The Washington bee., 1908-03-28

the school terms, organizing and
building churches. I wish you might
have heard them tell how they are
laying a permanent foundation for
their life work
Before we attempt to solve the race
problem, each individual should see
to it hat he solves his own problem.
(AmenD We must not yield to the
temptation OF trying to take care OF
difficulties that are a thousand miles
away from us, and fail to master the
difficulties that are right in our own
community.
argue Not With Opponents; ShO5y
Them
II a man says that the Negro will
not buy farm, do not argue with
him; show him a farm that the Ne
gro has bought If a man says the
Negro will not building a decent
house, do not argue with him; show
him a decent house the Negro has
built. If man says that the Negro
will not use his education in sensible
directions, do not argue with him;
show him Negro that is using his
education to benefit the whole COM
munity. If a man says the Negro
will not lead a moral life, do not
argue with him; show him a Negro
in every community that is leading a
moral and useful life. (Cheers y
Negroes atTuskegee and elsewhere
in the South are too busy learning
to perform life's duties to spend time
in mere abstract and useless argu-
ment and discussion. The man who
isactually doing something has lit,
tie time for fault-hnding and COM
planning.
Education Must Be .4dabted to Ac-
tHdl Needs.
We can help ourselves, again, by
seeing to it that our education, ,wheth-
er it is called high or low, industrial
or academic, is adapted to the needs
and condition of the community and
country in which we live. Education
IS like any other commodity; useful
t 1t IS used, useless if it Is not used.
Some people have the mistaken idea
that merely a knowledge obtained
from books without being connected
with anything practial in life is of
value. Gold is valuable when it can
be brought into touch with the mar
kets of the world, but valueless if iso-
lated from the markets of the world.
All the gold dollars in the United
States Treasury would not save man
from starving if he and those dol
lars were placed on a ship in the
middle of the ocean with nothing but
those dollars. (That's SOD
No Color Line in Natural Resources
The Negro throughout the South
has a rare opportunity to use his cd
ucation in keping his share of the
skilled labor and of entering Tito ev-
cry line of business common in the
Southern States. In providing a
field for common and skilled labor
and providing a field for business de-
velopment, no other section of this
country, or perhaps of the world,
gives the Negro so fair a chance as
IS true OF the Southern States. We
should see to ii that, while not linn
iting or circumscribing the Negros
education, that the same policy is
pursued in the case of the Negro
that is pursued in the education of
the white boys and girls, especially
in the West, that of fitting the edu-
cation to meet the needs of the times
and of the immediate surroundings of
the individual. In a large degree
the Negro in the South is a farmer.
Education should emphasize in very
large degree farm life.
Look on the Bright Side of Things
We can help ourselves, again, by
not permitting the young men and
women of the race to become embit-
tered by reason of present conditions.
No misfortune which can overtal<e
us would be 50 hurtful as for us to
yield TO the temptation of letting our
lives become Soured or permitting
ourselves to become embittered
against other races. The embittered
man soon becomes a narrow and de-
based man, and when one becomes
embittered he loses fifty percent Of his
to accomplish good in the
II. ,,,a,, ,r,O,,,.v,