Higher Education
"African American students judging horses - Hampton Institute." Credit: Library of Congress
"One day, while at work in the coal-mine, I happened to overhear two miners talking about a great school for coloured [sic] people somewhere in Virginia. This was the first time that I had ever heard anything about any kind of school or college that was more pretentious than the little coloured [sic] school in our town" (Washington, 1995). The conversation between these two miners would not only alter Washington's life, but the lives of African Americans across the United States. By 1872, without knowledge of where the Hampton Normal and Agricultural Institute was located—or how expensive tuition was—Washington began making preparations to depart for the school (Washington, 1995).
Per Washington, African American individuals marveled that he could attend a "boarding school," so "Some of these older people would give me a nickel, others a quarter, or a handkerchief" (Washington, 1995). Even in his travels, Washington was exposed to racism. He relays one tale in which he was not allowed to stay at a "common, unpainted hotel" because he was Black (Washington, 1995). Washington wrote, "This was my first experience in finding out what the colour [sic] of my skin meant" (Washington, 1995).
Finally, Washington arrived at Hampton Institute and, though it seemed like he might not be admitted, he passed the "examination" of cleaning the recitation-room and was accepted into the school (Washington, 1995).
One man at Hampton Institute, in particular, had a large influence on young Washington. He was Samuel Chapman Armstrong, the "son of American missionaries in Hawaii" and commander of Black soldiers during the American Civil War (Tuskegee University, n.d.).
In a time when Black individuals were largely holding laborer positions and were still viewed as inferior beings, Armstrong's ideas were rather progressive. In fact, he believed "that the progress of freedmen and their descendants depended on education of a special sort, which would be practical and utilitarian and would at the same time inculcate character and morality" (Tuskegee University, n.d.). In Up From Slavery, Washington continually speaks highly of Armstrong, a testament to how strongly Armstrong's influence affected Washington. Washington said of Armstrong, "I shall always remember that the first time I went into his presence he made the impression upon me of being a perfect man; I was made to feel that there was something about him that was superhuman" (Washington, 1995).
At Hampton, Washington learned a variety of things, like the "best breeds of livestock and fowls," as well as a better understanding and knowledge of the Bible (Washington, 1995). By age twenty, when Washington graduated from Hampton Institute, he "was finally living alone" (National Park Service, 2012). It did not take long for Washington to apply his education, as he "opened a night school that about 80 students attended and became a strong presence in the community" (National Park Service, 2012). Never content to rest on his laurels, Washington attended the Wayland Seminary in Washington D.C., though he departed after a year (National Park Service, 2012). Next, Washington returned to the place where his education really began—Hampton Institute—and "he acted like a graduate student, both teaching the night school while taking additional coursework" (National Park Service, 2012).
With an education himself, Washington had the opportunity to go on and help others further their education. By 1881, "General Armstrong was asked to recommend a white student or teacher to take the position of principal at a normal school for blacks in Tuskegee, Alabama" (National Park Service, 2012). While a white individual was requested to become principal, Armstrong had another idea. In fact, "General Armstrong, however, boldly recommended Washington as the most qualified for the position instead. To everyone's joy at Hampton, the Tuskegee commissioner decided that Washington's appointment was acceptable" (National Park Service, 2012).
Washington had worked hard to achieve his educational goals. It was not easy, as there were numerous trials along the way (including uncertainties about financing his education). Nevertheless, Washington was determined to better himself. And, by bettering his own life through education, the stage was being set where he could positively impact the lives of others.
"Samuel Chapman Armstrong." Credit: Tuskegee University