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LIST OF ILLUSTRATIONS

PREFACE

In bringing this book before the public, it is my hope that the friends of the Snow Hill School and all who are interested in Negro Education may become more familiar with the problems and difficulties that confront those who labor for the future of a race. I have had to endure endless hardships during these twenty-five years, in order that thousands of poor negro youths might receive an industrial education,—boys and girls who might have gone into that demoralized class that is a disgrace to any people and that these friends may continue their interest in not only Snow Hill but all the schools of the South that are seeking to make better citizens of our people. I also hope that the interest may be sustained until the State and Nation realize that it is profitable to educate the black child as well as the white.

To me, these have been twenty-five years of self denial, of self sacrifice, of deprivation, even of suffering, but when I think of the results, I am still encouraged to go on; when I think of the work that Mr. McDuffie is doing at Laurinburg, N. C., Brown at Richmond, Ala., Knight at Evergreen, Ala., Mitchell at W. Butler, Ala., Carmichael at Perdue Hill, Ala., Brister at Selma, Ala., and hundreds of others, I feel that the sacrifice has not been in vain, so I continue believing that after all the great heart of the American people is on the right side. I think that to-day, the Negro faces the dawn,—not the twilight,—the morning,—not the evening.

In my passionate desire to hasten that time and with the crying needs of my race at heart, I choose this opportunity for making an appeal in their behalf.

“Lord, and what shall this man do?” (John 21.)

Man is a relative being and should be thus considered. The status of my brother then will always serve as a standard of value by which my own conduct can be measured; by his standard mine may become either high or low, broad or narrow, deep or shallow. This is the theory that underlies all humanitarian work. This is the great dynamic force of the Christian life.

No question is being asked by the American people more earnestly today than this one: “Lord, What shall this man, the Negro, do,—this black man upon whom centuries of ignorance have left their marks?” He has made a faithful slave, a courageous soldier, and when trained and educated, an industrious and law-abiding citizen, yet he is troubled on every side. What shall he do? Uneducated, undisciplined, untrained, he is often ferocious or dangerous; he makes a criminal of the lowest type for he is the product of ignorance.

Crime has increased in proportion as educational privileges have been withdrawn. This brings the Negro face to