The colored American., 1902-06-21


the table, and while other boys enjoyed
vacations, | worked at the carpenters
bench and trade from fifteen to twenty
three years of age. After | was eighteen
L closed my school life in the common
schools OF Maine and worked contin-
uously until l went into a law office at
twenty-three. 1t was not eight hours
work day then-it was anywhere from
ten to twelve a day. In the practice of
the profession | have worked from ff
teen TO seventeen hours a day, and I
know from experience that there is
nothing worth having that can be acquir-
ed except by work, hard work, labor.
(Applause.)
OPPORTUNITY THE WORLDS DEBT.
The world, 1t is sometimes said, owes
every man living. That is not so. The
world does not owe every man a living.
L will tell you what the world does owe
every man and woman without distinc-
ton OF race and cOlOr-it owes him AN
OPPORTUNITY TO WORK, an opportunity to
earn living (Applause) And it not
only owes him an opportunity to work
and earn living, but it has a right to
look to every man and woman, to every
boy and girl in this and in every insti-
tuition, to work and earn that living. Not
only is there no royal road to learning,
but there is no royal road to success,
and 1t is for this reason that | most
heartily concur and arnrOve of the fun
damental idea that | understand underlies
the teaching in this institutiOn-indus-
trial education, industrial independence,
and industrial character. There is moth
ing that can so advance the youth Of any
race as the kind of industrial education
ard industrial independence that | have
seen illustrated to-day upon every hand.
not only would like to see this school
duplicated throughout the South where
our cOlOred friends in such large num-
bers live, but | would like to see it dupli-
Gated in the section where | live and
where | know the people for whom this
kind of education, beginning at the very
bottom, on the foundation, and building
to the magnificent structure, would do
good. Both races would be better off,
much better off, with an abundance of
such schools. (Applause.)
| shall not take the time to indulge in
any discussion of any of the questions
that concern us, except that | do say in
my Judgment, the DISTINGUISHED man
who presideS over this institution, and
the other distinguished men who assist
him IN their various capacities, your
officers and teachers, a corps numbering
practically one hundred and more of the
best and most magnificent material that
can be secured anywhere who are car
rying on this work, are BEGINNING AT
rHE RIGHT END of the solution of one of
the greatest questions that since 1865
aye, since 1871, when the Constitution of
he United States, the fundamental law
hat exists to-day, was adopted to pro-
tect in all the land the people of one
language and one law and one destiny,
has disturbed the country. 1t is the
greatest question, perhaps. that has con-
cerned the American people, and de
serves from both races the most careful
and wise treatment and
solution in the interests of a common
people with a common destiny. because,
NV friends, we are all here-this is our
here in all probability we |
shall for all time remain. Our futures
ire intimately banded together. One can
lot be carried down without dragging
down the other Education, industrial, |
secular and religious, is the one thing |
hat will help us to solve the great prob /
ems of the hour This has always been
rue and always will be true. Without |
ducation-industrial. secular and relig |
ous. in order that we must be an intel /
igent. law-abiding and GOd-fearlng. peo-
Die, the destinies and liberties OF the |
Republic are not secure.
WHITTIERS S APT POEM.
| close these few suggestions with an /
extract from a poem by John q. Whit