -experienced the result of strong sun and wind in his own skin. “Tan” it -is called, and sometimes, within a few weeks the color of a white man’s -skin is transformed into a yellow or a dark brown. If the exposure -continues, the color remains. - -In the opinion of noted scientists, it is certain that the difference -between the races as to color is merely skin deep. Their psychological -conditions are equal, as we shall see when we reach that point. - -Professor Felix Adler, the eminent scientist, speaking with authority, -upholds the idea that the relations between the races can be only -psychological and not physical. He said at the great Congress of Races: - -“It is urgently necessary for us to have a clearer conception of the -ideal to be realized in international relations. What principle shall we -put in the place of war, brute force, etc? - -“The appeal to sentiment and the progress of democracy, are not in -themselves a safeguard against war. It is not peace itself that we must -keep in view, but the object to be secured by peace. The ideal principle -of international relations consists in the progressive organization of -these relations between peoples and races. This organization involves -two postulates: - -“First. To attain the most extreme differentiation of types of culture, -the maximum of variety and richness in the expression of human -faculties. The peace and progress of the world will depend on the -formation of a cultivated class of all civilized peoples. - -“Second. This exchange between different types of culture will serve to -bring to light the weak points in each, and lead to their improvement -and healing.” - -Sir Charles Bruce, the noted administrator of government attempts, in -various localities where the different races confront one another, to -give as his deliberate opinion, based upon experience and close study, -this succinct truism: - -“The blacks have long been the instruments of the cupidity, cruelty and -luxury of the whites; but their intelligence, deliberately neglected for -ages, needs only to be awakened.” - -Sir Harry Johnston, of England, said: - -“The Negro race has produced men of great ability in all departments.” - -Dr. W. E. B. Du Bois, learned editor of the Crisis, appeared before the -Congress as a Colored American scientist, versed in ethnology, and the -needs and qualifications of the Colored race. After giving the number of -Colored Americans as about ten millions, and mentioning the fact that -“They live at the present time under a system of theoretical liberty, -which is restricted in practice by certain legal dispositions, and by -custom,” he adds: “Intellectual emancipation should proceed hand in hand -with economic independence.” - - - ALL NATIONS AND TRIBES ONE GREAT FAMILY - -This is indeed the keynote to the elevation of the Colored Americans to -the high plane sought to be reached by all the nations of the earth, and -toward which they are surely drifting, in an unconscious fulfillment of -the designs of God to gather all nations and tribes together into one -great family. - -Professor N. R. d’Alfonso, of Italy, laid before the Congress the most -profound thought that forms the basis of all progress and gives the key -to beneficial government: - -“Speculative psychology teaches that the man, to whatever race he may -belong, has always the same psychological possibilities. - -“Subject from childhood to certain conditions of climate, environment -and education, he can reach the highest and most complex grades of -civilization. - -“=It is the action and reaction of the external world on the internal -world of the mind that issues in the creation of man.= - -“If there are psychological differences between races they are the -outcome of the particular history of various peoples—a history that has -entailed a =different education=. - -“=The psychological basis is the same in all men from whatever part of -the world they may come, and they may evolve in the same way and attain -the same psychic results.= - -“In the same way racial hostilities and prejudices are not due to -organic heredity, but to tradition and education.” - -So far as science has gone, it must be apparent that the learned men of -the age have returned to the Biblical account: Genesis, 1:26. - -“26. And God said, ‘Let us make man in our image, after our likeness: -and let him have dominion over the fish of the sea, and over the fowl of -the air, and over the cattle, and over all the earth, and over every -creeping thing that creepeth upon the earth.’ - -“27. So God created man =in His own image, in the image of God created -He him; male and female created He them=.” - -Again in Genesis 2:7, it is said: - -“7. And the Lord God formed man of the dust of the ground, and breathed -into his nostrils the breath of life; =And man became a living soul=.” - -Everywhere in Holy Writ, human beings are always referred to as “=Man=” -whenever he is considered as a being vested with a soul, a particular -psychological condition that makes him different from all other -creations. - -In every movement toward human betterment, education, civilization, -development, and especially in the onward movement toward unification, -the human species is referred to as “=Man=” without any racial -distinctions whatever. - - - WARS BETWEEN JEWS AND ETHIOPIANS - -It is only when men are opposed to one another; when they depart from -the Divine intention to unify all men, that man is designated according -to his racial or national designation. For instance: The wars between -the Jews and the Ethiopians three thousand years before Christ; the wars -of the Romans, Persians, Assyrians, English, French, and all other -divergent upheavals which depart from the Divine Design. In such cases -the psychological man, the man with a soul, the man into whom God -breathed the breath of life, is considered a different being and he is -unified as “=Man=.” - -Not only is this distinctive unity of soul, of mind, of intelligence, -the predominating feature of the creation, known as “man,” but his -physical characteristics outside the mere skin deep differences, are -exactly the same. - -Modern scientists, known as “biologists,” that is, men who investigate -the origin of physical life in men, have advanced so far that they know -and can easily demonstrate that there are no physical differences. - -The infinitely small cells called “protoplasms,” which make up the -tissues of the human body, and which are present everywhere, plainly -visible to the eye under a microscope, are exactly the same in every -human being whatever his race or color, condition, education, -environment, etc. - -All the machinery upon which these small cells of life operate and give -action, energy, and duration—the heart, the nerves, the blood, and all -the organs essential or co-operative, are identically the same. - -Men have tried to find a difference in the physical make-up of the -various races but they have signally failed. They have even endeavored -to compare the blood and cells of inferior animals such as apes, going -so low as the common monkey, to show that some of the races originated -in what is known as the “Anthropoid Ape,” so as to bolster up the -doctrine of evolution and maintain the existence of an exclusively, -special God created race of men, of which they are the sole and -exclusive exponents, but they, also, have signally failed, and all men -today, proven by science demonstrating the truths of Holy Writ, stand -upon the same psychological, or soul plane, whether his skin be black, -yellow, brown, red, white or any other color or shade of color. They are -all part and parcel of the Divine movement which is impelling man toward -a universal psychological unity. Any man or nation that attempts to bar -the way, is submerged or cast aside like a straw before an avalanche. -This is written upon the pages of history so clearly, that it is beyond -controversy. - - - - - PROGRESS OF THE DIFFERENT RACES OF MANKIND - Marvelous Rise of the Japanese from Barbarism in Five Decades—The Jews - without a National Government Rule the Finances and Commerce of the - World—China in Contact with Civilization Has Created a Great - Republic—The American Indian Raised From Savagery to Peaceful, -Profitable Pursuits—The Colored American’s Part and Opportunities in the - Great Onward Movement - - -A reader of history who does not go deeper than the mere words in books, -sees nothing but confusion in the steady, onward march of all mankind -from the dawn of creation to the present time. - -We hope to bring something easily understood out of this chaos, that -will be of benefit to the Colored Americans, and put them in line with -the great movement of the human family toward universal peace and -prosperity. We expect to show that he is an essential factor in the -human race, and that he has performed his part when his ancestors, the -powerful kings of Ethiopia, brought civilization and the art of working -metals into Egypt, as far as Asia, and into Europe. - -The most learned ethnologists hold that there was a time in the history -of the human race when all mankind were unified, and that through -different causes operating upon passion for power, religious differences -and climatic necessities, they became separated and split into divisions -each of which claimed supremacy, and made war upon the others who denied -it. - -Wherever we begin the national history of any nation or tribe, we find -them separate from every other nation and tribe, individual entities -with their own laws and government. - -If we take any fanciful theory of the creation of man, or accept the -biblical account of the Dispersion at the plain of Shinar, at the -building of the Tower of Babel, 2218 years before Christ, we find them -scattered over the face of the earth, whereas before that Dispersion -“The whole earth was one language and of one speech.” (Genesis 2:1). -After that event “The Lord scattered them abroad upon the face of all -the earth.” - -The races of mankind began in unity, but separated and scattered -becoming a multitude of nations with different languages and religions. -But, at the same time, visible as a fine thread through the movements of -mankind, was a trend toward another unification. - - - THE RISE OF THE ROMAN EMPIRE - -Nations rose and fell, leaving the earth to a few powerful ones who -attacked one another until, finally, the vast and powerful Roman Empire -rose upon the ruins of the others. The central point of unification was -nearer, and it appeared when Christ was born, the Saviour of all the -world. - -From that time began a movement toward another unification, but not a -national movement, a human movement, an uplift into higher aims and more -complete brotherhood. - -The conquest of Rome by barbarians did not stay this movement, because -the barbarians fell in with it and moved along with it. Every great act -on the chessboard of nations, whether war, or the present peace movement -toward universal peace, demonstrates that the purpose of the entire -human family, as a unit, will be fulfilled sometime. It is rapidly -reaching that point. - -The great nations that stood in the way of this onward movement toward -unification, have been abolished politically, but not individually, the -individuals becoming merged, unified into the great moving mass, and -progressing onward with it to the end in view. - -Of these unified nations or rather peoples of nations who have no more -political power or significance, we find the following: - -The Jews, the Semitic division of the human race. - -The Colored Men, the Hamitic division of the human family. - -The American Indians, Aborigines with tribal government. - -We shall add to these, by way of illustration to demonstrate the power -of civilization, the following: - -The Japanese, an offshoot of the Turanian. - -The Chinese, pure Turanian. - -The two latter races are foreign to our unification in the United -States, many of their people, however, have inserted the thin edge of a -wedge into our civilization and time alone will tell what the upshot -will be. - -We have in the United States a most remarkable unification, or merger -into one political status, of the descendants of three great divisions -of the Human Family, who are living together substantially in peace and -amity. Whatever differences and difficulties arise are purely personal. - -Of the Colored Americans in the United States, this book refers almost -exclusively; in fact, it is dedicated to them and their interests, and -intended for their benefit. Hence, we may omit them in this chapter, -there being a full account of them elsewhere. - -A short sketch of the Jews may be considered as pertinent to the subject -and as having a bearing upon the status of the Colored men. - - - THE JEWS - -The Jews considered from the biblical accounts exclusively, are the -descendants and representatives of the oldest branch of the human -family, but they existed as a nation contemporaneously with the -Ethiopians, in whose descendants we find the Colored men of the United -States. - -It may be said that the unification of the Semitic or Jewish race began -with Moses, although Noah was in fact the father of the race. Their -history is one of the wildest, most varied and romantic of that of any -other race or nation. - -After centuries of miserable bondage under the Babylonian kings, and in -Egypt, they emerged under the leadership of Moses who married an -Ethiopian, and began anew the struggle for national autonomy. - -Prior to Moses the government was essentially patriarchal, but after -Moses and in the course of time it became monarchical, with various -petty kings and offshoots, always quarreling with one another, and -meeting with defeats and slavery from other nations, until the Romans -had acquired power to conquer the world, and included in their conquered -territory the various sovereignties established by the Jews. - -Although the political power was taken from them, the Jews were allowed -to retain their religious authority, but in process of time, and at the -coming of Christ, their chief priests and spiritual rulers generally, -were sunk in corruption. In the 70th year of the Christian era, -Jerusalem and the great temple of Solomon were utterly destroyed, and -from that time until quite recent times, the Jews have been wanderers, -obtaining a foothold here and there against fearful opposition and -amazing suffering. - - - ADVANCEMENT OF THE JEWS - -Bereft of political power and national autonomy, the Jews advanced along -the line of racial unification, and became leaders in the arts and -sciences, and have made themselves the financial and commercial masters -of the world. A power they never could have reached had they maintained -their national distinction under a monarchy or other form of government. - -Their position in the United States is exactly that of the Colored -Americans. They have all the political rights of freemen, and can rise -to positions of high trust and honor. Like their Colored brothers, they -are not a race within a race. - - - THE JEWS THIRST FOR KNOWLEDGE - -They are all intensely interested in education, and their children -possess an insatiable thirst for knowledge. As a consequence they are -always ready to seize upon opportunity when it comes their way, and they -always profit by experience, and gather information from every source. - -Many of the most distinguished scientists and statesmen in the world -have been Jews, and although able to dictate financially to governments, -and possessing political power, they have never yet attempted to seize -upon the reins of any government, or take it out of the hands of those -selected to govern. - -If a Jew were to become President of the United States, and all the -offices filled by Jews, the government would run along the lines upon -which it was formed, without a change or jar, and at the expiration of -their term of office, or a change in political power, they would lay -down their trust and return to their individual avocations without a -single regret. - -This is a unification such as the world has never before dreamed of. And -it is the same unification with regard to the Colored Americans. The -situation is the same, the conditions identical with the single -exception that the Jews are farther advanced than the Colored man, his -experience extending over a larger period of time, but the Colored men -are improving and soon they should be where the same sort of unification -can be said of them. - - - THE AMERICAN INDIAN - -The American Indian has no ancestry of civilization to look back to. His -forebears so far as is known to history were savages, and the Indians -found in America by the first white settlers were also savages. - -Their origin as a race is shrouded in obscurity, some asserting that -they are descendants of the Semitic race of Asia, others that they are -Turanian and Malaysian mixed. It is certain, however, that nothing -remains of any very ancient civilization, what does exist consists of -“mounds” containing crude articles of pottery, flint arrows, etc., and -in the case of the descendants of the cliff dwellers in New Mexico and -Arizona, their habitations remain, showing that their surroundings were -crude and their civilization at a low ebb. - -The descendants of the Aztecs, Toltecs and other tribes whose ancestors -were ruthlessly slaughtered by Cortez and his Spanish soldiers, and -oppressed by his successors, had small title to what is known as -civilization. Of these little can be said except that the present -descendants present the vestiges of degeneracy, and have no marks of -being a pure race of any sort. They are just the same as they were when -first discovered, barring vices which they have acquired from the -civilized races without receiving any benefit from their virtues. - -These people present no example worth being followed, but as to the -descendants of the real savage American Indian, the Sioux, Algonquins, -and other large and savage warrior tribes encountered by the American -pioneer and frontiersmen, they show the power of civilization and their -adaptability to changed environment. - -Among them were many noble men, men of high aspirations and aims, who as -soon as they understood civilization, broke away from the trammels of -savagery and became civilized. That is, they adopted the manners and -customs of the civilized races, and became unified with them. - - - RESULTS OF EDUCATION - -Among them, education has produced a large number of men of high grade, -and influence. Most of them have turned to agriculture, but being a race -that is still in embryo, so to speak, that is one of the present era, -the time has not yet arrived when it can be predicted of them that they -are equal to coming up to the highest rank in civilized life. - -They are an open, living illustration of the power of education and -modern civilization. The lesson to be learned from them is, that what a -race so sunk in savagery and barbarism can do, is much more within the -reach of the Colored Americans who have a great and noble ancestry back -to which they may look with admiration and feel an incentive to continue -to advance—it is in them. - - - THE JAPANESE AS AN ILLUSTRATION - -We come to the Japanese as an illustration of unification of the races, -because they have put themselves before the world as entitled to -consideration as much as any other race. Inasmuch as they are rapidly -becoming a world power, and have the warships and guns to back up their -pretensions, the nations of the earth feel justified in considering -their claims. - -Whence they come nobody knows, not even their own learned men. They -originated somewhere in the past, but not ancient past, or they would -have been heard of, but may be a cross among the Turanian tribes. They -are small men and dark, which lends truth to this theory. - -With their origin we have nothing to do, because their rise and progress -is something men now living have witnessed and stand amazed at its -suddenness and at the height to which these small men have attained. - -They are a brilliant example of what education and civilization backed -by intense persistence and energy will accomplish in taking advantage of -opportunity. - -They were given an opportunity to enter the ranks of civilization, but -they refused the offer. Then, trade and commerce urged and then forced -it upon them, and seeing that they had to progress, they took hold of -opportunities, and now, never let the smallest opportunity pass by them. -When an opportunity does not present itself they go to meet it or make -one to suit themselves. They are giving the world a bad scare by their -persistence and clamors for equality with every other nation and -peoples, due, perhaps, to their newness as a nation and the probability -that they may relapse into barbarism should they get the upperhand with -restraint removed. - - - - - The Story of a Rising Race Told in Pictures - -[Illustration] - - _PHOTOGRAPHED FROM LIFE_ - - - │RELIGIOUS - Special Collection B │PHILANTHROPIC - │EDUCATIONAL - │FRATERNAL - -[Illustration: - - IN THE SERVICE OF GOD - - A meeting of the officers of the various churches of all - denominations. -] - -[Illustration: - - UNITY IN RELIGION - - Bishops and Officers of all the Negro Churches in America, all - denominations. Conference at Mobile, Alabama. -] - -[Illustration: - - SEEKERS AFTER TRUTH - - Graduating Class of the Bible Training School, Theological Department, - Tuskegee Institute. -] - -[Illustration: - - CHRISTIAN UNITY, FELLOWSHIP AND EDUCATION - - Inter-Scholastic Young Men’s Christian Association Meeting, held at - King’s Mountain, N. C., May, 1913. -] - -[Illustration: - - SONGS OF PRAISE - - Vested Choir attending devotional services. Howard University, - Washington, D. C. -] - -[Illustration: - - REFINING AND CHRISTIAN INFLUENCE - - The Reading Room in the Y. M. C. A., Washington, D. C. The young men - are studious and deeply interested in their educational and - Christian work. -] - -[Illustration: - - COLORED SISTERS OF THE HOLY FAMILY - - The Holy Family Convent at New Orleans has eight Catholic Schools in - Louisiana and two in Texas. The students are taught Industrial Art, - Embroidery, Music, etc., and become very efficient. -] - -[Illustration: - - BRINGING THE BOYS TOGETHER FOR SELF-IMPROVEMENT - - Social Settlement Workers teaching boys innocent games and interesting - them in developing their characters in order to make them useful - citizens. -] - -[Illustration: - - FOR THE ADVANCEMENT OF THE RACE - - The Fourth Annual Conference of The National Association for the - advancement of Colored People, at Chicago. In the group are, Jane - Addams, Dr. DuBois, Bishop Lee, Dr. C. E. Bentley, and many other - well known men and women. -] - -[Illustration: - - WORLD-WIDE EDUCATIONAL MOVEMENT - - International Conference on better education held at Tuskegee July, - 1912. -] - -[Illustration: - - THE WORKERS OF A PRINTING AND PUBLISHING HOUSE - - The A. M. E. Sunday School Publishing House, Nashville, Tennessee. An - association which spreads “Christian Teaching” broadcast and opens - an avenue for the employment of intelligent men and women of the - race. -] - -[Illustration: - - MYSTIC SHRINERS - - A group of the Mystic Shrine, or Scottish Rite Officers, which - includes many prominent in the Order. -] - -[Illustration: - - KNIGHT TEMPLARS - - The International Conference, Pittsburg, Pa. Malta Commandery No. 19, - Knight Templars, welcomed by the Young Men’s Christian Association. -] - -[Illustration: - - ODD FELLOWS ANNUAL BANQUET - - In attendance are such national characters as Booker T. Washington, - Ex-Register J. C. Napier, Former Register J. D. Lyons, Ex-Recorder - of Deeds Lincoln Johnson, the Local Grand Master, and others equally - well known. -] - -[Illustration: - - THE RISING GENERATION - - A group of intellectual students comprising the Senior Class, 1913, - Tuskegee Institute. -] - -Every man who has not had a very good or saintly past, is regarded with -suspicion when he joins the ranks of the good and pious. It is not -credited that such a man can become good all at once, and the belief -spreads that his reform is a mere makeshift, a delusion, and an -opportunity for gain. - -The Japanese have not been tested by any of the conditions that have -made the civilized races what they are as to reliability after centuries -of experience, and the only thing to be observed is, that they were -found first as a barbaric tribe, or semibarbaric, with the most hideous -manners and customs, and a religion that was mere idol worship. - -If the first American admiral who forced western civilization upon them -through trade and commerce could see them now at the bargain counter of -opportunities, he would be amazed. - -Their arts and sciences are marvels of beauty; their home life when they -are not fighting is amid a bower of roses, and they can imitate anything -as to mechanical workmanship from a toy dog to a complicated man-of-war. -They make everything the civilized men make, and sell them for a -pittance. They know what they want and they get it or declare war. - -Never did such a race of men exist since history began, and it has -sprung up into prominence within about half a century, without being -deep or profound, and having a character that is so dubious that one -never knows whether he is your friend or enemy. - -While studying this race of small men, one is almost tempted to urge -every man behind in this world’s favors, to do as the Japanese. It is -indeed an incentive to wake up and go ahead. - - - THE CHINESE - -The Chinese are as near the pure Turanian stock as it is possible for a -race with their environments to be. - -The samples that come to the United States for employment are coolies, -mongrels of the race, just as we have natural born mongrels from -intermixtures with degeneracy. - -But the real Chinaman, the Manchurian, and his similars among the pure -Turanian strain, are magnificent men physically, without the slant eye, -and highly educated in the Chinese fashion. - -Like the other grand divisions of the human race, they lived along for -ages in peace and comfort, until the outside barbarian in the form of -the little Japanese came along and shattered his dreams of content. As -Alaric and his Huns battered down the gates of Rome; as the Romans put -an end to the Jewish nation; as the combined attacks of the gold -hungered kings of Europe and Asia subdued and obliterated the vast -Ethiopian empire, so little Japan routed the big Chinese empire. - -But this accomplished something that emphasizes the idea of a universal -unification of the nations of the world. Japan forced open China and its -people saw the opportunity, and took it. After studying the methods of -civilization, particularly those in vogue in this great republic, its -students returned to their native land, and aroused the half a billion -people from the slumbers and behold! A vast republic. The Chinese are in -line with modern education, with the arts of civilization. Like the -Japanese, they have begun to wear American clothing. Withal, they have -abandoned their old pagan practices, killed their dragon, and are -rapidly coming in under the remorseless movement toward the unification -of the world. - - - - - ETHIOPIA, THE GREAT BLACK EMPIRE - THE AUTHORITY OF THE BIBLE AND ALSO RECENT DISCOVERIES IN AFRICA PROVE -THE ANCIENT AND POWERFUL CIVILIZATION OF THE COLORED RACE 3,000 YEARS B. -C.—THE STORY OF CANDACE, THE BEAUTIFUL BLACK QUEEN OF ETHIOPIA, AND THE - MARRIAGE OF MOSES TO AN ETHIOPIAN WOMAN 1490 B. C.—HOW PIANKHI, THE - BLACK KING, CONQUERED EGYPT 750 B. C., AND HOW EGYPT TOOK HER - CIVILIZATION FROM ETHIOPIA. - - -We read about Napoleon, Frederick the Great of Prussia, Catherine of -Russia, Marie Antoinette of France, and other kings and queens, many of -whom led mysteriously cloudy lives and came to a bad ending, but few -have ever heard of Queen Candace, Queen of Ethiopia. - -You are referred to the Bible (Acts 8:27) as a beginning of the -information to follow. - -Few among the learned in this present age, and less of the unlearned, -know anything about the origin of the colored race in the United States. -They are completely in the dark as to their ancestry, as a powerful and -highly civilized race of people. - -The fact is, that while the Anglo-Saxons, Celts, Scandinavians, Germans, -and so on, wore skin coats, devoured their food raw, lived in caverns, -and were busily engaged in cutting one another’s throats over dry bones, -the ancestors of our Colored people in these United States were enjoying -the highest arts of civilization, lived in palaces, and erected -magnificent specimens of the most wonderful architecture in the world, -and behaved generally like civilized people. - -Recent and authentic discoveries in Africa have brought to light, -through monuments and other evidences, that the Hamitic race played a -very important part in the first stages of the world’s history. There -are modern records, which, together with the great number of monuments -of great antiquity, demonstrate without the shadow of a doubt that the -African civilization of the Hamitic race, was older than the most -ancient history recorded of the Egyptians, going back centuries before -the birth of Moses. - - - THE BLACK NATIONS A POWERFUL CIVILIZATION - -It appears now that Egypt took its civilization from Ethiopia, the black -empire south of it. - -The old theories have been smashed into atoms, and it now appears that -the black nations of certain regions of the continent of Africa were not -races in their infancy, but the descendants of a powerful civilization -gradually broken by misfortunes and disastrous wars against it. - -The Egyptians have always contended that their forefathers learned their -arts and largely received their laws from the black empire farther -south. Throughout the pages of Homer, the Ethiopians are spoken of with -great respect, as the friends of the gods, the “blameless Ethiopians” -being a common phrase. - -The great Greek historian, Herodotus, who has been charged with drawing -upon his imagination in his accounts of Africa, is now demonstrated to -have been truthful. His extraordinary stories about the ancient empire -of Ethiopians, south of Egypt, are being verified from the recently -unearthed monuments, as having been erected by the very people of whom -the historian wrote, to celebrate their victories and honor their gods. - -Although the most ancient inscriptions on the monuments along the upper -Nile have not yet been deciphered, the story of the Land of the Blacks -is well known as far back as eight hundred years before Christ. - - - THE BLACK KINGS - -As showing a common civilization, in fact, perhaps a common origin, the -doings of the Black Kings were chronicled after the same fashion as -those of the Egyptian kings. - -The writing of the people of the Great Black Empire, is like that of the -Egyptians, and the gods they worshiped were closely related to the gods -of Egypt. - -Inscriptions on these monuments that have been deciphered, tell us that -Piankhi, the black king, conquered Egypt 750 B. C., and that he -worshiped without question in Egyptian temples, and the carvings in the -excavated ruins, which show men and women unmistakably Negro, give -evidence of the similarity of religion. - -We have always supposed, as told by the scientists, that civilization -went up the Nile, whereas, it is now proven that it came down the Nile, -that is, from Ethiopia to Egypt, instead of the other way. - -When Cambyses, king of Persia, conquered Egypt six hundred years before -the Christian era, he ventured to arrange an expedition against the -black empire to the south, stories of the greatness of which he had been -told. He sent to the Black King gifts of gold, palm wine and incense, -and asked to be informed whether or not it was true that on a certain -spot called the “Table of the Sun,” the magistrates, every night, put -provisions of cooked meats so that every one who was hungry might come -in the morning and help himself. - -The history proceeds to tell us, that the black king, Nastasenen, -received the envoys of Cambyses peacefully but without enthusiasm. He -showed them the “Table of the Sun” mentioned by Cambyses, and took them -to the prisons where the prisoners wore fetters of gold, so that the -Persians might be properly impressed. - -Cambyses was very much impressed by the fact that gold was so common -that it was used in making the shackles of prisoners, and he made war -upon the black empire to get that gold, but miserably failed. - - - THE BEAUTIFUL BLACK QUEEN - -We now come to the Queen Candace mentioned in the Acts of the Apostles. -The account there given is as follows (Chapter 8): - -“26th verse. And the angel of the Lord spake unto Philip, saying, arise -and go toward the south unto the way that goeth down from Jerusalem unto -Gaza, which is desert. - -“27th verse. And he arose and went: and behold, a man of Ethiopia, an -eunuch of great authority under Candace, queen of the Ethiopians, who -had charge of all her treasure, and had come to Jerusalem for to -worship.” - -This is all that relates to Queen Candace, but it transpires from -subsequent verses of the same chapter, that the treasurer of Queen -Candace was baptized and went on his way rejoicing. - -One queen Candace of Ethiopia, was a famous black queen, tales of whose -prowess spread as far as Greece. It appears from the monuments, that the -kingdom was ruled by successive queens each bearing the name of Candace, -which may account for the different descriptions of her, some showing -her as very beautiful, and some allowing her but one eye with the -disposition of a termagant. - -These kings and queens, whose records have been deciphered, are of -comparatively recent years—not more than 2,500 or 3,000 years old. It is -expected that the results of the excavations of the older ruins will be -more interesting. - - - ETHIOPIANS FIRST LIVING MEN - -To revert to Herodotus. This ancient historian was a great traveler, the -first, perhaps, to visit the region of the blacks and their empire. - -He says, somewhere in his history: “The Ethiopians were the first men -who ever lived.” - -There is more astounding evidence of the civilization of the black men -to be found in recent excavations. - -Lying north of Egypt and a little southeast of Greece, in the -Mediterranean Sea, is the famous Island of Crete, or Candia, embracing -3,326 square miles, and at the present time it has a population of about -300,000 people all told. - -This island was anciently regarded as the spot where Jove himself was -cradled, and it became the center or reservoir of the highest forms of -ancient civilization. All the ancient Greek and Roman gods had their -origin or birthplace on this island, and under the famed King Minos, -nothing disgraceful or monstrous was permitted to find a resting place. -It has always been a mysteriously unknown island, and the great aim of -delvers into antiquities. - -Within the last ten years, there has been dug out in this island of -Crete, the remains of a civilization two thousand years more ancient -than any hitherto known in Europe. - - - THEATRES, PALACES AND TEMPLES - -There are actual buildings, theatres, palaces, and temples that existed -in 3,000 B. C., and were mere guess work in Homer’s time. What has been -unearthed shows that there was communication between Crete and Egypt -2,000 years before Christ. One of the frescoes found shows some -religious ceremonial in the Egyptian style. Some of the priestesses are -black, others white, and the connection between African and Cretan -civilization as to dates will soon be settled. - -Enough appears to show that there were two great civilizations at a very -early time, that in the Nile country begun and maintained by black men, -and the other in Crete. The Cretans seem to have been a dark race, -rather small, with regular, almost Greek profiles and full lips. - -Nothing has been found in this newly discovered cradle of the human race -to indicate that civilization came to them or to Africa from Asia, -whence it has always been thought all knowledge originated. - -Everything so far unearthed in Crete and in the Soudan, favors the -theory that all around the Mediterranean there arose in the stone age a -common race of men, who in the course of centuries developed differing -physical characteristics, and they peopled Europe and Africa where the -first civilizations arose in Crete and the Soudan. - -There is tremendous food for thought in these discoveries. It may -transpire after all is discovered the Colored American descended from -the African, the Hamitic, or the Negro—call him anything, it will not -harm his ancestry—is in fact descended from a superior race of people. - -While the colored race do not care for any admixture of their blood with -the Aryan, the latter need have no fear that it will ever be forced upon -him. - - - MOSES MARRIED A COLORED WOMAN - -What would Moses, the great lawgiver, say to you? Listen to the good -book in Numbers 12:1. “And Miriam and Aaron spake against Moses because -of the Ethiopian woman he had married: for he had married an Ethiopian -woman.” - -For this reviling, the Lord made Miriam leprous, and punished her, and -Aaron acknowledged that he had sinned. - -While on this subject, it may be interesting to specify some of the -doings of the Ethiopians in ancient history. First, Moses married an -Ethiopian woman in B. C. 1490, quite a number of years before any -legislature had an opportunity to prevent it. - -The Ethiopians must have flourished after the last mentioned date, -because we read in II Kings 9, that Tirhakah, king of Ethiopia, had come -out to fight the Assyrians—quite a distance from Ethiopia—and the -frightened Assyrian king besought the aid of Hezekiah, king of Judah. -This happened in B. C. 710. - -Again, in B. C. 957, we learn from II Chronicles 14:9, that Zerah, the -Ethiopian, came out against Asa, king of Judah, with a million men and -three hundred chariots. The scripture reads, “an host of a thousand -thousand.” - - - GREAT ANCESTRY OF COLORED RACE - -Let the Colored American live up to the records of the past history of -his race and prove himself worthy of his great ancestry. - -It was said in another place in this article that there appear to have -been two great civilizations at a very early period of time. One -flourished in the Nile country, maintained by black men, and the other -in Crete. - -It is an astonishing fact, for it is fast developing into a historical -fact, that a common race of men arose, and that in the course of -centuries, they developed differing physical characteristics, due to -climatic necessities, either black, brown or swarthy, and that they -peopled Europe and Africa, the first civilizations arising in Crete and -the Soudan, which is the very heart of the continent of Africa, -extending from the Equator to 25 degrees north latitude, and from 20 -degrees west longitude to 50 degrees east longitude. A territory -comprising 1,650 by 4,650 miles extent, and including the “Phut” -territory, it is nearly as large again. - -All this vast territory constituted the Empire of Ethiopia. An empire -that was able more than 600 years before the Christian era to send a -million of fully equipped soldiers against a Jewish king. - -A very slight circumstance has been the beginning of explorations that -will undoubtedly alter all of our text-books upon the subject of the -origin of the human race. - -A German explorer recently unearthed, in a remote region in the Soudan, -a bronze head of fine and exquisite workmanship. This has been taken as -another evidence of an ancient African civilization—indeed, a black -men’s civilization, and has operated as an incentive for other -explorations. - - - THE BIBLE AS A PROOF - -We read in the Bible (I Kings 10), a whole chapter concerning the visit -of the Queen of Sheba, who visited Solomon, coming to Jerusalem with a -very great train, with camels that bore spices, and very much gold and -precious stones. And that when she departed she presented Solomon with a -hundred and twenty talents of gold, and of spices very great store, and -precious stones. “There came no more such abundance.” - -The same account of this great queen is given in 2nd Chronicles, and in -Matthew 12:42 she is styled “The Queen of the South.” - -A queen from the South who could present Solomon with about a million -dollars of our money in gold and precious stones, was certainly a rich -and powerful queen. - -The Queen of Sheba had many successors, however, and they were all -warlike, leading their armies either to victory or successfully -defending the Ethiopian empire against attack. Ahasuerus, the most -powerful Persian monarch, who ruled over 146 provinces, attempted to -extend his dominion over into Ethiopia but could not succeed. - -Some years ago, ruins of ancient dwellings were discovered in Upper -Rhodesia, which were declared by Dr. MacIver of Oxford to be those of an -ancient African civilization. - - - BLACK MEN DISCOVER ART OF WORKING METALS - -Within the past ten years, excavations in the Upper Soudan, verify the -claim that the black man was the first to discover the art of working -metals, and that they gave this knowledge to Europe and Asia. Dr. -Schweinfurth, the famous German ethnologist, and the University of -Berlin, have adopted this theory. - -Lady Lugard, the authoress, gathered from old Arab books, many details -of this high civilization among the black men of the Upper Nile, their -customs and government until quite recent times. - -We know as a historical fact, that the Nubians conquered Egypt, and set -the pace for a good government among the Egyptians, suppressing many of -their cruel practices. - -The end of these discoveries is far from having been reached. Indeed, -they are just beginning to attract attention. Enough has been unearthed, -however, to establish the ancestry of the Colored race of America, -greater and higher than that of any of the mixed races. - - - - - The Genius of Colored Americans in Literature; The Arts and Sciences - Inherited From the Ancient Ethiopians -Read, Study, and Educate up to Opportunities—A High Racial Type Appears -in Modern Times—A Cause for Pride and an Incentive to Action, Energy and - Efficiency. - - -Men of learning, wisdom, and honest, without prejudice, take the -standard of a race of men from his primitive type. - -That type is sought for in the most excellent productions of the race, -their achievements and their position among civilized nations that were -the founders of our present civilization. - -He who grovels in the worst human elements of any race, knows nothing -about that race, and opens the door to the degeneracy of all the nations -and races on earth, by advocating them as the evidences of degeneracy. - -Since the world began there have been good and bad elements among the -peoples that inhabited it, but the good elements alone have survived, -the bad or the evil has gone down into ruin. Nations that sought to -waylay and throttle progress for their own selfish ends, and immoral -purposes have been forced out into the world’s Gehenna, and in the -garbage heap there are still rummaging many of the split races of the -earth, and many individuals bury themselves in its reek refusing to -emerge into the clear sunlight. - -It is, as it always has been, the great, the high hope and aim of men of -intellect, and higher aspirations than the luxuries of life which kill -the soul, to lift the evil in mankind out of the category of -civilization, and develop mind and intellect as the only adjunct toward -universal unity and peace. - -To cure all the evil which afflict men of every race and people, is an -impossibility so long as the earth exists for the use and benefit of -mankind. Force has been tried, but even the death penalty does not stay -crime and disorder. The Crucified One gave up his life and took upon -himself all the sins of men, and pointed out the way for them to follow -if they would be saved. But even this Majestic, this Divine Sacrifice -has not stayed the evils afflicting man when left to his own devices, to -his own ill-regulated freedom. We know the way, indeed, and whoso -refuses to follow it, must be classed with the evils we suffer. Every -man must lift himself out of the slough. - -There is food for thought in the past, which hinges much upon the -present and the future, and if it is taken in the proper spirit, it can -not fail to develop the mind, the soul, and put men on the high road -toward the accomplishment of the designs of God. - - - THE QUEEN OF SHEBA AND SOLOMON - -It was related in another article, that the Queen of Sheba visited -Solomon, but we shall give a further account of this great queen because -it will lead to the reason why Ethiopia reached a high state of -development. - -Open the Bible at 1st Kings, 10, verses 6 to 10 and read: - -“6. And she said to the king, it was a true report that I heard in mine -own land of thy acts and thy wisdom. - -“7. Howbeit I believed not the words, until I came, and mine eyes had -seen it: and, behold, the half has not been told me: thy wisdom and -prosperity exceedeth the fame which I heard. - -“8. Happy are the men, happy are these thy servants, which stand -continually before thee, and that hear thy wisdom. - -“9. Blessed be the Lord thy God, which delighted in thee, to set thee on -the throne of Israel: because the Lord loved Israel forever, therefore -made he the king, to do judgment and justice.” - -Here was an Ethiopian Queen who was clearly desirous of benefiting her -great empire and uplifting her people, traveling in pursuit of the best -way to do it, just as our modern men are now doing. - -This, it should be remembered, occurred more than a thousand years -before the birth of Christ, or to bring the years down to date, it was -two thousand nine hundred and twenty-eight years ago—nearly thirty -centuries. - - - THE ETHIOPIANS CONQUERED EGYPT - -To diverge a few lines: Napoleon Bonaparte was a deep student, and when -attempting the conquest of Egypt, he pointed his soldiers to the great -Pyramids saying: “Soldiers of France, forty centuries are looking down -upon you,” he uttered a truth of history, and established an Ethiopian -empire a thousand years before Solomon. The reason is this: The -Ethiopians conquered Egypt, or erected it into a province, and built the -great Pyramids that still exist. - -But to return to the Queen of Sheba. - -She found a knowledge of God in her visit and carried it back to her -people, because we find His worship beginning to make its appearance -upon the monuments and inscriptions. - -Now a singular circumstance is presented by the claim of Ethiopian kings -and princes after the visit of the Queen of Sheba to Solomon. - -It was claimed by the princes of Axoum, in Ethiopia, which was -evangelized by the Empress Helena, consort of the Roman Emperor -Constantine, in the year 324 of the Christian era, that the Queen of -Sheba bore a son to King Solomon, and that he was the founder of a -dynasty, the annals of the kingdom giving a long list of the kings -descended from him, and relating that they governed for centuries -without interruption. Pieces of their money still in existence and the -inscriptions on recently unearthed monuments furnishing evidence of this -fact. - -In a history of Alexander the Great, translated from the Ethiopian, it -is related of another Queen of Sheba, who, in the year 332 before the -Christian era, resisted that mighty conqueror with so much vigor, that -he capitulated to her charms, as she was a most beautiful woman, and -left her kingdom in peace. She laughingly reproached him for his -weakness, so the story goes: “You, the mighty conqueror who have never -been defeated by man, have been captured and defeated by a woman.” - - - BLACK QUEENS WHEN CHRIST WAS BORN - -The reign of the Sheban dynasty was followed by that of the queens of -Candace, who were ruling Ethiopia at the date of the birth of Christ, -indeed, one of them is mentioned in the New Testament, Matthew 12:42, -and her story is related in another chapter of this book. - -Among the many evidences of high civilization in Ethiopia, are its -literary productions. There are several hundred books in the various -public libraries of Europe which show a remarkable condition of -development. - -In the way of history, there are the annals of ancient chronology by -Georges Ibn-al Amid, which follows the genealogy of David from Adam, and -a list of the kings of Israel and Judea, together with the principal -events of their reigns. To this is added a chronology of the reigns of -the Roman Emperors, and the Consuls. - -In the chronological book, there is an entire chapter giving the history -of the kings of Ethiopia, from Ibn-al Hakim, son of Solomon by the Queen -of Sheba, down to recent times. - -There are also volumes of poems of great beauty and perfect meter, -stories of wars, genealogical lists, biographies, commentaries, moral -maxims, philosophy, anecdotes, astrologies, homilies, hymns, etc. All of -these are contemporaneous. - -In proof of this remarkable condition, reference is made to the -“Catalogue des manuscripts Ethiopiens (Gheez et Amharique) de la -Bibliotheque nationale de France, a Paris,” a copy of which may be found -in any of our great public libraries. - - - ETHIOPIAN WOMEN HELD IN HIGH ESTEEM - -In refinement, the Ethiopians held women in a superior position in the -social scale, which says Dr. Reich, the historian, “Shows a higher point -of delicacy and refinement than either their Eastern or Western -successors. Colossal in art, profound in philosophy and religion, and in -possession of the knowledge of the arts and sciences, =the Ethiopian -race exhibits the astounding phenomenon of an elevated civilization at a -period when the other nations of the world were almost unknown=.” - -Referring to this question of psychology in civilization exhibited by -the Ethiopians, the same Dr. Reich, in his “History of Civilization,” -says: - -“People, as a rule cherish the idea that nations are like individuals, -and that accordingly nations have their childhood, their youth, and -their old age, and their death just as we are used to see in -individuals. This entire idea is utterly false. There is no such -parallel development. =A nation is a mental thing only.=” - -Dr. Scholes, in his “Glimpses of the Ages,” citing Heeren’s “Manual of -Ancient History,” relative to the Ethiopians, says: - -“It may be gathered from the monuments and records that Upper Egypt -(Ethiopia) was the first seat of civilization, which originating in the -South, spread by the settlement of colonies toward the North (Egypt). - -“These migrations are proved by the representations, both in sculpture -and painting found in the yet remaining monuments throughout Egypt.” -“Glimpses of Ages,” p. 191. Heeren, p. 57. - -There were tribes among the Ethiopians which were of a low grade of -civilization, just as in the most civilized countries of the present -times, there are peoples of a very low grade, not only in civilization -but in intelligence. But, there existed a highly cultured and civilized -Ethiopian people, who dwelt in cities, erected temples and other -edifices, and who had good government and humane laws. Moreover, their -fame and progress in knowledge and their social arts spread in the -earliest ages over a considerable part of the earth. - -Upon the authority of Heeren, already referred to, and upon their own -investigations, Dr. Glidden and Dr. Morton, who are quoted in Scholes’ -“Glimpses of the Ages,” made an examination of the Egyptian skulls, and -gave it as their opinion that the Egyptians and the Ethiopians never -came from Asia, but were indigenous or aboriginal inhabitants of the -African Nile country, and were all of the “Negroid type.” - - - ANCIENT EGYPTIANS WERE NEGROES - -Featherstone in his “Social History of the Races of Mankind,” goes still -further, and confidently asserts that the ancient Egyptians were of the -Negro race. - -“This,” he adds, substantially, “is borne out on all the Egyptian -paintings, sculptures, and mummies; the hair found, as well as that -possessed by their descendants, the Copts, is the curly, or woolly -variety, and the lips and nose the same. - -“The fact that the ancient Egyptians were Negroes three thousand six -hundred years before the Christian era is substantiated, and that their -population in Egypt at that period amounted to seven millions.” - -Admitting all these things to be true, it may be asked: “Well, what of -it? What good will that do the Colored Americans?” - -It has to do with Colored Americans as much as an ancient highly -civilized ancestry has to do with the modern Jews. They know that their -race is not extinct; that they are an integral part of the great -movement of all mankind toward a unification of mind and intelligence. -This fact burned into their minds must operate as an incentive of the -greatest propelling force to urge them onward toward the high destiny -that awaits all mankind. - -That they are working out the plans of the Almighty by so doing, puts -them in the vanguard of civilization, with opportunities at hand to -avail themselves of all the advantages attached to such a high purpose. -There is something to work for—something worth working for, and when the -Colored American takes this high view of his destiny, it will be too -small a thing to notice, even should he be denied the privilege of -sitting beside a white man. - - - THE JEW AND THE COLORED MAN - -A curious racial transformation is going on in the United States outside -the two divisions of man, the Jew and the Colored man, which means much -more to the ethnologist and lover of mankind than is apparent on the -surface. The various nations, such as the English, French, German, -Irish, Scotch, Spaniard, etc., are rapidly losing their identity of race -or descent, and becoming American with new facial traits, as well as -mental attributes. All these nations or tribes, will lose their identity -and be merged into another and different stock distinctly American, -perhaps revert to the parent Aryan stock. Thus we shall witness, the -four primitive divisions of mankind, the Aryan, rehabilitated; the Jew -or Semitic, with renewed wisdom; the Ethiopian, or Hamitic, still a -distinct race, and the Turanian, or Chinese, working together to -accomplish a unity of nations, one in thought and high purpose. -Everything is apparently working in that direction, and there is no -single nation, or union of nations of diverse civilization that will be -able to stay the movement. - - - - - DEVELOPMENT OF THE RACE IN THE UNITED STATES -The Result of a Great Civilized Ancestry—Some of our Colored Americans, - Their Doings and Their Personality - - -The Colored Americans, as one of the great divisions of the human -family, with as proud an ancestry and as high a civilization as the -Jews, and co-eval with them in the point of cultured antiquity, are -proving themselves as progressive and, with the additions of modern -culture, civilization and progress, are building their race up to a high -point of excellence. - -They have bridged the ages, so to speak, and are showing themselves -penetrated with the spirit of a civilizing evangelization, which began -in the Far East, nearly four thousand years ago. - -They are carrying down to date, without losing by an intermission, the -great aims and purposes of the Ethiopian Candace and Sheba dynasties, -under which were introduced the arts and sciences, sculpture and -painting into Egypt and Europe, refinement, literature, and wise -government. - -They are demonstrating every day, that they are moving with the great -divisions of the human race, toward that high goal of unity that is the -evident purpose of God in creating man. - -Under an enlightened political system, the few aggravations in the local -laws of which will soon disappear beneath the mighty onward tread of the -peoples of the earth, our Colored Americans are beginning to realize -their destiny, and are seizing the opportunities that present themselves -for their benefit, as for the benefit of a common destiny of all men. - -They are beginning to understand, and they are acting upon the -understanding that education is the chief factor in the solution and -proper attainment of their destiny. - -This “education” has always been the essential element in the rise and -progress of every nation on the earth, the educated have forced their -way upward toward the light, and become factors in the world’s progress -toward enlightenment. Those who have ignored education have fallen and -lie buried beneath the sands of the deserts of Europe and Asia, without -descendants or successors, and known only to the excavator of ruins. -Their very races have disappeared without a trace. - - - THE CASE OF THE JAPANESE - -The marvelous rise of the Japanese is due to the seizure of the -opportunity of education, and appropriating every detail that goes to -make power and physical influence. - -Not much more than three generations ago, the Japanese empire was a mere -name, an isolated country of semi-barbarians, a mere tribe without -power, influence or standing as a national unit. It is now clamoring at -the door of every civilized nation for recognition as a world power, and -threatens to enforce its demands with an army and navy that is too -formidable to be ignored or slighted. - -It has reached the acme of the physical and lays claim to that alone as -its right to recognition. It has not yet learned that in the great -movement of the peoples of the earth toward unification, the physical -must go down before the psychological, and therefore, if the Japanese -persist in their physical prowess, they will disappear as have other -greater nations claiming the same force as the summit of earthly -influence. They are mere fragments of a tribe detached from the Turanian -division of the human family. - -History repeats itself always in the cases of the great divisions of the -human family, where some branch attempted to usurp the power, functions -and authority of the whole. - -The Assyrians, the Persians, the mighty mistress of the world, the Roman -Empire, vanished like a breath when they presumed to stand in the way of -the designs of the Almighty. - -All were pawns upon the chessboard of time, so to speak, the very -foundation of which is soul, that attempted to wrest the fiat from its -meaning by the adoption of brute or national force. - -They served the purpose of carrying man toward a certain goal on the way -to his final pinnacle, then claimed the results of the uplift, and went -down through vanity and presumption. - -Japan with its physical impress persisted in, will go down like the -rest. It must go down because it does not represent any factor in the -Divine designs. But it is an illustration of what education will -accomplish, and its fate will illustrate what human nature, obsessed by -its own reliance upon force, will reach in the end. - -Our Colored Americans have no such incentive as force or physical -designs. The conquerors of the earth were compelled to yield to the -educational programme to uplift the soul of man, not his material -prospects, except so far as they advanced the psychological, and they -may be said to be now in that psychological phase of the movement of the -nations of the earth, which leads to the highest point of intensive -civilization. - - - A GREAT DIVISION OF THE HUMAN FAMILY - -It should be constantly borne in mind, that the Ethiopians and their -descendants, the Colored Americans in the United States, represent a -great division of the human family, which, with the others, are alone to -be considered in the great design of unification. - -The Roman Empire represented no such portion of the human family. -Assyria, Persia, Egypt, and the dominating historical peoples were all -mixed, and when their uses had culminated, that is, when there was no -more use for them, or when they ventured to assume superiority over the -rest of the earth, they were submerged. - -Of the mighty races that constituted the primitive divisions of man, -there are now remaining, with each bearing a sharp line of distinction -between them, the Aryan, Semitic, Turanian, and Ethiopian. Into these -four divisions all the nations and peoples of the earth may be resolved. - -It may be said that the Aryan consists of the white race; the Ethiopian, -or Hamitic of the dark race; the Semitic, the Jews, and the Turanian, -the yellow race, of which the Japanese are a mere branch of a -subdivision. - -Each of these great divisions of the human family has its own part to -play in the great drama of the world’s progress, and the elimination of -brute force or the physical as a negative element in progress, has -brought these grand divisions face to face with the problem of -psychology, mind or soul. It is immaterial what it is called, it cannot -be disregarded. - -The conditions or environments that have hedged in these great divisions -have appeared to be similar in the world’s history. The Jews had their -mighty empire. The Aryan developed into enormous power, but broke into -fragments. The Ethiopian possessed the initial civilization of the -world, and the Turanian, evidenced by the Chinese, have still a high -position in the world. - -Let us give a few details and then proceed to the progress of our -Colored Americans toward the fulfillment of the great design: - -The Jews lost their physical empire to become a psychological force. The -Aryan became split into numerous branches which are now existing and -moving steadily forward toward the psychological. The Turanians that -controlled the Orient for ages by their physical prowess, have become a -great republic based upon the power of mind. The great Ethiopian empire -after leaving its impress upon the civilization of the world, was -transformed into the psychological progress of the other members of the -human family. - -It will be perceived that all of them are drifting toward the same -point, and that each of them is employing all the advantages and devices -of modern life to continue on the march toward that point, at which all -men shall be of one mind, one soul. - - - OPPORTUNITY AND ADVANTAGES OF COLORED AMERICANS - -The Colored Americans in the United States, with their advantages are -accepting the inevitable in the form of opportunities presented them, -and are as irresistibly impelled toward the ultimate goal of unified -mankind as the others. - -Let us consider our Colored Americans at close range and see what they -are doing in the way of seizing opportunities, and building themselves -up to the accepted modern standards. - - - ECONOMIC PROGRESS - -The one essential of modern life which the Colored American has not -attained to perfection, is the proposition of economy. Not saving, but -business qualifications. But he is an apt pupil and is rapidly acquiring -experience. - -The reports of 1912 give the value of property owned by the Colored -people in the United States as =six hundred millions of dollars=. And -upon this they pay taxes. - -A year ago, The National Negro Business League held its eleventh annual -session at Little Rock, Arkansas, with every State represented by -delegates. - -The wide range of Negro business activities discussed at that annual -meeting, shows a vast stride toward improved commercial conditions, and -an adaptability to the opportunities presented. Some of these activities -were: Raising and shipping fruits and poultry; pickles and preserve -manufactories; horticulture: grain, hay, and fuel; cotton raising; -dealers in fresh and salt fish; farming and stock raising; town -building; real estate; railroad building; coal and iron business; -general and special merchandising; banking, and a multitude of other -businesses. Sixty-two banks are operated by Colored Americans, and there -is a National Negro Bankers’ Association, with W. R. Pettiford its -President, the latter gentleman being President of the Alabama Penny -Savings Bank, the second oldest Negro bank in the country. The Bankers’ -Association has in process of formation, a large central Negro bank to -act for Negro banks in the same capacity as the great banks of the East -act as clearing houses for the other banks of the country. - -It transpired in this connection, that the various Negro secret -societies had on hand a large amount of money for the purposes of -members’ funds and for widows. The Knights of Pythias alone, holding in -all, cash and property $1,500,000. - - - INTELLECTUAL PROGRESS - -When it comes to mental success and adaptability, the advance of Colored -Americans is phenomenal, and shows as high an order of intelligence as -any nationality in the world. Remember they are just regaining a lost -heritage of renown. - -The schools, colleges and universities number among their brightest and -most brilliant pupils numerous Colored American youths, who are an honor -to the cause of education and to their race. They have won scholarship -prizes at Cornell University, at Amherst College, Simmons College, -Columbia University, Wellesley College, Radcliffe College, Howard -University, and in numerous public schools prizes have been awarded them -against numbers of competitors. - -Our Colored Americans are taking hold of the educational problem with a -vim and courage, and they are succeeding along every department of -study. - -As an illustration of the thirst for knowledge, the case of Mrs. Martha -Harmon, of New York, will be agreeable: This lady is seventy years of -age, and attended night school for four years, taking an elementary -course. She never missed an evening and was late only once. The New York -Board of Education presented her with two gold medals, one for -attendance, and the other for proficiency in her studies. - -The intellectual progress of the Colored Americans may be emphasized by -reference to that highly modern and civilized agent of education known -as “The Press.” - -There are now more than one hundred and fifty-three organs of the -Colored Americans, edited and managed exclusively by them, and devoted -to their interests as well as to the cause of general intelligence, -improvement and higher education. These organs of the “Press” are -classified into: magazines, 3; daily papers, 3; school papers, 11; -weekly papers, 136. - -Ten of these newspapers own the buildings they occupy, and fifty-four -own their own printing plants. - -There is a large field here for exploitation and splendid opportunities -for the development of a high order of intellect. Only one of these -newspapers was established before the Civil War, the Christian Recorder, -of Philadelphia, which began in 1839. All the others were established -after the Civil War, one in 1865, the others after 1870—a fact which -demonstrates the ability of Colored Americans to advance in intellectual -ability when the opportunities are presented for its free exercise. - -The sphere of influence of the newspapers can not be disputed, we know -how it is regarded and the enormous deference paid to that influence -among the White Americans, and the same results must obtain among the -Colored Americans. - -There is room in this department of intellectual development, for many -strong and vigorous writers, who will be able to crystallize the -energies of the Colored Americans into a determined effort to maintain -their position in the onward movement of the human race toward -unification. - - - AUTHORS, WRITERS, POETS AND THE FINE ARTS - -An investment in brains has always been regarded as the most productive -in profitable returns. It is becoming the fixed opinion, based upon ages -of experience, that the uplift of the world, the advancement of people -and their progress can be accomplished by brains only. - -War and its desolations, its ravages, rapine, and cruelties, have for a -time swayed and dominated various parts of the earth, but, it must be -considered that violence is the mere handmaid to an uplift by -intellectual effort. War prepares the way for intellect and secures it -an opportunity to be made manifest without molestation. - -If we refer to the “Catalogue des manuscripts Ethiopiens,” already -mentioned, we shall find a most amazing condition of intellectual -development among the ancient Ethiopians. It was this intellectual -condition that made its impress upon Egypt, and the other nations of -Europe and Asia, because the Ethiopians were not a conquering race by -force of arms, except so far as it was necessary to protect themselves -against attack. - -If we turn to their descendants—our Colored Americans—we find the same -intellectual efforts resumed and progress going on in a marked degree -under favorable circumstances and highly civilized and free conditions -and environments. The same talent and genius that sculptured the -exquisite Ethiopian bronze statuary recently discovered in The Soudan, -carved the beautiful designs on Egyptian monuments, traced the -architecture of noble palaces and immortal buildings, still traceable in -ruins more than three thousand years old, and other evidences of art, is -manifesting itself at the present day among our Colored Americans and -other descendants in foreign countries. - -Consider Lethierre, once president of the School of Fine Arts at Rome, -within our present generation, and view his paintings that now adorn the -walls of the Louvre in Paris. - -We should not omit Edmonia Lewis, the sculptress, whose admirable works -required a residence in Rome, nor Henry Owassa Tanner, the eminent -artist, whose gems of art are represented in the fine art museums of the -world. There are numerous others but these are given to emphasize the -point of present Ethiopian intellectual ability. - -Among writers were Alexander Poushkin, the celebrated Russian poet. He -was a Negro with curly hair and a black complexion, but a man of -extraordinary talent and versatility, in prose fiction, and history as -well as poetry. - -Jose Maria Heredia, the greatest of Spanish-American poets, was a -Colored man, likewise the poet Placidio. - -We can not forget Paul de Cassagnac, of France, editor, author and poet, -who was also a Colored man. - -Dumas, the noted dramatic author and novelist, was a colored man, and a -most prolific popular author, poet, dramatist, novelist and essayist. -That great production “Camille” is familiar to all theater-goers in the -world, and when a man rises and says: “The world is mine,” he uses the -language of Dumas’ Monte Christo, a world-wide novel that has been -translated in all languages and performed on every stage. - -We might go on for pages and refer to the Ethiopian intellect as -something almost dominant in the world of letters in foreign countries, -but must refer to our own Colored Americans as this work concerns them -particularly. - -We can claim as our own Williams, the historian, the first Colored -American ever elected to the Ohio legislature, and at one time judge -advocate of the G. A. R. of Ohio. - -Phillis Wheatley, the girl who translated the Latin “Metamorphoses of -Ovid” in Boston, which were republished in England as standard. Under -the most distressing and adverse circumstances Phillis Wheatley became a -scholar and a poetess of distinction and the associate of culture and -refinement in Boston. - -Paul Laurence Dunbar may be held up to all as an example worth following -as a man, a poet, a novelist, and a journalist. At the age of twenty-one -years he published his first book, “Oak and Ivy,” and followed it with -others that commanded the attention and received the encomiums of the -literary world in the United States. His poetry appeals to the heart and -the hearth, and the intensity of thought displayed in his numerous -writings is relieved by humor and quaint philosophy. Dunbar is a -triumphant and unerring demonstration of Ethiopian intellect. - -James B. Corrothers, the poet and prose writer, is another illustration -of the power of applied intellect. Corrothers will be always known for -the high order as well as humor of his writings, in the United States -and in England where his “Jim Crow” idea of Negro fun is still supreme. -Of his “The Black Cat Club,” a prominent literary and critical magazine, -says: “The Black Cat Club should be commemorated by cultivated people of -color as a second Emancipation Day.” - -Charles W. Chesnutt, lawyer, writer, editor, historian and novelist, -easily stands as a standard to be looked up to by the members of his -race. - -Miss Inez C. Parker, whose flights of fancy evolved from the higher -realms of thought, betray the poetic gift of her race to a singular -degree of beauty. As a poetess and writer, her destiny in aiding the -uplift of humanity and helping it toward the universal goal, is manifest -in every outpouring of her genius. - -These are only a few of many, the most prominent now before the world. -There are many others coming on and they will soon appear to the -astonished eyes and ears of the people who have no thought of the great -future and destiny of the Colored Americans. - - - - - _THE OVERGROUND RAILROAD_ -_A Mighty Way to Progress—The Underground Railroad a Thing of the Past_ - - -The old folks revel in stories about the “Underground Railroad.” They -traveled over it, and we may admit that it took them to liberty. We may -even go farther than that, and say that it lifted from the shoulders of -a great race, a weight that was crushing them down, and brought them -into the land of “Opportunity.” - -But all that is ancient history. What happened even yesterday is old, -and we are too busy today working to take advantage of the things -offered us today, and that will happen tomorrow, to dream about the -past. - -We are all working to make things turn out to our advantage, and the -less we dwell about the past the closer we get to the golden fruit. - -We are living in a practical age, and the man who does things prospers, -while the dreamer starves or gropes about at the bottom of the ladder. - -All men need things; want something done for them. It is good business -policy to supply the wants and to do the things everybody wants done. - -We mentioned the “Underground Railroad” as something that benefited the -race; but we have its successor in the way of transportation that is -reaping profit from that benefit. - -That successor is the “Overground Railroad.” It is a system of -transportation such as the world has never seen or used. - -You ask: “What is an ‘Overground Railroad?’” Everybody can answer, or -thinks he can, so he says: “Why, it is a railroad that runs over the -land and transports passengers and freight.” But the answer does not hit -the mark, for this particular Overground exercises a mightier power; -possesses a wider influence than the mere haulage of passengers and -freight. - -It carries opportunity, activity, benefit, incentive, intelligence, -knowledge, and progress to every corner of this great land and into -every town, village, city, hamlet, even the cross-roads are reached. - -It reaches every one of ten millions of a great race that less than two -decades ago were forbidden opportunity, and compelled to travel over the -“Underground Railroad.” Now, everything belonging to the great mass of -mankind, or to which they are entitled or may aspire, is parceled out -with lavish hand to all who wish to take. The effort is yours, the prize -awarded you. - -In round numbers there are about two hundred thousand miles of railroads -in the United States, spreading out in every direction from ocean to -ocean, and from Lake Superior to the Gulf of Mexico. Many of them reach -over into Mexico and Canada. - -On the trains operated by these railroads, there are thousands of -Pullman cars, drawing-room and chair-cars. All of these cars are in the -charge of Colored Americans, the sum total of their number running up -into tens of thousands. These men are the posterity, the descendants of -the passengers of the old “Underground Railroad.” - -It is true philosophy that makes for education and wisdom, gives polish, -affords incentives to ambition and a leaning toward high ideals, as well -as offering opportunities—always bear in mind “Opportunity” for that is -what counts. Now imagine the bright men and women that travel on these -two hundred thousand miles of railroad. Imagine also, our ten thousand -men circulating among them; mixing with them; in daily and hourly -contact with them! Something must come of this association, and -something does come, which something is of incalculable benefit. - -The passengers on the Overground Railroad are men and women from every -part of the world. They are the successful people; the experienced -people, and the leaders of thought. They have taken opportunity by the -forelock and ridden it to the finish. Otherwise they would not be able -to travel. - -They are soldiers, statesmen, politicians, lawyers, clergymen, -physicians, scientists, and everything that is the highest and noblest -in the world. - -Their number according to statistics, runs up into the hundreds of -millions of passengers annually. Our ten thousand in the performance of -their duties, listen to their interchange of opinions; note everything -that is worth knowing; glean opportunities, and absorb information and -wisdom. - -If you have noticed any of these ten thousand off duty and on his way -home, you can not have failed to see gentlemen. - -These men are really the operators of our “Overground Railroad” in the -highest sense of management. They are not mechanical, they are observing -and possess the power of mental acquisitiveness, due to their -surroundings and their contact with the passengers. They are the -opposites of the patrons and passengers, and managers of the old -“Underground Railroad,” which is switched off into the sidetrack of -forgetfulness. - -The Pullman man from New York City meets his brother Pullman employee -from San Francisco, let us say, at St. Louis. Their regular stunt is -about two thousand miles each, with the care of numbers of the -passengers coming from tens of thousands of miles apart, from all over -the globe, in fact. - -What is the result of this meeting? To an outsider it is something like -this: - -“How are you, Sam?” - -“How are you, Bill?” - -“Have a New York stogie.” - -“Have a San Francisco cheroot.” - -That is all the outsider sees or learns. But when these men get away and -apart, they exchange notes of everything that they have learned on the -trip or has transpired on their routes. They are message bearers of -everything they have learned new from their passengers. - -Multiply this one instance with thousands of similar instances. We have -every city in the world linked with every other city; every nationality -brought in contact with every other nationality; every class and -character of individual tied up with every other class of individuals, -and these men are the great deposit reservoirs of everything. - -They become laden with unlimited cosmopolitan and universal knowledge -and information, charged with it as a bee is charged with honey in its -flights from bush to bush and from flower to flower. - -This is not an exaggeration, on the contrary, it is of such common -knowledge that we think nothing about it. It is every-day fact that any -one can see for himself by going to any railroad depot in the country. - -We said these men are the great deposit reservoirs of everything, but -unlike the most of our deposit reservoirs, they are also the sources of -distribution through innumerable channels. Their business is like the -training at a State Normal School with actual experience added in -unlimited quantities. They go out from these training schools, or rather -from this educational system belonging to every Overground Railroad and -scatter knowledge, information, and opportunity. A word, even a hint, of -what “a man told me on the run from New Orleans to Chicago,” and one or -perhaps many, find themselves boosted into opportunities they never -would have found without the operators on the Overground Railroad. - -These Pullman employees are evangelists, news gatherers, and experienced -men acquainted with the ways and doings of the world. They have homes, -abiding places, wives, sweethearts, brothers, sisters, friends. They -have their clubs and meeting places, and they unload their information -and knowledge, mixed with opportunity, to ears greedy for advancement, -and opportunities for betterment. - -They scatter broadcast high aspirations and incentives to progress among -the ten millions of the posterity of the patrons of the old Underground -Railroad. - -Through this means the most astounding results have been -accomplished—results that have never happened any other race since the -world began. - -The Israelites dwelt in Egypt for four hundred and thirty years, and -waited for a Moses to come and lead them out of their unpleasant -environments. There were about six hundred thousand of them, and most of -their posterity are still dreaming of the past. - -The four millions that started the Underground Railroad, have increased -to ten millions in a generation and a half, and they led themselves out -to the promised land. - -Imagine ten millions of any other race in the United States with perfect -freedom of action! We might well shudder at what would happen us—happen -the country. We do not feel that way about the posterity of the -operators and passengers of the old Underground Railroad. They are -peaceable, earnest students of the ways of civilization, and they are -working upward—they are ambitious to learn and constantly devise methods -of improving their condition in the same way all true American citizens -are following. They have their homes, their children, and their -attachments in our midst, in fact, they belong to our soil, and have no -desire to depart elsewhere to spend their money. They are always ready -to shed their blood for the Stars and Stripes, and are always willing to -leap to the nation’s rescue, or to aid in promoting its welfare. - -Where does the Colored race learn all these things? Not in the schools -for they are limited, and live too much in the musty past, but the -cap-sheaf of the education of the race, its maintenance as a factor in -the civilization of the earth, is in their contact with the world, their -absorption of the wisdom and experience of the world’s people, due in a -great measure to the operators of the Overground Railroad. - -Through this source the great race is learning that there is no vocation -to which it may not aspire in time to come and the opportunities for -intellectual development and its benefits are multiplying rapidly. - -Already there is a great sprinkling of dark skins in every avenue of -life, commerce, trade, science, and in