Glass. 
 Book. 
 
 COPYRIGHT DEPOSIT 
 
FORM OF BEQUEST- 
 
 I give and devise to the Trustees of the 'xuskcgee Nonnal 
 School^ at Taskegce^ Alabama, the sum of. .... dollars^ yayahle 
 
\ / 
 
Fuskegee: 
 Its Story 
 Ml Its Songs. 
 
 / 
 
 
 U 
 
School OrgciihixedJalyMli, 18S1, imcUr act of Leitslatnr, 
 
 Number of Students, 169. Boys 100; Girls 69. Average age 18. 
 
 TRUSTEES- 
 Mr. Geo. W. Campbell, Tuskegee Ala. 
 Miss Abby W. May, Boston, Mass. 
 Hon. H. Clay Armstrong, Montgomery, Ala. 
 Mr. Lewls Adams, Tuskegee, Ala. 
 Gen. O. O. Howard, Omaha, Neb. 
 Hon. Henry D. Smith, Plantsville, Conn. 
 Rev. T. S. Childs, D. D., Hartford, Conn. 
 Mr. M. B. Swanson, Tuskegee, Ala. 
 Mr. B. T. Washington, Tuskegee, Ala. 
 Rev. Geo, Leonard Chaney, Atlanta, Ga. 
 Rev. R. C. Bedford, Montgomery, Ala. 
 These Trustees oiun and control, the entv^e p7-operty. There is a ma- 
 jority of no denomination on the board. 
 
TUSKEGEE I(ORMAL AND INDUSTRIAL SCHOOL, 
 
 For Training ColoT;=ed Teachers, 
 
 TUSKEGEE, ALABAMA. 
 
 BOOKER T. "W^SHIlSr&TOJSr, Friiicipal. 
 
 OLIVIA J^. DA^V^IDSON, Ass't. Principal. 
 
 m STORY iND m SONO. 
 
 i/ 
 
 Edited bv HELEN W. LUDLOW, 
 
 OF HAMPTON INSTITUTE. 
 
 /■' 
 
 
 M6t,>,.....,..„. j. 
 
 Normal School Steam Press, 
 
 HainptoTi, Va. 
 
 1864. 
 

 
 Entered according to Act of Congress, in the year 1884 
 
 by B. T. Washington, in the Office of the Librarian 
 
 of Congress, at Washington. 
 
 Printed by Colored and Indian 
 
 Students at Hampton Institute, Va. 
 
THE STORY OF TUSKEGEE. 
 A STORY OF PROGRESS, PLUCK AND PROVIDENCE. 
 
 Fourteen years ago, in 1870, it is said, Northern teachers in the 
 South for the purpose of teachingcolored schools, were frightened 
 away by the whites from the town of Tuskegee, Alabama. Four 
 years ago, the member of the Alabama Legislature from Tuskegee, 
 a prominent democrat and present Speaker of the House, offered a 
 bill which was passed by the General Assembly, appropriating $2000 
 annually to pay the salaries of teachers in a Normal School to be lo- 
 cated at Tuskegee for the training of colored teachers. 
 
 The Act of Assembly being approved in February, 1881, the State 
 Superintendent of Education in Alabama wrote to Gen. S. C. Arm- 
 strong, Principal of the Hampton Normal and Agricultural Institute, 
 Virginia, requesting him to nominate a fit person for Principal of the 
 new school. He recommended Mr. Booker T. Washington of West 
 Virginia, a graduate of Hampton Institute, class of '75. who, after two 
 years' teaching of his people in his own state, had been put in charge 
 of its Indian boys and had shown abilities of a very high order for 
 such a position. Mr. Washington was appointed and at once entered 
 upon his work. Arriving on the ground, he found no well appointed 
 school-house ready for him or any prospect of one. The State appro- 
 priated money only to pay the salaries of the principal and teachers, 
 nothing for school-building, or outfit of furniture, books and appara- 
 tus, or current expenses. For all these the colored people them- 
 selves were to provide, if they would take advantage of the State's as- 
 sistance. One week remained to prepare for the opening of the Nor- 
 mal School. The new Principal utilized it in surveying the field ta 
 see what need and encouragerhent for one existed. 
 
4 tuskegee: its story 
 
 Tuskegee is a beautiful little town, with a high and healthy situa- 
 tion and such as is rarely seen in the South, its quiet, shady streets 
 and tasteful dwellings reminding one of a New England village. 
 But while it has long been an educational centre of the State, with 
 several colleges and academies of high repute for the whites, it is in 
 the very heart of what is known as the " black belt" of the Southern 
 States, in the midst of a dense population not yet emerged from the 
 shadows of slavery. Mr. Washington wrote in his first letter to his 
 Hampton friends : " On Friday 1 rode about fourteen miles into the 
 country to visit the closing exercises of one of the teacherSi^ From 
 this trip I got some idea of the colored people in the country. Never 
 was I more surprised and moved than when I saw at one house two 
 boys, thirteen or fourteen years old, perfectly nude. They seemed 
 not to mind their condition in the least. Passing on from house to 
 house, I saw many other children five and six years old in the same 
 condition. It was very seldom that I saw any children decently 
 dressed. If they wore clothing, it was only one garment and that so 
 black and greasy that it did not look like cloth. As a rule, the col- 
 ored people all through this section are very poor and ignorant, but 
 the one encouraging thing about it is that they see their weakness 
 and are desirous of improving. The colored teachers in this part of 
 Alabama have had few advantages, many of them having never at- 
 tended school themselves. They know nothing of the improved 
 methods of teaching. They hail with joy the Normal School, and 
 most of them will be among its students." And, on the whole, Mr. 
 Washington concludes: " If there is one place in the world where a 
 good Normal School is needed, it is right here. What an influer.ce 
 for good ; first on the teachers, and from them on the children and 
 parents." 
 
 Before the week was over, thirty teachers had been enrolled as 
 students, one of the colored churches opened its doors to the new 
 enterprise, with a couple of neighboring shanties thrown in for reci- 
 tation rooms, and the Tuskegee Normal School declared its indepen- 
 dent existence on the Fourth of July, 1881. 
 
AND ITS SONGS. 5 
 
 The good will manifested toward the school by both white and 
 colored was from the first a great encouragement. Mr. Washington 
 wrote — quoting again his first letter — "I have had many kind words 
 of encouragement from the whites, and have been well treated by 
 them in every way. The trustees seem to be exceptional men. 
 Whether I have met the colored people in their churches, societies^ 
 or homes, I have i-eceived their hearty co-operation, and a 'God 
 bless you.' Colored preachers too seem to be highly in favor of the 
 work, and one of the pastors here, fifty years old,is one of my students.' 
 
 The numbers rapidly increased, students coming from more dis- 
 tant parts of the State, and finding board in the town. On further re- 
 quest, Miss Olivia A. Davidson was recommended and appointed as 
 Assistant Principal, another graduate of Hampton and afterwards of 
 the Framingham Massachusetts Normal School. They employed a 
 third Hampton graduate as assistant teacher. The Hampton trio- 
 held bravely on with work enough for all, but now a new difficulty 
 presented itself. 
 
 Most of the students were without means to pay for even one 
 full year's course. They had come with effort under the impulse of 
 a new longing for improvement. They had found m^ore profit than 
 they had expected, and it was hard to give up. One after another, as 
 their little stock was exhausted, came with tears in his eyes to 
 Mr. Washmgton, to say: "My money is used up and I must go." Some, 
 by cooking for themselves and living on little, tried to hold on through 
 the year. Mr. Washington says: "I remembered the day I came to 
 Hampton with but fiftA'' cents in my pocket and she gave me a chance 
 to help myself." Oh that it were possible — could it be possible to 
 give such a chance to these ? 
 
 While this question — hardly more than a wish — was rising in the- 
 hearts of the Hampton workers, an old^plantation was thrown upon 
 the market at Tuskegee, on unusually low terms ; a hundred aci^es of 
 fairly good land at $500, $200 down, with a farmhouse and out build- 
 ings in tolerable repair. A bold idea took possession of the young 
 Principal. He wrote to the Treasurer of Hampton Institute and 
 asked if it would be practicable to lend two hundred dollars to plant 
 a Hampton seed in Tuskegee. The answer came — " To lend you 
 
O TUSKEGEE : ITS STORY 
 
 Hampton School funds — no. To lend you mine at my own risk — yes, 
 and here is my check; and God speed }^ou." 
 
 This generous trust was not careless or misplaced. The advan- 
 tage of the purchase was apparent and the Treasurer knew his man. 
 The two hundred dollars clinched the bargain for the land, and within 
 two months were back in their owner's hands. Before three more, Mr. 
 Washington wrote to his generous friend: 
 
 Tuskegee, Dec. i8, 1881. 
 
 " Four months and a half ago, without a dollar of our own, we 
 contracted to buy a farm of one hundred acres at a cost of $500, on 
 which to permanently locate our school. To day, the last dollar has 
 been paid." And how.? The 5^oung people went to work in the South, 
 and their story was told in the North. Over a hundred dollars was 
 raised right in Tuskegee by the efforts of teachers and students, by 
 an "entertainment," a fair, and subscriptions of both colored and white 
 friends. While this effort was going on, they were pleasantly sur- 
 prised by a gift of one hundred dollars from a Massachusetts lady, a 
 liberal friend of Hampton, and by one from the vacation students of 
 the Hampton School — those remaining through the summer to work 
 and study in the night school to earn money to keep themselves 
 through the course. Entering with hearty interest into Mr. Wash- 
 ington's efforts for their Alabama brothers, they raised, through con- 
 certs and otherwise, nearly one hundred dollars toward the enter- 
 prise. A friend in Connecticut who had been favorably impressed by 
 his observation of Mr. Washington's work with the Indians, gave two 
 hundred dollars and promised a hundred more for tools, seeds, etc, 
 if the balance then due should be raised in Alabama b)^ January ; a con- 
 dition more than fufilled, as we have seen. 
 
 So the new departure was made. The farm was deeded to a 
 board of trustees, whose names may be read on a page preceding 
 this sketch. They include representative names of North and South, 
 white and colored, with a majority of no sect. The preparatory class 
 of the increasing school took possession of the old farm house, and as 
 soon as the early Southern spring opened, the boys went to work 
 with joyful hearts to put in their first crops of corn and cotton. 
 
 Faith and will and working power grow by exercise. 
 
