to-day in the hands of Hampton's sons and daughters. Sixteen per cent have entered the professions, and a number have been graduated with honor from the highest institutions in the land, demonstrating the ability of the race to meet the hardest intellectual tests.

I suppose most of you have read an article on "The negro woman" in a recent periodical. It told many sad truths about our sisters in black. It was kindly in spirit, but it showed little knowledge of the thousands and thousands of decent, pure negro homes in the South. One of the most important facts about the present situation is the ignorance of the average southern white man and woman in regard to the best class of negroes. The average southern white man seldom visits a negro church, does not go into his schools, does not read his newspapers, and knows little of the clean Christian negro homes that are growing up all around him. He knew both the good and bad negro in slavery; now he knows mostly the bad. Perhaps you have seen that terrible book, The Negro a Beast. As a southern man said to me, "The worst thing about that book is that the man who wrote it believed what he wrote." Perhaps, as you have read that one-sided book, The Leopard's Spots, you have thought that the mass of the negroes were hateful and bitter. They are not, as southern men have often testified. There never was a kinder race. The great mass of them are making an earnest struggle out of the darkness into the light. When the Russian serfs were freed and education made compulsory, the schoolhouses were burned down, and when an endeavor was made to compel them to go to school the homes of the nobles began to burn. Contrast with this the attitude of the negro toward education. Every negro school in the South is crowded to-day. Hampton refused last year six times as many applicants as could be accepted. I could tell you of hundreds of negro parents who are denying themselves the necessities of life in order to give their children an education. When you hear that the negroes are all bad and daily growing worse, will you remember that in spite of all their difficulties the negroes have accumulated property since the war amounting to $300,000,000 in farms, houses, and various business establishments; that they have themselves raised toward their own education more than $13,000,000; that they have accumulated in church property more than $40,000,000, and in school property $15,000,000. When you hear that they are hopelessly immoral and criminal, will you remember that this great country of ours set them free without making any adequate provision for their physical, moral, or intellectual education?

But you need concrete examples to help you to understand the work of Hampton graduates and ex-students. I have asked to have placed in your seats a short story called "The Failure of Cunningham." It is an account of a dull colored boy who was unable to make his way through the school, and was obliged to return to his home in the back country. It tells how one of his former teachers found him in a poor log schoolhouse and of the tremendous influence for good he exerted in his community. Will you take it home and read it? It will give you an idea of what hundreds of the dullest of Hampton's returned students have done. But let me give you a few illustrations of the service performed by more intelligent Hampton men and women.

Last Monday I went to the home of two of our graduates on one of the side streets of Hampton. This couple have a comfortable frame house of six rooms, which they have paid for from their earnings. The husband has been a bookkeeper in the school treasurer's office since his graduation in 1885. The wife, who was a graduate of the previous year, went back to her home in Georgia and taught for a year in a country school, spending her Saturdays in going from house to house and showing the people how to make their homes comfortable,

and her Sundays in instructing old and young out of God's Word. After a year of this work she returned to the town of Hampton and married the young man of whom I have spoken. Ier home became, as do those of most of our graduates, a sort of social settlement. Every week on Thursday a company of girls who were out at service gathered to learn how to cook and sew. Her girls' club has grown from ten or twelve to over a hundred members, and her efforts to help the neighborhood in various ways have developed into real social settlement work. Her husband has built a clubhouse as a center for this work on the lot adjoining his own, and here, three days in a week, gather large classes in plain sewing, hemstitching, shirt-waist making, basketry, and cooking. A kindergarten class meets in a little upper room in her shed. A boys' club has been started, and in the summer there is a class in gardening. A song service is held every Sunday. In all these activities she is assisted by three other Hampton graduates, who give their services cheerfully. The head of the settlement keeps in touch with the white women who employ her girls, and assists in adjusting difficulties when they occur. She keeps her own house and cares for her three children, makes her own garden, and still finds time to help her neighbors make theirs. The whole community is cleaner and better because this young woman lives there. Work similar to this is being done by scores of Hampton women in Virginia, the Carolinas, and the Black Belt of Alabama.

The work of the husband of our Hampton settlement worker is no less important than her own. Soon after his graduation several of the graduates of the school joined with the people of the town to form a colored building and loan association. The young man of whom I am speaking became the secretary and mainstay of the association. It commenced business in 1889, with 12 stockholders and 18 shares of stock. It has grown until now it has 636 stockholders, owning 2,212 shares, and a paid-in stock of $105,000, of which the colored people alone own $75,000. More than $200,000 has been loaned to colored people of the vicinity, more than 350 pieces of property have been acquired and homes built through its aid, and it has long been regarded as one of the safest financial institutions in Hampton. It is difficult to estimate the influence of this one home of Hampton graduates.