everything that the white skin -aspires to. Look down for a moment, and compare your state with that of -the scavenger, the sewer digger, the section hand, and the grades of -labor so attractive to foreign elements that come here to scrape up -enough to return to their wallow in their various native lands. You are -far above these and you belong here and you are rising with the best. - - - - - The Story of a Rising Race Told in Pictures - -[Illustration] - - _PHOTOGRAPHED FROM LIFE_ - - - │MANUAL TRAINING - Special Collection C │HOME SCIENCE - │HOSPITAL PRACTICE - │DENTAL SURGERY - -[Illustration: - - PROFESSION OF DENTAL SURGERY - - Students practicing in the Dental Infirmary, prior to taking their - degree. Howard University, Washington, D. C. -] - -[Illustration: - - ACCURACY OF MIND AND HAND - - Drafting Class of young men receiving a course in mechanical drawing, - qualifying them for making working plans of machinery, vehicles, - buildings, etc. Hampton Institute. -] - -[Illustration: - - INDUSTRIAL TRAINING FOR WOMEN - - Developing talent and taste in the art of millinery, an industry for - women. A class at Spellman’s Seminary, Atlanta, Ga. -] - -[Illustration: - - UNIVERSITY GIRLS - - A class of ornamental workers at Wiley University, Texas. -] - -[Illustration: - - LEARNING TO BE HOME MAKERS - - A cooking class, canning fruit at Hampton Institute. The girls are - learning the art of becoming good housewives. -] - -[Illustration: - - AN ARTISTIC AND USEFUL VOCATION - - A class receiving instructions in the art of dressmaking in the - training school at Hampton Institute. -] - -[Illustration: - - LEARNING INDUSTRY AND THRIFT - - Dressmaking in the Spellman Seminary, Atlanta, Georgia. The young - women are fast becoming experts in their work. -] - -[Illustration: - - FUTURE HOME MAKERS - - The science of poultry dressing as taught at Hampton Institute. -] - -[Illustration: - - A MODERN SANITARY DAIRY - - Agricultural students receiving their training in milking at the dairy - farm of Hampton Institute. -] - -[Illustration: - - MODERN SURGERY - - Dr. W. A. Warfield, Negro surgeon, operating. Freedmen’s Hospital, - Washington, D. C. -] - -[Illustration: - - OPERATING ROOM—LATEST EQUIPMENT - - Douglass Hospital Philadelphia, Pa. -] - -[Illustration: - - NURSING THE LITTLE ONES BACK TO HEALTH - - Children’s Ward L., Frederick Douglass Memorial Hospital and Training - School, Philadelphia. “Suffer Little Children to Come Unto Me, for - Such is the Kingdom of Heaven.” -] - -[Illustration: - - MINISTERING TO THE SICK - - Private ward with trained nurse in attendance. Frederick Douglass - Memorial Hospital and Training School, Philadelphia, Pa. -] - -[Illustration: - - STUDENTS IN THE ART OF HEALING - - A class of trained nurses preparing for their life’s work. Tuskegee - Institute. -] - -[Illustration: - - NURSES’ TRAINING SCHOOL - - A class of nurses at study. Frederick Douglass Hospital, Philadelphia, - Pa. -] - -You are put upon the initiative, and find out new ways of doing old -things which is what makes civilization progress, and you have the door -of opportunity invitingly open to you always. You have only to open your -eyes to see opportunity within your grasp. You are associated with the -management of the Overground Railroad. - - - SUCCESS THROUGH SELF HELP - -The opportunities afforded by the Overground Railroad, in the way of -obtaining information, can not be overestimated. It is, practically, a -school of instruction that may be attended by any one, and who may -follow the bent of his desires afterward. - -There are two classes of people who may avail themselves of the -educational process undertaken by the dissemination of information -through the medium of the Overground Railroad: The man who is aided in -his life work, and the man who must help himself. It is of the man who -must help himself, of the “self-help” man, that there is more to be said -of than the other. He represents the bone, sinew and brains of the -nation. - -When a man or woman succeeds in reaching a high position through his or -her own efforts, or in attaining a point from which the work of a -lifetime begins, and in the direction of success, the pride of -attainment is justifiable. - -There are many who have the strength of purpose and the will power to -utilize the forces of mind and body within them, and develop themselves -with the aid of that power. - -Their examples are an illustration of a higher education that really -educates. - -The man or woman who sits with folded hands waiting for someone to help -him, or for something to turn up or come his way, so that he can seize -upon it without trouble or labor, is too far gone in uselessness in the -present age to be worth trying to lift up. - -We are all interdependent in this world of business, but must not -imagine that because we must live with and do business with others, that -we can depend solely upon those others. Every man must stand upon his -own ability and exertions. - -The men who do this succeed through self-help, self-reliance, -self-knowledge, and self-sufficiency. The greatest men in history are -those who worked themselves up from humble surroundings and against -tremendous odds. It is always the brain that conceives the thought, and -the strong arm that executes the mandates of the thought. Where the -physical arm is not strong enough, the brain quickly conceives a method -of supplying the difficulty. - -It was the boast of the philosopher Archimedes that he could move the -world if he could find a fulcrum for his lever. The modern man is so far -advanced that he finds a fulcrum for his lever, and if he does not move -the earth, he moves a large part of it. - -If we take the pains to look about us, we shall find every avenue of -human endeavor occupied by self-made men. These men originated in the -most humble surroundings, but lifted themselves up through the sheer -force of their own energy of character and vital force backed by -persistence. - -The history of the world has pages about the men who sprang up from -humble sources and amid the greatest difficulties. They overcame them -somehow, some say by the aid of Providence, but we know that it was -through innate courage, brains, energy and persistence. - -Every man may raise himself up by his own efforts, indeed, the man who -uses another as his ladder will soon find himself leaning on a broken -reed, and amount to very little in this world of struggle and -competition. - -Who knows better what a man can do than the man himself? There are -always hidden sources of strength in every man, and he alone is able to -bring them into use. Remember one point in this age of competition: -Learn how to do things, and then set about doing them of your own -accord. The man who waits to be pushed ahead seldom finds any pushers. -This is the wisdom of experience, and will =not= bear argument, so true -it is. - - - - - TRAIN YOURSELF FOR YOUR LIFE’S WORK -Physical Development—Exercise for Pleasure and Profit—Uniformity in the - Use of the Muscles—General and Special Muscle Training—Systematic -Hardening of the Body—Various Kinds of Exercises—Key to Good Health and - Mental Activity - A Strong Healthy Man Is Always Selected for the Best Positions - - -In all ages of the world physical development has been regarded as a -preparation for health and the successful beginning of a life work. - -The ancients had a maxim to the effect that there should be a healthy -mind in a healthy body, and that there could not be a healthy mind in an -unhealthy body. - -In these days when good health and a companion physical development are -so much in demand, you must train yourself for your life work in such a -way as to merit a selection for the best positions. - -Here is the reason why a man is often turned aside from a position where -he might be mentally qualified. One look at him explains the reason for -his failure to be given the opportunity. He is not physically developed. - -The times and the business undertaken by every man is strenuous. He must -be prepared for hardships, and will never attain any good position if he -carries that in his body or face which indicates inability to stand the -strain or liability to succumb under it. - -Nobody wants a man who will work along for a shorter or longer time and -then break down and be obliged to quit altogether or for time enough to -recuperate. - -This physical training is now called “Athletics,” and it must be -practiced advisedly and not at random. It is for the promotion of health -and manly vigor, just as much as bathing is for the promotion of -cleanliness and health. - - - ETHIOPIANS NEARLY PERFECT - -Among the Colored race, there are many splendid types of athletes. In -the old days, the Ethiopian was considered a masterpiece of physical -architecture. He entered any list where muscular power was to be -exhibited and carried off the victory. In great trials of strength and -wrestling he had no superior. - -As the Ethiopian was in the past, his descendants in our Colored -Americans are today. In football, baseball, rowing and in wrestling, the -Colored American has no superior in skill or prowess. - -Particularly is this the case in the college-trained athlete. His -prowess has brought him fame, his skill and courage have gained for him -the respect and admiration of thousands. Not only that, but it is easily -established from ocular evidence that nearly every college athlete of -prominence has worn his honors with modesty. - -There is a native muscular development in the Colored American of -healthy and good habits, which, if directed in the right channels of -athletic activities would lower many a record. - -Physical training including athletics is becoming a well outlined course -in every school for colored youth. When in the hands of experienced -teachers, and developed under the direction of a department of physical -education, it will lift our Colored Americans up a few notches higher in -the scale of manhood. - -There can be no question about its value as a developer of manhood and a -health producer. But never as a prize-fighting school. This of itself is -debasing in the extreme. We are growing away from the mercenary -brutality of former years, and all classes are vying with one another to -engage in a contest of development that will make for manhood. - -Our schools and colleges are aware of the difference between athletics -for health and manhood and the debasing school of the prizefighter. They -are introducing it in many instances, and the course offers an -opportunity not to be ignored or lost. Young man, your physical nature -is part and parcel of your intellectual condition. - -Physical exercise is as essential to the growth of the human body as -drink and food is for nourishment. - -The human body is developed by muscular exertion, and its good health -and perfect growth depend upon the regular practice of some form of -motion that will bring into use all the various parts of the system. - -When we say “regular practice” we mean that if it is desired to maintain -the body in a good condition for the uses and occupations of life, -exercises must be practiced every day—not once in a while, or at random. - -The man or woman whose muscles are trained in line with the occupation -pursued for a livelihood, is better fitted to become perfect in that -occupation than one who does not take exercise, or not enough to keep -his usable muscles well trained. Nobody can play the piano perfectly -unless the muscles of the fingers, hand, and wrist have undergone a -severe training. It is the same with driving a nail, digging a garden, -singing a song, or anything requiring muscular exertion, the muscles put -into use must be trained, or there is no perfection in the work. - -The first and most important muscle training, in fact the very essence -of physical development, is in breathing. The lungs must have oxygen to -supply the blood, and the oxygen being in the air we breathe, the more -we can put into the lungs, the better for development. - -In breathing, the muscles of the chest are expanded in proportion to the -length of the breath taken. The lungs should be filled to their full -capacity, and this can only be done by taking long, deep breaths, slowly -and evenly, swelling out the chest to its widest extent. - -The inspiration of the breath should be commenced slowly and continued -evenly until no more air can be inhaled. Then the respiration, or -breathing out should be slow and continuous until you feel the necessity -of taking another breath. - -To breathe properly, there must not be anything to restrict the swelling -of the muscles of the chest. Any posture that will give these muscles -free action is proper. Standing, lying, arms extended, held over the -head, head thrown back or forward, are all suitable positions for deep -breathing. - -One point to be always borne in mind, is to breathe deep and full -whatever work you are engaged in. In running, the breath is apt to come -in short, snappy volumes, or panting. In hard muscular work with the -arms it is customary to measure the breaths by the exertion employed in -the work. All this is not conducive to deep breathing, and it may be -overcome by a little practice. Try running and at the same time breathe -slowly and deeply and you will run faster and tire out less quickly. - -Always breathe through the nostrils and never through the mouth. If you -have to open your mouth to breathe, it is either habit or because the -nostrils are clogged. In the latter case they should be cleared out to -permit drawing in a deep inhalation of air through the channel nature -intended. - -The exercises for breathing should be preliminary to any other exercise -of the muscles. The reason for this: Every exercise or movement of the -body either when at work or at play, consumes or burns up a certain -amount of the tissues of the body and these used up tissues must be -replaced, or nature will very soon call a halt and refuse to permit you -to do any work or play—the body becomes used up. The waste of the body -is replaced by the oxygen taken into the lungs through breathing, and a -person may eat all sorts of nourishing foods, and take all kinds of -remedies to restore his weariness and bring him up to his work, but none -of them will be of any avail without the air drawn into the lungs by the -breath. There is where the stomach, the blood, the liver, the heart, -etc., obtain the essential element of oxygen to stimulate them into -activity. - -With our breathing regulated, the next step is to begin developing the -other muscles of the body. There is at this point a good rule to follow -which is: Train every muscle of the body uniformly to acquire a general -development along every organ and muscle. This general muscular training -should be begun with the child at an early age, and be conditioned upon -his strength for their quantity of exercise. So a weak person can not -stand as much or as strong exercise as a stronger person. Every one must -be his own judge in this matter. Many noted men have brought on a fatal -illness from over exertion or over exercise at a late age when their -system was not prepared to withstand violent methods. It is said that -James G. Blaine began a course of gymnastic exercises in the belief that -he would gain strength, but it killed him. The younger a beginning is -made at gymnastics, the better it will be in after life. - -One point to be remembered is: Never overstrain or attempt to harden the -body. Every shock is dangerous, and the delicate mechanism of the human -body must be handled gently until it can bear greater strains. To plunge -into violent exercises without previous training is as bad as using a -delicate and costly watch as a base ball and expect it to keep good -time. - -To train all the muscles of the body uniformly as a beginning of -muscular or physical development, prepares a foundation for any special -muscle training that may be desired, and guarantees success where -failure would most undoubtedly result from the special training first. -All the muscles of the body are interdependent. One of them cannot be -trained alone without affecting another one, or drawing upon it for -material to supply the waste already spoken of. But when all are -trained, then it is easy to pass to the training of any special muscle. - -To begin a general training or muscular development of the body, it -should be borne in mind that it is the muscles that hold the body up and -not the bones. Both are essential to the human construction, but the -muscles play a more important part in the bodily movements than the -bones. Few people consider that to stand or sit properly the muscles of -the body must be trained. The poise of the head, the erect position of -the shoulders, the proper holding of the arms and hands, depend upon the -training and development of the arms and shoulders. Most persons are -negligent in this respect and allow the upper part of their bodies to -hang by their bones. This is noticeable in those who are “stoop -shouldered,” a habit which becomes fixed. The first thing a soldier is -trained to do is to stand erect and hold himself up by his muscles. No -person who can not control his upper muscles will acquire any grace or -beauty of movement. The use of Indian clubs, even an ordinary chair, -would be something to grasp and swing about to train the upper muscles, -all the time breathing slowly and as deep as possible. Grasp something -tight with the hands and swing it about the head or up in the air, or -round and round and keep it up a certain length of time every day. -Throwing a ball is good for the muscles of the arm, shoulders and back -particularly. Let the muscles have free play is the rule to follow in -every variety of exercise. - -The muscles of the lower limbs come next in the order of development -systematically, although they should be exercised at the same time as -the muscles of the upper portion of the body. The object of this is to -prevent over-development of any series of muscles by training all -simultaneously. - -The muscles of the lower limbs include those of the hips down to the -extremity of the toes. Persons in sedentary occupations MUST exercise -these muscles under penalty of having them become feeble, flabby and -unreliable. With such persons, as age creeps on, the steps become -uncertain and “wobbly,” presenting the appearance of extreme age even -before middle age has been reached. - -Those who walk much should take systematic exercise for the benefit of -the lower muscles, because the occupation requiring the use of the lower -muscles fixes them in a groove or habit not conducive to control. That -is, the muscles become set in a certain direction, whereas, it is -essential to enable them to move freely and easily in any direction. - -The best exercises for standing, sitting, and walking are those directed -by the will power or energy acting directly upon all the muscles and -maintaining an equilibrium so that gradual development of the entire -body will be reached. - -This is accomplished by what is known as “flexible action,” in the lines -of changing curves which distinguishes the beauty and grace of motion -from mere strength. - -There are three phases in this natural development: Angular, circular -and spiral. The human form poised squarely on both feet is the spiral, -the head a convexed curve, the body a concave curve, and the legs a -convexed curve, like a wave line. To preserve this spiral line of -changing curves, the weight is always thrown against the strong side so -as to develop the weak side and maintain an equilibrium. Standing should -be principally upon the balls of the feet, and the exercise should be to -incline the body to and from the opposite curves. There should be no -slouching at the hips. In walking, stand erect, feet together, abdomen -in, chest up, and shoulders firm. Then advance the thigh and let the leg -hang free from the knee down. Straighten the leg and plant the ball of -the foot in advance with the toes straight in front, and so on -alternately with each foot, carrying the head erect with the chin drawn -well in. - -To sit down let the muscles come into play and not the bones, as it is -through the muscles only that gracefulness can be acquired. To rise from -a sitting to a standing position, all the muscles should work in unison -and the body arise at once to a standing position. To kneel the same -play of the general muscles should be applied. A cow or a camel is not -very graceful when performing the act of kneeling preparatory to lying -down, but that is because they are animals and not human. The mere act -of touching the hat in salutation is graceful or awkward as the muscles -are trained. A graceful sweeping curve of the arm, a gentle bend of the -muscles of the neck, inclining to a curved bow, and the salutation is -graceful. Otherwise the motion is raw and provocative of an idea of ill -breeding. - -While exercising the muscles of the body simultaneously, we are not only -acquiring grace and suppleness, but we are strengthening the various -muscles and enabling them to develop along the lines of their natural -curves. By a systematic training, the surface of the body becomes filled -or rounded out, all angularity disappears, and the various muscles work -or slide smoothly over one another and each one fits into the proper -place without a jar or wrinkle. Even the face may be trained to the -avoidance of wrinkles and seams by a trifle of exercise applied to the -muscles. The main point being to prevent any muscular habit which means -a wrinkle or a seam. Massage alone may do some good in this respect, but -the muscles of the face should be worked through the will power. - -In line with exterior physical development, the interior muscles should -not be forgotten. The proper play of the interior muscles, those -belonging to the heart, the lungs, the intestines, stomach, etc., are -all more or less affected by exterior exercises tending toward physical -development. Flabbiness of exterior begets flabbiness of the interior -muscles, and this means an imperfect action which ends in inability to -resist disease, or the encroachments of age and hardening of the walls -of the arteries. - -Movement is the law of nature and whatever does not or can not move is -considered dead to the scientists, or on the way to death. Every atom of -the human body is in motion toward the maintenance of life in the -muscles of every kind. The blood circulates rapidly, so rapidly that any -perfumed substance injected into the blood at a finger point, is -immediately tasted by the mouth. So with the lymph channels which convey -nourishment to the blood for distribution to all the muscles to keep -them up to their work. The billions of atoms that constitute the flesh -of the muscles and of the nerves, are in constant motion, without which, -the body would lose all energy and become inert. By exercising the -muscles constantly and uniformly, we are giving the atoms of the human -system free and full play, and enabling them to perform their functions. -We may indeed say, that exercise and physical development mean LIFE. - - - - - THE TEACHER, DOCTOR, LAWYER, CLERGYMAN—WHICH ARE YOU FITTED FOR? - - -There are four professions, callings or vocations, which are justly -styled “learned professions,” because they carry with them the highest -degree of intelligence, tact, and wisdom. - -They are so common, however, in these modern times, that many of their -followers do not command the respect to which their calling is entitled, -and hence, the professions themselves have greatly fallen into -disrepute; particularly so when it comes to select one of them for a -life work. - -Viewing the teacher, the doctor, the lawyer, and the clergyman from the -common standpoint, there is no money in the professions. - -Here is where the trouble lies. To be a teacher, a doctor, a lawyer, or -a clergyman for the sake of what can be made out of either, is to insult -the noblest professions in the world. They are what have kept the world -together since the beginning, and we should take our hats off to them -out of respect. - -The lawyer’s duty is to protect his client’s civil rights and keep -society within the law. - -The doctor preserves the health of his patients while they are about -their business, and the clergyman points out the way to a hereafter that -may mean our eternal weal or woe. - -In the chapter on “Opportunities,” we show that these professions are -within the reach of any one who possesses an aptitude and has the brains -to acquire proficiency. - -As to brains, let it be understood that everybody possesses sufficient -brains for any avocation in life, but they must be properly fed or -trained to be of use. Most men’s brains are of the same weight and -measurement. But some very learned men have possessed very small brains, -while men of the most magnificent proportions, but as ignorant as men -can be and feed themselves, have been known to possess brains of double -the weight of the learned. - -We give the manner of training brain in another place, but assume here -that the young man who desires to enter either one of the three -professions we are treating of, must have the aptitude and the brains. - -The same general remarks may be applied to the lawyer and the clergyman. - -The aptitude is the trend of the mind in the direction of the profession -chosen. It must be a “first and only love,” so to speak, for the brain -is an exacting master or mistress and easily changes if not cuddled and -humored. - -Back of and aiding aptitude, is the humanity demanded of every man of -either of these professions. When life hangs in the balance the doctor -is called upon to display the tenderest humanity. If a man is to be sent -to poverty through loss of his liberty or property the lawyer must -exhibit all the refinements of skill and humanity without regard to his -fees. The human soul striving to reach the eternal goal of rest, peace, -and happiness, appeals to the highest heart throbs of the clergyman. If -you can not enter into this spirit, then do not choose either of these -learned professions for you will prove a failure. - -The learning required to master either of these professions can be -acquired only after the most painstaking and arduous study. To learn the -essence of things, the meaning of life and death, the movements that -produce life and death, and the symptoms that proclaim disease, come -within the purview of the doctor. How can he tell what will be the -effect of his medicine unless he knows what the disease is and what -effect upon the human body will be his medicines? He must know -intimately the thousand and one essential parts of the human body, how -they operate and their effects. If in aiming at one part he affect -another, death may ensue. - -Have you a steady hand, controllable nerves, and a cool brain? You need -them all to perfection to be a surgeon and apply the knife in order to -cure suffering humanity. The surgeon must stand in the presence of a -mortal enemy with his finger pressed to the trigger of his weapon and -watch for the exact instant when he shall press it to save life. - -The lawyer must possess not only an intimate acquaintance with the laws -of the land, but must have delved deep into the underlying principles -that form the foundation of all law and government. Logic, tact, -patience, and verbal skill with ready wit on all occasions, are to him -what the electric spark is to a motor. It was said by a learned judge -that many cases were lost where justice should have prevailed to win, -because of a failure to properly present the matter to the court. - -It is not a loud voice, a browbeating disposition, or a pompous bearing -that bring success, it is the careful close reasoner, the quiet mole -that undermines the solid earth foundation of his opponent, and topples -it down. - -The clergyman is a man of sacrifices. His own opinions go for naught -because he is not the maker of justice and right, but their exponent. He -sees beyond the faint traces of what we humans call “love,” a powerful -love that rules the world—the love of God—and he puts the two together -so that the lesser will be absorbed in the greater. - -The great trouble may seem to be the variety of different sects and the -difficulty to select the right one. Man, they are all aiming in the -right direction. They point toward the sky, and bring a man’s manhood in -line with the soul, his spiritual part, and the imperishable part. There -is no room for bigotry, no room for anything but charity, and loving -kindness. - - - - - THE ROAD TO SUCCESS - OR - EASY LESSONS FOR EVERY DAY LIFE - - -The way to success in anything is always an upward climb, the down grade -is always a flat failure. - -In considering this matter, it will be well to remember and bear -constantly in mind, that it is easier to slide down hill than it is to -climb up. - -We may say, therefore, that success is purely a question of exertion. - -The road to and up the slope of the hill of life is roomy enough and to -spare for everybody, and there need not be any crowding. But the way is -strewn with wrecks, many submerged before beginning their journey, -others lodged in some cranny half way up, and others start up so bravely -and so rashly that they can not stop at the summit where the prize is -situated, but their momentum carries them over and down to the bottom on -the other side. - -The steady, earnest worker plods along, sees that his footing is firmly -fixed before he takes a next step. He grabs at some retaining point and -never lets go of it until he has hold of another support. - -When he reaches the top, he can stop and breathe, likewise flatter -himself that he has succeeded by hard work and steady perseverance. - -The fact is, that unless a man is born with a silver spoon in his mouth, -that is, well provided by his ancestors with a goodly supply of this -world’s goods, there is no royal road to anything. No man can roll about -like a smooth pebble and hope to land into a mossy hollow. - -When a man starts off on a voyage he generally has some definite -destination in view, some object to be attained when he reaches it. -Nobody can spend his life traveling about for the mere purpose of -keeping in motion. There is no advantage in this except to the -transportation companies. - -Here is the keynote to success—character. We do not know what character -is, we know only that it accomplishes results. - -Why do some men succeed and others fail, assuming that they all start -out on the same plane equally well equipped? The reason why can not be -told, it lies in the man himself, it is his character. - -We are living in an age when new things are utilized; new ways of doing -business are demanded. We run to specialties more than we did in the -past. Even ten years make a difference in business methods. - -If you have aspirations, are they up to the times? - -Not so very long ago, one man made everything about a machine. If he had -a watch to make, he made the case, the wheels, the springs and all the -parts, and also put them together into a perfect instrument. Now, a -dozen or more men make, not the watch, but each of the several parts. -The cases are machine made by one man; another rolls the springs, -another turns the screws, another the wheels, and so on. Every thing is -done piecemeal, so to speak, and none of the workers is able to make a -perfect watch. So it is with clothing, with furniture, tin and iron -ware. - -The doctor is a specialist. Something ails your eyes—you must go to an -eye specialist, the throat specialist knows nothing about the eyes. Have -you a fever? You go to a bacteriologist to find out what germ is -infecting you. Formerly you took a dose of salts and senna, or other -nauseating drug. - -You have a case of collection, but your regular lawyer makes a specialty -of criminal cases and can not help you. Perhaps you have been injured in -an automobile accident and want damages from the owner, but your regular -lawyer does not know anything about damage cases, he is a corporation -lawyer, or a divorce lawyer, or a patent attorney, or takes admiralty -cases only. - -A bookkeeper applies for employment. Do you know anything about cards? -This is the question. You know about playing cards, but the employer -keeps his accounts on loose cards, not in heavy books. - -There is division of labor in every pursuit, and no man can become -learned in all of one thing. He may acquire a smattering, but there are -no more universal geniuses, the world of industry has become -complicated, unlimited, and special. - -We see then, the futility of trying all of one thing or aspiring to -reach all of one thing. You can not succeed because you have a mere -smattering of many details, and not a perfect knowledge of any single -detail. - -This however, makes the road to success much easier than in the old -days. You can become perfect in some one thing, and life is not too -short to learn it; it can be mastered. - -It goes without saying, that in our intercourse with men we must put -them on an equality with us and place ourselves on an equality with -them. Are you an inferior man? Then go elsewhere for employment. “I want -skilled workmen,” says the employer. “I want a physician that will cure -me, not one to experiment upon me,” says the sick man. It is always man -to man now-a-days. No cringing, remember, and on the other hand, no -bluffing. - - - - - THE MAN OF HOPE; THE MAN OF DESPAIR; AND THE MAN OF “DON’T CARE” - Optimism, Pessimism, Indifference - - -The people of the earth are made up generally of three classes: -optimists, pessimists, indifferents. - -The radical optimist floats in a balmy spring air on a rosy cloud, -stringing his banjo and singing lullabies to the gorgeously feathered -songsters that surround him. - -The pessimist is like a fly with its wings stuck on fly paper, and -bemoans his fate as that of every other fly. - -The indifferent is a devil-may-care sort of a person who does not care -whether the sun shines, or whether it rains. - -The extreme optimist is too happy to be of any use on earth; the -pessimist sends us all to perdition and is afraid to walk under a ladder -lest it fall on him, while the indifferent is of no use because he does -not take any interest in the things around him. He is usually a tramp, -or a free lunch fiend. He will offer to shovel the snow from your walks -in July, and gladly offer his services as a harvest hand in January. - -Apart from indifference, which is the offspring of the other two, -optimism and pessimism, though extremes, meet among men, but possess -different working machinery. One is really the aid of the other. - -The earth was created in an optimistic spirit. Of that there can be no -doubt in the mind of any man who believes in creation at all. But by the -extraordinary conduct of our first parents in the Garden of Eden, this -creation by the supreme Optimist, was changed into the most radical of -pessimistic ventures—judged from the human standpoint, of course. We -hear it from the most pious divines and it is probably correct. - -A large gulf was dug in the original optimism and filled with the -darkness of pessimism, where, floundering in it, man looks back to the -joys lost to him forever by another’s folly, and then forward to the -forbidding cliffs that bar his entrance to the joys to come, unless he -engage in a mighty struggle and a hand-to-hand conflict with his animal -nature. He may and must scale the cliffs. - -It is quite certain that the evils said to be afflicting the people of -the earth can never be cured by optimistic fancies, no more than can the -racking pains and galling sores of the bedridden be healed by their -concealment, or by covering them with a blanket of joy. - -Financially, the man pressed by dire want, fancies the earth is ready to -come to an end, whereas, the man with substantial wealth treads in a -garden of flowers. The pangs of hunger find a lodging place in the -stomach of a pessimist, while a royal good dinner is the joy of an -optimist. The man in jail looks through a darkened glass, but his jailer -sees all things bright and clear. - -Optimism is a comparative virtue; pessimism a relative vice. Love is the -destroyer of pessimism, while bankruptcy withers optimism at a touch. -The contest between the two is like a perpetual game of tenpins, in -which the pins are constantly overthrown to be as constantly re-set, and -the score of the game is always a tie. - -Our modern extreme optimists bewilder us with vain ideals. They flatter -themselves with high sounding words and vague and dreamy utterances that -entangle many, but which mitigate no evils, redress no wrongs, soothe no -pain, cure no wounds. - -“I am so sorry,” said a gentle optimist over a man who had just been run -over by an automobile and both legs broken, and she wrung her hands in -pity. - -“I am sorry five dollars worth,” said a rough old heathen pessimist in -the crowd as he passed his hat for money to relieve the poor man’s -family. - -Whenever a human wrong has been righted, an enslaved nation freed, a -sinner brought to salvation, there has always been a pessimist at the -beginning of the work, while the optimist came in later and realized the -profits from the work. - -There is a philosophy practiced by the optimist to be found in the lines -of a great poet: - - “One truth is clear, whatever is, is right.” - -A philosophy that plunges men down into a gulf of despair, without hope -of relief, without power to defend himself and his against oppression -and injustice. It is a philosophy which, carried to its ultimate -optimistic length, leads to the depths in which are sunk all those who -bear upon their banner the legend: - - “Eat, drink, and be merry, for tomorrow we die.” - -There is less hope for those who climb to dizzy heights of optimistic -congratulation, than for those plunged in the dark gulf of pessimistic -woe, for to the latter there shall come a new heaven and a new earth, -and former things shall pass away. But the former have forestalled their -future abiding place by a creation out of their own presumption. - -Here we have it—“presumption.” This is a worse condition than the -despair of the pessimist, for the latter is constantly striving to get -out of the slough of Despond, whereas the former is so puffed up with -pride at his own achievements, that he is hidebound in the thralls of -his own goodness and perfection. - -The great fear of the extremes of optimism and pessimism is the danger -of falling into indifference. When a man refuses to take advantage of -the opportunities presented him, and says: “What’s the use?” his life is -ended so far as any activity is concerned, and he is a useless member of -society. - -Be neither extreme, and remember that while there is life there is hope. -The quality of optimism must be strained through the sieve of common -sense. - - - - - _THE PLEASURES OF THE FLESH, and the PLEASURES OF THE MIND_ - -When a hungry man is seated before an appetizing meal, his mouth waters -in anticipation and he experiences the joys of anticipated satisfaction. - -Every mouthful lingers on his palate with a delicious sensation and when -his hunger is satisfied, a feeling of intense comfort steals over him. -He is at peace with the world, and forgives his enemies. Any favor you -ask, if within his power to grant, will not be refused. - -It is the same with a thirsty man. A delicious invigorating drink—and -there is none preferable to water—gurgles down his parched throat and he -smacks his lips with enjoyment. - -All these matters together with other pleasurable sensations are purely -physical and passing. They must be renewed to be experienced, and when -the physical nature is out of order or does not respond, we are in a -very bad condition if we have nothing else to fall back upon. - -Physical enjoyments are all sensual. The nerves thrill with excitement -and the world looks good to us and mighty pleasant. A few flies to -pester us are mere details and not to be considered. - -But we have another being separate and apart from the physical body; -something much finer and more elevated. A being that is of a higher -order of appreciation and more enduring. - -Every man knows without being told, that is, he knows from his own -feelings and sensations, that he has a spiritual nature, a mental body, -a mind. - -Now, this mental body, this mind, is far above the physical, and its -pleasures and sensations, and its delights are as far above the physical -sensations as the spirit or mind is above the flesh. - -Let us follow up this idea: - -We said that a hungry man enjoys eating. This is true, but all hungry -men do not eat alike. Some men bolt their food to appease hunger, and -swill their drink to quench thirst. But others enjoy their food and -while satisfying hunger and thirst, gratify their taste and enjoy -certain foods more than others. These others have what is called -“educated” appetites, which is a mental acquisition above the purely -animal sensation of satisfying hunger or thirst. It is an art to be -cultivated. - -This is the point sought to be reached—education and learning. - -If the pleasures of the flesh are so enjoyable, then the pleasures of -the mind are still more enjoyable, because the mind is more appreciative -besides more enduring. - -The food of the mind, the drink of the mind, means all the other -pleasures of the flesh resolved into the spiritual body through -education and learning, and the more education, the more learning, the -higher the enjoyment. - -A great lawyer once said: “The pleasure of learning may be likened to a -bucket in a deep well of clear, cool water. It is easy to move the -bucket about if it is kept beneath the water, but when we attempt to -raise it above the surface, then comes a tug and a hard pull.” Whence he -derived the conclusion that the deeper we plunge into the clear, cool -depths of education and learning the more pleasure there is and the -easier it is to remain there. - -One of our poets says: - - “Drink deep or taste not the Pierian spring.” - -In these modern days every man must have some sort of an education, -preferably that for the occupation or profession which he selects for -his life work. - -If he goes in for a commercial business, then he must learn all about -the rules and laws governing his business or the branch of it he aspires -to learn. He must know all about the nature of the goods he purposes to -sell; the markets; the prices; the demand; the production; the -consumption, and other matters connected with the business. - -If he does not learn these things he will fail in business, and if he -does not learn some of them he can not get a job in any business house. - -The rule is the same in every trade and profession. The modern man is -exacting. He demands the best service, because his customers or clients -demand better goods, better qualities, and better treatment. - -The time has gone by when a tradesman, for instance, could offer goods -to his customer with a “take it or leave it” air. Competition is too -keen to permit that, and prices are too liable to be cut to enable him -to say, “That’s my price,” for there are others who will say, “I will -knock off ten per cent.” - -An education that does not fit in with a man’s occupation is a -relaxation, and aids him to rise in his business and profession, so that -nothing is lost by keeping up with the times, but there is everything to -be gained. This is refinement and a valuable asset. Everything that can -be learned is worth something sometime. - -How to tell a fresh egg from a stale one is a matter of education, but -to give the reason why a stale egg is not so good as a fresh one is a -matter of learning. - -You can distinguish one man from another by his facial differences. That -is education, but when you can tell a good man from a bad one by a study -of his characteristics, that is learning. - -To learn how to do things is education, but to learn the nature of the -things you make or the reasons why involves learning. - -The housewife in making bread sets the loaves of dough in a warm place -so that they will rise. This is education, and her education tells her -that if she puts the dough in a cold place the bread will not rise. If -she knew that the yeast plant requires heat to grow, and is easily -killed by cold, she is learned. - -If you eat a cucumber or any green fruit in the hot summer time you are -liable to get the colic. You are educated up to that by experience, -perhaps. But if you know that nature always gives you a pain when you -eat something indigestible, as a warning to get rid of it, or not to do -so any more, you will be learned indeed, if you take a cathartic instead -of a pain killer to stop the pain or warning nature gives you. - -We can not live among our fellow men without an education of some kind, -adaptable - -First—to our life work whatever it may be. - -Second—suitable and proper to the people with whom we associate or are -placed in contact in our daily round of business and pleasure. - -We can live and get along through life without any learning, but -learning adds to education and enables us to apply what we learn. -Besides that, it puts us in a position to rise higher, the more learned -we become. - -It is not intended, by these remarks, to advise any one to learn -everything there is to be learned, for the very good reason there are -too many things in these modern times for one man’s brain to hold. But -it may be taken as a truth, that a man should be learned along the line -of his trade, business, or profession, with a few enjoyments for good -measure. - -It is easy to learn, in fact one thing brings another. Like some food we -eat—one mouthful makes us hungry for another. Our modern system is so -linked and connected together, that every thing that may or can be -learned is a link in the great entire chain. You begin pulling at the -educational chain and find that you can not stop. You feel impelled to -keep on taking up link after link, until before you are aware of it, you -have mastered some definite branch of learning through the force of -education. - -One thing to be noted is, what one man knows another man can find out. -The only way, therefore, is to keep ahead of him and learn things he can -not find out, or will not find out until too long afterward to be of any -disadvantage to you. - - - - - _THE SURVIVAL OF THE FITTEST_ - _The Laws of Nature Determine Who Shall Live, and Who Shall Die_ - - -The theory of the survival of the fittest is agitating the world more -than ever before. But it has changed its significant title to what is -known now as “Eugenics,” which means substantially “well born,” or good -birth. - -Briefly speaking, it is claimed that it is a law of nature that the -weakest shall go to the wall, and that the strongest shall survive. In -carrying out this doctrine, the ancient nations, Sparta, for example, -put to death all the weak and decrepit children, permitting only the -strong and well-shaped physically to live. - -In our day, the scientists, or rather those who claim to be scientific, -advocate the same practice in a different but equally as effective a -manner. - -The doctrine of “selection,” as it is termed, has been invented to cover -up the Spartan tragedy of murdering the helpless, and by it, it is hoped -our admitted degeneracy will be stopped. - -I do not apply the term “degeneracy” to the Colored people, because -degeneracy works back to a type and not away from it in the human -family. The average Colored American is too near the pure type of his -race to be in a very deep degeneracy, but the word must be applied to -the mixed races of the Aryan, Caucasian, of whom it would be vain to -find a pure type except among the Georgians of Asia. - -In explaining the doctrine of the survival of the fittest, or eugenics, -to give it its modern name, it is said that those who fail in life, fail -because they are not fitted to succeed, that is they are not “fit.” This -is called a law of nature. It is purposed to overcome this law of -nature, by selecting the parents by a medical examination or other -process, and confine parentage to them exclusively. - -In other words, to prevent humanity from becoming any worse than it is, -the people who are to marry and bear children shall be of the very best -and highest type, and then their children will be finely developed and -make perfect citizens and become parents to other children. - -But where shall we begin and what is the type aimed to reach as the -standard? It is important to the Colored man to know the meaning of this -movement to better the race, and also to discover what race is to be the -standard of excellence. - -An effort will be made to explain as clearly as possible. - -Who are the strongest that shall be permitted to survive, and who are -the weakest whose death knell is sounded? - -It must be borne in mind in the outset, that all this controversy is -among the Caucasian, or as it is called in other places of this book, -the “Aryan” race, or division of the human family. It has not yet -reached the Colored race, nor has it been applied to them particularly. -Hence, let the Colored man stand outside and look on with interest, and -also watch that the theory does not spread to his race. - -A man who lives in the slums is unfit to live anywhere else, so it is -said. A man who has made a million by a turn in the stock market, lives -in a palace, but can only write his name to a check, and can not tell a -spade from a rake. J. Pierpont Morgan possessed boundless wealth and -tremendous power in the financial world. Walt Whitman, the humane poet, -had a small competence and no power at all except to touch the hearts of -mankind. Burns was a plowman; Bunyan a tinker; a writer of slang and -jokesmith, makes a million; Brigham Young was a prophet and a ruler, -wealthy and honored; Stevenson was in the last stages of tuberculosis; -Byron was a cripple; Johnson was a glutton, and the composer of a silly -ragtime waltz owns an automobile and keeps a valet and a chauffeur. - -Which of these shall we select as the type, and how are we going to tell -whether the offspring of our selections will come up to the type? - -Modern medical scientists declare in the most positive terms, that every -child is born free from infectious diseases, and at the moment of its -birth is a perfect type. That the first breath it draws fills it with -the germs of future diseases that tend to make it a weak and diseased -abortion of humanity. All its troubles come from its surroundings or -environments, which are the conditions it must meet and with which it -must struggle to live at all. - -It may avoid future disease from the infecting germs it breathes at the -moment of birth, by making its environments better, purer and altering -the bad conditions under which it lives. - -We know, because we can see it every day, that of two plants or animals, -that one will survive which is the fittest to endure the conditions in -which both exist. He, the man, or it, the plant, can be afforded -opportunities in the way of good food, care, and proper training, to -resist the encroachments of disease and degenerate conditions. - -Hence, we may say, that the question of which man shall survive, depends -upon the conditions under which he shall struggle for survival. - -There is no law of nature here, it is the law of common sense and good -government. We are surrounded by conditions best suited for strength and -survival, and the conditions which promote weakness, disease and -degeneracy are removed or beyond our reach. - -In a nation of marauders or robbers, those who live by spoliation and -the sword, would be the fittest to survive, and they would be a -different type of men from those who get first place in a nation of -traders, where fierceness and strength are less called for than tenacity -of purpose and clearness of head. - -When a man says he is poor, somebody says, that man is poor because he -is not fitted to gain wealth. But we say, he is not fitted to gain -wealth under the conditions of his life. Take him out of those -conditions, put opportunities in his way and he becomes “fit” because he -gains wealth. It is done every day. - -One condition of society enables one kind of a man to succeed, another -condition of society enables another kind of man to succeed. And so on -all along the long line of different conditions. - -The great mistake made by many so-called scientific purifiers of the -human race, is in not being able to separate man with reason from -animals or beasts without reasoning powers. There is such a thing as -intellectual progress and the betterment of the reasoning faculties, but -so long as we limit survivorship to the physical and not to the mental -powers, we are betraying man into degeneracy instead of helping him out -of it. - -There is one great teacher whose lessons are to be learned and deeply -pondered. They lead to an uplift that no money, and no medical -examination, or selection, can possibly attain. He was poor and -forsaken; rejected by his own, but he was and is the type to be -attained. In establishing the highest type possible to man with -reasoning powers, he ran counter to the doctrine of the survival of the -fittest as men saw it in his day, so they crucified Him but too late to -efface the type which we must follow or fall into degeneracy. - - - - - THE VICTORY OF THE MAN WHO DARES - - -This is the Era of =the man who dares=. - -His opportunity has blossomed out of conditions unparalleled in the -history of nations. - -Too many have been plodding along in a furrow afraid to come out of the -rut. They have lived, it is true, but they have not touched success. All -animals live, but man has higher motives than mere existence. - -Enterprise, business, commerce, capital, government demand a man who -dares. Many leaders have fallen beneath the spell of malignant -influence, and have dragged down into the pit with them, respect, honor, -confidence, and honesty. - -An army of men who dare is needed to drag up out of the pit and into our -every day lives, the respect, honor, confidence, and honesty, groveling -in the mud at the bottom, and the nationality, color, or race makes no -difference, they are needed among all classes. - -The eyes of the world are turned toward the inscription, “I will,” on -the banner of the man who dares, as he hurdles across all obstacles and -brings back to its pedestal, virtue, that has been dragged away into -disreputable haunts. - -His is the initiative; to him belong the rewards of efficiency. - -The man who dares to venture out into new and undeveloped fields fills -the pages of history; his name is blazoned in heavy head-lines on the -front page of every newspaper and magazine. He does not have to seek -after fame, he is sought. - -The man who dares is no rash, reckless fool who rushes in where angels -fear to tread. - - “I dare do all that may become a man; - Who dares do more is none.” - -He lets “I dare” follow upon “I will,” and plunges into the tide of the -affairs of men, and at its flood, is led on to victory. - -He is brave and courageous with regard to men, but is a coward with -regard to God, wherefore he fears to worship the Golden Calf; to swear, -to steal, or cheat, or swindle; to degrade his neighbor’s wife; to covet -his neighbor’s property. - -Why do you fail to reach success? Why do you lag behind in a world so -stuffed with opportunities and possibilities? - -Watch the man who dares. - -He has no hand held out behind for bribes, nor before for alms. He -reaches out and takes, and those from whom he takes are loud in their -praise of him, because he represents a force they would fain exercise -but dare not. - -The power that impels him is dynamic. It grows out of an inertia charged -with the vibration of living eternal forces—a training that fits him to -propel himself into chaos and evolve order and profit—out of an -education that shows him =how=—out of a system that changes to suit -altered conditions—out of the same mighty impulses that have fashioned -the conquerors of armies, or nations, leaders of men, the world’s -financiers, the masters of commerce, the uplifters, governors and kings -of men. - - -_LIFE AND ALL IT IMPLIES, ALL ITS INCIDENTS, HAPPINESS, RENOWN, -COMPENSATIONS, ARE IN THE TRAIN OF THE MAN WHO DARES. HE MAY EVEN SCALE -THE WALLS OF PARADISE TO GAIN A CROWN OF ETERNAL GLORY._ - -=Life and all it implies are in the train of the man who dares.= Stirred -by his energy, every one of the billions of living principles of life -that form his body, is an individual acting in unison to maintain his -physical balance, and to free his brain from the clouds and vapors of an -infected atmosphere. He is made immune to the attacks of pestilences, -and follows the universal law of ceaseless activity that keeps the -earth, the sun and the millions of suns and planets in the firmament in -their proper places. Death, disease, infection, poverty, disgrace are -nothing to the man who dares, he rises above and beyond their reach. He -builds his castle with hope and cements its walls with imperishable -faith in his own powers, and anchors it with good works. He says: “I -will not die until I have won,” and he dares to cast his hopes into one -throw of the dice—and wins, and in the winning lives. What is life to a -clod? To a blind mole? To a man who never lifts his eyes to the gleaming -stars, or raises them beyond the brittle straws that clog his feet? To -the man who dares, life is a tumult of happiness, of radiant love, of a -joyous household, a fortress of friends. His hair turns gray, his limbs -grow weak, and his eyes are dim, but around his bedside hover the deeds -he has done, his nostrils snuff in the incense of his successes, and he -dies content that he will still live in the posterity that he has dared -raise up to follow in his footsteps. - -=Life and all incidents are in the train of the man who dares.= - -In the great center of life, with its circumference everywhere and -nowhere, the incidents of life are few and mere matters of routine. But -they must be gained, and can not be gained except by the man who dares. -Beginning with nothing but his muscles, courage, and high hopes, the boy -who dares forces his way through rain and storm, sunshine and shadow; -quaffs to the dregs the cup of disappointment and refills it with -determination. From the lowest rung of the social or business ladder, he -mounts upward rung by rung, gaining here and there a fresh supply of -energy, until bursting forth from a chrysalis of helplessness into an -initiative, he assumes first place and dares still more to reach after -the mastery. He dares the professions and becomes a statesman or a -scientist influenced by a desire to benefit his fellowmen. In the -mercantile, manufacturing, and commercial world, his name is a synonym -of honesty and probity, fair dealing, justice and impartiality. The -hands and mouths of his less daring fellowmen never depart empty. The -train of evils that follow humanity, he knows are mere incidents in life -and he does what he can and may to alleviate them, and in their -alleviation he finds comfort and joy. “Do unto others as ye would that -others do unto you,” is the absorbing incident of life, the -concentration, amalgamation of all other incidents. “This do and thou -shalt live.” - -=Happiness is in the train of the man who dares.= “As arrows are in the -hand of a mighty man; so are children of the youth. Happy is the man who -hath his quiver full of them: they shall not be ashamed, but they shall -speak with the enemies in the gate.” The man who dares fill this quiver -with arrows needs no other happiness. All other kinds, varieties, and -species of happiness follow in its train. Most of our happiness is -“so-called,” that is we think it is happiness, but it becomes bitter -after a while and then sours. True happiness never ferments, never -corrupts. The man who dares would not dare take a course in the school -of dissipation, he is too much of a man and has the courage of his -convictions. There are certain things every man must do to be happy, and -the man who dares does them. He must dare to do right, to keep away from -bad company, to avoid the ungodly, and the devil and all his works are -rendered innocuous by his daring to discountenance them. - -=Renown is in the train of the man who dares.= To be in every man’s -mouth, as Caesar, Napoleon, Washington, is what many claim to be renown. -But the word means far more. It means honor, glory, and peace, and these -go “to every man that worketh good.” Every act of the man who dares is -an achievement of greater or less degree, and although he may not have -an exalted reputation to the great outer world, he is enshrined in the -hearts of his friends and acquaintances. The man who dares shines bright -in the firmament of teachers who have made good by exalting others. He -leads where others may follow and succeed, and as a guide, teacher and -example, his renown is not limited to an immediate circle of people -astonished at his daring, but accumulates force as time passes, and soon -becomes a rule of conduct, a precedent to be followed as rigidly as a -mathematical proposition in Euclid. Most men are content with what they -have and never go beyond their own possessions and desires. They have -grown rich, and then it is “Let us eat, drink and be merry for tomorrow -we die.” This is the fool’s theory, but it is not that of the man who -dares, because he wanders off into new fields of operation, attempts new -cultures, adds something to the phases of life, and as such, becomes -renowned, whether he has a high sounding epitaph on his tombstone or -not. People do not go to cemeteries to seek for souvenirs of the man who -dares, his life and deeds are impressed upon the plastic material of -every brain within reach of his influence. There he is enshrined; there -he possesses the renown he dared seek, and, as in his other deeds of -daring, he succeeds. - -=Compensations are in the train of the man who dares.= Compensation is a -higher, nobler word than wealth, riches, money, or jewels. Money is a -good thing to possess, and wealth is not to be despised, but the love of -money is the root of all evil. Have you never noticed that the harder a -man strives to get money the farther he gets away from it? This is in -pursuance of a law of nature, that in striving too hard to acquire -anything, we omit some essential that if remembered would bring it to -us. There are certain things that if we dare do them, other things will -unexpectedly come to us in the way of compensation. - -Money, wealth, riches, etc., are a recompense, a remuneration, of -course, but of themselves they are mere wages for labor performed. But -when we speak of “compensation,” we allude to something of greater value -than mere dollars and cents which procure bread and meat, clothes, a -roof for our heads, and certain pleasures. But a hog has all of these in -his own way and to his own satisfaction; but the man who dares does not -belong to that branch of the animal kingdom. He is a man and claims a -man’s compensation, or so acts that the desired compensation will be -forthcoming. Think of the words of Othello and ponder a little over -their meaning: - - “Good name in man and woman, dear my lord, - Is the immediate jewel of their souls. - Who steals my purse, steals trash; ’tis something, nothing; - ’Twas mine, ’tis his, and has been slave to thousands; - But he that filches from me my good name - Robs me of that which not enriches him, - And makes me poor indeed.” - - - - - The Story of a Rising Race Told in Pictures - -[Illustration] - - _PHOTOGRAPHED FROM LIFE_ - - - │MUSIC - Special Collection D │THE DRAMA - │SOCIAL LIFE - │PHYSICAL CULTURE - -[Illustration: - - BELLES OF THE BALL - - Basket Ball Team, Normal School, No. 2, Washington, D. C. -] - -[Illustration: - - FINE SPECIMENS—PHYSICAL DEVELOPMENT - - Hampton Institute Champions of 1912, showing a strong team of the - Colored boys and their Indian fellow students. -] - -[Illustration: - - TRAINED ATHLETES - - Tuskegee Base Ball Team skilled in the art of the great national game. -] - -[Illustration: - - RELIGIOUS TRAINING AND PHYSICAL CULTURE - - An evidence of the remarkable advancement of members of the Young - Men’s Christian Association in the development of mind and body. -] - -[Illustration: - - THE “HOWARD THEATRE,” WASHINGTON, D. C. - - This magnificent theatre is owned and operated by Colored citizens. - The beautiful and artistic effect of the interior is an inspiration. -] - -[Illustration: - - TALENTED DRAMATIC PERFORMERS - - The performance of the noted Shakespearian comedy “A Midsummer Night’s - Dream.” Evidence of the dramatic art now being developed by the best - talent of the race. -] - -[Illustration: - - THE SOCIAL SIDE OF LIFE - - The Baltimore Assembly, a social gathering of distinguished Colored - citizens. -] - -[Illustration: - - MASTERS OF MELODY - - “The Washington Trio,” noted for harmony and rhythm in the rendering - of musical composition. -] - -[Illustration: - - CO-EDUCATIONAL DRILL - - The March to Dinner on Anniversary Day of students at the Hampton - Normal and Agricultural Institute. The boys are lined up and the - girls march through between the ranks. -] - -[Illustration: - - EDUCATIONAL PROGRESS - - Commencement Day Exercises, 1912. Howard University, Washington, D. C. -] - -[Illustration: - - MUSIC HATH CHARMS - - Glee Club and Orchestra, Tuskegee Institute. -] - -[Illustration: - - THE BOYS IN UNIFORM - - A splendid company of cadets who show in their appearance and - deportment the careful training received at Tuskegee Institute. -] - -[Illustration: - - RESULTS OF MILITARY TRAINING - - Company G, Tuskegee Institute, showing a group of well disciplined - young men who have received military training as part of their - education. -] - -[Illustration: - - A MILITARY DRILL - - The Winning Company at the M Street High School, Washington, D. C. -] - -[Illustration: - - PLEASURE AND WORK COMBINED - - The pleasure derived by the musical ear exceeds the work and practice - required to become a skilled musician. -] - -In the great game of grab after money, which is enthralling the earth at -the present time, the man who dares takes no part except to see that his -compensation is adequate to his efficiency. His abnegation of the canker -worm of gold is a strong recommendation in his favor, and brings him -much more than it does to one who bites every dollar to test its -genuineness. He becomes renowned for this disposition, and nobody turns -him down on any proposition for everybody knows that his disposition is -to dare, to venture, to try, to win, to succeed. It is the best sort of -renown to possess; it is a policy, really a dare. - -He knows that everything comes to him who knows how to wait, and he -plays the waiting game in a diplomatic manner, so diplomatic, indeed, -that he wins. - -=The man who dares may scale the walls of Paradise to gain a crown of -eternal glory.= Nobody can slide through St. Peter’s gate unobserved. It -requires a constant fight to reach it even, and blessed is he who gets -that far, for he is sure to enter. We have it from the Saviour Himself: -“And from the days of John the Baptist until now the kingdom of heaven -suffereth violence, and the violent take it by force.” - -There is authority, therefore, for saying that the man who dares may -scale the walls of Paradise. The fact is, that a mollycoddle cannot be -connected with the idea of taking the kingdom of heaven by force. It -requires a man who dares to accomplish that feat, and it is the man who -dares that gets there. - -Let us suppose that you are a timid man and have little initiative—that -is you are a follower of somebody and can not lead in anything. You must -raise some steam and get a move on or you will never succeed. That is a -settled fact, and if you to whom this is addressed, can not raise enough -steam to start out on a dare, why then, fall out and let somebody else -take your place in the waiting line. - -Suppose you wanted to make a stagger at a dare, how would you go about -it! That’s about the idea you are after. Well, in the first place, you -must make ready. You can not ride without a horse, and even if you have -a horse, he is no good to you unless you know how to ride. To learn to -ride, you must get on the horse, of course, and take your chances of -being thrown or of falling off through sheer fright. - -That is nothing. A few bruises are honorable scars in the onward -struggle. Let us start you our way: - -=Fix your mind on what you aim at and never lose sight of it. It is your -target.= - -=Fix a straight road toward it. This will enable you to get there -sooner, and if there are competitors, you will out-distance them.= - -=Make a start. You may not be entirely ready and may have to stop on the -way for repairs, but all the same—start. Some people are always making -ready and never starting, so they never get anywhere because they never -start. It is better to start, even if you have to return and begin over -again. It shows your intention to win out, and that will encourage your -backers, or find backers if you have none.= - -=Don’t wander. Keep on the straight road, and don’t let counter -attractions tempt you away. Keep thinking about what you are going to do -when you arrive, and build up a strong castle.= - -=Let tomorrow’s troubles take care of themselves. The saying is: -“Sufficient for the day is the evil thereof.” Fight the troubles that -you have in hand now, and you will gain skill to fight those of -tomorrow.= - -=Attend to your own business and let other people’s alone. You can’t -take care of your own business and that of another at the same time. To -do that a man must sit on two stools at once. A difficult thing to do -and not fall between. Try this as an experiment.= - -=Keep your nerve, and your eyes in front. There are always times when a -man meets some obstacle that spells failure if he lets it. Don’t let -failure appear in any shape. Cut the word out of your dictionary.= - -=Make haste slowly. This is an old saying of the Romans who knew a few -things about success. Hurry, but hurry slowly. That is, be careful in -getting everything ready and then make a break for the target. A man can -act quickly and methodically, which is making haste slowly.= - -=Take plenty of physical exercise. You do not have to go to a gymnasium -to get enough exercise. Take a walk for the sake of walking. You can not -make exercise work and derive any benefit from it. You must take -pleasure in it or it is work and not exercise.= - -=Do not work ahead. Keep your mind up with your work. Do not think about -the hours it will take to complete it. If you do that, you will tire out -your mind and make it do extra work. Mind and body should keep -together.= - -=Dare to aspire to a higher position. Study to get it. Talk with others -who have risen and find out how they got there. Don’t copy them, but try -to initiate some better way. If you are sawing boards, study how to run -the engine, and incidentally learn how to manage the whole business. It -can not harm a man doing a small work to know how to do a greater one. -He will be ready to slip into the better work when the opportunity comes -and it is sure to come.= - -=Do not run behind in your work. This is a fatal deficiency. It means a -backward movement and you must keep on pressing forward. If you feel -yourself going back, study the reason. Perhaps you are bilious, eating -too much, or not enough nourishing food. Keep your body working -regularly, for your health is the most important item toward success.= - -=Save your money. But do not become a miser. You must live among others -and you can not afford to be considered small or mean. But you do not -have to squander money for any reason. If you are considered mean -because you refuse to squander money, let it go at that, and some day -you will be better understood. Such things are small details not worth -noticing.= - -=Keep in touch with the outside world. Read newspapers and magazines and -learn to discuss or talk over the various topics of the day, whether you -understand them or not. Somebody will give you the keynote and then you -will add to your stock of knowledge. You can not learn too much, you may -fail by not knowing enough. Please remember this, no man is turned down -because he knows too much.= - -=Learn to master yourself. Don’t let anything ruffle your temper, and -think seriously before starting a fight. You may win the fight but lose -your own self-respect and gain enmity. A man can not afford to throw -away a friend. He needs all he can get.= - -=Don’t be afraid to work. Take work as it comes to you. Do not select -the easiest jobs, or you will get tired of the hard ones before you -reach them. Accustom yourself to work easily, and with your whole heart -and skill.= - -=Give your imagination full swing as to the uses of the work you are -doing, and imagine how you could better it. This is efficiency and leads -to invention.= - -=Don’t brag about what you can do. Do it and there will not be any need -to brag. Everybody will see what sort of a man you are and give you -credit for common sense and for knowing more than you really do.= - -=Surround yourself with good influences, a club, a church, or some -society where you will be in touch with other men. Nobody who dares can -afford to be a hermit, and the man who gets disheartened at the -obstacles in his way, is a fool and ought not to and will not succeed.= - -=Keep away from small vices and the large ones will not trouble you. -This will make your sailing on a smooth sea, where there are no rocks or -concealed reefs to wreck you.