AND ITS SONGS. 7 
 
 " As soon as the farm is equipped, " wrote the Principal, " We 
 '€xpect to direct our energies toward getting up a school building by- 
 next term. The present buildings on the farm will be entirely insuffi- 
 cient to accommodate the school next term. We may seem to be 
 planning much, but remembering that God helps those who help 
 themselves, we will go forward," 
 
 How they went forward, appears from the report of the exercises 
 held on March 30th, 1882, in combined celebration of the close of the 
 school's first session, and the laying of the corner stone of a new 
 frame building by Hon, Waddy Thompson,County Superintendent of 
 Education. With eloquent words, he bade the workers Godspeed, 
 trusting that their labors might prove a blessing to their race, while 
 a colored pastor feelingly exclaimed, " I thank God for what I have 
 witnessed to day — something I never saw before, nor did I ever ex- 
 pect to see it. I have seen one who but yesterday was one of our 
 owners, to-day lay the corner stone of a building devoted to the ed- 
 ucation of my race. For such a change,let us all thank God ! " The 
 report stated: " During the year, one hundred and twelve students 
 from various parts of the State have attended the school, and now 
 during vacation, many of them are doing good work as teachers by 
 which to earn money to return next year. By the aid of the people 
 in Tuskegee in labor and money, and help from the" Northern friends, 
 the lumber is now on the ground, the building is being framed and 
 we are making every effort to have it completed by the beginning of 
 the next session, Sept. ist, 1882. " 
 
 At large meetings in New York and Brooklyn, convened that 
 spring in the interest of Hampton Institute, the story of the " young 
 Hampton " at Tuskegee was also told. Its Principal and Assistant 
 Principal spent their summer vacation in the North in the cause, 
 with all the introductions and encouragements that Hampton could 
 give. October 15th, Miss Davidson wrote to the Southerji Workmmi 
 published by Hampton Institute: " As I wrote last spring, we had 
 received for our school building, at the close of school, $1000. Dur- 
 ing the summer, I am glad to be able to tell you, we succeeded in 
 Ttaising the remainder necessary, in the North, so that the money for 
 
V 
 
 8 TUSKEGEE : ITS STORY 
 
 the building is provided for. The work on it is being rapidly carried 
 forward and we hope to go into it the first of the coming month, a 
 great relief from our present very crowded quarters. School opened 
 the 4th of September with quite a full attendance, and now the num- 
 ber is more than double that of this time last year, and we have ap- 
 plications from many who desire to come in later. During the sum 
 mer, a number of our most advanced students taught school in this 
 and adjacent counties, and reports came to us from many of these 
 places, of the superior work done by these compared with that of 
 others who had not had the year's training. " 
 
 Another pleasant result of the Normal School's influence is re- 
 corded in the same letter. "That the denominational spirit is very 
 strong here is shown by the fact that the colored public schools have 
 been taught for years as separate denominational schools, the Bap- 
 tist children attending the Baptist, and the Methodist children, the 
 Methodist school. This year, however, we have gained the consent 
 of the people to the union of the two on our farm, as training school 
 for the Normal, under the care of two Hampton graduates. To-day, 
 for the first time here in many years, the children of the two denom- 
 inations met in school together. This school will, when all are in, 
 number over three hundred, and the Normal School one hundred, so 
 that by Christmas we shall have on our farm in daily attendance of 
 public and Normal School students, perhaps moi;e than four hundred. 
 When we realize what the work of these students is to be, how 
 necessary it is for them to be well fitted to go into this work with 
 earnestness and ability, and how far in the future their influence for 
 good or bad may extend, can we doubt the importance of the work 
 before us ?" 
 
 *The new building stands upon the site of the old farm house, 
 pleasantly shaded by ancient cedars, mulberries and magnolias, and 
 was named Porter Hall after one of its chief contributors. It is a 
 frame building, 67 x 58 ft. and three stories high without the base-- 
 ment; containing six recitation rooms, a large chapel, a reading room 
 and library, a boarding hall, and in the third story, dormitories for 
 girls. The young men continued to board in the town, working their 
 
AND ITS SONGS. g 
 
 way, to some extent, on the school farm. The Principal and teach- 
 ers rented a small cottage near the place, and the primary training 
 school occupied what had been the stables. 
 
 After moving into its new quarters, the school work went vigor- 
 ously on through the winter, with 130 students, representing nearly 
 every part of the State, with some even from Georgia. 
 
 Illjll 
 
 '. o 
 
 smm&^^^^^^^ 
 
 And now came a new and great encouragement. In February, 
 1883, the State Legislature increased the appropriation for the school^ 
 from two to three thousand dollars annually, on the recommendation 
 
lO TUSKEGEE : ITS STOKY 
 
 of the Superintendent of Public Instruction, Hon. H. Clay Armstrong, 
 The Committee on Education reported it unanimously to the House 
 and the Governor recommended its passage. As some of the mem- 
 bers who were ignorant of the character of the school, raised objec- 
 tions to this increase at a time when, by defalcations of the State treas- 
 urer, reported only the day before, the State had lost a quarter of a 
 million, the Speaker of the House, Col. W. F. Foster, member from 
 Tuskegee, an ex-Confederate soldier, left the chair and in an elo- 
 quent and effective speech in praise of M:. Washington and his work 
 urged its passage. On his conclusion, the bill passed through all its 
 readings, by a nearly unanimous vote. It promptly passed the Sen- 
 ate also, received the- approbation of the Governor and became a law. 
 Mr. Washington was invited to make a statement of his work before 
 the committee of the Senate on education, and especial interest was 
 manifested in its industrial features. 
 
 About the same time, iMr. Vv'ashington was notified by the State 
 Supt. of Education, Hon. H. Clay Armstrong, that, on his recommen- 
 dation, $500 had been awarded to the School from the Peabodyfund. 
 
 In the letter announcing this good fortune to the Southern 
 Workman, Mr. Washington reports other pleasing encouragements, 
 external and internal, from friends North and South, and in the spir- 
 it of the school. 
 
 " We had a pleasant two-days' visit last month from Rev. R. C. 
 Bedford, of the i^merican Missionary Association, pastor of the Con- 
 gregational Church of Montgomery. He spoke one evening to the 
 students and citizens in our chapel. It was crowded and he seemed 
 to impart new life to everybody. On Thanksgiving Day we had ex- 
 ercises in the chapel, and addresses were delivered to the students and 
 visitors by the pastors of the white Baptist and Presbyterian church- 
 es and by one of the colored pastors. Thursday and Friday evenings 
 and on Saturday, Miss Davidson, assisted hy the other teachers, held 
 a fair to raise means for the school. All thought that at the fair, the 
 people showed in a practical way that the}'^ were willing to help them- 
 selves all they could. We netted from th.e fair, $145. $45 of this 
 amount came from a " jug-breaking " Friday evening. The jugs had 
 
AND ITS SONGS. II 
 
 been given out a month previous to twelve students who left few per- 
 sons unbegged for a nickel. 
 
 Soon after we moved into the building, the young men were told 
 that a large amount of earth would have to be removed from the 
 basement before it could be completed, and if we had to hire it done, 
 the cost would be $30 or $35. One young man suggested to the oth- 
 ers,that since friends had been kind enough to pay the greater part need- 
 ed to put up the building, students ought to be willing to give in work 
 whatever they could. A proposal was made that they should be di- 
 vided into squads and each squad work every day in turn for dn hour 
 after school. This was done willingly by all, and the basement was 
 . cleared out. 
 
 Within a few days, a kind friend from Connecticut has sent us 
 means to purchase an additional forty acres to our farm, making in 
 all 140 acres. 
 
 By invitation of Capt. Wilson, Supt. of Education of Bullock 
 county, I go to hold a two days' Institute with the colored teachers of 
 his county. I will try to send you an account of my trip." 
 
 With such encouragement and such spirit, growth was inevitable. 
 The school could not stand still. Enlargement was but a question 
 of time and a short time. 
 
 In his first letter from Tuskegee in '81, Mr. Washington had writ- 
 ten: "An institution for the education of colored youth can be but a 
 partial success without a boarding department. In it they can be 
 taught those correct habits which they fail to get at home. Without 
 this part of the training, they go out into the world with untrained 
 intellects and their morals and bodies neglected. After the land is 
 paid for, we hope to get a boarding department on foot as soon as 
 possible." 
 
 In April, '83, the school enjoyed a pleasant visit from General J. 
 F. B. Marshall, the honored Treasurer of the Hampton Institute, 
 whose friendly hand had been the first to start the young enterprise 
 on its way. His visit gave it new cheer. He wrote to the South- 
 ern Workman of the situation there: "The farm contains one hun- 
 dred and forty acres, and the boys are at work clearing a field for su- 
 
V 
 
 12 TUSKEGEE ; ITS STORY 
 
 gar-cane which grows well here. They also raise cotton and sweet 
 potatoes, peaches, etc. To enable them to train the students prop- 
 erly, they must have them board at the school. The new building 
 will furnish in its upper story dormitories for the girls, but they 
 have no quarters for the young men, who are at present boarding 
 round in the town at a great disadvantage both as to training and 
 labor. A building is needed for the accommodation, of say one hun- 
 dred young men, which Mr. Washington says will cost about $8000 if 
 their labor can be made available in its construction. For this 
 purpose, he proposes to build of brick made on the farm which has 
 excellent clay. The young men are impatient to be set to work on 
 their building ; and as soon as money enough can be raised to pay the 
 foreman, and start the brick-yard, it will beput in operation. The wood- 
 lot is close to the clay, and fuel can be got for the hauling. Two 
 hundred dollars will secure a foreman long enough to make all the 
 bricks needed for the building. As bricks are always in demand in the 
 town which has no kiln, it would be a paying permanent industry. To fin- 
 ish the basement of the present building for a kitchen and dining room* 
 $250 are needed. I hope the friends of Negro education and self-help 
 will come forward and furnish Mr. Washington with funds to com- 
 plete the work he has so well begun." 
 
 The next event in the histor)^ of the Tuskegee school was the cel- 
 ebration of its second anniversary, combined with the dedication of 
 Porter Hall whose corner stone had been laid the year before. The- 
 dedication address was delivered by Rev. Geo. L. Chaney of Atlanta, 
 formerly of Boston, one of the trustees of the school; and eloquent^ 
 speeches v/ere also made by R^v. Morgan Calloway, the associate in 
 Emory College, of its President, Dr. Haygood, author of "Our Broth- 
 er in Black," and by Rev. Mr. Owen, a colored pastor from Mobile. 
 There was, as yet, no graduating class, but the students' recitations 
 and drill and sweet singing added to the interest of the day which 
 closed the second year of progress. 
 
 During the summer, a small frame cottage was put up with four 
 rooms to hold sixteen young men, and three board shanties near the 
 grounds were rented, roughly accommodating thirty six more. In 
 
AND ITS SONGS. ■ I3 
 
 September, a boarding department was opened for both sexes, and as 
 man}'- young men as could be provided .for availed themselves gladly 
 of the chance to work out half or nearly half of their board at the 
 school. As soon as there is room for them, all non-residents of Tus- 
 kegee will be required to board at the school. 
 
 In September also, a pleasant surprise came to the workers in an 
 unsolicited gift of $100, from the Slater Fund, and in November, the 
 presentation of their needs to its efficient agent, Dr. Haygood, by 
 their friend and trustee, Rev. R.C. Bedford, brought a response double 
 their hopes, in an appropriation of $1000, for the equipment of their 
 industrial department. 
 
 With this impetus, a carpenter shop was built and started, a wind 
 mill set up to pump water into the school building, a sewing ma- 
 chine bought for the girls' industrial room, mules and wagons for the 
 farm, and the farm manager's salary paid for nine months. 
 
 All through the summer, as through the previous one, the Prin- 
 cipal and his associate had been earnestly presenting their cause at 
 the North, with so much encouragement that the work on the new 
 building was vigorously begun in the fall and winter. Mr. Washing- 
 ton could write triumphantly to the Soiithern Workman Feb. 15, 1884: 
 "The new building which has now been begun will cost $10,000, and 
 over 15,000 of this amount have been raised." 
 
 The extraordinary severity of the vt inter furnished its own spur 
 to the» work. Mr. Washington wrote Feb. 15th: " Not less than 
 ten hands went up in the chapel a few nights ago, in answer 
 to the inquiry how many of the young men had been frost- 
 bitten during the cold weather. The teachers were not sur- 
 prised at this ; on more than one night when making a tour of the 
 rooms at a late hour to give a comforting word when there were no 
 more blankets to give, have the young men been found hovering 
 around the fire while the cold wind poured in through the roof, sides and 
 floor of the room. While there has been this suffering, so anxious 
 have the students been to remain in school that there has been al- 
 most no murmur of complaint. They have shown cheerfulness 
 throughout. Must they be asked to endure the same another winter } 
 We have faith to believe not. They want nothing done for them 
 
14 TUSKEGEE : ITS STORY 
 
 which they can do for themselves. They are now digging out the 
 basement for the new building, and preparing the clay to begin 
 moulding bricks as soon as the weather will permit." 
 
 In March, at public meetings held for Hampton Institute in 
 Baltimore, Philadelphia, New York and Boston, the cause of the young 
 Hampton also was again presented with marked success. In his forcible 
 speech at these meetings, Mr. Washington was able to say: " Our young 
 men have already made two kilns of bricks and will make all required 
 for the needed building. From the first we have carried out the plan 
 at Tuskegee of asking help for nothing that we could do for our- 
 selves. . Nothing has been bought that the students could produce. 
 The boys have done the painting, made the bricks, the chairs, tables 
 and desks, have built a stable and are now building a carpenter 
 shop. The girls do the entire housekeeping, including the washing, 
 ironing and mending of the boys' clothes. Besides, they make gar- 
 ments to sell and give some attention to flower gardening." 
 