When I first went to Hampton twenty-four years ago I went into an evening class called the "plucky class." It was composed of boys who had worked all day in the sawmill or on the farm. The teacher was a Hampton graduate-the distinguished speaker of this evening. Just what this one Hampton graduate has meant to this country, and the influence that he has had over his own race in teaching them kindness and patience and industry, can never be estimated. General Armstrong was right in saying that if Hampton had done nothing else than graduate Booker Washington it would have paid for itself. In Mr. Washington's class was a small, thick-lipped negro boy from a back county. He had come with no money, and was working his way through the school by his labor in our sawmill. After graduation he went back to his home and took a school. The little building was soon too small for the crowds that came to him. He determined to enlarge it. This he did himself with the help of his boys, who worked Saturdays on the land in order to raise the money. After he had succeeded in getting his own school in order he induced other Hampton boys and girls to come to his county as teachers. He built his own home and cultivated land. Almost all the colored people in his county were renters. He helped them to buy land and build homes. The churches were improved. The migration from that county to Northern cities has been stopped. It is now more than five years since a negro has gone from that county to the penitentiary. Ninety per cent of its negro farmers own and manage their land. The relations

between the whites and blacks are of the best. Not only in his own county, but through all of tide-water Virginia has the influence of that man been felt. He has driven out the saloon from a number of counties, and has helped to increase landholding, so that in thirty-three counties of tide-water Virginia more than 70 per cent of the negro farmers own and manage their land.

In my early days at Hampton I had a class of negro preachers. They used to come from all the country around, spend the week at Hampton and go back to their homes to preach on Sunday. I tried to teach them the doctrine of making the Kingdom of God come here in better, cleaner homes. One of them became inspired with the idea of being a sort of "shepherd of Kingdom Come" among his people. He had a little church one mile outside the city of Portsmouth in Virginia. Here he started a model negro settlement. He bought thirty acres of land, divided it into building lots, and commenced to sell to colored people working in Norfolk and Portsmouth. When the settlement began, $500 would have bought all the property owned by colored men there. They now own over 125 buildings, costing from $350 to $2,500 each. Over 300 colored people live there, and there has never been an arrest nor has there been a saloon in the town. The morals and the order of the place are as good as anywhere in the South. The Hampton student did become "the shepherd of Kingdom Come."

No other Hampton graduate, and perhaps no other Indian, has had more to do with the surveying and allotting of Indian lands than Thomas Wildeat Alford, an Absentee Shawnee, of Shawnee, Okla. Beginning his career after graduating from Hampton in 1882 as a Government teacher, Mr. Alford has acted successively as interpreter, surveyor, allotting agent, real-estate agent, and farmer, gradually becoming the most influential Indian among the Shawnees. Acting first as axeman in the surveyor's corps he soon rose to the position of compass man at $4 a day. He acted as allotment surveyor for the Shawnees, Kickapoos, and Sauk and Foxes, being also county surveyor for one year. In 1894 he was appointed chairman of the Absentee Shawnee Business Committee, which has charge of all negotiations concerning Indian lands. He is also secretary of the general council appointed to decide questions of importance to the Shawnees, and has several times visited Washington on business for his people. Mr. Alford is at present acting as clerk at the Shawnee Agency and at the same time is cultivating a model farm, where he raises his own vegetables, fruits and meats. His neat frame house, his log kitchen, stable and sheds were built with his own hands. He has sent three sons to Hampton, one of whom was graduated last year.

One Sunday a colored boy at Hampton named Sheppard went with me to establish a mission station at a place called Slabtown, a little out from the school. He gained there, as he afterwards said, his first idea of missionary work. After leaving Hampton he became a missionary of the Presbyterian Church, South, and was sent with a son of Judge Lapsley, a prominent Southern white man, to Luebo, a station 1,000 miles from the west coast of Africa, on a branch of the Congo. Both these missionaries became interested in the Bakuba, who lived 50 miles farther inland but often passed their doors carrying ivory and rubber to the traders. Although the king of these people had forbidden all foreigners, on pain of death, to visit his territory, these missionaries decided to go to them. Sheppard learned their language from the men who came to his door. The white missionary, Lapsley, died, but with much courage and tact Sheppard pushed his way into the Bakuba country. Because of his discoveries on that journey he was made a Fellow of the Royal Geographical Society. Instead of being beheaded by the chief of the Bakuba, he was well received and given much power. He has built a large church where recently sixty converts

were baptized on one Sabbath. A late number of The Missionary said of him: "He not only builds churches and preaches the gospel and beautifies the land with broad avenues and boulevards, but, like Luke, he is also the beloved physician. He is known, loved and reverenced by the natives far and wide." Still another Hampton student, who went as a missionary to Liberia, not only preaches but has a large coffee farm and has been practicing the blacksmith's trade which he learned at Hampton. One of his last letters tells of having just completed the only iron bridge ever built in Liberia.

