Works of Booker T. Washington - Booker T. Washington [17]
But, in discussing this subject, one is often met with the question, Should not the Negro be encouraged to prepare himself for any station in life that any other race fills? I would say, Yes; but the surest way for the Negro to reach the highest positions is to prepare himself to fill well at the present time the basic occupations. This will give him a foundation upon which to stand while securing what is called the more exalted positions. The Negro has the right to study law; but success will come to the race sooner if it produces intelligent, thrifty farmers, mechanics, and housekeepers to support the lawyers. The want of proper direction of the use of the Negro's education results in tempting too many to live mainly by their wits, without producing anything that is of real value to the world. Let me quote examples of this.
Hayti, Santo Domingo, and Liberia, although among the richest countries in natural resources in the world, are discouraging examples of what must happen to any people who lack industrial or technical training. It is said that in Liberia there are no wagons, wheelbarrows, or public roads, showing very plainly that there is a painful absence of public spirit and thrift. What is true of Liberia is also true in a measure of the republics of Hayti and Santo Domingo. The people have not yet learned the lesson of turning their education toward the cultivation of the soil and the making of the simplest implements for agricultural and other forms of labour.
Much would have been done toward laying a sound foundation for general prosperity if some attention had been spent in this direction. General education itself has no bearing on the subject at issue, because, while there is no well-established public school system in either of these countries, yet large numbers of men of both Hayti and Santo Domingo have been educated in France for generations. This is especially true of Hayti. The education has been altogether in the direction of belles lettres , however, and practically little in the direction of industrial and scientific education.
It is a matter of common knowledge that Hayti has to send abroad even to secure engineers for her men-of-war, for plans for her bridges and other work requiring technical knowledge and skill. I should very much regret to see any such condition obtain in any large measure as regards the coloured people in the South, and yet this will be our fate if industrial education is much longer neglected. We have spent much time in the South in educating men and women in letters alone, too, and must now turn our attention more than ever toward educating them so as to supply their wants and needs. It is more lamentable to see educated people unable to support themselves than to see uneducated people in the same condition. Ambition all along this line must be stimulated.
If educated men and women of the race will see and acknowledge the necessity of practical industrial training and go to work with a zeal and determination, their example will be followed by others, who are now without ambition of any kind.
The race cannot hope to come into its own until the young coloured men and women make up their minds to assist in the general development along these lines. The elder men and women trained in the hard school of slavery, and who so long possessed all of the labour, skilled and unskilled, of the South, are dying out; their places must be filled by their children, or we shall lose our hold upon these occupations. Leaders in these occupations are needed now more than ever.
It is not enough that the idea be inculcated that coloured people should get book