 The new building, 43x76 feet and four stories high, is to be called 
 Alabama Hall. On deliberation it was decided to devote this one to the 
 girls' dormitories, with dining room, kitchen, laundry, parlor, reading 
 room, and librafy for all the students and teachers, the young men then 
 to occupy Porter Hall which will accommodate about one hundred. 
 
 The reconstructionary influence of the new effort has been strik- 
 ingly shown already in its very beginnings. As Mr. Washington 
 said in his speech : " Some of the country whites looked at first with 
 disfavor on the establishing of this Normal School in Tuskegee. It 
 turned out that there was no brickyard in the whole county. Farm- 
 ers and merchants wanted to build, but bricks must be brought from 
 a distance or they must wait for one house to burn down before build- 
 ing another. The Normal School, with student lobor, started a 
 brick yard. Two kilns of bricks were,burned. The white people 
 came from miles around for bricks. From examining bricks, they 
 were led to examine the workings of the school. From a discussion 
 of the brick yard came the discussion of the Negro's education ; 
 and thus many of the "old masters " have been led to become inter- 
 ested in Negro education. Harmony will come in proportion as the 
 
AND ITS SONGS. 15 
 
 black man gets something that the white man wants, w^hether it be of 
 brains or material." 
 
 In a speech before the National Educational Association at 
 Madison. Wis. this year, Mr. Washington said: "About one month 
 ago, one of the white citizens of Tuskegee who had at first looked on 
 the school in a cold, distant kind of [a. way, said to me: ' I have just 
 been telling the white people that the Negroes are more interested in 
 education than we and are making more sacrifice to educate them- 
 selves.' At the end of our first year's work, some of the whites said: 
 ' We are glad that the Normal School is here because it draws people 
 and makes labor plentiful ' At the close of the second year, several 
 said that the Normal School is beneficial because it increases trade, 
 and at the close of the last session, more than one has said that the 
 Normal School is a good institution : it is making the colored peo- 
 ple in this State better citizens. From the opening of the school to 
 the present,the white citizens of Tuskegee have been among its warm- 
 est friends. They have not only given of their money, but they are 
 ever ready to suggest and devise plans to build up the institution^ 
 When the school was making an effort to start a brick-yard, but was 
 without means, one of the merchants donated an outfit of tools. 
 Every white minister in the tov>rn has visited the school and given 
 encouraging remarks. The President of the white college in 
 Tuskegee makes a special effort to furnish our young men work that 
 they may be able to remain ir school. 
 
 A former owner of 75 or 100 slaves and now a large planter and 
 merchant said to me a few days ago : 'I can see every day the change 
 that is coming. I have on one of my plantations, a colored man who 
 can read and write and he is the most valuable man on the place. In 
 the first place, I can trust him to keep the time of the others or with 
 anything else. If a new style of plow or cotton planter is taken on 
 the place, he can understand its construction in half the time that any 
 
 of the others can.' " 
 
 In April, the school had the pleasure of a visit from the Lady 
 Principal of Hampton Institute, an extract from whose letter to 
 Hampton from Tuskegee will be found in another part of this pam- 
 phlet. 
 
j6 TUSKEGEE : ITS STORY 
 
 In May, the first number was issued of " The Soitther7i Letter, 
 Devoted to the education of the Jicad, hand and heart . To be published 
 7no'nthly by the Tuskegee Normal School. Booker T. Washington, editor, 
 Warren Logan, business jnanager." This little sheet, at present 9x12, 
 will undoubtedly grow, and a good v/ay to encourage the industrial 
 and educational work at Tuskegee will be to send the 50 cents for its 
 year's subscription. Its first number contained the pleasant news that 
 to the hundred acres of land with which the school started, its Con- 
 necticut friend had added an adjoining tract of 480 acres of farming 
 and wood land ; and that, by the gift of a job printing press 
 through a Boston lady, card and bill head printing had been added 
 to the industries of Tuskegee. 
 
 The June number of the Sotither7i Letter contained a report of 
 the third anniversary of the Norm.al school, on May 29, 1884. 
 Many visitors were present, white and colored. The great interest was 
 in the development of the department of industrial training which 
 now included besides the farm, the Slater carpenter shop and black- 
 smith shop, the printing office, the girls' industrial room, and the 
 brick yard, where the students were making brick for Alabama Hall. 
 The morning exercises were as usual, inspection, recitations and re- 
 view of the current news, and the speaker of the afternoon was Prof. 
 R. T. Greener, of Washington, who delivered a very practical 
 and eloquent address. Reporters were present from Montgomery and 
 Tuskegee, and an extract from the report of the Tuskegee Weekly 
 News, the white democratic paper of the place, will be found among 
 the outside testimony on another page of this pamphlet. 
 
 The school then broke up for its summer work. About fift)^ of 
 its students are teaching this vacation ; fifteen remain to work on 
 the farm, at the brick yard and on Alabama Hall during the summer, 
 and attend night school. Nine of them have been attending night 
 school and wortving all day, through the past term, to earn money to 
 keep themselves in the day classes next year. 
 
 ^; It is evident that this well lettered Institution has not only added to 
 its course in the three R's, as Miss Davidson's bright letter claims, "the 
 three C's — cotton, corn and cane" — but teaches also the three P's — 
 Providence, Pluck and Progress. 
 
AND ITS SONGS. 
 
 17 
 
 
 BUILDINGS IN WHICH THE SCHOOL WAS STARTED. 
 
XS TUSKEGEE : ITS STORY 
 
 The Principal and his associates are doing their part again to de- 
 monstrate their faith in them. The new move for this summer's cam- 
 paign is^the sending out by the school of a quartette of singers, three 
 of them its students and one a teacher, to sing at the various summer 
 resorts in New England and the Middle States. Their object is to 
 raise the $4000 now required for the completion of Alabama Hall. 
 Mr. R. H. Hamilton, who has had much experience with the well 
 known "Hampton Singers," has kindly consented to lead them. They 
 will also be accompanied by the Principal. The young men compos- 
 ing the company of singers, having no money to give for the work at 
 Tuskegee, freely give their services and their songs during the sum- 
 mer. They will sing the "plantation songs" as they hear their parents 
 sing them in Alabama, without any polish. It is hoped that they 
 will sing their way to the hearts and the help of the people. 
 
 The story of Tuskegee is not finished, but having brought it down 
 to the present moment, we look to the friends of general education 
 and self-help for the next chapter. 
 
AND ITS SONGS. 
 
 19 
 
 LIFE IN AND AROUND THE SCHOOL. 
 
 FROM A TEACHER'S STANDPOINT. 
 
 BY WARREN LOGAN. 
 
 HOW IT PAYS. 
 
 It is sometimes asked, Does it pay to educate the Negro ? Well, 
 that depends, for him as for others, upon how he is educated. 
 
 An old colored man in a cotton field in the middle of July, lifted 
 his eyes toward heaven and said : "De cotton is so grassy, de work is 
 so hard, an' de sun am so hot, dat I believe dis darkey am called to 
 preach." 
 
 There is no doubt that some of the would be teachers, as well as 
 the would be preachers, in their desire for education are inspired, as 
 some of their brothers in white are, by a yearning not for usefulness 
 but for ease. Simply to gratify them in this would certainly not pay 
 for generous contributions to their education. 
 
 But if alon^ with mental training, the Negro is taught that, as 
 President Garfield told the students at Hampton Institute, "Labor 
 must(5<?, and labor must be free;" that in free labor is dignity and pros- 
 perity and self-respect ; if with his book learning, he learns to respect 
 the rights of others, to do right from a love of right, and is given 
 some useful trade for his start in life, why will it not pay handsomely 
 to educate him ; to make him an intelligent and useful American citi- 
 zen instead of an ignorant and dangerous one ? 
 
 This is the work of the industrial school. This is the work of 
 Tuskegee, the very place for our cotton field candidates. 
 
 The great need of the South is competent school teachers and 
 skilled mechanics. The demand for both is much greater than the 
 supply. Colored lawyers might perhaps be^^dispensed with for a 
 while, but colored teachers, able to use both head and hands, are an 
 actual, present necessity. 
 
20 TUSKEGEE : ITS STORY 
 
 Tiie great majority of our Tuskegee students hope to become 
 teachers among their people. Almost all of them come from the 
 country, and are good material. Visitors are struck with their splen- 
 did physical proportions. Most of them are stalwart, robust young 
 people, well able to work their way in the world and eager for the 
 opportunity. They have had poor home training, and it is necessary 
 to teach them correct habits of living, but they evince an eagerness 
 to learn that is as surprising as it is encouraging, undergoing, in many 
 instances, much privation and discomfort to keep in school. It is 
 gratifying to watch the change that gradually takes place in their 
 personal appearance, in clothes and manners, and expression of face. 
 
 The avidity with which they take hold of their studies is in 
 striking contrast with the indifference and even repugnance to text- 
 books we hear of as common in white schools. The novelty of learn- 
 ing, to the Negro, gives it an attractiveness which is a potent stimu- 
 lus to mental efifort. The girls, who number nearly half the school, or- 
 ganized last term a "reading and talking club," in which they read 
 and talk about those things that tend to refine their manners and 
 brighten their minds. The boys have their debating societies, which 
 are of some profit as well as fun. The disposition to improve them- 
 selves is encouraged by the teachers, who supply them, as far as is in 
 their pov/er, with good reading matter, and direct their efforts. Talks 
 on the topics of the day are given often, and they are daily informed 
 and examined on the current news. 
 
 The course of study as planned, extends through four years, 
 but few can complete it Vvathout staying out for as much as a year to 
 earn money. We do not think they will lose by this in the end. We 
 hope to graduate our first class next year. The course is thorough in' 
 English lessons, composition and reading, with studies in literature. 
 It extends in mathematics through elementary geometry, and in- 
 cludes geography, history, civil government with special study of the 
 school laws of Alabama, book keeping, some study of the natural 
 sciences, mental and moral philosophy, free hand drawing, vocal 
 music, and the methods and practice of teaching. In the model 
 school connected with the Normal, two regular teachers are employed, 
 
AND ITS SONGS. 21 
 
 under whom our students practice as teachers. 
 
 As an industrial school, Tuskegee regards its manual labor depart- 
 ment not merely as a means to secure education, but as a valuable 
 part of education. Work is required of all. The boys are taught 
 practical farming, carpentry, printing, brick making, black-smithing 
 and painting; the girls, sewing and house keeping. The school hopes 
 to add other industries as it becomes able. 
 
 We do not find that the manual labor system interferes seriously 
 with the studies. We believe that in the long run, it will be found 
 far more of a help than a hindrance, through its influence upon 
 character and habits of industry. Of course, it makes a busy day for 
 students and teachers, from the rising bell at half past five, and the 
 work bell calling some after breakfast to their work shops or cotton 
 fields and others to the fresh morning study hour, to the bell for 
 "lights out " at half past nine at night, when the sleep of the laborer is 
 sweet. A busy day, but Tuskegee has work to do and means to do it. 
 
TUSKEGEE : ITS STORY 
 
 LETTERS FROM STUDENTS 
 
 The following letters, written by students to friends, and publish- 
 ed by permission in the Southern Letter, give an idea of what the 
 school is doing for the students and of what they, in turn, are doing 
 for themselves and their people : 
 
 A NIGHT STUDENT. 
 
 Tuskegee, Ala., May 12, 1884. 
 Dear S — .• I have made up my mind to educate myself. I am now 
 working at the brick-yard. I am working in the day and attending 
 school at night. In this way I am learning and making money too. 
 The school pays me so much a month for my work. I expect to- 
 work hard and save money, to go in the day school next term. We 
 have a good teacher in the night school. I do not expect to come 
 home inside of three months. 
 
 Your brother, 
 
 A. J. Wood. 
 
 TEACHING AND PLOWING. 
 