I have given you a very imperfect account of the results of Hampton's work. Not only has it sent out between 7,000 and 8,000 negro and Indian students into every part of the South and West, but it has influenced the education of the whole country. The Government Indian industrial schools have been directly modeled after Hampton, and largely through its influence industrial training is being introduced into all the schools of the South. The chairman of the board of education of one of our large northern cities said in a public address that Hampton had done more to bring about the introduction of manual training into the schools of his city than any other influence. The West Indies, too, are being influenced by Hampton, not only through the students who are being sent back there, but by the delegations that are sent from the islands to study its methods. Former Hampton teachers have gone to General Armstrong's island home, and the most important school in Honolulu is in their care. More important than the direct is the indirect influence of Hampton. In an admirable article in a recent number of the Atlantic Monthly, Doctor Washington shows how industrial education, as started by General Armstrong at Hampton, has had the result of bringing together not only the whites and blacks of the South, but the whites of the North and South in an endeavor to work out this great problem. The southern and general education boards would hardly have been possible without it.

At the opening of the present school year there were over 1,200 negro and Indian boys and girls receiving instruction on the Hampton grounds-800 boarders and 400 day scholars. Five hundred student-teachers were gathered from every part of the South in attendance upon its summer school of six weeks. Our annual expenses are $180,000, about $100,000 of which is provided for by interest on the endowment fund, on one-third of the land-scrip fund of the State of Virginia, the Slater fund, the Morrill Act fund, and an annual appropriation by Congress toward the support of 120 Indians. An appeal has to be made each year for $80,000 to meet the school's current expenses. One-eighth of this amount has been provided for the last two years by the generous chairman of this meeting, Mr. Carnegie. The remaining $70,000, together with provision for the school's permanent improvements, is given sums varying from $1 to $5,000. Several friends have given $1,000 a year for the last two years. Much of the time of the school's officers, which ought to be given to the institution itself, has now to be spent in raising the necessary funds. Since General Armstrong's death in 1893 the school's endowment has been increased from $360,000 to $1,200,000. It needs an endowment of $2,000,000. While it would still be obliged to appeal to the public, the strain of securing so large an amount each year would be removed. The increased cost of coal and provisions, together with the larger number of students, makes the present year an especially hard Seventy dollars pays the scholarship of a student for a single year. In a book called "Twenty-two Years' Work at Hampton" there are given hundreds of such stories as I have told you of Hampton's graduates. Mentioned in connection with these are the names of some of the best men and women of this country, who have made those lives possible. In General Armstrong's "Memo

one.

See to it, you

randa" is found this appeal: "Hampton must not go down. who are true to the black and red children of the land, and to just ideas of education."

Mr. CARNEGIE. Now we come to the last speaker. What shall I say, or how introduce him to you? Fellow-slave of Epictetus and destined to be as renowned in history. Starting where he did I know of no man living who has traveled so far onward and upward. Read his memorable book, Up from Slavery, and behold him to-day the recognized Moses of his race, who is leading it up to a standard worthy of citizenship and the suffrage. Hereafter history is to tell of two Washingtons-one white, the other black; both fathers of their people. It is with extreme pleasure I now present to you Booker Washington.

ADDRESS OF DOCTOR WASHINGTON.

The anniversary of the birth of Abraham Lincoln and the presentation of the claims of the Hampton Institute furnish a fitting occasion to discuss the condition of my race.

Several persons holding high official position have recently said that it does not pay, from any point of view, to educate the negro, and that all attempts at his education have so far failed to accomplish any good results. Except that these utterances come from official sources, they would have little claim to a place in a meeting of this character. But the Southern States, which out of their poverty are contributing rather liberally for the education of all the people, as well as individual and organized philanthropy throughout the country, have a right to know whether the negro is responding to the efforts they have made to place him upon a higher plane of civilization.

It is not possible to improve the condition of any race until its mind is awakened and strengthened. Does the American negro desire to improve his mind, and what has been the result of his efforts? Will it pay to invest further money in this direction? In partially answering this question it is hardly fair to compare the progress of the American negro with that of the American white man, who in some unexplained way got thousands of years ahead of the negro in the arts and sciences of civilization. But, to get at the real facts and the real capability of the black man, let us compare for a moment the American negro with the negro in Africa, or the black man with the black man, As was recently suggested by Mr. Carnegie, in South Africa alone there are 5,000,000 black people who have never been brought, through school or other agencies, into contact with a higher civilization, in a way to have their minds or their ambitions strengthened or awakened. As a result, the industries of South Africa languish and refuse to prosper for lack of labor. The native black man refuses to labor, because he has been neglected. He has few wants and little ambition, and his crude and few wants may be satisfied by laboring one or two days out of the seven. In the southern part of the United States there are more than 8,000,000 of my race who, both by contact with the whites and by education in the home, in school, in church, have had their minds awakened and strengthened-have thus had their wants increased and multiplied many times. Hence, instead of a people in idleness, we have in the South a people who are anxious to work because they want education for their children; they want land and houses, and churches, books, and papers. In a word, they want the highest and best in our civilization. Looked at, then, from the most material and selfish point of view, it has paid to awaken the negro's mind, and there should be no limit placed upon the development of that mind.

Does the American negro take advantage of opportunities to secure educa