gy wagon for conveyance. I ate and slept with the people
in their little cabins. I saw their farms, their schools, their
churches. Since in the case of the most of these visits there had been
no notice given in advance that a stranger was expected, I had the
advantage of seeing the real, everyday life of the people. . . .

I confess that what I saw during my month of travel and investigation
left me with a very heavy heart. The work to be done in order to lift
these people up seemed almost beyond accomplishing. I was only one
person, and it seemed to me that the little effort which I could put
forth could go such a short distance toward bringing about results. I
wondered if I could accomplish anything, and if it were worth while for
me to try.

On one thing I felt more strongly convinced than ever, after spending
this month in seeing the actual life of the coloured people, and that
was that, in order to lift them up, something must be done more than
merely to imitate New England education as it then existed. I saw more
clearly than ever the wisdom of the system which General Armstrong had
inaugurated at Hampton. To take the children of such people as I had
been among for a month, and each day give them a few hours of mere book
education, I felt would be almost a waste of time.

After consultation with the citizens of Tuskegee, I set July 4, 1881,
as the day for the opening of the school in the little shanty and
church which had been secured for its accommodation. The white people,
as well as the coloured, were greatly interested in the starting of the
new school, and the opening day was looked forward to with much earnest
discussion. There were not a few white people in the vicinity of
Tuskegee who looked with some disfavour upon the project. They
questioned its value to the coloured people, and had a fear that it
might result in bringing about trouble between the races. Some had the
feeling that in proportion as the Negro received education, in the same
proportion would his value decrease as an economic factor in the State.
These people feared the result of education would be that the Negroes
would leave the farms, and that it would be difficult to secure them
for domestic service.

The white people who questioned the wisdom of starting this new school
had in their minds pictures of what was called an educated Negro, with
a high hat, imitation gold eye-glasses, a showy walking-stick, kid
gloves, fancy b