 Tuskegee, Ala., May 14, 1884:. 
 Dear Friend: 
 
 lam now in school in Tuskegee. I commenced in 1881. I have- 
 had the luck to return to school every fall since then, soon after the 
 opening of the school. But be assured that it took and now takes 
 hard work on my part to do this. My school in vacation paid only 
 $18.00 per month. On Saturdays I plowed for Mr. James Johnson 
 and he allowed me from 50 to 60 cents per day. Sometimes I would 
 not take the money, but would take meat and meal. In this way I 
 managed to board myself. I have been doing this way every vacation. 
 since 1881, and by so doing I keep myself in school. 
 
AND ITS SONGS. 
 
 ^Z 
 
 I would not have been so hard pressed in money matters, but the 
 first year I came to school I had to borrow money to carry me through, 
 for I had loaned all I had before coming. This money I had to re- 
 turn when I opened my school after leaving school. So you see what 
 circumstances I was put into. I have a chance to work out a part of 
 my expenses while in school. 
 
 I am expecting to teach in Pike county this summer near Troy, Ala, 
 I am informed that the school will not pay much, so I am going to 
 do there as I did in Russell, that is, teach during school-days and 
 work Saturdays. 
 
 Mr. R. B. Ballard is going to assist me in getting some work to do 
 on Saturday. I am not ashamed to put my hand to any kind of hon- 
 est labor. I see a blessing and beauty in it. I am trying to obtain 
 an education that I may be able to go out into the world and do 
 good for others. Yours truly, 
 
 L. D. McCULLOUGH. 
 
 A student's vacation work. 
 
 Society Hill, Ala. 
 Dear Miss D.: 
 
 I will tell you about my school during vacation. 
 
 On the 8th of June, 1883, I opened school on Forberst's Plantation, 
 five miles from Society Hill, in Macon County, Ala. The people 
 that lived on this plantation were thickly settled. They numbered 
 one hundred and twenty, children and all. I found them very igno- 
 rant. They knew little about Sunday school. Some of them had 
 never left the plantation since their birth. 
 
 The first day that I opened, fifteen pupils attended. My number 
 increased daily. The school house was made of logs ; and it was cov- 
 ered and ceiled with boards. The roof was flat. The rain instead 
 of running off would pour in. It had no ventilation except the door. 
 Most of the boards were pulled off to let the air in through the big 
 cracks. My pupils increased to eighty-five. When I had about fifty 
 I could scarcely find a place to stand. To remedy this, I requested 
 
24 TUSKEGEE : ITS STORY 
 
 the patrons to build me a bush arbor : for the school room was not 
 as large as a good sized bed room. The arbor was attached to the 
 western end of the house. It was covered with bushes, which were 
 cut and dragged by the boys. The seats were made under the arbor, 
 also in the room, of pieces of unplaned plank laid across something 
 like a stool. 
 
 I employed a lady teacher to assist me. She taught under the ar- 
 bor. I would send out two classes at a tim.e. I found this to be very 
 pleasant except when it rained. When this occurred I would send 
 the children to my boarding room for recitation. This was about fif- 
 teen yards from the arbor. The children delighted in passing back- 
 wards and forwards. It was some trouble to keep them quiet while 
 passing. I taught on this plantation three months. My scholars 
 learned very fast. They were obedient. It was seldom I ever used 
 the rod. The patrons would visit the school every Friday evening to 
 hear the children speak and sing. At the close of the school we had 
 a big dinner, singing, speaking, acting, dialogues, &c., in the after- 
 noon. My closing exercises were in the second story of a very large 
 gin house. At the expiration of the three months the children and 
 patrons had improved very much. I also had a nice Sunday school. 
 Old and young attended. To elevate the people as much as I could, 
 I would go up in the quarter every evening after school and spend 
 some time in reading and talking to the old people, I would teach 
 the girls how to make trimmings. Respectfully, 
 
 JosiE A. Calhoun. 
 
 HELPING one's SELF. 
 
 I decided some time ago to educate myself in some way or other. 
 I had several ways before me. Out of these I expected to obtain the 
 means to keep me in school. I thought that I would teach school 
 some, and go to school some. This failed to keep me just as I want- 
 ed to; yet I desired to continue in school. Another was to ask help 
 of my friends. I found that they didn't mean to be friends in a way 
 like that. I looked about and found my aims still unfinished. When 
 
AND ITS SONGS. 25 
 
 I saw that I could not get help in this most needy time, I thought of 
 a fable that I once read. 
 
 A bird had built its nest in a farmer's cornfield — it was near the time 
 of harvest. She said to her young each day she left them, to listen 
 to what you hear the farmer say. They did so, and delivered the 
 message to her as soon as she returned. She said to them, you need 
 not be afraid so long as he depends upon his neighbors : but when 
 you hear him say he will reap the corn himself, then we had better 
 be gone, for the work will be done. So it was with my friends. 
 Now I have decided to help myself. 
 
 I find this the only successful way. 
 
 R. T. Wellborn. 
 
 KEEPING HIMSELF IN SCHOOL BY DOING HIS OWN COOKING AND 
 WASHING, AND CUTTING CORD WOOD. 
 
 The following letter is from a young man who entered school when 
 it was organized, and, although he then had a family, he has not re- 
 mained out of his classes two whole months at a time during the 
 three years. He has supported his family and walked a distance to 
 and fro of 25 miles every week to see and assist his family. 
 Dear friend: 
 
 When the Tuskegee Normal School opened for the purpose of 
 -training colored teachers for Public Schools of this State, I made up 
 my mind to complete a normal course for that especial purpose. I en- 
 tered school July 4th, 1881. After buying my books, I did not have 
 enough money to pay for a month's board. I thought the best way to 
 imake a little money go a long ways would be to hire my cooking done 
 and pa}'' house rent. Six of us young men hired the lady of the house 
 to do our cookiiag, each paying a dollar a month. By being business 
 ,manager for the lady, I made one dollar pay for two and a half months. 
 
 A little later a friend told me that he would let me have a room 
 free of charge and I could do my cooking. My money being out, I ac- 
 cepted the offer gladly. When I did not go home to my family, I did 
 my own washing. 
 
26 TUSKEGEE : ITS STORY 
 
 During the vacation of our school, I taught school in Pike County- 
 Ala., in the summer of 1882. I received eighty eight dollars for four 
 months teaching. I came home in the fall and settled all my debts, 
 and then entered school. Just before my school was out in Pike 
 County, I wrote to one of the trustees of the Normal vSchool, telling 
 him that I would have to begin at once to work so that I might stay 
 in school when I entered, because it would take all my money to pay 
 my debts and to buy the required number of books. 
 
 He got a place for me at Mr. James Alexander's, where I could pay 
 house rent by chopping wood and drawing water. I was paid extra for 
 working in the garden and currying the horse. When school vacated 
 in the summer of 1883, I went home to work on the farm that my wife 
 was carrying on. Not making enough money to pay board in school, 
 I returned to Mr. Alexander's, in the fall of 1883, on the same terms 
 which have been mentioned. During the fall of 1883, I cut wood near- 
 ly every evening and Saturdays and sometimes on Mondays ; I cut in 
 all forty eight cords of wood at forty cents a cord. 
 
 Being a poor boy, I always manifested a great interest in whatever 
 I did for those who hired me, and numbers of times persons would 
 pay me more than they agreed to pay at first. 
 
 Yours, 
 
 J. T. HOLLIS. 
 Cotton Valley, Macon Co., Ala., June ^th, 1884. 
 
AND ITS SONGS. 
 
 27 
 
TUSKEGEE : ITS STORY 
 
 A N E W V I E W O F THE CIVIL RIGHTS BILL. 
 
 The classes, beginning with the first in the order of their advance- 
 ment, are required to give items of current news each morning. This 
 requirement is profitable in teaching the students to read newspapers 
 and in broadening their ideas. Occasionally some very ludicrous 
 things are developed in the course' of the exercise. 
 
 A case in point. Shortly after the decision of the Supreme Court set- 
 ting aside the Civil Rights Bill vras made, a boy on being asked to ex- 
 plain the nature of the bill just declared unconstitutional, arose in his 
 seat and very innocently said, "It v/as a bill introduced for the civili- 
 zation of the Members of Congress" 
 
 FATHER PERRY. 
 
 There is a church near Tuskcgee which has a total membership 
 ■of two hundred, and nii'.eteen of these are preachers. Now, as before 
 the war, there are a great number of unordained, irregular ministers 
 among the colored people, mysteriously termed, with some implied 
 disrespect of their irregularity, "jackleg preachers" ; licensed then by 
 their master's will, now by their ability to attract a congregation; 
 "called" by some Macedonian vision, or perhaps by the desire to help 
 themselves to a living in an easy way. Ignorant of books and sys- 
 tems, they understood thorouj^iily the art of winning the sympathies 
 of their hearers and of firing them with their own fervid enthusiasm. 
 With their advancement in other directions, the Negroes have ad- 
 vanced in the intelligence and propriety of their modes of worship 
 and the demand for an educated ministry. It will be well however 
 if this one art of the old time preachers is not forgotten. 
 
 Elder Thomas Perry — Father Perry, as he is familiarly called in 
 
AND ITS SONGS. 29. 
 
 Tuskegee where he Still preaches as an evangelist though nearly eighty 
 years of age — is an interesting representative of the old time preach- 
 ers who are fast passing away. He is no "jackleg preacher," but one 
 who has borne the burden and heat of the day, in bondage and free- 
 dom, and by the purity and piety of his life and his devotion to his 
 people's good, has won the respect and affection of a large circle of 
 friends in both races. 
 
 On a recent visit to his modest home, he was persuaded to give 
 to some of the teachers from the Normal School some memories of 
 his long life, interspersed now and then with a free expression of his 
 opmions which are quite decided, like his character. 
 
 "I was born," said Father Perry, "in Hancock Co. Ga. about 1805, 
 as near as I can tell. But I have lived in five different counties in. 
 Georgia, two in Alabama and one in Mississippi. I learned to read 
 by toting my spelling book in my hand while plowing. I had no 
 teacher but a little colored boy that I used to mate with. His young 
 master had taught him." 
 
 "What reader did you use ? " 
 
 "If any, I dont remember. I did use the Testament a little — only 
 by chances, now and then." 
 
 "About how old were you when you thought of preaching ?" 
 
 "I reckon I was about twenty-five." 
 
 "Had you any encouragement from others to preach ?" 
 
 '' Nothing that could be called encouragement. We went pretty 
 much altogether on our own hooks in those days." 
 
 "Suppose you give us a general sketch of your life." 
 
 "I'm too old to remember all particularly, but I'll do the best I 
 can. 
 
 - I began to preach in Harris County, Georgia. I had no difficulty 
 m getting the people together to hear me. I respected other people 
 and noticed how respectable people act. That was how I won them. 
 
 I never had any great difficulty in getting along. I have never 
 been drunk in my life. I haven't done so well since the surrender as 
 I did before. I have always had a large congregation wherever I 
 have been. I believe I did greater work before the war than I have 
 
30 TUSKEGEE : ITS STORY 
 
 done since. I was moved to preach simply by a sense of duty to 
 help my people in the salvation of their souls. I met with no oppo- 
 sition from white or colored. Many of the slave people professed 
 Christ in our revivals. I was in with the white church and always 
 had free access to the people. 
 
 Most of my life, I have had charge of some church, I am now 
 what they call an evangelist. Since the war I have been successful 
 as a minister if I understand what the mission of a minister is. I 
 understand that to be to convict sinners of their sins, and lead them 
 to Christ, and so to talk to those who are already professors of the 
 faith that they may be strengthened in their efforts to continue in the 
 straight road. 
 
 In getting up revivals, I have always first worked on myself ; then 
 I would aim at the hearts of the Christians. If they didn't become 
 warm in the time I had calculated on, I continued any how. I always 
 tried to keep them from seeing any giving up on my part. During 
 slavery, I was in revivals with white people quite frequently. Since 
 the war, I have been in a revival every year. I don't like the way 
 many camp meetings are carried on. I think they can be so conducted 
 as to be of harm. I don't believe in selling on the camp grounds. It 
 is a hindrance to the religious influence. The people visit the stands. 
 They should be where the preaching is. 
 
