The Bridgeport evening farmer., 1916-06-21

the ideals of the school centre about three things: First, that the negro student shall be so educated as to be enabled to meet conditions now in the part of the South where he lives briefly, to be able to do that thing
 which the world wants done; second, that every student who is graduated from the school shall have enough skill and intelligence to be able to make a living for himself and others; third, to send every graduate out feel ing and knowing that labor is beau tifuHto make each one love his work instead of trying to escape it.
 The negro parents who send their sons and daughters to the school, realize it's benefits. The farmer will say, we wants our baby gal, Mary l Lou to come to Tuskegee to git eddi- cated an learn seamstress. Kase we doesn't want her to work 1ak we is. 1 The school has sought from the be ginning to make itself of practical value to the negro and to the South as well. It has taught those industries that are of the South, the occupations | in which it's men and women find ready employment. It has taught it's
 young men and women to live unsei- fish, sacrificing lives, to put into prac- tice the lessons taught on every side everyday living, character-building cleanliness, decoruh, promptness,
 truthfulness mean everything at Tus- kegee. .it
 The solution of the negro problem was not an easy one. The whole fu-
 ture of the negro rested largely on whether or not he should make him self through his skill, intelligence and character, of such value to the com munity that the community needed
 his presence. The individual who l1earned to do something better than anybody else-learned to do a common lkl-s 1o sol
 we'd his own problem, regardless of the
 color of his skin In one instance,
 one of the Tuskegee graduates pro
 duced 266 bushels of sweet potatoes
 from an acre of ground in a connmun- ity where the production had been only 49 bushels to the acre. The white
 farmers there went to him for ideas regarding the raising of sweet pota-
 toes. These farmers respected him
 because he had added something to
 the wealth and comfort of the com
 nnunity. But TuSkegee does not grad
 uate hoe-hands or plow-boys; it was
 because of the negro's knowledge of , the chemistry of the soil and by his improved methods of agriculture that , he accomplished so much.
 The result of Tuskegee's work is
 widespread. In the main, those who y leave the institute CD follow the i'm dustry they have been taught; (2) teach in a public or private school, (3) | follow housekeeping or other domestic
 service; (D enter a profession or the government service; or (5) become
 merchants. Among the teachers are many who instruct in farming or
 some industry; the professional men ) are mostly physicians, and the profes-
 sional women largely trained nurses
 MT. Washington, the late principal o1 2 the school, made the statement: "Af- : ter diligeIlt investigation, I cannot find , l a dozen former students in idleness They are in shop, field, schooIroom home, or the church. They are busy because they have placed themselves l in demand by learning to do what the world wants done,< and because they have learned the disgrace of idle. r ness.''
 Such is the problem that has beer l and is being solved for so many thou 8 sands of negroes at Tuskegee Insti s tute-the foremost negro school in ou1 = United States.