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Chapter 7. Early Days At Tuskegee (continued)
I have often been asked to define the term "Black Belt." So far as I can learn, the term was first used to designated a part of the country which was distinguished by the colour of the soil. The part of the country possessing this thick, dark, and naturally rich soil was, of course, the part of the South where the slaves were most profitable, and consequently they were taken there in the largest numbers. Later, and especially since the war, the term seems to be used wholly in a political sense--that is, to designate the counties where the black people outnumber the white.
Before going to Tuskegee I had expected to find there a building and all the necessary apparatus ready for me to begin teaching. To my disappointment, I found nothing of the kind. I did find, though, that which no costly building and apparatus can supply,--hundreds of hungry, earnest souls who wanted to secure knowledge.
Tuskegee seemed an ideal place for the school. It was in the midst of the great bulk of the Negro population, and was rather secluded, being five miles from the main line of railroad, with which it was connected by a short line. During the days of slavery, and since, the town had been a centre for the education of the white people. This was an added advantage, for the reason that I found the white people possessing a degree of culture and education that is not surpassed by many localities. While the coloured people were ignorant, they had not, as a rule, degraded and weakened their bodies by vices such as are common to the lower class of people in the large cities. In general, I found the relations between the two races pleasant. For example, the largest, and I think at that time the only hardware store in the town was owned and operated jointly by a coloured man and a white man. This copartnership continued until the death of the white partner.
I found that about a year previous to my going to Tuskegee some of the coloured people who had heard something of the work of education being done at Hampton had applied to the state Legislature, through their representatives, for a small appropriation to be used in starting a normal school in Tuskegee. This request the Legislature had complied with to the extent of granting an annual appropriation of two thousand dollars. I soon learned, however, that this money could be used only for the payment of the salaries of the instructors, and that there was no provision for securing land, buildings, or apparatus. The task before me did not seem a very encouraging one. It seemed much like making bricks without straw. The coloured people were overjoyed, and were constantly offering their services in any way in which they could be of assistance in getting the school started.
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