 On starting out to preach, and on finding out my deficiencies, I 
 looked wholly to God. I determined from the first to learn what I 
 could about the Scriptures, but I did not see at first how deficient I 
 was ; that knowledge came gradually. I have paid some attention to 
 the newspapers, but very little. I have confined my study mostly to 
 the Bible and references to it. I have learned a great deal too by ar- 
 gument and conversation with fellow laborers in the ministry. At the 
 start, I firmly decided to say nothing in any assembly without a good 
 motive. I don't believe in studied oratory in a preacher. I don't 
 believe that is generally successful in getting up a revival. There 
 is an inward feeling that it is contrary to the apostles' practice. There 
 is a way, and there is something that is no way. Any thing that in- 
 terferes with the working of the Holy Ghost is harmful. This is the 
 
AND ITS SONGS. 3I 
 
 way I have always settled that question. I am also opposed to any 
 extreme in what we call the natural way of preaching. I have been 
 very much given to reproving my people. I have felt it my duty to 
 do so. I think our young men should strip themselves of earth and 
 preach the gospel. If there is no change, the people will all go 
 wrong. My great desire is for my race to be united. I have always 
 opposed having so many denominations among our race. There is 
 too much opposition among us at this period of our growth. I have 
 also found it injurious to religious work to have so many churches 
 a mile or two apart. 
 
 My life was spent before the war mostly in farming for the 
 whites. I rented a farm after the war with another man. He failed, 
 so it all fell on me. I wasn't able to meet it all, so I failed too. I 
 haven't been sick in bed a day for forty years." 
 
32 
 
 TUSKEGEE : ITS STORY 
 
 FATHER PERRY. 8o YEARS OLD. 
 
AND ITS SONGS. 
 
 33 
 
 THE SHANTY SCHOOL AND CABIN HOME. 
 
 All the while the farm was being paid for, we were going daily to 
 school in the old church and shanty. The latter was at least well 
 ventilated. There was one thickness of boards above and around us, 
 and this was full of large cracks. Part of the windows had no sashes 
 and were closed with rough wooden shutters that opened upward by 
 leathern hinges. Other windows had sashes but little glass in them. 
 Through all these openings the hot sun or cold wind and rain came 
 pouring in upon us. Many a time, a storm would leave scarcely a 
 dry spot in either of the two rooms into which the shanty was divided 
 to make room for separate classes. These divisions were small, but 
 into them, large classes of thirty or forty had to be crowded for reci- 
 tations. 
 
 But if the discomforts of the school room were great, many of the 
 students had even greater ones in their home life. The colored peo- 
 ple of Tuskegee generally are poor, and have few of the commonest 
 comforts of life. Some of their houses are miserable hovels, letting 
 in the cold and rain even more freely than do our school shanties. In 
 rainy seasons, the students, after sitting all day in damp clothes and 
 wet school room, had to go at night to boarding places where these 
 and other discomforts were multiplied. In spite of all these disad- 
 vantages, they pursued their studies with cheerfulness and earnestness 
 Some indeed seemed scarcely to realize that they needed anything bet- 
 ter, but it was felt by us who had the work in charge that much more 
 ought to be done towards teaching them to live better lives in every 
 way, than could possibly be done as they were situated. We could 
 not reach them surrounded constantly as they were by influences in 
 every way the opposite of elevating. We felt this especially for the 
 girls. They were scattered about over the town in boarding houses, 
 some of which our judgment condemned, while we could see them 
 only for the few hours of the day when all were busy with recitations. 
 Our most pressing need was a building into which we could gather 
 both our girls and our boys, not only for school teaching but home 
 teaching, for homes are what our people need. 
 
34 
 
 TUSKEGEE : ITS STORY 
 
 JOHNSON'S ''KYARRIAGE." 
 
 In Alabama, very few of the colored people have acquired homes 
 of their own ; the majority are still living on lands owned by former 
 masters. Immediately after the abolition of slavery, all were filled 
 with the brightest anticipations of what freedom was to bring them. 
 But here, as in some other parts of the South, the mortgage system of 
 paying rent is common, and has conquered the freedman, in spite of 
 his struggles. 
 
 Ten years ago, if you talked to one of these farmers, he had bright 
 visions of the future to tell you. He was in the midst oftroubles he does 
 not now meet, but, as his song went, " 'T would be better furderon." 
 Talk to him now, and you are struck by the entire want of hopeful 
 expressions. Year after year of hard but vain toil has crushed all 
 hope out of him, and he has settled stolidly down to his fate of get- 
 ting barely sufficient rations to keep soul and body together, paying 
 his rent and clearing at the end of the year a large debt with which 
 to begin the new one. 
 
 The fact that few of these colored farmers under the mortgage 
 system ever come out ahead, is due to more causes than one, and 
 perhaps one of the main causes is their own mismanagernent ; but the 
 fact remains, and t'is the fact that has discouraged them. To one 
 idea, however, the freedman has clung, through all his hardships and 
 failures. That is the idea of education, if not for himself, for his 
 children. It is through this feelmg almost entirely that this people 
 must be reached and helped. 
 
 The minister of a colored Baptist church in Tuskegee said to me 
 recently ; "Ah, I tells yer, dis yere freedom aint what we culle'd ones 
 t'ought it ud be afore it comed. 
 
 I t'ought when I was sot free, I'd soon hab a fine hoss, an' a 
 kyarriage an' sarvents to drive me roun' ! But Johnson's ben a' work- 
 
AND ITS SONG. 35 
 
 in' ebber sence de s'render, an' he aint got no fine hoss an kyarriage 
 yet. He got one ole mule an' a wagon, an' dey all he spec's to git to 
 kyarry him roun'.: Ef he kin on'y git togedder 'nuflf to feed an' 
 clothe him, an' sen' his chillens to school, its all he spec's to git." "But," 
 he added with earnestness ! "I tanks God I's free to hab all dat " 
 
 Education is the freedman's carriage, and with the team of will 
 and work, — with some charitable oiling of the wheels — it will carry his 
 children up the steep hill before them. 
 
36 TUSKEGEE : ITS STORY 
 
 EXTRACTS FROM "SOUTHERN 
 LETTER." 
 
 Published Monthly by the Tuskegee Normal SchooL 
 
 B. T. Washington, Editor. 
 Warren Logan, Business Manager. 
 
 At least fifty of our students will teach in the public schools of 
 the State during the summer. 
 
 A blacksmith shop is now being built by the students. 
 
 Nine young men are learning the carpenter's trade. 
 
 Young men and young women, life is before you. It is in 'your 
 power to choose now whether you will all through life be the slave of 
 ignorance or a complete man or woman developed as God meant you 
 to be. « 
 
 Our population numbers 50,000 000, and one eighth, or 6,240 000 
 over the age of ten years, are illiterate. Assigned geographically, in 
 the North there are 1,340,000 illiterate whites and 156,000 illiterate 
 Negroes ; in the South, 1,676,000 illiterate whites and 3,064,000 illiter- 
 ate Negroes. 
 
 The Model School closed with an interesting exhibition on Tues- 
 day night. May 27. A large number of parents and visitors were present. 
 
 The annual meeting of the Alabama State Teachers' Association 
 took place at the Tuskegee Normal School building on April 19th, con- 
 tinuing two days. The leading mstitutions and public schools of the 
 State were represented, and the attendance was large and interesting. 
 
 Alabama is paying $9000 annually towards the support of colored 
 normal schools. There are three in the State. Tuskegee is the only 
 industrial school. 
 
AND ITS SONGS. 37 
 
 We keep three points in view: Fiist, to give the best mental 
 training; second, to furnish the student labor that will be valuable to 
 the school and that will enable the student to learn something from 
 the worlc within itself; third, to teach the dignity of labor. 
 
 The work department well systematized can be carried on with 
 -almost no loss to the student in his classes. 
 
 "We see now why reconstruction failed. Not because the con- 
 stituency was black but because the mass was ignorant, and no com- 
 munity, black or white, can safely sit by and submit to be ruled by 
 ignorant suffrage." — Prof. R. T. Greener. 
 
 An interesting feature of the industrial work on Anniversary day 
 at Tuskegee this year was a general exhibit of industries in the libi'ary 
 where, arranged in attractive order, were a rustic chair, a neatly made 
 table and wash-stand from the Slater carpenter shop ; bricks from the 
 brick yard ; samples of oats, beans, potatoes, onions, collards etc., from 
 1;he farm ; dresses, shirts, trimmings, crocheted mats and shawls, etc., 
 from the girls' Industrial Room ; maps drawn by geography classes^ 
 geometrical figures, by the geometry class ; herbariums from the botany 
 class, and compositiosns, etc., from the grammar and rhetoric classes. 
 
 Our carpenter, assisted by several students, is getting out the win- 
 daw and door;facings for Alabama Hall. The work is being done in 
 the Slater carpenter shop. 
 
 Ground has been broken for Alabama Hall, and $6,000 of the $10, 
 000 which it is to cost has been raised. We have faith to believe that 
 vour, friends .willjjiv^ the remaining $4,000. 
 
38 
 
 TUSKEGEE : ITS STORY 
 
 1 
 
 
 i{i| 
 
 
 'i; 
 
 o 
 
 ■ i 1 ^ 
 
 jf: <i 
 
 • >'• 
 
 'l ^ 
 
 4 (J 
 
 
 I •'! a- 
 
 " 4 « 
 
 : : ': J 
 
 ■ ■ i' O 
 
 
 o 
 
 '■■■ i 
 
 w 
 
 
 o 
 
 
 m 
 
 ?' 
 
 W 
 
 ;;! K 
 
 •'■i: 
 
 Eh- 
 
AND ITS SONGS. 39 
 
 OUTSIDE TESTIMONY. 
 
 A few extracts from letters and reports of Northern and South- 
 ern visitors of the Tuskegee Normal School, give testimony to the 
 favor with which it is regarded by those who have been there or are 
 familiar with its workings. 
 
 FROM A LETTER OF GEN. J. F. B. MARSHALL, 
 
 ^ Treasurer of the Hampton Norinal and Agricultural Institjii'e, Hampton, Fa.^ 
 To Sozitkern Workman of May, iSSj, J^ 
 
 •'A few day's rest fromoffice duties being enjoined upon me re- 
 cently, I determined to pay a visit to the Tuskegee School, in which 
 the faculty and teachers of Hampton Institute naturally feel a special 
 interest. 
 
 Tuskegee is one of the very oldjtowns of the State, an attractive 
 place of about twenty-five hundredjnhabitants, having several colleges 
 and academies of high repute for the white youth of both sexes. I was 
 glad to find a very strong temperance sentiment here. There were 
 only two bars in town and they pay a license of about nine hundred 
 dollars each. No better location could have'.been chosen. 
 
 The leading white citizens of the place appreciate the import- 
 ance of Mr. Washington's work and speak of him in high terms. He 
 has evidently won the the esteem and confidence of all. Mr Foster, 
 the present speaker of the House, in the State Legislature, lives here, 
 and rendered valuable aid in getting the increased appropriation of the 
 State for Mr. Washington of whom he spoke to me in high praise. 
 
 I am reminded by everything I see here of our own beginnings 
 and methods at Hampton. [I found'^on' my!! arriva^at the school, 
 which is about a mile from the village centre, a handsome frame build- 
 ing of two stories and a mansard roof. ^Though not yet finished, it is 
 occupied as a school building and is very conveniently planned for the 
 
40 TUSKEGEE : ITS STORY 
 
 purpose, reminding me of tlie Academic Hall at Hampton. The pri- 
 mary school on the Normal school grounds bears the same relation to 
 it, as a practice school, that the Butler does to the Hampton Institute. 
 It has 250 children on the roll. They are stowed away in what was 
 the stable, close as crayons in a Waltham box. Let us hope they 
 will all make their mark. 
 
 All six teachers of the Normal and training schools are colored; 
 and to their race belongs all the credit of the work accomplished here 
 and of the judicious use of the funds which the friends of the school 
 through the efforts of Mr. Washington and Miss Davidson, have con- 
 tributed. 
 