= - -There are many other things that pertain to human life in its aspects as -a road to success. But when you have done your best, do not be anxious -because you have not done more. No man can accomplish everything in one -short life, and the best we can do is all that is required of us. Look -upon every man as a fellow worker, not in a vale of tears, but as -cultivating a pleasant valley blooming with flowers. If your friend -falls down help him up, and he will help you in return. If he offends -you, do not notice it, for no man deliberately offends a friend. If -disagreement is likely to lead to trouble, turn around to your -opponent’s way of thinking. Everybody has burdens to bear; and never -forget that yours are not the only ones hard to carry. Be a man who -dares, and when life’s fitful fever is over, and you have accomplished -all you could according to your lights and your ability, let a feeling -of peace steal over you, and trust in God for the rest. - -The man who desires to become a man of courage, and a man who dares, may -gain force from the words of wisdom in the wise man’s philosophy -expressed in the following essentials. - - “Who so wise, and will observe these things, even they shall -understand the loving kindness of the Lord.” - - —(_Psalms CV, 11–43._) - - - - - THE WISE MAN’S PHILOSOPHY - - A WORLD OF KNOWLEDGE - - For Progressive Colored Americans - - - “The wise in heart shall be called prudent: and the sweetness of the -lips increaseth learning.” - - —(_Proverbs XVI, 21_) - - - The Secret of Successful Work - -Knowing how to work is a secret all men do not possess. - -When a man is born his life work is born with him, but the work he does -remains after he is gone. Hence the necessity of doing good work for the -evil work we do remains along with the good and hangs upon it like -fetters upon a felon’s wrists. - -Whether a man works with his hands or his brain he exhausts, uses up a -certain quantity of his physical body. His brain, muscles, and every -part of his body are drawn upon to help do the work in hand. - -Now, a man may lessen the hardship of his work, or he may increase it by -his manner of doing it. - -When any work is begun, a certain amount of vital energy is started up -and continues working until it is stopped. That energy is like the -movement of a clock pendulum—it keeps on moving back and forth as long -as it is kept wound up. When the clock runs down, the pendulum stops -because there is no stored up force to keep it in motion. - -This is exactly what takes place in the body when we work. We set the -pendulum in motion and it keeps on going until the clock runs down, that -is until we drop with exhaustion. - -This vital energy is an intellectual quality, and when we work our mind -keeps it active. It is the same when we make hard work of any job. The -vital energy works hard also. - -Some men, sawing a stick of wood, for instance, will begin sweating over -the job before they have half sawed it through. That is, they have -already finished the job so far as their vital energy is concerned but -more vital energy must be exhausted to complete it. - -Do not let your mind run ahead of your work, but keep it up even with -that work. Then you will not tire out, and after a good sleep you will -be fresh to begin another day. Work easily and steadily. - - - - - The Key to Success - -Character; Education; Industry; Wealth. - -These are the successive stages on the road to success, and they follow -in their regular order. - -Character belongs to every man individually, and can not be copied from -another. It lies in the man; that is all anybody can tell about it. -Natural probity combined with insight into what you are doing, your -trade, business, occupation, etc., are the factors that make up -character. It is different from reputation, for a man may have a bad -reputation and still possess a good character. But he can not have a bad -character and possess a good reputation. The power to succeed in -business is character. - -Education goes with character, and means more than learning or mere -knowing. It means capacity and ability to utilize what you know. This is -education. - -You must not only know things but also know how to apply your knowledge, -otherwise you are as well off as if you knew nothing. - -Industry means diligence in developing character and utilizing education -for all they are worth. - -“The hand of the diligent maketh rich,” says Solomon, the wisest man -that ever lived. He also says, “The diligent gaineth favor.” - -Wealth comes by the observance of the foregoing and certain things which -should be added. For instance: - -To become industrious you must give yourself and your fellow man a fair -exchange for what you receive. - -You must watch your intellectual, spiritual and worldly welfare. - -Progressive Colored Americans must seek opportunity which does not come -of itself, and which has been denied them in the past. - -You must make yourself, and follow high standards. - - - Start Right in Life - By Avoiding Foolish and Unnecessary Extravagances - -Economy tells us we must learn to do without many things we would like, -and forego all unnecessary luxuries, recreations and pleasures which -call for money. - -We can be happy without these things and enjoy the forgotten pleasures -of home. - -Cut down on rent, table, clothes, etc. - -The burden of economy falls upon the women who do the marketing, cooking -and housework. - -Let the men save on personal expenses. A woman can throw out more at the -back door than a man can bring in through the front, but his billiards -or pool, cigars and drinks soon devour the pennies and dimes saved by -the wife. - -Do not buy what you do not need or that you can get along without. - -Do not make fun of pennies and dimes as unimportant. Instead of saying, -“It is only a penny,” say “It is a whole penny.” - -Strive to learn economical buying. No one has enough money to say that -cost is of no account. Get the very best for your money. Don’t buy -blindly without inquiring the price, and always remember that a penny or -a dime in your pocket is just as much at home as in that of the -merchant. - -Do not ride when you can walk. You need exercise and walking is the best -and cheapest method, much cheaper and better than the bowling alley. - -Don’t buy two pounds of meat when one pound will do; nor a bushel when a -peck is sufficient. - -The first fruits and vegetables of the season are expensive; wait a few -days and they will be cheaper and more mature. - - - _Quick Sales and Small Profits_ - -Our modern system of transacting business has so materially changed from -what it was a decade or so ago, that a special training is required to -make a success. - -Theoretically, the difference between the cost price and the selling -price represents profit. But it often represents loss. - -If goods could be delivered at your place of business at the invoice or -purchase price, the selling price might cover some profit. But -complications begin as soon as you have made a purchase. - -There is transportation, insurance, demurrage, haulage, rent, light, -heat, clerk hire, taxes, and perhaps license fees, to be added to the -burden of the cost price. - -With such, and so many additional charges, how can there be any profit, -if the goods are sold customers at a fair price that will attract them? - -There is only one way to cover possible loss and that is in getting rid -of the goods at a small profit. If you do not, depreciation enters the -field to compete with the other troubles, and with handling, dust, -mussing, etc., you will have to put up a sign “Selling below cost,” or -“Bargain Sale.” - -A quick turn is the best turn in business, and to hold on to a price -until you get a fixed profit you have determined on, is like refusing a -good job because the wages or salary is lower than you have calculated -upon getting. The opportunity slips away. - -A landlord demands a certain rent for his premises and he will not come -down a dollar a month. So his property is untenanted for a long time, -and he loses in pocket although eventually he gets his price. - -Make quick turns at small profits and repeat often. Nickel car fares are -making the car companies multi-millionaires. - - - _The Early Bird Gets the Worm_ - -This is a saying that contains a large load of philosophy. - -There is always a worm around for an early bird to pick up for -breakfast. Of course it is very foolish for the worm to come out, but -that is the way things are in this world. - -What you have to do is to play the part of the bird by getting there -first. To carry out the idea, remember that you are not the only bird -after the foolish worm. - -This means hustle on your part, and that is what every business must -show—hustle. - -In any event do not be the worm. - -You watch the markets and take advantage of every fall in prices. -Perhaps there is a small telegram in an out of the way place in your -morning newspaper, which intimates that there is going to be a large -shipment to market of potatoes, peaches, cabbages and so on. Down you go -and put in an order at a small price and you get the product. Or, you -have a lot on hand and a glut will lower prices. Up you get and down you -go to sell out your lot at less than the market rates to those who have -not yet seen the approach of a glut. - -You do not have to wait for breakfast or for anything—just travel and -hustle. - -The weather report mentions a probable frost. Down you go and mark up -the product likely to be affected. Everybody—every early bird is doing -it, and it is the custom of business men to do this. - -The worm picked up by the early bird is the man who says “Pooh! I don’t -believe there is going to be any glut or any frost.” - -This is a mighty big country and things are coming and going all the -time. There is a big production and it is crowded to the point where -there is liable to be a frost—that is a deficiency in the market, and -then you have a glut. Keep your eyes and ears open and watch the market -reports. - - - OPEN A SAVINGS BANK ACCOUNT - -If you ever hope to be considered a thrifty citizen, a man to be looked -up to, you must exhibit some financial standing. - -You can do this by opening a savings bank account. A man who has a bank -account is never ignored, whether his account is large or small. It -means something substantial, and you feel more like holding up your head -and looking at the sun without a smoked glass. - -Many people save their money, or think they do, by hiding it away in the -bottom of a trunk, burying it, or carrying it around in their pocket. -These people generally lose their money because it is as easily -accessible to others as well as to themselves. - -Banks are safe institutions at the present day, but not a bank run by -private parties for their own benefit. You must not be deceived by -glowing promises of returns on your money, for they always come from -those who are scheming to get it away from you without returning it. - -There are all sorts of tricky people roaming about looking for those who -have a little money saved up and who are afraid to put it into a savings -bank. Do not listen to them for you will be deceived. You can not take -up a newspaper without reading about some man or woman who has been -defrauded of the little money hoarded in a tea pot, or burned up in an -old stove, dug up from some secret hiding place under a tree, or picked -from his pocket by an enterprising thief. - -Trust your money to first-class savings banks and it will be there when -you want it, and it can not be lost or stolen. The bank is responsible. - -“Some banks burst.” True, but not a good bank, the shady ones always -fail when they get a good sized roll. - -If you do not know enough to put your money in a safe place, you do not -deserve to have any, and you generally do not. - - - SAVE YOUR MONEY AND MAKE IT WORK FOR YOU - -There is one open opportunity that everybody can take if he wishes to do -so, and with very little exertion on his part. - -The man who makes his money earn money for him relieves his own back of -many heavy burdens. - -To do this is the object and aim of every go ahead person, and there are -many men who walk our streets who have money making money for them, even -while they sleep. - -All you have to do is to save your dollars instead of giving them away -for somebody else to work with—work them yourself. - -It is worth knowing that when you squander, or spend unnecessarily, one -dollar, you are at the same time parting with a servant that will bring -you in profitable returns—you are killing the goose that lays golden -eggs. - -Stop and think that whenever you part with one dollar you are -sacrificing two or more dollars, some say, five or ten, for the reason -that in the course of a few years, your dollar will earn you several -other dollars by being put out at interest, or in bonds that pay good -rates of interest. - -It is a comforting thought to know that when you can not work, your -money is working for you every moment. - -The following tables will show you just what it does: - - TIME IN WHICH MONEY DOUBLES. - - ═════════╤════════════════╤════════════════ - Per Cent │ SIMPLE INT. │ COMP. INT. - ─────────┼────────────────┼──────────────── - 2 │50 years │35 years - 2½ │40 years │28 yrs. 26 da. - 3 │33 yrs. 4 mos. │23 yrs. 164 da. - 3½ │28 yrs. 208 da. │20 yrs. 54 da. - 4 │25 years │17 yrs. 246 da. - 4½ │22 yrs. 81 da. │15 yrs. 273 da. - 5 │20 years │14 yrs. 75 da. - 6 │16 yrs. 8 mos. │11 yrs. 327 da. - 7 │14 yrs. 104 da. │10 yrs. 89 da. - 8 │12½ years │9 yrs. 2 da. - 9 │11 yrs. 40 da. │8 yrs. 16 da. - 10 │10 years │7 yrs. 100 da. - ─────────┴────────────────┴──────────────── - - =A Dollar Saved Is a Dollar Earned= - - A small sum saved daily for fifty years will grow at the following rate: - - DAILY SAVINGS RESULT - One cent $ 950 - Ten cents 9,504 - Twenty cents 19,006 - Thirty cents 28,512 - Forty cents 38,015 - Fifty cents 47,520 - Sixty cents 57,024 - Seventy cents 66,528 - Eighty cents 76,032 - Ninety cents 85,537 - One Dollar 95,041 - - - BECOME A LAND OWNER - -From the material point of view, there is nothing on this earth that -leads to so much success, security, and social standing as the ownership -of land. - -By owning land you become a landlord, and you gain that opportunity by -thrift and economy. - -Land is the soundest investment in the world, and it has always been one -of the great objects and hopes of the people of the earth to own a small -slice of its surface. - -If you own land, you acquire a sense of responsibility to the community -where it is located. You are invested with a dignity which you can not -obtain in any other way. You possess a sense of security and -independence that nothing else will give you. - -All over the world it is land which is considered first security. In -this country, the courts refuse money or jewels for bail, insisting upon -land as the requirement of the bond. - -The reason is because land is a fixture; means security that can not be -carried away or be lost, it is always there when it is wanted. - -Buy land, therefore, if only a small portion. If you can not get forty -acres, get twenty, or ten, or one, but get some land, and you will be -surprised to find how fast your acre will become two, etc. - -There are always opportunities to buy land on time, so that you do not -have to wait until you have a large sum of money, but you can pay in -small amounts on long time. - -It is a good business that of real estate. You buy land, then subdivide -it, sell a part to pay for the whole, and own the rest. It is a common, -every day transaction, and is successful, but you must keep your eyes -open. - - - OWN YOUR OWN HOME - -A man without a home may as well be a man without a country. A home is -bail for success in life. Not a mere place to live and sleep, or eat and -get your washing done, but a home of your own, what an Englishman calls -his “castle.” Yours where you are safe from intruders, and feel like a -king in his own domain. - -It is easy to acquire a home, but you must begin at the beginning and do -as all others have done and will always do. Buy the beginning of a home -with what you can easily save out of your earnings or wages. - -The way to do is to buy a small lot for a home, a small piece of ground -upon which you can build a little cage for yourself, your dear ones, and -for your posterity, or in anticipation of such an event. It pays. The -man who does not dream of a posterity is not a good citizen, a good -friend, nor a safe man to deal with. - -You do not have to pay out a large sum of money; a small sum to begin -with will secure you a start toward a home. Paying gradually, you will -soon have the ownership of a portion of this green earth, and a spot all -your own. Then you can build when the ground is paid for. That is the -key to a home—get a lot paid for and you can always secure a building -fund. - -In this way you become a real member of society, a citizen who has an -interest in the way his affairs are carried on. In addition to that, you -are deemed a solid citizen, a fixture, and when the time comes you are -the one selected to fill an opportunity of any sort within your -capacity. - - - DON’T BORROW MONEY FOR NEEDLESS EXPENSES - -It is a common business transaction to borrow money when there are -sufficient assets to justify it. But in such cases there is a regular -rate of interest fixed by law as payment for the use of the money -borrowed. You can not risk any other than the legal rate of interest, if -you do you are taking unwarranted risks, and subjecting yourself to the -yoke of a loan shark, out of whose clutches you can never emerge without -tremendous sacrifices, often ruin. - -Money borrowed to speculate with is a heavy and dangerous burden on the -borrower. When he loses, he not only has nothing to show for his folly, -but is goaded into borrowing more in the hope of making good his loss. -Once in the toils, he will not stop until ruined financially—perhaps -morally. If he wins he will still pursue the phantom fortune on borrowed -money and lose finally. Speculation is a gamble with the odds against -you. - -In speculations, “Neither a borrower nor a lender be.” - -If you have to borrow money to complete or perfect some transaction or -business deal, or to carry you through, or tide yourself over some -delay, you can always get it at the regular rate of interest, provided -you have reputation, and security. But do not mortgage your clothes, -furniture, etc., for anything but an absolutely necessary loan. - -Remember always, that money borrowed and spent is a hardship to return -unless you have the wherewith in the way of business to make good. - -If you worked half as hard to get money for your own pocket as you do to -repay a loan, you never would need to borrow. - - - ESTABLISH A REPUTATION FOR YOURSELF - -To get along successfully in business, or in any other occupation, for -that matter, every man must establish a reputation for himself. - -Indeed, reputation is the basis of credit; it is his first and best -capital with which to make a start in life. - -Of course, the reputation meant is a good reputation, and not one that -is open to question. - -A man may have a reputation as a fighter, a shrewd man, a tricky man, a -dishonest man, and so on, but these keep him back in the life struggle, -and even if he should succeed, as the wicked are often said to do, his -success will be only temporary. - -It is the lasting reputation for honesty and fair dealing that brings a -man up to the standard of success. - -Be true to your word, stand by your contracts even if you should lose an -advantage, for you will regain more than you lose by your reputation. - -A good reputation in small things means the acquirement of a reputation -in large things. You are always gaining. - -It must be borne in mind constantly, however, that a reputation is -easily lost by a false step: “At every word a reputation dies.” Hence, -having once gained a reputation for fairness, honesty, and squareness, -do not let any small advantage or chance of gain persuade you to throw -it away, for a reputation once lost will cost you years of sorrow to -regain. When you have lost the good opinion of your fellow man, you may -as well withdraw from their society for you will be an object of -suspicion ever after. - - - IMPROVE PRESENT OPPORTUNITIES - -If you knew that by pulling up a rope hanging down a well, you would get -a rich prize, a bag of gold, or a box of diamonds, you would keep on -pulling. - -Now, life is nothing but pulling at something at the end of which we -hope and expect to find something worth while. - -What we pull at consists of a long string of opportunities, and if we -let go, then we lose. - -The fact is, we must improve our present opportunities, for they lead to -other and better ones. Small opportunities are not to be despised for -several of them make one large one which is what you are aiming at. -“Little drops of water, little grains of sand, make the mighty ocean and -the beauteous land.” - -Some people want to get rich immediately, and venture into all kinds of -speculations to get there. These are not opportunities, they spell ruin -in the end. They are the destroyers of opportunities. - -An opportunity always makes good if you stick to it, but flies away from -you if you neglect it. - -Opportunity says to you: “Oh, well, if you do not care for my company, -there are others who do,” and away it goes to the others, and then you -have regrets, too late perhaps, some other man has appropriated it. - -It is a common saying: “Everything comes to him who waits,” but Napoleon -said: “Everything comes to him WHO KNOWS HOW to wait.” There is a vast -difference. - -Do you know HOW to wait, friend? If you do then you are ready to grasp -opportunity when it comes your way. - -Christ said: “Seek and ye shall find.” To this may be added the saying -of St. Paul the great Apostle who was certainly a wise man: “Prove all -things; hold fast that which is good.” Do it now, for time flies. “The -Bird of Time has but a little way to fly—and Lo! the Bird is on the -Wing.” - - - HOW TO MAKE USE OF VALUABLE SPARE TIME - -What do men do when their work for the day is over? - -We are arranging things so that a man will have eight hours’ work, eight -hours’ play and eight hours’ sleep. The sleep you must have or you can -neither work nor play. This division of time consumes the whole day. - -When we speak of eight hours’ work, we mean “work,” not dawdling. - -By attending to the business you have on hand you work, and the -clergymen say: “A man who labors prays.” - -But what to do during the eight hours set apart for play; that is the -rub. Of course everybody should understand that by “Play” is not meant -dissipation, far from it. It means “recreation” of some sort that will -help do the work and induce sleep. - -A change of occupation is often play to some, because it gives the mind -and the unused muscles a variety which is equal to rest. - -A few hours of the play time devoted to improvement either of the mind -or in the business we are in, will be of great benefit and result in a -“raise.” - -Few people want to die young, but the sure way to reach the end is to -work when we should play. Labor constantly undergone, for sixteen hours -every day, shortens life by about one-half. The human machine is built -for so much service, and if that service is crowded into a short space -of time, why then the machine gives out. Like any other machine it gives -out and goes to the scrap pile. - -If we play all the time, why then, the machine rusts, and gives out just -the same. So if we sleep all the time, we rust and the brain gives out -by inaction. - -It is wise to divide the day equally as is suggested, and do something -during sixteen hours, and sleep the other eight hours. This is -scientific, and leads to good health, long life, and, if you do not -speculate, leads to wealth, at least to a good living. - - - FIT YOURSELF FOR SOME TRADE OR CALLING - -What do you intend to do for a living? - -Plenty of time to decide that, you say for yourself or for your boy. - -You deceive yourself, for there is not plenty of time. You must decide -early, and educate yourself for the trade or calling you have decided to -follow. - -You must have some definite aim in life. Nobody can fix one for you. You -know best what you can do, what you would like to do, and what sort of -an education you need to do it. - -Things move swiftly in these modern times, and you must decide quickly, -or fall behind in the race to the life goal. - -Others are treading on your heels and you must go ahead or fail out -altogether, and the procession is so large, and so closely packed that -you can not wedge your way in again without a hard struggle. - -Do you want to be a farmer? Study farming, and everything that pertains -to farm work. - -Perhaps you would prefer to be a doctor. Well, then you must study for a -doctor’s profession and let farming alone. If you are built for a doctor -you can be one, but you should study yourself carefully and take advice -on the subject. - -You would rather be a lawyer? The same effort to be a doctor must be -made. You can not be a lawyer just because you are bright and say funny -things sometimes. - -Whatever you decide to do, whether farmer, doctor, lawyer, blacksmith, -carpenter, or merchant, be one or the other and do not try to straddle -all of them. - -A Jack of All Trades is master of none, and he is not wanted in this age -of specialties. Be some one thing and be that thing for all there is in -it. - - - WORK FOR SUCCESS WHILE YOUNG - -Youth is the time to work for success. - -Old age is the winter time of life and if no provision has been made to -acquire a competence before that period, it will be an unhappy time, -perhaps a miserable existence as the result. - -Success has no tomorrow, it is always today, and if the sun of today -sets upon failure, it can not be hoped that it will rise tomorrow upon -success, there being nothing to cause it to do so. - -There is no greater duty to be performed by man than to lay by provision -for the future. Even the animals prepare for a rainy day, the worst -specimens are those who neglect this instinct. - -It is an instinct, the instinct of self-preservation. - -Experience demonstrates, in fact, it has become an axiom of science, -that after a certain age, a man is incompetent to perform his duties in -as profitable a manner as before. - -Some fix the age at forty years, while others say that a man has reached -the fullness of his capacity at the age of fifty years. - -It depends, of course, upon your employment, as to that. When a man’s -occupation consists of hard physical labor, he should have acquired -enough to carry him over during the rest of his life, by the time he has -reached the age of fifty years. - -It is certain in business and trade circles, that a man need not look -for employment as a skilled laborer after the age of forty-five years. - -The body wears out after years of toil, or years of idleness—which is -the same thing—and the mental vigor lessens materially. - -For this reason, you will become worn out before attaining success, -unless you spend your time of youth in attaining it. - - - - - Opportunity for Business Life - -Become a merchant, if that is your inclination, but begin in a small way -and build up. You have children, then the business will be for them when -they grow up and are able to help you. - -The way is easy if you look around for the best opening. Pick out your -neighborhood and study the wants of the people. There is always a law of -demand and supply, for people want things of every description every day -and every hour. - -Now what does a particular neighborhood need? That is the first thing to -learn. Next, what do they want? That is the second. Thirdly, how many -people are there needing and wanting things? There you are with the -elementary knowledge ready at hand. - -Talk with a few of them and find out how they feel about a business -among them within reach and with accommodations of supply and delivery. - -Then begin quietly without a splurge or plunging. Go slowly, except when -there is a sudden demand, then work quickly to supply that demand. -Generally, however, you should work up, and put yourself in a position -to be liked. You treat everybody as if you wanted to accommodate them, -and they soon realize that. - -You never can tell what a small beginning will lead to. If you keep your -eyes open the future will unfold itself. In every locality in our cities -and settled country districts, the population is increasing, in many -cases by leaps and bounds. You are there and with the proper kindliness -and affability you will grow with the place, and the more the population -increases the greater will grow your business. - -There you are, a business man, grown to be such by the force of -circumstances and tact with good judgment. The business will grow still -more with the help of your children. - - - Build Up Your Credit - -By making your word as good as your bond, you are seizing an opportunity -to build up your credit, and without credit you can not hope to win in -the battle of life. - -Pay your debts and meet all your obligations as promptly as you can, and -if you can not on the specified day, come out squarely and give the -reasons why. - -Be frank and open with the man you owe, and while he expects you to meet -your engagements according to the express letter of your contract, he -recognizes the fact that in every business transaction there are -accidents that prevent it. - -There are always modifications of contracts, because human nature makes -mistakes. The best of men do this, but they come out in a manly fashion -and admit it. - -It is said that business is hard, and knows no yielding; that when a man -promises to do a thing, he MUST do it whether he can or not. This is -nonsense, business is like every other department of life, it hinges -upon humane principles. - -If, however, you have not established your credit, you must do so, and -you must keep it up. You can not begin your credit by begging for delay -the very first engagement you make to pay. That is always a bad -beginning, in fact, it is no beginning at all. - -Business men watch your progress, and if you have shown yourself -capable, honorable, and prompt for a reasonable time, they are always -ready to help you out in the time of adversity or bad luck. - -It is policy to do this, and you may as well adopt the following idea -also: “A man may be down today and up tomorrow. If he is down today and -has credit of good repute, he will get up tomorrow through help extended -to him. Otherwise he will be left where he falls.” - - - Stiffen Your Backbone and Keep on Climbing - -The owner of a stiff backbone is not easily put down by adverse -circumstances. - -No man’s troubles overwhelm him unless he gives in to them weakly. - -This is the experience of men since the world began: You must fight your -way up and never look back to slipping places, for then you will surely -stumble. - -Worry is one of the symptoms of a weak backbone. Everybody should know -that small stumbles are not killing matters to mourn over or worry -about. You may have had in your own experience, many cases where your -worries and anxieties proved nothing but phantoms. You think you will -not survive until tomorrow, but you always see the sun shining the next -day whatever befalls you today. - -Things always come out as a rule much better than you expect, or dared -hope. - -If you have health and good friends to encourage you, why should you -worry or fret over the things of life which are always small and -insignificant? - -Keep your eyes open and watch for another opportunity to wedge yourself -back in, if you should happen to be crowded out of anything. - -You must not think that every avenue to opportunity is sealed up against -you because you do not find a wide open way to get in. Try a small way -first, and keep on pushing and the road will widen. That is you must not -weaken, if you do you will slide back and so be always climbing up and -sliding down the hill. - - - Keep in the Race, Don’t Give Up - -The Holy Bible tells you, and man’s experience has always demonstrated -it, that “The race is not to the swift, nor the battle to the strong.” - -You are fearful that you will not win. Why? Is it not because you are -looking backward instead of forward? - -You have had much to contend with, let us say; very well, are you going -to lie down now that you can see daylight ahead? - -We are living in the present, acquiring strength for the future, the -past is dead and should be buried. The man who looks back is useless for -present needs. - -Get away from the downtrodden notion, the servant idea, and be a man -with an intelligent brain aspiring to higher things. - -Every man is what he thinks himself to be, and if you have no -aspirations beyond your present occupation, then you will remain in that -occupation and nobody can pull you out of it. - -On the contrary, a man who thinks he is fitted for some better -occupation than the one he is engaged in, will soon find that other -occupation; he will soon be his own master. - -No man is kept out of a thing unless he wants to stay out. It is true -there are sometimes many difficulties, and in the case of our Colored -Americans, they have been appalling and discouraging. But the light is -breaking, the black clouds are disappearing, and soon, if you keep in -the race, you will find the land of sunshine and happiness. - -Don’t give up the ship as long as there is a timber to float on. - - - Keep an Eye on the Future - -It is quite true that we are living in the present but we do not stop -with today or stand still. You know that the sun will rise tomorrow and -that you will see it rise. That is, in all probability. - -The sun of tomorrow and your rising are future events. - -In the present you prepare for tomorrow and continue what you began on -the yesterday. Otherwise you are standing still. No man can proceed if -he must begin over again every tomorrow that comes to him in his life, -he must have done something that can not be completed except in the -future. - -That gives him work to do, something at which he can make progress. You -will be of more value tomorrow than you are today because you have -advanced by experience—you have learned something, and so you will learn -something every day and every tomorrow will find an improvement in you. -Your time will be of more value, and your services command a higher -price. You must work things around so that this will happen to you. - -To every young man the future holds everything dear to him, his hopes -are all centered on the future. In it he sees a home, a family, honor, -fame perhaps, wealth possibly, comforts and a peaceful old age. - -He may bring all these to pass but he must carry them always in his mind -as things to be attained. - -We may not know what the future has in store for us, but we can shape -events, our lives and our doings so that we will know something of the -future. When we say we do not know what the future will bring forth, we -do not mean things of our own creation because we do know that much, but -accidentals, and against those dangers we can provide by taking counsel -and making provision to defeat them. - - - Produce Something and Increase Your Own Value to the World - -The man who is a consumer only is of little use in this world. He is out -of balance with energies and activities in the business or professional -world. - -The earth, the soil, is valuable only because it PRODUCES something that -did not exist before. It creates in its way. The more it creates or -produces, the more its value. When it produces nothing it is called a -desert and is avoided for all useful purposes. - -It is the same way with men; they must produce, make something, and the -more things they make or produce, the higher their value, the greater -their wage earning capacity, or income producing power. - -Let the Colored American get into a business of his own; begin in a -small way, but make something for others to buy or use. - -To become a producer he must enter the manufacturing and commercial -fields. He must grow up with his business of producing. - -In this way he will establish an enterprise for his sons and daughters, -and he will be able to sit in comfort beneath his own vine and fig tree. - -Present “Opportunity” lies in taking advantage of present conditions, -always remembering that as we progress we open up other and better -opportunities that may be temporarily closed to us. - -To get the means to do this, we must educate and work. The race has made -wonderful progress in the field, the workshop, and in the professions, -but it must reach out into commercial life, for the wherewith to carry -out higher ideals. - -We must cultivate the commercial instinct if we would master our own -destinies. - -We are all what we make of ourselves, and can not accuse another of -spoiling the work. - - - STOP, LOOK, LISTEN! - -At every cross road in the country there is a warning signal: “Look out -for the Locomotive.” At every railroad crossing in every large city, -there are bells rung, whistles blown, and even guards let down when a -locomotive passes. - -Policemen stand at corners to warn people to look out, etc. - -Why all these precautions? Simply to prevent people from endangering -their lives. Yet, there are lives lost every day from failure to heed -the warning signals, and many persons are maimed and crippled for life -from the same cause. - -The impression seems to be that people do not know enough to take care -of themselves, and that they are disposed to rush into danger heedlessly -and imperil their lives. - -The impression is based upon truth. People do not know how to take care -of themselves, and therefore the law exercises a sort of guardianship -over them. It is all very nice to feel that there is somebody caring for -us and shielding us from our own stupidity. That is what it -is—stupidity. - -If men would only stop, look and listen, that is, keep their wits about -them, there would be fewer accidents, fewer failures in business, and -fewer failures to succeed at anything. - -It is not the foolish, the ignorant, and the small child who incur risks -that are fatal, but grown men, men of intelligence and even wisdom and -sagacity who venture too far and are caught up by hidden or exposed -dangers, and lose their lives. - -It is almost suicide for any man to lose his life through his own -carelessness and inattention to danger signals. - -These warnings exist everywhere in every department of business, and in -every occupation. A suit for heavy damages is no consolation to the man -who throws his life away through carelessness. - - - BE EVERY MAN’S FRIEND - -Every man with a grain of common sense prefers a friend to an enemy. - -Not that a man need to have enemies, for if you make yourself a friend -to every man, every man will be your friend and you will have no -enemies. - -There is much comfort and peace of mind, besides greater opportunities -for succeeding in any occupation, if you possess that charming trait -known as “friendship.” - -Friendship is a valuable asset in character. There are always times -during life when you need a friend, and you can always have one ready at -hand if you are a friend to others. - -We all know that a friend in need is a friend indeed, but do not bank -upon what you are to gain by being a friend and persuading others to be -your friend. That is mercenary, and not provocative of good feeling or -self-satisfaction. - -It is very proper to be friendly with every one from the standpoint of -business, for then you gain friendship in a variety of pleasant ways. - -There is always social intercourse to be considered. You want friends -for that; indeed, if you have none, you are in a bad way, and apt to -wander off into by-paths that are shady and disreputable. With a friend -by your side you have a guide and adviser. - - - _Help Your Fellow Man_ - -You are not put here on earth for your own sole benefit. There are -others with the same rights and privileges to enjoy the things of life -as well as yourself. This is important to remember. - -Now, if you help your fellow man to maintain his rights, do you not see -that you are laying the foundation for help to maintain your own? - -If you trample on any person you must expect to be trampled upon in your -turn, and then away go your rights, and trouble ensues. - -If you help your friends and neighbors in their need, you are opening -the way to be a success in whatever you may undertake. Under such -circumstances, men will swear by you, and if you cannot be helped by -them—there being some things that are too deep to be aided, sorrow for -instance—you will at least have their sympathy, good will and -countenance in your undertakings. - -Let all your dealings and intercourse with your fellow men be based upon -mutuality. There is a proverb which may not be inappropriate, which -says, “Molasses catches more flies than vinegar.” Of course, helping -your neighbor out of his difficulties or even sympathizing with him in -his sorrows or grief, is a sweetness to him and to you. - -Every kind, every good act, has a reciprocal effect. It may not be done -out of whole heartedness, and there may be a grain of selfishness in it, -but the principle is there, and often repeated, it becomes a second -nature to act like the Good Samaritan without hope of reward. - -Nevertheless there is always a reward more or less substantial. - - - _Take Counsel of Your Best Friends_ - -It is as old as the hills that “Two heads are better than one.” - -It is true that every man has two feet, two hands, two eyes, two ears, -and so on, but only one head. Things do not seem to balance with only -one thing, so to complete the balance it is the height of policy to have -two heads. Why not? - -But one of the two heads is that of your best friend who can advise you -when your one head is apt to go astray in some important step or -undertaking. - -You may not follow the advice of your friend, but he may give you an -idea that will save you from making mistakes leading to failure. - -Solomon says: “Without counsel purposes are disappointed.” - -But you must take counsel of your friends; not of the ungodly, or those -who may take advantage of you to counsel you wrong for their own -purpose. - -It is to be hoped that you have friends, if not make some immediately, -because you will always need them. Now, when you have a friend go to him -and counsel with him, and stick to him closer than to a brother. You -should not give all your ideas away or consult with everybody about your -affairs. You should keep close mouthed about them, but when you are in -doubt consult a friend. We repeat: consult a FRIEND, not one who calls -himself your friend, and wants to borrow money, or use you for a -purpose, but a real friend upon whom you can rely. - -Such a counselor will not betray you, but will be your other head and -study your needs and help you in your troubles. - -The word “friend” is a high and noble word and possesses a meaning not -common to other relations between man and man. Thus, Abraham was the -“Friend of God.” - - - SELECT YOUR OWN COMPANY - -“A man is known by the company he keeps.” - -This is a proverbial saying and it is a true one. - -You have only one life to live, and you must be as careful of that life -as a man is of his gold. - -Good companions help you on the upward path; evil companions drag you -down. Men possess free will, but a misuse of it brings speedy -punishment. - -Opportunity meets you and asks: “Who are your companions?” - -Not being able to deceive Opportunity, you tell the truth and answer: -“Oh, I go around with the boys. We stand around the street corners; -smoke cigarettes; hang around the billiard and pool rooms; play craps -occasionally, and—” - -But Opportunity does not wait to hear any more, it vanishes and keeps -away from you, leaving you free to follow your own head. - -It has come to be a test of quality made by every employer, to judge an -applicant by the company he keeps. - -“Tell me who your companions are and I will tell you who you are.” - -There is no mind reading about this, it is common sense. - -In these days when there is so much vice and crime; when men have become -suspicious of their next door neighbor, a wise man is careful whom he -trusts. If you associate with an element that is suspicious you can not -complain if you are yourself suspected. - -It is not necessary to go about with your hands folded in an attitude of -prayer, or pretend to be overly virtuous and honest, all you need is to -be a man, open and above board, and decent in your associations with -others. - - - KEEP YOUR NERVE - -Most of our troubles are imaginary, nine-tenths of them never coming to -us as we expected. They are mostly matters of nerve weakness. - -We start something during the day, and lay awake at night worrying for -fear it may not turn out successfully. We brood over phantoms and -scarecrows, for that is what most of our worries are. - -If you have started anything right, and your conscience is at rest, why -do you worry? There is no reason for it. - -Or if you have used your best judgment and made your best effort to make -your venture a success, go to rest, put your trust in God and you will -sleep. - -The man who loses his nerve in the middle of a railroad or any place -where there is danger, comes to grief. The life on earth is a road full -of pitfalls and unpleasant things, many of them as dangerous as a -railroad train bearing down upon us. - -If you keep your nerve, you simply get out of the way of the locomotive, -or of the runaway horse, or the automobile, and keep on living. - -So it is in your every-day transactions. Keep out of the way of things -than may undo you. Step aside and let them pass by. Everything works for -good in this world, what you do not accomplish some other man does, and -it helps you because everything is along parallel lines. - -Where a thing is unavoidable, or inevitable, why then it is foolish to -worry, and shows poor control of your nerves. - -Put your trust in God, follow the straight path, and stiffen up your -nerves. - - - STUDY YOUR HEALTH - -The ancients said that there can not be a healthy mind in an unhealthy -body. And they established this rule for all to follow: “Keep your body -healthy and your mind will be healthy.” - -By a healthy mind is meant a calm, cool, clear, active brain that can -act up to its full capacity without faltering, or falling down at -trifles. - -To have that sort of brain, you must preserve your bodily health. - -One patent way to lose your bodily health is to acquire bad habits of -any kind that you know are bad for you. - -You have a headache in the morning, and no appetite. It does not require -a Solomon to tell what ails you. You have been drinking, carousing, -staying up late instead of going to bed and getting your necessary -sleep. - -You have eaten things that do not agree with you, and so you must see a -doctor. Besides that, you are too sick to go to work. - -All you have to go upon in this world are your health and your mind. It -does not matter what you do for a living, you must keep your wits about -you all the time, and you can not do this unless you keep your health. - -The mind is so closely connected with the body that what affects one -affects the other, favorably or unfavorably. - -Eat proper food, something that you know by experience will agree with -you. Take your accustomed sleep, and exercise your muscles to keep your -nerves—those nerves that spread up into the brain—in full play and ready -for emergencies. - -A healthy man does not worry; he is an optimist and looks at the bright -side of life. An unhealthy man is a pessimist and sees things through a -dark cloud. He ends by running down at the heels, and ceases to possess -any economical functions. - - - MAKING ONE HAND WASH THE OTHER - -It is a good commercial and business maxim: “Make one hand wash the -other.” - -There are little delicate attentions shown men to induce them to do you -a favor. It is not exactly doing to others as you would have others do -to you, but you do something for a person in the expectation that he -will do something for you. This is the origin of the saying. - -Politeness, forbearance and social amenities are the rule in these days, -and it is the best policy to assume that distinction even if you do not -feel that way. - -The propensity for making one hand wash the other is more apparent in -commercial and trade transactions than in any other. It is in these -occupations that the eye beholds dollars or doughnuts at the end of a -string, and a gentle pulling in the way of attention and brotherly -reciprocation will bring the dollars or doughnuts within reach. - -Bears and dogs growl and get nasty whenever they feel like it regardless -of consequences, for they live in the present entirely and nothing is of -any importance to them on the morrow. They do not even know enough to -lay in a supply of provisions for a rainy day. A squirrel will do that, -but squirrels are not quarrelsome, they are friendly and gentle, they -make one paw wash the other. Watch one of them grab for a nut, get it, -and beg prettily for another. - -We must provide for a rainy day, and if we are in business we must have -friends and customers to fall back upon for shelter. Waiting until the -rain sets in and then beginning, fails—it is then too late, at least for -that day, but by beginning you will perhaps be ready for the next rainy -day. - - - - - SUPERSTITION AND LUCK - -More people are superstitious than are willing to admit the fact. From -bygone ages to modern times, both high and low, rich and poor, educated -and ignorant, have yielded to some curious vein of fancy that leads them -to expect “luck” or success more readily if certain whimsical conditions -are complied with. Who has not, at some time, felt the power of one or -another of the odd ideas that seem to have such a firm hold on the mind -of man? Laugh it off as we will, declare it nonsense as we know it to -be, still there is the tendency to put an unreasoning half-belief in it. - -Do we not all know those who are nervous with fear if salt is spilled; -who would go without a meal rather than be one of thirteen at table; who -never begin any important work on a Friday; who are careful to take -their first sight of the new moon over their right shoulder instead of -the left; who rejoice in the finding of a four-leaved clover? - -“Luck” is a plant that grows from the seed. And the seed sown is the -kind of thoughts we entertain; ideas about ourselves, about God, about -our work, and about the rest of the world. - -Thoughts can be chosen. If we think ourselves weak and inferior, we -invite failure; because then the work that we do will not be our best, -and will be surpassed in value by that of others. - -If we think instead, “I can do this work better than it has ever been -done before—and I will,” the seed will grow and bear fruit in results to -ourselves and others. - - - GOOD AND BAD LUCK - -Your success in life never depends upon the turn of a card or the dice. -You can neither dream yourself into good luck, nor dream yourself out of -bad luck. - -Good luck keeps company only with industrious, thrifty and honorable -people who have faith in themselves, faith in their fellow men, and -faith in God. - -Even then, luck will disappear like smoke in a wind unless you can also -demonstrate that you possess wisdom, patience and courage. - -What you think is good luck, may keep company with you for a short time, -but will speedily desert you if you do not make good. - -The dictionary says “Luck” means “that which happens a person; chance; -accident; good fortune; success.” - -In your luck you should keep away from the element of “chance” or -“accident.” Let your luck depend upon your own efforts, and take things -by the forelock and make them come your way. Things will happen you just -as you intend they shall. - -There is really no such thing as bad luck, for if a thing does not -happen because of your mistakes, it is not bad luck but mistake. - -Try as you may to reach a certain result, and failing, you say you had -bad luck. You merely did not know how to succeed or went too far, or -reached out for more than you could handle. That is not bad luck, it is -mismanagement. You might have succeeded if you had managed properly. - -Chance must be kept out of the way or you will flounder about in a swamp -whose quicksands will engulf you sooner or later. - - - BE SLOW TO ANGER - -The Scripture says: “He that is slow to anger is better than the -mighty.” - -We are also advised not to let the sun go down on our wrath. - -If we desire to succeed in any enterprise we must “possess our souls in -patience.” In Luke XVI, 19, it is explained: “In your patience possess -your souls.” - -We are nowhere advised not to be angry, but to possess our souls in our -anger. That is: Never let anger get the better of our control. - -In Ephesians IV, 26, it is said: “Be ye angry and sin not; let not the -sun go down upon your wrath.” - -This is the key to what is known as “temper.” It is the part of a wise -man to control his temper. Not to have any temper at all is to be one -whom Col. Roosevelt calls “a mollycoddle,” and such a person is truly -weak and without any backbone. - -But the anger or the temper which leads to violence is to be controlled -absolutely. Those sudden gusts of passion lead to crime as sure as the -sun rises and sets every day. And it is always personal violence, even -to the extent of murder that is the result of giving way to such an -emotion. No one ever becomes violently angry because he is not a good -man. - -If a man stands up in his manhood, and despises small things, he will be -in a position to control his angry feelings no matter how much he may -feel hurt by the acts of another. - -If we could get angry with ourselves because we do not improve, that -would be an anger worth cultivating. But so far as others are concerned, -let your anger be mild and never reach the point of resentment, for that -always leads to revenge which is a fatal emotion. - -If others are the cause of anger to us, keep away from them, and if we -must associate with them, keep cool and bide your opportunity. - - - PRACTICE LOGIC, COMMON SENSE AND TACT - -When a man can give a good reason for what he does he practices logic. -Not excuses for doing what he should not do, but REASONS why. - -When he gives good reasons, and follows the universal practice of other -men under the same circumstances, he practices common sense. - -When he does things in a quiet, unobtrusive, and agreeable manner, so -that other men are satisfied with his way, he practices tact. - -These three qualities are badges of success among every nation and in -every occupation, trade, or profession. - -The business and professional resourcefulness of every man is not -measured upon the quantity of his learning, or his high proficiency, but -according to his ability to apply what he knows to the matter in hand. - -A man may be able to measure the stars, and yet not be able to saw a -board straight. Such a man may know much but he makes a poor carpenter. - -A man should reason with himself as to the best way of doing anything, -and then do it, giving good reasons for it. - -Common sense is good judgment applied to the every day things of life, -and tact is doing those things without disturbing others or by -considering their feelings with as much care as you do your own. - -To use a common expression: “You have got to worm things out of the -world, but you must do it as gently as inserting a corkscrew in a -stubborn cork.” - - - _ENCOURAGE OTHERS_ - -When you encourage others to go ahead with what they are doing, with a -cheery word or a pleasant smile, you are laying up treasure for -yourself. For the man you encourage will encourage you, and heaven knows -we all need encouragement. - -Many men stand on the verge of a precipice of indecision, not being able -to decide whether they should draw back or fall over. - -It is not help these men want so much as it is encouragement. They are -able to help themselves but they haven’t the nerve, and you give them a -word of cheer or encouragement, and they get right with themselves and -their work. - -If a man starts into business and you can trade with him, do so, and -that will encourage him to go ahead and strive to be successful. - -He may be a beginner at manufacturing something for the use of others. -Tell him how his work or productions are well received, or take one -yourself and use it even if you do not want it. You encourage him to go -on, and by and by you may be in a position where you will need a little -encouragement, then he will remember you. - -It is customary for the unthinking to imagine that they must do -something big or great in order to expect returns, but this is a -mistake. We show our greatness in little things, because we know that -many little things make up a great thing. The more small things we do -the greater will be the accumulation in the end. - -Do not patronize any man or he will repulse your approach; you must -encourage, which is far different from patronizing. By assuming a -patronizing air you assume a superiority which is disliked. - -This is an age of small things that go to make up big things, and we -must fall in with the conditions of the age in which we live and expect -to do business. - - - _HOW TO LEARN SELF-CONTROL_ - -To master the feelings the head and the heart should work together. - -All of our emotions may be said to come from the heart, and the latter -is set in motion by the will power which is the head. - -There are times when a man feels like “boiling over” as it is called, -but policy and good judgment warn him to keep within bounds. - -It is always our sentiments or feelings and emotions that need a curbing -hand, our opinions can take care of themselves. - -Where our feelings and our mind go together there is no trouble, for -then duty and inclination go together. But where our feelings are not -regulated and controlled, they become unstable and shifting. Like the -winds that blow where they list and whither no man can tell, our lack of -self-control may drive us to the most violent acts. We become the sport -of chance desires and vagrant impulses. - -Control is essential because from our ill-regulated acts much injustice -and harm may be done, not only to ourselves but to others. - -A man who stands above whim and caprice is a superior in strength to a -man who permits his caprices to direct him. - -What we call character has its emotions and passions, its affections and -intense sympathies, but mastered and controlled into a whole of outward -justice and fairness. - -The true freeman fights himself free from blind feeling and impulse; he -is a happy warrior and fights on a battlefield where his convictions and -emotions are a unit. - -The Martyrs possessed such self control that burning at the stake, or -limbs torn by savage beast did not wring a note of pain from them. -“But,” you say, “that was Divine strength.” Of course, and any one who -desires the same Divine strength to aid him control his emotions, may -have it for the asking. - - - DON’T BE A DREAMER - - Waste no Time Dreaming of the Past - -You are living in the present preparing for the future. The past is dead -and you should let the past bury the past. - -The man who dreams of the past and forgets his future, is like a man who -rises in the morning not of today but of yesterday. He is going backward -when his face is put in front pointing always forward. - -Life is too short to be wasted in vain regrets for what has transpired -in the past. Even yesterday is ancient history and best forgotten. - -We have work to do in the present to perfect or accomplish something in -the future; it is our time of grace, given us to grasp at opportunities -as they come before us. - -While you are lamenting an opportunity that escaped you yesterday, a -better one comes along today and passes us unnoticed. - -There is too much of this sort of sorrow experienced by the people of -the earth, but when it comes to a man with an occupation, a business man -or a young man getting ready for business, it is positively foolish and -detrimental. - -We know that it has been the practice of people in all times to fret and -worry about the things of the past, for there are numerous sayings -cautioning them against it. One of them is very appropriate: “Never cry -over spilled milk.” It is gone and can not be restored. - -Many persons may have what is called a “skeleton” in his closet, but it -does not do him nor his friends any good service to keep rattling its -bones continually. - -If you have been very wrong in the past, repent and begin over again. - - - DON’T BE BASHFUL - -There are many persons who stand in their own way to success by their -timidity, or bashfulness. - -Such people are too self-conscious, and betray their lack of -self-confidence which is regarded as an evidence of ignorance, or at -least, inability to perform the duties they aspire to impose upon -themselves. - -Every man is better acquainted with himself than anybody else, but when -he relies upon the knowledge of others as superior to his own knowledge, -he loses the respect of his fellows, and finally loses his own respect -and becomes bashful in their presence. - -You should cultivate courage and exhibit symptoms of self-confidence, -for by that means you show others that you are willing to “dare” and -venture a trial of your capacity. - -If you are too timid and have no confidence in yourself, you must not -expect others to take you except at your own valuation. - -There is, however, such a thing as being over-confident and brazen, -which is the extreme of timidity, and becomes boastfulness. - -Men have a way of studying each other and judging from their own -standpoint, and if they perceive any timidity or bashfulness, they judge -against you as incompetent. On the other hand, they quickly see beneath -the surface of boasting, and reach the same opinion. - -Be self-confident, and gentlemanly about it, for so you will pull -through any opportunity, besides making hosts of friends in a business -and social way. - -Look a man straight in the eye, but do not try to look him down. - - - DON’T BE UNDECIDED - -A man who can not make up his mind to do or not to do a thing without a -great deal of wobbling first one way and then another, is as bad as an -unsafe wall in a building—everybody keeps off lest it fall and do some -damage. - -When a man has first carefully considered a project, or a certain line -of action, and also taken the advice of his friends if the matter is -important, he should decide one way or the other at once. - -A wobbly man is weak-kneed, and not to be depended upon for any purpose. - -If you have ever had dealings with that kind of a man you will -understand how painful it is to wait for him to decide. - -A man at a cross-roads hesitates and says: “Shall I go this way or -that?” He hesitates, starts, returns, starts the other way, and finally -goes the wrong way and falls into a hole. - -It has passed into a proverb that, “He who hesitates is lost.” - -Of course, there is reason and judgment to be observed in everything, -for things should not be done at random, but when there are common -sense, education, and good counsel to guide you, to hesitate then is to -go wrong. - -It should not take a man long to decide when there is a speculation -presented him, and his decision should be obstinately against the -speculation. There are too many good opportunities to succeed in -ventures that are legitimate to touch speculation. It is in the -legitimate field of operations that indecision is so often fatal. - -There is another saying applicable to this subject: “Be sure you’re -right, then go ahead.” - - - DON’T BE TOO BIG FOR YOUR BUSINESS - -Most children must creep before they can walk. The reason is because -they are not sure of their small limbs and try them before venturing to -depend upon them. - -When the child can walk he goes right ahead and walks all his life -without fear or hesitation. - -It is the same in every line of business. The business man must know -just where he stands all the time, and he must begin small in order to -learn how to rely upon himself. - -You are looking for something big, large, something you think -commensurate with your abilities. Well, then, let me tell you that you -will never find anything to suit you. You are inflated with your -ability, your importance, and fail to see the small things at your feet -and within your reach that if put together will aggregate the very big -thing you want. - -You aim at the moon and feel bad because you do not hit it. While your -aim may be perfectly good and correct, the object may be too far off for -you to hit, or else you must work yourself within reach of it and then -you will hit it. - -Small beginnings have made every great man on earth. Out of the huts and -squalid cabins of the world have issued men who have conquered the world -of arms and commerce. - -You have the advantage of them from an educational point of view, and -think you must be saddled upon a fiery horse before you know whether you -can ride a steady going one. - -The millionaire was not a millionaire when he started, he was an obscure -clerk in a dry goods store working for wages that you scorn. Reduce your -size to something near the right one and you will see things differently -and take what you can get cheerfully, biding your time to reach higher. -Let your hat fit your head. - - - DON’T GET DISCOURAGED - -One of the greatest causes for failure in life is discouragement. It -seems to be an element in the life of every man to be up one day and -down the next. - -When a man gets up it is possible for him to stay up by hard work and -persistence, but if he permits himself to go down below his balance he -may consider himself altogether down-and-out. - -Failure does not mean that you will not succeed, because struggle as we -may we must meet failure and look it squarely in the face. - -But be not afraid of it, take hold of it by the throat and compel it to -work to your advantage. - -The lessons learned during the struggle toward success, and the ups and -downs of the road are valuable and stand for experience. When a driver -has gone over a hard road once, he knows the rocky portions and can -avoid them when going over it again. - -It is human to make mistakes. In fact, it is a maxim: “It is human to -err.” - -Knowing this to be inevitable, why repine, or be discouraged? - -Follow the example of the small child who falls and picks himself up -over and over again. By and by, he can walk without falling down. - -Remember this: Every dark cloud has a silver lining. You see the dark -side, but if you make your way around to the other side you will see the -sun shining. - -Much of the discouragement is caused by undertaking more than we can -accomplish. If that is the case, then by leaving off a little here and -there we shall soon reduce our enterprise to a success that we can -handle. - - - DON’T BE PREJUDICED - -We sometimes dislike a man, or hate him, which is the same thing, -because he possesses certain peculiarities of person or conduct which -are different from ours, or has ideas that are different from those we -favor. - -The man may be a perfect stranger to us, and we may know nothing about -his environments or conditions under which he lives, or the reasons why -he differs from us—we hate him all the same and take the other side of -the street rather than meet him face to face. - -If we were to look into ourselves we might believe that this man we -dislike, has many reasons for not liking us. - -We show prejudice when we judge any man. “Judge not, lest ye be judged,” -says Christ. You are not the judge of any man’s conduct, and to judge -him entails slander, backbiting, and conspiracies to his undoing. - -You throw mud at another man. Why? Is it not because you have some spots -yourself and want to draw attention away from them? - -You are afraid that if you boost the other man up you will lower -yourself. Hence you unload upon him some of your objectionable qualities -to lighten your load. - -Every man who does this admits that the other man is better than he, and -hopes by adding his faults to that other man, to reduce the level to -somewhere near a balance. But experience demonstrates the contrary. - -Even if a man should be as bad as you say he is, it is not your business -to correct him. You can not extract the fangs of a rattlesnake by -abusing him. - -Look out for your own destinies and leave the judgment of your fellow -man to the judgment seat of God, where it belongs. - - - DON’T BE SMALL MINDED - -A broad, liberal-minded man is beloved by all, but a narrow, small -minded man is an object of dislike. - -You do not have to squander money to be considered broad minded, or be -extravagant in your life and home. A man of that sort is drawing upon -his future to use up in the present, and there is no greater folly than -this. - -In all your dealings with your fellow men, you must exhibit that trait -of open mindedness that will draw men to you. - -If you stick at trifles and refuse to concede a point to another he will -avoid you in future dealings. - -“Grab” is a good game, you say. Very well, “you shall not grab anything -belonging to me,” and everybody says the same thing. So it will come to -pass by and by that there will be nothing for you to grab. - -Generosity within a man’s means is always a noble trait, and meets with -the approbation of every man. But you must be wise in your generosity -and not run into vain glory, or phariseeism—which is fancying that you -are better than other men because you squander money. Others don’t think -so, they call you “fool” behind your back. - -A close-fisted, penurious man, a driver of hard bargains, is always a -small man, and everybody is on the look out for a chance to beat him at -his own game, and they generally do. - -There are small men who will sell you large eggs by the pound, and small -ones by the dozen. People find that out and go somewhere else to do -their marketing. - -In every hill of potatoes, there are some small ones—they did not grow -with the others, and they are also cheaper than the others. In the human -hill, the small men do not grow like the large ones, hence they are -cheaper. - -Do not be a small potato, be a large one and sell for more. - - - DON’T WASTE TIME - -Time is not a thing to be wasted, for it is given you for the purpose of -working out your destiny. - -Time does not belong to you, it is a loan and sometime, perhaps before -you are ready, the loan will be called in. - -It is said that “Time is Money.” This is not to be understood as meaning -dollars and cents, but as something valuable to you. A drink of water is -not cash money, but it is valuable to a thirsty man. - -The proverb “Waste not, want not,” is as applicable to time as it is to -bread and meat, clothing or money. - -Yet we are wasting time when we stick at trifles, embark in trivial -things, or are connected with something not worth the trouble of -exploiting. - -A man who wastes his time soon acquires a reputation for being good for -little else than small things, a trifling character, and his wages or -salary is gauged upon his dawdling peculiarities. - -Every man is considered as large as the things he does and no larger, -and the time he steals—yes, steals from himself, he will try to steal -from others. - -It is not necessary to keep in constant motion, or always at work to -save time, but idle things, trifling matters, idle words and silly -things are a mere waste of time. - -You must prepare for the time of need, the time of trouble, and -generally look ahead of you, and you can do this only by not wasting -your present time of action. - -There will come a period when time shall be no more; when you will look -back and sigh over wasted moments. - -Take time to be cheerful, for amusement, for pleasure, of course. Such -things are good for the soul and body, and the time is not wasted when -they are reasonable and decent. - - - DON’T DECEIVE YOURSELF - -The man who shuts his eyes deliberately and walks toward a deep hole -into which he falls, is a fool and does not deserve sympathy or help. - -But the man who deliberately deceives himself and uses false arguments -to bolster up some bad habit, or shady dealing with his fellow men, is -working dead against his conscience, and drifting down deep in the human -scale. He is an object of contempt. - -You get the better of a man by some trick and say to yourself: “Oh, he -would have done the same thing to me.” - -So you measure yourself by others? This is not an assertion of manhood, -it is a slavish subjection to others mentally. - -When a man goes wrong, or commits a wrong act, and deceives himself into -the belief that he was right, he commits moral suicide, just the same as -if he killed himself. - -There is another point of view to this question: If you could deceive -yourself and let it go at that, there might be no harm done except to -your own self-respect, but in deceiving yourself you deceive others into -the belief that you are honest and square. Whereas, you are a hypocrite. - -Others will find you out very soon, and then you may as well shut up -shop, for all the business and trust you will get. - -A man who is square with himself will be true to everybody else. This -makes for character, and character is all a man has on this earth; once -lost it can never be regained. You see, there are too many people on -earth to deal with. You are not the only one, and so your disappearance -will not make even a small ripple. - -Be a man among other men, and be true to yourself, for so you will gain -the respect and good will of all. - - - DON’T HIDE YOUR FAULTS - -Confession is good for the soul. - -This does not mean that you are to go about and tell everybody what a -bad man you are. If you do that, they will soon begin to believe you and -keep away from you. - -Where there is smoke there is always some kind of a fire. - -When you are wrong, say so without hesitation. Nobody is perfect, and -all men have their faults. - -In the business world every man wants to know every other man, then it -will be safe to do business with him. But you can not know another -without knowing his faults. - -Concealment of one’s frailties is dangerous, and leads to harm if you -are found out, and you are always found out. You are a suspicious -character, and sometimes suspicions are “as strong as proofs of Holy -Writ.” - -You chew cloves to hide the fact that you have taken a drink. Why do you -not say that you take a drink occasionally if that is the fact, and not -try to hide the odor of the drink behind cloves? Nobody is deceived, and -you get the reputation of being a steady drinker, which may be far from -the truth. - -You apply for a job, and you are asked: “Do you drink?” Why not answer -bravely: “No, sir, not as a rule. I do take a drink once in a while, but -will not do so anymore.” Your probable employer says to himself: “I can -trust this man because he does not hide his faults, but confesses them -and intends to avoid them.” - -It is so with other faults that will weigh against you if concealed and -found out. - - - DON’T BE A PESSIMIST, BE AN OPTIMIST - -A pessimist is a man who has a constant grievance against somebody or -something. - -He is forever standing in his own light, and thinks the whole world has -picked him out to be the scapegoat for everything that is bad. - -He says: “Everybody and everything is against me and I can not succeed. -It’s no use trying.” - -Before you give up to despair, friend, bear this in mind: - -You say you have not the same opportunities every other man has. - -You will not believe that if you stop to think a moment. - -The average Colored American has ten times the opportunities his father -had, and a hundred times the opportunities his grandfather possessed. - -You are one of the average Colored Americans, perhaps. Well then, your -grandfather had no opportunities at all. If he had one, he was not -permitted to grasp it. Your father had more opportunities than his -father, but opportunities were just beginning to show themselves. - -You live in a far advanced age when the very air is full of -opportunities, and yet you think you have none. - -The reason why you are a pessimist is because you want to be. You think -it is too much trouble to reach out and take the opportunities offered -you, sometimes even forced upon you. - -Instead of being a pessimist you ought to laugh and thank God that the -bright side of life is always turned toward you, and you can see it by -merely turning your eyes in its direction. - -Keep your eyes open; laugh and the world will laugh with you; weep, and -you weep alone. - - - DON’T BE A COWARD - -It is cowardly to “dare” do a wrong thing when the right course would -take real moral courage. It is cowardly to “dare” do a foolish thing to -avoid being laughed at by “the other fellows.” - -It is cowardly, and vulgar as well, for a girl to let herself be drawn -into a silly flirtation, a course that cheapens her own womanly nature -and makes her the toy of the moment, just because “the other girls do -it.” - -It is cowardly for a grocer to give short weight, put sand in his sugar -or sell cheap substitutes for pure food, just because his competitors -do. - -It is cowardly for a lawyer, merchant or other business man to indulge -in sharp practices because others in the same line of business have set -the example. - -It is cowardly for a woman to try to dress more extravagantly than her -purse will permit, to keep pace with her neighbors. And here I am going -to say something which will cause some eyes to open wide in -astonishment—it is cowardly to deny one’s self or one’s family the -reasonable comforts of life when they can be afforded. Some do go to -this extreme just from the love of being considered “prudent.” - -Don’t mind what the “other fellow” says, or thinks, in these matters -that concern only yourself and those nearest and dearest. Live so as to -make the very most and highest of the life God has given you,—and let -the tongues wag as they will. - -Why bless you, if folks couldn’t talk they would die—some of them. Let -them talk and let yourself be free from care concerning what they -say,—if you know you are acting from principle. Tastes differ. Yours is -as apt to be right as your neighbor’s. Live your own life—only so it be -a brave, true, sensible one—and let the other fellow live his. - - - DO NOT SPEAK EVIL OF ANY ONE - -When you speak evil of another you assume the position of his judge and -sentence him to punishment without a hearing. - -“Judge not lest ye be judged.” That is the inhibition, which is a -command inasmuch as it contains a threat of punishment. - -When you speak evil of a man, you injure him if what you speak of him is -not true and you make yourself a spreader of falsehood. - -You also injure his reputation which is not in your keeping but is his -property. You steal something from him that is his own and to which he -has a right. - -You blast a reputation heedlessly and without its being of any value to -you. You shut it out for life from all that it holds dear and valuable. -For what? Perhaps to gratify your lust for gossip. - -You will not get off so easily as you think by ruining or attempting to -ruin another’s reputation. You weaken yourself. The man you malign has -friends that will stand by him, and they will become your enemies, not -only in business but socially, and you will soon find yourself -ostracized from respectable people and sent down to associate with other -liars like yourself. - -Even if what you say should prove to be true, who constituted you the -judge? As already said, you must not judge. - -One way of hurting a man is to misinterpret his acts. How do you know -what a man’s motives are in any case? Every man looks into a mirror and -sees himself, whence he interprets according to his own motives under -the same circumstances. As it is commonly put: “A man generally judges -another from himself.” - -It is an unwise habit to fall into, and should be avoided lest others -see us as we see others. - - - DO NOT NEGLECT YOUR PARENTS OR YOUR FAMILY - -Every man is judged by his home life. - -What kind of a son are you? In answering this question which will be -asked to determine your character, the only answer possible to insure -favorable consideration is “a good son.” - -The home life of the nation and of the race is vital. If you are a home -preserver or a home builder, your station in life is assured. - -To sum up the requirements you should stand upon the platform open to -the eyes of all men as a good son, faithful brother, kind father, -helpful friend, and a good citizen. It is not difficult. Such virtues -come to be a habit if practiced faithfully. - -It is easier to be all these than to be vicious, and wrong with your -parents, family, and relatives. - -“Honor thy father and thy mother that the days may be long in the land -which I will give thee.” - -Something of a promise, is it not? It is a promise that has been -strictly kept since the world began. - -Your mother suffered for you; your father struggled for you, and you can -not repay them with ingratitude. You may be higher than they, better -educated, more of a social ornament, but you are theirs, and only the -vain, foolish and wicked would neglect them. - -It does not pay to treat them with contumely and scorn because they do -not make the same fine appearance you do. There is no man or woman on -this earth of higher social value to you than your parents. - -If you are a man of family, remember that you are building up a -posterity. You have fulfilled a noble mission, the greatest on earth. -They owe you something, but the indebtedness is mutual, you owe them -much. - - - _Do Not Drink Alcohol Or Form Other Bad Habits_ - -Drink is the curse of the age, and it has been truly said of it “A man -is a fool who will put that in his mouth which will steal his brains.” - -The habit of drinking intoxicating liquors is not a mere personal vice, -it is public and affects every person belonging to or connected with -you. - -Looked at from a business standpoint, it is a destroyer of opportunity, -and undermines the most brilliant prospects in life. It leads to moral -and physical death. - -If you hope to win you must not drink intoxicating liquors, it matters -not whether you can stand them or not. They will get you finally, -besides that, nobody wants a man who drinks. - -Drink brings on other habits that are destructive of character and -opportunity. A man who gambles will drink. Why? Because he knows he is -doing something he should not do, and the drink hardens his conscience. -The hardening process continues and he forms all sorts of bad habits. -The more he forms the more reckless he becomes, then it is a case of -“Good night” to everything decent and noble, or worth having. - -There are few cures to bad habits. They become diseases in the course of -time, and fatal diseases, besides encouraging other diseases by reducing -the resisting power of the body. - -There is a preventive to all bad habits, however, and only one—never -take your first drink of intoxicating liquor; never gamble for a first -stake; never taste the first dose of cocaine to know how it will affect -you. In other words: never begin a bad habit and it can not become your -master and crowd you out of the companionship of men. - - - _Do Not Be a Spendthrift_ - -The man who squanders his hard earned money is an enemy to himself. - -By squandering money is meant expending it for something you do not need -and which is of no value, use, or merit. - -“A penny saved is a penny earned” is a well known saying, also “Take -care of the pence and the pounds will take care of themselves.” - -Don’t imagine it looks big when a young man is with his companions and -throws his money right and left. Does he gain their respect? Never. They -look upon him as a fool and while they are willing to take advantage of -his “liberality,” it will always be noticed that they never reciprocate. -They are wiser than he. - -It is not necessary to be a miser either, for that is the other extreme -and equally as reprehensible. - -No man should live on crusts and hoard away his money for some public -administrator to find and spend in fees when he is dead. - -Neither can a man waste his money and expect to have any left for the -rainy day that always comes to every mortal. Such a man says when he is -too old to earn money, and is kicked about from pillar to post without -friends or companions: “If I had only saved my money when I was young, I -might be a rich man now.” That is quite true, but you wasted your money -and you have reached the end of your chapter in life. - -What do you want money for anyway? You can live on bread and water. -There is a great question in this idea. We have needs; we have rights to -be observed, to marry, to be decent, to live in healthy places, raise a -family and educate them. All these things make a man, an American -citizen, and if you throw away the money to make you these things, then -you can not become any of them. In that case you are—nothing. Do you -aspire to be a nonentity? - - - DON’T BE A KICKER OR A KNOCKER - -If a man keeps on complaining about things in general and particular, he -will soon be thrown out of decent society. - -Grievances and troubles come to every man in this world, and every man -knows it without constantly repeating it. He has his own troubles, and -does not care to be saddled with yours. - -This is a good old earth if you would take off your blue spectacles and -look at it with your own eyes. - -Some men are so dissatisfied with things that there is no pleasing them, -but if you attempt to take from them the things that do not satisfy or -please, they set up a roar. - -When there is a wrong to be righted, some right to be protected, it is -well enough to complain, but there are numerous persons who go about -complaining all the time. When it is not one thing it is another. - -These persons are given the name of “kickers,” and when they keep it up -they are deemed “chronic kickers.” - -It is sometimes impossible to pass these people by, lest a really -suffering brother human be denied help. But they become known, and -should be avoided for the sake of one’s peace of mind. - -The strong man will bear his troubles in silence, but the weak one -whines about them and fancies they are the worst. - -If you stop to consider how this earth would get along without you, and -that it did without you a long time, perhaps you would quit kicking and -give others a rest from your complaints. - -A little kicking may be useful, but too much of it lands a man outside -the reach of opportunity. - - - A GOOD WOMAN THE GLORY OF MAN - - Man’s Best Friend and Counselor - -When God created Adam, it was found that he had no helpmeet, so woman -was created to be his companion. - -St. Paul says: “The woman is the glory of man,” and still farther -elaborating the idea of the helpmeet says: “Neither is the man without -the woman, neither the woman without the man, in the Lord.” - -That is as much as saying that the man and the woman must stand side by -side in this world as companions and helpmeets toward the glory of the -Lord. - -The Holy Scripture is full of allusions to good women. Thus: “A virtuous -woman is a crown to her husband,” 2 Prov. 12, 4. “Her price is above -rubies,” Prov. 31, 10. “Dorcas: this woman was full of good works and -almsdeeds which she did.” - -As the mother of the Christ, woman, in the person of the Virgin Mary, -has been put upon a high pedestal for a pattern and a model to all good -women. - -Her part in the world may be well explained by the words of the orator: -“The hand that rocks the cradle rules the world.” - -The greatest deference and respect is the due of every woman, since she -is the mother of the race, and its guardian and protector when in the -helpless period of infancy. - -The most beautiful and unanswerable tribute to women is paid by King -Lemuel in the words of the prophecy that his mother taught him. It is to -be found in Proverbs 31, and includes the entire chapter of 31 verses. - - - EDUCATE YOUR CHILDREN - -It can not be doubted that education is the father and mother of -opportunity and success in life. - -You may know this from your own deficiencies, therefore, give those -belonging to you a chance at opportunity and success by educating them. - -You bring helpless beings into the world; you see them growing up amid -modern surroundings that demand education, and it can not be possible -that you will permit them to become weeds in the human garden—useless -incumbrances to be thrown out upon the garbage heap. - -It is the right of your children to be educated to fit some sphere in -life. They are yours, and look to you to aid them. Besides, whatever you -do to educate your children must redound to your own advantage. - -Some people are jealous because their children know more than their -parents. If your mind runs that way you come within the condemnation: - -“He that provideth not for those of his own household hath denied the -faith; he is the companion of the destroyer.” - -Think this over and let it sink into your mind. - -Your children want things you did not have when you were a child, and -therefore, if the things that were good enough for you are not good -enough for your children, they must go without. You reason like a cheese -that is full of blind mites. - -We are progressing far beyond the dreams of your youth, and your -children are tied to the car of progress. You must not only let them go -along with it, but you must help them to keep up with the procession. -They are confronted by opportunities, and you dare not blind their eyes -to them. Education is the only thing that will keep their eyes wide open -to the chances of life. - - - THE GOLDEN RULE, OR THE PRINCIPLE OF LIVE AND LET LIVE - -Life is a natural right in all men, and it is inalienable. - -“The Lord is not willing that any should perish.” - -Under our constitutions and laws, life, liberty and the pursuit of -happiness are the inalienable rights of all men. - -No man has a right, under any sort of provocation to deprive another of -his life, no more has another man any right to deprive us of life. - -There is an eternal balance in this right to live, and an eternal duty -on our part to let our fellow man live. But there are indirect ways of -accomplishing another man’s death, and we are equally as guilty as if we -were to deprive him of life directly. - -A mark was set upon the murderer Cain lest any one finding him should -kill him. The right to live may be extended over all men, the sinner as -well as the saint, even the murderer is marked so that his right to live -shall not be interfered with. - -When a man is in the full tide of vigorous life, his impression is that -he has more right to live than the weak, decrepit and useless, but there -is no such difference—the right is conferred upon all. - -We must look to it lest we so act as to deprive another of this right to -live, for though we may not actually kill, we may interfere with his -life in many ways. We wrong him in many ways; destroy his character; -interfere with his existence in business, by slander, and often “drive -another to the wall,” as it is said. But when we do that we are -interfering with that man’s right to live, for the right is attached to -everything that a man may do. I have a right to work, but you say, “Not -unless you do