1 The white teachers who flocked South went to establish such a common-school system.
2 There came a day when all the teachers left the Institute and began the hunt for schools.
3 I loved my school, and the fine faith the children had in the wisdom of their teacher was truly marvellous.
4 Normal schools and colleges were founded for the freedmen, and teachers trained there to man the public schools.
5 The whole school started in surprise, and the teacher half arose, as the red, angry face of the Judge appeared in the open doorway.
6 Across the road, where fat Reuben lived, they all went outdoors while the teacher retired, because they did not boast the luxury of a kitchen.
7 They must first have the common school to teach them to read, write, and cipher; and they must have higher schools to teach teachers for the common schools.
8 If the Negro was to learn, he must teach himself, and the most effective help that could be given him was the establishment of schools to train Negro teachers.
9 The teachers in these institutions came not to keep the Negroes in their place, but to raise them out of the defilement of the places where slavery had wallowed them.
10 The old leaders of Negro opinion, in the little groups where there is a Negro social consciousness, are being replaced by new; neither the black preacher nor the black teacher leads as he did two decades ago.
11 And to-day the institute is filled with college graduates, from the energetic wife of the principal down to the teacher of agriculture, including nearly half of the executive council and a majority of the heads of departments.
12 This conclusion was slowly but surely reached by every student of the situation until simultaneously, in widely separated regions, without consultation or systematic plan, there arose a series of institutions designed to furnish teachers for the untaught.
13 He advocates common-school and industrial training, and depreciates institutions of higher learning; but neither the Negro common-schools, nor Tuskegee itself, could remain open a day were it not for teachers trained in Negro colleges, or trained by their graduates.
14 It was not enough that the teachers of teachers should be trained in technical normal methods; they must also, so far as possible, be broad-minded, cultured men and women, to scatter civilization among a people whose ignorance was not simply of letters, but of life itself.
15 Above the sneers of critics at the obvious defects of this procedure must ever stand its one crushing rejoinder: in a single generation they put thirty thousand black teachers in the South; they wiped out the illiteracy of the majority of the black people of the land, and they made Tuskegee possible.
16 The function of the university is not simply to teach bread-winning, or to furnish teachers for the public schools or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, an adjustment which forms the secret of civilization.
17 In the four periods I have mentioned, we find first, boundless, planless enthusiasm and sacrifice; then the preparation of teachers for a vast public-school system; then the launching and expansion of that school system amid increasing difficulties; and finally the training of workmen for the new and growing industries.
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