 The experiment, thus far so successful, is one of deep interest to 
 all who have the welfare of the race at heart and should not be suffered 
 to fail for want of means for its completion. It is vital to the success of 
 this school that the students should all be brought under the train- 
 ing and supervision of the teachers by being boarded and lodged on 
 the premises. Our experience at Hampton has shown the necessity 
 of this. I know of no more worthy object or one conducive to more 
 important results than this school enterprise, and I trust the friends 
 of Negro advancement and education will not suffer it to languish or 
 be hampered for funds. They may rest assured that these will be 
 wisely expended and most worthily bestowed. 
 
 My three days' visit to Tuskegeewas eminently satisfactory and has 
 inspired me with new hope for the future of the race." 
 
 FROM THE LADY PRINCIPAL OF HAMPTON INSTITUTE. 
 
 May, 1884. 
 
 "The wish constantly on my my lips or in my heart, since I reach- 
 ed here last evening is that you could see this school. I am sure you 
 would feel, as 1 do, that the dial of time must have turned back twelve 
 years in its course. In many respects it is more like the Hampton I 
 first knew than the one of to-day is ; I was particularly struck by the 
 plantation melodies which Mr. Washington called for at the close of 
 the evening prayers ; there is more of the real wail in their music 
 
AND ITS SONGS. 
 
 41 
 
42 TUSKEGEE : ITS STORY 
 
 than I ever heard elsewhere. The teachers here laugh over 
 their exact imitation of the alma iiiater ; even the night school feat- 
 ure has sprouted ; to be sure it only numbers two students, but it is on 
 
 the same plan as ours. Do you know that Mr. has lately g iven 
 
 them 44.0 acres of land, making their farm now 580 acres ?" 
 
 FROM REV. R. C. BEDFORD, 
 
 Of the American Missionary Association : pasto-r of Congregational church in Mont— 
 g07nery^ Ala. , 
 
 Montgomery, Ala, March ist, 1884. 
 
 Gen. S. C. Armstrong : 
 
 Dear Sir : 
 \ 
 A short time ago I made a trip to Tuskegee, Ala. for the purpose- 
 
 of visiting the State Normal School for colored people located there,, 
 four of whose five teachers, together with the wife of the Principal,, 
 were once pupils of yours at Hampton Institute. * * * I attend- 
 ed the session of the school for two days and was exceedingly pleased 
 with the enthusiastic spirit of both teachers and pupils. One of the- 
 encouraging features of the school is the warm interest it has in- 
 spired in many of the leading white citizens of Tuskegee. Mr. G. W.. 
 Campbell and Mr. Wm. B. Swanson are among the oldest and most- 
 respected citizens of Macon County. They with Mr. Lewis Adams^ 
 a prominent colored man, constitute the State Board of Commission- 
 ers for the School. Colonel Bowen, Mr. Varner, and Col. W. F. 
 Foster — speaker of the present Legislature — all citizens of Tuskegee 
 and familiar with the school, aream^ng its warmest friends. A short 
 time ago, in conversation with Hon. H. Cla}' Armstrong, our State 
 Sup't. of Education, I learned that he was so much pleased with the 
 work of Mr. V/ashington and his associates as to recommend to the- 
 Committee on Education to report a bill giving $1000 per j^ear ad- 
 ditional to the school. I was present during the debate on the bill- 
 So interested was Col. Foster in its passage that he left the Speaker's 
 chair, and upon the floor of the House, in an eloquent and effective 
 
AND ITS SONGS. 43 
 
 Speech, urged that it pass. He sat down, and at once, by a vote of 59 
 to 18, the bill passed ; and is now a law. 
 
 With this example before us, we need have no fear as to what 
 the colored people can do if, like Mr. Washington and his associates 
 and^pupils, they will take hold to win." 
 
 FROM THE REPORT FOR 1881-82 OF HON. H. CLAY ARMSTRONG, 
 
 State Superintendent 0/ Edttcation 0/ Alabama. 
 
 "The Normal Schools are each in a prospering condition and 
 doing faithful and efficient work. I deem it a privilege as well as 
 duty, to make special mention of the school located at Tuskegee. 
 
 Though only authorized by an Act of Assembly approved March 
 I St, 1 88 1, the friends of the enterprise proceeded at once to organ- 
 ize the School and to solicit funds in its aid. They have already 
 raised by subscription, independently of the State appropriation, the 
 sum of $1,521.94, and have erected a structure imposing in appear- 
 ance to which they can point with exultant pride. For special par- 
 ticulars concerning tliis and other schools, I would invite your at- 
 tention to the full and comprehensive reports accompanying and 
 made a part of the report." 
 
 KROM A SOUTHERN WHITE DEMOCRATIC JOURNAL, 
 THE TUSKEGEE WEEKLY NEWS. 
 From an article of a column and a half in its isssue of June j,. 
 
 "This institution was established by an act of the Legislature of 
 Alabama approved March i, i88i,and $2000 was appropriated out of 
 the general school- revenue set apart for the colored children. * * 
 
 * * The school has just closed its third session and the exer- 
 cises last Thursday were interestmg, reflecting credit upon teachers 
 and pupils. * * The property is deeded to a board of trustees 
 including G. W. Campbell, President, M. B. Swanson and Lewis. 
 
44 TUSKEGEE : ITS STORY 
 
 Adams, the two first being the leading and most successful busi- 
 ness men and among the most influential citizens cf the community ; 
 the latter is an industrious, deserving, intelligent colored man, who 
 has the respect of his own race and the confidence of the whites. * * 
 Prof. B. T. Washington, the Principal, seems fully alive to the 
 education of his race, and he is modest and retiring in disposition, 
 seemingly desirous of the good will and respect of the whites. His 
 efforts have been toward a wholesome and beneficial education of the 
 pupils under his care, and we believe he has the respect of the com- 
 
 The School adds greatly to the trade of Tuskegee, and the pre- 
 judice that existed against it at first is fact disappearing, and when its 
 object and designs come to be fully understood, such feelings will 
 not exist at all. * * * * * * * * * * 
 
 The buildings are not yet ample for the accommodation of the 
 school, and the friends of the cause of education and of the colored 
 race can find no better or more deserving place for practical aid and 
 encouragement to that end. Of all the schools for the education of 
 the colored people in Alabama, the Tuskegee Normal School stands 
 at the head, and this is due to the excellent management and sound 
 judgment of the Principal, to whom cannot be accorded too much 
 praise by his race." 
 
 FKOM REV. PHILLIPS BROOKS, D. D. 
 
 -SJ Clarendon Street, Boston July j, /88^. 
 Mr. B. T. Washington, 
 
 My Dear Sir : 
 
 I am very glad to repeat what I said the other day, that I have 
 great confidence in the purposes and methods of your work, and I 
 wish you all success in your efforts to secure for it support and sym- 
 pathy. 
 
 Yours most sincerely, 
 
 Phillips Brooks. 
 
AND ITS SONGS. 45, 
 
 FROM KEV. GEO. B. SPAULDING, D. D. 
 
 Manchester, N. H. June 2^, 1ZZ4. 
 
 The colored labor school offers the best solution of the race- 
 problem at the South. To help the students under Principal Wash- 
 ington in their effort to build a new school house will prove no little 
 help to this great cause. I can testify to the great merits of Mr-- 
 Robert Hamilton as leader of the Hampton Singers. His concert 
 will not fail to be a great enjoyment to all lovers of music — and the- 
 noble cause he represents will heighten the pleasure . 
 
 Geo. B. Spaulding. 
 
 FROM REV. ALEXANDERlMcKEXZIE, D. D. 
 
 Cambridge, Mass. June 26, 1ZZ4. 
 
 I am happy to commend Mr. Booker T. Washington as a trust-- 
 worthy and capable man, who is doing an excellent work in the 
 Normal School with which he is connected as Principal. He is 
 worthy of confidence and esteem; this present effort to secure funds 
 for the most important work in which he is engaged deserves the 
 approval of all who are interested in the welfare of the colored peo- 
 ple. 
 
 The music which will be furnished by Mr. Washington and his 
 associates is well known to those who have visited Hampton, and every 
 one of them will speak in its praise. 
 
 Alexander McKenzie. 
 
 FROM GEN. S. C ARMSTRONG. 
 
 The Tuskegee Normal School in charge of Mr. Booker T. Wash- 
 ington with nine assistants, all colored, is, I believe, the best work of 
 its kind in the country under Negro control, and is worthy to be 
 compared with any for that race in the United States. 
 
 Situated in the black belt of Alabama, amidst a dense and! de- 
 graded people, it gives them what they need most and what they 
 
46 TUSKEGEE : ITS STORY. 
 
 need now : a training of the head, hand and heart ; with a view of 
 diffusing, through its graduates, a like teaching among the ignorant 
 masses of that region. 
 
 Its 530 acres of wooded and 50 of cultivated land. Porter Hall» 
 costing $6,500, besides brick-yard, carpenter and blacksmith shops, 
 all paid for; with 169 pupils of both sexes, average age 18 years, 
 fifty of whom are teaching during the summer ; besides six thousand 
 dollars already secured towards a much needed building for girls' 
 domitories and other purposes, to cost $10,000, — make a most encour- 
 aging showing, and a foundation for larger things. 
 
 The annual State appropriation of $3000, is a practical endorse- 
 ment by the whites of the State of great value and meaning ; the 
 property is, however, in private hands. 
 
 I have known Mr. Washington for over eight years, and regard 
 him as one of the foremost men of his race, its leader in Alabama, and 
 deserving of encouragement from all. 
 
 S. C. Armstrong, 
 Principal Hanipto7t Institute, Virginia. 
 
 FROM GEN. J. F. B. MARSHALL. 
 
 I heartily endorse all that General Armstrong has said about this 
 school, and a recent visit to Tuskegee has only strengthened my 
 confidence in the ability of Mr. Washington and Miss Davidson to 
 carry on successfully the important work they have undertaken. 
 
 J. F. B. Marshall, 
 Treasurer and Asst. Principal, Ha^npton Institute. 
 
AND ITS SONGS 
 
CABIN 
 
 AND 
 
 PLANTATION SONGS, 
 
 AS SUNG BY THE 
 
 TosKEGEE Singers. 
 
 ARRANGED BY 
 
 OF HAMPTON INSniUTE, VA, 
 
PREFACE TO MUSIC 
 
 These songs have not, to our knowledge, been reduced to music 
 before. We have endeavored to preserve the melodies as we heard them 
 sung by the students at Tuskegee. They seem, in the main, to differ 
 in character from those of the more northerly of the Southern States. 
 
 It is impossible to represent all the peculiar turns and quavers 
 heard when these songs are sung by large gatherings of colored people 
 in the South ; and even if it were possible, it would be almost useless, 
 for few musicians would be able to interpret them. 
 
 In reducing these melodies to writing, we have the double task of 
 trying to preserve the original characteristics and at the same time 
 make them intelligible through musical signs. The natural harmonies, 
 as far as allowable, have been followed. Here and there effects have 
 been introduced in the harmony parts, to assist in their rendition by 
 so few voices. The great charm about many of the plantation melo- 
 dies consists in the strength of the chorus and the "vzm" with 
 w'hich they are sung. 
 
 We have added a few pieces of negro music belonging to the 
 period since emancipation, which we hope will prove none the less 
 acceptable to purchasers of this book. 
 
 The words in these songs are common property. They are 
 heard in all sections of the South, but set to different melodies. Many 
 of the verses are irregular; familiarity with the melody and first verse 
 will soon enable any one to adapt the others to the music. 
 
 R. H. Hamilton. 
 Hampton, Va., July, 1S84. 
 
t$m Mm$, 
 
 Solo. 
 
 dZ: 
 
 Chorus. 
 
 s 
 
 ^ 
 
 -A— N- 
 
 N N I- 
 
 ■3— S— — •- 
 
 ^b=^ 
 
 3i: 
 
 IS 
 
 I. Fly away, Be at rest, be at rest, be at rest, Fly away, Be at rest. 
 
 S: 
 
 Sk 
 
 ^nk 
 
 >->- !£ 
 
 r r I4/-U 
 
 Fine. Solo. 
 