as I say.” This is an invasion of his right to live. - -Every man orders his life to suit himself, it is his life and no one may -order it for him. The Golden Rule is here exemplified: “Do unto others -as you would have others do unto you.” It is a good and safe rule to -follow always. - - - DON’T GO INTO PARTNERSHIP WITH “THE DEVIL” - -It may be true, as many contend, that every man has a personal devil -within him that goads him on to do the wrong things at the right time. -Any person who has that sort of a devil can easily get rid of him by the -use of a strong will and determination. - -But outside of him, this “Devil” is quite an institution whose great aim -seems to be to monopolize you and everybody else. The feature he -displays is a willingness to go into partnership with you in your -undertakings. - -He will make suggestions to you that sound plausible and good, and his -promises are lurid. But beware of him, he is working for himself and not -you. He is extremely selfish and will grab all the profits, leaving you -thrown out like an old shoe that is no longer fit to wear. - -A suggestion of wrong, of crooked work, of something that will injure -your fellow man, that will best him, and cause him to lose money, -character, friends, or honesty, comes from this outside Devil who wants -you for a partner. - -In a partnership the partners are supposed to work together for the -common interest, but with the Devil as a partner you do all the work and -he takes the pot of gold. - -If you are a sterling, upright man, and insist upon being so, you may -and probably will be tempted to go into partnership with the Devil, but -knowing him, you will flaunt his honied words and stick to your -uprightness. By and by he will leave you and you will win your way and -enjoy all the profits. - -In baptism you renounce the world, the flesh and the Devil. The world -ruins you, the flesh overcomes you, and the Devil gets you. This is the -usual routine, so stand by your baptismal vows, they are wise. - - - HONESTY THE BEST POLICY - -Honesty is a question of morals. The law demands that all men shall be -honest, but the maxim says it is the “best policy” to be honest. - -To succeed in business or in any affairs where others are concerned, it -behooves a man to be open and above board with every one. - -The truth is, that a dishonest man is not wanted in anything where there -is responsibility, or where a loss may result through dishonesty. - -If a man is honest with himself, it is probable that he will be honest -with others. In this respect, honesty is like charity: “It begins at -home, but does not end there.” - -To be honest does not mean merely that a man is not to steal another -man’s money, but does mean that every man should be given his due, -whether in financial matters or in duty. The man who half does his work, -watches for the clock to hasten toward closing time, or dawdles when -haste is required, is not honest, however square he may be in money -matters. - -The trouble is, we limit all our morality to money, and imagine that if -we handle money carefully and without loss to the owner, we are honest. - -Even taking that broad view of the virtue, we are robbing a man when we -shirk work, do it badly, or pretend we can do a thing we can not do in a -proper manner and take his money for the doing of it. - -To be honest truly, a man must be fair in everything that pertains to -his fellows. A man who will deliberately lie will cheat. - -To give every man a square deal is to be honest. - - - Do As You Would Be Done By - -It is not an easy matter to do to others what you would they should do -unto you, when they are not following this rule themselves. - -When Christ enunciated the Golden Rule in the Sermon on the Mount, -Matthew 7, 12, he announced what is the law and the prophets. - -“All things whatsoever you would that men should do to you, do ye even -so to them.” - -It is good morals and also contains a masterful business proposition. -The reason is, because it is a moral precept, and men are inextricably -mixed with morals in all their transactions. - -We can not be guided in our actions by what other men do, except in a -general way, but every one must be dependent upon his own energies, and -be responsible for his own acts. - -If we were to do as other men do to us, sometimes, we should be apt to -cause a breach of the peace or commit a murder. That is conceded. But -the persistent observation of this rule will bring all men around in -your favor. - -There is reason and common sense to be observed, however, in the -observance of every moral precept. Thus: “Whosoever shall smite thee on -thy right cheek, turn to him the other also.” - -This is good advice coming from the Great Master, but it is not -interpreted as meaning that your cheeks shall be turned toward the -smiter as long as he chooses to strike. There comes a time when the -precept has been complied with, and then let the smiter beware, for a -defense will be made. - -We know what the Savior means in all His sayings. He inculcates peace if -we have to fight for it. So it is well to be guarded in our too rigid -observance of precepts, lest we fall into the contrary condition which -would deprive us of our manhood. - -“Be strong and quit yourselves like men.” - - - Keep in Touch With God - -The wisest man that ever lived says: “Remember now thy Creator in the -days of thy youth.” - -The basis of a moral life is the remembrance of thy Creator. With this -in your memory you will be able to establish a moral character; without -it you can not have a moral life. - -Below the nature of every man, the foundation of his nature, the -everlasting rock upon which it is built, is God. He can not be ignored -in any act, in any transaction. You may attempt to blot Him out, or -cover Him up out of the sight of your own intelligence, but He is there -always. He is your Creator, and the more you are in touch with Him, the -more responsive you are to His promptings, the higher your moral -character. - -The old Pagans had no morality because they hid God from their own -hearts and understandings, and substituted gods of wood and stone. - -They really worshipped themselves, for when a man casts out God there is -nothing but himself to worship. - -The fact is, when men desire to lead immoral lives, or commit violations -of law of any kind, they begin by closing their eyes to God and -forgetting their Creator, and they say: “There is no Hell.” - -In these days it is impossible for a man to live without a knowledge of -his Creator. His name is everywhere and stamped upon everything. This -very knowledge makes it incumbent upon every man to keep in touch with -his Creator, for it is the common sentiment of all mankind, and can not -be ignored. - -The observance of every moral precept is prompted by the Creator, who -“wills not that men shall perish, but that they shall live.” - -To turn away from Him is to lose moral character, to keep in touch with -Him is to preserve it. We keep in touch with God by remembering Him. - - - Do Not Try to Succeed Without the Help of God - -“Trust in the Lord with all thine heart; and lean not unto thine own -understanding.” Proverbs, 3, 5. - -The Lord is a mighty power of strength to you, as He is to all mankind, -and He invites you to make use of that strength. Human life is a poor -and small thing without something to make it of great importance. That -something is the Lord, and He is part of our lives, of every moment, and -we can not drive Him out of it. Why? Because He created us, and will not -permit one of His creations to be without help. - -“Not a sparrow falleth” that He does not know it, and how much more are -you of interest than the sparrow? “Every hair of your head is numbered.” - -Some men imagine they can get along without the help of God, but they -deceive themselves. When they are prosperous they forget Him, but when -adversity comes, they turn to Him for succor. Are they ever refused -help? Not if asked in the proper spirit. He helps you if you help -yourself, and you can not voluntarily lie in a ditch and ask God to help -you out. That would be presumption. - -By making God a part of your daily lives, taking counsel from Him and -leaning upon Him for good qualities, you will be surprised at your -success. You do not have to be a bigot, or a ranter; show by your -example what you are and upon whom you lean for support. - -Do not be shamed to give the Lord as the cause of your success, the -greatest men of the earth have always recognized His hand. - -Believe in Him faithfully and fully. - -To an Atheist who did not believe in God, Napoleon Bonaparte in the -height of his power said: “You do not believe in God? Who made the -stars?” - - - The More a Man Gains Wisdom the Nearer He Gets to God - -St. Paul says: “Whether ye eat or drink, or whatsoever ye do, do all to -the glory of God.” - -There is a glory of man and a glory of God. The former is transient, but -the latter is eternal, and is what all men should aim to see. - -“All flesh is grass, and all the glory of man as the flower of grass. -The grass withereth, and the flower thereof falleth away.” - -It is plain to every right thinking and reasoning man that we should -seek that which is the best. We so act in all our business affairs, and -why should we not do the same so far as our immortal souls are -concerned? - -The kingdom of God is His glory, and seeking that first, all other -things will come to you. - -In striving to attain to a sight of the glory of God, we are moving -upward from every point of view. Compared with that glory, the man who -seeks only the glory of man, is satisfied with tinsel instead of pure -gold. - -Do not imagine that because we are far away from the kingdom and glory -of God, that it is not worth consideration. His glory is visible -everywhere. In the rising sun; the flowers and plants; the winds and the -rain; in the smallest animal, and particularly in man. - -It can be cultivated, and imitated by using the intellect. The more a -man learns the nearer he gets to the glory of God, and the better he -will be prepared to finally reach it. - -All men are moved and have their being in pursuance to a law of God who -created all things for His own glory. You are intended to share in that -glory, it is your heritage as a man. - - - Do Not Violate the Laws of Nature - -To violate any law is reprehensible, and in most cases is punishable. - -A man steals, and he is put in jail as a punishment for not letting -another man’s property alone. It is his and you have no right to it, -wherefore you are punished. - -But when you violate a law of nature, you are inflicting an injury upon -yourself such as no wise man will do. - -All men were created for a special purpose, and every man who has -reached the age of reason knows what that purpose is. It is a law of -that man’s nature which he must obey or take the consequences. - -It is a law established by God, the Creator, and can not be violated -with the same impunity as the laws of man. - -For instance: The legislature enacts a law forbidding you to steal. You -steal, nevertheless, and you are punished as has been said, being sent -to prison. But if you violate a law of God—or a law of nature, which is -the same thing, you do not see any prison in sight and you imagine you -are going to get off free from punishment. But wait a moment. - -A man commits suicide or does other flagrant acts upon himself. - -The suicide commits a murder, but if he murdered another he might have -an opportunity to repent—to make his peace with God. But by putting an -end to himself he cuts off his chance of repentance and appears before -his Creator with the blood stains indelibly fixed upon his hands. He is -a marked Cain, and he fixes his own punishment to begin immediately. - -Any flagrant violation of the laws of nature are an insult to the -majesty of the Creator who made all things perfect, and fixes sure -punishment upon him who defaces His handiwork. - - -The Devil’s Work in the Home, in Society, in Business, in Politics, and - in Every Walk of Life - - - THE THIEF - -Misrepresentation, Lying, Stealing—Reputation Gone—The Soul Destroyed. - - - THE MURDERER - -Temptation, Drunkenness, Murder—The Trial in Court, the Sentence of the -Prisoner, a Life Term in the Penitentiary, or WORSE. After that ETERNAL -DARKNESS. - - - THE SUICIDE - -Dissipation, Gambling, Speculation With Other People’s Money—ALL IS -LOST. Suicide. - - - THE PUBLIC PLUNDERER - -Intimidation, Bulldozing, Brute Force, Vote Stealing, Ballot Box -Stuffing, Bribery, Malfeasance in Office, Embezzlement of Public -Funds—Impeachment, Political Death, Moral Debauchery, Disgrace—RUIN. - - - THE DESTROYER OF HOMES - -Intemperance, Ignorance, Deception, Betrayal, Seduction, Adultery, -Abortion, Race Suicide, Desertion, Divorce—DEATH. - -[Illustration: - - DUNBAR HIGH SCHOOL, WASHINGTON, D. C. - - One of the finest school buildings for colored people. Recently - erected at a cost of more than $500,000. The school is modernly - equipped, has 50 teachers and nearly 800 students. -] - - - - - PROGRESS IN EDUCATION. - - Compiled from official figures recently issued by the United States - Bureau of Education.—Editor. - - - INTRODUCTION. - -Education is the highest test of a people’s capacity and the best -measure of their progress. The ability of the Negro to become educated -according to the highest standards of the times is one of the great -marvels of the last half century. Never in the history of the world has -any people met with such overwhelming opposition against acquiring such -training as will fit them for the full duties of citizen, as have the -Freedmen in the United States; never before has a people struggled as -nobly and succeeded so well in mastering every branch of learning, as -this people, practically all of whom were illiterate at the close of the -Civil War; but of whom only thirty per cent were illiterate in 1910. - -The influences through which the colored people have passed in their -quest for learning constitutes one of the most interesting pages of -American history. No historian can chronicle the heart throbs, the -ambitions and the untiring energy that they have spent, and are still -expending, in their education. - -The various education processes to which the Negroes of America have -been subjected is interwoven with the history of the United States from -the year 1619, when the first slaves were landed, to the present moment. -The story of the development of the African slave, to the present -condition of the American Negro is full of interest and instruction and -worthy of much more extended scientific treatment than this chapter can -possibly comprehend. - -With all the mistakes that have been made by a loose-jointed American -democracy in its treatment of the Negroes, both as slaves and as free -men, the general movement of the Negro people has been decidedly -forward. Even under slavery these people benefited by a contact with -civilization that no corresponding groups have had in any other part of -the world. They were quick to perceive that the mastery of the white man -over them lay in his education. Though crushed to the lowest level, they -never lost hope or opportunity to learn the meaning of books and -figures. Sometimes through sympathy of a master’s child, sometimes by a -kindly stranger from the North, a slave learned the alphabet and a -little arithmetic. When the Emancipation Proclamation was sounded the -eagerness and determination of the Negro to obtain an education opened -into full blossom, and the colored people consecrated themselves to the -one great task of educating their children, so that these coming men and -women might be able to live happier and better lives. It was here that -systematic efforts were undertaken to build schools for the colored and -by the colored people. How wonderful has been the result of their effort -is revealed by facts which have just been published by the United States -Bureau of Education. These figures show: - -1. That $5,860,876 is spent annually by the public authorities of -Southern States in the wages of teachers in public schools for Negroes. - -2. That the Federal State and land-grant schools have an annual income -of $963,611, and a total property valuation of $5,727,609. - -3. That the private schools have an annual income of $3,026,460, and a -property valuation of $28,496,946. - -4. That eight educational funds are devoting part or all of their income -for the improvement of Negro schools. - -5. That the Negroes themselves are contributing an increasing share to -the support of their schools. - -6. That Negro illiteracy is now only thirty per cent. - -7. That Negro farm laborers and Negro farmers cultivate at least a -hundred million acres of land, of which forty-two and a half millions -are in farms owned or rented by Negroes. - -8. That Negroes own twenty million acres of land, an area equal to that -of Vermont, New Hampshire, Massachusetts, and Rhode Island. - -These facts are indisputable evidences of progress in the past and -afford great promise for the future. - - - - - HISTORY OF NEGRO EDUCATION. - - -Into the struggling life of the pioneers of America came the first -Negroes landed in this country; brought out of African savagery and sold -in Virginia as slaves; set down side by side with indentured bondmen -from England, whose lot was little better, to be taught civilization. -How soon they learned to talk the English language; to copy the kindlier -manners of their new neighbors; to fulfill the duties laid on them; to -put their mind upon their tasks; and to lose their native traits in the -happier faith of Christianity. It was all as unlike the valley of the -Congo from which they came as one could well imagine. People were -clothed instead of going naked; they could not live on uncultivated -fruits; but had to dig that they might enjoy the harvest; there were -better enterprises to undertake than to hunt for men and to fight with -other tribes on the chance of catching slaves from them or being caught -themselves; it was a condition of order and of law, of homes and -housekeeping, or community life and neighborly usages, with prizes of a -hundred kinds for good behavior and the habit of fidelity. Of course, -there was a great deal that was rough and hard; sometimes there were -cuffs and blows, curses and the driver’s lash for any lagging in the -work required; often injustice and cruelty; but in contrast with Africa, -it was a land of golden opportunity. - -In the two hundred years and more that preceded the great emancipation, -the number of people of African descent grew to be about 4,000,000. The -processes of these 200 years are profoundly significant as a preparation -for the responsibilities of freedom that came so suddenly at the close -of the war. The training of the Negro during this period, and the -attitude of the thoughtful people of the country toward his training, -are deserving of treatment separate from that given to the development -of the school system as it is known today. The difference in attitude -brought on by the fear of so-called slave uprising and by the pre-Civil -War debates, divides this period rather clearly into two parts. - -The first extends from the landing of the slaves in 1619, to about 1830; -the second, the pre-Civil War period, extending from about 1830 to 1860. - - - THE EARLY TEACHING OF SLAVES. - -There is striking proof of the high estimate which the more enlightened -people of the country put upon the Negro’s character and capabilities in -the enterprises for African colonization which were made so much of in -the first half of the last century. An interesting feature of this -movement was the union of benevolent people in the South with those of -like mind in the North, and the harmony of spirit which long prevailed. -With the teachings of the Declaration of Independence dominant -everywhere, thinking people felt that slavery could not be countenanced -forever in a free country; and the practical way to deal with the -Negroes seemed to be to set them off in colonies by themselves. -Jefferson suggested that there might be such a colony in some part of -the region northwest of the Ohio or that a retreat be found for them in -the West Indies; and, later, in 1811, after the colony of Sierra Leone -had been planted by the British Government, he wrote that nothing was -more to be wished than that the United States should undertake to make -such an establishment on the coast of Africa. In 1816, the Legislature -of Virginia took action to the same end, and a year later, the American -Colonization Society was organized at the Capital of the Nation, with -Justice Bushrod Washington as president and distinguished men from all -parts of the land in the list of vice presidents. During the following -15 years, until 1832, vigorous efforts were made for the support of this -society in all the different States. State societies, county societies, -church societies and local bands, auxiliary to the national -organization, were started; in 1832, a list was printed of 231 such -auxiliaries, of which 127 were in the slave States and 104 elsewhere. In -the lists of their presidents, secretaries, and treasurers are found the -names of John Marshall and James Madison, of Virginia; Charles Carroll, -of Maryland; Charles C. Pinckney, of South Carolina; Theodore -Frelinghuysen, of New Jersey; Edward Everett, of Massachusetts; Gerrit -Smith and Arthur Tappan, of New York; Jeremiah Day and Leonard Bacon, of -Connecticut, with others of similar standing in the North and South -alike, governors, judges, ministers of the gospel, and prominent -business men. The purpose on which the country was thus united was the -building up of Liberia, the establishment in Africa of a Republic upon -the pattern of the United States, to be made up of freed slaves from -America. That shows what was thought of the Negroes at that time; how -the ablest men believed in them as equal to grave civil -responsibilities. However wild the project looks today, the very -launching of it was a significant tribute to these people. - -Prior to 1830 the thoughtful people of the South were not opposed to the -education of their slaves. There was a special recognition of the need -of teaching reading as a means of becoming familiar with the Bible and -the doctrines of Christianity. It was necessary for practical reasons -that some of the slaves on a large estate should know how to read. Some -of the house servants who were depended on for the care of the masters -children, aided them in their lessons, and for this reason needed to -have some knowledge of reading, writing, and simple arithmetic. The -history of the South in early times tells of men and women, here and -there, who interested themselves particularly in the welfare of the -slaves and in teaching them to read as a prerequisite for religious -training and membership in the church. In 1695 the minister of Goose -Creek Parish, near Charleston, gathered a class of Negroes and gave them -a course of systematic instruction in Christian truth. Before 1700 the -Friends of North Carolina were especially active in similar efforts. In -1744 two young colored men, who had received a special education for the -purpose, were set over a school in Charleston which opened with some -sixty pupils and was continued for a number of years. Later the free -colored people of Charleston, who were prosperous and had ample means, -maintained their own schools; and in the early part of the nineteenth -century, when the law forbade Negroes to teach, white teachers were -employed in their schools. Particularly interesting is the story of the -Mood brothers, the eldest of whom began to teach Negro children in 1638, -and was followed by his three brothers and a brother-in-law, one after -another, till they had together given instruction to some 1,200 pupils. - -Carter Goodwin Woodson’s book, The Education of the Negro, gives an -impressive array of historical illustrations. Dr. Woodson relates -briefly how more than fifty Negroes of some distinction severally -received in slavery days the beginnings of their education, usually by -the favor of some one who was personally interested in their -improvement. He estimates that in 1863 some ten per cent. of the adult -Negroes in the United States had the rudiments of education, to which he -adds the opinion that the number was much less than it had been about -1825. - -It seems open to question whether there were more educated Negroes in -1825 than in 1863. Undoubtedly there were more in some cities where the -harsh measures used against them led to a flight to more favorable -abodes. But the removal, for example, of Frederick Douglass, from -Baltimore to New York, or of Daniel A. Payne from Charleston to -Gettysburg, or of the Quakers in North Carolina to a freer air in Ohio, -did not by any means eliminate them from the Negro ranks; but rather set -them in positions where their own education could go on by leaps and -bounds, and their inspiring personality become a ten-fold greater force -in promoting the educational ambition of their comrades. In 1825 -education for the Negro was undoubtedly more in honor among the white -people than afterwards. The advertisements of the time show that it was -sometimes regarded as adding to the market value of a slave, so as to be -put forward to help the sale. By the middle of the century all this was -changed; the schools of free Negroes were frowned upon and teaching -slaves was under the ban; an intelligent Negro became an object of -suspicion, and it was not politic for one to be known as able to read -and write. On this account the estimate of their number was likely to be -much below what is actually was. - - - PRE-CIVIL-WAR PERIOD. - -Although some of the early State legislatures passed laws providing for -the supervision of meetings of slaves by white men, the more stringent -laws prohibiting the assembling and teaching of Negroes were not passed -until the period between 1830 and 1935. The immediate cause of the -passage of these laws was a series of uprisings of slaves. The laws were -enacted to prevent the slaves from reading the literature of the French -and Haitian Revolutions and the writings of the abolitionists. - -While these laws were a natural expression of the highly wrought -emotional excitement that prevailed after the disturbance headed by -Denmark Vesey and the more serious affair of Nat Turner, it is probable -that such laws were not rigidly enforced. It is more likely that the -effect of the law was to make the slaves value the ability to read all -the more, and to incline them in quiet ways to impart the precious gift -to their friends. - -It seems likely, too, that the more liberal-minded masters and -mistresses, out in the open country over the vast regions of the South, -thought nothing whatever of such a law and paid no attention to it, in -any instructions they wished to impart to favorite servants in their -houses. As bearing on this point, some weight may be given to words -uttered about 1840, by the Hon. J. B. O’Neil, a distinguished jurist of -South Carolina, at one time Speaker of the House of Representatives, and -in his later years the chief justice of the State: - -“It is in vain to say there is danger in it. The best slaves of the -State are those who can and do read the Scriptures. Again, who is it -that teaches your slaves to read? It is generally done by the children -of the owners. Who would tolerate an indictment against his son or -daughter for teaching a slave to read? Such laws look to me rather -cowardly.” - -Perhaps it is not a bold conclusion that this kindly and reasonable -usage in a great many homes was one of the things that bound the slaves -so closely to their master’s families as to hold them fast in all the -vicissitudes of the war. - -It may safely be concluded, therefore, that a great many more Negroes -were able to read and write in the period just preceding the Civil War -than was generally thought to be the case, either in the South or the -North. Nor is it unreasonable to suppose that the intellectual -enlightenment which was beginning to have so many expressions in the -earlier years of the century grew on and steadily became wider in its -quiet pervasiveness, notwithstanding the many adverse conditions with -which it had to contend. - -If the estimate is correct that some ten per cent. of the adult Negroes -at the time of the war had the rudiments of education, or if even only -five per cent. of the Freedmen had this knowledge, the task of the hour -for the teachers was quite different from what has usually been -supposed. To bring the chance for an education to a people of whom five -out of every hundred have the habit of learning is another thing from -dealing with those who have none of them taken even the first steps. It -is all the difference between taking them at the lowest stage and -meeting them after they have mastered the earlier lessons. It must have -meant very much to the teachers if there were a few of their pupils who -were above the primary grade. This goes far to explain the demand that -came so soon for secondary schools and those of a more advanced grade. -There were some of the pupils whose education had begun long before -these teachers saw them; had begun in their old slave environment and -with their own parents or some fellow slave, or perhaps their master’s -children, for teachers, and so they were the more ready for new -privileges. - -It may well be supposed that these men and women of greater -intelligence, as soon as opportunities began to open, were especially -ambitious for the superior education of their children and that the -pupils of most promise in all the schools were largely drawn from their -ranks. This is the ready explanation of the swift development of these -schools and of the necessity for classes above the primary grade. Here, -too, is the explanation of certain unlooked for manifestations of a -scholarly spirit and intellectual aptitude that early surprised the -teachers. Actually their pupils, many of them, had a good deal more back -of them than they ever imagined. They were of parentage that was by no -means to be despised. They had been tenderly watched over from infancy -and received a careful training in manners and behavior. As servants in -their master’s house they had been daily observers of the life going on -there; breathing its atmosphere of elevation; seeing the able men and -cultivated women that were entertained at its table; listening often to -superior conversation, and catching many a strong impression to stay -with them. - -The colored men who escaped into the Union lines were of a different -type. They were hungry, ragged, ignorant, confused by their wretched -plight and begging for protection. The first necessity was food, -shelter, clothing; in some cases immediate medical attendance; and the -pitiable creatures were to be counted by hundreds and thousands. The -appeal that went up to the people of the North, was not altogether -unlike that which has come from the stricken and homeless sufferers in -the European war. And the response at that time was similar to the -generous relief provided for the people of Belgium, Serbia and Poland. - -But in one respect the need of the these Negroes was peculiar. They were -escaped slaves, and it was decided that they were not to be returned to -slavery; so it was a question, not merely of present relief; but of how -they could be provided for permanently. Something had to be done that -they might be prepared to take care of themselves eventually and make an -honest living. In the new life of independence they were entering they -had everything to learn; therefore they had to be taught. In a word, -those who were dealing with them had about the same problem to handle -that the old Virginia settlers had when the first cargo of Negroes was -landed there from Africa. These sorry creatures must be taught to -behave; to mind what they were about; to work and do their work well; to -use good English and to play the part of men. It was the teacher’s job -and a hard job for any who were bold enough to try it. - -But the teachers were forthcoming; hundreds of them; cultivated, and -high-minded. They could see no way to make these fugitive slaves into -decent, law-abiding, industrious people, but to give them a new -character, a changed life. They must be led into an intelligent religion -that should govern the whole round of their conduct. And for this they -must be brought to the Bible. Therefore they must learn how to read it -at the very start. And so they went to teaching grown up men and women -their letters. Perhaps it looks odd to us; but there was good sense in -it. This was the way of opening the Bible to these groping men; the way -of leading them to an intelligent acquaintance with Jesus Christ, the -hope of lost men always and everywhere. - -It was a noble service. There were aspects of sublimity about it; and -any who are disposed to belittle it or to speak lightly of the results -that flowed from it show that they do not understand the tremendous -interests at stake in that critical hour of the Nation’s life; that hour -of destiny, too, for these many thousand Negroes “scattered abroad as -sheep having no shepherd” and faint-hearted for a friendly voice and -some word of encouragement. - -While such efforts were made to teach the Negroes to read, those engaged -in this work did not by any means stop here; they set about every sort -of teaching that might be of practical use. They did their best to -improve the habits of the people; influencing them to be cleanly and -orderly; calling them to promptness and regularity in their attendance -on appointed exercises; giving the men work to do of various kinds and -looking out to see that it was done properly; showing the women how to -cook their food so as not to spoil it, how to mend and make garments and -to be good housekeepers. The Boston Educational Commission in 1862 laid -it down as a foremost object to bring about the “industrial improvement” -of the Negroes, and it was in the very make-up of these thrifty New -England men and women, and those from other parts of the North, to be a -vital force in behalf of general efficiency wherever they took up a work -like this. - - - - - EDUCATION AS A SOLDIER. - - -The training which the Negroes received during the Civil War as soldiers -should not be overlooked. It represents his first opportunity for real -manhood training in an effective way. The training of the military camp -is no less important than the training of the school-room in the -development of good habits and manners. - -With the beginning of 1863, immediately after the Emancipation -Proclamation, a call was made for Negroes to enlist in the United States -Army, to which there came a ready response. Before the end of that year -there were 100,000 former slaves in the military service, about half of -whom bore arms in the ranks; and by the close of the war the number of -Negro troops had risen to 186,000. - -It has been usual to speak of this enlistment in its bearings on the -progress of the war. General Grant set a high estimate upon his Negro -troops, as some of his dispatches show, and President Lincoln said: - -“By arming them we have added a powerful ally. They will make good -soldiers, and taking them from the enemy weakens him in the same -proportion as they strengthen us.” - -But there is another point of view, the influence of this military life -on the men who enlisted. Taken as they were at that time, especially -those who were in the camps or floating about the country, without -settled abodes or regular occupation, what could have happened more to -their advantage than to be summoned to the orderly habits and rigid -discipline of a soldier’s life. It put the Freedmen into a far more -effective school than it was possible to provide for them in the former -way. - -In some of the regiments there were commanding officers of so fine a -mold that is was an inspiration to noble manhood to be under their -orders. When Governor Andrews of Massachusetts was choosing officers for -the two colored regiments that went from that State, he set it before -him to find men “of acknowledged military ability and experience, of the -highest social position if possible, and who believed in the capacity of -colored men to make good soldiers.” Colonel Thomas Wentworth Higginson, -of the first colored regiment mustered into service, was a man of this -order, as his illustrious life has amply shown. Colonel Robert Gould -Shaw, of the Massachusetts Fifty-fourth, not only proved his own -greatness, but his aptitude in making heroes of the men who charged with -him to their death in the storming of Fort Wagner. Another of these -commanders of Negro soldiers was General Samuel Chapman Armstrong, who -went from his honorable military service to the still larger civil -service of building up the famous industrial school at Hampton. And yet -another was Major Horace Bumstead, who was afterward president of -Atlanta University. The colonels, majors, captains and lieutenants of -the colored troops as a whole were men of no ordinary character. They -were of the sort who do not flinch from taking their stand on the side -of an unpopular cause, so it be right, and they put their best endeavor -into the training of the troops over whom they were in command. It was -an educational opportunity of no trifling significance. Two years or -more of daily drill in such a school had in it the making of manhood. - -Soon after the Civil War began, several societies were formed to aid in -the care and education of the Freedmen. With the progress of the war the -operations of the societies were constantly changing to meet new -demands. They began at Fortress Monroe and Hilton Head in 1861, and took -up work in other places, as one by one they were opened, and necessity -appeared for the service they might render. As the field widened, -supplies in larger quantity were required; more money had to be raised -and a greater number of agents and teachers sent down to the several -centers of activity. The teachers at the beginning were mostly men, as -was befitting the rough duties undertaken; but it was not long before -conditions were such as to invite the ministries of women and the force -was largely made up of them. The work of looking after the refugees -yielded in time to efforts of many kinds in behalf of the communities. -Attention was turned to the young people and children, and schools were -opened and maintained particularly for their benefit. Preaching and -Sunday school work were also made very prominent. Thus a certain -stability and promise of continuance began to be seen. - -While the war lasted, these movements were carried on and maintained by -voluntary organizations in the North, though uniformly with the approval -and cooperation of the military forces. But on March 3, 1865, about a -month before the surrender of General Lee, the United States Congress -passed an act establishing the Freedmen’s Bureau in the War Department: -“A bureau of refugees, freedmen, and abandoned lands, to which should be -committed the supervision and management of all abandoned lands and the -control of all subjects relating to refugees and freedmen.” This brought -the Government into formal participation in these endeavors, with the -certainty of adequate financial resources. The bureau was organized with -a general superintendent, a general inspector, and a superintendent of -schools in each district. “In entering on the work a few schools were -found in charge of tax commissioners, a few maintained by the Negroes -themselves; but by far the greater number were under the care of the -Northern societies. General supervision was at once instituted over all -schools; reports were made at stated intervals; unused Government -buildings were thrown open for schools houses, and transportation and -subsistence for a time were furnished to the teachers.” This cooperation -was definitely approved by Congress in the following year, July 16, -1866, and provision for maintenance extended to two years from that -date. Half a million dollars was set aside for school expenses. Then -grading and systematizing followed, and the societies were stimulated to -greater endeavor. The efficiency of the bureau continued to 1870, when -the last congressional appropriations for this object were expended and -its influence became little more than nominal. - -At first, and for some years after the close of the war, the teaching in -colored schools was mostly elementary. It was so from the nature of the -situation. There was no call for any other than the simplest lessons; -and after the Negroes had all been made free it was most essential that -a chance should be given them everywhere to acquire some education as a -qualification for citizenship. So the task of the Freedmen’s Bureau, -joining with the other agencies already in the field, was to set up -these elementary schools in all places where there were Freedmen to -attend them. These schools were made public in the largest sense and -free to all who cared to attend them. And out of them grew the present -public school system for Negroes in the South. It was at this point that -denominationalism entered into the education of the Negro. In discussing -this phase of Negro Education, it is noteworthy that one of the first -denominational schools established, was by the colored people themselves -in the founding of Wilberforce University. - - - CHURCH SCHOOLS AFTER THE WAR. - -_White church boards._—With these developments under the leadership of -the bureau, the people who had maintained the previous operations began -to turn their minds to schools of a higher grade; and at this point -appear indications of denominational purpose. During the war, -considerations of patriotism and humanity were dominant, and churches of -every name united in the efforts undertaken; but, with the return of -peace, missionary enterprise took into view the churches that were to -grow up among the Freedmen, and shaped itself more or less in their -behalf. This was most natural in those churches whose affiliations in -the South had been strongest before the war—the Baptist, Methodist and -Presbyterian churches. For the sake of these churches that were to be, -they took measures to build up schools of higher learning at carefully -chosen centers, which they hoped might become favorite resorts for -scholars, rallying points for religious organization and institutions of -Christian culture and enlightenment for all the region around. - -The Baptists instituted Shaw University at Raleigh, in 1865, Roger -Williams at Nashville and Morehouse at Atlanta, in 1867, Leland at New -Orleans, in 1869, and Benedict at Columbia, in 1871; and the Free -Baptists established Storer at Harper’s Ferry in 1867. The Methodist -Episcopal Church instituted Walden at Nashville, in 1865, Rust at Holly -Springs, in 1866, Morgan at Baltimore, in 1867, Haven Academy at -Waynesboro, in 1868, Claflin at Orangeburg, in 1869, and Clark at -Atlanta, in 1870. The Presbyterians already had their important school -in Pennsylvania, called Ashmun Institute, now Lincoln University, -founded in 1854; to which was added Biddle University, in 1867. The -Episcopal Church instituted St. Augustine’s at Raleigh, in 1867. The -Congregational Church, through the American Missionary was one of the -earliest denominations to enter the field of Negro education -systematically. In 1865, it had Avery Institute at Charleston, Ballard -Normal at Macon, and Washburn at Beaufort, N. C.; in 1866, Trinity at -Athens, Ala., Gregory at Wilmington, N. C., and Fisk University at -Nashville; in 1867, Talladega College in Alabama, Emerson at Mobile, -Storrs at Atlanta, and Beach at Savannah; in 1868, Hampton Institute in -Virginia, Knox at Athens, Ga., Burwell at Selma, Ala., since removed to -Florence, and the Ely Normal, now a public school in Louisville; in -1869, Straight University at New Orleans, Tougaloo in Mississippi, Le -Moyne at Memphis, and Lincoln at Marion, Ala.; in 1870, Dorchester -Academy at McIntosh, and the Albany Normal in Georgia. - -The United States Government in 1867 chartered Howard University “for -the education of youth in the liberal arts and sciences,” with special -provision for the higher education of negroes, but designed for all who -might wish to study there, with no race discriminations. - -Several notable schools were started in this early period by -representatives of the Society of Friends; in 1862 Miss Towne and Miss -Murray opened the Penn School on Helena Island, in the neighborhood of -Hilton Head; in 1865 Cornelia Hancock, of Philadelphia, opened the Laing -School at Mount Pleasant, in the vicinity of Charleston, and carried it -on until 1869, when it passed into the charge of Abby D. Munro, of -Bristol, R. I., who continued it for upwards of forty years; in 1868 -Martha Schofield, of Pennsylvania, founded the industrial school at -Aiken, which bears her name and was under her management till very -recently, when she resigned on account of the infirmities of age. In -1864, Calvin and Alida Clark, with the support of the Society of Friends -in Indiana, started a work for colored orphans in Helena; and then, in -1869, the education want having become paramount, removed some ten miles -to a farm in the country and established there the Southland College. - -The growth of educational forces throughout the field is shown by the -continual establishment of new schools as well as by the increasing -effectiveness of the older ones. Several churches that have not been -referred to have had an important share in the movement. The Reformed -Presbyterians had their workers among the Negro refugees at Beaufort, -Fernandina, Washington, and Natchez during the war, and between 1864 and -1866 they maintained a school at Natchez with an enrollment of some 300 -pupils; but in 1874 they undertook a more permanent work in Selma, Ala., -with the planting of Knox Academy, which has kept to high educational -standards and exerted a most important influence. The United -Presbyterians, likewise, had a school in Nashville in 1863, which was -carried on in a quiet way till 1875, when Knoxville College was started -to do normal work, and forthwith took its position as a central station -from which a whole group of schools was directed, several in east -Tennessee, others in North Carolina and Virginia, and a number of rural -schools in Wilcox County, Ala. In 1878 a school was opened at -Franklinton, N. C., which was maintained by the “American Christian -Convention” and in 1890 was chartered as the Franklinton Christian -College. The Southern Presbyterians, in 1876, established Stillman -Institute at Tuscaloosa for the education of Negroes for the Christian -ministry. The Southern Methodist Episcopal Church in 1884 founded Paine -College at Augusta, Ga. Thus the several bodies of Christian people each -had its own organized activities in behalf of the colored people. - -_Negro church boards._—Meanwhile, as these people became better -educated, their churches grew in numbers and strength, and the -conviction began to find expression that they ought to have schools -under their own management. The African Methodist Church had already had -Wilberforce in Ohio, founded in 1817, and Western in Kansas, founded in -1864; but they felt that the time had come for other institutions, which -should be planted at important centers of power in the South. So, in -1880, this church secured ground in Columbia, S. C., began to build as -soon as they were able, and in 1881 opened Allen University; then steps -were taken to establish another school in Atlanta, and in 1885 Morris -Brown was opened to students; now they have schools at Waco, Tex.; -Jackson, Miss.; Selma, Ala., and elsewhere. At about the same time the -Zion Methodist Church moved for the establishment of Livingstone -College, which was incorporated in 1879, and began work on its present -site at Salisbury in 1882; this church now has other smaller schools -also. The Colored Methodist Church which is closely affiliated with the -Southern Methodist Church, projected Lane College, at Jackson, -Tennessee, in 1878 and in 1882, a building was erected and the school -opened; this body now has other schools at Birmingham, Ala.; Holly -Springs, Miss.; and Tyler, Tex. The Colored Baptists have shown similar -enterprise, often in cooperation with the Home Mission Society of the -Northern Baptists, but particularly through their own conventions. - - - - - PUBLIC PROVISION FOR NEGRO EDUCATION. - - -_Public Elementary Schools_:—The existence of the large number of -private schools for colored people is largely explained by the -inadequacy of the public schools. The inequality in the public schools -for white and colored children is apparent to every one who visits the -South. The Report on Negro Education recently published by the Bureau of -Education, presents these inequalities in terms of salaries spent. The -report shows that in fifteen Southern States and the District of -Columbia, $42,510,703 is spent annually in teachers’ salaries. Of this -sum $36,649,827 was for teaching 3,552,431 white children and only -$5,860,876 for teaching 1,852,181 colored children. In other words the -number of white children is less than twice the number of colored -children, but the amount of money spent for their education is over six -times that spent for the colored children. The average or per capita -annual expenditure for the education of the white child is $10.32, while -that for the colored child is only $2.89. - -In addition to the sums appropriated for the maintenance of the common -schools the South in 1912–13 appropriated $6,429,991 for higher schools -for white people and only $336,970 for similar schools for colored -people. - -The amount expended in teachers’ salaries in the Southern States and the -average for each child of school age are shown in the following table: - - ───────────────┬───────────────────────────┬─────────────────────────── - STATE │ AMOUNT OF TEACHERS’ │ AVERAGE PER CHILD - │ SALARIES │ - ───────────────┼─────────────┬─────────────┼─────────────┬───────────── - │ WHITE │ COLORED │ WHITE │ COLORED - ───────────────┼─────────────┼─────────────┼─────────────┼───────────── - Alabama │ $2,523,550│ $372,177│ $9.41│ $1.78 - Arkansas │ 2,587,462│ 455,938│ 12.95│ 4.59 - Delaware │ 357,071│ 47,415│ 12.61│ 7.68 - Florida │ 1,022,745│ 167,381│ 11.50│ 2.64 - Georgia │ 2,884,580│ 483,622│ 9.58│ 1.76 - Kentucky │ 3,389,354│ 401,208│ 8.13│ 8.53 - Louisiana │ 2,807,103│ 211,376│ 13.73│ 1.31 - Maryland │ 2,567,021│ 282,519│ 13.79│ 6.88 - Mississippi │ 1,284,910│ 340,459│ 10.60│ 2.26 - North Carolina │ 1,715,994│ 340,856│ 5.27│ 2.02 - Oklahoma │ 3,232,706│ 283,385│ 14.21│ 9.96 - South Carolina │ 1,454,098│ 305,080│ 10.00│ 1.44 - Tennessee │ 1,938,487│ 298,772│ 8.27│ 4.83 - Texas │ 4,892,836│ 904,335│ 10.08│ 5.74 - Virginia │ 2,767,365│ 421,381│ 9.64│ 2.74 - ───────────────┴─────────────┴─────────────┴─────────────┴───────────── - -These figures explain the efforts of the colored people to enlist the -sympathy and support of the North and their willingness to contribute -out of their poverty to the establishment of schools. - -_Public High Schools._—There are only 65 public high schools for negroes -in the Southern States. Of these, 47 maintain four-year courses and 18 -have three-year courses. In addition, there are about 200 public schools -which enroll a few pupils above the elementary grades. Practically all -the four-year high schools are in the large cities of the border States. -Over half are in Texas, Kentucky, Tennessee and West Virginia; 16 are in -Oklahoma, Tennessee and Virginia. South Carolina and Florida have only 2 -each; North Carolina and Louisiana have no public high schools for -negroes. North Carolina, however, provides three well-managed State -normal schools offering secondary work. The city high schools of -Washington, D. C., and St. Louis, Mo., are unusual in extent of plant, -ranging in value from $200,000 to $450,000. - -The following table presents the more important facts for the Public -High Schools: - - PUBLIC HIGH SCHOOLS AND NORMAL SCHOOLS. - - ───────────────┬────────────┬───────┬───────────┬─────────┬──────────── - │ │ Years │ │ High │ - STATE AND NAME │ Location. │ in │ │ School │ Value of - OF SCHOOL. │City or Town│Course.│Attendance.│Teachers.│ Plant. - ───────────────┼────────────┼───────┼───────────┼─────────┼──────────── - _United States,│ │ │ │ │ - total_ │ │ │ _8,707_│ _484_│_$3,172,250_ - _Alabama, │ │ │ │ │ - total_ │ │ │ _541_│ _19_│ _21,500_ - Birmingham │ │ │ │ │ - Colored │ │ │ │ │ - High │ │ │ │ │ - School │Birmingham │ 4│ 387│ 9│ 2,000 - Huntsville │ │ │ │ │ - Colored │ │ │ │ │ - High │ │ │ │ │ - School │Huntsville │ 4│ 36│ 2│ 4,500 - Owen Academy│Mobile │ 3│ 86│ 5│ 10,000 - Tuscambia │ │ │ │ │ - Colored │ │ │ │ │ - High │ │ │ │ │ - School │Tuscambia │ 3│ 32│ 3│ 5,000 - _Arkansas, │ │ │ │ │ - total_ │ │ │ _253_│ _22_│ _105,000_ - Langston │ │ │ │ │ - High │ │ │ │ │ - School │Hot Springs │ 4│ 39│ 4│ 20,000 - Merrill High│ │ │ │ │ - School │Pine Bluff │ 4│ 25│ 3│ 18,000 - Helena │ │ │ │ │ - Colored │ │ │ │ │ - High │ │ │ │ │ - School │Helena │ 3│ 29│ 3│ 7,000 - Gibbs High │ │ │ │ │ - School │Little Rock │ 4│ 100│ 8│ 40,000 - Lincoln │ │ │ │ │ - Colored │ │ │ │ │ - High │ │ │ │ │ - School │Fort Smith │ 3│ 60│ 4│ 20,000 - _Delaware, │ │ │ │ │ - total_ │ │ │ _60_│ _11_│ _33,800_ - Howard High │ │ │ │ │ - School │Wilmington │ 4│ 60│ 11│ 33,800 - _District of │ │ │ │ │ - Columbia, │ │ │ │ │ - total_ │ │ │ _1,375_│ _96_│ _985,000_ - Armstrong │ │ │ │ │ - Manual │ │ │ │ │ - Training │ │ │ │ │ - School │Washington │ 4│ 259│ 33│ 240,000 - Dunbar High │ │ │ │ │ - School │ „ │ 4│ 731│ 48│ 500,000 - Myrtilla │ │ │ │ │ - Minor │ │ │ │ │ - Normal │ │ │ │ │ - School │ „ │ [1]2│ 115│ 15│ 245,000 - _Florida, │ │ │ │ │ - total_ │ │ │ _78_│ _6_│ _190,000_ - Stanton High│ │ │ │ │ - School │Jacksonville│ 4│ 44│ 3│ 175,000 - Lincoln High│ │ │ │ │ - and Graded│ │ │ │ │ - School │Tallahassee │ 3│ 34│ 3│ 15,000 - _Georgia, │ │ │ │ │ - total_ │ │ │ _40_│ _5_│ _15,000_ - Athens High │ │ │ │ │ - and │ │ │ │ │ - Industrial│ │ │ │ │ - School │Athens │ 3│ 40│ 5│ 15,000 - _Kentucky, │ │ │ │ │ - total_ │ │ │ _779_│ _44_│ _209,000_ - Louisville │ │ │ │ │ - Colored │ │ │ │ │ - Normal │ │ │ │ │ - School │Louisville │ [1]2│ 27│ 2│ 10,000 - State Street│ │ │ │ │ - High │Bowling │ │ │ │ - School │ Green │ 4│ 42│ 4│ 10,000 - Lincoln High│ │ │ │ │ - School │Paducah │ 4│ 39│ 4│ 22,000 - Central High│ │ │ │ │ - School │Louisville │ 4│ 402│ 16│ 41,000 - Earlington │ │ │ │ │ - Colored │ │ │ │ │ - High │ │ │ │ │ - School │Earlington │ 3│ 10│ 1│ 15,000 - Douglass │ │ │ │ │ - High │ │ │ │ │ - School │Henderson │ 4│ 25│ 3│ 40,000 - Clinton │ │ │ │ │ - Street │ │ │ │ │ - High │ │ │ │ │ - School │Frankfort │ 4│ 24│ 3│ 15,000 - Russell High│ │ │ │ │ - School │Lexington │ 4│ 93│ 4│ 18,000 - Western High│ │ │ │ │ - School │Owensboro │ 4│ 77│ 4│ 23,000 - „ „ „ │Paris │ 4│ 40│ 3│ 15,000 - _Maryland, │ │ │ │ │ - total_ │ │ │ _781_│ _42_│ _80,000_ - Baltimore │ │ │ │ │ - Colored │ │ │ │ │ - Normal │ │ │ │ │ - School │Baltimore │ [1]2│ 112│ 8│ 15,000 - Baltimore │ │ │ │ │ - High │ │ │ │ │ - School │ „ │ 4│ 669│ 34│ 65,000 - _Mississippi, │ │ │ │ │ - total_ │ │ │ _49_│ _3_│ _14,000_ - Colored High│ │ │ │ │ - School │Yazoo │ 3│ 49│ 3│ 14,000 - _Missouri, │ │ │ │ │ - total_ │ │ │ _910_│ _49_│ _430,500_ - Sumner High │ │ │ │ │ - School │St. Louis │ 4│ 595│ 34│ 330,500 - Lincoln High│ │ │ │ │ - School │Kansas City │ 4│ 315│ 15│ 100,000 - _Oklahoma, │ │ │ │ │ - total_ │ │ │ _368_│ _27_│ _166,750_ - Dunbar High │ │ │ │ │ - School │Tulsa │ 4│ 40│ 5│ 6,000 - Douglass │ │ │ │ │ - High │Oklahoma │ │ │ │ - School │ City │ 4│ 80│ 7│ 63,750 - Boley City │ │ │ │ │ - High │ │ │ │ │ - School │Boley │ 4│ 25│ 2│ 15,000 - Manual │ │ │ │ │ - Training │ │ │ │ │ - School │Muskogee │ 4│ 138│ 8│ 70,000 - Faver High │ │ │ │ │ - School │Guthrie │ 4│ 85│ 5│ 12,000 - _South │ │ │ │ │ - Carolina, │ │ │ │ │ - total_ │ │ │ _138_│ _6_│ _15,000_ - Howard High │ │ │ │ │ - School │Columbia │ 3│ 138│ 6│ 15,300 - _Texas, total_ │ │ │ _1,212_│ _63_│ _370,300_ - Anderson │ │ │ │ │ - High │ │ │ │ │ - School │Austin │ 4│ 82│ 5│ 28,000 - Colored High│ │ │ │ │ - School │Fort Worth │ 4│ 133│ 6│ 68,000 - A. J. Moore │ │ │ │ │ - High │ │ │ │ │ - School │Waco │ 4│ 69│ 5│ 14,800 - Gibbons High│ │ │ │ │ - School │Paris │ 4│ 100│ 3│ 27,500 - Charlton │ │ │ │ │ - High │ │ │ │ │ - School │Beaumont │ 3│ 108│ 3│ 10,000 - Central High│ │ │ │ │ - School │Marshall │ 4│ 142│ 6│ 10,000 - Anderson │ │ │ │ │ - High │ │ │ │ │ - School │Dennison │ 3│ 28│ 2│ 14,000 - Lincoln High│ │ │ │ │ - School │Palestine │ 4│ 69│ 2│ 8,000 - Dallas │ │ │ │ │ - Colored │ │ │ │ │ - High │ │ │ │ │ - School │Dallas │ 4│ 243│ 12│ 60,000 - Douglass │ │ │ │ │ - High │ │ │ │ │ - School │San Antonio │ 4│ 85│ 9│ 49,500 - Central High│ │ │ │ │ - School │Galveston │ 4│ 89│ 6│ 54,000 - Temple │ │ │ │ │ - Colored │ │ │ │ │ - High │ │ │ │ │ - School │Temple │ 4│ 38│ 2│ 15,000 - Frederick │ │ │ │ │ - Douglass │ │ │ │ │ - High │ │ │ │ │ - School │Sherman │ 3│ 26│ 2│ 11,500 - _Tennessee, │ │ │ │ │ - total_ │ │ │ _650_│ _25_│ _117,000_ - Austin High │ │ │ │ │ - School │Knoxville │ 3│ 116│ 7│ 12,000 - Kortrecht │ │ │ │ │ - High │ │ │ │ │ - School │Memphis │ 3│ 232│ 5│ 35,000 - Howard High │ │ │ │ │ - School │Chattanooga │ 4│ 80│ 5│ 30,000 - Rural High │ │ │ │ │ - School │Hyde Park │ 3│ 26│ 2│ 20,000 - Pearl High │ │ │ │ │ - School │Nashville │ 3│ 196│ 6│ 20,000 - _Virginia, │ │ │ │ │ - total_ │ │ │ _1,070_│ _38_│ _163,500_ - Armstrong │ │ │ │ │ - High │ │ │ │ │ - School │Richmond │ 4│ 439│ 17│ 40,000 - Jackson High│ │ │ │ │ - School │Lynchburg │ 3│ 110│ 4│ 14,000 - Peabody High│ │ │ │ │ - School │Petersburg │ 3│ 147│ 4│ 30,000 - Colored │ │ │ │ │ - Public │ │ │ │ │ - High │ │ │ │ │ - School │Norfolk │ 4│ 257│ 8│ 41,500 - Mount Herman│ │ │ │ │ - High │ │ │ │ │ - School │Portsmouth │ 4│ 57│ 2│ 13,000 - Danville │ │ │ │ │ - Colored │ │ │ │ │ - High │ │ │ │ │ - School │Danville │ 2│ 60│ 3│ 25,000 - _West Virginia,│ │ │ │ │ - total_ │ │ │ _150_│ _16_│ _265,600_ - Water Street│ │ │ │ │ - High │ │ │ │ │ - School │Clarksburg │ 4│ 20│ 2│ 26,750 - Douglass │ │ │ │ │ - High │ │ │ │ │ - School │Huntingdon │ 4│ 35│ 4│ 62,700 - Sumner High │ │ │ │ │ - School │Parkersburg │ 4│ 28│ 4│ 88,000 - Lincoln High│ │ │ │ │ - School │Wheeling │ 4│ 21│ 2│ 45,850 - Garnett High│ │ │ │ │ - School │Charleston │ 4│ 46│ 4│ 42,300 - _Northern │ │ │ │ │ - States │ │ │ │ │ - (separate │ │ │ │ │ - schools), │ │ │ │ │ - total_ │ │ │ _253_│ _12_│ _70,000_ - Sumner High │ │ │ │ │ - School │ │ │ │ │ - (Missouri)│Kansas City │ 4│ 253│ 12│ 70,000 - ───────────────┴────────────┴───────┴───────────┴─────────┴──────────── - -Footnote 1: - - Above High School grade. - -_County Training Schools._—The organization of the “county training -school,” is a comparatively new but promising movement. There are 27 -schools of this type in the various Southern States. These schools have -in most cases done work through the ninth grade, and in some cases -through the tenth grade, including in the last two years some elementary -teacher training. In addition much industrial work has been included in -the curriculum, the aim being to make these schools articulate as nearly -as possible with the life of the people in the rural communities and the -type of work their graduates will be called upon to do. - -They are supported partly by private funds and partly by public funds. -The State Fund provides about $15,000 a year for these schools, while -about $35,000 is provided by the Counties. The following table presents -the more important facts for these schools: - - COUNTY TRAINING SCHOOLS. - - ─────────────┬──────────────┬───────────┬─────────┬─────────┬────────── - Counties │ │ │ │ │ - Maintaining │ │ │ │ │ - Training │ │ │ │ │ Value of - Schools. │City or Town. │Attendance.│Teachers.│ Income. │ Plant. - ─────────────┼──────────────┼───────────┼─────────┼─────────┼────────── - _United │ │ │ │ │ - States, │ │ │ │ │ - total_ │ │ _5,906_│ _139_│_$51,501_│_$145,570_ - _Alabama_ │ │ _694_│ _19_│ _6,650_│ _20,900_ - Coosa │Cottage Grove │ 189│ 4│ 1,650│ 11,000 - Lowndes │Charity │ 150│ 5│ 1,250│ 4,700 - Mobile │Plateau │ 241│ 6│ 2,500│ 1,500 - Pickens │Carrollton │ 114│ 4│ 1,250│ 3,700 - _Arkansas_ │ │ _1,242_│ _25_│ _10,957_│ _27,500_ - Chicot │Dermott │ 245│ 4│ 1,804│ 5,000 - Hempstead │Hope │ 300│ 8│ 2,662│ 9,000 - Lee │Marianna │ 350│ 6│ 3,740│ 10,000 - Ouachita │Camden │ 347│ 7│ 2,751│ 3,500 - _Georgia_ │ │ _365_│ _9_│ _3,725_│ _10,500_ - Ben Hill │Queensland │ 185│ 4│ 1,725│ 3,000 - Washington│Sandersville │ 180│ 5│ 2,000│ 7,500 - _Kentucky_ │ │ _70_│ _3_│ _2,000_│ _3,500_ - Bourbon │Little Rock │ 70│ 3│ 2,000│ 3,500 - _Louisiana_ │ │ _254_│ _7_│ _3,030_│ _8,600_ - Calcasieu │West Lake │ 118│ 4│ 1,680│ 4,600 - Morehouse │Bastrop │ 136│ 3│ 1,350│ 4,000 - _North │ │ │ │ │ - Carolina_ │ │ _995_│ _26_│ _8,690_│ _36,650_ - Johnson │Smithfield │ 308│ 7│ 1,690│ 6,500 - Martin │Parmelee │ 150│ 4│ 1,500│ 6,500 - Pamlico │Stonewall │ 135│ 5│ 1,580│ 5,000 - Sampson │Clinton │ 242│ 5│ 1,870│ 4,500 - Wake │Method │ 160│ 5│ 2,050│ 14,150 - _South │ │ │ │ │ - Carolina_ │ │ _291_│ _6_│ _1,998_│ _5,500_ - Clarendon │Manning │ 291│ 6│ 1,998│ 5,500 - _Tennessee_ │ │ _1,173_│ _20_│ _6,025_│ _14,040_ - Fayette │Somerville │ 275│ 5│ 1,340│ 4,540 - Haywood │Brownsville │ 423│ 8│ 2,405│ 2,500 - Shelby │Lucy, R. F. D.│ 475│ 7│ 2,280│ 7,000 - _Texas_ │ │ _208_│ _6_│ _2,511_│ _4,080_ - Travis │Manor │ 208│ 6│ 2,511│ 4,080 - _Virginia_ │ │ _614_│ _18_│ _5,915_│ _14,300_ - Albemarle │Charlottsville│ 75│ 4│ 1,100│ 3,500 - Caroline │Bowling Green │ 212│ 4│ 2,080│ 4,300 - Nottaway │Blackstone │ 166│ 6│ 1,455│ 3,500 - York │Lackey │ 161│ 4│ 1,280│ 3,000 - ─────────────┴──────────────┴───────────┴─────────┴─────────┴────────── - -[Illustration: - - AGRICULTURAL AND MECHANICAL COLLEGE, BATON ROUGE, LA. - - The land-grant school for Louisiana. Formerly Southern University at - New Orleans. Several large brick buildings have been erected. The - school now has 23 teachers, 300 pupils and property valued at nearly - $100,000. -] - -[Illustration: - - AGRICULTURAL BUILDING, A. AND M. COLLEGE, TALLAHASSEE, FLA. - - One of the best buildings in colored schools devoted entirely to - teaching agriculture. The school has 35 teachers, about 350 pupils - and property valued at $135,000. -] - -_Land-Grant Schools_:—The third type of schools supported by public -funds is the Land-Grant Schools. The purpose for which the land-grant -institutions receive Federal appropriations are clearly outlined in the -following extracts from the various congressional acts granting public -lands and making appropriations for their support: - -Morrill Land-Grant Act of 1862.—An act donating public lands to the -several States and Territories which may provide colleges for the -benefit of agriculture and the mechanic arts.—The leading object shall -be, without excluding other scientific and classical studies, and -including military tactics, to teach such branches of learning as are -related to agriculture and the mechanic arts, in such manner as the -legislatures of the State may respectively prescribe, in order to -promote the liberal and practical education of the industrial classes in -the several pursuits and professions in life. - -Morrill Act of 1890.—An act to apply a portion of the proceeds of the -public lands to the more complete endowment and support of the colleges -for the benefit of agriculture and the mechanic arts. To be applied only -to instruction in agriculture, the mechanic arts, the English language, -and the various branches of mathematical, physical, natural, and -economic science, with special reference to their applications in the -industries of life, and to the facilities for such instruction. -_Provided_, That in any State in which there has been one college -established in pursuance of the act of July second, eighteen hundred and -sixty-two, and also in which an educational institution of like -character has been established, or may be hereafter established, and is -now aided by such State from its own revenue, for the education of -colored students in agriculture and the mechanic arts, however named or -styled, or whether or not it has received money heretofore under the act -to which this act is an amendment, the legislature of such State may -propose and report to the Secretary of the Interior a just and adequate -division of the fund to be received under this act between one college -for white students and one institution for colored students established -as aforesaid which shall be divided into two parts and paid accordingly, -and thereupon such institution for colored students shall be entitled to -the benefits of this act and subject to its provisions, as much as it -would have been if it had been included under the act of eighteen -hundred and sixty-two, and the fulfillment of the foregoing provisions -shall be taken as a compliance with the provision in reference to -separate colleges for white and colored students. - -[Illustration: - - ADMINISTRATION BUILDING. MECHANICAL BUILDING. -] - -[Illustration: - - FARM BUILDINGS. EXPERIMENTAL PLOTS. - - AGRICULTURAL AND TECHNICAL COLLEGE, GREENSBORO, N. C. - - One of the best Land-grant schools in the South. It has 25 teachers, - about 200 young men students and property valued at $130,000. -] - -Nelson Amendment of 1907.—An act making appropriations for the -Department of Agriculture.—That said colleges may use a portion of this -money for providing courses for the special preparation of instructors -for teaching the elements of agriculture and the mechanic arts. - -Rulings and instructions relative to the acts of Congress of August 30, -1890, and March 4, 1907, in aid of colleges of agriculture and mechanic -arts.—“To be applied only to instruction in agriculture, the mechanic -arts, the English language, and the various branches of mathematical, -physical, natural, and economic science, with special reference to their -applications in the industries of life, and to the facilities for such -instruction” and “for providing courses for the special preparation of -instructors for teaching the elements of agriculture and the mechanic -arts.” It is held that this language authorizes the purchase from this -money of apparatus, machinery, text-books, reference books, stock, and -material used in instruction, or for the purposes of illustration in -connection with any of the branches enumerated, and the payment of -salaries of instructors in said branches only; but in case of machinery -(such as boilers, engines, pumps, etc.) and farm stock, which are made -to serve for both instructional and other purposes, the Federal funds -may be charged with only an equitable portion of the cost of said -machinery and stock. - -The acts prohibit the expenditure of any portion of these funds for the -purchase, erection, preservation, or repair of any building or buildings -under any pretense whatever, and the salaries of purely administrative -officers, such as treasurers, presidents, secretaries. - -In accordance with these acts, 17 institutions for Negroes in the -Southern States are receiving Federal funds. The principal facts for -sixteen of these institutions are shown in the table herewith. Hampton -Institute is classified with the independent institutions because its -financial support is very largely from private sources. The total annual -income for the current expenses of the sixteen institutions is $544,520. -Of this amount $263,074 is received from State appropriations and -$2,598.51 from the Federal acts. Including the Federal grant to Hampton -Institute, the total of Federal appropriations is $286,817. The value of -property in the sixteen institutions is $2,576,142. - -[Illustration] - -[Illustration: - - TENNESSEE AGRICULTURAL, AND INDUSTRIAL STATE NORMAL SCHOOL, NASHVILLE, - TENN. - - The land-grant school for the State. It was founded in 1912, has 32 - teachers, 1200 students and property valued at $250,000. -] - -[Illustration: - - VIRGINIA NORMAL AND INDUSTRIAL INSTITUTE, PETERSBURG, VA. - - The largest school building in the United States for colored students. - The institution is owned and supported by the State. It has - twenty-five teachers and 600 students. The property is valued at - approximately $250,000. -] - -The principal facts concerning these schools, by States, are as follows: - - ───────────────────┬────────────┬────────────┬────────────┬──────────── - │ │ │ │ VALUE OF - STATE │ ATTENDANCE │ TEACHERS │ INCOME │ PROPERTY - ───────────────────┼────────────┼────────────┼────────────┼──────────── - Total │ 4,875│ 400│ $544,520│ $2,576,142 - ═══════════════════╪════════════╪════════════╪════════════╪════════════ - Alabama │ 264│ 27│ 29,209│ 182,500 - Arkansas │ 170│ 12│ 24,003│ 141,456 - Delaware │ 71│ 8│ 13,159│ 42,150 - Florida │ 345│ 34│ 34,168│ 131,421 - Georgia │ 390│ 21│ 25,369│ 68,449 - Kentucky │ 234│ 19│ 22,327│ 156,700 - Louisiana │ 160│ 23│ 31,384│ 95,250 - Maryland │ 123│ 12│ 15,528│ 44,950 - Mississippi │ 484│ 24│ 47,774│ 258,500 - Missouri │ 264│ 33│ 42,162│ 226,375 - North Carolina │ 150│ 26│ 32,518│ 129,700 - Oklahoma │ 408│ 28│ 46,400│ 153,827 - South Carolina │ 726│ 33│ 44,216│ 397,300 - Tennessee │ 300│ 25│ 39,819│ 193,915 - Texas │ 552│ 46│ 49,985│ 237,200 - West Virginia │ 234│ 29│ 46,499│ 216,449 - ───────────────────┴────────────┴────────────┴────────────┴──────────── - -_State Schools_:—In addition to the land-grant schools there are eleven -State schools. Four of these institutions are in Northern States. The -following table gives the important facts concerning this group. - - ───────────────────┬────────────┬────────────┬────────────┬──────────── - │ │ │ │ VALUE OF - STATE │ ATTENDANCE │ TEACHERS │ INCOME │ PROPERTY - ───────────────────┼────────────┼────────────┼────────────┼──────────── - Total │ 2,638│ 188│ $246,834│ $1,394,547 - ═══════════════════╪════════════╪════════════╪════════════╪════════════ - Alabama │ 714│ 31│ 21,500│ 70,000 - Kansas │ 82│ 14│ 15,830│ 131,395 - „ │ 106│ 26│ 38,148│ 195,300 - Maryland │ 50│ 8│ 8,053│ 33,500 - New Jersey │ 93│ 18│ 27,755│ 99,159 - North Carolina │ 249│ 8│ 6,074│ 45,000 - „ │ 227│ 7│ 5,544│ 38,700 - „ │ 165│ 10│ 5,258│ 51,700 - Ohio │ 231│ 29│ 77,000│ 436,893 - Virginia │ 573│ 25│ 27,898│ 233,900 - West Virginia │ 148│ 12│ 13,774│ 59,000 - ───────────────────┴────────────┴────────────┴────────────┴──────────── - -_Federal Schools_:—The one institution classed as Federal is Howard -University at Washington, D. C. It is the only institution supported by -direct annual appropriations from Congress. It is generally considered -the best institution for colored people in college and professional -training. It has an attendance of 1,401 pupils, 106 teachers, an annual -income of $172,257 and property valued at $1,756,920. - - - - - SCHOOLS MAINTAINED BY PRIVATE AGENCIES. - - -It is said that the deficiencies in the public expenditure for the -education of colored people largely explain the active campaign for -private and higher schools since the Civil War. These schools not only -represent the effort of the colored people and their friends to provide -higher training for their children, but also to make up for the -inadequacy of the elementary public schools. - -According to the recent report of the Bureau of Education, there are 625 -private schools for colored people in the United States. These schools -have property valued at $28,500,000, an annual income of $3,027,000, -4,600 teachers and an attendance of approximately 100,000. - -[Illustration: - - HOWARD UNIVERSITY, WASHINGTON, D. C. - - The leading institution in the country for the higher and professional - training of the Negro. In quality of work it ranks favorably with - the best New England Colleges. It was founded in 1867, largely - through the efforts of General O. O. Howard. It has 106 teachers, - 1400 students and property valued at nearly $2,000,000. -] - -The three great factors which have entered into the development of the -educational possibilities of the colored people are the North, the South -and the Negro himself. - -Though the Northern States are not so immediately concerned in the -education of the Negro race as the South and the Negroes themselves, the -northern point of view and northern philanthropy have been just as -important and are just as essential to continued development as the -other two elements. In many respects the remoteness of the northern -friends to Negro education gave them freedom from the traditional -prejudices and the frequent irritations to which those nearby were -subjected. Problems are rarely settled without the aid of those who are -not party to the differences. Evidence is now gradually accumulating -that the southern people are realizing that the northern teachers have -rendered a valuable service not only to the Negroes but also to the -South. The following testimony was given as early as 1885, by Bishop -Haywood of the Southern Methodist Church in speaking of President Ware, -the founder of Atlanta University: - -“Very small encouragement do workers in this field get from us of the -white race in the Southern States, although, next to the Negro race, we -are of all men on earth most concerned in the success of your work, and -most concerned because we have most at stake.” - -The total annual contribution of the North for the current expenses of -the private schools aggregate $2,500,000. Of this fully a million and a -half is given by the white churches for their denominational schools, -and another $1,000,000 is contributed by individual donors and churches -for the maintenance of the independent institutions. Property valuations -in the private institutions founded by northern gifts now amount to -$24,000,000. - -[Illustration: - - ATLANTA UNIVERSITY, ATLANTA, GEORGIA. - - One of the best schools of higher education. A number of notable - colored men are graduates of this institution. It was founded in - 1867 by the American Missionary Association (Congregational), but it - now has an independent board of trustees. It has 35 teachers, nearly - 600 students and property valued at $405,000. -] - -Without the institutions thus erected and maintained, the industrial and -agricultural education of the colored people would be almost entirely -confined to the very limited facilities of the public schools, and the -inadequate work of the land-grant institutions. Teacher training would -be almost negligible, secondary courses would be conspicuously -inadequate and no college work would be offered. Upon the North -therefore, and the Negroes must rest the responsibility of providing -higher training. While constant effort should be made to induce public -authorities to provide for every phase of education, any plan to -diminish private support should be adopted only after careful -consideration of the local situation. The per capita public school -expenditures for white children of the Southern States is four and five -times that for the Negroes. All the available facts indicate that the -financial aid of the North would be needed for some decades to come. - -Essential as northern philanthropy has been to the education of the -Negro, the greatest contribution of the North has been the teachers, -sons and daughters of the best families, who have been willing to work -in colored schools, and to show their colored pupils by precept and -example that education is not only head knowledge, but the formation of -habits that guarantee such fundamental virtues as cleanliness, -thoroughness, perseverance, honesty, and the essential elements of -family life. - -The work of the Northern teachers is no less important than that of the -northern soldier. While the one emancipated the Negro from slavery, the -other laid the foundation for the greater emancipation from ignorance. -In the conduct and management of colored schools, it is to be expected -that the South should stress contact with the white neighborhood and -conformity to the community standards. The concern of the Negro is -naturally the preservation of his self-respect and the increase of -opportunities for employment and influence. The concern of the North is -the maintenance of such school activities as will produce manhood and -womanhood of good physique, discerning minds and sound morals. In -accordance with this purpose, northern people have erected schools of -all types for the Negroes, including industrial, agricultural and -collegiate institutions. No greater loss could befall the Negro schools -than the elimination of northern philanthropy and northern teachers. - -The two types of institutions which are largely supported by northern -philanthropy are designated as independent schools, and schools under -white denominational boards. Many of these schools also receive large -sums from their colored patrons. The following table gives the important -facts concerning the independent schools in the several States. The -names of the larger institutions of this group are given in the table at -the end of this Chapter. - -[Illustration: - - DINING HALL. BIRDSEYE VIEW OF GROUNDS. -] - -[Illustration: - - STUDENTS AT WORK ON NEW BUILDING. JOHN A. ANDREW HOSPITAL. - - TUSKEGEE INSTITUTE, TUSKEGEE, ALABAMA. - - One of the best known schools in the world. Considered by many as the - greatest achievement of the Negro race. It was founded in 1880, by - Booker T. Washington. It has nearly 200 teachers, 1400 students and - property valued at approximately $4,000,000. -] - - - - - INDEPENDENT SCHOOLS. - - -By independent schools is meant such as are not connected with any -public or denominational agency; but are under the direction and control -of a general board of trustees. These trustee boards are usually -composed of colored men, northern men and southern men. As a rule they -are self-perpetuating—that is—the trustees themselves elect new members -of the board to fill vacancies such as may occur through death or -resignation. - -In number and income the independent schools form the most important -group of schools. They are non-sectarian in character, and draw support -and pupils from all sources and classes of the people. The leading facts -concerning this group of schools, according to the recent report of the -Bureau of Education are as follows: - - INDEPENDENT SCHOOLS. - - ───────────┬───────┬──────────┬─────────────────┬──────────┬─────────── - │Number │ │ │Income for│ - │ of │ Counted │ │ Current │ Value of - States │Schools│Attendance│ Teachers │ Expenses │ Property - ───────────┼───────┼──────────┼─────┬─────┬─────┼──────────┼─────────── - │ │ │Total│White│Negr.