em expressed it, "to be educated,
and not to work." Gradually, though, I noted with satisfaction that a
sentiment in favour of work was gaining ground. After a few weeks of
hard work the foundations were ready, and a day was appointed for the
laying of the corner-stone.

When it is considered that the laying of this corner-stone took place in
the heart of the South, in the "Black Belt," in the centre of that
part of our country that was most devoted to slavery; that at that time
slavery had been abolished only about sixteen years; that only sixteen
years before no Negro could be taught from books without the teacher
receiving the condemnation of the law or of public sentiment--when all
this is considered, the scene that was witnessed on that spring day at
Tuskegee was a remarkable one. I believe there are few places in the
world where it could have taken place.

The principal address was delivered by the Hon. Waddy Thompson, the
Superintendent of Education for the county. About the corner-stone were
gathered the teachers, the students, their parents and friends, the
county officials--who were white--and all the leading white men in that
vicinity, together with many of the black men and women whom the same
white people but a few years before had held a title to as property. The
members of both races were anxious to exercise the privilege of placing
under the corner-stone some momento.

Before the building was completed we passed through some very trying
seasons. More than once our hearts were made to bleed, as it were,
because bills were falling due that we did not have the money to meet.
Perhaps no one who has not gone through the experience, month after
month, of trying to erect buildings and provide equipment for a
school when no one knew where the money was to come from, can properly
appreciate the difficulties under which we laboured. During the first
years at Tuskegee I recall that night after night I would roll and toss
on my bed, without sleep, because of the anxiety and uncertainty which
we were in regarding money. I knew that, in a large degree, we were
trying an experiment--that of testing whether or not it was possible
for Negroes to build up and control the affairs of a large education
institution. I knew that if we failed it would injure the whole race.
I knew that the presumption was against us. I knew that in the case of
white people beginning such an enterprise it would be taken for granted
that they