Up from Slavery, Booker T. Washington [grave mercy TXT] 📗

As I returned to Hampton for the purpose of delivering this address, I went over much of the same ground⁠—now, however, covered entirely by railroad⁠—that I had traversed nearly six years before, when I first sought entrance into Hampton Institute as a student. Now I was able to ride the whole distance in the train. I was constantly contrasting this with my first journey to Hampton. I think I may say, without seeming egotism, that it is seldom that five years have wrought such a change in the life and aspirations of an individual.

At Hampton I received a warm welcome from teachers and students. I found that during my absence from Hampton the institute each year had been getting closer to the real needs and conditions of our people; that the industrial teaching, as well as that of the academic department, had greatly improved. The plan of the school was not modelled after that of any other institution then in existence, but every improvement was made under the magnificent leadership of General Armstrong solely with the view of meeting and helping the needs of our people as they presented themselves at the time. Too often, it seems to me, in missionary and educational work among underdeveloped races, people yield to the temptation of doing that which was done a hundred years before, or is being done in other communities a thousand miles away. The temptation often is to run each individual through a certain educational mould, regardless of the condition of the subject or the end to be accomplished. This was not so at Hampton Institute.

The address which I delivered on Commencement Day seems to have pleased everyone, and many kind and encouraging words were spoken to me regarding it. Soon after my return to my home in West Virginia, where I had planned to continue teaching, I was again surprised to receive a letter from General Armstrong, asking me to return to Hampton partly as a teacher and partly to pursue some supplementary studies. This was in the summer of 1879. Soon after I began my first teaching in West Virginia I had picked out four of the brightest and most promising of my pupils, in addition to my two brothers, to whom I have already referred, and had given them special attention, with the view of having them go to Hampton. They had gone there, and in each case the teachers had found them so well prepared that they entered advanced classes. This fact, it seems, led to my being called back to Hampton as a teacher. One of the young men that I sent to Hampton in this way is now Dr. Samuel E. Courtney, a successful physician in Boston, and a member of the School Board of that city.

About this time the experiment was being tried for the first time, by General Armstrong, of educating Indians at Hampton. Few people then had any confidence in the ability of the Indians to receive education and to profit by it. General Armstrong was anxious to try the experiment systematically on a large scale. He secured from the reservations in the Western states over one hundred wild and for the most part perfectly ignorant Indians, the greater proportion of whom were young men. The special work which the General desired me to do was to be a sort of “house father” to the Indian young men⁠—that is, I was to live in the building with them and have the charge of their discipline, clothing, rooms, and so on. This was a very tempting offer, but I had become so much absorbed in my work in West Virginia that I dreaded to give it up. However, I tore myself away from it. I did not know how to refuse to perform any service that General Armstrong desired of me.

On going to Hampton, I took up my residence in a building with about seventy-five Indian youths. I was the only person in the building who was not a member of their race. At first I had a good deal of doubt about my ability to succeed. I knew that the average Indian felt himself above the white man, and, of course, he felt himself far above the Negro, largely on account of the fact of the Negro having submitted to slavery⁠—a thing which the Indian would never do. The Indians, in the Indian Territory, owned a large number of slaves during the days of slavery. Aside from this, there was a general feeling that the attempt to educate and civilize the red men at Hampton would be a failure. All this made me proceed very cautiously, for I felt keenly the great responsibility. But I was determined to succeed. It was not long before I had the complete confidence of the Indians, and not only this, but I think I am safe in saying that I had their love and respect. I found that they were about like any other human beings; that they responded to kind treatment and resented ill-treatment. They were continually planning to do something that would add to my happiness and comfort. The things that they disliked most, I think, were to have their long hair cut, to give up wearing their blankets, and to cease smoking; but no white American ever thinks that any other race is wholly civilized until he wears the white man’s clothes, eats the white man’s food, speaks the white man’s language, and professes the white man’s religion.

When the difficulty of learning the English language was subtracted, I found that in the matter of learning trades and in mastering academic studies there was little difference between the coloured and Indian students. It was a constant delight to me to note the interest which the coloured students took in trying to help the Indians in every way possible. There were a few of the coloured students who felt that the Indians ought not to be admitted to Hampton, but these were in the