│ │ - ───────────┼───────┼──────────┼─────┼─────┼─────┼──────────┼─────────── - Total │ 118│ 14,851│1,144│ 249│ 895│$1,099,724│$12,369,441 - ═══════════╪═══════╪══════════╪═════╪═════╪═════╪══════════╪═══════════ - Alabama │ 23│ 4,887│ 331│ 23│ 308│ 369,544│ 4,279,566 - Arkansas │ 2│ 70│ 2│ │ 2│ 1,100│ 3,700 - Delaware │ 2│ 22│ 4│ │ 4│ 5,250│ 18,600 - Florida │ 3│ 234│ 24│ │ 24│ 19,158│ 85,875 - Georgia │ 21│ 2,654│ 97│ 29│ 68│ 2,888│ 493,673 - Kentucky │ 3│ 177│ 19│ 8│ 11│ 20,351│ 529,698 - Louisiana │ 7│ 671│ 34│ │ 34│ 10,831│ 118,037 - Maryland │ 3│ 38│ 3│ │ 3│ 1,385│ 2,750 - Mississippi│ 4│ 858│ 58│ │ 58│ 33,618│ 314,220 - Missouri │ 1│ 19│ 6│ │ 6│ 2,837│ 38,500 - North │ │ │ │ │ │ │ - Carolina │ 9│ 597│ 55│ │ 55│ 18,389│ 120,000 - South │ │ │ │ │ │ │ - Carolina │ 11│ 1,012│ 84│ 3│ 82│ 51,235│ 416,205 - Tennessee │ 3│ 1,061│ 78│ 33│ 45│ 103,305│ 733,058 - Texas │ 4│ 363│ 23│ │ 23│ 10,364│ 42,000 - Virginia │ 11│ 1,685│ 256│ 147│ 109│ 321,660│ 4,414,459 - Northern │ │ │ │ │ │ │ - States │ 11│ 472│ 70│ 6│ 64│ 57,309│ 759,100 - ───────────┴───────┴──────────┴─────┴─────┴─────┴──────────┴─────────── - -[Illustration] - -[Illustration: - - UTICA INSTITUTE, UTICA, MISSISSIPPI. - - The upper figure shows building in which the school began, the lower, - the present main building. The school was founded in 1903 by W. H. - Holtzclaw, the present principal. It now has buildings valued at - almost $100,000. There are 27 teachers and over 300 pupils. The - annual income is about $20,000 and the property is valued at over - $160,000. -] - -The number of pupils in attendance was 14,851, of whom 12,273 were -elementary, 1,841 secondary, and 737 were collegiate and professional. -The secondary courses are offered in twenty of the larger institutions. -The collegiate and professional students are in Meharry Medical College, -Fisk University and Atlanta University. Of the total attendance reported -above, the 72 smaller schools have 4,404 pupils, of whom only 66 are -secondary. - -The number of teachers and workers in all independent schools was 1,144, -of whom 249 were white and 895 were colored; 521 male, 623 female; 558 -academic, 222 industrial, 49 agricultural, 315 other workers. The ratio -of teachers and workers to pupils indicates that these institutions are -fairly well managed. About a fourth of the teachers in the larger -schools are white. The smaller schools are practically all taught by -colored workers. On the basis of sex, the workers in the larger -institutions are about equally divided. - -[Illustration: - - HAMPTON INSTITUTE, HAMPTON, VIRGINIA. - - Students at drill. The institution is one of the most widely known - schools in the United States, and the pioneer school in industrial - education. It has 210 teachers, 762 pupils, and income of almost - $300,000 annually, and property valued at approximately $4,250,000. -] - -[Illustration: - - GEORGE W. HUBBARD HOSPITAL, OF MEHARRY MEDICAL SCHOOL, NASHVILLE, - TENN. - - One of the best hospitals in Nashville. It is well equipped and has an - able staff of physicians. The property value is approximately - $75,000. -] - -The schools of this group which have received most liberal support are -Hampton Institute, Hampton, Virginia, and Tuskegee Institute, Tuskegee, -Alabama. The large support and remarkable growth of these two schools is -due largely to the growing popularity of individual education and also -to the personalities of General Armstrong, who founded Hampton, and Dr. -Booker T. Washington, who founded Tuskegee. The independent institutions -of college grade that have attained a national reputation are Fisk -University, Nashville. Tennessee, and Atlanta University, Atlanta, -Georgia. The one independent professional institution of nation-wide -reputation is Meharry Medical College, Nashville, Tennessee. A number of -smaller schools, mostly of the industrial type, have attained noteworthy -success. Among these might be mentioned the Daytona School for Girls, -Daytona, Florida; Calhoun Colored School, Calhoun, Alabama; Penn School, -St. Helena, Island, South Carolina; Snow Hill Institute, Snow Hill, -Alabama; Utica Institute, Utica Mississippi, and Okolona Industrial -Institute, Okolona, Mississippi. There are numerous other institutions -that are doing most successful work. The existence of such institutions -becomes doubly significant when the personality of their founders and -the opposition they met with are considered. The influence of General -Armstrong and his attitude toward education are being more and more felt -in the whole educational system of the country. The story of Dr. -Washington, who found at Tuskegee a log cabin and left there an -industrial town is well described in his illuminating book, “Up from -Slavery.” The names of Bumstead and Ware at Atlanta University, and of -Gravath at Fisk, are well known. One of the leading lawyers of New York -City is the son of the late President Gravath of Fisk. The growth of -such institutions as Utica Institute, Snow Hill, Okolona Institute and -Daytona School proves the capacity of young colored men and women to -acquire training in school and also to acquire the more important -qualities of leadership and determination to overcome difficulties. It -is said that when William H. Holtzclaw reached Utica, Mississippi, the -banks of the town refused to accept his money for deposit, because he -was colored. In the thirteen years he has lived there he has succeeded -in winning the friendship of the people, the credit of all the banks, -and he has built an institution which has an income of nearly $20,000 a -year, and property valued at over $160,000. The stories of Miss Bethune, -at Daytona, Wallace A. Battle, at Okolona, and W. J. Edwards, at Snow -Hill, are no less interesting and inspiring. - -[Illustration: - - MEHARRY MEDICAL COLLEGE, NASHVILLE, TENN. - - One of the best medical schools in the country, and one of the two - medical schools maintained largely for colored pupils. It was - founded in 1876 through gifts from the five Meharry Brothers. It has - thirty teachers, five hundred pupils and a property valuation of - $175,000. -] - -The names of the more important schools and the States in which they are -located are given below: - - - - - SCHOOLS MAINTAINED BY INDEPENDENT BOARD OF TRUSTEES. - - -Alabama: Beloit Industrial Missionary Association School, Selma; Calhoun -Colored School, Calhoun; Corona Normal Industrial Institute, Corona; -Centerville Industrial School, Centerville; Kowaliga Academic and -Industrial Institute, Kowaliga; Montgomery Industrial School for Girls, -Montgomery; Mount Meigs Colored Institute, Montgomery; Peoples’ Village -School, Montgomery; Snow Hill Normal and Industrial Institute, Snow -Hill; Street Manual Training School, Richmond; Tuskegee Institute, -Tuskegee. - -Florida: Daytona Industrial Educational School, Daytona; Robert -Hungerford School, Eatonville. - -Georgia: Albany Bible and Manual Training Institute, Albany; Atlanta -University, Atlanta; Forsyth Normal and Industrial Institute, Forsyth; -Helena B. Cobb Home and School, Barnesville; Model and Training School, -Athens; Sparta Agricultural and Industrial Institute, Sparta. - -Kentucky: Lincoln Institute of Kentucky, Lincoln Ridge. - -Louisiana: Gaudet Industrial Home and School, Orleans; Sabine Normal and -Industrial School, Sabine. - -Mississippi: Okolona Industrial School, Okolona; Piney Woods Country -Life School, Braxton; Prentiss Industrial School, Prentiss; Utica Normal -and Industrial Institute, Utica. - -Missouri: Bartlett Agricultural and Industrial School, Macon. - -North Carolina: Laurinburg Normal and Industrial Institute, Laurinburg; -National Training School, Durham; Palmer Memorial Institute, Sedalia. - -South Carolina: Maysville Institute, Maysville; Penn School, St. Helena -Island; Port Royal Agricultural School, Beaufort; Voorhees Industrial -Institute, Denmark. - -Tennessee: Fisk University, Nashville; Meharry Medical College, -Nashville. - -Texas: Farmers’ Improvement Agricultural College, Ladonia; Houston -Industrial and Training School, Huntsville. - -Virginia: Franklin Normal and Industrial Institute, Franklin; -Fredericksburg Normal and Industrial School, Fredericksburg; Hampton -Normal and Agricultural Institute, Hampton; Manassas Industrial School, -Manassas, Prince William. - -Northern States: Berean Manual Training School, Philadelphia; Cincinnati -Industrial School, Cincinnati; Downingtown Industrial and Agricultural -School, Downingtown, Pa.; Avery Collegiate Training School, Pittsburgh, -Pa. - -[Illustration: - - JUBILEE HALL, FISK UNIVERSITY, NASHVILLE, TENNESSEE. - - Fisk is the second largest arts college for colored people in the - world: was founded in 1866 by the American Missionary Association; - and was recently called a “great National University” by the United - States Commissioner of Education. The famous Jubilee Singers of this - school rescued the Plantation Melodies of the colored people from - loss, and raised money for the erection of the building above. The - institution has 45 teachers, 500 pupils, and property valued at - nearly $550,000. -] - - - - - WHITE CHURCH BOARDS MAINTAINING COLORED SCHOOLS. - - -The extent and character of the educational work done by the white -churches are emphatic evidence that these churches have recognized the -great opportunity for service in behalf of a struggling people. They -have given their money to build and maintain the schools, they have sent -their sons and daughters to teach in them, and they have rendered a -service to humanity that is destined to receive recognition. - -The following table presents the more important facts concerning the -schools under white denominational boards: - - WHITE CHURCH BOARDS MAINTAINING SCHOOLS FOR COLORED PEOPLE. - - ────────────────┬───────┬──────────┬─────────────────┬──────────┬─────────── - │Number │ │ │Income for│ - Denominational │ of │ Counted │ │ Current │ Value of - Boards │Schools│Attendance│ Teachers │ Expenses │ Property - ────────────────┼───────┼──────────┼─────┬─────┬─────┼──────────┼─────────── - │ │ │Total│White│Negr.│ │ - ────────────────┼───────┼──────────┼─────┼─────┼─────┼──────────┼─────────── - Total │ 354│ 51,529│2,562│1,069│1,493│$1,546,303│$13,822,451 - ════════════════╪═══════╪══════════╪═════╪═════╪═════╪══════════╪═══════════ - Baptist: │ │ │ │ │ │ │ - American │ │ │ │ │ │ │ - Home │ │ │ │ │ │ │ - Missions │ │ │ │ │ │ │ - Society │ 24│ 5,536│ 419│ 139│ 280│ 304,861│ 3,870,744 - Women’s │ │ │ │ │ │ │ - American │ │ │ │ │ │ │ - Baptist │ │ │ │ │ │ │ - Home │ │ │ │ │ │ │ - Mission │ │ │ │ │ │ │ - Society │ 1│ 125│ 14│ 11│ 3│ 7,746│ 16,500 - Catholic Board │ │ │ │ │ │ │ - of Missions │ 112│ 13,507│ 404│ 384│ 20│ 146,821│ 491,000 - Christian │ │ │ │ │ │ │ - Woman’s Board │ │ │ │ │ │ │ - of Missions │ 5│ 440│ 37│ 15│ 22│ 29,910│ 184,602 - Congregational │ │ │ │ │ │ │ - American │ │ │ │ │ │ │ - Missionary │ │ │ │ │ │ │ - Association │ 29│ 6,922│ 383│ 212│ 171│ 235,764│ 1,733,589 - Friends Society │ │ │ │ │ │ │ - and other │ │ │ │ │ │ │ - Friends │ │ │ │ │ │ │ - Agencies │ 8│ 1,642│ 96│ 12│ 84│ 63,868│ 915,900 - Lutheran Board │ │ │ │ │ │ │ - for Colored │ │ │ │ │ │ │ - Missions │ 9│ 1,147│ 26│ 13│ 13│ 18,319│ 72,000 - Methodist: │ │ │ │ │ │ │ - Freedman’s │ │ │ │ │ │ │ - Aid │ │ │ │ │ │ │ - Society │ 18│ 5,059│ 266│ 65│ 201│ 230,160│ 2,605,687 - Women’s Home│ │ │ │ │ │ │ - Missionary│ │ │ │ │ │ │ - Society │ 12│ 808│ 71│ 41│ 30│ 42,975│ 309,500 - Presbyterian │ │ │ │ │ │ │ - Board of │ │ │ │ │ │ │ - Missions for │ │ │ │ │ │ │ - Freedmen │ 85│ 8,915│ 423│ 84│ 339│ 200,124│ 628,743 - Protestant │ │ │ │ │ │ │ - Episcopal │ │ │ │ │ │ │ - Boards, │ │ │ │ │ │ │ - American │ │ │ │ │ │ │ - Church │ │ │ │ │ │ │ - Institute, and│ │ │ │ │ │ │ - the Domestic │ │ │ │ │ │ │ - and Foreign │ │ │ │ │ │ │ - Missionary │ │ │ │ │ │ │ - Society │ 24│ 2,988│ 176│ 12│ 164│ 118,526│ 2,151,321 - United │ │ │ │ │ │ │ - Presbyterian │ │ │ │ │ │ │ - Church Boards │ │ │ │ │ │ │ - of Freedman’s │ │ │ │ │ │ │ - Missions │ 15│ 2,870│ 166│ 44│ 122│ 88,512│ 455,600 - Nine small │ │ │ │ │ │ │ - church boards │ 12│ 1,570│ 81│ 37│ 44│ 58,717│ 387,265 - ────────────────┴───────┴──────────┴─────┴─────┴─────┴──────────┴─────────── - -The total number of schools under the direction of white church boards -is 354. The annual income for current expenses of these schools is one -and a half million ($1,546,303). The value of property is almost -fourteen millions ($13,822,421.) - -[Illustration: - - LECTURE HALL. KINGSLEY HALL DORMITORY. -] - -[Illustration: - - DINING HALL. PRESIDENT’S HOME. - - VIRGINIA UNION UNIVERSITY, RICHMOND, VIRGINIA. - - Some of the handsome buildings in colored schools. All of granite. - Founded in 1899 through the union of Wayland Seminary and Richmond - Theological School. It is owned by the American Baptist Home Mission - Society. Teachers, 16; attendance, 275; value of property $500,000. -] - -The attendance on these institutions was 51,529, of whom 43,605 were -elementary, 7,188 were secondary, and 736 were collegiate. The number of -teachers and workers was 2,562, of whom 1,069 were white and 1,493, or -58 per cent. were colored. On the basis of sex, 714 are men and 1,848, -or 70 per cent. are women. Classification according to character of work -shows that 1,916, or 74 per cent. of the teachers are academic, 339 -industrial, 31 agricultural, and 276 administrative. Comparison with -other groups of schools indicates that those under white boards still -retain a considerable fraction of white teachers, that the number of -women teachers is rather larger than in other groups, and finally that -the proportion of academic instructors is higher than in any group -except those under the colored boards. - -There are ten denominational groups which own and maintain a number of -institutions for the education of colored people. Nine other -denominations are supporting one or two schools each. Very few of the -churches represented by either the larger or smaller of these boards -have any considerable proportion of Negroes in their membership. There -are other denominations, notably the Unitarians, who have contributed -liberally to colored schools without any thought either of increasing -their church membership or their control over these schools. The primary -purpose of practically all of these organizations has been the education -of the Negroes in America, and their preparation for life in a -democracy. - -In this connection, it is interesting to note the religious preference -of the Negroes in the United States as compiled by the United States -census of 1904. According to this census there were 3,685,097 Negroes in -the various denominations. Of these 2,354,789 were enrolled by Baptists, -1,182,131 belonging to various branches of Methodism, and the remaining -148,177, hardly 4 per cent of the total, were distributed among the -Catholic, Presbyterian, Christian, and Congregational denominations. - -The larger denominations maintain central offices and one or more -traveling secretaries whose duties include both the supervision of the -schools and the appeal for funds to the supporting churches. This -personal supervision, together with regular reports of both financial -and educational activities, has developed economy and honesty in the use -of funds and thoroughness in the school work. - -[Illustration: - - MAIN BUILDING. GIRLS DORMITORY. - -] - -[Illustration: - - SHAW UNIVERSITY, RALEIGH, N. C. - - One of the leading schools for colored people. Founded in 1865 by the - American Baptist Home Mission Society. It has 30 teachers, 250 - students and property valued at nearly $400,000. -] - -_The American Baptist Home Mission Society._—The American Baptist Home -Mission Society owns or supervises 24 educational institutions. All of -these are large and important schools. These schools are effectively -managed, and their general average of educational efficiency is very -high. The following table shows the distribution of these schools by -States: - - AMERICAN BAPTIST HOME MISSION SOCIETY. - - ───────────┬───────┬──────────┬─────────────────┬──────────┬─────────── - │Number │ │ │Income for│ - │ of │ Counted │ │ Current │ Value of - States │Schools│Attendance│ Teachers │ Expenses │ Property - ───────────┼───────┼──────────┼─────┬─────┬─────┼──────────┼─────────── - │ │ │Total│White│Negr.│ │ - ───────────┼───────┼──────────┼─────┼─────┼─────┼──────────┼─────────── - Total │ 24│ 5,536│ 419│ 139│ 280│ $304,861│ $3,870,744 - ═══════════╪═══════╪══════════╪═════╪═════╪═════╪══════════╪═══════════ - Alabama │ 1│ 268│ 21│ 1│ 20│ 9,479│ 83,000 - Arkansas │ 1│ 313│ 18│ │ 18│ 15,109│ 90,000 - Florida │ 1│ 404│ 18│ │ 18│ 8,070│ 80,158 - Georgia │ 5│ 1,287│ 106│ 50│ 56│ 81,573│ 621,624 - Kentucky │ 1│ 130│ 15│ 1│ 14│ 11,308│ 60,000 - Louisiana │ 2│ 572│ 26│ 10│ 16│ 16,356│ 462,000 - Mississippi│ 1│ 310│ 16│ │ 16│ 1,591│ 100,000 - Missouri │ 1│ 66│ 11│ │ 11│ 4,486│ 20,000 - North │ │ │ │ │ │ │ - Carolina │ 3│ 419│ 46│ 14│ 32│ 41,051│ 433,251 - South │ │ │ │ │ │ │ - Carolina │ 1│ 507│ 30│ 18│ 12│ 21,384│ 635,744 - Tennessee │ 2│ 242│ 31│ │ 31│ 9,942│ 117,500 - Texas │ 1│ 371│ 22│ 12│ 10│ 19,247│ 314,935 - Virginia │ 3│ 537│ 36│ 21│ 15│ 37,684│ 630,354 - West │ │ │ │ │ │ │ - Virginia │ 1│ 110│ 23│ 12│ 11│ 17,581│ 222,178 - ───────────┴───────┴──────────┴─────┴─────┴─────┴──────────┴─────────── - -The annual income for current expense of the 24 schools is $304,861, of -which $150,637 is received from the board. On the basis of income five -of the schools have incomes between $1,500 and $5,000; ten between -$5,000 and $15,000; six between $15,000 and $30,000; and twenty have -incomes of over $30,000. The total property is valued at $3,870,744, of -which about three and a third millions are in plant and almost half a -million is in endowment. According to property, only one school has a -valuation under $10,000; three schools have valuations between $10,000 -and $25,000; four between $25,000 and $50,000; seven between $50,000 and -$150,000; three between $150,000 and $250,000, and six over $250,000. - -The attendance of these schools was 5,504, of whom 3,186 were -elementary, 2,068 secondary, and 250 collegiate. All the schools -maintain elementary classes, and all but two have secondary pupils. -Seven of the institutions are offering instruction in college subjects. -Two of the seven, however, had neither the equipment nor teachers to -maintain college work. The number of teachers is 419, of whom 139 are -white and 280, or 66 per cent. are colored; 148 are men and 271, or 65 -per cent., are women; and 295, or 70 per cent., are academic teachers. - -[Illustration] - -[Illustration: - - BENEDICT COLLEGE, COLUMBIA, SOUTH CAROLINA. - - One of the leading colleges for colored people in the South. It was - founded in 1871, by the American Baptist Home Mission Society. It - has 30 teachers, over 700 pupils, an endowment of $140,000.00, and - property valued at $635,744. -] - -[Illustration: - - MAIN BUILDING, ROGER WILLIAMS UNIVERSITY, NASHVILLE, TENN. - - The school is located on a high bluff, overlooking the Tennessee - River. It was founded in 1867, by the American Baptist Home Mission - Society. It has twenty teachers, one hundred and fifty students and - a property valuation of $100,000. -] - -These percentages for the color, sex, and work of the teachers indicate -that the Baptist Society is following an average course in the selection -of its workers, and the arrangement of the school program. The high -grade of colored officers and teachers now in charge of some of the -Baptist Society schools indicates that the transfer from white to -colored management has usually been made with considerable care. Of the -419 teachers and workers, only 42 are offering industrial courses and -seven are teaching agriculture or gardening. For a people eighty per -cent. rural, this proportion of agricultural teachers is evidently not -adequate. - -[Illustration: - - MOREHOUSE COLLEGE, ATLANTA, GA. - - One of the leading Baptist Colleges. It is owned and controlled by the - American Baptist Home Mission Society. It was founded in 1867, and - now has 20 teachers, about 300 students and property valued at - $185,000. -] - -The history of the work of the American Baptist Home Mission Society in -the south begins with the following resolution passed by its executive -committee in 1862: - -_Resolved_, That we recommend the society to take immediate steps to -supply with Christian instruction by means of missionaries and teachers, -the emancipated slaves—whether in the District of Columbia or in other -places held by our forces—and also to inaugurate a system of operations -for carrying the Gospel alike to free and bond throughout the whole -southern section of our country, so fast and so far as the progress of -our arms and the restoration of law and order shall open the way. - -From that day to the present time the society has worked unceasingly for -the education and religious development of the colored people. Some -measure of the remarkable success achieved in these fifty years of -service is given in the educational institutions described in this -report. The efforts of the society have doubtless been strengthened by -the consciousness of a certain responsibility for the colored Baptists, -who constitute such a large proportion of the membership of all colored -churches. - -Most of the schools are well known. They number among their graduates -some of the ablest leaders of the colored race. The most widely known -schools are: Morehouse College and Spelman Seminary, Atlanta, Georgia; -Shaw University, Raleigh, North Carolina; Virginia Union University, and -Hartshorn Memorial College, Richmond, Virginia; Jackson College, -Jackson, Mississippi; Arkansas Baptist College, Little Rock, Arkansas; -Roger Williams University, Nashville, Tennessee; Storer College, -Harper’s Ferry, West Virginia; and Selma University, Selma, Alabama. - -The names of the men and women who gave many years of faithful service -would constitute a list too long to be entered here. Two of those whose -wisdom has directed the policies in recent years should be mentioned. -Dr. H. L. Morehouse belongs to the past as well as to the present. He -began as secretary of the society in 1879, and has continued until the -present time. Dr. George Sale was superintendent of education for -several years until his death in 1912. His influence on the educational -methods of the institutions under his direction was a valuable -contribution to the education of the colored people. - -[Illustration: - - MOREHOUSE HALL, GIRLS DORMITORY. -] - -[Illustration: - - GIRLS HALL, MAIN BUILDING, SPELLMAN SEMINARY, ATLANTA, GA. - - A splendid girls school. The campus is among the most beautiful to be - found anywhere. There are 51 teachers, about 600 students and the - property is valued at $400,000. -] - -_The Woman’s Baptist Home Mission Society._—The Woman’s Baptist Home -Mission Society owns and maintains Mather Academy, contributes liberally -to the support of Spelman Seminary and Hartshorn College, and provides -some aid for other schools. So far as the facts could be ascertained, -the officers of the society supervise its contributions with -considerable thoroughness, and it is to be desired that their activities -in Negro education could be increased, especially in the education of -colored girls. - -[Illustration: - - ADMINISTRATION BUILDING, BISHOP COLLEGE, MARSHALL, TEXAS. - - Founded in 1881 by the American Baptist Home Mission Society and now - owned and supported by that body. It is the leading Baptist school - of Texas. There are 22 teachers, 375 students and property valued at - $315,000. -] - -[Illustration: - - ARKANSAS BAPTIST COLLEGE, LITTLE ROCK, ARK. - - The leading Baptist school of Arkansas. It has 18 teachers, over 300 - pupils, an annual income of approximately $15,000, and property - valued at over $90,000. -] - -_Roman Catholic Board._—In recent years the work of the Roman Catholic -Church in developing schools and churches for colored people has been -very marked. The various orders of the church now own 112 schools of -which seven are rated by the Bureau of Education as large institutions. -While most of the colored schools are small they are rendering a needed -aid to the meagre public schools in the places in which they are -located. The following table is a summary of these schools: - - CATHOLIC BOARD OF MISSIONS. - - ────────────────────┬────────┬───────────┬─────────┬─────────┬───────── - │ │ │ │ Income │ - │ Number │ │ │ for │ - │ of │ Counted │ │ Current │Value of - States │Schools │Attendance │Teachers │Expenses │Property - ────────────────────┼────────┼───────────┼─────────┼─────────┼───────── - Total │ 112│ 13,507│ 404│ $146,821│ $491,000 - ════════════════════╪════════╪═══════════╪═════════╪═════════╪═════════ - Alabama │ 9│ 885│ 25│ 13,064│ 25,000 - Arkansas │ 3│ 253│ 13│ 4,230│ - Delaware │ 1│ 80│ 18│ 23,000│ 75,000 - Florida │ 7│ 663│ 17│ 3,330│ - Georgia │ 7│ 1,170│ 23│ 4,840│ - Kentucky │ 6│ 506│ 10│ 2,510│ - Louisiana │ 25│ 3,142│ 83│ 18,304│ - Maryland │ 4│ 888│ 20│ 5,650│ - Mississippi │ 13│ 1,440│ 42│ 8,952│ 56,000 - North Carolina │ 6│ 407│ 12│ 2,700│ - Oklahoma │ 2│ 65│ 4│ 750│ - South Carolina │ 3│ 366│ 10│ 2,500│ - Tennessee │ 2│ 281│ 9│ 4,350│ - Texas │ 6│ 617│ 17│ 3,640│ - Virginia │ 7│ 847│ 52│ 31,075│ 335,000 - Northern States │ 9│ 1,387│ 38│ 15,094│ - District of Columbia│ 2│ 510│ 11│ 2,882│ - ────────────────────┴────────┴───────────┴─────────┴─────────┴───────── - -So far as they could be determined, the annual income for current -expenses is about $150,000. The value of the property of the seven -larger schools is about $500,000, of which $335,000 is in the two -schools at Belmeed, Va. The total attendance is 13,507, of whom 13,443 -are elementary and only 64 secondary. The number of teachers is 404, of -whom the majority are white sisters of various Catholic orders. The -proportion of teachers of simple industry is small and the number -teaching gardening and agriculture is negligible. - -The two largest Catholic schools are located at Rock Castle, Virginia. -Both of these schools receive the greater part of their support from -Mother Catherine Drexel, of Philadelphia and her family. These schools -are the St. Emma Industrial and Agricultural College and the St. Francis -de Sales Institute. The literary works of these schools is low; but the -industrial work is of high order. Other large Catholic schools are: St. -Joseph’s Catholic School, Montgomery, Alabama; St. Joseph’s Industrial -School, Newcastle, Delaware; Holy Ghost Catholic School, Jackson, -Mississippi; St. Joseph’s Parish School, Meridian, Mississippi, and St. -Mary’s Commercial College, Vicksburg, Mississippi. - -[Illustration: - - BIRDSEYE VIEW OF SOUTHERN CHRISTIAN INSTITUTE, EDWARDS, MISS. - - The leading school of the Christian denomination. It was founded in - 1875, and is owned and supported by the Christian Woman’s Board of - Missions. It has 18 teachers, nearly 200 pupils, an annual income of - $21,000, and property valued at $160,090. -] - -_The Christian Church._—The Christian Church began work among the -colored people as soon as the Civil War was ended. The official body of -the denomination is called The Christian Woman’s Board of Missions. The -church had no organized plan until 1872, when a group of philanthropists -formed a stock company to start a school in Mississippi. About 1890 the -American Christian Missionary Society took over the property and work of -the stock company. In 1900 all the property was finally transferred to -the Woman’s Board. Through the efforts of this board the annual -contributions have increased from $3,000 to $10,000, and four schools -have been added to the one in Mississippi. A summary of the schools of -this church is given herewith: - - CHRISTIAN WOMAN’S BOARD OF MISSIONS. - - ────────────────────┬────────┬───────────┬─────────┬─────────┬───────── - │ │ │ │ Income │ - │ Number │ │ │ for │ - │ of │ Counted │ │ Current │Value of - States │Schools │Attendance │Teachers │Expenses │Property - ────────────────────┼────────┼───────────┼─────────┼─────────┼───────── - Total │ 5│ 440│ 37│ $29,910│ $184,602 - ────────────────────┼────────┼───────────┼─────────┼─────────┼───────── - Alabama │ 1│ 93│ 6│ 2,512│ 8,875 - Mississippi │ 1│ 196│ 18│ 21,006│ 160,491 - Tennessee │ 1│ 61│ 4│ 1,730│ 3,750 - Texas │ 1│ 14│ 3│ 1,712│ 3,000 - Virginia │ 1│ 76│ 6│ 2,950│ 8,485 - ────────────────────┴────────┴───────────┴─────────┴─────────┴───────── - -The Christian Woman’s Board maintains five schools, of which two are -rated as “larger or more important.” The total income for current -expenses is $29,910, of which $21,000 is for the Southern Christian -Institute in Mississippi. The value of property is $184,602, of which -$160,492 is also in the plant of the Southern Institute. The total -income for current expenses is $29,910, of which $21,000 is for the -Southern Christian Institute in Mississippi. The value of property is -$184,602, of which $160,492 is also in the plant of the Southern -Institute. The total attendance is 440, of whom 409 are elementary and -31 secondary. The number of teachers is 37, of whom 15 are white and 22 -colored; 14 are men and 23 are women. - -The general management of these schools is economical and the -educational work is effective. This simplicity of organization and the -genuine interest of the teachers are noteworthy. The other important -school of this denomination is The Alabama Christian Institute, Lowndes -County, Alabama. - -_Congregational Board._—No church denomination has made a greater -contribution of the Negro than the Congregational church through the -American Missionary Association. - -The American Missionary Association owns and supervises 29 schools for -Negroes in the Southern States. The Association also owns property in -other schools and makes contributions to their work. As the management -of these affiliated institutions has been transferred to independent -boards of trustees, they are classified under other groups. Credit must -here be given to this association, however, not only for such splendid -affiliated institutions as Fisk University and Atlanta University; but -also for a number of others now maintained independently. - -No denominational schools surpass those of this group in educational -standards or administrative efficiency. It is probable that no church -board has equaled this association in the thoroughness of its -self-examination. The following quotation from the 1914 report outlines -several policies to which every church board should give serious -consideration: - -In the realm of educational policy we record a most important change of -tendency, which it is better to state positively, as _a movement toward -concentration in order to greater efficiency_. This has involved the -discontinuance or radical limitation of five of our smaller schools, -including some of long history and rich service. * * * The time had come -when the socialized Christian conscience demanded such improved methods -in missionary service as it requires—often by law—of educators, -landlords, employers of labor and congregations of men anywhere. It has -cost $1,000 for instance, literally to stop rat holes in mission -buildings, and thus to save New Orleans and Porto Rico from danger from -bubonic plague. We had to do better what we did at all, and our -resources were insufficient. We simply had to close institutions. * * * - -While these peremptory conditions have closed some of the schools -nearest to the masses of the people, we are glad to record as the chief -technical gain of the year, that the colleges have been made more -available and useful to the masses. Their curricula have been broadened, -and the conditions of entrance made more democratic and in harmony with -those of the great middle western State universities. This is -immediately manifest in the increased number of high-school pupils, and -will affect the colleges tomorrow. - -As to educational plant, last year’s survey touched upon the demand of -the socialized conscience for better housing conditions in missionary -institutions. Our response is in the fact that no year has ever spent so -much for sanitation, that more fire escapes have been erected, and more -bathtubs installed than any previous year. * * * As a class, they are -more nearly fire-proof, they have more steel in their structure, more -scientifically determined allowance of light and air, and more beauty -than any previous group. * * * If the Lord’s work is attempted at all it -shall be done under somewhat decent conditions. Nor do we feel that it -is a substitution of the physical for the spiritual. To live up to -plumbing is itself a training of character, health is a prerequisite of -thought, and beauty an inalienable right of the spirit. - -A summary of the schools is given below: - - AMERICAN MISSIONARY ASSOCIATION. - - ───────────┬───────┬──────────┬─────────────────┬──────────┬─────────── - │Number │ │ │Income for│ - │ of │ Counted │ │ Current │ Value of - States │Schools│Attendance│ Teachers │ Expenses │ Property - ───────────┼───────┼──────────┼─────┬─────┬─────┼──────────┼─────────── - │ │ │Total│White│Negr.│ │ - ───────────┼───────┼──────────┼─────┼─────┼─────┼──────────┼─────────── - Total │ 29│ 6,992│ 383│ 212│ 171│ $235,764│ $1,733,589 - ═══════════╪═══════╪══════════╪═════╪═════╪═════╪══════════╪═══════════ - Alabama │ 6│ 1,714│ 89│ 57│ 32│ 63,553│ 546,769 - Florida │ 1│ 225│ 12│ │ 12│ 3,343│ 49,300 - Georgia │ 6│ 1,459│ 68│ 32│ 36│ 33,583│ 133,900 - Kentucky │ 1│ 170│ 10│ 7│ 3│ 5,559│ 39,000 - Louisiana │ 1│ 578│ 30│ 17│ 13│ 20,885│ 150,000 - Mississippi│ 4│ 843│ 47│ 38│ 9│ 32,489│ 172,400 - North │ │ │ │ │ │ │ - Carolina │ 5│ 826│ 52│ 16│ 36│ 30,000│ 394,920 - South │ │ │ │ │ │ │ - Carolina │ 2│ 484│ 21│ 17│ 4│ 13,626│ 53,900 - Tennessee │ 1│ 285│ 21│ 14│ 7│ 12,537│ 54,000 - Texas │ 1│ 223│ 20│ 14│ 6│ 12,792│ 103,500 - Virginia │ 1│ 115│ 13│ │ 13│ 788│ 35,900 - ───────────┴───────┴──────────┴─────┴─────┴─────┴──────────┴─────────── - -The total income for the current expenses of these institutions is -$235,461, of which $129,429 is from the association. This includes the -income from the Daniel Hand Fund, which is administered by the -association. On the basis of income 5 of the schools are under $2,500, 7 -have incomes between $2,500 and $5,000, 13 between $5,000 and $15,000, 3 -between $15,000 and $30,000, and one has an income of over $30,000. The -total property is valued at $1,733,589, of which about one and a third -million is in plant and a third of a million in endowment. With the -Daniel Hand Fund of almost two million dollars, the property of the -American Missionary Association for work among Negroes aggregates over -three and a half millions. According to property, four schools have a -valuation under $10,000, ten schools have valuations between $10,000 and -$25,000, nine schools between $25,000 and $50,000, five schools between -$50,000 and $250,000, and two have a valuation over $250,000. - -The attendance on these schools was 6,922, of whom 5,448 were -elementary, 1,380 secondary, and 94 collegiate. All the schools have -elementary classes, all but three have secondary, and four offer -instruction in college subjects. The number of teachers is 383, of whom -212 are white and 171, or 45 per cent. colored; 92 are men and 291, or -76 per cent. are women; and 270, or 70 per cent., are academic teachers. - -[Illustration: - - GIRLS’ DORMITORY, TOUGALOO COLLEGE, TOUGALOO, MISS. - - One of the most picturesque institutions in America, being located in - a magnificent grove. It was founded by the American Missionary - Association in 1869. There are thirty-one teachers and five hundred - students. The property is valued at $150,000. -] - -Though the colored membership of the Congregational Church is almost -negligible as compared with that of the Baptist and Methodist Churches, -the American Missionary Association was probably the first to undertake -educational work in behalf of the Negroes. In 1861 Rev. L. I. Lockwood, -commissioned by the Association, wrote from Fortress Monroe: - -“I ask especial interest in your prayers that I may be endowed with -wisdom for these peculiar and momentous responsibilities. Parents and -children are delighted with the idea of learning to read.” - -The history of the American Missionary Association is a story of the -patient and persevering efforts of hundreds of faithful men and women -who have given themselves and their means for a people struggling upward -from slavery. - -The administration of the affairs of the association has always been in -the care of strong men of broad education. Some of them were statesmen -in power and vision. Dr. Beard, the honorary secretary, and secretaries -Ryder and Douglass, are worthy successors of these able men. - -The most far reaching work of the association was, perhaps, the founding -of Fisk University, Atlanta University and Talladega College. The names -of these institutions are inseparably connected with the higher -education of the Negro. Fisk and Atlanta are now independent -institutions; but the spirit of their founders still lives in them and -the policies of the American Missionary Association are still -maintained. - -The names of the American Missionary Association schools and the States -in which they are located are given below: - -Alabama: Burrel Normal School; Cotton Valley School; Emerson Institute; -Lincoln Normal School; Talladega College; Trinity College. - -Florida: Fessenden Academy. - -Georgia: Albany Normal School; Allen Normal School; Ballard Normal -School; Beach Institute; Dorchester Academy; Knox Institute. - -Kentucky: Chandler Normal School. - -Louisiana: Straight University. - -Mississippi: Girls’ Industrial School of Mississippi; Mount Bayou -Institute; Mount Hermon Seminary; Tougaloo University. - -North Carolina: Gregory Normal School; J. K. Brick Agricultural, -Industrial and Normal School; Lincoln Academy; Peabody Academy; Washburn -Academy. - -South Carolina: Avery Institute; Brewer Normal Institute. - -Tennessee: Le Moyne Institute. - -Texas: Tillotson College. - -Virginia: Gloucester High and Industrial School. - -_Friends Educational Boards._—The various societies of Friends maintain -six schools rated as “larger and more important” and two smaller -schools. All of these schools are owned and managed by independent -boards composed largely of Friends. The names and locations of the six -more important schools are as follows: Schofield Normal and Industrial -School and Laing School, in South Carolina; Cheyney Institute, in -Pennsylvania; Christiansburg Industrial Institute, in Virginia; High -Point Normal School, in North Carolina; and Southland College, in -Arkansas. The educational work and administrative management of these -institutions compare favorably with those of other church schools. In -proportion to their numbers no religious group has surpassed the Friends -either in financial contributions or personal endeavor for the education -of the Negroes. While none of these schools are of college grade, all of -them are doing excellent work. Cheyney Institute, Christiansburg -Institute and High Point Normal are presided over by colored men who -rank high in educational circles. - -A summary of the schools maintained by Friends is given herewith: - - FRIENDS SOCIETIES AND OTHER FRIENDS’ AGENCIES. - - ───────────┬───────┬──────────┬─────────────────┬──────────┬─────────── - │Number │ │ │Income for│ - │ of │ Counted │ │ Current │ Value of - States │Schools│Attendance│ Teachers │ Expenses │ Property - ───────────┼───────┼──────────┼─────┬─────┬─────┼──────────┼─────────── - │ │ │Total│White│Negr.│ │ - ───────────┼───────┼──────────┼─────┼─────┼─────┼──────────┼─────────── - Total │ 8│ 1,642│ 96│ 12│ 84│ $63,868│ $915,900 - ═══════════╪═══════╪══════════╪═════╪═════╪═════╪══════════╪═══════════ - Arkansas │ 1│ 352│ 16│ 6│ 10│ 4,115│ 79,400 - North │ │ │ │ │ │ │ - Carolina │ 1│ 408│ 14│ │ 14│ 12,366│ 39,000 - South │ │ │ │ │ │ │ - Carolina │ 2│ 408│ 31│ 4│ 27│ 8,551│ 180,000 - Virginia │ 1│ 225│ 13│ │ 13│ 8,798│ 157,500 - Northern │ │ │ │ │ │ │ - States │ 3│ 249│ 22│ 2│ 20│ 30,038│ 460,000 - ───────────┴───────┴──────────┴─────┴─────┴─────┴──────────┴─────────── - -The total income for current expenses is $63,868, and the value of -property is $915,000, of which $378,900 is in plants and $537,000 in -endowment. The attendance is 1,642, of whom 1,444 are elementary and 198 -secondary. The teachers are 96 in number; 9 are white and 84 are -colored; 19 are men and 67 women; and 57 are academic teachers. Only two -of the schools are managed by white officers. The proportion of -industrial teachers is fairly adequate. Instruction in gardening and -agriculture is, however, not sufficiently emphasized to meet the needs -of a rural people. - -_Lutheran Board of Education._—The Lutheran Board of Colored Missions -owns and maintains two large schools and seven smaller schools. Luther -College is located at Greensboro, N. C. While the name would indicate -college grade, full college courses have not yet been provided. Luther -College at New Orleans is also to be developed as a training school for -colored leaders of the Lutheran faith. All of the smaller schools are -located in Louisiana. - -[Illustration: - - MAIN BUILDING, PHILANDER SMITH COLLEGE, LITTLE ROCK, ARK. - - Founded in 1883 by a donation from Philander Smith of Illinois. It is - owned by the Freedmen’s Aid Society of the M. E. Church. It has 15 - teachers, nearly 450 students and property valued at $75,000. -] - -[Illustration: - - RUST COLLEGE, HOLLY SPRINGS, MISSISSIPPI. - - One of the leading Methodist schools. It was founded in 1866 by the - Freedmen’s Aid Society of the M. E. Church. It has 19 teachers, 336 - students and property valued at $115,000. -] - -The total income for current expenses of these schools is $72,000. The -attendance is 1,147, practically all of elementary grade. The total -number of teachers is 26, of whom 13 are white and 13 colored; 21 are -men and 5 are women. Some effort is made to teach secondary and -theological subjects at the Greensboro school. The teachers devote -practically all their time to academic instruction. There seems to be -little effort to give instruction in gardening or simple industry. - -The Lutheran work for Negroes was begun as early as 1879, and the board -has expended considerable money and effort in the development of the -schools. - -_Methodist Episcopal Church._—The Freedmen’s Aid Society of the -Methodist Episcopal Church owns and supervises 18 educational -institutions for Negroes in the United States. All of these schools are -rendering valuable educational service to their communities and all -deserve the support and interest of the church. In addition to these -institutions, credit must be given to this society for the organization -of Meharry Medical College, now managed by an independent board of -trustees and classified with that group. - -A tabular view of the work of the Freedmen’s Aid Society of the -Methodist Episcopal Church is given herewith: - - FREEDMEN’S AID SOCIETY OF THE METHODIST EPISCOPAL CHURCH. - - ───────────┬───────┬──────────┬─────────────────┬──────────┬─────────── - │Number │ │ │Income for│ - │ of │ Counted │ │ Current │ Value of - States │Schools│Attendance│ Teachers │ Expenses │ Property - ───────────┼───────┼──────────┼─────┬─────┬─────┼──────────┼─────────── - │ │ │Total│White│Negr.│ │ - ───────────┼───────┼──────────┼─────┼─────┼─────┼──────────┼─────────── - Total │ 18│ 5,059│ 266│ 65│ 201│ $230,160│ $2,605,687 - ═══════════╪═══════╪══════════╪═════╪═════╪═════╪══════════╪═══════════ - Alabama │ 1│ 190│ 11│ │ 11│ 5,657│ 42,500 - Arkansas │ 1│ 439│ 15│ │ 15│ 9,226│ 72,300 - Florida │ 1│ 408│ 14│ 3│ 11│ 9,387│ 101,578 - Georgia │ 2│ 382│ 23│ 9│ 14│ 43,714│ 859,200 - Louisiana │ 2│ 645│ 28│ 9│ 19│ 16,133│ 219,000 - Maryland │ 1│ 81│ 11│ 7│ 4│ 16,419│ 96,874 - Mississippi│ 2│ 504│ 23│ 5│ 18│ 21,850│ 146,200 - Missouri │ 1│ 73│ 12│ 2│ 10│ 8,520│ 59,000 - North │ │ │ │ │ │ │ - Carolina │ 1│ 312│ 12│ │ 12│ 6,000│ 49,000 - South │ │ │ │ │ │ │ - Carolina │ 1│ 814│ 27│ 6│ 21│ 39,547│ 362,035 - Tennessee │ 2│ 365│ 42│ 24│ 18│ 25,084│ 274,000 - Texas │ 2│ 761│ 43│ │ 43│ 25,223│ 293,000 - Virginia │ 1│ 85│ 5│ │ 5│ 3,400│ 35,500 - ───────────┴───────┴──────────┴─────┴─────┴─────┴──────────┴─────────── - -The annual income for current expenses of the 18 schools is $230,160, of -which $105,835 is from the society. All of the schools have an annual -income of $2,500 or over; two have incomes between $2,500 and $5,000; 12 -between $5,000 and $15,000; three between $15,000 and $30,000; and one -has an income of over $30,000. The total property valuation is -$2,605,687, of which $1,824,778 is in the school plant and $742,874 in -endowment. All of the schools have a property valuation in excess of -$25,000, four have valuations between $25,000 and $50,000; five between -$50,000 and $100,000; three between $100,000 and $150,000; three between -$150,000 and $250,000; and three have valuations over $250,000. - -[Illustration: - - MAIN BUILDING, GAMMON THEOLOGICAL SEMINARY, ATLANTA, GA. - - The leading theological school for colored people. It is beautifully - located and well endowed. It was founded in 1882, through a gift - from Mr. Gammon, and is now under the Freedmen’s Aid Society of the - M. E. Church. It has 6 teachers, 78 pupils and endowment of - $420,000. -] - -The attendance on these schools is 5,059, of whom 3,263 are elementary, -1,600 secondary, and 196 collegiate. All but 2 of the schools have -elementary pupils, all are maintaining secondary classes, and 8 are -offering instruction in college subjects. The number of teachers is 266, -of whom 65 are white and 201, or 75 per cent. are colored; 109 are men -and 157, or 59 per cent., are women; and 191, or 72 per cent., are -academic teachers. - -[Illustration: - - CHRISMAN HALL, CLARK UNIVERSITY, ATLANTA, GA. - - One of the leading schools of the Freedmen’s Aid Society of the - Methodist Episcopal Church. It was founded in 1870. It has 17 - teachers, 304 students, and property valued at nearly $300,000. -] - -The schools of the Freedmen’s Aid Society rank high in educational -efficiency. Some of them are well known colleges for colored people. -Claflin University, Orangeburg, South Carolina; Wiley University, -Marshall, Texas; Rust College, Holly Springs, Mississippi; Walden -University, Nashville, Tennessee; Morgan College, Baltimore, Maryland; -Morristown Normal and Industrial College, Morristown, Tennessee; -Philander Smith College, Little Rock, Arkansas; Bennett College, -Greensboro, North Carolina; Samuel Houston College, Austin, Texas, and -New Orleans University, New Orleans, Louisiana. Of these Wiley -University, Walden University, Philander Smith College, Samuel Houston -College and Bennett College are ably managed by colored presidents. -Other institutions under this board are: Central Alabama Institute, -Mason City, Alabama; Cookman Institute, Jacksonville, Florida; Gilbert -Industrial Institute, Baldwin, Louisiana; Haven Institute, Meridian, -Mississippi; George R. Smith College, Sedalia, Missouri, and Virginia -Collegiate and Industrial Institute, Lynchburg, Virginia. In addition to -these credit must be given to this society for the organization of -Meharry Medical College, now managed by an independent board of -trustees; for the maintenance and support of Gammon Theological -Seminary, the best training school for colored ministers, and of the -Sarah Goodridge Nurse Training School and Hospital at New Orleans, -Louisiana. Princess Anne Academy which receives a portion of land-grant -funds through the Federal Government is also supervised by the society. - -The proportion of academic teachers is about the same as that in most of -the denominational schools. The emphasis on the literary courses is -marked. It is evidently unfortunate that this large denomination with 18 -educational institutions should provide only three gardening teachers -for the education of a people so largely rural. The percentage of men in -the teaching force is above the average of church schools. This is -probably explained by the fact that the proportion of colored teachers -in these institutions is also above the average. The substitution of -colored for white teachers in these institutions in the Freedmen’s Aid -schools has evidently proceeded with considerable rapidity. The -indications are that the change has been too rapid for the good of the -schools. While democracy in education requires the recognition of the -colored teachers, it is equally true that these schools need not only -the financial aid of white people; but also their personal influence. - -The Freedmen’s Aid Society was organized in 1866 “for the purpose of -aiding the recently emancipated slaves and their children in securing -the benefits of a good common school education, and such other -educational preparation as was necessary to provide Christian ministers, -physicians, school teachers, and industrial leaders for the race.” The -colored members of the various branches of Methodism are next to the -colored Baptists in number. The number of colored members in the -Northern Methodist Church represented by the Freedmen’s Aid Society and -the Woman’s Missionary Society is about 350,000. These members -contribute about a fourth of the total sums collected by the Freedmen’s -Aid Society for the education of colored people. - -[Illustration: - - GIRLS’ DORMITORY. ELIZA DEE HOME. BOYS’ DORMITORY. - - SAMUEL HOUSTON COLLEGE, AUSTIN, TEXAS. - - Founded in 1900 by the late President, J. S. Lovinggood. Now under the - Freedmen’s Aid Society of the M. E. Church. It has 17 teachers, - about 400 pupils, an income of $15,000, and property valued at - $100,000. -] - -[Illustration: - - MAIN BUILDING, WILEY COLLEGE, MARSHALL, TEXAS. - - The institution was founded in 1873 by the Freedmen’s Aid Society of - the Methodist Episcopal Church. It has thirty teachers, four hundred - students and a property valuation of $200,000. -] - -Of the many notable persons who have rendered valuable service to this -society, only two or three of those who are now in the service can be -mentioned here. Reference is made in the school sketches to the long -years given by the presidents of Meharry Medical College, Claflin -University, and Morristown Normal and Industrial College. To these -should be added the name of Bishop W. P. Thirkield, whose wisdom and -energy in the various important positions entrusted to him have -contributed greatly not only to the work of this society, but also to -the general welfare of the colored people. - -The executive officers of the society at present, are two corresponding -secretaries and a school inspector. These three officers supervise the -schools and appeal to the white and colored churches for funds to -support the institutions. - -[Illustration: - - MORGAN COLLEGE, BALTIMORE, MD. - - Owned and supported by the Methodist Episcopal Church. It has eleven - teachers and one hundred students. The total value of the college is - $100,000. -] - -The purpose of the Freedmen’s Aid Society to continue its splendid work -of education is revealed in the report of the commission recently -appointed by the Society to study the schools, which among other things, -said: - -[Illustration: - - GEORGE R. SMITH COLLEGE, SEDALIA, MO. -] - -“We are persuaded that in spite of the better rural schools now being -provided for the Negroes, in spite of some growth in normal school and -high school accommodations, the work of the Freedmen’s Aid Society is -still an urgent need of the South. So far from sounding any retreat, we -of the church should make a great advance, provide a large endowment, -give more adequate facilities, pay better salaries, and, in general, -strengthen the institutions we have established. They are needed to -train a Christian leadership for the colored race, and while they can -touch but a few out of the negro millions, they can do, as they have -already done, great things through these selected leaders.” - -_Woman’s Home Missionary Society of the Methodist Episcopal Church._—The -Woman’s Home Missionary Society owns and maintains 12 home schools for -girls. Eight of them are connected with the various educational -institutions of the Freedmen’s Aid Society. These homes usually provide -home training for the girls at the larger schools of the Freedmen’s Aid -Society. All of these homes are well managed. They are in charge of the -best type of northern women and colored women, who have manifested -unusual devotion and efficiency in their work. The important facts for -these schools by States, are given below: - - WOMAN’S HOME MISSIONARY SOCIETY OF THE METHODIST EPISCOPAL CHURCH. - - ───────────┬───────┬──────────┬─────────────────┬──────────┬─────────── - │Number │ │ │Income for│ - │ of │ Counted │ │ Current │ Value of - States │Schools│Attendance│ Teachers │ Expenses │ Property - ───────────┼───────┼──────────┼─────┬─────┬─────┼──────────┼─────────── - │ │ │Total│White│Negr.│ │ - ───────────┼───────┼──────────┼─────┼─────┼─────┼──────────┼─────────── - Total │ 12│ 1,572│ 71│ 41│ 30│ $42,975│ $309,500 - ═══════════╪═══════╪══════════╪═════╪═════╪═════╪══════════╪═══════════ - Arkansas │ 1│ 119│ 3│ 1│ 2│ 2,257│ 14,300 - Florida │ 1│ 224│ 13│ 4│ 9│ 6,281│ 73,000 - Georgia │ 2│ 259│ 11│ 7│ 4│ 7,220│ 15,000 - Louisiana │ 1│ 175│ 6│ 4│ 2│ 3,171│ 45,000 - Mississippi│ 1│ 55│ 4│ 3│ 1│ 4,895│ 32,000 - North │ │ │ │ │ │ │ - Carolina │ 2│ 380│ 13│ 10│ 3│ 7,488│ 33,000 - South │ │ │ │ │ │ │ - Carolina │ 1│ 279│ 12│ 7│ 5│ 5,373│ 75,500 - Tennessee │ 1│ 31│ 2│ 2│ │ 2,595│ 8,700 - Texas │ 2│ 50│ 7│ 3│ 4│ 3,695│ 13,000 - ───────────┴───────┴──────────┴─────┴─────┴─────┴──────────┴─────────── - -[Illustration] - -[Illustration: - - LINCOLN UNIVERSITY, LINCOLN, PENNSYLVANIA. - - One of the oldest colleges for colored people. Founded in 1854 by Rev. - John Dickey, of Oxford, Pa. It is one of the most liberally endowed - institutions, and has an able faculty. There are 14 teachers, about - 225 students, and property valued at approximately $1,100,000. -] - -The total income for the current expenses of all the homes is $54,975, -of which $38,502 is received from the Missionary Society. The value of -all the property is $287,000. The total attendance is 1,572 girls, of -whom 808 are in the homes not connected with the Freedmen’s Aid Society. -The teachers and workers are 71 women, of whom 41 are white and 30 -colored; 18 are academic and 42 are industrial teachers. - -[Illustration: - - MAIN BUILDING, BIDDLE UNIVERSITY, CHARLOTTE, N. C. - - An institution maintained exclusively for colored young men. It was - founded in 1867, by the Presbyterian Board of Missions for Freedmen. - It has sixteen teachers, over two hundred students and property - valued at nearly $300,000. -] - -The names and locations of these homes are as follows: Adeline Smith -Home, Little Rock, Alabama; Boylan Home, Jacksonville, Florida; Thayer -Home, Atlanta, Georgia; Haven and Speedwell Home, Savannah, Georgia; -Peck Home, New Orleans, Louisiana; Rust Home, Holly Springs, -Mississippi; Kent Home, Greensboro, North Carolina; Allen Industrial -Home and School, Asheville, North Carolina; Browning Industrial Home, -Camden, South Carolina; New Jersey Home, Morristown, Tennessee; Eliza -Dee Home, Austin, Texas, and King Industrial Home, Marshall, Texas. - -The society began its work in 1881, when Thayer Home was built at Clark -University, Atlanta, Georgia. The society is divided into “bureaus” -consisting of a secretary and assistants who are white volunteer -workers. “Each bureau has the responsibility in its own field of -executing the plans and applying the funds as ordered by the general -board of managers.” The central office is at Cincinnati, Ohio. - -_Presbyterian Board._—The Board of Missions for Freedmen of the -Presbyterian Church owns and supervises 85 schools for colored people. -Of these 32 are large important institutions. Through wise -administration and fairly adequate equipment, they are meeting the needs -of their communities or working successfully in that direction. Five of -them are seminaries for colored girls. The educational work and general -administration of these seminaries are excellent. They are among the -best schools for colored people in the South. Two are boarding schools -for young colored men, the others are boarding and day schools for boys -and girls. - -A summary table of these schools follows: - - BOARD OF MISSIONS FOR FREEDMEN OF THE PRESBYTERIAN CHURCH. - - ───────────┬───────┬──────────┬─────────────────┬──────────┬─────────── - │Number │ │ │Income for│ - │ of │ Counted │ │ Current │ Value of - States │Schools│Attendance│ Teachers │ Expenses │ Property - ───────────┼───────┼──────────┼─────┬─────┬─────┼──────────┼─────────── - │ │ │Total│White│Negr.│ │ - ───────────┼───────┼──────────┼─────┼─────┼─────┼──────────┼─────────── - Total │ 85│ 8,915│ 423│ 84│ 339│ $200,124│ $2,151,321 - ═══════════╪═══════╪══════════╪═════╪═════╪═════╪══════════╪═══════════ - Alabama │ 3│ 391│ 25│ 13│ 12│ 10,116│ 55,000 - Arkansas │ 8│ 774│ 28│ │ 28│ 5,911│ 40,350 - Florida │ 3│ 247│ 9│ │ 9│ 1,150│ 4,000 - Georgia │ 11│ 1,787│ 67│ │ 67│ 20,192│ 91,444 - Kentucky │ 2│ 98│ 9│ │ 9│ 3,000│ 11,050 - Mississippi│ 1│ 199│ 14│ 14│ │ 6,517│ 71,000 - North │ │ │ │ │ │ │ - Carolina │ 15│ 1,879│ 93│ 15│ 78│ 47,346│ 478,665 - Oklahoma │ 1│ 93│ 6│ │ 6│ 1,976│ 8,000 - South │ │ │ │ │ │ │ - Carolina │ 19│ 1,808│ 75│ 7│ 68│ 22,907│ 158,050 - Tennessee │ 8│ 607│ 34│ │ 34│ 10,052│ 87,950 - Texas │ 1│ 115│ 13│ 13│ │ 10,979│ 60,000 - Virginia │ 12│ 701│ 36│ 10│ 26│ 11,915│ 44,400 - Northern │ │ │ │ │ │ │ - States │ 1│ 216│ 14│ 12│ 2│ 48,063│ 1,041,412 - ───────────┴───────┴──────────┴─────┴─────┴─────┴──────────┴─────────── - -The total income for current expenses of the schools under the -Freedmen’s Board, including Lincoln University, was $200,124. Of this -$176,946 was spent in the 32 larger schools and $23,178 in the 53 -smaller schools. According to income, 17 schools were under $2,500; 4 -between $2,500 and $5,000; 9 between $5,000 and $15,000, and one between -$15,000 and $30,000. Lincoln University has an income of $48,000. - -[Illustration] - -[Illustration: - - HAINES SCHOOL, AUGUSTA, GEORGIA. - - One of the best private High Schools in the South for Negroes. Founded - in 1886, by Miss Lucy Laney, a young colored woman of marked - ability. It has 25 teachers, about 900 pupils, an income of $9,000, - and property valued at $75,000. -] - -The total value of property of the 31 schools directly under the board -was $1,109,909, of which $1,038,729 was in the property of the larger -schools and $71,180 in the property of the smaller schools. The -inclusion of Lincoln University, would bring the property of the larger -Presbyterian schools up to $2,151,321. On the basis of property -valuation 14 schools were below $2,500; 5 between $10,000 and $25,000; 3 -between $25,000 and $50,000; 8 between $50,000 and $100,000 and one over -$30,000. - -The attendance of all the schools under this board, including Lincoln -University, was 8,915, of whom 7,833 were elementary pupils, 930 -secondary, and 152 in college studies. Lincoln University had 130 -students reported as of collegiate grade and Biddle University 22 in -college subjects. The teachers and workers in these institutions are 423 -in number of whom 84 are white and 339, or 80 per cent. are colored; 115 -are men and 308, or 70 per cent., are women; and 373, or 88 per cent., -are academic. - -These percentages indicate that the schools under the Freedmen’s board -have an usual proportion of colored teachers. As the secretary recently -reported, “an overwhelming number of their workers belong to the colored -race. There are only six white men in our employ.” White workers are now -limited to the five girls’ seminaries and one other school. These -comments do not refer to Lincoln University, whose teachers are with two -exceptions white men. - -The Presbyterian Church began work among Negroes as early as 1864. Two -committees, with headquarters at Indianapolis and Philadelphia, were -combined by the general assembly at Pittsburgh in 1865. In 1870 a -committee doing similar work in New York was consolidated with the -Pittsburgh committee. In 1882 this committee was incorporated under the -present name of the board. The woman’s department of the board was -organized in 1884. Through this department the women of the church -rendered valuable aid to the schools. - -The name and locations of the larger Presbyterian schools are given -below: - -[Illustration: - - SCOTIA SEMINARY, CONCORD, N. C. - - A splendid girls’ school. Founded in 1866. Owned and supported by the - Board of Missions for Freedmen of the Presbyterian Church. Teachers, - 20; Attendance, 300; Property, $65,000. -] - -Barber Memorial Seminary, Anniston, Alabama; Miller Memorial School, -Birmingham, Alabama; Arkadelphia Academy, Arkadelphia, Arkansas; Cotton -Plant Academy, Cotton Plant, Arkansas; Boggs Academy, Keyesville, -Georgia; Gillespie Normal Academy, Cordele, Georgia; Haines Institute, -Augusta, Georgia; Hodge Academy, Washington, Georgia; McClelland -Academy, Newman, Georgia; Seldon Normal and Industrial School, -Brunswick, Georgia; Union Point Normal and Industrial School, Union -Point, Georgia; Bowling Green Academy, Bowling Green, Kentucky; Free -Memorial Institute, Camp Nelson, Kentucky; Mary Holmes Seminary, West -Point, Mississippi; Albion Academy, Franklinton, North Carolina; Biddle -University, Charlotte, North Carolina; Mary Potter Memorial School, -Oxford, North Carolina; Scotia Seminary, Concord, North Carolina; Alice -Lee Elliott Memorial School, Valliant, Oklahoma; Andrew Robertson -Institute, Aiken, South Carolina; Brainerd Institute, Chester, South -Carolina; Coulter Memorial School, Cheram, South Carolina; Goodwill -Parochial School, Mayeville, South Carolina; Harbison College, Irmo, -South Carolina; Kendall Institute, Sumter, South Carolina; Mayers -Industrial School, Knoxville, Tennessee; Newton Normal School, -Chattanooga, Tennessee; Swift Memorial School; Mary Allen Seminary, -Crockett, Texas; Danville High and Industrial School, Danville, -Virginia; Ingleside Seminary, Burkville, Virginia; Lincoln University, -Lincoln, Pennsylvania. - -_Protestant Episcopal Boards._—The Domestic and Foreign Missionary -Society of the Protestant Episcopal Church has general supervision of -all of the Episcopal schools. The American Church Institute for Negroes, -a subordinate organization to the society, was incorporated in 1906, for -the purpose of assisting in the religious education of Negroes. Its -first secretary was the Rev. Samuel H. Bishop, whose faithful service -was ended by death in 1914. The Rev. Robert W. Patton, the secretary of -the Fourth Provincial Synod, now gives partial time to the raising of -funds and the supervision of the eight schools receiving aid from the -institute. These schools are as follows: - - St. Augustine’s School, Raleigh, N. C. - St. Paul’s Industrial School, Lawrenceville, Va. - Bishop Payne Divinity School, Petersburg, Va. - St. Athanasius’ School, Brunswick, Ga. - Vicksburg School, Vicksburg, Miss. - St. Mark’s School, Birmingham, Ala. - St. Mary’s School, Columbia, S. C. - Fort Valley School, Fort Valley, Ga. - -The church, through the Missionary Society, appropriates about $50,000 -annually for the education of Negroes in the United States. These gifts -are made on the suggestion and advice of the bishops of the various -dioceses. Appropriations for the larger institutions are sent directly -to their treasurers. The small parochial schools are aided through the -bishops of their diocese. These are frequently only little groups of -children taught in the church. A state summary of the Episcopal schools -follows: - - AMERICAN CHURCH INSTITUTE AND THE EPISCOPAL BOARD OF MISSIONS. - - ────────────────────┬────────┬───────────┬─────────┬─────────┬───────── - │ │ │ │ Income │ - │ Number │ │ │ for │ - │ of │ Counted │ │ Current │Value of - States │Schools │Attendance │Teachers │Expenses │Property - ────────────────────┼────────┼───────────┼─────────┼─────────┼───────── - Total │ 24│ 2,988│ 176│ $118,526│ $628,743 - ════════════════════╪════════╪═══════════╪═════════╪═════════╪═════════ - Alabama │ 1│ 192│ 7│ 4,485│ 22,000 - Florida │ 3│ 193│ 8│ 1,835│ 3,500 - Georgia │ 5│ 685│ 38│ 18,204│ 66,500 - Mississippi │ 1│ 121│ 5│ 2,514│ 5,000 - North Carolina │ 5│ 640│ 39│ 30,069│ 211,500 - South Carolina │ 4│ 607│ 15│ 3,976│ 12,000 - Tennessee │ 1│ 32│ 4│ 1,182│ 4,000 - Texas │ 1│ 73│ 4│ 2,500│ 25,000 - Virginia │ 2│ 445│ 56│ 53,761│ 279,243 - ────────────────────┴────────┴───────────┴─────────┴─────────┴───────── - -The Episcopal Board of Missions and the American Church Institute give -aid to 24 schools, of which 10 are large institutions. On the basis of -income one of the large schools has an income under $2,500, five have -incomes between $2,500 and $5,000, two between $5,000 and $15,000, and -two over $15,000. These four are St. Augustine’s School in North -Carolina; Fort Valley School, in Georgia; St. Paul’s School, and Bishop -Payne Divinity School in Virginia. - -The total income of these schools is $118,536, of which $109,181 is for -the ten “larger” institutions and $9,345 is for the fourteen “less -important” schools. The total value of property is $628,734, of which -$604,543 is the property of the larger institutions, and $24,200 is the -property of the smaller schools. The larger institutions have an -endowment of $106,835. - -The total attendance comprises 2,988 pupils, of which 2,720 are -elementary and 268 secondary. The fifteen students at Bishop Payne -Divinity School are preparing for the Episcopal ministry. About a -thousand of the pupils reported were in attendance at the “smaller” -schools. The total number of teachers and workers is 176, of whom 12 are -white and 164 are colored; 58 are men and 118, or 67 per cent., are -women; and 118, or 68 per cent., are teachers of academic subjects. - -[Illustration: - - VIEW OF ENTRANCE. -] - -[Illustration: - - CAMPUS AND RECITATION HALL, KNOXVILLE COLLEGE, KNOXVILLE, TENN. - - The leading school of the United Presbyterian Church. It was founded - in 1875, by the Board of Freedmen’s Missions of that church. It has - 30 teachers, 350 students and property valued at $175,000. -] - -The proportion of colored workers is very large. Only St. Augustine’s -and Bishop Payne Divinity School have any white officers or teachers. In -addition to the scholars under the American Church Institute, the St. -Michael’s School at Charlotte, North Carolina and the St. Phillip’s -School, San Antonio, Texas, are among the important schools. - -_United Presbyterian Church._—The Board of Freedmen’s Missions of the -United Presbyterian Church owns and maintains 15 schools for Negroes in -the United States, of these eleven are rated as “more important,” and -four as “less important.” While eleven schools are regarded as -“important,” or essential parts of the educational activities of their -community, the average income per school is only about six or seven -thousand dollars a year. Knoxville College, with an income of $25,470, -is the central institution of the system. The colored teachers of all -these schools are largely prepared at Knoxville. The good work of this -institution is seen in the high type of graduates who are employed in -the smaller schools. - - BOARD OF MISSIONS OF THE UNITED PRESBYTERIAN CHURCH. - - ───────────┬───────┬──────────┬─────────────────┬──────────┬─────────── - │Number │ │ │Income for│ - │ of │ Counted │ │ Current │ Value of - States │Schools│Attendance│ Teachers │ Expenses │ Property - ───────────┼───────┼──────────┼─────┬─────┬─────┼──────────┼─────────── - │ │ │Total│White│Negr.│ │ - ───────────┼───────┼──────────┼─────┼─────┼─────┼──────────┼─────────── - Total │ 15│ 2,870│ 166│ 44│ 122│ $88,512│ $455,600 - ═══════════╪═══════╪══════════╪═════╪═════╪═════╪══════════╪═══════════ - Alabama │ 6│ 1,022│ 58│ │ 58│ 20,648│ 753,650 - North │ │ │ │ │ │ │ - Carolina │ 1│ 375│ 18│ │ 18│ 8,500│ 50,400 - Tennessee │ 5│ 635│ 50│ 24│ 26│ 33,820│ 196,950 - Virginia │ 3│ 838│ 40│ 20│ 20│ 25,544│ 134,600 - ───────────┴───────┴──────────┴─────┴─────┴─────┴──────────┴─────────── - -The total annual income for current expenses is $88,512, and the value -of property is $455,600. The attendance is 2,870, of whom 2,470 are -elementary, 370 secondary, and 30 collegiate. All the schools have -elementary pupils, and seven schools maintain secondary classes. Only -Knoxville College offers instruction of college grade. The total number -of teachers is 166, of whom 44 are white and 122, or 73 per cent., are -colored; 46 are men, and 120, or 72 per cent., women; and 108, or 65 per -cent., are teachers of academic subjects. - -The proportion of colored teachers is large; but, in view of the -location and type of these schools, it is probable that the present -division is necessary. Any increase in the proportion of colored -teachers should be seriously questioned. It is suggested that the -experience of other church boards should be consulted on this problem. -The percentage of women teachers is above the average. The emphasis on -industrial courses is somewhat more marked than in other church schools. -The provision for instruction in gardening and agriculture is by no -means sufficient, however, for the rural masses of the communities in -which those schools are located. - -[Illustration: - - BENNETT COLLEGE, GREENSBORO, NORTH CAROLINA. - - The leading Methodist school of the State. It was founded in 1889 by - the Freedmen’s Aid Society of the Methodist Church. It has 12 - teachers, 312 pupils, an annual income of $6,000, and property - valued at approximately $45,000. -] - -Much of the success of the colored schools of the United Presbyterian -Church is due to the ability and faithfulness of Dr. Witherspoon, whose -long service forms a notable contribution to religious and educational -work. In 1915 the Board of Freedmen’s Missions published the Fifty-fifth -Annual Report of its activities. The time and consideration which this -board of conscientious business men and ministers devote to the -management of the affairs of the school under their care are.... - -In educational work and administration the United Presbyterian -institutions compare favorably with the best church schools. While the -majority of them are not large, they are managed with economy and their -activities are conducted with considerable regard for thoroughness. With -the exception of two or three in eastern Tennessee, they are all well -located. The six schools in Alabama are all in Wilcox County, forming a -county system of private schools. The influence of these schools has -transformed the conditions in the county. The unusual development of -these schools in this one county is probably due to the interest and -ability of a Scotchman, member of the United Presbyterian Church, who -settled in the county soon after the Civil War. - -_Miscellaneous Denominational Schools under White Boards._—There are a -number of miscellaneous denominational schools maintained by white -boards. These boards are not discussed separately, because there are so -few schools under each board as is indicated in the table below. - -Many of the schools of this group represent churches with considerable -wealth. Of special interest are the two institutions maintained by white -church boards of the South. Paine College of Augusta, is maintained by -the Methodist Episcopal Church South. This institution is the largest of -the group. The other school owned by the South is Stillman Institute, -maintained by the Presbyterian Church South. Both of these schools are -taught by Southern white people who are genuinely interested in the -colored. It is especially significant in this connection to mention the -fact that it is the announced purpose of the Methodist Church to make -Paine College an institution of higher education in every sense of that -term. Stillman Institute, at Tuscaloosa, Alabama, is also of importance -as it touches of point of most vital concern to the development of the -race, the development of trained ministers. While the institution has -not reached its highest point of development, there is every hope that -it too will eventually be a higher institution for the training of -ministers. - -[Illustration: - - ADMINISTRATION BUILDING. -] - -[Illustration: - - PAINE COLLEGE, AUGUSTA, GEORGIA. - - Founded in 1884 by the Methodist Episcopal Church South. One of the - few private institutions for Negroes owned and taught by Southern - white people. It has 20 teachers, over 200 pupils, an income of - about $25,000, and property valued at $125,000. -] - -The figures for schools under these miscellaneous boards are herewith -presented: - - MISCELLANEOUS DENOMINATIONAL SCHOOLS—WHITE BOARDS. - - ─────────────────┬───────┬──────────┬─────────────────┬──────────┬─────────── - │Number │ │ │Income for│ - │ of │ Counted │ │ Current │ Value of - States │Schools│Attendance│ Teachers │ Expenses │ Property - ─────────────────┼───────┼──────────┼─────┬─────┬─────┼──────────┼─────────── - │ │ │Total│White│Negr.│ │ - ─────────────────┼───────┼──────────┼─────┼─────┼─────┼──────────┼─────────── - Total │ 12│ 1,570│ 81│ 37│ 44│ $58,717│ $387,265 - ═════════════════╪═══════╪══════════╪═════╪═════╪═════╪══════════╪═══════════ - Christian Advent │ │ │ │ │ │ │ - Church │ 1│ 60│ 3│ │ 3│ 1,500│ 2,500 - Christian │ │ │ │ │ │ │ - Alliance │ 1│ 71│ 9│ 9│ │ 1,476│ 33,900 - Christian │ │ │ │ │ │ │ - Convention │ │ │ │ │ │ │ - (miscellaneous)│ 3│ 194│ 12│ │ 12│ 4,187│ 75,000 - Methodist │ │ │ │ │ │ │ - Episcopal │ │ │ │ │ │ │ - Church South │ 1│ 202│ 19│ 6│ 13│ 23,050│ 125,000 - Presbyterian │ │ │ │ │ │ │ - Church South │ 1│ 51│ 5│ 5│ │ 7,300│ 51,000 - Reformed │ │ │ │ │ │ │ - Episcopal │ │ │ │ │ │ │ - Church │ 1│ 95│ 2│ │ 2│ 300│ 2,000 - Reformed │ │ │ │ │ │ │ - Presbyterian │ │ │ │ │ │ │ - Church │ 1│ 705│ 17│ 7│ 10│ 7,300│ 52,500 - 7th Day Adventist│ │ │ │ │ │ │ - Church │ 2│ 136│ 11│ 10│ 1│ 12,404│ 42,765 - Universalist │ │ │ │ │ │ │ - Church │ 1│ 56│ 3│ │ 3│ 1,200│ 3,500 - ─────────────────┴───────┴──────────┴─────┴─────┴─────┴──────────┴─────────── - -The total number of schools under these boards is twelve. Of these, six -are rated by the United States Bureau of Education as large or important -institutions. The total income of the 12 schools is $58,717, of which -the largest sum provided by any one denomination is $23,050, the income -of Paine College, Augusta, Georgia, supported by the Methodist Episcopal -Church South; the total number of teachers is 81, of whom 37 are white, -and 44 are colored; the value of property is $387,265, of which $125,000 -is for Paine College. - -Of the six large schools under these boards Paine College and Stillman -Institute have been mentioned, Stillman being maintained by the -Presbyterian Church South. The other four are: Boydton Institute, -Boydton, Virginia, maintained by the Christian Alliance; Franklinton -Christian College, Franklinton, North Carolina, maintained by the -Christian Church; Knox Institute, Selma, Alabama, maintained by the -Reformed Presbyterian Church, and Oakwood Manual Training School, -Huntsville, Alabama, maintained by the Seventh Day Adventist Church. - - - - - COLORED CHURCH BOARDS MAINTAINING SCHOOLS. - - -[Illustration: - - WALKER BAPTIST INSTITUTE, AUGUSTA, GA. - - Founded in 1888 by the Baptist Association. Now owned and supervised - by the American Baptist Home Mission Society. It has 13 teachers, - about 200 pupils, an income of $7,000, and property valued at - $30,000. -] - -[Illustration: - - MAIN BUILDING, LANE COLLEGE, JACKSON, TENN. - - One of the best buildings in Negro schools. The institution was - founded in 1879 by the Tennessee Conference of the C. M. E. Church. - It has 15 teachers, about 250 pupils and property valued at $90,000. -] - -In the foregoing pages facts and figures have been given for all of the -schools under white hoards, together with the names of the more -important schools. It is apparent from these facts that the interest of -the more fortunate members of the white race in the education of the -Negro has by no means passed. The works of the colored boards, however, -while they have not the money and the training such as have been brought -to the schools under white boards, is the best proof of race progress. -Indeed the establishment of the large number of schools by the colored -people is one of the most noteworthy achievements of the race. As is to -be expected, practically all of these schools are supported through the -various religious denominations. The works of these boards is convincing -evidence of the determination of the colored people to help themselves. -The liberality with which they contribute to the maintenance of these -schools is both wonderful and inspiring. This is especially significant -when it is remembered the colored are taxed for educational purposes -just as any other people. While authentic statistics are not available -to show what proportion of the taxes paid by them are returned in the -form of public school facilities, it is quite generally believed that -they receive an unequal share. In the face of this condition, their -willingness to establish schools for themselves, that they, optimism, -resolution and courage. These are among the best signs of race power, -and prove the capacity of the colored people to progress, even in the -face of opposition. The following table shows the number of schools, -teachers, students, amount of income and value of property of the -schools under the different colored denominations: - - NEGRO CHURCH BOARDS MAINTAINING SCHOOLS. - - ────────────────────┬────────┬───────────┬─────────┬────────┬────────── - │ │ │ │ Income │ - │ Number │ │ │ for │ - │ of │ Counted │ │Current │ Value of - States │Schools │Attendance │Teachers │Expenses│ Property - ────────────────────┼────────┼───────────┼─────────┼────────┼────────── - Total │ 153│ 17,299│ 828│$380,933│$2,305,054 - ════════════════════╪════════╪═══════════╪═════════╪════════╪══════════ - Baptist Local │ │ │ │ │ - Conventions │ 110│ 11,250│ 474│ 181,914│ 821,295 - African Methodist │ │ │ │ │ - Episcopal │ 17│ 3,212│ 187│ 129,778│ 800,609 - African Methodist │ │ │ │ │ - Episcopal Zion │ 11│ 1,207│ 77│ 37,600│ 316,950 - Colored Methodist │ │ │ │ │ - Episcopal │ 9│ 1,313│ 72│ 25,991│ 328,200 - Five Small Church │ │ │ │ │ - Boards │ 6│ 317│ 18│ 5,650│ 38,000 - ────────────────────┴────────┴───────────┴─────────┴────────┴────────── - -From this table it will be seen that there are 153 institutions -supported entirely by colored people; that they have over 17,000 -students, 828 teachers, an annual income of $380,933, and property -valued nearly $2,500,000. These figures represent conservative -compilations by the United States Bureau of Education. Significant as -these facts are, however, they do not represent the sum total of the -conditions which the Negroes make for the maintenance of schools. They -contribute large sums annually to schools under white denominations, and -to independent schools. - -_Colored Baptist Schools._—It is to be expected that the Baptist -denomination with its large membership should lead in the support of -schools. - -[Illustration] - -[Illustration: - - ALLEN UNIVERSITY, COLUMBIA, SOUTH CAROLINA. - - One of the leading institutions under colored management. It was - founded in 1880 by the African Methodist Episcopal Church of South - Carolina. It has 20 teachers, 450 pupils, an income of $16,000, and - property valued at nearly $100,000. -] - -Though there are several national organizations of Negro Baptists, none -of them seem to own or maintain any educational institution. The schools -are owned and directed by State or local organizations or by independent -boards of trustees selected from the membership of Baptist churches. The -origin of the national and State associations was suggested in the -discussion of the white Baptist Boards. The local Baptist associations -are composed of churches located in one or more counties. - -The following table presents the important facts for these schools by -States: - - BAPTIST LOCAL CONVENTIONS AND ASSOCIATIONS. - - ────────────────────┬────────┬───────────┬─────────┬─────────┬───────── - │ │ │ │ Income │ - │ Number │ │ │ for │ - │ of │ Counted │ │ Current │Value of - States │Schools │Attendance │Teachers │Expenses │Property - ────────────────────┼────────┼───────────┼─────────┼─────────┼───────── - Total │ 110│ 11,250│ 474│ $181,914│ $821,295 - ════════════════════╪════════╪═══════════╪═════════╪═════════╪═════════ - Alabama │ 14│ 1,613│ 51│ 14,087│ 53,300 - Arkansas │ 7│ 606│ 27│ 10,926│ 40,350 - District of Columbia│ 1│ 71│ 11│ 8,981│ 42,500 - Florida │ 3│ 382│ 12│ 5,096│ 35,000 - Georgia │ 12│ 951│ 47│ 14,224│ 52,400 - Kentucky │ 2│ 18│ 2│ 1,500│ 8,200 - Louisiana │ 16│ 2,228│ 62│ 21,551│ 75,300 - Maryland │ 2│ 76│ 5│ │ - Mississippi │ 12│ 1,837│ 58│ 19,751│ 81,590 - North Carolina │ 15│ 809│ 39│ 15,640│ 60,300 - South Carolina │ 9│ 1,202│ 52│ 15,192│ 96,000 - Tennessee │ 1│ 77│ 5│ 1,000│ 5,000 - Texas │ 7│ 788│ 56│ 28,140│ 167,725 - Virginia │ 9│ 642│ 47│ 25,826│ 103,630 - ────────────────────┴────────┴───────────┴─────────┴─────────┴───────── - -The various associations of Negro Baptists own and maintain 110 schools, -of which 31 are rated as “larger or more important” by the Bureau of -Education. Some of the 31 schools are classified as “more important” on -the basis of quality of work rather than on size of plant. - -The total annual income for current expenses is $181,914, of which -$99,040, is for the 31 larger schools, and $82,874 for the 79 smaller -schools. The value of property is $821,295, of which $539,545 is in the -smaller schools. According to these figures, the average income of the -larger schools is only about $3,200, and the average income of the -smaller schools is about $1,000, and the average value of plant about -$3,600. - -[Illustration: - - WILBERFORCE UNIVERSITY, WILBERFORCE, OHIO. - - One of the oldest institutions for colored people. It was founded in - 1847 by the Ohio Conference of the African Methodist Church, and has - always been under colored management. It has in the University - proper and in the Combined Normal and Industrial Department an - attendance of over 400, 50 teachers, an annual income of $100,000, - and property valued at almost $600,000. -] - -The total attendance is 11,250 pupils, of whom 10,324 are elementary and -926 secondary. The number of teachers is 474, of whom 159 are male and -315 female. There are only 20 teachers of industrial courses and two -teachers of agriculture. The 79 smaller schools have only four -industrial teachers. - -[Illustration: - - MORRIS BROWN UNIVERSITY, ATLANTA, GA. - - One of the leading schools owned and supported entirely by Negroes. It - was founded in 1881, by the Georgia Conference of the Afri-Methodist - Episcopal Church. There are 30 teachers, over 500 students and - property valued at $150,000. -] - -[Illustration] - -[Illustration: - - LIVINGSTONE COLLEGE, SALISBURY, N. C. - - One of the leading colleges in the South for colored people. It was - founded in 1882 by a group of ministers representing the African - Methodist Episcopal Zion Church. It is entirely under colored - management. It has an attendance of 200 pupils, 20 teachers, an - annual income of approximately $20,000, and property valued at - $207,000. -] - -Livingstone Colored Normal and Industrial Institute, Livingstone, -Alabama; Union Springs Normal School, Union Springs, Alabama; -Consolidated White River Academy, Brinkley, Arkansas; Immanuel -Industrial Institute, Almyra, Arkansas; South East Baptist Industrial -Academy, Dermott, Arkansas; National Training School for Women and -Girls, Washington, D. C.; Florida Institute, Live Oak, Florida; Cabin -Creek High School, Griffin, Georgia; Central City College, Macon, -Georgia; Rome High and Industrial School, Rome Georgia; Howe Institute, -New Iberia, Louisiana; Israel Academy, Belle Alliance, Louisiana; -Mansfield Academy, Mansfield, Louisiana; Baptist Industrial High School; -Natchez College, Natchez, Mississippi; Sardis Industrial College, -Sardis, Mississippi; Rich Square Academy, Rich Square, North Carolina; -Bettis Academy, Trenton, South Carolina; Friendship Normal and -Industrial College, Roche Hill, South Carolina; Morris College, Sumter, -South Carolina; Seneca Institute, Seneca, South Carolina; Nelson-Mary -Academy, Jefferson City, Tennessee; Central Texas College, Waco, Texas; -East Texas Academy, Tyler, Texas; Fort Worth Industrial and Mechanical -College, Fort Worth, Texas; Guadaloupe College, Seginn, Texas; Houston -College, Houston, Texas; Corey Memorial Institute, Portsmouth, Virginia; -Pittsylvania Normal, Industrial and College Institute, Gretna, Virginia; -Rappahannock Industrial Academy, Ozeana, Virginia; Virginia Theological -Seminary and College, Lynchburg, Virginia. - -[Illustration: - - SHORTER COLLEGE, ARGENTA, ARKANSAS. - - Founded in 1886; owned and controlled by the Arkansas Conference of - the African Methodist Episcopal Church. Teachers, 15; Students, 225; - Value of property, $35,000. -] - -_African Methodist Episcopal Church._—Next to the Baptist denomination -the African Methodist Episcopal Church has been most active among -colored denominations in the establishment of schools for its members. - -The following table presents the facts for the A. M. E. schools: - - AFRICAN METHODIST EPISCOPAL CHURCH. - - ────────────────────┬────────┬───────────┬─────────┬─────────┬───────── - │ │ │ │ Income │ - │ Number │ │ │ for │ - │ of │ Counted │ │ Current │Value of - States │Schools │Attendance │Teachers │Expenses │Property - ────────────────────┼────────┼───────────┼─────────┼─────────┼───────── - Total │ 17│ 3,212│ 187│ $129,778│ $800,609 - ════════════════════╪════════╪═══════════╪═════════╪═════════╪═════════ - Alabama │ 1│ 265│ 13│ 6,500│ 35,600 - Arkansas │ 1│ 219│ 14│ 8,416│ 29,622 - Florida │ 2│ 343│ 17│ 18,901│ 44,500 - Georgia │ 3│ 710│ 41│ 17,448│ 180,300 - Kentucky │ 1│ 33│ 3│ 1,500│ 7,000 - Louisiana │ 1│ 142│ 6│ 1,500│ 10,150 - Mississippi │ 2│ 282│ 15│ 8,450│ 47,000 - North Carolina │ 1│ 176│ 12│ 9,046│ 61,500 - South Carolina │ 2│ 462│ 21│ 16,902│ 82,500 - Tennessee │ 1│ 101│ 11│ 4,737│ 48,400 - Texas │ 1│ 286│ 15│ 8,064│ 97,000 - Northern States │ 1│ 193│ 19│ 28,314│ 157,037 - ────────────────────┴────────┴───────────┴─────────┴─────────┴───────── - -The various conferences of the African Methodist Episcopal Church own -and maintain 17 schools, of which 13 are rated in this report as “larger -or more important,” by the Bureau of Education. The total income for -current expenses is $128,778, and the total value of property is -$800,609. On the basis of income four of the larger schools have incomes -under $5,000, six between $5,000 and $15,000, and three between $15,000 -and $30,000. According to property, three