 V— V- 
 
 — H— |— |— ^— i-C^— -LL-W— $>— ^'^ 
 
 «—■»- -»—»—» — *- -^— I 
 
 -W — b* — H 
 
 J-S — S — I- 
 
 ^ 
 
 l:trr 
 
 :P=: 
 
 Fly to my Jesus' arms, Simon and Peter were fisher -men, Fished all night, 
 
 10 — O — # — — »-44 J ■ 
 
 ■\ u» V4 1 1 — M iU 
 
 s: 
 
 u* "^"^ ^' >" 
 
 Refrain. 
 
 fish'd all day, Massa Jesus He came passing by, said. Drop your nets, Follow me. 
 
 W. 
 
 fat 
 
 -n— 5^ 
 
 
 D.C. 
 
 follow me, follow me, drop your nets. Follow me, fly to my Je - sus' arms. 
 
 m 
 
 p p p 
 
 p p f 
 
 ifiZZt 
 
 a^E Trr-rrr-r 
 
 l7-f- 
 
 tc=l^ 
 
 f 
 
 V— U- 
 
 -f — u — y — 1- 
 
 1/ ^> y 
 
 y 1/ I 
 
 2. Gro down Gabriel and blow your horn. 
 
 Go 'wake up nations, both great and small. 
 
 Tell them I am coming now, going to 
 
 Judge this world for action here, actions here, actions here, 
 
 Judge this world for actions here. 
 
 Fly to my Jesus' arms. — Chorus. 
 
 3. When I was lying at hell's dark door, 
 Never did lie so low before, 
 
 Massa Jesus, He in passing by told me : 
 T^ Go in peace, sin no more, sin no more, sin no more. 
 Go in peace sin no more. 
 Fly to my Jesus' arms. — Chorus. 
 
twi ^m^ 3W ^'P%ti. 
 
 Chorus. 
 
 t= 
 
 -^ ^ 
 
 ii=ir- 
 
 -^ 
 
 -#- 
 
 li: 
 
 w ^ — =— — 0—— — = — ^ ^— *- 
 
 I'm go - ing home, children, I'm go - ing home, children, I'm 
 
 4—r^4 ^ g^ 
 
 m 
 
 t± 
 
 It: 
 
 -^ 
 
 ± 
 
 :^ 
 
 Fine. 
 
 :fE£ 
 
 r— r-i^ 
 
 :^±=^ 
 
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 go - ing home, children, For the an - gels bid a me to come. 
 
 -^ ^- 
 
 -^ 
 
 -fi fi- 
 
 ^- 
 
 -fi- 
 
 :g — ^ — gz 
 
 ^tzigt 
 
 SoiiO. 
 
 Refrain. 
 
 -^-i!^=^z^ 
 
 ^=it 
 
 :^=^z^v=j^tA 
 
 -« — «~ 
 
 iE^SE^E 
 
 -N- 
 
 -« — d- 
 
 m 
 
 •i 
 
 One day as I was walking along,the angels bid a me to come. The 
 
 ^ ^ ^ 
 
 -Sl_i- 
 
 -• — 9 — • 
 
 -"^.—v—v. 
 
 ^ V y—v 
 
 *=^ 
 
 :i---^-^ — iJ-r-N— t^— ^— ^ 
 
 fs — N — K-jv-d- 
 
 
 N FN O 
 
 D.C. 
 
 :^=^= 
 
 £ 
 
 jtzi—i. 
 
 -±. 
 
 -■^—^—■^ — #- 
 
 el - e- ment opened and the love came down, For the angels bid a me to come. 
 
 -^r^ — ^- 
 
 
 -k— k- 
 
 '^-^U 
 
 V.—\!it.-^. — Vr 
 
 ^—v~v—^—v 
 
 2. Old Satan is mad and I am glad. 
 
 The angels bid me to come, 
 He missed that soul he thought he had. 
 For the angels bid me to come. 
 
 3. As I went down in the valley for to pray, 
 
 The angels bid me to come, 
 When I got there, old Satan was there. 
 For the angels bid me to come. 
 
 4. He said '' you're too young to pray, too 
 
 young to die," 
 The angels bid me to come, 
 I made him out a liar and kept on my 
 
 way. 
 For the angels bid me to come. 
 
 5. Old Satan is a liar and a conjurer too, 
 
 The angels bid me to come. 
 If you don't mind he'll conjure you. 
 For the angels bid me to come. 
 
I'M GOING HOME CHILDREN, Concluded, 
 
 i- €. If you get to heaven before I do, 
 The angels bid me to come. 
 Tell God's children I'm coming too, 
 For the angels' bid me to come. 
 
 7. The tallest tree in Paradise. 
 The angels bid me to come. 
 The Christian calls it the tree of life, 
 For the angels bid me to come. 
 
 • * 8. Oh ! hoist your flag children, 
 
 Oh ! hoist your flag children. 
 
 Oh ! hoist your flag children. 
 
 For the angels bid me come. 
 
 ^Sing last verse to the music of the Chorus, 
 
 Chorus. 
 
 -4=J: 
 
 
 ~d^T 
 
 3^ 
 
 i^^^ 
 
 Je - sus locked the li - on's, li - on's, Locked the li - on's h - en's, 
 
 2d Voice.— I'm Catholic bred and Catholic born, 
 
 And when I am dead there's a Catholic gone. — Chorus. 
 3d Voice. — I'm Baptist bred and Baptist born. 
 
 And when I am dead there's a Baptist gone. — Chorus. 
 4th Voice. — I,m Presbyterian bred, I'm Presbyterian bom. 
 
 And when I am dead there's a Presbyterian gone.— CHORUS., 
 5th Voice. — I'm Christian bred and Christian born. 
 
 And when I'm dead there's a Christian gone. 
 
 ^ 
 
Solo. Andante. 
 
 mt \% 
 
 )mt, 
 
 R. H. H. 
 
 I 
 
 :&=&=& 
 
 ^ N ^, 
 
 i^j.. 4 J ^^-^J g ^g^^ ^^^|3 
 
 -^— N 
 
 1 . To lands in the shadow of darkness, To souls in the shackles of sin. 
 
 2. And we know since we go to meet Him, His bid - ding to do on the land, 
 
 -<. 
 
 -4-. A. 
 
 I 
 
 f 
 
 -N— ^ \- 
 
 5=£^ 
 
 -A— N- 
 
 Who bow to their i - dols in blind - ness, The gos-pel of Christ coming in. 
 As we walk o'er the water to greet Him, We feel the storng clasp of His hand. 
 
 For the ves-sels of God are all sailing,, And the head-light the dark waters o'er, 
 And tidings first sung by the angels, The "good will" that earthward they bore, 
 
 -ff- -«-.», -^ -€" 
 
 — © — & 
 
 ii 
 
 -=1-Hft- 
 
 -^-^ 
 
 r 
 
 ibeifci 
 
 -^-^| 
 
 ■<sl — o— 
 
 ilZJt 
 
 ^ p p f l - 
 
 ¥^U- 
 
 w. 
 
 ■Xi=V- 
 
 
 
 Is sending its gleam through the black - ness, And Je-sus still waits on the shore. 
 Shall encircle a world that shouts glo - ry, To the' Lord of the sea and the shore. 
 
 *i-#--#-*i-«--a- T-«--«--€- -•• ^ -d: • 
 
 -s—d 
 
 £ 
 
 :^=?= 
 
 r r ' 
 
 *The upper notes to be used for ending of 2d Verse, 
 
 Copyright, 1884, by R. H. Hamilton. 
 
THE HOUR IS COME. Concluded. 
 
 Chorus. Allegretto. 
 N i 
 
 rit. 
 
 a tempo. 
 
 f f— ^ 4- 
 
 i^n=^ 
 
 The hour is come, the day draws near, We hear the coming car, 
 
 I^ f— # - 
 
 Send fortli the 
 
 ^ I -^ 
 
 - ^ ^ rJ 
 
 ^ 
 
 zs. ^ 
 
 r- r= r 1 — f-i r- 
 
 ^ ^_ 
 
 t^=T 
 
 U-^ 
 
 ^^^^^^^^ 
 
 glad tri - umphant cry. Hurrah ! hurrah ! hur - rah ! From ev -'ry land by ev-'ry 
 
 -& 
 
 i ^ J- ^ 
 * — ^ . r — ffL 
 
 "y y' 
 
 ^-r-^ 
 
 ^^^H- 
 
 -^ — ^ 
 
 ^ 
 
 :5^=1= 
 
 -^—-^±. 
 
 ifa^zzzit 
 
 i-±^ 
 
 -f-E 
 
 sea, In §houts proclaim the great de - cree, All chains are burst, all 
 
 -e- -»• -^ 
 
 -^ -^ 
 
 ^ 
 
 ■fi— 
 
 ^ 
 
 *=)c 
 
 -»-—-—»- 
 
 tL 
 
 
 133 
 
 -^— ^ 
 
 PES 
 
 1J^ 
 
 P=±=PE 
 
 are free, 
 
 Hur - rah ! 
 
 :^ 
 
 :^=U: 
 
 bur - rah! 
 
 hur - rah ! 
 
 V. ^ 
 
 
 ±=* 
 
% 1*11* 
 
 Chorus. 
 
 -N— ^ 
 
 -N-4- 
 
 :t: 
 
 :t: 
 
 :/ X 
 
 I. Go Ma - ry and toll the bell, Come John and call the roll, *M. 
 
 m 
 
 ^ 
 
 tt^ 
 
 -r^H 
 
 fc^ 
 
 K-^— =P-=^ 
 
 Slow. 
 
 Fine. Solo. 
 
 ^— fr- 
 
 -9—9- 
 
 ^— ^- 
 
 ^^^ 
 
 T th Ic r d T /Who's that yon - der, dress' d in black? 
 
 ■ \ Who's that yon - der, dress'd in white? 
 
 m^ 
 
 Refrain. Slow. 
 
 ^ ^ ^ N 
 
 iv— ^- 
 
 N N N N — N- 
 
 S — — 9 — 9- 
 
 -^ 
 
 Look 
 Look 
 
 like chil - dren 
 like children of the 
 
 just 
 Is 
 
 turn'd back, M. 
 rael - ites, M. 
 
 I thank God. 
 I thank God. 
 
 r7^ 
 
 4 
 
 2. Who is that yonder, dressed in blue ? 
 Look like children just come through. 
 
 M I thank God. 
 
 Who is that yonder dressed in red ? 
 Look like children Moses led, 
 
 M. I thank God. — Chorus. 
 
 3. Who is that yonder in the chariot ride, 
 
 Look like the Father and the Son at his side. 
 
 M I thank God. 
 
 The Father has come with all His guest, 
 Going to judge this world from East to West, 
 
 M I thank God — CHORUS. 
 
 * Prolong'the sound of M. with mouth closed. 
 
^h 
 
 h tl\m n\w J^d^ ^^{m ^etliitj ^jedg to |}t^? 
 
 Chorus. 
 
 =1: 
 
 ^-iJr 
 
 4: 
 
 i^ 
 
 -i^- 
 
 =? 
 
 =^=I^ 
 
 i^ 
 
 ^ 
 
 z^z^izSz 
 
 •y—a *- 
 
 I. Good Lord I wonder, Good Lord I wonder, Good Lord I wonder, Is there 
 
 -g I ^ 
 
 j« — fi- 
 
 Hff_« — «A-A 
 
 ±=v: 
 
 -b!— b!— - 
 
 S; 
 
 -=^^ 
 
 -^— 5,^— - 
 
 b^b^ 
 
 ifctt 
 
 U l^ I 
 
 n h. 
 
 
 
 
 
 
 
 
 
 
 
 Fine. 
 
