In Chicago, after I had spoken at a meeting, I met one of these fellows. They usually have some process for curing all of the ills of the world at once. This Chicago specimen had a patent process by which he said Indian corn could be kept through a period of three or four years, and he felt sure that if the Negro race in the South would, as a whole, adopt his process, it would settle the whole race question. It mattered nothing that I tried to convince him that our present problem was to teach the Negroes how to produce enough corn to last them through one year. Another Chicago crank had a scheme by which he wanted me to join him in an effort to close up all the National banks in the country. If that was done, he felt sure it would put the Negro on his feet.
The number of people who stand ready to consume one’s time, to no purpose, is almost countless. At one time I spoke before a large audience in Boston in the evening. The next morning I was awakened by having a card brought to my room, and with it a message that someone was anxious to see me. Thinking that it must be something very important, I dressed hastily and went down. When I reached the hotel office I found a blank and innocent-looking individual waiting for me, who coolly remarked: “I heard you talk at a meeting last night. I rather liked your talk, and so I came in this morning to hear you talk some more.”
I am often asked how it is possible for me to superintend the work at Tuskegee and at the same time be so much away from the school. In partial answer to this I would say that I think I have learned, in some degree at least, to disregard the old maxim which says, “Do not get others to do that which you can do yourself.” My motto, on the other hand, is, “Do not do that which others can do as well.”
One of the most encouraging signs in connection with the Tuskegee school is found in the fact that the organization is so thorough that the daily work of the school is not dependent upon the presence of any one individual. The whole executive force, including instructors and clerks, now numbers eighty-six. This force is so organized and subdivided that the machinery of the school goes on day by day like clockwork. Most of our teachers have been connected with the institutions for a number of years, and are as much interested in it as I am. In my absence, Mr. Warren Logan, the treasurer, who has been at the school seventeen years, is the executive. He is efficiently supported by Mrs. Washington, and by my faithful secretary, Mr. Emmett J. Scott, who handles the bulk of my correspondence and keeps me in daily touch with the life of the school, and who also keeps me informed of whatever takes place in the South that concerns the race. I owe more to his tact, wisdom, and hard work than I can describe.
The main executive work of the school, whether I am at Tuskegee or not, centres in what we call the executive council. This council meets twice a week, and is composed of the nine persons who are at the head of the nine departments of the school. For example: Mrs. B. K. Bruce, the Lady Principal, the widow of the late ex-senator Bruce, is a member of the council, and represents in it all that pertains to the life of the girls at the school. In addition to the executive council there is a financial committee of six, that meets every week and decides upon the expenditures for the week. Once a month, and sometimes oftener, there is a general meeting of all the instructors. Aside from these there are innumerable smaller meetings, such as that of the instructors in the Phelps Hall Bible Training School, or of the instructors in the agricultural department.
In order that I may keep in constant touch with the life of the institution, I have a system of reports so arranged that a record of the school’s work reaches me every day of the year, no matter in what part of the country I am. I know by these reports even what students are excused from school, and why they are excused—whether for reasons of ill health or otherwise. Through the medium of these reports I know each day what the income of the school in money is; I know how many gallons of milk and how many pounds of butter come from the dairy; what the bill of fare for the teachers and students is; whether a certain kind of meat was boiled or baked, and whether certain vegetables served in the dining room were bought from a store or procured from our own farm. Human nature I find to be very much the same the world over, and it is sometimes not hard to yield to the temptation to go to a barrel of rice that has come from the store—with the grain all prepared to go in the pot—rather than to take the time and trouble to go to the field and dig and wash one’s own sweet potatoes, which might be prepared in a manner to take the place of the rice.
I am often asked how, in the midst of so much work, a large part of which is for the public, I can find