schools have a valuation under -$25,000, five between $25,000 and $50,000, three between $50,000 and -$100,000, and two between $150,000 and $250,000. - -The total attendance is 3,212 pupils, of whom 2,096 are elementary, -1,028 secondary, and 88 collegiate. Three institutions offer college -courses. The number of teachers is 187, or whom 98 are men and 89 women. - -As an indication of the progress of the colored people, the extent of -these educational facilities and the character of the organization are -exceedingly satisfactory. - -The 13 larger schools of the A. M. E. Church are: Payne University, -Selma, Alabama; Shorter College, Argenta, Arkansas; Edward Waters -College, Tallahassee, Florida; Morris Brown University, Atlanta, -Georgia; Payne Institute, Cuthbert, Georgia; Central Park Normal and -Industrial Institute, Savannah, Georgia; Lampton Literary and Industrial -College, Alexandria, Louisiana; Campbell College, Jackson, Mississippi; -Kittrell College, Kittrell, North Carolina; Allen University, Columbia -South Carolina; Turner Normal School, Shelbyville, Tennessee; Paul Quinn -College, Waco Texas; Wilberforce University, Wilberforce, Ohio. - -_African Methodist Episcopal Zion Church._—The African Methodist -Episcopal Zion Church has been very active and effective in the -establishment and management of schools. Much credit is due Dr. S. G. -Atkins, the former educational secretary, through whose tact and ability -a number of these schools greatly increased in the value of their work. -The leading facts are given below: - - AFRICAN METHODIST EPISCOPAL ZION CHURCH. - - ────────────────────┬────────┬───────────┬─────────┬─────────┬───────── - │ │ │ │ Income │ - │ Number │ │ │ for │ - │ of │ Counted │ │ Current │Value of - States │Schools │Attendance │Teachers │Expenses │Property - ────────────────────┼────────┼───────────┼─────────┼─────────┼───────── - Total │ 11│ 1,207│ 77│ $37,600│ $316,950 - ════════════════════╪════════╪═══════════╪═════════╪═════════╪═════════ - Alabama │ 1│ 137│ 8│ 4,074│ 25,450 - Arkansas │ 1│ 77│ 6│ 1,047│ 6,200 - Kentucky │ 1│ 44│ 6│ 2,282│ 12,600 - North Carolina │ 4│ 464│ 32│ 22,518│ 219,450 - South Carolina │ 2│ 422│ 17│ 3,640│ 29,000 - Tennessee │ 1│ 18│ 2│ 500│ 5,500 - Virginia │ 1│ 45│ 7│ 3,000│ 18,750 - ────────────────────┴────────┴───────────┴─────────┴─────────┴───────── - -The conferences of the African Methodist Episcopal Zion Church own and -maintain 11 schools, of which nine are rated as “larger or more -important.” The total income for current expenses is $37,600, and the -value of property is $316,950. Livingstone College in North Carolina -represents over half of the total of income and property. - -The total attendance is 1,207, of whom 923 are elementary, 267 secondary -and 17 college subjects. The teachers are 77 in number, of whom 36 are -men and 41 women. - -The general standards of educational work have been good. This is -especially true of the smaller schools. - -Lomax Hannon High School, Greenville, Alabama; Walter Institute, Warren, -Arkansas; Atkinson College, Madisonville, Kentucky; Edenton’s Normal and -Industrial College, Edenton, North Carolina; Eastern North Carolina -Industrial Academy, Newbern, North Carolina; Livingstone College, -Salisbury, North Carolina; Lancaster Normal and Industrial College, -Lancaster, South Carolina; Clinton College, Rock Hill, South Carolina; -Dinwiddie Agricultural and Industrial School, Dinwiddie, Virginia. - -_Colored Methodist Episcopal Church._—The general board of education of -the African Methodist Episcopal Church has only recently been organized. -Its functions with regard to the schools are advisory. The secretary is, -however, doing much to improve the methods of administration and the -standards of educational work. His point of view is well stated in the -following quotation from his annual report: - -The strongest plea for help is first-class work. Our schools must run on -business principles and not on sentiment. We must arrange the -classification and standards of our schools so that they will be each -what its name indicates—not professing to do what we do not do. A good -grammar school is greater than a poor high school; a good academy more -desirable than a sorry college; a well-conducted college is preferable -to a sham university. We must meet present-day needs and demands if we -expect to get money. - -A very important fact with regard to this denomination and its schools -is the relation to the Methodist Episcopal Church South. The Colored -Methodist Episcopal Church was founded through the missionary interest -of the Southern Methodist Episcopal Church in the former slave States. -Through this interest, the Methodist Episcopal Church maintains Payne -College, at Augusta, Ga., and contributes annual sums to several of the -African Methodist Episcopal schools. In the cooperation now being -developed, the Southern Methodist Episcopal Church has been ably -represented by Dr. John M. Moore, the secretary of the mission -department, and Dr. Anderson, the secretary of education. - - COLORED METHODIST EPISCOPAL CHURCH. - - ────────────────────┬────────┬───────────┬─────────┬─────────┬───────── - │ │ │ │ Income │ - │ Number │ │ │ for │ - │ of │ Counted │ │ Current │Value of - States │Schools │Attendance │Teachers │Expenses │Property - ────────────────────┼────────┼───────────┼─────────┼─────────┼───────── - Total │ 9│ 1,313│ 72│ $25,991│ $328,200 - ════════════════════╪════════╪═══════════╪═════════╪═════════╪═════════ - Alabama │ 2│ 300│ 17│ 3,954│ 60,400 - Georgia │ 2│ 148│ 7│ 2,300│ 8,500 - Louisiana │ 1│ 164│ 7│ 2,400│ 12,000 - Mississippi │ 1│ 242│ 12│ 3,672│ 87,000 - Oklahoma │ 1│ 131│ 4│ 1,300│ 1,300 - Tennessee │ 1│ 218│ 15│ 8,600│ 89,000 - Texas │ 1│ 110│ 10│ 3,765│ 70,000 - ────────────────────┴────────┴───────────┴─────────┴─────────┴───────── - -The conferences of the Colored Methodist Episcopal Church own and -maintain nine schools, of which six are rated as “larger or more -important” and three as “smaller or less important.” The total income -for current expenses is $25,991, and the value of property is $328,200. -Lane College in Tennessee is the only institution with an income of over -$5,000. Three schools have property valuations of over $50,000. - -The total attendance is 1,313 pupils, of whom 1,030 are elementary, 267 -secondary, and 10 collegiate. The number of teachers is 72, of whom 32 -are men and 40 are women. - -The nine larger C. M. E. schools are: Miles Memorial College, -Birmingham, Alabama; Holsey Academy, Cordele, Georgia; Homer College, -Homer, Louisiana; Mississippi Industrial College, Holly Springs, -Mississippi; Lane College, Jackson, Tennessee; Texas College, Tyler, -Texas. - -_Miscellaneous denominations._—In addition to the educational -institutions of the colored churches mentioned, five other denominations -are attempting some educational work. Only one of these maintained more -than one school, The Free Will Baptist Church, which maintains Kinston -College, Kinston, North Carolina, is the only denomination in the group -that supports a school classed as large or important by the Bureau of -Education. The following table presents the facts for these schools: - - MISCELLANEOUS DENOMINATIONS SCHOOLS—NEGRO BOARDS. - - ────────────────────┬────────┬───────────┬─────────┬─────────┬───────── - │ │ │ │ Income │ - │ Number │ │ │ for │ - │ of │ Counted │ │ Current │Value of - States │Schools │Attendance │Teachers │Expenses │Property - ────────────────────┼────────┼───────────┼─────────┼─────────┼───────── - Total │ 6│ 317│ 18│ $5,650│ $38,000 - ════════════════════╪════════╪═══════════╪═════════╪═════════╪═════════ - Free Will Baptist │ │ │ │ │ - Church │ 1│ 60│ 4│ 1,700│ 15,000 - Methodist Episcopal │ │ │ │ │ - local conventions │ 2│ 22│ 4│ 450│ 6,000 - Afro-American │ │ │ │ │ - Presbyterian │ │ │ │ │ - Church │ 1│ 25│ 2│ 1,500│ 7,000 - Church of Christ │ │ │ │ │ - Sanctified │ 1│ 130│ 6│ 1,500│ 10,000 - Colored Local │ │ │ │ │ - Seventh Day │ │ │ │ │ - Adventist Church │ 1│ 80│ 2│ 500│ - ────────────────────┴────────┴───────────┴─────────┴─────────┴───────── - - - - - OTHER AGENCIES INTERESTED IN NEGRO EDUCATION. - - -In addition to the public, independent and denominational agencies -maintaining colored schools, there are certain funds and associations -that are deserving of consideration. There are educational funds, -religious organizations and educational associations. - -The funds and associations interested in the education of Negroes in the -United States differ widely in purpose and resources. Some are rendering -a remarkable educational service not only to the Negroes; but also to -the South and the whole Nation. A number of the agencies are devoting -only a part of their resources to Negro education. A few are of -comparatively little importance. The work of the more important agencies -is discussed herewith. - -_General Education Board._—Because of the large sums controlled by this -board and its wide influence upon the education of the country as a -whole, it is important to outline its attitude toward Negro education. -The report just issued by the Bureau of Education describes the attitude -and works of the General Education Board in establishing some of the -more recent movements in the improvement of the colored schools and -communities. Among the more important of these are State supervisors of -Negro rural schools, cooperation with other agencies, home-makers clubs -for girls and farm demonstration works. Most of these movements have -been carried on either directly or indirectly with the schools. In -describing these more recent movements in Negro education, the report -says: - -“The guiding principal of the General Education Board in all its efforts -in behalf of Negro education is cooperation, first of all with public -authorities and second, with agencies that are thoroughly constructive -in purpose. The secretaries are men of ability and foresight. The work -and influence of Dr. Wallace Buttrick have been especially notable. The -policies of the board are based upon a study both of educational -facilities and community needs.” - -Its activities have included the improvement of country life through -farm demonstration agents and boys’ and girls’ clubs in such projects as -the cultivation and canning of vegetables; encouraging secondary schools -to adapt their program to the needs of democratic society; and aiding -colleges and universities to increase their efficiency and broaden their -curriculum so as to provide adequate emphasis on modern problems. These -undertakings have been conducted with statesmanship and a real regard -for the welfare of democracy. While the sum spent on educational efforts -in behalf of Negroes forms but a comparatively small part of the total -appropriations made by the board, the activities encouraged or -maintained have been effective in the development of cooperation with -the public school authorities, and in the improvement of both private -and public schools for Negroes. - -Perhaps the most important form of cooperation on the part of the -General Education Board in behalf of Negro education, is with the State -departments of public instruction in the appointment and support of -State supervisors of Negro schools. Ten Southern States have made such -appointments. These supervisors are capable of Southern white men who -are devoting their energy with much success to the advancement of Negro -schools. Their efforts have already resulted in small but significant -increases in public appropriations, a better attitude toward Negro -education, and greater cooperation between public and private -institutions. - -Another important contribution of the General Education Board has been -correlation of effort with private funds, church boards, and individual -institutions. The Jeanes fund has received financial aid and -encouragement in the excellent work of placing industrial supervisors -and teachers in many counties throughout the Southern States. The Slater -fund has been similarly assisted in the development of the county -training schools. In the study of Negro education, the agents of the -Phelps-Stokes fund not only had access to the board’s valuable records, -but were enabled to call upon the board’s representatives for -information and counsel. Church boards of education and individual -schools have received substantial appropriations from the board and -valuable suggestions on educational method from its educational experts. - -Homemakers’ clubs have been formed in a number of Southern States. These -clubs are composed of colored girls who are taught the essentials of -rural homemaking, including the cultivation of a garden and the canning -of fruits and vegetables. The movement has been very successful in the -inculcation of sound ideas of sanitation, thrift and morality. Hundreds -of clubs have been formed under the general direction of the State -supervisors, and the more immediate care of the Jeanes fund county -teachers. Under the provisions of the Smith-Lever Act some Federal funds -are also being spent for this purpose. - -The farm demonstration movement is undoubtedly the most important -educational effort which the General Education Board has encouraged for -the improvement of white and colored people. While the influence of the -movement has been primarily among white farmers, its future -possibilities for the colored people are so significant that a -description of the plan must be included herein. The purpose of the -movement is the increase of the productivity of the soil. The plan was -originated by Dr. Seaman A. Knapp about 1903, in order to enable the -farmers of Texas to combat the ravages of the bollweevil. The -fundamental element in the plan is Dr. Knapp’s principle that the most -effective way of teaching good farming is to prevail upon one farmer in -every neighborhood to cultivate an acre of his land according to -scientific methods of agriculture. The effect of such a plan has been -that the farmer with the demonstration acre extends the plan to the -remainder of his farm and the neighboring farms soon follow his example. -It has been shown that such an experimental plan is much more effective -than the distribution of printed matter or even explanations by -traveling lecturers. - -When the remarkable possibilities of this simple method had been -demonstrated, the General Education Board entered into cooperation with -the United States Department of Agriculture to extend the movement -throughout the Southern States and especially in the section suffering -from the bollweevil. As a result of this cooperation, begun in 1906, the -board made increasing appropriations each year until the sum for -1913–1914 had become $252,000. In that year the Federal Government also -appropriated $375,000, and the States and counties gave approximately -$400,000. In 1915, further cooperation was prohibited by Congress, but -in recognition of the value of the work, the Federal appropriation was -considerably increased. - -The economic and educational significance of the farm demonstration -movement is now gradually being understood. Committees have lifted -themselves out of poverty. Schools and churches and roads have been -built. The general average of community welfare has been elevated in -many rural districts. Schoolmen have been impressed with the value of -actual demonstration in instruction and school methods are requiring -that pupils shall “learn to do by doing.” - -_Carnegie Foundation._—The interest of Mr. Carnegie in Negro education -is well known. His gifts have been large and significant. The activities -of the Carnegie Foundation, however, have been such that little -systematic study could be devoted to Negro education. Many educational -leaders have expressed the hope that the perplexing problems of -educating the 10,000,000 Negroes may receive the counsel and aid of the -Carnegie Foundation. Many schools, however, have received large gifts -from the Foundation, and from Mr. Carnegie. Several schools have -splendid libraries as the result of these gifts. - -_John F. Slater Fund._—One of the most widely known funds devoted -exclusively to Negro education, is the John F. Slater Fund. The work -made possible through this gift, is one of the notable achievements in -the education of Negroes in the United States. The fund, amounting to -$1,000,000, was given in 1882, by John F. Slater of Connecticut, for the -purpose of “uplifting the lately emancipated population of the Southern -States and their prosperity.” In recognition of the public spirit of the -donor, the United States Congress gave him a vote of thanks and a medal. -At the time of the final distribution of the Peabody Fund in 1914, the -Peabody trustees voted to transfer a sum amounting to about $350,000 to -the John F. Slater Fund, “the income to be used for improving the rural -schools for the Negro race.” The total amount of the Slater Fund is now -about $1,750,000. - -In 1915–16 the Slater Fund appropriated $67,250 for Negro schools -located in 13 Southern States. Of this amount $25,425 was given to -supplement the work of institutions owned by State or county -authorities. The total number of schools receiving aid in 1915 was 68, -of which 17 are county training schools, and 19 others are owned by -city, county, or State. Approximately $3,000 has been given to aid -summer schools for teachers. - -The general purpose of the appropriations made by the trustees of the -Slater Fund, has been the encouragement of industrial courses. The -number of schools receiving aid has varied from year to year. The -following statement indicates the number of schools and the amounts -appropriated in different periods: - - - Time. Number of Schools. Amount. - 1882–83 12 $16,250 - 1883–84 18 17,106 - 1884–85 29 36,764 - 1889–90 37 42,910 - 1894–95 16 42,400 - 1900–1901 11 43,330 - 1904–5 27 53,550 - 1909–10 40 69,750 - 1914–15 68 69,250 - -The variation in the number of schools reflects the different policies -of the fund as well as the changes in the amount of money to be -distributed. The present policy is that of increasing cooperation with -public school authorities in all efforts to improve and increase the -supply of public school teachers. Dr. Dillard, the director of the -Slater Fund and the executive officer of the Jeanes fund, has been very -successful in arousing the interest of public authorities in Negro -schools. Realizing that the majority of elementary school teachers -receive their education in their own or neighboring county, he is -directing as much as possible of the Slater Fund to the improvement of -public schools centrally located in the counties, so that courses of -training for teachers may be established. The usual conditions observed -in the organization of these schools are: first, that the property shall -belong to the State or county; second, that an appropriation of at least -$7.50 shall be made annually by the county for the maintenance; third, -that at least eight grades of instruction shall be provided, including -some industrial work and simple instruction in teaching methods. In -1912, there were three schools of this character. In 1915, the number -had increased to 17. With the aid of the General Education Board and -other agencies, it is probable that before the close of 1917, there will -be over 40 county training schools for Negroes in the Southern States. - -_Anna T. Jeanes Fund._—The origin of the Jeanes Fund is so significant -of the spirit and purpose of its present policy, that space must here be -taken to relate some of the incidents connected with that event. In -1906, Dr. Frissell appealed to Miss Anna T. Jeanes for a contribution to -the work of Hampton. Miss Jeanes was an elderly Quaker lady of -Philadelphia. As Dr. Frissell described the hardships of the teachers in -rural schools, she said: “Thee interests me,” and proceeded to write a -check to aid the work of small rural schools. Dr. Frissell, expecting to -receive not more than a hundred dollars looked at the check and saw, to -his great surprise, that it was for $10,000. He said: “Well, you -certainly are interested. Would you like to have Booker Washington call -on you to explain the need of small schools in Alabama.” Miss Jeanes -replied that she would and soon afterwards she gave another ten thousand -to Dr. Washington. At the suggestion of Mr. George Foster Peabody, then -the Treasurer of the General Education Board, she gave $200,000 more to -be used according to plans to be determined upon by Dr. Frissell and Dr. -Washington. - -When she was convinced of the successful use of this gift, she said to -Dr. Frissell: “I am going to show thee my will.” Reading it, he saw that -she had bequeathed practically all her estate for the improvement of -little county schools for Negro children. The will also provided that -the funds were to be administered by a trustee board to be appointed by -Dr. Frissell and Dr. Washington. Dr. Frissell assured her that it could -be done, and asked whom would she like to have on the board. She -replied: “Andrew Carnegie.” Plans for forming the board were immediately -decided upon. Mr. Carnegie, Dr. Washington and Dr. Frissell organized a -board of trustees, which consisted of five southern white men, five -northern white men and five Negroes. Mr. Taft, then President of the -United States, became a member of the board, and Dr. Dillard of Virginia -was elected as the executive officer. - -When the arrangements were complete, Miss Jeanes consented to see a few -of the members of the board. This meeting was dramatic in its -simplicity. There were present Mr. George Foster Peabody, President -Taft, Dr. Dillard, Dr. Frissell, and Dr. Washington. Miss Jeanes was -very feeble, her arm, swollen with pain, was supported by pillows. When -she had signed away her estate of $1,000,000 she said to Dr. Frissell -and to Dr. Washington in turn: “Dost thee remember when thee came and I -gave thee $10,000 for the little country schools? And then I gave thee -$200,000 more. And now I am giving all for these little schools. This is -a great privilege. I am just a poor woman, and I gave it not to save my -soul from hell; but because I wanted to.” - -The trustee board in charge of this fund is composed of five southern -men, five northern men, and five men of the colored race. In 1915, the -trustees expended $34,475 for the improvement of Negro rural schools in -Southern States. Practically all of this money is used to pay the -expenses of county supervisors and industrial teachers These are usually -young colored women who visit the public schools of the counties for the -purpose of aiding and encouraging the schools in all phases of their -work. The more important service of these traveling teachers, working -under the direction of the county superintendent, is to introduce into -the small country schools simple home industries; to give talks and -lessons on sanitation, personal cleanliness, etc.; to encourage the -improvement of schoolhouses and school grounds; and to conduct gardening -clubs and other kinds of clubs for the betterment of the school and the -neighborhood. - -The teachers are appointed by the county superintendent and their work -is supervised by that officer. Effort is made by the representatives of -the Jeanes Fund to have the country authorities and the colored people -undertake as much as possible of the salary and expenses of these -teachers. In 1913, the counties contributed from public funds for this -purpose, $3,400; in 1914, $6,255; in 1915, $12,183, and in 1916, -$17,913. In 1915–16 Jeanes-Fund teachers were maintained in 164 counties -distributed through 16 Southern States. It is to be hoped that all of -these States will follow the example of Maryland in its provision of -State aid, so that every county with a considerable number of Negroes -may have county industrial teachers. - -_Phelps-Stokes Fund._—The endowment of the Phelps-Stokes Fund is -approximately $1,000,000. Over half of the income has been spent to -maintain several projects pertaining to Negro education. The more -important of these are: - -1. Cooperation with the United States Bureau of Education in preparing a -comprehensive report on Negro education. - -2. The establishment of fellowships at the University of Virginia and -the University of Georgia. Twelve thousand five hundred dollars is given -each of these universities for the permanent endowment of a research -fellowship on the following conditions: - -The university shall appoint annually a fellow in sociology for the -study of the Negro. He shall pursue advanced studies under the direction -of the department of sociology, economics, education, or history, as may -be determined in each case by the president. The fellowship shall yield -$500, and shall, after four years, be restricted to graduate students. - -Each fellow shall prepare a paper or thesis embodying the result of his -investigations, which shall be published by the university with -assistance from the income of the fund. - -3. The establishment of a fund at the Peabody College for teachers, -Nashville, Tenn., in accordance with the following vote: - -Voted, that $10,000 be given to the Peabody College for Teachers to -establish a fund for the visitation of Negro schools and colleges, the -income to be used to enable the teachers, administrative officers, and -students of the Peabody College to come into direct and helpful contact -with the actual work of representative institutions of Negro education. - -4. Assistance to the Southern University Race Commission by an annual -appropriation for traveling expenses. - -5. Appropriations for constructive movements, such as the teaching of -home and school gardening, the educational use of school dormitory and -dining room, the installation of adequate financial and school records, -and the dissemination of advice on the construction and care of -buildings and grounds. - -_Rosenwald Fund._—In 1914, Julius Rosenwald, of Chicago, announced -through Tuskegee Institute that he would give money to assist in the -erection of rural school buildings for Negroes in the South. According -to the terms of the announcement, Mr. Rosenwald agreed to give any rural -community a sum not exceeding $300 for the erection of a school building -for Negroes, provided the people of the community should raise from -public funds or from their own resources a sum equal to that given by -him. It was further specified that total sums in each case must be -sufficient to erect and furnish one school building. - -Up to June 30, 1916, Mr. Rosenwald has given $44,718 toward promoting -rural schoolhouse building. To meet Mr. Rosenwald’s contributions the -Negroes in the communities where these schoolhouses were erected have -contributed $61,951; from the public funds of the States, $21,525 has -been appropriated; and white citizens have given $8,820. Through Mr. -Rosenwald’s benefactions 142 rural schoolhouses for Negroes have been -erected, as follows: In Alabama, 107; North Carolina, 11; Georgia, 8; -Arkansas, 6; South Carolina, 1; Tennessee, 5; Mississippi, 2, and -Virginia, 2. - -_Daniel Hand Fund._—This Fund is administered by the American Missionary -Association 287 Fourth Avenue, New York City. Daniel Hand was born in -Madison, Conn., July 16, 1801. When 16 years of age he went to Augusta, -Ga., under the direction of his second brother residing there, whom he -succeeded in business. Mr. Hand remained in some part of the Southern -Confederacy during the entire war. His partner, Mr. Geo. W. Williams, -who was conducting a branch of the business at Charleston, S. C., -protected the capital of Mr. Hand, from the confiscation seriously -threatened, in view of his being a northern man of undisguised -anti-slavery sentiments. After the war, when Mr. Hand came north, Mr. -Williams adjusted the business, made up the account, and paid over to -Mr. Hand his portion of the long-invested capital and its accumulations. -Bereaved of wife and children for many years, his benevolent impulses -led Mr. Hand to form plans to use his large wealth for the benefit of -his fellowmen. - -The total amount of the endowment of the Daniel Hand Fund is -approximately $1,500,000, and the income in 1915 was $69,000. This -income is spent under the direction of the officers of the American -Missionary Association for the maintenance of educational work in the -schools of that association. - -In 1888 Daniel Hand, of Guilford, Conn., gave $1,000,000 as a permanent -fund, “the income of which shall be used for the purpose of educating -needy and indigent people of African decent, residing, or who may -hereafter reside, in the recent slave States of the United States, -sometimes called the Southern States.” When Mr. Hand died, in 1891, he -left the residue of his fortune, amounting to $500,000, to be added to -his original gift. - -_Stewart Missionary Foundation for Africa._—The total endowment of the -Stewart Missionary Foundation is $110,000. The income is used to provide -classroom instruction on missions at Gammon Theological Seminary; to -issue a monthly journal, “The Foundation,” devoted to the awakening of -an interest in missions; and to maintain a lecturer who travels among -Negro schools lecturing on missions. - -This Fund was given in 1894 by the Rev. W. F. Stewart and his wife, to -establish missionary training in Gammon Theological Seminary. Mr. -Stewart had been a missionary in the Methodist Episcopal Church, and he -was eager to arouse a strong interest in missions among Negro youth. - -_Miner Fund._—The Miner Fund has property valued at $40,000, and the -annual income is about $2,100. This income is used for the aid of the -Manassas Industrial Institute for Colored Youth of Virginia, and for the -Colored Social Settlement of Washington, D. C. - -The fund is named after Miss Myrtilla Miner, of Brooklyn, N. Y., who in -1851 established a normal school for colored girls of Washington. In -1862, she incorporated the school as “Institution for the Education of -Colored Youth.” The first property purchased by the institution was in -the square now occupied by the British embassy. Later this lot was sold -and another purchased, on which a new normal school was erected. In 1879 -the District of Columbia leased this property from the trustees of the -fund, and maintained the institution as a part of the public school -system. About 1900 the trustees purchased another building in which they -maintained a day nursery and a kindergarten. This work was later taken -over by the public authorities. The combined annual income from both -properties amounted at one time to $4,000. - -In 1915, the city school board purchased a site and erected a -magnificent new building to house the normal school. This building was -named “The Myrtilla Miner Normal School.” After the removal of the -public school from the building owned by the Miner Fund, it was -necessary to sell the building and invest the money in other forms of -real estate at a reduced income. - -_Cushing Fund._—The total amount of the Cushing Fund is $33,500 and the -income varies from $1,200 to $1,500 annually. This income is distributed -by the executive officer among 28 schools for colored people. - -The fund was bequeathed for the education of colored people in -accordance with the will of Miss Emeline Cushing, of Boston, who died in -1895. The will designated Mr. Archibald Grimke and two others as -trustees and executors. Mr. Grimke is now the sole survivor and -administers the fund. - -_The Association for Negro Youth._—This Association was organized at -Knoxville, Tennessee, in 1913. The plan has been to admit only -institutions maintaining work of college grade. So far 10 institutions -have been admitted to membership. The following quotation indicates the -embarrassment of the association in its effort to be just to the -colleges within and without the organization: - -One of the most important topics of the several sessions was that of -admission of additional colleges into the association. The consensus of -opinion prevailed that the association needed more careful detailed -information about the colleges, both within and without the -organization, and the executive committee was authorized to make a -careful study of all colleges both within and without the association -that some standards for grading of membership might be established. - -The general purpose of the association is indicated by the following -list of topics discussed at the four annual meetings, 1913 to 1916: - -1. College entrance requirements. - -2. The requirements for a college degree. - -3. The reception of students dismissed from other colleges. - -4. How far should we allow students to specialize in professional work -during their college course? - -5. Foreign languages as requirements for college entrance. - -6. Uniformity in the exchange of records. - -7. What should be done with deficiencies of college students in English, -spelling, composition and penmanship? - -8. The control of athletics and place of physical education in the -curriculum. - -9. What should be done on the matter of our students who go North to -work during the summers, and who thereby do not return to their home -communities for several years, thus getting out of touch with the life -of their home communities, in which places many of them are needed after -they finish school? - -10. How far are we preparing teachers for the public schools and the -high schools? What is our part in the forward rural school movement? - -11. How far are our efforts for religious education giving our students -training for religious leadership? - -It is evident that the association is rapidly broadening the scope of -its interest from the formal topics of the earlier meetings to the vital -problems outlined in the questions discussed at the last meeting. - -_The National Association of Teachers in Colored Schools._—This -association was organized in 1904. Annual meetings have been held each -year. State associations have been formed in almost all the Southern -States. Teachers representing 21 States were present at the last annual -meeting of the national association. These meetings are having a -wholesome effect in the development of higher ideals, better methods, -and cooperation among teachers in all efforts to adapt education to -community needs. - -The twelfth annual session of the National Association of Teachers in -Colored Schools was held in Cincinnati, July 29, to August 1, 1915. -Among the subjects discussed were “The need of a graduate school for -Negroes,” “College athletics,” “Standardizing of Negro schools,” -“Harmonizing conflicting views of Negro education,” and “National -education.” The 1916 meeting of the association will be held in -Nashville. In connection with the meeting of the National Association of -Teachers in Colored Schools the Annual Conference of the Presidents of -Land-Grant Colleges took up “Its mission,” “Its responsibility,” “Its -opportunity,” and “Its relation to the public school system.” Other -subjects were “The problem of dormitory life,” and “Preparation of -teachers of agriculture.” Another organization which met with the -national association was the Council of College Presidents. - - - - - HOSPITALS AND NURSE TRAINING SCHOOLS. - - -The changed conditions of modern life have occasioned a wholly new order -of things for the care of the sick and disabled; and well equipped -hospitals with training schools for nurses are now numerous, where they -were almost unknown fifty years ago. This has led to the institution of -hospitals for the colored people. These have been very necessary for the -colored people, and also for the colored physicians and surgeons. There -are now several thousand of these physicians and surgeons who have -received diplomas in the regular medical schools and are practicing -their profession among their own people. These, however, are not usually -admitted to practice in the general hospitals of the Southern States, -which is a serious hindrance to their progress in knowledge and skill, -as well as a great embarrassment in the care of their patients. There -has been a growing demand also for colored nurses with the training that -can be acquired only in hospitals. Thus for more reasons than one, -hospitals designed particularly for the colored people have become -necessary. - -The first of these was founded at Hampton, Va., in 1891, by Miss Alice -M. Bacon, who was at that time connected with Hampton Institute, though -her hospital was independent and bore the name of “Dixie.” In the same -year the “MacVicar Hospital,” was established as a feature of Spelman -Seminary in Atlanta, and the “Provident Hospital” was instituted in -Chicago. Three years later, in 1894, the “Freedmen’s Hospital” was -started in Washington and the “Lamar Hospital” in Augusta, Ga. Then, in -1895, came the “Frederick Douglass” in Philadelphia; in 1896, the “Sarah -Goodrich” in New Orleans; and in 1897, the “Hospital and Training School -for Nurses” in Charleston. Others have followed, one by one, in other -important centres; Charlotte, Richmond, Columbia, Savannah, -Jacksonville, Nashville, Knoxville, Louisville, Raleigh, Tuskegee, -Durham, Atlanta and elsewhere. In all of these hospitals the training -school for nurses is a conspicuous feature, and the nurses who receive -this training show very great efficiency, finding employment largely -among the white people, who frequently prefer them to white nurses with -similar training. Some of these institutions have been built up by the -sheer enterprise of individual colored physicians. A notable example of -this is “St. Luke’s Hospital” at Columbia, founded and maintained in the -face of many discouragements by Dr. Matilda A. Evans, who received her -education at Schofield Institute, Oberlin College, and the Woman’s -Medical College of Pennsylvania. Hospitals of this type are held in high -esteem by the communities in which they are located, and are centers of -beneficence for the country around. - - - - - THE THREE IMPORTANT TYPES OF EDUCATION. - - -In the development of Negro education the various types or kinds of -education have received much discussion and the conflicting claims of -certain type of education have been ably presented by their advocates. -Space does not admit of a full discussion of the conflict which has -raged between the so-called “higher education” and the so called -“industrial education.” The most notable colored men who have taken -sides on this question during the past 25 years have been Dean Kelly -Miller and Dr. W. E. Dubois as advocate of the higher education and Dr. -Booker T. Washington, and Dr. R. R. Moton, as advocate of industrial -education. The result of the various discussions has been that the whole -nation has been convinced that there is, and can be no real conflict -between higher education for the Negro and industrial education. The -conviction is now very general that the Negro needs and should have -every type of instruction. The type of education most needed for the -full development are college education, professional education and -industrial education. - -_College Education._—No type of education has meant more to the colored -people than college education. There are however very few institutions -of college grade among colored schools. Many institutions are called -colleges, but they have not been able to do real college work. According -to the recent report of the Bureau of Education, only 33 of the private -and State schools for colored people are doing work of college grade. -These institutions are classified into three groups. The following table -presents the facts for these institutions: - - ──────────────────────────┬──────────────┬───────┬─────────────┬─────── - Characterization and Name │ │College│ │ Other - of College. │ Support. │Pupils.│Professional.│Pupils. - ──────────────────────────┼──────────────┼───────┼─────────────┼─────── - _All Colleges_ │ │ 1,952│ 1,093│ 10,089 - “_Colleges_” │ │ 722│ 972│ 717 - Fisk University │Independent │ 188│ │ 317 - Howard University │Federal │ 534│ 467│ 400 - Meharry Medical School │Independent │ │ 505│ - “_Secondary and College_” │ │ 675│ 22│ 4,789 - Atlanta University │Independent │ 44│ │ 542 - Benedict College │Baptist │ 45│ │ 462 - Bishop College │ „ │ 42│ │ 329 - Claflin College │Methodist │ 26│ │ 788 - │United │ │ │ - Knoxville College │ Presbyterian│ 30│ │ 207 - Lincoln University │Presbyterian │ 130│ │ 86 - Morehouse College │Baptist │ 49│ │ 246 - Morgan College │Methodist │ 26│ │ 55 - Shaw University │Baptist │ 24│ 22│ 175 - Talladega College │Congregational│ 45│ │ 516 - Tougaloo University │ „ │ 20│ │ 424 - Wilberforce University │A. M. E. │ 65│ │ 128 - Wilberforce C. N. & I. │ │ │ │ - Department │State │ 40│ │ 191 - Wiley College │Methodist │ 38│ │ 346 - Virginia Union University │Baptist │ 51│ │ 204 - “_College Subjects_” │ │ 246│ │ 4,583 - Arkansas Baptist College │Baptist │ 13│ │ 300 - Biddle University │Presbyterian │ 22│ │ 185 - Clark University │Methodist │ 32│ │ 272 - Florida A. & M. College │Land-grant │ 12│ │ 333 - Lane College │C. M. E. │ 10│ │ 208 - Livingston College │A. M. E. Z. │ 17│ │ 174 - Morris Brown University │A. M. E. │ 10│ │ 498 - New Orleans College │Methodist │ 9│ │ 423 - Paine College │M. E. South │ 14│ │ 188 - Paul Quinn College │A. M. E. │ 13│ │ 273 - Philander Smith College │Methodist │ 39│ │ 400 - Rust College │ „ │ 16│ │ 320 - Sam Houston College │ „ │ 18│ │ 359 - Straight University │Congregational│ 11│ │ 567 - Tillotson College │ „ │ 18│ │ 215 - ──────────────────────────┴──────────────┴───────┴─────────────┴─────── - -Of the 12762 pupils in total attendance on these institutions, only -1,643 are studying college subjects, and 995 are in professional -classes. The remaining 10,125 pupils are in elementary and secondary -grades. - -In reply to a questionnaire sent to all the Northern colleges, 66 -reported a total of 430 Negro students of college grade. Of these 309 -were in college proper, 86 were in medical courses, including dental and -pharmaceutical; 10 were in theological schools; 18 in law; and 7 in -veterinary medicine. It is probable that the total number of students in -northern institutions is at least 500. - -Only three institutions, Howard University, Fisk University, and Meharry -Medical College, have a student body, a teaching force and equipment and -an income sufficient to warrant the characterization of “college.” -Nearly half of the college students and practically all of the -professional students are in these institutions. - -_Professional Education._—The standards of professional training are so -involved with the development of colleges that for some time to come the -professional training of colored people must be carried on largely in -connection with college and secondary work. The scarcity of good -teachers, the great need for increased library and laboratory -facilities, and the small enrollments in all institutions of higher -learning for colored people, render the chances of the development of -strong professional schools better where they are affiliated with -schools of collegiate or university grade. - -At present, less than ten institutions for colored people offer -professional courses with teaching force and equipment separate from -their academic departments. The majority of these are affiliated with -colleges. Howard University has a medical, a law, and a theological -department, with considerable equipment and a full quota of students in -each department. Meharry Medical College has a large student body and a -valuable plant. The theological department of Lincoln University, -Lincoln, Pa., is fairly well equipped; but the number of pupils is -small. Gammon Theological Seminary, Atlanta, Ga., is a well endowed -institution owned by the Methodist Episcopal denomination. The teaching -force and equipment are adequate, but the number of students is not -large. Bishop Payne Divinity School of the Protestant Episcopal -denomination, Petersburg, Va., has a scholarly faculty, but a small -number of students. Tuskegee Institute maintains a department for the -instruction of rural ministers. The instruction is effective and -practical. Talladega College provides a separate building for the -Theological Seminary, and its teaching force is separate; but the number -of students is small. Payne Theological Seminary, of Wilberforce -University, is incorporated independently and its work is done by its -own teachers and its own building. - -Virginia Union University, Richmond, Va., and Morehouse College, -Atlanta, Ga., do not have a separate plant for their theological -departments; but the instruction is effective and the number of students -is fair. Shaw University, Raleigh, N. C., maintains a preparatory -medical course, and offers instruction to ministerial students. Other -institutions maintaining theological departments are Livingstone -College, Salisbury, N. C.; Biddle University, Charlotte, N. C.; Paine -College, Augusta, Ga.; and Stillman Institute, Tuscaloosa, Ala. The -following table gives the names, together with the number of teachers -and pupils in the theological schools: - - ───────────────────────────────────┬─────────────────┬───────────────── - THEOLOGICAL SCHOOLS. │ Teachers. │ Students. - ───────────────────────────────────┼─────────────────┼───────────────── - Gammon Theological Seminary │ 6│ 78 - Tuskegee Institute │ 3│ 77 - Howard University │ 4│ 73 - Lincoln University │ 6│ 54 - Wilberforce University │ 4│ 30 - Virginia Union University │ 6│ 24 - Stillman Institute │ 2│ 21 - Morehouse College │ 2│ 18 - Bishop Payne Divinity School │ 4│ 15 - Livingstone College │ 3│ 14 - Talladega College │ 2│ 10 - Shaw University │ 2│ 10 - Paine College │ 2│ 9 - Biddle University │ 2│ 8 - ───────────────────────────────────┼─────────────────┼───────────────── - Total │ 40│ 441 - ───────────────────────────────────┴─────────────────┴───────────────── - -The one law school of note is at Howard University. It has a separate -building, a three-story structure, located near the District Courthouse. -Applicants for admission must be graduates of a recognized high school -or college. The regular course for the degree of LL. B. covers a period -of three years. - -The attendance was 106, of whom 104 were male, and 2 female. There were -8 teachers, 5 white and 3 colored; all are men. - -The medical profession offers the largest opportunity for the ambitious -young colored man. The number of colored physicians, according to the -United States Census of 1910, was 3,077; colored dentists were 478 in -number. Each group is increasing rapidly. The following table gives the -number of medical students in the different colleges. - - ────────────────────────┬─────────┬─────────┬─────────┬──────────────── - │ Total. │Medical. │ Dental. │Pharmaceutical. - ────────────────────────┼─────────┼─────────┼─────────┼──────────────── - All Schools │ 878│ 431│ 287│ 160 - Howard University │ 288│ 100│ 116│ 72 - Meharry Medical College │ 482│ 291│ 137│ 54 - Shaw University │ 22│ 9│ │ 13 - Northern Colleges │ 86│ 31│ 34│ 21 - ────────────────────────┴─────────┴─────────┴─────────┴──────────────── - -_Industrial Education._—The phrase “industrial education” as applied to -colored schools is very misleading. While the effective industrial -schools are making a genuine effort to develop industrial skill, this -fundamental purpose is much broader than vocational efficiency or the -resulting comfort and culture. The underlying principle of these schools -is the adaptation of educational activities, whether industrial or -literary, to the needs of the pupil and the community. Leaders in these -schools believe that education should include not only the head but the -hand and the heart. These broad purposes were strikingly expressed by -Gen. Armstrong, the founder of Hampton Institute, in his school reports -as early as 1870. The following quotations from these reports illustrate -the principles which guided him in the organization of his work: - -The past of our colored population has been such that an institution -devoted especially to them must provide a training more than usually -comprehensive, must include both sexes and a variety of occupation, must -produce moral as well as mental strength, and while making its students -first-rate mechanical laborers, must also make them first-rate men and -women. - -Through Dr. H. B. Frissell, his successor as principal of Hampton -Institute, and through the late Dr. Booker T. Washington, his pupil, -Gen. Armstrong’s idea of education for life has been worthily advocated -and extended, until now his thoughts are the common property of all -progressive leaders of education. - -In discussing industrial education, Dr. Thomas Jesse Jones of the Bureau -of Education, has eloquently said: - -“Industrial education in the comprehensive sense is the very essence of -democracy in education. Civilized society has long been democratic in -the advocacy of education for all the people, regardless of race, color, -and previous condition. In curriculum and method, however, the schools -of the land have continued to be both aristocratic and arbitrary. -Subjects introduced in the middle ages to meet the needs of the -aristocracy of that time have been retained for their cultural value. -Democracy in the content of education demands that the curriculum shall -impart culture through knowledge and practice related to the farm, the -shop, the office, and, above all, the home.” - -According to figures recently published by the Bureau of Education there -are 61 public and private institutions which offer some industrial -training to their pupils, and 174 with manual training and household -arts courses. Of the former group, 29 are maintained by State and -Federal funds. The 16 agricultural and mechanical schools largely -supported by appropriations from the National Government are fairly well -equipped to teach the more important trades and to train girls in -household arts. Only a few of them, however, teach the trades -effectively, and practically all subordinate the industrial training to -the literary instruction. The 13 State institutions are schools of -elementary and secondary grade, with some teacher-training courses and -some facilities for manual training. Six of them are located in Northern -States. In addition to these State institutions, well-managed manual -training schools are maintained by the cities of Washington, D. C.; -Charleston, S. C., and Columbus, Ga. - -The private institutions are divided into two groups: Hampton Institute -and Tuskegee Institute, with their large plants, constitute the first -group. They occupy a unique position, not only for their influence among -the schools for colored people, but also for the part they play in -determining the educational policies of the country. - -A number of effective movements for the extension of industrial -education have been organized within the past ten years. These movements -are the result of the cooperation of the Jeanes Fund, the Slater Fund, -and the General Education Board with the State and county departments of -education. Through this cooperation, State supervisors of colored -schools have been appointed in ten Southern States and county industrial -teachers are maintained in 131 counties of these and other States. These -agencies have organized home-makers’ clubs, encouraged the introduction -of industrial courses into the schools, and assisted in arousing public -opinion favorable to industrial education. - -No discussion of industrial education is complete without reference to -the late Dr. Booker T. Washington, who in this field attained world-wide -fame and brought more to the cause of all education, than any other -individual of this generation. His life history and the wonderful story -of Tuskegee, which he founded, are too well known to be given in detail. -But his influence was not limited to Tuskegee. He did more than any -other individual in teaching the world “that democracy’s plan for the -solution of the race problem in the Southland is not primarily in the -philanthropies and wisdom of Northern people; nor is it in the desires -and struggles of the colored people; nor yet in the first hand knowledge -and daily contacts of the Southern white people. Democracy’s plan is in -the combination of the best thought and the deepest sympathy and the -most abiding faith of these three groups working with mutual faith in -one another.” - -No more appropriate ending can be found to this section on industrial -education or the entire chapter on Negro education, than the beautiful -poem of Paul Lawrence Dunbar, written as a tribute to Dr. Washington: - - The word is writ that he who runs may read, - What is the passing breath of earthly fame? - But to snatch glory from the hands of blame— - That is to be, to live, to strive indeed. - A poor Virginia Cabin gave the seed. - And from its dark and lowly door there came - A peer of princes in the world’s acclaim, - A master spirit for the Nation’s need. - Strong, silent, purposeful beyond his kind, - The mark of rugged force on brow and lip, - Straight on he goes, nor turns to look behind - Where hot the hounds come baying at his hip, - With one idea foremost in his mind, - Like the keen prow of some on-forging ship. - -[Illustration: - - Y. M. C. A. BUILDING, KANSAS CITY, MO. -] - - - - - THE TRAINING OF CHILDREN - The Child an Imitator - - -Imitation is the basis of all education; it is instruction through -action. Especially so is this in the case of young children. The tiny -infant lying so snugly within his mother’s arms, knows nothing of the -“why and wherefore” of this world. It is content, and as long as its -physical wants are looked after, it matters not. Toward the ending of -the first year it begins to take notice, and we see the fond mother -teaching her darling to shake bye-bye, play pat-a-cake, and to throw a -kiss from his tiny fingers. All these gestures are mere imitations of -what he sees. He hasn’t the slightest idea of the meaning of it all. -Later the infant will imitate the noise of the “bow-wow,” the “moo-cow” -and he will do his best to “mew” like a cat. These, too, are imitations -of what he hears and are of importance in its development. - -An interesting story is told of a young mother who took great pains to -teach her first little one to lisp “Da-Da” at the approach of its -father. The mother succeeded admirably and the fond father never got -tired of hearing his little one utter this new name of his. What was -their utter dismay when one day a despicable looking tramp came to the -door and the little one insisted in holding out its arms to him and -fondly calling him “Da-Da.” We can easily see that the early knowledge -of a child is an imitation of what he sees and hears and you, watchful -mother, must always keep the watchwords, “what he sees” and “what he -hears” ever before you, and let it be the keynote of all early training. - -It is always interesting to watch children at play; more so when they -are playing “house” or some other amusement relative to home life. Have -you not noticed how the little girl will assume the manner and actions -of her own mother? Supposedly, the “dolly” has been taken suddenly ill -and the doctor has been sent for. It is a most critical case and the -little boy who is playing doctor will knit and pucker up his brow and -will imitate the solemnity and dignity of the professional man most -vividly. He even tries to make his voice lower and gruffer in tone, so -as to make the “doctor” more real. Yes, children in their play are prime -representatives of realities and are often good teachers in some -respects, for they are not only good imitators but good observers. - - - CHILD’S FUTURE MOLDED BY EXAMPLE - -Everything to a child is a model of manner, of gesture, of speech, of -habit, of character. Let these models be of the highest type. If we -would have fine characters we must necessarily present before children -fine models. The model the child constantly has in his mind’s eye is the -mother. She it is through the example she provides who sets the standard -for the child’s future. The child comes into the world with its plastic -mind open to all impressions and these it receives and retains by -outside forces. It is a very poor plan to take children to a theatre. -They cannot help but hear and see things which will cause them often to -imitate, and which may result in disaster. - -A true story is told of a boy, ten years old, who was taken by his -mother to see a show. During the play the audience was treated to an -exciting domestic quarrel on the stage. One of the characters, a young -boy, was supposed to protect his mother by shooting an intruder. The boy -was applauded by the audience, which plainly showed they considered him -a hero. Henry, for this was the boy’s name who was witnessing the play, -was carried away with all that he saw and decided that he, too, would -deal likewise to anyone who would harm his mother. Some weeks later a -peddler came to his mother’s house and insisted that she buy some of his -wares. She told him she didn’t care for any, but the peddler’s voice was -rather loud and he seemed very persistent. Henry, hearing it all, -thought the time had come to imitate the actor’s bravery. He turned to a -drawer, took his father’s pistol and without one moment’s reflection -shot the peddler, but, fortunately, did not kill him. This plainly shows -what imitation in the young mind can lead to. - -Example is far better than precept. In the face of bad example, the best -of precepts are of little use. Can you expect a child who constantly -sees before him ignorance, coarseness and selfishness, to grow up -anything more than the reflection of these faults? - -It sometimes happens that a child brought up under these circumstances -finds himself, in adult life, placed amidst other scenes. He immediately -sees the difference and compares his training to those around him. If he -is ambitious and wants to change his mode of life, he has to commence -all over again his work of imitation. He has reason with him now to help -him, yet he will at first find it uphill work; but when he succeeds, he -will be the much better man. Should a child when he reaches adult age -care not to pluck these traits from his character, he becomes at once a -rude, dangerous member to society and a grievance to those with whom he -comes in contact. - -Too much care cannot be taken in teaching the children the avoidance of -sham. This must especially be insisted on in the matter of dress. Most -all of us are fond of “fine raiment,” and we cannot help but feel that -appearances play an important part in life. It must be the avoidance of -imitating of finery and the adoption of the substantial in dress, that -we must teach our children. - - - GLITTERING IMITATIONS A SERIOUS EVIL - -In the matter of dress, girls are more influenced by its grandeur than -are boys, and the wise mother will do well to teach her daughter -simplicity in everything. Never allow her to wear imitations of precious -stones or jewelry. This is not only bad taste, but it is a bad habit to -form. Many a poor girl has fallen from grace just through the love of -glittering baubles. Teach her never to rouge her cheeks or use -cosmetics. If Nature has not given her a perfect complexion, she can -never get it by imitation. “You can’t cheat Nature,” but you can aid it. -Have her imitate God’s creatures by copying cleanliness, simple eating -and regular habits. She may not get a faultless complexion—few people -have this gift—but she can get that soft texture of skin, that buoyancy -of spirit, that brightness of eye with the soul showing through. Let -these be her models and the imitation will be of real worth. - - - GUIDANCE IN THE RIGHT DIRECTION - -While the imitation of dress and the lighter vanities of life are more -indulged in by the girl, the boy also is a decided imitator in other -weaknesses. A boy will imitate any quality which he thinks manly. Would -that the points they imitate deserved this name, but most of the things -they copy are those which will sooner or later, make slaves of them. How -early we see the tiny tot of three or four years placing a piece of -stick or anything which resembles a cigar, between his lips. Watch him -puff at it; see him imitate the strut of a man. This sometimes appears -comical, and the child is often prevailed upon to show how clever he is. -Alas, this is only the first attempt to imitate the manly arts, and if -not guided in the right direction his imitations may become a tragedy -instead of a comedy. - -By imitation of acts the character becomes slowly and imperceptibly, but -at length decidedly formed. Do not think, mother, that because your -child is young it cannot judge. In this you are greatly mistaken. -Children are very clever judges and especially do they see through any -inconsistency. They hear you say: “You mustn’t do thus and so.” What do -you think is in their childish minds when they discover you doing it? -Children do not appreciate the motto which the preacher gave to his -congregation: “Do as I say, not as I do.” No, indeed, they follow the -example. The precept is forgotten. - -The habits, which are our constant companions and followers through -life, are based on imitation. If good habits are to be formed, childhood -is the time to plant them. You cannot begin too early. The little tot -who sees her mother throw down her belongings cannot be expected to take -care of her playthings, nor, as she grows up, to be neat and tidy. Order -is Heaven’s first law and the successful mother will start with having a -place for everything and have everything in its place. - - - GOOD MANNERS AND SOCIAL ETIQUETTE - -The demeanor of a child is also a vast reflector of home training. You -cannot always teach morals by imitation, but you can the custom of -manners and social etiquette. In the primitive appetites of eating and -drinking, imitation is a very strong force. How easily a little child -will imitate the smacking of lips after some article of diet especially -enjoyed. How easily he comes to use his knife in conveying food to his -mouth, if he has seen this performance. How anxious he is to rush from -the table as soon as he has finished eating. These, and many other -breaches of good manners, I am sorry to say, come as a result of seeing -others do likewise. - -It is our duty to read up on all manners and customs of etiquette. The -mother must acquaint herself with all its details; then your child will -be a credit as well as a joy to his parents. - -One of the best illustrations of the power of imitation is in the way -the deaf are taught. The natural way of speaking any language is by -hearing; by trying to imitate the sounds which are made. In the case of -the deaf, they learn their expression of thought through imitation -entirely, the lips and gestures of the hands and fingers being the only -source of communication. - -We have learned that imitation is the sincerest form of flattery. So -long as this imitation is of sterling value, let us all become -flatterers. Let us flatter Love, which lightens labor. Let us flatter -Care by crowning and beautifying its rugged and repellant features. Let -us all endeavor to flatter the serenity of Life by being constantly on -the outlook for the foes without and the foes within—the “little foxes -that seek to destroy the vines.” - - - - - GIVE YOUR BOYS AND GIRLS THE OPPORTUNITY TO DEVELOP THEIR TRUE NATURES - - -The child must be encouraged to unfold. Its thoughts, its ideas, its -method of carrying out its ideas, its instincts and intuitions, in a -word, its genius must be brought forward, never suppressed. If the ideas -are wild, the play rough, the instincts perverse and the child is -unruly, the mother must seek ways to direct them. - -How can you judge the workings of that mind and soul? You must study -your little one’s motives, in order to pass a sentence on the act he has -committed. If your boy is noisy, rough, pugnacious, you may lay it to a -surplus of nervous energy that has no proper outlet. - -He is ungovernable perhaps, neither you nor his father nor the teacher -at school can manage him. What are you going to do? His father whips -him, but the youth is India rubber—he rebounds. The rod has not reached -his inner consciousness. The teacher keeps him in after school, and on -being freed, he rushes into a fight. You, his mother, are distracted, -for although he seems to listen to you, he pays little heed to your -commands. - - - DIRECT YOUR CHILD’S ENERGY - -What are you going to do with such a child? Send him to a reform school, -and ruin his life? Beat him until all the buoyancy has gone out of his -nature? Keep him in after school until he becomes irritable and nervous? -No, indeed! The best thing to do with a lively and unrestrained child is -to set his energies in a safe and sane channel. Teach him field sports, -open up for him the delights of the manual training room. Give him a -hammer, a few nails, a bit of lumber, a paste pot, some cardboard. Boys -love to work with their hands, so let your boy make things. He will like -to build stools and coat racks, boxes, broom-holders, anything that is -useful. That is one of the great secrets of bringing up a boy, make him -useful. He likes the little sense of power, the natural feeling of pride -that comes from a knowledge that he is of some consequence, that his -work counts. The boy who is taught to do something well, will not long -be unmanageable. - - - KEEPING THE BOY BUSY - -Supposing the boy is not to be directed at once into the enchanting -field of handcraft; supposing his mother has allowed him to run wild a -little too long or has not noticed that he was evincing signs of -lawlessness until the neighbors or teachers send home uncomplimentary -reports, what’s to be done? Try another tactic. See if you cannot -interest him in outdoor sports to a point where he reaches self-respect. -Baseball will do, a bat and a ball may help him to rouse the best that -is in your lad. Then let him help his father with chores, let him drive -the team to town, or sell a load of produce—nothing brings out a boy’s -incipient manhood like the thought that he is helping his “dad,” that he -can be depended upon, and held responsible for something really worth -while. - -I know a fine boy of twelve, the son of a store-keeper in a small -Georgia town, who is raising hens. He has forty flourishing Wyandottes, -a couple of dozen Leghorns and as many Buff Cochins. He has built a -substantial hen house, and fenced in a part of the yard. Friends and -relatives became interested in his enterprise and gave him suggestions, -the benefit of their experience, until now he is a thriving chicken -farmer. Last summer, he sold on an average of five dozen eggs a day. We -were among his customers, and we paid him thirty cents a dozen, his -regular price, which means that the twelve-year-old made $1.50 a day, or -$10.50 a week. Besides earning a little money he was having a lot of -fun. - -He had enough on his mind to keep him out of trouble, and enough on his -hands to work off the physical force that otherwise might have gone to -waste, making him an undesirable citizen. - - - ENCOURAGEMENT FOR THE BOY - -If your boy is mischievous, can you not make a merchant or a farmer or a -gardener out of him? It need not be his vocation. Let it be his -avocation, his hobby. Don’t shut him in, don’t keep him down; encourage -him to come out along life’s highway and show the world the sort of -stuff he’s made of. - -A very noble-minded woman of my acquaintance is suffering from the -effects of having been constantly restrained when she was a child. She -is in consequence, diffident, lacking in self-confidence, liable to -become the victim of a strong-willed person’s whim. She says that, as a -girl, all her natural instincts were put to scorn. Full of abounding -life, she loved to leap down the stairs, throw herself into her mother’s -arms, shout with laughter, sing at the top of her voice as she went -about her tasks. This was looked upon with horror by her sedate and -cautious parent. “Don’t run down the stairs,” her mother would say. -“Don’t laugh so loud!” “Don’t shout like that!” Don’t, don’t, don’t, -until the poor girl did not really know what she might do with impunity. -She was constantly being humiliated before visitors, and the joy in life -that might have been cultivated and utilized, nay, even glorified, was -driven quite out of her soul. Yet her mother was an excellent woman, who -meant to do just the right thing by that little girl of hers. She had -her own idea of what a young girl should be. This gay, hilarious -creature was not just what the mother desired. She had hopes of bringing -up a dignified, gentle, lady-like, delicate, feminine daughter rather -than a hoyden. What might not that mother have done had she but -understood the glorious material God had lent her to work with a little -while! - -If she had only realized that the quality she was stamping out was a -radiant, winged, rare, inspired and inspiring touch of nature springing -out of a fullness of life, a superabundance of health, she might have -made her child a queen among women, a leader, a creature admired and -adored. - - - THE SOUL NEEDS SPACE TO DEVELOP - -Instead, she accomplished not the dainty, refined model she set her -unwise hands to, but an anomaly, an unwieldy statue with the helmeted -head of Athene and the dancing body of Terpsichore. The mother can do -much for her child, but she cannot put her soul into the other body. The -child’s soul is its own. Inspirations and energies can be directed, that -is all. The soul must grow; it must develop, and for this it must have a -wide space. Do not bind the growth with a too compelling hand. Let -cooperation, not coercion, be the stimulus between you. - -The whole world is yours and your child’s, dear mother, therefore do not -cramp his mental or spiritual gymnastics. There are a thousand outlets, -a hundred thousand modes of expression. Find your child’s height and -depth; sound him, measure his capacity for learning, pleasure, pain, -work, and let him grow in beauty, wisdom and peace ever unfolding into -the Infinite. - - - - - DEVELOPING MORAL CHARACTER - - -The whole field of our obligation both positive and negative; that is, -the “I oughts” and the “I ought nots”; what we ought to do and what we -ought to avoid; our duty toward ourselves, our duty toward mankind and -our duty toward God, come to us through what we term moral or ethical -science. A mental construction having as its basis purity and duty. When -the moral nature is cultivated and developed it controls every action of -man, radiating from the individual to society and from society back -again to the individual. - -We study moral science in order that we may conduct ourselves properly -in all relations of life; that we may be inwardly pure and outwardly -moral; that we may be harmonious in our mental construction and in our -relations with the world. It is true that we may attain some degree of -morality without giving it especial study, just as we may live in the -world and perform the ordinary work of life without scholastic learning. -There is a natural desire for knowledge—we seek a rational account of -things. Moral science endeavors to give us this rational account of -moral conduct which we find everywhere in some form, to correct and -improve it, to elevate and purify our moral ideals. - - - HOME THE PLACE FOR STUDY - -We know of no more appropriate place for the practical beginning of this -most important duty than in the home. The influence of the parents’ -character upon the children cannot be estimated. Everything that we come -in contact with has a certain influence upon us. A man took a political -paper only to laugh at it, but he read the same theories over and over -until at length they became truths to him. As the constant dropping of -water will wear away the stone, so will constant association have an -everlasting influence upon the character. It may be changed—either -elevated or degraded—but it never can be destroyed. - -Every child is born with a natural temperament or disposition, which is -the product of two elementary factors. (1) Inheritance—those qualities -which are transmitted by nature from one’s ancestors and (2) maternal -impression—the impression made upon the plastic brain of the foetus. The -first comes from generations of ancestry, whereas the last is entirely -dependent upon the mother; the influence of what she sees, what she -hears and what she thinks. These qualities combine for good or for bad, -to influence the life of the child. - -Fortunate indeed is the child who is well born, but doubly fortunate is -he who may also be well trained. - - - IMPRESSIONS MADE BY THE EYE - -The home is the true soil for the cultivation of virtue. Mere -cultivation of intellect has little influence upon character. Most of -the principles of character are implanted in the home and not in the -school. Children are more apt to learn through the eye than through the -ear. That which is seen makes a much deeper impression on the mind than -that which is read or heard, and that which they see they will -unconsciously imitate. - -Notice the little mannerisms of your children. It may be a way of -walking, or a twist of the mouth or an accent. How easily you can detect -the origin! Therefore it behooves parents to place before their children -examples of character that as nearly as possible approach perfection. -Whatever benefit there is derived from the schools, the examples set in -the home are of far greater influence in forming the character of our -future men and women. - - - THE HOME THE SOCIAL CENTER - -The home is the center of social and national character and from that -source issues the habits, principles and maxims that govern public as -well as private life. Examples of conduct even in apparently trivial -matters are of great importance, inasmuch as they are to become -interwoven with the lives of others and contribute to the formation of -the character for better or for worse. - -We have first certain implanted principles of involuntary action. They -are the appetites which are tendencies toward things for bodily life and -continuance; the desires which are tendencies toward things necessary -for mental life and development, and the affections which are tendencies -toward social life and welfare. - -The appetites are cravings produced by recurring wants and needs -necessary to the body and are seven in number: hunger, thirst, sex, -sleep, rest, exercise and air—all of which are necessary for our animal -existence. The appetites play a strong part even in our social and moral -life, and they may be lifted up to a higher plane of moral action or -they may be drawn down to a mere brute impulse. Every gift of the body -and soul can be moralized for good. - - - APPETITE AS A FACTOR IN CHARACTER - -The higher moral attainment rests in and arises out of the physical -nature. The intellect and the moral structure can be no greater than the -foundation will allow. The appetites are attended by an uneasy sensation -which incites action. There is no moral quality in the appetites -themselves, as can be seen in the brute, but in man with his higher -gifts they become important factors of his moral character. They not -only impel him to action, but bring him into relationship with the -material world and with his fellowmen. - -The pleasures accompanying the appetite are legitimate and useful in -their proper indulgence, and are necessary to life and existence. The -child, naturally born, will soon display the uneasiness naturally -attendant upon the appetites and it is the duty of the mothers to supply -the needs in a careful, intelligent manner. A child may be so bodily -impoverished that he will become a moral degenerate, so we would impress -the greatest importance upon the bodily care of the child. - - - STORY OF THE TWO BROTHERS - -The case is recalled of a young mother who had two sons, the younger of -whom was a healthy, rosy little lad, while the elder was thin and -delicate. The healthy boy ate heartily of all that was served him, while -the delicate boy only ate choice bits of food and constantly indulged in -sweets. The mother praised the healthy boy and showed her disappointment -that the elder was not like his brother. Suddenly the family noticed the -thin boy was getting stouter and they all told him how pleased they -were, and the mother was beginning to feel very happy when to her dismay -she discovered that he had padded himself. Her heart was touched with -pity when she thought of the pathos in his little mind that prompted him -to resort to such measures. The boy was acting a falsehood in order to -meet his mother’s approval. This may have all been prevented had the -mother sought to ascertain the cause of the poor appetite and supplied -the remedy. Had she taken the time to explain to him food values and the -necessity of fresh air and exercise, seeing that he availed himself of -them, this desire to deceive would probably never have arisen. - -The appetite of sex bears the same relation to the continuance of the -species as the other appetites bear to the well-being of the body. The -family based first on natural love is essential to the existence and -development of man. Afterward paternal and maternal love are added and -then come all the wider affections toward mankind. - - - APPETITE MAY BE ACQUIRED - -We not only have the natural appetites but the acquired appetites, which -are related to desires but in their action they are like original -appetites. Artificial appetites may be inherited. This is especially -true in the case of the children of the drunkard, opium taker and -tobacco user. This is probably due to the effect upon the nervous -system, and it is, as a rule, for the effect upon the nervous system -that these things are taken. Or, they may be acquired by the -individual’s deficiency of self-control and a natural inclination on his -part to act the braggadocio or abandon, deluding himself that he is -acting manly, and endeavoring to create a like impression upon others. - - - THE PERIOD OF “COLTISHNESS” - -This disposition is always more or less present in children, and -particularly so in youth. It would appear in the minds of a great many -there is the necessity of a period of coltishness through which we all -must pass, and during which there would seem no help for us but a free -rein and copious mother-tears. As the world is growing wiser and better, -and as we all are coming to recognize this improvement of conditions, -these fatuous delusions are losing ground and now instead of it -appearing “big” to the child or youth to do those “smart” things, he is -beginning to realize that his standing in the community and the respect -which he wishes to command, must be governed wholly by the qualities of -manliness and gentility of which he is possessed. - -It is a failing on our part individually to look upon our own as good -and all others as bad, where there is a difference, and however -comforting this may be to us, we must face the question squarely—that -there is just about as much bad in one as there is in the other. The -scales may not always balance in such a comparison, but usually they -will very nearly do so. The virtues which are possessed by different -individuals may not always be the same, but they always make up for the -more or less patent deficiencies. - -For instance, our attention was once called to a very lovable young man, -weak in character and somewhat dissipated, who was so sympathetic that -he would show the deepest solicitude for the poor and helpless child, -the dumb brute in its sufferings, or the poor wounded bird. Had the -character of this young man been properly trained in the days of his -childhood, no thought would have been given by him to those things -resulting in dissipation, but that natural energy of young manhood would -otherwise have found vent, and have been a great good and a great -blessing. - - - SUBJUGATION OF THE APPETITE - -The appetites are not to be eradicated but to be restrained and kept in -subjection to their proper ends. The desires are in many ways analogous -to the appetites, hence the common expression we “hunger” and “thirst” -for knowledge, or power, or any of the so-called six original -desires—knowledge, society, love, power, superiority and possession. All -proper desires end in their proper objects and seek nothing more. We may -seek knowledge whereby we may control and elevate the natural qualities -we possess and make safe our influence upon others: or again we may seek -knowledge out of vanity for the means of display. - -Social life is the chief sphere of our activities and improvements, -without which the moral nature could not be developed. But then we may -desire society for purely selfish motives, as the child may seek a -playmate merely that he may himself be amused, not that he may give -pleasure to the other child. The disposition to be loved and esteemed -appears very early in childhood. It is considered a mark of bad -character to be careless of the regard of others. A moralist once said: -“A young man is not far from ruin when he can say without blushing, ‘I -don’t care what others think of me’,” and on the other extreme esteem -may be craved to such an extent that it may lead to hypocrisy and -deceit. - - - PROPER APPLICATION OF OUR DESIRES - -So on through the whole list of desires both natural and acquired, we -have the benefits of their proper application and the sorrows and -discomforts of their abuses. “Place even the highest-minded philosopher -in the midst of daily discomfort, immorality and vileness, and he will -insensibly gravitate toward brutality. How much more susceptible is the -impressionable and helpless child amid such surroundings! It is not -possible to rear a kindly nature, sensitive to evil, pure in mind and -heart, amidst coarseness, discomfort and impurity.” - -It is said that “the highest of our joys are found in the affections,” -but because the appetites and desires seem primarily intended for the -existence of our nature it does not follow that they are selfish. We -would never know that we needed to take food were it not for the -implanted appetite. We would never know that we needed to seek knowledge -were it not for implanted desires, nor would we ever be led to deeds of -love and sympathy were it not for the implanted affections. - - - SOWING SEEDS OF KINDLINESS - -Good and friendly conduct may meet with an unworthy and ungrateful -return, but the absence of gratitude on the part of the receiver cannot -destroy the self-approbation which compensates the giver, and we can -scatter the seeds of courtesy and kindliness around us at so little -expense. Some of them will inevitably fall on