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 "~t5' 
 
 
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 ^ 
 
 ^, 
 
 ' 'k" • 
 
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 J^ 
 
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 f<r— 
 
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 ■5' 
 y 
 
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 bod 
 
 - y 
 
 he 
 
 re 
 
 i 
 
 get - 
 
 -5 
 
 i 
 
 ting 
 
 read 
 
 y 
 
 —J 
 
 to 
 
 - .^^ 
 
 — a — 
 
 die. 
 
 ^ 
 
 !^i ^ 
 
 - P^ 
 
 -^ 
 
 =^= 
 
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 J- 
 
 — @ — 
 
 ^— 
 
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 — 1 -■ 
 
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 y-N 
 
 
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 ^-^-N: 
 
 II-. 
 
 ^££5 
 
 ^zist. 
 
 I. You see them children dying ev'ry day, Is there anybody here getting ready to die ? You 
 
 «Jj N*>^ N 
 
 =^=rr 
 
 fclbtTtg 
 
 -N~^ 
 
 ^ ^ W. Vr-P- 
 
 V-9-\ 
 
 i^ 
 
 K ^ b ^ 
 
 -bl- 
 
 
 
 B.C. 
 
 :fe=fc: 
 
 e^^^SES^ 
 
 :£ 
 
 ^^-^ 
 
 ^: 
 
 3tii 
 
 ^^^ 
 
 -4^— U-i-W — R 
 
 -^ 
 
 N— N- 
 
 ^=^^? 
 
 irnp p~^*~k! L/ u 
 
 =^ ^ L ^ ^ b ^ 
 
 see them christians dying ev'ry day, Is there an-y bo-dy here getting ready 
 
 g^ 
 
 ^ ^ JJ ^ 
 
 -^: 
 
 to die ? 
 
 ^ ^ 
 
 
 ^■r=r 
 
 2. You see them sinners dying every day. 
 
 Is there any body here getting ready to die ? 
 Oh, judgment day is coming too, 
 
 Is there any body here getting ready to die? 
 
 3. We hear poor sinners crying then. 
 
 Is there any body liere getting ready to die? 
 Rocks, hills and mountains fall on me, 
 
 Is there any body here getting ready to die? 
 
 4. The Sa\dour say depart from me, 
 
 Is there any body here getting ready to die? 
 Go down to hell that's prepared for you, 
 Is there any body here getting ready to die? 
 
10 
 
 Chorus. 
 
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 I. I be - lieve in the God of E - li - jah, — Oh, 
 
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 the God of Dan - i 
 
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 Oh, 
 
 
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 yes! I. Some call me a Sun - day chris - tian 
 
THE GOD OF ELIJAH. Concluded. 
 
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 11 
 
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 Oh, yes ! Some call me a Mon - day dev - il, Oh, 
 
 yes! 
 
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 2. Some call me a long-tongue liar, — Oh, yes ! 
 
 But I will walk in the house of my Lord, — Oh, yes! 
 
 3. I will worship the God of Elijah, — Oh, yes ! 
 I will worship the God of Daniel, — Oh, yes ! 
 
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 I. And can it be, niy soul, Thou hast for -got thy God, For 
 
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 2. Why shouldst thou choose the world. 
 
 Its fashion and its glare? 
 Thou seemest not my soul to know, 
 The world is but a snare. 
 
 3. Only in God who lives, 
 
 Canst thou e'er hope for peace; 
 Find only in His living word, 
 My soul, a sweet release. 
 
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 His end - less love t'ward thee, Or e'en for - got His rod? 
 
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 Children, sound the ju - bi - lee, Chil-dren, sound the ju - bi - lee, 
 
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 Oh, children, sound the ju - bi - lee, Chil - dren, sound the ju - bi - lee ! 
 
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 I. I think I heard my Sav - iour say, I think I 
 
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SOUND THE JUBILEE. Concluded. 
 
 13 
 
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 2. II : Come my brother and go with me :|| 
 To that land above, 
 
 Believer to that land above. 
 Oh ! believer to that land above. 
 Believer to that land above. 
 
 3. ||: I think I heard my Saviour say, :|| 
 Ride in the chariot in the morn. 
 
 " Seeker ride in the chariot in the mom, 
 Oh ! seeker ride in the chariot in the mom. 
 Seeker ride in the chariot in the morn. 
 
 4. Ij: I think I heard my Saviour say, :|| 
 The fore wheels will run by faith. 
 Mourner the fore wheels run by faith, 
 Oh! mourner the fore wheels run by faith. 
 Mourner the fore wheels run by faitli. 
 
 . ||: I think I heard my Saviour say, :|| 
 The hind wheels will run by grace. 
 Elder the hind wheels will run by grace. 
 Oh ! elder the hind wheels Avill run by gracey 
 Elder the hind wheels will run by grace. 
 
 . ||: I think I heard my Saviour say, :|| 
 The inside's lined with gold ; 
 Sister the inside's lined with gold. 
 Oh ! sister the inside's lined with gold, 
 Sister the inside's lined with gold. 
 
 . IJ: I think I heard my Saviour say, :|| -^ 
 Walk the golden streets, 
 Preacher walk the golden streets. 
 Oh ! preacher walk the golden streets, 
 Preacher walk the golden streets. 
 
 What if the shades of night. 
 
 Do gather 'round. 
 Blinding thy keenest sight, 
 
 Darkness profound. 
 
 What if upon the breeze. 
 
 Heavy with dews, 
 And from the shadowy trees, 
 
 Come sad curfews? 
 
 Jesu is by thy side. 
 
 Ever hope on. 
 Soon will jhe eventide, 
 
 Likewise be gone. 
 
14 
 
 Miss M. A. K. 
 
 Rather slow. 
 
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ODE. Concluded. 
 
 15 
 
 , We mourn not the past nor its struggles. 
 
 The Present our monarch reigns, 
 If we faithfully do his bidding. 
 
 Our future new triumph gains. 
 Then in fields lying white before us, 
 
 Where the laborers are few, 
 May our hands be strong and willing, 
 
 And our hearts be brave and true. 
 
 May the lessons which here we treasured, 
 
 In some spring-time yet to be, 
 Grow up and yield their harvest 
 
 That "the truth may make us free." 
 For the planting and tender training 
 
 Of the ivy that covers the rue, 
 For the courage and hope it gives us, 
 
 Alma Mater, thanks to you. 
 
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 I. Elder you say you love King Je-sus, Elder you say you Tovc the Lord. 
 
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 come and let us know how you love King Jesus, Come and let us know how you love the Lord. 
 
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 2. Sister you say you love King Jesus, 
 Sister you say you love the Lord. 
 
 REFR.A.IN. — Oh, shout and let us know how you love King Jesus, 
 Shout and let us know how you love the Lord. 
 
 3. Deacon you say you love King Jesus, 
 Deacon you say you love the Lord. 
 
 Refrain. — ^Oh, preach and let us know how you love King Jesus, 
 Preach and let us know how you love the Lord. 
 
 4. Brother you say you love King Jesus, 
 Brother you say you love the Lord. 
 
 Refrain. — Oh, pray and let us know how you love King Jesus, 
 Pray and let us know how you love the Lord. 
 
 5. Mourner you say you love King Jesus, 
 Mourner you say you love the Lord. 
 
 Refrain. — Oh, mourn and let us know how you love King Jesus, 
 Mourn and let us know how you love the Lord. 
 
 6. Children you say you love King Jesus, 
 Children you say you love the Lord. 
 
 Refrain. — Oh, sing and let us know how you love King Jesus, 
 Sing and let us know how you love the Lord. 
 
16 
 
 R. H. H. 
 
 Miss M. A. Kenwell. 
 
 I. Al - ma Ma-tei- we leave thee, hope bright in our hearts, With 
 
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 under our song, While we look toward the future v^dth faith sure and strong. For we're 
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 GRADUATING ODE. Concluded. 
 
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 I. There's a bold little preacher in my heart, There's a bold lit - tie preacher in my 
 
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 I feel the spirit moving in my 
 
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 . There's a little wheel turning in my heart, 
 There's a little wheel turning in my heart, 
 
 In my heart, in my heart. 
 There's a little wheel turning in my heart, 
 
 . I've a double 'termination in my heart, 
 I've a double 'termination in my heart. 
 
 In my heart, in my heart, 
 I've a double 'termination in my heart, 
 
 heart, 
 heart. 
 
 heart. 
 
 5. 1 feel like shouting in my heart, 
 I feel hke shouting in my heart. 
 
 In my heart, in my heart, 
 I feel like shoutinn- in mv heart. 
 
I. El- der we will die in the field, 
 
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 field, Die in the field of bat-tie, Glo-ry in a my soul. soul. 
 
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 1. The ve - ry first blessing sis - ter Ma - ry had, It was the blessing of 
 
 2. The ve - ry next blessing sis - ter Ma - ry had. It was the blessing of 
 
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 one, To think that her son Je - sus. Did go to work so young, 
 two, To think that her son Je - sus, Going to carry them mourners thro'. 
 
 i^ 
 
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 3. The very next blessing sister Mary had. 
 
 It was the blessing of three. 
 To think that her son Jesus, 
 
 Going to set them prisoners free. 
 
 4. The very next blessing sister Mary had, 
 
 It was the blessing of four. 
 To think that her son Jesus, 
 
 Going to preach among the poor. 
 
 5. The very next blessing sister Maiy had, 
 
 It was the blessing of five, 
 To think that her son Jesus, 
 
 Going to preach among the wise. 
 
 6. The very next blessing sister Mary had, 
 
 It was the blessing of six. 
 
 To think that her son Jesus, 
 
 Is going to raise the sick. 
 
 7. The very next blessing sister Mary had. 
 
 It was the blessing of seven. 
 To think that her son Jesus, 
 Had rose and gone to heaven. 
 
 8. The very next blessing sister Mary had. 
 
 It was the blessing of eight. 
 To think that her son Jesus, 
 
 Going to open them pearly gates. 
 
Sister Mary's Twelve Blessings. Concluded. 19 
 
 9. The very next blessing sister Maiy had, 
 It was the blessing of nine, 
 To think that her son Jesus, 
 Going to turn the water wine, 
 10. The very next blessing sister Mary had. 
 It was the blessing of ten, 
 To think that her son Jesus, 
 Going to write without a pen. 
 
 11. The very next blessing sister Mary had. 
 
 It was the blessing of eleven, 
 To think that her son Jesus, 
 Going to plead for us in heaven. 
 
 12. The very next blessing sister Mary had. 
 
 It was the blessing of twelve. 
 To think that her son Jesus, 
 
 Had the keys of death and hell. 
 
 Chobus. 
 
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 war is ended, i . When I was a mourner just like you, Until the war is 
 
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 Until the war is ended, 
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 Until the war is ended. — Chorus. 
 My eyes are turned to the heavenly gate. 
 
 Until the war is ended, 
 I'll keep on my way ere I be too late, 
 
 Until the war is ended. — Chorus. 
 The green tree's burning and why not the dry, 
 
 Until the war is ended. 
 My Saviour died and why not I, 
 
 Until the war is ended. — Chorus. 
 
20 
 
 Chorus. 
 
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THE OLD ARK. Concluded. 
 
 21 
 
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 received it, I received it and I could read L ; Just let me tell you what the stone 
 
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 did say, Redeemed, redeemed a been Son of God, Been washed in the blood of the Lamb. 
 
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 2. When I was lying at hell's dark door, 
 Never did lie so low before, 
 ^ Massa Jesus, He came riding by, 
 
 Oh! He gave me the wings for to rise and fly. — CHORUS. 
 
 3. When I was walking along one day, 
 I met an old hypocrite on my way, 
 She's always right and never is wrong, 
 She's always up and never is down. 
 Just watch that sun how study she runs, 
 Don't you never let her catch you with your work undone. — Chorus. 
 
 4. You take your sister right by the hand, 
 
 And lead her 'long down in the Promise Land. 
 
 If my sister should have a fall, 
 
 Just get on your knees and carry 'er case to the Lord. — Chorus. 
 
 "Wm. H. Eejaer £ Co., Music Typogra; ficr3, 3T1 Arch St., ThllA, 
 
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