good ground and grow up -into benevolence in the minds of others, and all of them will bear -fruits of happiness in the bosom whence they sprang. - -Bentham says that “a man becomes rich in his own stock of pleasures in -proportion to the amount he distributes to others. Kind words cost no -more than unkind words. Kind words produce kind actions, not only on the -part of him to whom they are addressed, but on the part of him by whom -they are employed; and this not incidentally only, but habitually, in -virtue of the principle of association. It may indeed happen that the -effort of beneficence may not benefit those for whom it was intended, -but when wisely directed it must benefit the person from whom it -emanates.” - -A well-known author tells a story of a little girl, a great favorite -with every one who knew her. “Why does everybody love you so much?” She -answered, “I think it is because I love everybody so much.” This little -story is capable of a very wide application; for our happiness as human -beings, generally speaking, will be found to be very much in proportion -to the number of things we love, and the number of things that love us. -The greatest worldly success, however honestly achieved, will contribute -comparatively little to happiness unless it be accompanied by a lively -benevolence toward every human being. - - - RESENTMENT AGAINST INJUSTICE - -Then we have with the kindly affections the defensive -affection—resentment, the spontaneous uprising of our natures against -harm and injury. It meets impending danger in an instant—not only -personal danger, but is present in our relations with others; as the -mother repels harm from her child. The resentment against wrong and -injustice should be taught as a righteous and noble attainment, but the -abuses are equally dangerous. - -The mother will do well to explain to the child the different qualities -of this attainment. That quality which will protect him from wrong and -injury and which is excited by cruelty and injustice on the one side, -and on the other side the abuses which are passion and peevishness. -Teach him that the giving away to sudden fits of anger stamps him as -being ill-bred and peevishness is a sign of weak character; both of -which are diseases that if not cured will tend to destroy the moral -structure. - -There is more virtue in one sunbeam than a whole hemisphere of clouds -and gloom. Therefore, look on the bright side of things. Cultivate what -is warm and genial—not the cold and repulsive, the dark and morose. -Don’t neglect your duty; live down prejudice. - - - THE JOYS OF CHEERFULNESS - -Cheerfulness! How sweet in infancy, how lovely in youth, how saintly in -age! There are a few noble natures whose very presence carries sunshine -with them wherever they go; a sunshine which means pity for the poor, -sympathy for the suffering, help for the unfortunate, and benignity -toward all. How such a face enlivens every other face it meets, and -carries into every one vivacity, joy and gladness. - -At the same time, life will always be to a large extent what we make it. -Each mind makes its own little world. The cheerful mind makes it -pleasant, the discontented mind makes it miserable. “My mind to me a -kingdom is,” applies alike to the peasant and the monarch. Life is, for -the most part, but the mirror of our own individual selves. - - - PRINCIPLE AND CONSCIENCE - -The true character acts rightly, whether in secret or in the sight of -others. That boy was well trained who, when asked why he did not pocket -some pears, for nobody was there to see, replied: “Yes, there was; I was -there to see myself; and I don’t intend ever to see myself do a -dishonest thing.” This is a simple but not inappropriate illustration of -principle, or conscience, dominating in the character, and exercising a -noble protectorate over it; not merely a passive influence, but an -active power regulating life. - -Such a principle goes on molding the character hourly and daily, growing -with a force that operates every moment. Without this dominating -influence, character has no protection, but is constantly liable to fall -away before temptation; and every such temptation succumbed to, every -act of meanness or dishonesty, however slight, causes self-degradation. -It matters not whether the act be successful or not, discovered or -concealed; the culprit is no longer the same, but another person; and he -is pursued by a secret uneasiness, by self-reproach, or the workings of -what we call conscience, which is the inevitable doom of the guilty. - - - WILL DISTINGUISHED FROM CONSCIENCE - -We have within us that controlling element or power known as the will -which should be distinguished from mere impulse, and which gives us the -ability of passing upon and determining suggestions made to our mind and -of allowing or disapproving the thought or possible impulse which gives -them use. Will is distinguished from conscience in that it marks the -determination and lends the force which makes conscience potent, drawing -us nearer to the perfection which self-denial and self-control create -and, let us hope, to the end— - - “That God which ever lives and loves, - One God, one law, one element, - And one far-off divine event, - To which the whole creation moves.” - -“The great end of training,” says a great writer, “is liberty; and the -sooner you can get a child to be a law unto himself, the sooner you will -make a man of him. I will respect human liberty in the smallest child -even more scrupulously than in a grown man; for the latter can defend it -against me, while the child cannot. Never will I insult the child so far -as to regard him as material to be cast into a mold, to emerge with the -stamp given by my will.” - - - DUTY BEGINS IN THE HOME - -Duty embraces our whole existence. It begins in the home where there is -duty which children owe to their parents on the one hand, and duty which -parents owe to their children on the other. There are in like manner, -the respective duties of husband and wife, of employer and employee; -while outside the home there are the duties which men and women owe to -each other as friends and neighbors. - -May it be borne in mind that the first seven years of training, in a -child’s life, is of such importance as to leave its impress on the -character throughout all the coming years. Lyman Abbott says: “Training -is the production of habit. Actions oft repeated become a habit; habit -long continued becomes a second nature.” - -If gentleness and kindliness born of love is given to the child, at the -same time forgetting not that kind firmness which guides the child’s -life aright; demanding and exacting an immediate and implicit obedience -to your instructions and directions, using whatever patience and -firmness may be necessary to compel such obedience—then has the parent, -and only then, accomplished that beginning and foundation of character -building which will send their children forth to bless the world, and -crown you with glory. - - - - - REVERENCE AND RESPECT - - -“Life is the wonder of wonders.” We can neither create it nor can we -comprehend its mystery. From the sun worshiper of the East to the red -man of the West, from the philosopher to the child there is in him that -natural inclination to bow with reverence to that all majestic, all -powerful source of this which we call life. “The greatest harm one may -do in life is to destroy it.” - -The child has a natural tendency toward destruction, which we often see -illustrated in the youth whose chief pleasure is obtained by pulling up -the wild flowers and shrubs. He says, “they do not suffer.” Possibly -not, but they have been a means used to decorate and beautify the earth. -To destroy them for amusement is an insult to the great Creator, and is -also hardening his own heart. He will not long be satisfied to trample -upon the rose or crush the lily, but will want to torture living things -that will cry out with pain. When he has robbed the bird’s nest, -mutilated the toad and tied the tin can to the dog’s tail, he will then -turn to his fellowman to satiate his cultivated taste for cruelty. The -attack upon the flowers was only the preliminary act to destroy his -sympathy, love and pity. He has forgotten the law, “Thou shalt not -kill.” - - - EVIL EFFECTS OF BAD EXAMPLE, ETC. - -To spoil another’s life is almost as grave an act as to take it from -him. Each one of us in a way holds the health and happiness of others in -his keeping, and by bad example, ill-treatment or injustice may make -life to some one so undesirable that death would be a pleasure. Many -children have been made nervous wrecks by the mockery and cruel tricks -of their companions, and many parents and teachers have had their health -and happiness seriously impaired by disobedience and disregard. Life is -forever imperiled by the wickedness, ignorance and thoughtlessness of -those who, in their childhood, failed to receive the instructions due -them by those who were responsible for their future being. - -As a counterpart to this disposition of destruction we have in our -nature a gentle, sympathetic tendency which will respect life and -development and will guide us to its protection and care from the -dropping of the seed to the harvest. Pity must be aroused when we see -life endangered, not only at the misfortune of humanity, but even the -wounded bird or the flower crushed by the storm should bring a -responsive heart-throb. - -Teach the child to straighten the broken flower and to replant and -gently press the soil around the uprooted shrub. Notice the pleasure he -will experience when the flower revives and the shrub takes root. How -much greater will be his pleasure to minister to some living thing. Help -him dress the broken wing of the bird and warm the chilled kitten; with -what eagerness he will work only that they may recover. - - - LOVE, HONOR AND REVERENCE - -He has then learned to join to pity those activities which constitute -mercy. It will then be an easy matter for him to care for the sick and -infirm, to see for the blind, to hear for the deaf and to walk for the -lame. Let them lift the burden from the shoulders of the aged who have -“blazed the trail” and made possible our present benefits. To them all -love, honor and reverence is due. It is said, “old men for counsel, -young men for action.” Necessarily, the old engineer who has been going -over the road for many years knows more of the dangerous grades and -uncertain curves than the strong young man who is to take the throttle -from the trembling hand, and who will be assured of success if he has -learned the lesson of wisdom in respecting the counsel of the aged. - -It is a mistaken idea to shield children from all knowledge of misery -and suffering. It is not those who are blinded to suffering who -experience the greatest amount of joy in life, but the acme of joy comes -to those who have relieved some suffering. It is not always possible to -do great acts of charity, but it is an easy matter to give the kind word -or smile that may turn the tide which will convince some one that life -is worth while. It has been our experience that children may be taught -the elementary principles of nursing to a very great advantage. The -knowledge of diet and hygiene enables them not only to care for others, -but is applicable to their own bodily needs. The quiet step, the gentle -voice, the self-control necessary to the care of the sick, and the -respect due the physician and patient, are all good lessons in his early -moral and mental training. - - - CHINESE RESPECT FOR PARENTS AND AGED - -We must confess that the Chinese hold a higher regard for their parents -and the aged than we do. They look upon the Western custom of the son’s -coming of age and going out into the world without regard to his -parents, or they for him in many cases, as behavior fit for the brute -and not fit for human beings. With them, as the parents are held -responsible for the conduct of the child, so the child is responsible -for the credit of the parents. - -All children cannot be clever or highly intellectual, but they may all -be well trained and unselfish. A child should be taught in a mannerly -fashion and not in accordance with a story told of a mother who was -taking her well-beloved child, Tommy, to a Christmas-tree entertainment -given in a public hall. At the door of the hall she said: “Tommy, mind -your manners; smile and look pleasant, or when I get you out again I -will break every bone in your body.” As the mother is rude to her child, -in like degree she may expect rudeness from the child. A child has a -right to civility as well as the adult. General Garfield said: “I never -pass a ragged boy in the street without feeling that one day I might owe -him a salute.” - - - RESPECT IN THE SCHOOL ROOM - -There is no surer way to teach a child to respect himself than to -respect him. Trebonius, a great schoolmaster, upon entering the -school-room was wont to lift his hat and say: “I uncover to the future -senators, counsellors, wise teachers, and other great men that may come -forth from this school.” There is no place where the respect of children -is more potent than in the school-room. The teacher who so respects -them, will in return receive that reverence and love which will make -labor pleasure instead of toil. - -There is no greater indication of rudeness and ill-training than too -great familiarity with any one, more especially to those in higher -official positions. A young man was asked why, as he had a preference -for the army, he did not seek to become an officer. He replied: “I would -not like to have to salute a superior officer.” A young man of this -description would not be of value in any profession or to society. It is -not the individual that we salute, but the commission of the superior -officer. Every rank in life has its distinctive dignity, so we should -insist upon that respect due our position, at the same time not -forgetting the respect due others in both private and public life. - - - LOVE AND REVERENCE FOR ONE’S COUNTRY - -We cannot impress too early on the child’s mind the love and reverence -he owes to his country. The superior merits of her institutions should -always be present in such teachings so that the child always would -recognize the best under the flag which stands for his welfare and -protection. Regardless of the respective merits of different -governments, let none be greater than his own so that the child will -learn always to defend and maintain the honor and dignity of his -country. - -The essential condition to be aimed at in home life should be that as -the child grows up there be no question of fear, and that if the parents -are to do the most for their children and are going to get the greatest -amount of pleasure and comfort for themselves from them, there must be a -spirit of perfect respect and kindly comradeship. Parents and children, -to use the common but most expressive phrase, should in the best sense -of the term be companions. - -The laws of this and every civilized land teach respect for the property -of others, the justice, not the penalty which commands due respect. But -respect for the opinions and views of others—this is a virtue that needs -be inoculated in your children’s minds early. It is closely connected -with charity. In teaching this form of respect impress upon them the -great difference in people. No two persons see or think exactly alike. -The world would be monotonous were all of its people the same in thought -and expression. It is always well to remember that, “it takes all kinds -of people to make a world.” Respect for parents, for strangers, for the -aged, should be instilled in the mind of every child. Explain to them -that, “respect for others’ views is the surest way of winning them to -your own.” Reverence for things sacred always helps to brighten the way. -The reverence with which a little child kneels at his mother’s side is a -beautiful sight. Respect for the mother’s teachings and reverence in the -worship of God through her implicit faith in a higher power. Reverence -and respect go hand in hand. “As ye measure to others, so in like manner -shall it be measured to you again.” - - - - - DUTIES OF CHILDREN TO THEIR PARENTS - - - CHILDREN SHOULD SHARE IN DUTIES - -Let the children share in the duties of the home. Even while very young -there are many steps that a child may save the mother. Let them do the -little things, such as bringing mother’s work basket or having something -ready for father’s comfort when he comes home from the day’s work and -care. Gradually, as they grow, let the tasks gently shift over to the -young shoulders. It results by so doing in the mother always finding -time to be the companion of her husband and children—and that they will -appreciate. - -The prospective and nursing mother should receive especial -consideration. It should be known and recognized that her requirements -for wholesome food, and above all wholesome surroundings, are necessary -for the normal development of her child and for her own physical safety. -How can she,—perhaps already a mother of several children, have the -needed rest and time to read or walk in the fresh air, unless the family -co-operate with her? It is so easy for the husband to direct the -children at these times and at all times, as to the care the mother is -deserving. We know a gentleman who, as a judge, has never had his -opinion on legal questions reversed, would commonly, after dinner, when -there was no help in the house, lead his wife to an easy chair, -affectionately express his and the family’s appreciation of the fine -dinner that they had all enjoyed and turning to their son, would say: -“Come, son, we must wash the dishes; we would not be very appreciative -were we to permit mother to work longer today.” Some would say that such -work is not in keeping with his august position. Be that as it may, one -fact remains: He has taught his children to care for their mother in -such a way that there will never arise any questions as to her position -or her rights. - - - COURTESIES DUE THE MOTHER - -In this same manner the children can be taught that mother will remain -happier and younger if she is given the assurance of their love and -thoughtfulness by the occasional remembrance of a desirable gift, a -book, or a pretty bouquet of flowers. They may be wild flowers, gathered -by your own hands. So much the better. The little gifts of labor are so -much the sweeter. Then there is mother’s birthday to be remembered by -little offerings of love from the family. They do not remind her of -advancing years, but count each year a pearl; each pearl a prize. On her -wedding anniversary the husband brings to his sweetheart wife some gift -as a lover’s token. So as time passes, each year the vows of their youth -are renewed and the bonds between them sustained. - -The most practical appreciation of love and worth that a woman may show -her husband—the provider of her family—is the careful consideration of -the best interest of the family. Eventually the man who receives such -sympathy and help will find his life being purified and strengthened. - - - MOTHER SHOULD BE CONFIDED IN - -There is not much that can be achieved in the world without knowing -conditions and requirements. So it is with the home. The family cannot -enjoy the sympathy of the mother without giving her their confidence. -The husband who confides his financial affairs to the wife will seldom -fail. Let her know the amount and source of his income; let her feel -that she is his partner and that a portion of his income is hers, and -there will be little danger of financial failure or domestic -unhappiness. - -A mother’s success with her family depends upon how much she lives in -their lives and experiences; the interest she takes in each day’s -effort. Even though she cannot go with them she can enjoy their feelings -and live them all over again with them in the home. The habit of telling -mother everything which has happened during the day is not only a great -safeguard to the children, but the mother may live over her childhood -days of dolls and toys, and may enlighten her mind by reading and -studying with her bright boy and girl; may even dream the sweet love -dreams all over again as with a gentle hand and sympathetic heart she -guides her children to a life of safety and happiness. - - - THE DUTIES OF HUSBAND AND WIFE TO EACH OTHER - -The mother’s rights are real and comprehensive. They are something not -to be disputed. Hers are the greatest in the family. These rights her -children may not in early youth be able to fully realize, but these she -must teach to them simply and must insist upon. She has rights, very -clearly defined, to be accorded by her husband, and if he hesitates she -is most unfortunate and he is most unworthy. Her dues from him are the -greatest of all. They are the greatest in the world. If she has borne -him children she has done for him the utmost that one human being can do -for another. She has, literally, given him herself. Well has it been -said that a man’s duty to a faithful wife can never end while life -lasts. “When she consented to be his helpmate and to virtually transform -every organ in her body that his lineage may not die out, that he may -have children, healthy, happy and able, she has done more for him than -he can ever repay in a lifetime of service. She has taken the chance -gladly and risked her life for him.” Under what more tremendous -obligation could she place him? She has established a right which covers -all things. - -These greatest rights—those of the mother from the husband—are so -numerous, so all-comprehending, that they cannot be given in detail. -They imply simply that he should look upon her as a part of himself and -show it instinctively and as a matter of course. She has the right to -claim from him that he should always be to her as he was before -marriage, save that the relationship is closer and more familiar. What -proportion of husbands remember this? How often does there come a time -after marriage when the husband forgets that they are one? How often -does he show unmistakably that he thinks his family is a drag upon him, -that he is bearing a burden, that he deserves especial credit for -bearing it and that what he pays out for family expenses he is “giving?” -There would be short work were he to assume such an attitude toward his -partner in a business venture, yet he is, literally, in partnership with -his wife in the greatest business this life affords and that she put in -by far the greater part of the capital in the beginning! - - - AS TO FINANCIAL OBLIGATIONS - -If there be anything a wife has a right to be fiercely sensitive about -it is absolutely necessary money, according to the standard of living -which may have been adopted. What wonder that she should feel grief and -resentment when this money is doled out to her as if it were a “gift,” -and not infrequently with grudgingness and reluctance and captious -words! It is no “gift.” It is no concession. Except when beyond the -ordinary requirements of living, within the limit of his means, no man -ever “gave” his wife anything. He is simply meeting a wise obligation he -has assumed and the manner in which he meets it may be said to afford a -fair estimate of the standard of the man. This applies equally to the -man of business affairs, to the farmer or to the workman. - -To say just how the wife and mother shall assert this right in the -matter of money is difficult to say. She should not have to assert it. -It is a delicate matter and must ever be between the two, but is -referred to here at some length because it is the cause of so much -needless unhappiness—this heedless disregard for one of the mother’s -rights. - - - REGARD, PROTECTION AND CONSIDERATION - -This matter of being placed under no personal obligation, even implied, -is, however, but a specific illustration of one of the rights of a good -wife. Her rights are first in all directions. Her rights include the -utmost limit of protection and consideration and regard from all about -her, and they are granted readily in the household where affection and -intelligence prevail. She should not be the one to think of her -rights—the good mother rarely is—but those about her—the husband first -and all the time—should be the ones to see to it that they are guarded -with all jealousy and fairly thrust upon her if she neglects to take -them. - -It is the mother’s right that what she is doing every day should be -appreciated and that she should be assisted in every manner possible. -She can never be fully repaid, for hers is the one position requiring -constant care and sacrifice, but her burden can be made as easy as -possible, and that will more than satisfy her. A wonderful creature is -the mother. - - - MOTHER THE HIGHEST TYPE OF HUMANITY - -A broader right of the mother,—and this is one which she may with all -propriety assert herself, as she is beginning to do wherever the best -and highest thought prevails—is that she is looked upon by the world as -being the highest type in example and in fruition of all humanity. She -is the extreme of what God has made in human beings of the one who is -carrying out, better and better with each age, the wonderful scheme of -creation and evolution. She is no longer the mere beaten bearer of her -species. She is the keynote; she is the producer and hers is the first -guiding hand. - - - - - THE FUTURE OF THE CHILD, THE FUTURE OF THE RACE - - -The future of the child is the future of the race. What the future of -the child shall be depends altogether upon the men and women of the -present. What thus becomes our vast responsibility is plain to see. It -rests, not upon parents alone, but upon the whole community. - -There is no greater problem before thinking and aspiring humanity and, -certainly, no finer one than that of making the growing generation what -it should be and there is, as assuredly, none which appeals to us with -such overwhelming force, both with regard to our own welfare and the -welfare of those who fill our hearts and in whom our hopes are centered. -It is one involved alike in the parental instinct and that of -patriotism. Our children must be so reared as to develop into good sons -and daughters and good citizens as well. The keynote of all progress and -advancement in the good of the world is centered here. Each generation -should excel the one preceding it, and can be made to do so if the -parents of today and the communities of today are not neglectful. Always -today must be determined the nature of tomorrow. Parents and governments -have a glorious responsibility bestowed upon them. They determine what -all coming history shall be, what shall be the future of any nation and -the degree of the world’s happiness. - - - HOME LIFE A JOYFUL OCCUPATION - -In developing the intelligence of the children the home may be made a -place of delightful occupation while they are becoming wiser. Every home -should be equipped with a little working library of reference books, -always accessible, including a Bible, a dictionary, an atlas and a good -encyclopedia, if possible. Then there is something to do with. Nothing -delights a child or a group of children more and nothing is more -profitable to them, than a search for information on some doubtful or -disputed point. Rightly used, these times of search, with the father or -mother as a guide and assistant, are of infinite value in developing a -spirit of investigation and, not only that, but one of comradeship -between parent and child. They are chums together in a common study, -looking for “the why and wherefore of things.” - -The parent, however, as the head of the class, should endeavor to be -competent to lead. In fact, it is only by keeping abreast of what is -finest in the world’s advance can one become a companion really good -enough for one’s children. What a maker of all that is worth having the -home is in a thousand ways! - - - NEED OF CARE AND WATCHFULNESS - -No, the work of rearing children as they should be reared is not so -difficult, if there be care and watchfulness enough. Therein lies the -need. Wishing lovingly and earnestly to do a thing is one matter; -knowing how to do it is quite another. Constant, unfailing study and -“thinking out” of things by a parent is a necessity. There are no two -children in the world whose needs are just alike. - - - - - THE WAY TO PERFECT HEALTH -The Human Body and How it is Made—How to Take Care of Yourself—Rules for - a Long and Happy Life—General Information - - -If the question were generally asked, “What is the most important factor -in the happiness of mankind?” spiritual matters not to be considered in -the query, it is safe to say that a tremendous majority of all the -intelligent people of the world would reply, “Health.” - -Indeed, almost all the other conditions of real importance in life -depend more or less on health, and with health as a possession almost -all misfortunes can be overcome or borne with patience. Wealth, for -instance, is of very little consequence in comparison with health. -Without the latter there can be little real enjoyment of the former. -Without wealth, however, health can assure true happiness, and it is, -indeed, one of the most serviceable factors in enabling one to add -wealth to his possessions. - -With these facts clearly recognized as they are, it is not strange that -intelligent men and women more and more give their attention to the -welfare of their bodies. In the most highly civilized countries the -advance of scientific surgery and discoveries in medicine are hailed -with the greatest applause. In such countries the subjects of sanitation -and hygiene are given the closest attention, not only by students and -scientists, but by every thoughtful individual. It is being recognized -that there is no great and impressive mystery about our physical natures -by virtue of which we escape responsibility for guarding our own health -in every reasonable way. The thing to do is to keep well if we possibly -can, and when we fail, give the best attention possible to repairing the -damage. - -The one who should neglect the well-known principles of hygiene, because -of faith that a good doctor could cure any resulting sickness, would be -no less than a fool. The one who gets wet on a stormy day, fails to -change his clothes, neglects the cold which follows, contracts pneumonia -and dies, is not “removed by an all-wise Providence,” as so many -resolutions of sympathy declare, but by his own folly. It is unjust to -blame a wise and beneficent Power for such results. The household that -suffers from typhoid, when drinking well-water drained from its own -cesspool, needs sympathy, indeed, not only for the sickness but for the -stupidity that placed the well and the infection side by side. - -Thus it is that, in arranging the order of subjects in this book of -practical information for everyone, it was readily decided to discuss -this subject with considerable detail. Household recipes and suggestions -appeal specially to women; stock, farm and orchard come within the -province of men; but health, hygiene and the kindred subjects command -attention with equal force, from man and woman and child. - -Anyone who adopts the policy of “getting all the money he can, and -keeping all he can get,” is certain to make himself obnoxious to all -about him, and in the end to become very miserable as an embittered, -soured and friendless man, a failure in life, however wealthy he may -become. But the one who chooses the policy of getting all the health he -can and keeping all he gets, will have a very different tale to tell. -Regular habits, careful living, sunny disposition, a clear head, a -bright eye, a sound mind and a sound body give one a cheerful outlook on -the world, enable one to use all his energies to the best advantage, -guarantee that he will have real friends, assure happiness, and make of -one a genuine success in life, whether with or without the prosperity -that is very likely to accompany such qualities. - -And what does it involve, this intelligent effort to acquire and retain -good health in these bodies of ours? - -We have here at our disposal a marvelous and complicated machine, -perfect in design, and imperfect only through some inherited fault or -weakness of our ancestors. Most of its processes are automatic, though -some are deliberate, or voluntary. The automatic processes themselves -may fail to operate, however, through some carelessness of our own in -details that we must attend to of our own will. When the voluntary -processes are continued with great regularity, they become so habitual -that they may be considered almost automatic themselves, and in this -state of affairs the whole machine is operating to the best advantage, -and will receive no injury except from some outside cause. - -This wonderful machine must breathe—an involuntary or automatic -action—but it must have pure and wholesome air, day and night, which is -to be made sure only by our own care and voluntary action. It must be -well nourished by proper food, obtained, selected and prepared by our -own voluntary effort, but the food then is assimilated into our strength -and support by the automatic and involuntary processes of digestion. So -it is through a long list of details which might be named, that the -machine of our body is kept in running order—in health, as we say—by a -combination of voluntary and involuntary processes, the latter depending -on the former in high degree for their success. All of these details are -simple enough in themselves when studied a little. - -In normal and wholesome surroundings, such as, fortunately, most people -in this country enjoy, it is an easy matter to avert disease by proper -care, and to bring the system into such condition that in the event of -sickness the ailment can be thrown off readily by proper attention. -Carelessness of habits not only makes the individual more liable to the -outbreak of disease, but weakens the power to combat the disease after -it has once gained a hold. - -This chapter is not primarily a medical work in the general use of that -term. That is to say, it does not go into the scientific and technical -details of physiology, nor yet the description and treatment of every -disease, simple or otherwise. Until all persons are educated in disease -and medicine, the very best advice that can be given in the event of -serious illness is—Call a competent, progressive, educated physician as -promptly as possible, and yield absolute obedience to his instructions -and treatment. But these instructions will include details of nursing -and diet, general care of the health, and other things which are of -great importance in assisting the work of the doctor. He will welcome -the evidence of knowledge of such things which can be gained from this -practical book. Furthermore, for an intelligent understanding of the -human body, how to keep it in health, and how to treat its simple -ailments, and the emergencies of all sorts that demand quick attention, -this department of the present work is confidently offered to the -reader. - - - THE HUMAN BODY AND ITS CONSTRUCTION - -Let us now look briefly at the construction of the human body and the -duties which its various parts are intended to perform, after which we -will take note of the methods of preserving health in general, and the -diseases and injuries which must be guarded against. - -First, some explanations of the terms used in these connections: We -divide all nature into three classes of objects, those belonging to the -Animal, Vegetable and Mineral Kingdoms, and all things belong in one or -another of these. They are also divided into organic and inorganic -bodies. The first are those having organs by which they grow, such as -animals and plants. Inorganic bodies are those which are without life of -their own, such as air, water, stone and the like. All inorganic bodies -are included in the mineral kingdom. Those organic bodies which have no -power to feel are included in the vegetable kingdom, and those which -have the power to feel form the animal kingdom. There are things in -nature which are so close to this dividing line that even scientists -disagree as to whether they belong to the vegetable or animal kingdom. - -The parts of an organized body, such as the mouth or the foot of an -animal, the root or the leaf of a plant, are called the organs, and the -work which an organ is intended to perform is called its function. The -material out of which any organ is composed is called tissue, and in the -human body, for instance, at least six different kinds of tissue are -found, forming the various organs. We will speak of the various solids -and fluids of the body by name, only in connection with their ailments -and their care hereafter. The tissues themselves are composed of fifteen -of the sixty-five chemical elements, or simple substances, known to -exist in nature. - -The various organs of similar structure and common purpose found in the -human body, when taken together, are called a system. - -These are the Osseous System, the Muscular System, the Digestive System, -the Circulatory System, the Respiratory System and the Nervous System. -The Osseous System means the skeleton, which gives shape to the body and -supports it, enables us to move and extend our limbs, and protects the -delicate organs from injury. The Muscular System is the flesh of the -body, forming a pad or covering around the bones, and thus also serving -as a protection, in addition to producing at will the motions of our -limbs and the controllable organs. The Digestive System is composed of -those organs which receive, transmit and dispose of our food, separating -the waste matter from the useful, and giving the latter to our -nourishment and strength. The mouth, the stomach, the intestines, and -various other organs are included in this service. - -The Circulatory System includes the heart, the arteries, the veins and -the capillaries, those organs which transmit and purify the blood, -building up all other organs by this essential fluid which is life. The -Respiratory System is that which transmits the air and makes use of it -in the body for purifying the blood, thus including the lungs, and the -passages and valves which lead thither. The Nervous System is that part -of the organism by which the different parts of the body are controlled -and caused to work together, and through which mind and body are -connected. The brain, the spinal cord, the nerves and the ganglia of the -nerves are the organs of the Nervous System. They have been compared -most appropriately to an intricate telegraph system, of which the brain -is the head office or directing intelligence, the spinal cord is the -main line, the nerves are the wires running to every station, and the -ganglia are the stations themselves. - -In addition to these general systems which have been named we must take -note also of the skin, which covers the whole exterior of the body; the -mucous membrane, which covers the open cavities and lines the organs; -the urinary organs, which separate and discharge the liquid waste of the -body and thus are akin to the digestive system; and the organs of -generation and reproduction by which the race is perpetuated. - - - PROPER FOOD AND ITS IMPORTANCE - -To keep all of these various tissues and organs in health, as has been -suggested heretofore, we must be properly nourished by the most suitable -food. It is of prime importance, therefore, to know the true value of -foods in order that we may select wisely. To a higher degree than is -commonly realized, our physical welfare depends on this matter. We are -not speaking here of food for the sick, but of food for the well, not of -special delicacies, but of the every-day food of the average household -the practical subject for the practical man, woman or child. Let us see -what we may learn from the researches of the wisest students who have -considered the subject. It is not necessary here to go into the chemical -analysis which has proved the following facts, for facts they are. They -may be accepted absolutely as safe guides, with the assurance that only -benefit can result. - -The popular division of foods into animal and vegetable is neither -scientific nor satisfactory. Not that it is a matter of indifference -whether man lives on a purely animal or purely vegetable diet or on one -derived from both kingdoms, but the differences depend not on the source -whence the foods are obtained, but on the proportions in which the -various food elements are combined, and on the digestibility and other -special properties of the foods selected. The materials supplied in the -form of food, and digested and absorbed by the body, are partly employed -for building up growing organs and making good the wear and tear—the -loss of substances—which they are constantly undergoing, and partly as -fuel for the production of heat and of energy. - -Speaking roughly, raw meat of ordinary quality consists of water -seventy-five per cent, albumen and nitrogenous matters twenty per cent, -and fat five per cent. Although meat becomes more tender by keeping, it -is more wholesome while fresh, and freshness should not be sacrificed -for a tenderness really due to the beginning of decomposition. The flesh -of mature cattle, that is, four or five years old, is more nutritious -than that of younger ones. It is a matter of experience that beef and -mutton are more easily digested than veal and pork. Veal broth, however, -contains more nutritious matter than mutton broth or beef tea. Poultry -and wild birds, if young, yield a tender and digestible meat. Fish vary -much in their digestibility, salmon, for instance, being utterly unfit -for weak stomachs. Crabs and lobsters are notoriously indigestible. - -Milk is the sole nourishment provided by nature for the young of man and -beast, and contains all food stuffs in the best proportions for the -infant’s needs. But milk alone is not adapted to the adult. Supplemented -by other food, however, it is invaluable and not appreciated as it ought -to be. Cheese is highly nutritious, but not very digestible. Eggs -resemble milk in composition, except that they contain less water. The -nearer raw the more digestible they are, and the yolk is more so than -the white, which, when hard boiled, is the most indigestible form of -albumen known. The addition of eggs to baked puddings is of questionable -utility, and next to a raw egg, well beaten, in milk or water or in soup -or beef tea, not too hot, a light boiled custard is the best form for -invalids. - -From the earliest ages the grains or cereals have formed a portion of -man’s diet. Wheat has always been the most esteemed, and some varieties -of it may be grown in every climate except the very hottest and coldest. -Barley, rye and oats may be grown much farther north, but are less -digestible. Oatmeal cannot be made into bread, rye bread is rapidly -being displaced by wheat, and barley has almost entirely fallen into -disuse, except for the purposes of the brewer and distiller. In the -tropics rice is the chief cereal. It consists almost entirely of starch, -and is thus unfit for bread making. Our own corn, which we inherit from -the Indians and have immensely improved, is of all the cereals the -nearest approach to a perfect food. - -Among roots the potato holds the most prominent place. Potatoes are -wholesome only when the starch granules, which compose them, are -healthy, as shown by their swelling out during boiling, bursting their -covering, and converting themselves into a floury mass, easily broken -up. They contain from twenty to twenty-five per cent of nutriment, but -this is almost entirely starch, and as a food in combination with meat, -cheese or other vegetables, they are not equal to rice. Parsnips, beets -and carrots are wholesome and nutritious, and should be used much more -than they are. Turnips are not so valuable. Cabbages and their kindred -have but little food value, although the salts they contain are -excellent in the preservation of health. As regards green vegetables in -general the importance of having them fresh is not sufficiently -realized. When they have been cut some days changes occur just as truly -as in animal food, and the freshness should be carefully watched, except -with those specially adapted for storing. - -Salads are useful in maintaining the health, although many of them are -very indigestible, those of radishes, celery and cucumbers among the -list. Fruits are prized chiefly for their taste. Grapes alone, among -fresh fruits, contain any large proportion of food stuff. As an aid to -digestion, however, they all are properly highly prized. Fruits should -be fully ripe, but without any trace of decomposition. - -Stimulants and condiments of high seasoning have little food value of -their own, but they have value as aids to digestion when used -moderately, and in making simpler foods more palatable. Alcoholic -liquors, whether mild or strong, hardly need to be considered here. It -is to be gravely doubted if such beverages are ever necessary or of -value in the diet, and in this place we are not considering them from -any other point of view. - -It is equally difficult to speak positively and generally in reference -to tea and coffee. It is safe to say, however, that many people drink -these tempting beverages to excess, with harm resulting to themselves -from it. Tea and coffee alike act as exciters of the nerve centers, -accelerating and strengthening the heart’s action and respiration, -causing wakefulness, and increasing the secretion of the kidneys and -skin. Tea and coffee are far superior to alcohol in enabling man to -resist the depressing influence of fatigue and exposure to cold, and are -admirably adapted to the needs of soldiers on the march or men on -outdoor night duty. Cocoa, chocolate and their preparations contain some -active elements similar to those of tea and coffee, but the proportion -of nutritive material is so much greater that they are to be looked on -rather as food than drink. - -The considerable use of ice and iced drinks is to be avoided. Small -quantities are of service in relieving thirst and vomiting, and in -cooling the body when exposed to great heat. But since ice causes the -mucous membrane of the stomach to become temporarily pale and bloodless, -it checks or altogether suspends the flow of the gastric juice. Thus -iced drinks at meals interfere seriously with digestion. Observe also -that there is no truth in the popular notion that frozen water or ice is -always pure. Water is not purified by freezing, and may be even more -polluted than it was before. - - - CLOTHING AND ITS RELATION TO HEALTH - -Having considered thus briefly the matter of food and its relation to -health, the question of clothing and personal hygiene now rises for -attention. Besides serving for covering and adornment and guarding the -body from injury, the use of clothing is to help in preserving the -proper animal heat in spite of external changes. In health the normal -temperature of the body, ninety-eight to ninety-nine degrees Fahrenheit, -is invariable. In order that this temperature shall be maintained with -the least strain on the vitality, the clothing should be such that heat -is not readily conducted to or from the body. - -Cotton and linen keep off the direct rays of the sun and favor the loss -of heat from the body, but being bad absorbers of moisture they are apt -to interfere with evaporation from the skin, and cause dangerous chills. -Linen and cotton are good conductors of heat, especially the former, and -do not readily absorb moisture. Silk and wool are bad conductors. Wool -has also a remarkable power of so completely absorbing moisture that it -feels dry when cotton or linen would be wet and cold. Its value as a -non-conductor, retaining internal heat and excluding external heat, is -shown by the fact that we wrap ice in blankets to keep it from melting, -and cover teapots with woolen “cosies” to keep them from getting cold. -These qualities together render it the most perfect material for -clothing under all conceivable circumstances. - -The young and the old, the rheumatic, all persons liable to colds or -weak in lungs, or who have suffered from kidney diseases, those who are -exposed to great heat or cold or are engaged in laborious exercises, -ought to wear woolen next to the skin and, indeed, everyone would be -better for doing so. Rheumatic persons and those liable to cold feet -will find it a great luxury to sleep in blankets in winter instead of -sheets, and young children who are apt to get uncovered at night should -wear flannel night-gowns next the skin in the winter and over cotton -ones in the summer. - -The color of clothing is a matter of little importance in the shade, but -in the sun the best reflectors are coolest, such as white and light -grays, while blue and black are the worst, absorbing the most heat. Dark -colors also absorb odors more than light colors do. Indeed, for -every-day use light-colored garments of whatever material, provided it -can be washed, are to be recommended, though dark colors are too often -preferred because they do not show the dirt. What woman would like to -wear a cotton waist and skirt six months without washing? Yet it would -not be half so dirty as the more absorbent dark woolen dress that she -would wear as long without a scruple. - -Beds and bedding are likewise elements of importance in the general -health, although not always sufficiently considered. Soft, and -especially feather, beds are weakening. The harder a bed, consistent -with comfort, the better. Good hair mattresses are the most wholesome. -Coverings should be light, porous enough to carry off the evaporations -from the body, and yet bad conductors of heat. Most blankets are too -heavy, and thick cotton counterpanes are heavy without being warm. -Flannel night-dresses are much preferred to cotton at all times, both -for comfort and for health. Warmer in winter, they obviate the chill of -the cold sheets; while in summer they prevent the more dangerous chill -when in the early morning hours the external temperature falls, when the -production of internal heat in the body is at its lowest ebb and the -skin perhaps bathed in perspiration—a chill which otherwise can be -avoided only by an unnecessary amount of bed clothes. - - - THE BATH AND ITS IMPORTANCE - -The dirt of the skin and underclothing consists of the sweat and greasy -matters exuded from the pores, together with the cast-off surface of the -skin itself, which is continually scaling away. The importance of -frequent bathing will be better appreciated when we remember what are -the functions of the skin, and the amount of solid and fluid matter -excreted thereby. The quantity varies greatly according to the -temperature and moisture of the air, the work done, and the fluids -drunk, but is probably never less than five pounds or half a gallon -daily, and with hard labor and a high temperature this amount may be -multiplied many times. From one to two per cent of this consists of -fatty salts, without taking into account the skin scales. - -A good cistern, spring or well of wholesome water is a positive -necessity on every farm. A bath-tub and its frequent use are quite as -essential to the welfare of the farmer. - -In the cities, where soot and dense coal smoke soil linen and mulch the -lungs and air passages, there is necessarily a greater regard for -cleanliness on the part of the inhabitants than may be observed in the -country, where the agencies which oppose cleanliness are of an entirely -different composition and productive of different results. - -The farmer during the summer season is lightly clad—a straw or hickory -hat, a strong shirt, a pair of overalls, socks and heavy shoes -constituting his bodily protection. The absence of underwear—sometimes -socks—is excused upon the ground that the lighter the harness the less -energy is diverted from the performance of work. - -Clothed as he is, the farmer when working in the fields or engaged in -any farm work, soon not only gets his clothing soiled, but the pores of -his skin fill with particles of dust and this retards their normal and -vitally necessary functions. No vocation in life makes frequent bathing -unnecessary. Farmers and miners, perhaps more than any other class of -laborers, who are continually in contact with the earth, need the -elevating influence, physical and spiritual, of a daily bath. - -From a moral and hygienic standpoint the matter of cleanliness, which is -next to godliness, is of great importance, and it is fine evidence of -intellectual progress and spiritual growth when men use more water and -soap at the end of the day’s work. - -For purposes of cleanliness a bath without soap and friction is -perfectly useless, and warm water is more effectual than cold. The shock -of a cold plunge or sponge bath, however, has a powerful invigorating -influence on the nervous system, and helps it guard against the risks of -catching cold. The purpose of health and cleanliness alike will be best -served by the daily bath with cold water and once a week with warm. - -Speaking of cold baths, we may take note of a popular error as to what -this means. The temperature of the body is always a little under one -hundred degrees F. If, then, in summer, a bath at sixty degrees F., or -forty degrees below that of the body, is considered cold and gives the -desired amount of shock, it will do the same in winter, and to insist on -plunging into water still colder than that is, to say the least -unreasonable. The cold bath, then, is one at forty degrees below the -temperature of the blood, and is the same in January as in July. To -bathe in water from which the ice is broken, as some do, is a result of -misunderstanding or folly, and may be followed by dangerous -consequences. - -It is dangerous to bathe after a full meal, and also when fasting. An -hour or two after breakfast is a good time, but if one wishes to bathe -earlier, a bit of food should be taken first. Again it is dangerous to -bathe when exhausted by fatigue, but the glow of moderate exercise is a -decided advantage. A light refreshment and a short run or brisk walk are -the best preparations for a swim, which should not be prolonged until -fatigue and chill are felt, and should be followed by a rub-down, speedy -dressing and a quick walk home. - -When the resisting and rallying power and the circulation generally are -weak, as shown by shivering, coldness of the extremities, and sense of -exhaustion, river or sea bathing should be given up. So, too, persons -whose lungs and hearts are weak, and above all those who have any actual -diseases of those organs, should not attempt it. There is a general -tendency among those who enjoy outdoor bathing to stay in the water too -long. Boys in summer remain for hours at lake or river side, most of the -time in the water. This is an exceedingly weakening practice. Half an -hour is ample for all the benefit that can be derived from such a swim, -and a longer time in the water is apt to be distinctly injurious. - - - HOT WEATHER BATH SUGGESTIONS - -A good health preservative, especially in summer and in warm climates, -is to sponge the body with water which contains a small amount of -ammonia or other alkali. The ammonia combines with the oil or grease -thrown out by the perspiration, forming a soap which is easily removed -from the skin with warm water, leaving the pores open and thus promoting -health and comfort. - - - SLEEP AND ITS VALUE - -No general rule can be laid down as to the number of hours which should -be passed in sleep, since the need of sleep varies with age, -temperament, and the way in which the waking hours have been employed. -The infant slumbers away the greater part of its time. Young children -should sleep from six to seven in the evening, until morning, and for -the first three or four years of their life should also rest in the -middle of the day. Up to their fourteenth or fifteenth year the hour of -retiring should not be later than nine o’clock, while adults require -from seven to nine hours. Some can do with two or three hours less than -this, but they are so few that they offer no examples for us to follow. - -Insufficient sleep is one of the crying evils of the day. The want of -proper rest of the nervous system produces a lamentable condition, a -deterioration in both body and mind. This sleepless habit is begun even -in childhood, when the boy or girl goes to school at six or seven years -of age. Sleep is persistently put off up to manhood and womanhood. - -Persons who are not engaged in any severe work, whether bodily or -mental, require less sleep than those who are working hard. Muscular -fatigue of itself induces sleep, and the man who labors thus awakes -refreshed. But brain work too often causes wakefulness, although sleep -is even more necessary for the repair of brain than of muscular tissue. -In such cases the attention should be forcibly withdrawn from study for -some time before retiring to rest, and turned to some light reading, -conversation or rest before going to bed. A short brisk walk out of -doors just before bed time may aid the student in inducing sleep. Drugs -should be avoided. - -After a heavy supper, either sleep or digestion must suffer, but the -person who goes to bed hungry will not have sound and refreshing sleep. -If one works after supper, through a long evening, he should eat a light -lunch of some sort an hour or two before bed time. - -Ordinarily persons do best to retire at ten or eleven, and the habits of -society which require later hours are to be regretted. Brain work, -however, after midnight is most exhausting, and though sometimes -brilliant, would probably be better still if diverted to earlier hours. -Whatever be the explanation, it is an undoubted fact that day and night -cannot be properly exchanged. About one or two o’clock in the morning -the heart’s action sinks, and nature points to the necessity for rest. -Sleep in the day time does not compensate for the loss of that at proper -time, and slumbers prolonged to a late hour do not refresh the mind or -body as does sleep between the hours of eleven and six or seven, the -normal period for rest. - -Old persons require, as a rule, less sleep than those of middle age, -just as they require less food, because their nutritive processes are -less active than when they were younger, and perhaps because their -mental efforts also are less forced and attended by less exertion and -more deliberation. Women, generally speaking, require more sleep than -men, at least under like circumstances, apparently because in their case -the same efforts involve greater fatigue. - - - VENTILATION OF BEDROOMS - -Rooms which are to be slept in after having been occupied during a whole -evening must be thoroughly ventilated before the occupant prepares for -bed. Doors and windows must be thrown open for several minutes, the gas -or lamp put out, and the air completely changed, no matter how cold it -may be outside. This is the only way to obtain refreshing sleep. On -going to bed the usual ventilating arrangements should then be followed, -but the great point is to change the air thoroughly first. - - - REGULARITY OF HABITS - -The importance of regularity and punctuality in every circumstance of -daily life is not sufficiently realized. The more often and regularly -any act is performed the more automatic it tends to become, and the less -effort, whether mental or physical, attends its performance. This is a -matter of daily experience and observation, and is true not only of -mental work and manual or mechanical exercises, but of the organic -functions of the body. Quite apart from the harm done by too frequent -eating or too prolonged periods between meals or want of rest, the brain -finds itself ready for sleep, the stomach for digestion and the bowels -for action at the same hour every day, when these acts are performed -with unbroken punctuality, and the strain upon the system to adjust -itself to new conditions is therefore reduced to a minimum. - - - - - _GENERAL HEALTH CONDITIONS_ - _Guard Your Water Supply—How Diseases Are Classified—How to Prevent - Contagion—Care of the Sick Room—Disinfection, Its Importance and Its - Methods—Period of Isolation or Quarantine—Duty of All Households Where - Sickness Has Invaded, to Guard Others Against Its Spread._ - - -Man cannot preserve his health entirely by his own caution as to his -food and personal habits. His surroundings enter into the matter at all -times. By this is meant the house in which he lives, its situation and -conditions, as well as the community itself. Fortunately, in this -country we have not yet become so overcrowded as to forbid ordinary care -in the matters of drainage, light, ventilation and other requisites. -Americans should congratulate themselves that their ample country and -general prosperity enable them to regulate their food, their habits and -the conditions around them in high degree. At the same time the fact -that these things are so generally within our control places upon us the -obligation to do what we can for the community to maintain the general -health. - -Let us note now, briefly, some points of primary importance in the -conditions that assure general health. Air, warmth and light must be -provided for the dwelling. In cities we cannot always choose, but in -smaller communities and in the country we can in large degree control -such things for ourselves. Some things require only to be suggested to -be clearly understood. A house should stand where the character of the -soil and the contour of the surface will provide the best drainage. -Hollows should be avoided. When a house is built on a hillside the -ground should not be dug out so that a cliff rises immediately behind. -Trees may afford valuable shelter, not only from cold winds, but from -fogs. But it is not generally wise to have them close around a dwelling, -at least in large numbers, since they impede the free circulation of the -surrounding air, and retain dampness beneath their shade. In the country -a house may be sheltered from cold winds on the side from which they -prevail, by trees. Exposure of each side of a house in succession to the -rays of the sun helps to keep the outer walls dry, to warm it in winter -and to aid ventilation in the summer. The north wall may be made with -advantage a dead wall, and ventilating pipes and soil pipes may be -carried up through it, but chimneys carried up through a north wall, -being warmed with difficulty and apt to smoke, should not project but be -built inside the house. Attics with slanting ceilings and dormer windows -are cold in winter and hot in summer. - -Once occupied, the most important thing in the house is fresh air. The -most common impurity in the atmosphere of rooms is carbonic acid gas, -which is thrown off by the lungs of the occupants, and must be disposed -of by ventilation in order that health shall be assured. The lamps or -gas lights used in the room likewise give off carbonic acid, which is -formed at the expense of the oxygen of the air, the vital element, which -we require to breathe. Crowded rooms, or any rooms improperly -ventilated, become tainted in this manner, and the headaches and -faintness which we experience under such circumstances are direct and -natural results of carbonic acid poisoning. School rooms are -particularly trying upon pupils and teachers, unless their ventilation -is especially guarded. It is considered that the proper degree of purity -in the air of a room can be maintained only by introducing at least -2,500 cubic feet of pure air per hour for each person, this being a -virtual minimum. In mines it has been noticed that the men require not -less than 6,000 cubic feet per hour, and that when the quantity falls to -4,000 cubic feet there is a serious falling off in the work done. -Manifestly the better and tighter the building the more need there is -for special means of ventilation. - -In the days when open fireplaces were almost the only means of heating -houses they were of great value in aiding ventilation. Nowadays our -stoves, radiators and furnaces do not help us in this matter, and we -must take additional pains to see that ventilation is provided in some -other way. Of course the simplest and most perfect method is to permit -the free passage of the wind through open doors and windows. Every room -should have its air thus completely renewed at least once a day. The -mere renewal is done in a few minutes, but a longer time is required to -dislodge the organic vapors and other impurities that lurk in the -corners and behind furniture. In schools and work shops this should be -done during the intervals for meals, and in churches between services. -But in our climate it is not possible to have windows and doors open -during all the time a room is occupied, except in very warm weather. It -is seldom, however, that the window of a bedroom cannot be opened for a -few inches all night without direct benefit to the occupant of the room. -His bed, of course, must not be immediately in the draught. Curved -pipes, ventilating shafts and slides under the windows are substitutes -easy to use when windows cannot be actually opened. - - - GUARD YOUR WATER SUPPLY - -Water supplies differ greatly in purity and composition, and are of the -utmost importance in their effect upon the general health of a -household. There is nothing which requires to be guarded more carefully. -Absolutely pure water is almost unknown. Rain water collected in open -countries is the purest, though even it takes up matters in its passage -through the air, and in towns may be strongly acid. All waters which -have been in contact with the soil dissolve out of it numerous inorganic -and organic substances. Waters are described as hard or soft, hardness -being the popular expression for the property of not easily forming a -lather with soap. It is due to the presence of salts of lime and -magnesia. Hard waters, if their hardness be not excessive, are agreeable -and wholesome for drinking, but not well adapted for laundry or bathing -purposes. They tend to harden vegetables cooked in them, and do not make -as good tea as soft water. Rain water is, of course, the softest, but as -a rule lakes yield waters also quite soft. When a good and wholesome -water cannot be obtained from springs or rivers, as in malarial -districts, and when there is reasonable ground for thinking the ordinary -sources are contaminated by epidemics, it is well to fall back on the -rainfall for drinking purposes, with special care that it is collected -in a cleanly manner. - -Surface wells are always to be viewed with suspicion when they are in -the vicinity of stables and cesspools, farm yards, cemeteries and -anywhere in the towns. The filtration of the water through the soil -removes the suspended matters, so that it may be clear enough to the -eye, but it has no power to remove impurities actually dissolved. The -eye cannot be trusted to judge the impurities of drinking water. Water -which appears absolutely clear may be unwholesome in the extreme, and -water with sediment floating in it may be in no way unwholesome. Nothing -but an analysis of the water can settle this with absolute certainty. -Deep wells and artesian wells which penetrate the surface strata are -likely to be safe. Marsh waters carry malaria and should never be drunk -without boiling. Indeed suspicious water of all sorts may be made safe -by boiling, although it is not sufficient always merely to bring it to a -boil. Thirty minutes above the boiling point is a safe rule to follow. -Typhoid, diphtheria, dysentery, cholera, diarrhea and other dangerous -diseases are caused by impure water, either by suspended mineral matters -acting as irritants, by suspended vegetable and animal matters, or by -dissolved animal impurities. Sewer gases dissolved in water, in addition -to these diseases, cause sore throats, boils and other ailments. - -It must not be forgotten that water closets, stable yards, manure piles, -decaying kitchen slops and all sorts of filth are responsible for many -of the most serious diseases, either by draining into the well and so -contaminating the water supply, or by direct breeding of disease germs -carried as dust and inhaled. Health is one of the rewards for household -cleanliness of the most careful kind. - - - HOW DISEASES ARE CLASSIFIED - -In one sense most diseases are preventable, if all the circumstances -which tend to spread them could be absolutely controlled by a single -wise authority, and if all the physiological laws would be obeyed by all -persons at all times. But as this happy condition is not in effect, we -have to reckon with various kinds of diseases, as well as the accidents -and injuries which come to us in health. The various diseases are -classified into general groups. - -Endemic diseases are those which are constantly present in a community -because of certain unfavorable conditions, such as malaria in swampy -regions, rheumatism from bad climatic conditions, and diseases resulting -from unhealthy employments. Miasmic diseases are those due to conditions -of the soil, and comprise the various forms of intermittent fevers, -agues and the like. Infectious diseases, on the other hand, belong to -the people, and not to the place. They are communicated from one person -to another through the air, or by means of infected articles of -clothing, etc., and they attack the strong and healthy, no less than the -weak. Among such are smallpox, scarlet fever, measles, etc. Various -branches of infectious diseases are recognized in addition, as combining -some of the characteristics of the classes already named. For instance, -erysipelas and other blood poisons are generated with the body of the -individual who, so to speak, infects himself and may then infect others. -Typhoid, cholera and yellow fever are miasmic diseases, but they are -also capable of being carried by human intercourse, infected clothes, -polluted water, etc., within certain limits of space and time. -Hydrophobia, glanders and such diseases are communicated only by actual -contact of body. Rickets and scurvy are preventable, though not -communicable diseases, being direct results of mal-nutrition or -imperfect nourishment, and consequently are diseases of diet. - -Bacteria are those minute organisms which under various names are the -active causes not only of diseases but of all putrefaction, fermentation -and like changes in dead organic matter. Like all living things they may -be killed, and on this is based the whole theory of disinfection. Some -are more hardy than others, under conditions which are frequently -supposed to be unfavorable to them. Merely to destroy an unpleasant odor -or to admit fresh air into a room does not mean to disinfect, and it is -necessary to understand this clearly in the effort to purify rooms in -the event of infection. - -Contagion is communicated sometimes with the utmost ease, if the new -victim be in a receptive condition, and in the presence of any disease, -even the most simple, it is well to take every precaution. The mucous -surfaces are peculiarly ready to absorb infection of many kinds. Measles -is easily absorbed from pocket handkerchiefs, as are also scarlet fever, -whooping-cough and other diseases. By inhalation through the nostrils or -mouth, scarlet fever, measles, whooping-cough, mumps, diphtheria, -dysentery, cholera and even pneumonia and meningitis may be -communicated. By eating or drinking something which contains the germs -of cholera, typhoid, malaria, tuberculosis or consumption, diphtheria -and scarlet fever, these diseases are communicated. - - - HOW TO PREVENT CONTAGION - -It is an undoubted fact that not enough attention is paid to isolation -in times of sickness. There is too much visiting in the sick room, too -many people share the care of the patient, the nurse mingles too freely -with other members of the family, and there is not enough care to keep -the soiled bedding, garments and refuse of the sick room absolutely -separated from that of the rest of the house. Scarlet fever is a -noteworthy instance of a disease which constantly spreads by -carelessness. Just as long as the scaling or shedding of the outer skin -continues contagion may be carried, for it is these scales which bear -it. It is nothing less than criminal, therefore, to permit the patient -who is recovering to mix with other persons, except those who have been -caring for him already. In the early stages of the disease the infection -is chiefly in the breath, and in the secretion of the nostrils. During -the disease pocket handkerchiefs should never be used, soft linen or -cotton rags being substituted and immediately burned. - -Most of the same things are true as to measles, whooping-cough, mumps -and German measles, which are constantly spread by sheer carelessness -because people do not realize the obligation resting upon them to guard -others from contact with disease. These ailments are highly infectious -before they are certainly recognized, and for that reason it is not -possible always to isolate cases in time, but at least after the fact is -clearly understood there should be no further carelessness. - -Another prevalent disease in which carelessness is responsible for much -of its spreading is tuberculosis, phthisis, or consumption, as it is -more familiarly known. It is not possible yet to isolate every person -suffering with this insidious disease, nor is that suggested. But at -least it may be urged that every such sufferer shall thoughtfully guard -in every way in his power against communicating it to his own neighbors -and family. The bacilli, or bacteria, of consumption swarm in the -spittle of the patient, and are diffused by the wind as dust as soon as -they are dried. To guard against infection from this cause, spittoons -should be used, which can be absolutely disinfected, or cloths which can -be promptly burned. - -Smallpox is perhaps the most infectious of diseases. Yet in vaccination -we have a means of protection which we have not in any other. As long as -a large unvaccinated population exists, however, we shall have epidemics -from time to time. Before the introduction of vaccination nearly -everyone had smallpox, just as now almost all persons have measles at -some time or other. The heaviest mortality occurred within the first -five or ten years of life, the deaths in later periods being very few, -since the population had mostly been rendered immune by having had it -already. - -Measles is a well-defined disease, intensely infectious, occurring but -once in a lifetime. It is very rarely fatal, nearly all the deaths -credited to it being really due to bronchitis and inflammation of the -lungs, the results of neglect and exposure to cold. No age is exempt. -The only reason why it is looked on as a disease of childhood is that -being in the highest degree infectious from the beginning, when its -nature is not suspected, few children in the schools can hope to escape -it, but if by chance they do, they are just as susceptible to it in -afterlife. - -Whooping-cough is a highly infectious disease, occurring but once in a -lifetime, but at any age, though most frequently in childhood. The -frequent belief that children suffering from whooping-cough should be as -much as possible in the open air is an entirely mistaken one, as it -leads not only to continuing the disease longer, but to danger of -bronchitis and pneumonia. As in diphtheria and scarlet fever the mucus -is the chief vehicle of contagion, and pocket handkerchiefs should be -forbidden, pieces of soft rag being substituted and burned as soon as -used. - -Typhoid or enteric fever is slow and uncertain in its onset, a full -month in duration, and the return of health is usually tedious. It is -like diphtheria, directly a result of unsanitary conditions. Danger of -direct infection from the patient is slight, but the poison remains in -the evacuations from the bowels and is propagated by them. By this means -a reservoir or river has been known to infect a whole town. Broken or -defective drains, the entrance of sewer gas into houses, wells polluted -by cesspool drainage, and milk diluted with infected water, are among -the principal means of spreading the disease. It is an absolute rule -that all bedding which becomes soiled should be destroyed, and the -refuse of the sick room should be instantly disinfected and removed from -the dwelling. - - - CARE OF THE SICK ROOM - -Although it is quite possible that few may be able to follow every -instruction or precaution advised to guard against the spread of -diseases, we may at least outline the conditions to be aimed at and -secured as nearly as possible. In spite of the additional labor that it -makes, the ideal place for a sick room in a private house is as far from -the ground as possible. To be of any service at all isolation must be -real and complete. A room should be selected in the topmost story, the -door kept closed, a fire, large or small, according to the weather, kept -burning, and the windows open as much as possible. Even in the winter -this can be done without danger under most circumstances by lowering the -upper sash and breaking the draught by a blind or a screen. The -staircase and hall windows should be kept open day and night. The other -inmates of the house should keep their own rooms thoroughly ventilated. -The persons nursing the patient should on no account mix with other -members of the family, or if that cannot be helped they should take off -their dresses in the sick room, and after washing their hands and faces, -put on other dresses kept hanging outside the room, or in an adjoining -apartment. - -All dishes used in the room should be washed separately, and not with -others in the kitchen. The room itself, except in case of measles and -whooping-cough, the poison of which does not retain its vitality for any -length of time, should be as scantily furnished as possible, containing -nothing which can retain infection. All woolen carpets, curtains and bed -hangings should be removed, and only wooden or cane-bottomed chairs -kept. There should be no sofa, and iron bedsteads are better than wood. -A straw mattress of little value, which may be destroyed afterwards, is -better than a hair one, which can be disinfected, but feather beds and -such coverings should be absolutely forbidden. - -In scarlet fever, diphtheria, smallpox and typhoid, all soiled clothing -and bedding should be immediately put into an earthenware vessel, -containing a solution of corrosive sublimate (one drachm to a gallon of -water) and left to soak for some hours before being washed. On being -taken from this disinfecting solution they must, even at risk of -spoiling flannels, be thrown into boiling water and boiled for some -minutes before soaping and washing. No infected clothes should, under -any circumstances, be sent out of the house, unless all of these -precautions are absolutely guarded. - -In cases of typhoid and scarlet fever the vessel which receives the -passages from the bowels should have in it a solution of corrosive -sublimate or of carbolic acid. The contents then should be stirred with -a poker before being poured into the water closet, and the same -disinfectant should be sprinkled liberally into the closet. - -After the peeling in scarlet fever or the shedding of scabs in smallpox -has set in, the patient should take, at intervals of three or four days, -hot baths with soft soap, the hair, previously cut short, being well -scrubbed with the same. In scarlet fever and diphtheria the mouth and -throat should be frequently sprayed, washed out or gargled with a pretty -strong solution of permanganate of potash or a weak one of chlorinated -soda. - - - DISINFECTION, ITS IMPORTANCE AND ITS METHODS - -There are few subjects on which greater ignorance exists, not only among -the public but among medical men as well, than on that of disinfectants. -The word is used vaguely to mean deodorants, which destroy bad odors; -antiseptics, which prevent the spread of injury by putrefaction in a -wound; and germicides, which actually destroy the bacteria or microbes -which produce contagion in a disease. In some cases one of these may -serve the function of another, but that is merely incidental. Deodorants -may be such simple things as perfumery, tobacco smoke or camphor, and -they serve very useful purposes in masking bad smells, but they are -entirely useless in preventing disease. - -Permanganate of potash, or “Condy’s fluid,” as the druggists call it, is -a powerful antiseptic, instantly destroying the matter that is beginning -to putrefy by what is really a burning process. It sweetens the foul -discharges from wounds and bad throats, but is nearly powerless to -destroy the living germs of disease. - -The disinfectants of most practical value, which are at the same time -germicides, are carbolic acid, chloride of zinc, sulphurous acid, -chlorine and corrosive sublimate. Carbolic acid, when strong enough, is -fairly satisfactory. Five per cent solutions (one part in twenty) stop -the activity of bacteria, but do not actually destroy their vitality. -Solutions twice as strong do, but water will not dissolve so much, and -the odor that remains is an objection to their use for disinfecting -linen. Chloride of zinc is far more powerful. If too strong a mixture is -used it may injure cloth, so that this wants to be guarded against. - -Sulphurous acid (the fumes of burning sulphur) is a most convenient -disinfectant. Shut the windows down tight, leave all the clothing in its -place and open trunks and drawers. Put a thick layer of ashes in an old -iron pot, over which place a shovel of live coals; throw a teacup of -pulverized sulphur on the coals and run out, closing the doors in your -exit. Stay out several hours. On returning open all doors and windows, -and the odor will soon be gone, also the bugs, insects and the germs of -any disease that may be lodged in the clothing, etc. - -The following instructions, published in the Hospital Gazette, were -prepared by a board of eminent physicians and surgeons for public -information, and on the general proposition of disinfection they can -hardly be surpassed: Three different preparations are recommended for -use to make the purifying of a house, where infection has been, -complete. The first is ordinary roll sulphur or brimstone, for -fumigation; the second is a copperas solution, made by dissolving -sulphate of iron (copperas) in water in the proportion of one and -one-half pints to one gallon, for soil, sewers, etc.; the third is a -zinc solution, made by dissolving sulphate of zinc and common salt -together in water in the proportion of four ounces of the sulphate and -two ounces of the salt to one gallon, for clothing, bed linen, etc. -Carbolic acid is not included in the list, for the reason that it is -very difficult to determine the quality of what is found in the stores, -and the purchaser can never be certain of securing it of proper -strength. It is expensive when of good quality, and it must be used in -comparatively large quantities to be of any use. Besides it is liable, -by its strong odor, to give a false sense of security. Nothing is -commoner than to see saucers of carbolic acid and other disinfectants in -a sick room. Considering the vitality of bacteria, and that they require -carbolic solutions of more than five per cent or several hours of -intense heat or similar heroic measures to kill them, it must be evident -that such feeble vapors as can be tolerated in the sick room are utterly -useless. Here are the instructions in full: - -=In the Sick Room=, the most valuable agents are fresh air and -cleanliness. The clothing, towels, bed linens, etc., should, on removal -from the patient and before they are taken from the room, be placed in a -pail or tub of the zinc solution, boiling hot if possible. All -discharges should either be received in vessels containing the copperas -solution, or, when this is impracticable, should be immediately covered -with the solution. All vessels used about the patient should be cleansed -or rinsed with the same. Unnecessary furniture—especially that which is -stuffed—carpets and hangings should, when possible, be removed from the -room at the outset; otherwise they should remain for subsequent -fumigation, as next explained. - -=Fumigation.=—Fumigation with sulphur is the method used for -disinfecting the house. For this reason the rooms to be disinfected must -be vacated. Heavy clothing, blankets, bedding and other articles which -cannot be treated with the zinc solution, should be opened and exposed -during fumigation, as next directed. Close the rooms tightly as -possible, place the sulphur in iron pans supported upon bricks placed in -wash-tubs containing a little water, set it on fire by hot coals or with -the aid of a spoonful of alcohol, and allow the room to remain closed -twenty-four hours. For a room about ten feet square at least two pounds -of sulphur should be used; for larger rooms proportionally increased -quantities. - -=Premises.=—Cellars, stables, yards, gutters, privies, cesspools, water -closets, drains, sewers, etc., should be frequently and liberally -treated with the copperas solution. The copperas solution is easily -prepared by hanging a basket containing about sixty pounds of copperas, -in a barrel of water. (This would be one and one-half pounds to the -gallon, or about that. It should all be dissolved.) - -=Body and Bed Clothing, Etc.=—It is best to burn all articles which have -been in contact with persons sick with contagious or infectious -diseases. Articles too valuable to be destroyed should be treated as -follows: Cotton, linen, flannels, blankets, etc., should be treated with -the boiling hot zinc solution, introduced piece by piece; secure -thorough wetting, and boil for at least half an hour. Heavy woolen -clothing, silks, furs, stuffed bed covers, beds, and other articles -which cannot be treated with the zinc solution, should be hung in the -room during the fumigation, their surfaces thoroughly exposed, and the -pockets turned inside out. Afterward they should be hung in the open -air, beaten and shaken. Pillows, beds, stuffed mattresses, upholstered -furniture, etc., should be cut open, the contents spread out and -thoroughly fumigated. Carpets are best fumigated on the floor, but -should afterward be removed to the open air and thoroughly beaten. - -=Corpses.=—Corpses of those dying from infectious diseases should be -thoroughly washed with a zinc solution of double strength; should then -be wrapped in a sheet wet with zinc solution and buried at once. -Metallic, metal-lined, or air-tight coffins should be used when -possible, certainly when the body is to be transported for any -considerable distance. Of course a public funeral is out of the -question. - -In addition to these disinfectants of long standing, which have been -recognized in medicine for many years, another of great value is now -coming into high favor. This is formalin, which, in its various forms, -is convenient, economical and highly effective. Under the name of -formaldehyde, one preparation of this disinfectant is widely but -improperly used as a preservative for milk, meat and some other -perishable foods. In almost every instance this is illegal, and properly -so, for the substance is a poison and even when diluted cannot fail to -be injurious. From formalin various disinfecting substances are made, -and may be had at the drug stores, some as liquids and others in tablets -to evaporate over a lamp for the general disinfection of rooms or -houses. The latter may be recommended in the highest degree as a safe, -economical and absolutely sanitary process. - -Corrosive sublimate is, perhaps, the most powerful germicide known, a -solution of one part in a thousand, or a little more than a drachm to a -gallon of water, being amply sufficient for all practical purposes. It -does not injure or stain wood, varnish, paint, plaster or ordinary -fabrics, and if the ceiling be whitewashed with a genuine lime wash, and -the walls, floors, doors and furniture of the room be washed down with -the mixture, no microbes can possibly escape. It attacks metals, but -iron bedsteads are protected by the enameling. - -Poisonous as corrosive sublimate is, the danger from it is easily -guarded against. The smallest dose of it known to have proved fatal, -even to a child, would require no less than a quarter of a pint of the -solution of one in a thousand parts. A mouthful of this would not cause -more than temporary discomfort, while the taste would prevent a second -being swallowed. Still, as a further safeguard it might be well to add a -little laundry bluing to give color to the mixture, and a little wood -alcohol to give it a smell. Then with a proper poison label on it surely -no one would be endangered by it. - - - PERIOD OF ISOLATION OR QUARANTINE - -A person who has had any infectious disease and has been thoroughly -disinfected, with his clothes, may be allowed to mix freely with his -fellows, in school, for instance, after the following periods. Scarlet -fever: Not less than eight weeks from the appearance of the rash, -provided peeling has completely ceased, and there be no sore throat. Six -weeks is not enough, as there are cases of direct infection after seven -weeks when all symptoms have entirely disappeared. Measles and German -measles: In three weeks, provided all peeling and coughing have ceased. -Smallpox and chickenpox: A fortnight after the last scab has fallen off; -the hair, in case of smallpox, having been cut short and scrubbed with -carbolic soap or soft soap. Mumps: Four weeks from the attack if all -swelling has disappeared. Whooping-cough: Six weeks from recognition of -the whoop if the cough has entirely lost its spasmodic character, or -four weeks if all cough whatever has ceased. Diphtheria: In a month if -convalescence be complete, there being no trace of sore throat or -discharge from the nose, eyes, etc. Ringworm: When the whole scalp, -carefully examined in a good light, shows no stumpy broken hairs or -scaly patches. - -It has been very difficult to impress upon communities and individuals -the extreme importance of strict obedience to the foregoing rules. There -is an unfortunate tendency in too many instances for households to fail -in guarding their neighbors from contact with their own members who are -convalescing from disease. Even such common and simple diseases as -whooping-cough, chickenpox, mumps and others that are considered -especially to belong to children, frequently prove fatal to those who -are susceptible to them, and it is truly wicked to permit by -carelessness such an infection to reach a school or elsewhere where -weaker children may suffer as a result. - - - - - COMMON SENSE IN THE SICK ROOM -Ventilation, Light, Temperature and Furnishings—Care of the Patient—His - Temperature and Pulse—Bed Sores—The Characteristics of Fever—Simple -Household Remedies—What to Put in a Remedy Cupboard—How to Keep the Baby - Well - - -To every living person air must be furnished every moment if life is to -be preserved. The vital element of the air is oxygen gas, the -life-giving medium, and this is diluted with nitrogen, because the -oxygen itself, breathed alone, would be too stimulating for our lungs. -In the delicate cells of the lungs the air we have inhaled gives up its -oxygen to the blood, thus purifying it, and receives in turn carbonic -acid gas and water, foul with waste matter, which the blood has absorbed -during its passage through the body and which we now exhale. The blood -is red when it leaves the heart, pure. It returns to the heart purple -from the impurities it has picked up, and by the oxygen is once more -changed to red. - -Manifestly if this process is so important to a person in health, it -must be doubly so to one who is sick. The impurities of a sick room -consist largely of organic matter, including in many instances enormous -numbers of the disease germs themselves. If we uncover a scarlet fever -patient in the direct rays of the sun a cloud of fine dust may be seen -to rise from the body, the dust which carries the contagion itself. In -an unventilated place this is but slowly scattered or destroyed, and for -many days it retains its poisonous qualities. “The effect of rebreathing -the air cannot be overestimated,” says Martin W. Curran of Bellevue -Hospital, New York City. “We take back into our bodies that which has -been just rejected, and the blood thereupon leaves the lungs bearing, -not the invigorating oxygen, but gas and waste matter, which, at the -best, is disagreeable to the smell, injurious to the health, and may -contain the germs of disease.” - -Fortunately rooms may be ventilated by means of windows in several -different ways with little risk of draught. For instance, the lower sash -of the window may be raised three or four inches, and a plain bar of -wood an inch in thickness, extending the whole breadth of the window, -may be put below the window sash, entirely filling the space. By this -means the air current enters above, between the two sashes in an -indirect line, and it is gradually diffused through the room without a -draught. Here is a simpler way of doing the same thing. Take a heavy -piece of paper or cloth, about twelve inches wide, and long enough to -reach across the window. Tack it tightly at both ends and the lower edge -to the frame, and raise the lower sash of the window a few inches. The -air entering will be diverted by the cloth. If the air is very cold it -must not be admitted at the bottom of the room, but from the top of the -window, and should be directed toward the ceiling so as to fall and mix -gradually with the warmer air of the room. - -The influence of the sun’s rays upon the nervous system is very marked. -That room is the healthiest to which the sun has freest access. The sick -room should be kept looking bright and cheerful, unless the disease be -one that requires the eyes to be specially guarded from the light. The -eyes are weaker, however, in all sickness, and the bed should be turned -so that the patient does not look directly toward the bright light of -the open window. - -The proper temperature for a sick room is sixty-eight degrees above -zero. In the hot days of summer when this temperature is greatly -exceeded, or the air is too dry, hang some thin muslin, soaked in ice -water, across the opening in the windows, which will moisten the air, -cool the room, and keep out many particles of floating dust. If the -floor of the sick room is carpeted and the illness is serious, cover the -carpet with sheets and sprinkle on them a weak solution of carbolic acid -at intervals. The sheets can be changed as often as necessary. The -cleanest wall is one that is painted, which can be washed and -disinfected in any way desired. Nurses consider papered walls the worst -ones, and plastered the next, but the latter can be made safe by -frequent lime washings and occasional scraping. - -Have as little furniture as possible in the sick room, and all of this -of wood, metal or marble, kept clean by being wiped with a cloth wrung -out of hot water. A small, light table should be placed for the -patient’s use, from which he may reach his own glass of water. The bed -should not be placed with one of the sides against the wall, as a nurse -should be able to attend to a patient from either side. - - - CARE OF THE PATIENT - -In all cases where the patient is too ill or forbidden to sit up in bed, -a feeding cup with a curved spout should be used. The nurse’s hand -should be passed beneath the pillow, and the head and pillow gently -raised together. Where there is extreme prostration a glass tube, bent -at a right angle, one end of which is placed in the cup containing the -food and the other in the patient’s mouth, will enable him to take -liquids with scarcely any effort. - -If the patient is in a state of delirium, or unconscious, endeavor to -arouse him somewhat before giving him his food. Sometimes merely putting -the spoon in his mouth is enough, but at other times you will require to -get it well back on the tongue. In such cases, watch carefully to see -that the liquid is swallowed before attempting to give a second -spoonful. - -When it comes to the convalescent patient the food is no less important -than during the time of illness. Serve it on a tray, covered with a -fresh napkin, have the dishes and spoons clean and shining, and be -careful not to slop things into the saucers. Take the tray from the room -as soon as the meal is ended, for uneaten food sometimes becomes very -obnoxious to the sick person if it remains in sight. To provide food for -the sick which is both suitable and attractive sometimes requires great -care, judgment and patience, but the effort is worth all the trouble it -costs. The aim should be to give what will be at the same time easy to -digest and of nutritive value after it is digested. In another -department of this work will be found many recipes adapted for invalids. - -Medicine should be given at regular hours, and careful attention should -be paid to the directions as to the time when the doses are to be given, -as, for instance, before or after meals. The exact quantity ordered -should be given, as even a slight error may defeat the results intended. -Never give any medicine without looking at the label, being absolutely -certain that you have the right one. Never allow a bottle to stand -uncorked, for many mixtures lose their strength when exposed to the air. - - - TEMPERATURE AND PULSE - -We follow Mr. Curran again in his clear statement of the importance of -temperature in disease. Every household should have a clinical -thermometer to use in taking the temperature of the patient in the event -of sickness. The average normal temperature in adults is from 98.4 to -98.6 degrees. There is a daily variation of sometimes 1.5 degrees, the -highest point being reached in the evening. Exercise, diet, climate and -sleep cause deviation from the standard. Almost every disease, however, -carries with it an abnormal variation in temperature. If the rising -temperature does not always show what the disease is, it does show what -it probably is not. For instance, a rapid rise of three of four degrees -above the healthy standard does not mean typhoid fever, but may mean -measles or scarlet fever, and in whooping-cough and smallpox, the -highest temperature precedes those diseases from two to four days. In -diphtheria there is this rise before anyone thinks of looking at the -throat. Increase of temperature calls for cooling remedies, external and -internal, and degrees of temperature below the standard require warming -and sustaining treatment. - -An increase of temperature beginning each day a little earlier is a bad -sign; one beginning later promises well. A decrease of fever beginning -each day earlier is a good sign, but if later each day, is a bad one. A -very high temperature, say 105 degrees, is dangerous in itself, but more -so if it has come on gradually as the last of a series. A fall of -temperature below normal is far more dangerous than a much greater -corresponding rise. One degree below normal is more an indication of a -bad condition than two and one-half above normal. In convalescence if -there is no rise of temperature after eating there is no nourishment -secured from the food; if there is a sudden or high rise of more than -one degree the food was too stimulating or bulky. To be beneficial in -convalescence food must increase the temperature a quarter to half a -degree and this must almost subside when digestion is over, though -leaving a gradual improvement in the average daily temperature. - -Temperature from 106 degrees upward and from 95 degrees downward is -extremely dangerous and virtually a sign of fatal ending. As the -temperature increases or decreases from normal toward these extremes, it -consequently becomes more threatening. Temperature should be taken by -placing the bulb of the clinical thermometer in the rectum or under the -tongue. - -There is a close connection between the temperature and the pulse, both -of which guide the judgment in matters of health. The pulse is most -rapid at birth, and becomes constantly slower until old age, ranging -from a maximum at the beginning of 130 to 150 pulsations a minute to a -minimum at the end of life of 50 to 65 pulsations. The average pulse -through the period of adult life is from 70 to 75 beats per minute. It -is considered that every rise of temperature of one degree above normal -corresponds with an increase of ten beats of the pulse per minute. - -We have already spoken of the importance of the bath in health. Baths -have their equal importance in sickness, and their direct effect upon -many diseases. All the vital organs are affected through the skin, and -by keeping it in a healthy condition the circulation of the blood, the -action of the kidneys and bowels and all the digestive processes are -promoted, many diseases warded off, and the assimilation of food aided. -In many fevers, for instance, a sponge bath with water a few degrees -cooler than the normal temperature of the body will give great comfort -and relieve and reduce the temperature materially. A warm bath with -water about at the temperature of the body, or a degree or two less, -produces no shock to the system but makes the pulse beat a little faster -and causes a little more activity of circulation. - -Put bran enough in the water to make it milky, and the bath will assist -in softening the skin, when it is dried and flaky. Put in a pound of -rock salt to every four gallons of water and you will find the bath -useful in invigorating feeble constitutions. - -=Thirst is Nature’s Signal= that the system needs an increased supply of -water just as truly as appetite shows need for food. It is relieved not -only by water but by barley water, toast water and similar drinks, by -small pieces of ice held in the mouth, and by drinks made from the -juices of fruit. Care must be used, however, in the employment of these -apparently harmless things, or injury may follow from taking them to -excess. - -=Bed Sores= are the inflamed spots which occur on the body, often as a -result of carelessness during a long illness. They are not likely to -occur if the bedding is kept smooth and free from wrinkles and the -patient kept dry, his position varied as frequently as possible, and the -proper bathing not neglected. If such sores threaten there are several -remedies which will help to prevent them. Alcohol, brandy or glycerine -rubbed over the parts exposed to pressure, after washing in the morning -and evening, will serve to harden the place where applied. A solution of -nitrate of silver, painted on threatened but unbroken skin as soon as it -becomes red, will prevent sores. In the early stages of bed sores apply -a mixture of equal parts of rectified spirits and white of egg. Put it -on with a feather and renew as it dries till an albuminous coating is -formed. For bed sores occurring in typhoid and other fevers an excellent -prescription is composed of two parts of castor oil and one of balsam of -Peru, which are spread on pieces of lint, laid on the sore and covered -with a linseed poultice to be changed three or four times a day. - -=The Characteristics of Fever= are a rising of the temperature, and, as -a rule, increased rapidly of the circulation as shown by the pulse, and -alterations in the secretions of the body, which are usually diminished. -Fever diet consists in giving the patient plenty of milk, arrowroot or -broth, composing a light, easily-digested fluid diet, every three hours, -day and night. If milk alone is used the patient can take from three to -five pints in twenty-four hours. The general treatment recommended for -fevers consists in sponging off the body of the patient under the bed -clothes with cool water three or four times a day, keeping him lightly -covered, the room well ventilated, and its temperature from sixty-eighty -to seventy degrees. He should be given plenty of cooling drinks in small -quantities from fear of overloading his stomach, but frequently repeated -even if he has to be coaxed to take them. The secretions of the kidneys -and bowels must be kept up by such medicines as are prescribed by the -physician in charge. - - - SIMPLE HOUSEHOLD REMEDIES, HERBS AND OTHERWISE - -Those who live in the city, where a doctor can be summoned in a few -minutes, if needed, cannot realize how important it is that the farmer’s -wife should keep a supply of simple remedies on hand and know how to use -them. It is a good plan to have an herb bed in one corner of the garden, -where catnip, thoroughwort, camomile, hoarhound, pennyroyal, etc., can -be grown. These are nature’s remedies and are often just as effective -and always safer than strong drugs. Almost all kinds of herbs should be -gathered while in blossom and tied up in bunches until dry. Then put -them in bags, keeping each kind separate, and labeling them. The bags -keep them clean and the labels enable one to find them quickly. In the -springtime when one feels languid and miserable, a cup of boneset or -thoroughwort tea, taken several mornings in succession, will arouse the -sluggish liver and make quite a difference in one’s feelings. - -For sprains, bruises and rheumatism steep tansy in vinegar, having it -almost boiling hot; wring woolen cloths out of it and apply, changing -often. Plantain grows almost everywhere and is very useful as a -medicine. A strong tea made of the leaves or a poultice made of them and -applied quite hot to the cheek will relieve facial neuralgia, A tea made -of the seeds and taken in tablespoonful doses every ten minutes is good -for sick stomach. - -If it is desirable to preserve plant remedies make a strong decoction by -steeping in water kept just below boiling point half an hour. Strain it -and to one pint of the liquid add one gill of alcohol. Put it in bottle, -cork tightly and it will retain its virtues as long as desired. - -Many fruits and vegetables possess valuable medicinal properties. -Tomatoes, either canned or fresh, are a pleasant remedy for -constipation. Blackberry cordial is an old and well-tried remedy for -diarrhea and dysentery. To prepare it get the fresh berries; mash them -with a potato masher and let them stand several hours; then strain out -the juice. To one quart of juice add one pound of granulated sugar and -one heaping teaspoonful each of cloves, cinnamon, allspice and nutmeg. -All the spices except the nutmeg should be tied in a cheesecloth sack -before they are put in. Boil until it is a rich syrup; put it in bottles -and seal while hot. - -Many housewives who have used borax in various ways have never known its -value as a medicine. It is almost the only antiseptic and disinfectant -known that is entirely safe to use. Clothes washed in borax water are -free from infection, and can be worn again without fear of contagion. A -solution of ten grains of borax to one ounce of pure soft water is an -excellent lotion for sore eyes. Apply it two or three times a day until -it strengthens and heals them. Half a teaspoonful of borax and a pinch -of salt dissolved in a cupful of water and used frequently as a gargle -will cure sore throat. - -A heaping tablespoonful of table salt or two of mustard stirred into a -glass of warm water will start vomiting as soon as it reaches the -stomach, which is one of the best remedies known for poisoning. A -teacupful of very strong coffee will nullify the effects of opium, -morphine or chloroform. - - - WHAT TO PUT IN A REMEDY CUPBOARD - -In every house there should be a remedy cupboard. We do not mean the -ordinary medicine chest with innumerable bottles huddled together, but a -well-stocked emergency cupboard, easy of access, and containing simple -remedies for the many aches and pains of humanity. Such a medicine chest -is considered by some as one of the most important pieces of furniture -in the house. It should be more like a little cupboard than a chest. It -may be made of a rather shallow box, fitted with shelves, and there -should be a door which fastens with a lock and key. The key should be -kept by the mother, so that no one can go to the chest without -permission. It should be fastened rather high up against the wall. In -this chest should be kept everything that experience has proven to be -essential in the treatment of such emergency cases as most mothers have -to deal with. - -No household is conducted without an occasional accident or bruise; -burns and ugly cuts are all of frequent occurrence where there are -children. If there is a place where one can always find some soft -medicated cotton, bandages of different widths, absorbent gauze and a -bottle of some antiseptic solution, it will prevent the frantic running -about when such articles are needed and save to the sufferer many throbs -of pain. To be thoroughly satisfactory the emergency cupboard must be -kept in perfect order and systematically arranged. For instance, in one -compartment keep the every-day remedies for coughs and colds, such as -quinine and listerine, croup kettle, atomizer and a compress and flannel -bandages. - -There should be prepared mustard plasters, rolls of court plaster, -salves, liniments, lotions, laudanum, pills, porous plasters, castor -oil, sulphur, salts, camphor, and in fact everything that is needed -should be found here, and in this way many times the cost of the chest -will be saved in doctors’ bills. Everything should be carefully labeled -and so arranged that things can almost be found in the dark. - - - HOW TO KEEP THE BABY WELL - -Many young mothers are anxious to learn all they can about the -physiology and hygiene of babyhood. Hours of anxiety might be spared -them if they could only profit by the experience of those who have -raised large families. - -Babies’ hands and feet frequently become cold in a room where older -people are quite comfortable. This is sometimes caused by having the -clothing too tight. Keep the temperature of the room as near seventy -degrees as possible and have it well ventilated, but do not allow the -little one to lie in a draught, or an attack of colic may be the result. -Take him out in the fresh air frequently if the weather is good, but -when the wind is blowing and the air is damp the best place for the baby -is in the nursery. It is never safe to expose him to all kinds of -weather in order to get him used to it, for it may cost his life. - -Give the baby a bath every day in hot weather, never having the water -cool enough to cause him to catch his breath, nor warm enough to make -him cry. He will soon learn to enjoy it. “My baby will laugh and clap -his hands every time he is put in the water,” says one happy mother, -“and after a few minutes’ bath and a good rubbing he is ready for a -long, refreshing sleep.” - -If the baby’s head becomes covered with a yellow coating rub vaseline -well into the scalp, and after it has remained four or five hours take a -fine comb and carefully comb it all off; wash thoroughly with soft water -and good toilet soap as often as may be necessary to keep the scalp -white and healthy. The vaseline loosens the scurf and makes it easy to -comb out. - -Nothing is so important as the baby’s diet. Of course the mother’s milk -is the food nature intended for him, but frequently the supply is not -sufficient for his needs, and there are many cases where it is -impossible for a mother to nurse her baby. Cow’s milk is sometimes used, -but the result is seldom satisfactory. It sours so easily in warm -weather and is then really poisonous to the little one. Then we can -never be sure that the cow is healthy, and we seldom have any means of -knowing what kind of food she eats, or if the water she drinks is pure. -All these things seriously affect the child’s health. Various prepared -foods are good, but what agrees with one baby may not agree with -another, so the effects of the one chosen should be carefully watched. -It should be freshly prepared for each meal; there will then be none of -the bad effects that so often follow the use of stale food. Do not get -into the habit of offering the baby the bottle every time he cries, -regardless of the cause. He may be thirsty, and a few spoonfuls of cold -water will quiet him. - -Do not feed the baby with a spoon. It is not nature’s way, and the -sucking motion of the lips and mouth is needed to mix the food with the -fluids of the mouth and keep it from getting into the stomach too fast. -Use a plain nursing-bottle with a rubber nipple, which should be taken -off after each feeding so that both bottle and rubber may be washed -thoroughly. Let them soak in hot water two or three times every day to -destroy any germs that may be left in them. Under no circumstances ever -use a bottle with a long tube of rubber. Absolute cleanliness in -everything pertaining to his food is necessary to keep the baby healthy. - -Do not put anything in his mouth that needs chewing, until he has his -teeth. In fact until he is seven months old the prepared food will be -all that is necessary for him. After that he will take a little oatmeal -gruel that has been strained through a coarse wire sieve to remove the -husks, or some of the excellent preparations of wheat now on the market. -If he is constipated, the juice of stewed fruit is beneficial in small -quantities. - - - - - RULES FOR ACCIDENTS AND EMERGENCIES - Poisons and Their Treatment—Bites, Stings, Bruises, Splinters, Cuts, - Sprains and Burns—Lockjaw—Poison Ivy—How to Bring the Drowned to - Life—Suffocation—Fainting—Sunstroke—Freezing—The Eyes and How to Care - for Them—Earache and Toothache—Felons, Warts, Corns and Boils—Home - Remedies for Diphtheria—Treatment of Smallpox—Convenient - Disinfectants—Sick Room Suggestions—Fruit in Sickness—An Antidote for - Intemperance—Milk Strippings for Consumption—Stammering Cured at Home - - -Here are some short and simple rules for quick action in the event of -accidents: - -=For Dust in the Eyes=, avoid rubbing, and dash water into them. Remove -cinders, etc., with the rounded end of a lead pencil or a small camel’s -hair brush dipped in water. - -=Remove Insects from the Ear= by tepid water; never put a hard -instrument into the ear. - -=If an Artery Is Cut= compress above the wound; if a vein is cut -compress below. - -=If Choked= get upon all fours and cough. - -=For Light Burns= dip the part in cold water; if the skin is destroyed -cover with varnish. - -=Smother a Fire= with carpets, etc.; water will often spread burning oil -and increase the danger. - -=Before Passing through Smoke= take a full breath and then stoop low; -but if carbonic acid gas is suspected then walk erect. - -=Suck Poisoned Wounds= unless your mouth is sore. Enlarge the wound, or -better, cut out the part without delay. Hold the wounded part as long as -can be borne to a hot coal or end of a cigar. - - - POISONS AND THEIR TREATMENT - -The treatment of poisons in general consists of the use of substances -which, by combining chemically with an injurious dose, will neutralize, -as acids with alkalies and vice versa; by solvents, which take up the -poison, as olive oil with carbolic acid; and by emetics which produce -vomiting and dislodge the poison. The stomach pump is also used, if -available, to empty the stomach, and for some poisons electricity is -used. - -If the exact poison is unknown it is best to follow a general plan of -treatment. We want an emetic, an antidote and a cathartic. For the first -a draught of warm water and tickling the throat with a finger or a -feather will generally succeed. For an antidote that will neutralize the -great majority of poisons give a mixture of equal parts of calcined -magnesia, pulverized charcoal and sesquioxide of iron, mixed thoroughly. -Castor oil is the best cathartic for general use in poisoning. - -Here are a few special instructions for the treatment of the more common -cases of poisoning: - -For carbolic acid give olive oil or castor oil or glycerine. - -For ammonia give frequently a tablespoonful of vinegar or lemon juice, -and follow this with a cathartic of castor oil. - -For alcohol empty the stomach by emetics, warm salt water, repeated at -short intervals, being the best. If the head is hot, dash cool water -upon it. Keep up motion and rubbing and slapping to increase the -circulation. - -For arsenic, fly poison or paris green, take milk, gruel water with -starch dissolved in it, oil and lime water. Be sure and empty the -stomach by vomiting. It may require three or four repetitions of an -emetic to dislodge the sticky paste from the walls of the stomach. Oil -and barley gruel or mucilage water should be given to protect the -stomach. - -For chloroform and ether, artificial breathing must be stimulated. Lower -the head of the patient and elevate the legs. Place ammonia at the nose -to be inhaled, and slap the surface of the chest smartly with the fringe -of a towel dipped in ice water. - -For sulphate of copper or blue vitriol, give an emetic of warm water or -mustard and warm water. Do not give vinegar or acids. After vomiting -give milk or white of egg and oil. - -For mercury poisoning by corrosive sublimate or calomel, give promptly -the white of eggs mixed in water or milk. Empty the stomach by vomiting -and then give quantities of egg and water or milk or even flour and -water. - -For opium, morphine, laudanum, paregoric or soothing syrup poisoning -cleanse the stomach thoroughly by vomiting, and then give strong coffee. -The patient must be kept in constant motion. At the same time he must be -frequently aroused by smart blows with the palm of the hand, or -switching, and whipping the body with a wet towel. When all else fails -artificial respiration should be kept up for a long time. - -For phosphorus, heads of matches, etc., use a mixture of hydrated -magnesia and cold water in repeated draughts, and produce free vomiting. -The emetic is mustard, flour and water. Do not use oil, as it tends to -dissolve the phosphorus. - -For strychnine, rat poison and the like give an emetic, and after this -operates administer draughts of strong coffee. Control the convulsions -by inhaling chloroform, a teaspoonful poured upon a napkin and placed -near the nostrils. Between paroxysms give chloral dissolved in water. -The patient should be allowed to go to sleep if so inclined and under -any circumstances kept perfectly quiet, for any shock brings -convulsions. - -For venomous snake bites tie a bandage tightly above the point of the -bite, leave the wound to bleed, and draw from it what poison may remain -by sucking, unless you have a sore mouth. Cauterize the wound with -caustics, a hot iron or a hot coal. Give alcoholic liquors and strong -coffee freely. Dress the wound with equal parts of oil and ammonia. - -For poisonous mushrooms give a brisk emetic, then epsom salts and then -large and stimulating injections to move the bowels, followed by ether -and alcoholic stimulants. The poison of mushrooms is very similar to -that of venomous snake bites. - - - RATTLESNAKE BITES CURED BY SWEET OIL - -Few people know that sweet oil, the common olive oil of commerce, the -salad oil used on our tables, is a specific for rattlesnake bites. Use -both internally and externally. Give the patient a teaspoonful of oil -every hour while nausea lasts. Dip pieces of cotton two inches square in -the oil and lay the saturated cloth over the wound. In twenty minutes or -less bubbles and froth will begin to appear on the surface of the cloth. -Remove the square, burn it, and replace it with a fresh square until all -the swelling has subsided. Where rattlesnakes abound every household -should keep a six or eight ounce vial of the best oil ready for -emergencies. Avoid rancid or adulterated oil. No whiskey or other -stimulant is needed, and in a majority of cases the patient is much -better off without any other so-called relief than that afforded by the -oil. - -Relief is accelerated if some one with mouth and lips free from sores -and cracks will suck the poison from the bite before applying the -patches of oil-saturated cloth. A few drops of oil taken in the mouth -before beginning will insure exemption from any disagreeable results. - - - RATTLESNAKE BITES—A FAVORITE REMEDY - -A favorite remedy for a sufferer from rattlesnake bite, which proves -very effective, is as follows: Iodide of potassium four grains, -corrosive sublimate two grains, bromide five drachms. Ten drops of this -compound taken in one or two tablespoonfuls of brandy or whisky make a -dose, to be repeated at intervals if necessary. - - - POISON IVY, OAK AND SUMAC-REMEDIES - -It is unfortunate that some of the most attractive plants that grow in -woods, ivy, oak and sumac, for instance, are poisonous in their effects. -They act differently, however, on different people, for some seem not to -be susceptible under any circumstances, while others are poisoned by -simple contact with clothing that has touched the noxious plant. The -remedies likewise do not in every case affect people with the same -degree of success. - -Various remedies are used in case of poisoning from ivy. The affected -parts may be bathed with water in which hemlock twigs or oak leaves have -been steeped. Fresh lime water and wet salt are likewise recommended. -Spirits of niter will help to heal the parts when bathed freely with it. -Another suggestion is to bathe the poisoned part thoroughly with clear -hot water, and when dry paint the place freely three or four times a day -with a feather dipped in strong tincture of lobelia. A similar -application of fluid extract of gelsemium sempervirens (yellow -jessamine) is likewise very effective. - - - BEE AND WASP STINGS—HOW TO SOOTHE THEM - -A beekeeper advises those who are around bees should have a small bottle -of tincture of myrrh. As soon as one is stung apply a little of the -tincture to the sting, when the pain and swelling cease. It will also -serve well for bites of spiders and poisonous reptiles. If an onion be -scraped and the juicy part applied to the sting of wasps or bees the -pain will be relieved quickly. Ammonia applied to a bite from a -poisonous snake, or any poisonous animal, or sting of an insect, will -give immediate relief and will go far toward completely curing the -injury. It is one of the most convenient caustics to apply to the bite -of a mad dog. - - - BORAX FOR INSECT BITES - -Dissolve one ounce of borax in one pint of water and anoint the bites of -insects with the solution. This is good for the irritation of mosquito -bites and even for prickly heat and like summer irritations. For the -stings of bees or wasps the solution should be twice as strong. - -=Another Simple Remedy.=—For bee or wasp stings bathe the part affected -with a teaspoonful of salt and soda each in a little warm water. Apply -the remedy at once after being stung. If this be used just after one is -stung there will be no swelling. If one is off in the field and is stung -take a common hog weed and rub the part vigorously therewith. It will -stop the pain and prevent swelling. - - - HOW TO TREAT A SPRAIN - -In treating a sprain wring a folded flannel out of boiling water by -laying it in a thick towel and twisting the ends in opposite directions; -shake it to cool it a little, lay it on the painful part and cover it -with a piece of dry flannel. Change of fomentations until six have been -applied, being careful not to have them so hot as to burn the skin. -Bandage the part if possible, and in six or eight hours repeat the -application. As soon as it can be borne, rub well with extract of witch -hazel. - - - HOW TO TAKE SORENESS FROM A CUT MADE BY GLASS - -If one should sustain a wound by stepping on a piece of glass, as -children frequently do, soreness and much pain may be avoided by smoking -the wound with slow-burning old yarn or woolen rags. - - - NAIL WOUNDS IN THE FOOT—HOW TO RELIEVE THE PAIN - -To relieve from the suffering produced by running a nail in the foot of -a horse or a man, take peach leaves, bruise them, apply to the wound, -and confine with a bandage. They give relief almost immediately and help -to heal the wound. Renew the application twice a day if necessary, but -one application goes far to destroy the pain. - - - TURPENTINE FOR LOCKJAW - -A simple remedy recommended for lockjaw is ordinary turpentine. Warm a -small quantity of the liquid and pour it on the wound, no matter where -the wound is, and relief will follow immediately. Nothing better can be -applied to a severe cut or bruise than cold turpentine, which is very -prompt in its action. - - - BRUISES, SPLINTERS, CUTS AND BURNS—SIMPLE REMEDIES - -=The Best Treatment for a Bruise= is to apply soft cloths wet with hot -water, and if the contusion is very painful a little laudanum may be -added to the water. - -=To Extract a Splinter= from a child’s hand, fill a wide-mouthed bottle -half full of very hot water and place its mouth under the injured spot. -If a little pressure is used the steam in a few moments will extract the -splinter. - -=Before Bandaging a Cut= wash it thoroughly with some antiseptic -solution. When it is perfectly clean bring the edges together and hold -in place with warm strips of adhesive plastering. Leave a place between -them for the escape of blood, and apply a dressing of absorbent gauze. -When the wound is entirely healed the plaster may be easily removed by -moistening at first with alcohol. - -=The Stinging Pain of a Superficial Burn= may be instantly allayed by -painting with flexible collodion, white of egg, or mucilage. If the skin -is broken apply a dressing of boracic acid ointment or vaseline. - - - BURNS AND THEIR TREATMENT - -Common cooking soda, as found in every kitchen, is a convenient remedy -for burns and scalds. Moisten the injured part and then sprinkle with -dry soda so as to cover it entirely and loosely wrap it with a wet linen -cloth. - -Another convenient remedy for the same kind of injury, if you have a -mucilage bottle at hand, is to brush or pour a coating of the mucilage -over the entire injured part. The chief cause for pain from burns and -scalds is their exposure to the air, and the mucilage coating will keep -the air from coming in contact with the inflamed tissue. - -The following is the recommendation of an eminent physician for treating -burns from gunpowder: - -“=In Burns from Gunpowder=, where the powder has been deeply imbedded in -the skin, a large poultice made of common molasses and wheat flour, -applied over the burnt surface, is the very best thing that can be used, -as it seems to draw the powder to the surface, and keeps the parts so -soft that the formation of scars does not occur. It should be removed -twice a day, and the part washed with a shaving brush and warm water -before applying the fresh poultice. The poultice should be made -sufficiently soft to admit of its being readily spread on a piece of -cotton. In cases in which the skin and muscles have been completely -filled with the burnt powder we have seen the parts heal perfectly -without leaving the slightest mark to indicate the position or nature of -the injury.” - - - COLD WATER FOR ORDINARY RECENT BURNS - -The best treatment for ordinary recent burns at first is cold water, -which soothes and deadens the suffering. The burnt part should, -therefore, be placed in cold water, or thin cloths dipped in the cool -liquid should be applied and frequently renewed. In a short time, -however, the cold water fails to relieve and then rags dipped in carron -oil (a mixture of equal parts of linseed oil and lime water, well shaken -before using) should be substituted for the water. When the treatment -with carron oil begins, however, care should be taken to keep the rag -moist with it until the burn heals. This is the main point in the -treatment, so the authorities say. The cloth must not be removed or -changed. - - - TO RELIEVE A SCALDED MOUTH - -To relieve a scald on the interior of the mouth from taking hot liquids, -gargle with a solution of borax, and then hold in the mouth a mucilage -of slippery elm, swallowing it slowly if the throat also has been -scalded. The slippery elm may be mixed with olive oil. - - - HOW TO BRING THE APPARENTLY DROWNED TO LIFE - -The bringing to life of those who are apparently drowned is something -that should be understood by every person, for such emergencies may rise -at any time or place when no professional relief is at hand. There are -astonishing instances of revival after a considerable time has passed, -and it is worth while to persist in the effort most energetically and -constantly for a long time before hope is given up. The following rules -for saving the life of those who are apparently drowned are made up from -various sources, official and otherwise, and may be accepted as -thoroughly reliable. - -Whatever method is adopted to produce artificial breathing, the patient -should be stripped to the waist and the clothing should be loosened -below the waist, so that there shall be no restraint on the movement of -the chest and body. Lose no time in beginning. Remove the froth and -mucus from the mouth and nostrils and the mud, too, if any has been -drawn in. Hold the body for a few seconds with the head sloping -downward, so that the water may run out of the lungs and windpipe. - -The tip of the tongue must hue drawn forward and out of the mouth, as -otherwise it will fall back into the throat and impede breathing. This -is an important matter, for if it is not done successfully all that -would otherwise be gained by artificial breathing may not be -accomplished. If you are not alone the matter becomes simpler. Let a -bystander grasp the tongue with a dry handkerchief to prevent it -slipping from the fingers, or he may cover his fingers with sand for the -same purpose. If you are alone with the patient draw the tongue well out -and tie it against the lower teeth in this manner: Lay the center of a -dry strip of cloth on the tongue, which is drawn out over the teeth, and -cross it under the chin. Carry the ends around the neck and tie them at -the sides of the neck, which will keep the tongue from slipping back. -You are now ready to begin the actual restoration of life. - -If the ground is sloping turn the patient upon the face, the head down -hill; step astride the hips, your face toward the head, lock your -fingers together under the abdomen, raise the body as high as you can -without lifting the forehead from the ground, give the body a smart jerk -to remove the accumulating mucus from the throat and water from the -windpipe; hold the body suspended long enough to slowly count five; then -repeat the jerks two or three times. - -The patient being still upon the ground, face down, and maintaining all -the while your position astride the body, grasp the points of the -shoulders by the clothing, or, if the body be naked, thrust your fingers -into the armpits, clasping your thumbs under the points of the -shoulders, and raise the chest as high as you can without lifting the -head quite off the ground and hold it long enough to slowly count three. - -Replace the patient slowly upon the ground, with the forehead upon the -bent arm, the neck straightened out, and the mouth and nose free. Place -your elbows against your knees and your hands upon the sides of his -chest over the lower ribs, and press downward and inward with increasing -force long enough to slowly count two. Then suddenly let go, grasp the -shoulders as before, and raise the chest; then press upon the ribs, etc. -These alternate movements should be repeated ten to fifteen times a -minute for an hour at least, unless breathing is restored sooner. Use -the same regularity as in natural breathing. - -After breathing has commenced and not before, unless there is a house -very close, get the patient where covering may be obtained, to restore -the animal heat. Wrap in warm blankets, apply bottles of hot water, hot -bricks, etc., to aid in the restoration of heat. Warm the head nearly as -fast as the body, lest convulsions come on. Rubbing the body with warm -cloths or the hand and gently slapping the fleshy parts may assist to -restore warmth and the breathing also. - -When the patient can swallow give hot coffee, tea or milk. Give spirits -sparingly, lest they produce depression. Place the patient in a warm -bed, give him plenty of fresh air and keep him quiet. - -Another method which is perhaps simpler than the first and equally -effective is as follows: - -The water and mucus are supposed to have been removed from the mouth, -and the tongue secured by the means above described. The patient is to -be placed on his back, with a roll made of a coat or a shawl under the -shoulders. The nurse should kneel at the head and grasp the elbows of -the patient and draw them upward until the hands are carried above the -head and kept in this position until one, two, three can be slowly -counted. This movement elevates the ribs, expands the chest and creates -a vacuum in the lungs into which the air rushes, or, in other words, the -movement produces inspiration. The elbows are then slowly carried -downward, placed by the sides and pressed inward against the chest, -thereby diminishing the size of the latter and producing expiration. -These movements should be repeated about fifteen times during each -minute for at least two hours, provided the signs of animation present -themselves. - - - WHEN ONE FALLS INTO THE WATER - -If a person who cannot swim falls into deep water, it is still possible -in many instances for him to save his own life if he can keep his wits -about him. Remember that one always rises to the surface at once after -falling into deep water, and that the person must not raise his arms or -hands above the water unless there is something to take hold of, for the -weight thus raised will sink the head below the point of safety. Motions -of the hands under water, however, will do no harm, for in quiet water, -with the head thrown back a little, the face will float above the -surface unless heavy boots and clothing drag the person down. The slow -motion of the legs as if walking upstairs, keeping as nearly -perpendicular as possible, will help to keep one afloat until aid comes. - - - WHAT TO DO IN CASE OF SUFFOCATION - -Suffocation from any cause may be treated in some details the same as -apparent drowning. - -For suffocation from hanging, remove all the clothing from the upper -part of the body and proceed to restore breathing in the way directed -under the subject of drowning. Of course if the neck is broken there is -no hope in this. - -For suffocation from gas and poisonous vapors, get the person into the -open air, relieve the lungs of the gas and restore natural breathing in -the same way as directed in case of drowning. Throw cold water upon the -face and breast and hold strong vinegar to the nostrils of the patient. -If oxygen can be obtained promptly, it should be forced into the lungs. - - - HOW TO REVIVE A FAINTING PERSON - -In a case of fainting lay the patient on his back with his head slightly -lower than his feet. Be sure that the room is fully ventilated with -fresh air, and rub gently the palms of the hands, the wrists, the arms -and the forehead. Sprinkle a little cold water upon the face and hold to -the nose a napkin upon which spirits of camphor, ether, ammonia or -vinegar has been sprinkled. - - - SUNSTROKE AND HOW TO TREAT IT - -In case of sunstroke get the patient into the coolest place you can, -loosen the clothes about his neck and waist, lay him down with his head -a little raised, and cool him off as promptly as possible. Cloths wrung -out in cold water, applied to the head, wrists and soles of the feet, -are the simplest applications. In severe cases of extreme prostration -from sunstroke, the patient should be immersed in cold water, and even -in an ice pack to get prompt results. After a little recovery is visible -careful nursing is the next important thing. Sunstroke is commonly a -summer disease, but the same conditions may come from overwork in -extremely hot rooms. It begins with pain in the head, or dizziness, -quickly followed by a loss of consciousness and complete prostration. -The head is often burning hot, the face dark and swollen, the breathing -labored, and the extremities are cold. If the latter detail is observed, -mustard or turpentine should be applied to the calves of the legs and -the soles of the feet, after which the hands should be chafed with -flannels or with the palms of the hands. In case of genuine sunstroke -lose no time in calling the doctor. - - - FREEZING AND HOW TO TREAT A CASE - -In cases of severe freezing, when a person is apparently frozen to -death, great caution is needed. Keep the body in a cold place, handle it -carefully, and rub it with cold water or snow for fifteen or twenty -minutes. When the surface is red, wipe it perfectly dry and rub with -bare warm hands. The person should be then wrapped in a blanket and -breathing restored if possible as already directed. It may be necessary -to continue the treatment energetically for several hours. A little -lukewarm water, or wine, or ginger tea is recommended for the patient to -swallow as soon as possible. - - - THE EYES AND HOW TO CARE FOR THEM - -Here are some simple and sound rules for care of the eyes, as formulated -by a recognized authority on the subject. Avoid reading and study by -poor lights. Light should come from the side of the reader, and not from -the back nor from the front. Do not read or study while suffering great -bodily fatigue or during recovery from illness. Do not read while lying -down. Do not use the eyes too long at a time for anything that requires -close application, but give them occasional periods of rest. Reading and -study should be done systematically. During study avoid the stooping -position, or whatever tends to produce congestion of the blood in the -head and face. Read with the book on a level with the eyes, or nearly -so, instead of in your lap. Select well printed books. Correct -imperfection in sight with proper glasses, not selected carelessly by -yourself or bought from an irresponsible wandering peddler, but properly -fitted by an educated optician. Avoid bad hygienic conditions and the -use of alcohol and tobacco. Take sufficient exercise in the open air. -Let physical culture keep pace with mental development, for imperfection -in eyesight is most usually observed in those who are lacking in -physical development. - - - STYES AND THEIR TREATMENT - -A stye is a small boil which projects from the edge of the eyelid, and -is sometimes much inflamed and very painful. A poultice of linseed meal -or bread and milk will soothe it and soften it. When the stye forms a -head showing matter, pierce it with a clean, sharp needle and then apply -some mild, soothing ointment. - - - TO TAKE THE COLOR FROM A BLACK EYE - -A black eye is usually caused by a blow and may be a very disfiguring -object. If inflamed and painful wash the eye often with very warm water, -in which is dissolved a little carbonate of soda. A repeated application -of cloths wrung out of very hot water gives relief. A poultice of -slippery elm bark mixed with milk and put on warm is also good. To -remove the discoloration of the eye bind on a poultice made of the root -of “Solomon’s seal.” It is often found sufficient to apply the scraped -root at bedtime to the closed eye and the blackness will disappear by -morning. - - - TO REMOVE BITS OF DIRT FROM THE EYE - -To remove dirt or foreign particles from the eye take a hog’s bristle -and double it so as to form a loop. Lift the eyelid and gently insert -the loop under it. Now close the lid down upon the bristle, which may be -withdrawn gently and the dirt should come with it. - -=Another Process.=—Take hold of the upper eyelid with the forefinger and -thumb of each hand, draw it gently forward and down over the lower lid, -and hold it in this position for about a minute. When at the end of this -time you allow the eyelid to resume its place, a flood of tears will -wash out the foreign substance, which will be found near the lower -eyelid. - -If lime gets into the eyes, a few drops of vinegar and water will -dissolve and remove it. - -Olive oil will relieve the pain caused by any hot fluid that may reach -the eye. - -A particle of iron or steel may be extracted from the eye by holding -near it a powerful magnet. - -=When Something Gets into Your Eye.=—An easy method of removing bits of -foreign bodies from the eye is to place a grain of flaxseed under the -lower lid and close the lids. The seed becomes quickly surrounded by a -thick adherent mucilage which entraps the foreign body and soon carries -it out from the angle of the eye. - - - QUICK RELIEF FOR EARACHE - -To relieve earache take a small piece of cotton batting, depress it in -the center with the finger and fill up the cavity with ground black -pepper. Gather it into a ball and tie it with thread. Dip the pepper -ball into sweet oil and insert it in the ear, then putting cotton over -the ear and using a bandage or cap to keep it in place. This application -will give immediate relief and can do no injury. - -=Another Remedy.=—Take a common tobacco pipe, put a wad of cotton into -the bowl and drop a few drops of chloroform into it. Cover this with -another wad of cotton, place the pipe stem to the suffering ear and blow -into the bowl. The chloroform vapor will in many cases cause the pain to -cease almost immediately. - - - INSECTS IN THE EAR—TO REMOVE - -To destroy insects which fly or crawl into the ear, pour a spoonful of -warm olive oil into the ear and keep it there for some hours by means of -a wad of cotton batting and a bandage. Afterward it may be washed out -with warm water and a small syringe. - - - TOOTHACHE—A QUICK RELIEF - -One of the best mixtures to relieve acute pain and toothache is made as -follows: Laudanum, one drachm; gum camphor, four drachms; oil of cloves, -one-half drachm; oil of lavender, one drachm; alcohol, one ounce; -sulphuric ether, six drachms, and chloroform, five drachms. Apply with -lint, or for toothache rub on the gums and upon the face against the -tooth. - - - DISAGREEABLE BREATH—HOW TO CURE - -Of course if the trouble comes from the teeth by decay, it is a case for -the dentist, and if because the teeth are not properly and frequently -cleaned, the remedy is a toothbrush and a good tooth powder. - -Bad breath, however, is frequently the result of low vitality or -torpidity of the excretory organs, either the skin, bowels, kidneys, -liver or lungs. Should one of these, the bowels, for instance, become -affected, the others have more work to do. The lungs then have to throw -off some of this waste matter, and the result is bad breath. If from one -of these causes, or from the stomach, or from catarrh in the nose, a -doctor should be called to treat the difficulty intelligently. - -For temporary cleansing of the breath, however, the following -recommendations are good. A teaspoonful of listerine to half a glass of -water makes a wholesome and refreshing gargle and mouth wash. No harm is -done if some of it be swallowed. A teaspoonful of powdered charcoal is a -good dose to take. A teaspoonful of chlorine water in half a glass of -water makes another good mouth wash. - -Of course the teeth should be brushed twice a day at all times, and the -listerine is the best of lotions for that use, particularly when used -alternately with powdered chalk to whiten the teeth. Do not use a brush -that is too stiff, and never brush so hard that you make the gums bleed. - - - TO STOP NOSEBLEED - -A correspondent in the Scientific American declares that the best remedy -for nosebleed is in the vigorous motion of the jaws, as if in the act of -chewing. A child may be given a wad of paper or a piece of gum and -instructed to chew steadily and hard. It is the motion of the jaws that -stops the flow of blood. - - - HICCOUGHS—A SIMPLE CURE - -A safe and convenient remedy for hiccoughs is to moisten a teaspoonful -of granulated sugar with a few drops of vinegar. The dose is easy to -take and the effect is almost immediate. - - - FELONS OR WHITLOWS AND THEIR TREATMENT - -A felon, or whitlow, although not very large, may become not only very -painful but dangerous if neglected. The milder ones may be treated with -hot water, cloths and poultices, and if matter forms may be relieved by -a lancet. There are others, however, which, if neglected, gradually -affect the bone of the finger where they form, and these need the -attention of a surgeon as soon as they begin to be very troublesome. - -As soon as the finger begins to swell wrap the part affected with cloth -soaked thoroughly with tincture of lobelia. This rarely fails to cure. -Another simple remedy is to stir one-half teaspoonful of water into one -ounce of Venice turpentine until the mixture appears like granulated -honey. Coat the finger with it and bandage. The pain should vanish in a -few hours. A poultice of linseed and slippery elm will help to draw the -felon to a head, and when a small white spot in the center of the -swelling indicates the formation of matter it should be carefully opened -with the point of a large needle. A poultice of powdered hops will help -to relieve the pain. - - - SIMPLE CURE FOR WARTS - -Oil of cinnamon dropped on warts three or four times a day will cause -their disappearance, however hard, large, or dense they may be. The -application gives no pain and causes no suppuration. - - - CORNS AND CORN CURES - -Corns are always the result of continued pressure, such as wearing shoes -too small or not properly fitted to the foot. At first they are merely -thickenings of the outer skin, but in time they come to be connected -with the true skin beneath, and even with the muscles. There are almost -as many corn cures advertised and recommended as there are corns, and -sometimes they all fail, but here are a few of the most approved: - -Soak the corn for half an hour in a solution of soda, and after paring -it as closely as possible without pain apply a plaster of the following -ingredients: Purified ammonia, two ounces; yellow wax, two ounces, and -acetate of copper, six drachms. Melt the first two together and after -removing them from the fire add the copper acetate just before they grow -cold. Spread this ointment on a piece of soft leather or on linen and -bind it in place. If this application is kept on the corn faithfully for -two weeks there should be a certain cure. - -The soft corn occurs between the toes and from the same causes, but in -consequence of the moisture which reaches it, it remains permanently -soft. It may be healed by first cutting away the thick skin from the -surface, then touching it with a drop of Friar’s balsam and keeping a -piece of fresh cotton for a cushion between the toes. - -Tincture of arnica or turpentine will serve a similar purpose. - -A small piece of lemon bandaged over a corn will help to relieve the -pain and enable it to be treated to good advantage. - -Corn plasters made of felt, with a hole punched through the center, will -cushion the troublesome visitor so that it may be treated with the -proper remedies and the pain be relieved at the same time. - - - BOILS AND CARBUNCLES—HOW TO TREAT THEM - -=Boils= prove that an impurity exists in the blood, and the general -health should be improved by means of careful diet and regular habits. -The bowels must be kept open and regular, and the food should be simple, -easily digested, and not heating. - -Poultice the boil from the beginning with bread and linseed meal mixed -with a little glycerine or sweet oil. When fully to a head and ripened -the boil should be opened and the pus drained out. Then dress the wound -with some soothing ointment spread on soft linen. - -=Carbuncles= are apt to be much more serious than ordinary boils, and -are very weakening to the system, in which they show a weakness already -to exist. They should be carefully poulticed and treated as above, but -the best advice is to call a good doctor and draw on his knowledge of -treatment at once. - - - THE PROPER WAY TO MAKE A MUSTARD PLASTER - -The making of a mustard plaster may seem a very simple thing, yet there -are few households in which it is properly done. Care and attention must -be given the work in order to have the results satisfactory. - -A plaster should never be applied cold to a patient, the shock being too -great. It should either be mixed with warm water or well heated after -mixing. Strong ground mustard should be used, a little flour added, and -the whole stirred to a smooth, thick paste with warm borax water, which -soothes and prevents too great irritation. Some nurses add a teaspoonful -of molasses or mix the mustard with the white of an egg. When prepared -spread a piece of old linen on a warm plate, cover with the mixture, lay -a second cloth over and apply at once. If allowed to remain on until the -skin is burned or blistered, bathe gently with a little borax water, -dry, and rub with vaseline. - - - DANGER IN DAMP SHEETS - -Among the dangers which beset travelers in strange hotels and elsewhere -is the really great peril of sleeping in damp sheets. It is hard enough -to secure the proper airing of linen and clothes at home. Unless each -article is unfolded and its position changed until all the moisture has -been driven out of it, it is really not fully dried. As a matter of fact -heavy articles, such as sheets, are scarcely ever thoroughly dry, and -when delicate persons, perhaps fatigued by a journey, seek rest in a bed -made of them, they risk rheumatism and other mischief. In case of doubt -it is better to remove the sheets from the bed and sleep in the blankets -until assured that the linen is thoroughly dry. - - - TAR AND TURPENTINE FOR DIPHTHERIA - -The vapors of tar and turpentine are of great value in the treatment of -diphtheria. The process is simple. Pour equal parts of turpentine and -tar into a tin pan or cup and set fire to the mixture. A dense resinous -smoke arises which clouds the air of the room. The patient immediately -experiences relief. The choking and rattle in the throat stop, the -patient falls into a slumber, and seems to inhale the smoke with -pleasure. The vapors dissolve the fibrous membrane which chokes up the -throat in croup and diphtheria, and it is coughed up readily. A remedy -so convenient and so easily given should be in every household for -prompt use when necessary. - -Turpentine also is a convenient remedy for croup. Saturate a piece of -flannel with it and place the flannel on the throat and chest. In a very -severe case three or four drops in a lump of sugar may be taken -internally. - - - TO PREVENT PITTING IN SMALLPOX - -By careful treatment, pitting in smallpox may be generally prevented. -One successful method is to dissolve India rubber in chloroform and then -paint the skin, where exposed, with this solution, by means of a soft -camel’s-hair brush. When the chloroform has evaporated, which it very -soon does, a thin film of India rubber is left over the face. This -relieves itching and irritation, and permits the patient to be more -comfortable in addition to preventing the pitting. Another suggestion is -to keep the whole body, face and all, covered with calamine, or native -carbonate of zinc, which must be purified and pulverized for the -purpose. It may be shaken onto the body from a common pepper box. To -assist in relieving the inflammation sprinkle an ounce of powdered -camphor between the under sheet and the pad on which it rests, -scattering powder the whole length of the bed, and freely where the back -and shoulders are lying. This gives great relief to the sufferer. - - - MEDICAL USES OF WHITE OF EGG - -It may not be generally known that there is nothing more soothing for -either a burn or a scald than the white of an egg. It is contact with -the air which makes a burn so painful, and the egg acts as a varnish, -and excludes the air completely, and also prevents inflammation. An egg -beaten up lightly, with or without a little sugar, is a good remedy in -cases of dysentery and diarrhea; it tends by its emollient qualities to -lessen the inflammation, and by forming a transient coating for the -stomach and intestines gives those organs a chance to rest until nature -shall have assumed her healthful sway over the diseased body. Two, or at -the most three, eggs a day would be all that would be required in -ordinary cases, and since the egg is not only medicine but food, the -lighter the diet otherwise and the quieter the patient is kept the more -rapid will be the recovery. - - - LEMONS OF VALUE IN MANY USES - -Lemons have a very wide variety of uses. For all people, either in -sickness or in health, lemonade is a safe drink. It corrects -biliousness. It is a specific or positive cure for many kinds of worm -and skin diseases. Lemon juice is the best remedy known to prevent and -cure scurvy. If the gums are rubbed daily with lemon juice it will keep -them in health. The hands and the nails are also kept clean, white and -soft by the daily use of lemon instead of soap. It also removes freckles -and prevents chilblains. Lemon used in intermittent fever is mixed with -strong, hot black tea, or coffee without sugar. Neuralgia may be -relieved by rubbing the part affected with a lemon. It is valuable also -for curing warts, and it will destroy dandruff on the head by rubbing -the roots of the hair with it. - - - PAINTED WALLS BEST FOR SICK ROOMS - -The walls of the room used for sickly members of a family should be -painted so they can be easily washed. The painted wall is the only clean -wall. A papered wall is an abomination where there is sickness, and a -plastered wall can be made safe only by frequent whitewashing. But the -painted wall may be washed with disinfectants when necessary, and when -painted some dainty shade it is never a trial to sick eyes. - - - VALUE OF PLANTS IN THE SICK ROOM - -It was once thought that it was injurious to the sick to have plants -growing in the room, and science never did a kinder thing than when it -proved the contrary to be true. - - - TO AVOID CONTAGION IN THE SICKROOM - -If it is necessary to enter a sick room, particularly where there is -fever, these simple rules should be observed to avoid contagion. Never -enter fasting. At least take a few crackers or some such simple food -before going in. Do not stand between the patient and the door where the -current of air would naturally strike you. Avoid sitting on or touching -the bed clothes as much as possible, and do not inhale the patient’s -breath. The hands should always be washed in clean water before leaving -the room, in order not to carry infection by them to other people or -things you may need to touch. After visiting a fever patient change the -clothes if possible. As soon as a fever is over and the patient is -convalescent, the dress which has been used by the nurse should be -fumigated in the same manner as the bedding, as already explained. - - - LIME AND CHARCOAL AS DISINFECTANTS - -Housekeepers are gradually being educated up to a more practical -knowledge of the laws of sanitation, and are coming to understand that -cleanliness consists in something more than scrubbing the floors and -washing the windows. Hence the following hint: A barrel each of lime and -charcoal in the cellar will tend to keep that part of the house dry and -sweet. A bowl of lime in a damp closet will dry and sweeten it. A dish -of charcoal in a closet or refrigerator will do much toward making these -places sweet. The power of charcoal to absorb odors is much greater -directly after it has been burned than when it has been exposed to the -air for a length of time. Charcoal may be purified and used again by -heating it to a red heat. The lime must be kept in a place where there -is no danger of its getting wet, and not exposed to the air. - - - CHLORIDE OF LIME AS A DISINFECTANT - -Chloride of lime is a great purifier and disinfectant. One pound of it -mixed with three gallons of water makes a solution which may be used for -many purposes. To purify rooms, sprinkle it on the floor and even on the -bed linen. Infected clothes should be dipped in it and wrung out just -before they are washed. The lime without water may be sprinkled about -slaughter houses, sinks, water closets and wherever there are offensive -odors, and in a few days the smell will pass away. The odor of decaying -vegetables or of dead animals is soon dispersed by the lime. - - - HOW TO PURIFY FOUL WATER - -Two ounces of permanganate of potash thrown into a cistern will purify -foul water sufficiently to make it drinkable. This is the disinfectant -known as “Condy’s solution.” It is used in destroying the odors in the -hold of vessels, and for many other disinfectant uses. - - - A WORD CONCERNING GOOD DIGESTION - -In a recent novel one of the characters—a woman, of course—is made to -speak the following interesting sentiments about husbands: “The very -best of them don’t properly know the difference between their souls and -their stomachs, and they fancy they are wrestling with their doubts, -when really it is their dinners that are wrestling with them. Now, take -Mr. Bateson hisself; a kinder husband or better Methodist never drew -breath, yet so sure as he touches a bit of pork he begins to worry -hisself about the doctrine of election till there’s no living with him. -And then he’ll sit in the front parlor and engage in prayer for hours at -a time till I say to him, ‘Bateson,’ says I, ‘I’d be ashamed to go -troubling the Lord with such a prayer when a pinch of carbonate o’ soda -would set things straight again.’” - - - A PRACTICAL SPRING REMEDY - -It is nourishing and helps to clear out the system, to give sulphur and -molasses every night for nine days some time during the spring. Sulphur -and cream of tartar may be given instead. This may be made into little -pills, using a little molasses to form a paste, and each pill being -rolled in sugar. - - - CASTOR OIL—MAKING IT EASY TO TAKE - -Castor oil may be taken with ease if its taste be disguised. One way is -to put a tablespoonful of orange juice in a glass, pour the castor oil -into the center of the juice, where it will stay without mixing, and -then squeeze a few drops of lemon juice upon the top of the oil, rubbing -some of the same juice on the edge of the glass. The person who drinks -the dose without delay will find the nauseous flavor completely covered. - -The French administer castor oil to children in a novel way. They pour -the oil into a pan over the fire, break an egg into it and “scramble” -them together. When it is cooked they add a little salt or sugar or some -jelly, and the sick child eats it agreeably without discovering the -disguise. - -Castor oil may be beaten with the white of an egg until they are -thoroughly mixed and not difficult to take. - - - CREAM OF TARTAR A MILD CATHARTIC - -Cream of tartar is a good laxative. Take a teaspoonful mixed with a -little sugar in a cup of warm water at night. If it does not have the -desired effect, repeat the dose in the morning. It will often work off -colds and other maladies in their incipient stage. - - - BOILED MILK FOR BOWEL DISEASES - -Boiled milk, taken while still hot, is one of the best of foods in -almost all bowel complaints, and is very successful as a remedy. In -India, where the climate produces many such ailments, it is in constant -use for such purposes. A physician in practice there says that a pint -every four hours will check the most violent diarrhea, stomach ache, -incipient cholera or dysentery. It is soothing and healing to the whole -digestive tract. No patient will need other food during bowel troubles, -so that the same simple preparation serves at once for medicine and -nourishment. - - - WHEN TO EAT FRUIT AND WHY - -If people ate more fruit they would take less medicine and have much -better health. There is an old saying that fruit is gold in the morning -and lead at night. As a matter of fact, it may be gold at both times, -but it should be eaten on an empty stomach, and not as a dessert, when -the appetite is satisfied and the digestion is already sufficiently -taxed. Fruit taken in the morning before the fast of the night has been -broken is very refreshing, and it serves as a stimulus to the digestive -organs. A ripe apple or an orange may be taken at this time with good -effect. Fruit to be really valuable as an article of diet should be -ripe, sound and in every way of good quality, and if possible it should -be eaten raw. Instead of eating a plate of ham and eggs and bacon for -breakfast, most people would do far better if they took some grapes, -pears or apples—fresh fruit as long as it is to be had, and after that -they can fall back on stewed prunes, figs, etc. If only fruit of some -sort formed an important item in their breakfast women would generally -feel brighter and stronger, and would have far better complexions than -is the rule at present. - - - FOR FEVER OR SORE THROAT PATIENTS - -Put some ice in a towel and crush it until it is as fine as snow and of -an even fineness. Then squeeze on it the juice of an orange or lemon, -and sprinkle over it a little sugar. It is a very pleasant food for -persons suffering with sore throat. - - - WAKEFULNESS CURED BY LEMON JUICE - -The wakefulness that comes from drinking too strong tea or coffee can be -conquered, says a household informant, by swallowing a dash of fresh -lemon juice from a quartered lemon, placed in readiness on the bedside -table, and taken at the time you discover that sleep will not come. - - - FRUIT AS AN ANTIDOTE FOR INTEMPERANCE - -A writer in a European temperance journal calls attention to the value -of fruit as an antidote to the craving for liquor. He says: “In Germany, -a nation greatly in advance of other countries in matters relative to -hygiene, alcoholic disease has been successfully coped with by dieting -and natural curative agencies. I have said that the use of fresh fruit -is an antidote for drink craving, and this is true. - -“The explanation is simple. Fruit may be called nature’s medicine. Every -apple, every orange, every plum and every grape is a bottle of medicine. -An orange is three parts water—distilled in nature’s laboratory—but this -water is rich in peculiar fruit acids medicinally balanced, which are -specially cooling to the thirst of the drunkard and soothing to the -diseased state of his stomach. An apple or an orange, eaten when the -desire for ‘a glass’ arises, would generally take it away, and every -victory would make less strong each recurring temptation. - -“The function of fresh fruit and succulent vegetables is not so much to -provide solid nourishment as to supply the needful acids of the blood. -Once get the blood pure and every time its pure nutrient stream bathes -the several tissues of the body it will bring away some impurity and -leave behind an atom of healthy tissue, until, in time, the drunkard -shall stand up purified—in his right mind.” - - - HOME REMEDY FOR CONSUMPTION - -Dr. B. J. Kendall, of Saratoga Springs, New York, urges the use of milk -strippings in curing consumption. He says that milk strippings taken in -large quantities immediately after milking, before the animal heat has -departed, are the most potent remedy known for building up a poor, -debilitated person who is suffering with consumption. “This was only a -theory of mine years ago,” he says, “but now I know it to be a fact, for -I have demonstrated it to be so. I wish to say it emphatically. If you -want to get well drink a quart of strippings. I do not mean any milk -from any cow, however poor milk she may give, nor do I mean to take it -in a haphazard sort of a way, cold or warmed up or just as it may best -suit your convenience; but take it regularly, at the proper time, and in -the proper manner, and have all your diet and habits regulated by proper -hygienic laws.” - - - STAMMERING CURED AT HOME - -It is said that stammering can be cured by this plan: Go into a room -alone with a book and read aloud to yourself for two hours, keeping your -teeth tightly shut together. Do this every two or three days, or once a -week if very tiresome, always taking care to read slowly and distinctly, -moving the lips, but not the teeth. Then when conversing with others try -to speak as slowly as possible, keeping your mind made up not to -stammer. Undoubtedly your teeth and jaws will ache while you are doing -it, but the result will be good enough to pay for the discomfort. - - -Sixty-four pages are here added to the folios to include full-page -illustrations not before numbered, making a total of 490 pages. - ------------------------------------------------------------------------- - - - - - TRANSCRIBER’S NOTES - - - 1. P. 297, changed “The time and consideration which this board of - conscientious business men and ministers devote to the management - of the affairs of the school under their care are” to “The time - and consideration which this board of conscientious business men - and ministers devote to the management of the affairs of the - school under their care are....”. The sentence was not completed - in the original. - 2. Silently corrected typographical errors and variations in spelling. - 3. Archaic, non-standard, and uncertain spellings retained as printed. - 4. Enclosed italics font in _underscores_. - 5. 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