Up from Slavery Summary
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Here you will find a Up from Slavery summary (Booker T. Washington's book).
We begin with a summary of the entire book, and then you can read each individual chapter's summary by visiting the links on the "Chapters" section.
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Last Updated: Monday 1 Jan, 2024
Chapters
Chapters Up from Slavery Summary Overview
The narrative commences with the protagonist's birth on a plantation in Franklin County, Virginia and unfolds his life journey through the lens of his racial uplift theory, using his story as an exemplar. After the end of slavery and the Civil War, he and his family moved to Malden, Virginia, where they faced hardships in their early years of freedom. However, the protagonist, driven by curiosity and ambition, overcomes these challenges by dedicating himself to education. His initial taste of learning comes from working at a salt-furnace, and soon his mother gives him a spelling book, leading him to master the alphabet. His education furthers when a literate man from Ohio offers his services as a teacher to the local Black community. He seizes the opportunity to continue his studies at a school in a nearby town offering both daytime and nighttime classes. While working at the salt-furnace, he learns about a school for Black students, the Hampton Institute, and dedicates himself to save money for the journey to Hampton, Virginia. He leaves the salt-furnace job to serve as a domestic worker for the owner's wife, Mrs. Ruffner, who inculcates in him the values of order, promptness, and cleanliness. Eventually, he makes his journey to Hampton, but faced bigotry and racial discrimination on his way. Despite these challenges, he persists, finding work in Richmond, Virginia and sleeping under a sidewalk until he could afford the rest of his journey to Hampton. Although his appearance and attire initially hinder his entry into Hampton, his meticulousness impresses the head teacher, who not only lets him in but also offers him a janitorial position to cover some of his expenses. Hampton becomes a turning point in his life, teaching him the dignity of labor and the virtue of selflessness, which later form the core of his social program for racial uplift. He is deeply influenced by the school's founder, General Samuel C. Armstrong, who admires his leadership and selflessness. After graduating from Hampton, he returns to Malden and establishes a school, focusing not only on academics but also personal grooming and industry. His success at Hampton earns him an invitation to head a new school in Alabama, where he undertakes the challenge of teaching in a shanty church before procuring an old plantation to transform into a school. He instills the values of labor and self-reliance in his students by involving them in repairing the buildings and growing crops to sustain the school. His multiple visits to the North to fundraise for the school spotlight him as a public speaker and a Black leader. His speech at the Atlanta Cotton States and International Exposition, known as the "Atlanta compromise," suggests that Black Americans should work hard and educate themselves without directly confronting segregation and the loss of voting rights. The narrative concludes with his optimistic reflection on the legacy of his school and his hopes for racial advancement.
chapter 1
Growing up as a slave in Franklin County, Virginia, Booker T. Washington was unaware of his birth date, father's identity, and family lineage due to his enslaved status. However, he hears whispers among fellow slaves that his father might be a local white plantation owner. He also discovers his maternal ancestors survived the Middle Passage, the harrowing journey from Africa to America on slaving ships. Living in a poorly-built log cabin alongside his mother, older brother John, and sister Amanda, they endured harsh conditions with gaping holes in the walls and no proper floor. The harsh weather conditions made it nearly impossible to stay warm or dry. As his mother worked as the plantation's cook, their cabin also served as the plantation kitchen. Some of Washington's earliest memories involve his mother's cooking, even recalling a time she woke him up to enjoy chicken. His small stature meant he was suited to limited tasks on the plantation, such as sweeping yards or delivering water to slaves working in the fields. A dreaded chore was taking corn to the mill, which was three miles from the plantation. Often, the heavy bags would fall off the horse and he would be forced to wait helplessly for passersby to assist. During these waits, he was terrified due to rumours of deserted soldiers mutilating young black boys hiding in the woods. Washington's self-awareness as a slave emerged when he heard his mother pray for President Lincoln's troops during the Civil War. He observed that the war affected blacks and whites differently, noting that the whites suffered more due to their lifestyle, while the blacks were accustomed to hardship. Even the death of a young master in the war was mourned by the slaves. When the war concluded, the plantation owner read the Emancipation Proclamation to all his slaves, prompting an outburst of joy followed by unease. Most slaves, unaccustomed to life beyond slavery, were unready to integrate into society. Many of the older slaves even returned to negotiate roles similar to their former enslaved positions with their previous owners.
chapter 2
Washington highlights two major desires of recently liberated slaves; the adoption of last names to symbolize their newfound freedom and the longing to experience life beyond their former plantations. Many decide to return to their old homes to form work agreements with their past owners. Washington then narrates his family's move to Malden, West Virginia, where his stepfather finds work at a salt-furnace. Their living conditions resemble the slave quarters they left behind, with a cluster of log cabins making up their community. However, the social atmosphere is vastly different due to the lack of unity and order. The community, largely composed of former slaves and some low-class whites, is plagued with immoral activities. Despite these circumstances, Washington pursues his passion for learning to read. His mother provides him a spelling-book which he quickly masters. His quest for a teacher is initially fruitless due to the absence of literate individuals within his community. His learning is stalled until the arrival of a literate black boy from Ohio reignites his educational aspirations. Another literate individual from Ohio offers to tutor the community, and so begins Washington's journey towards further education. He highlights that this thirst for education is common among his peers. When a school in Kanawha Valley opens, Washington must miss the opportunity as he is working at the salt-furnace. This setback motivates him to seek night classes. His lack of a hat or cap and his adoption of a two-part name, Booker Washington, sets him apart from the other students. He adopts a full name after realizing that his peers had two names.
chapter 3
After landing work at a neighboring coal-mine, Washington learns about Hampton Normal and Agricultural Institute, a school for Black people in Virginia offering work-study programs. Despite his apprehension, he shifts jobs to work for Mrs. Viola Ruffner, known for her strict demeanor. However, this experience teaches him the value of hard work, precision, honesty, and cleanliness, and he even starts his first book collection. In fall 1872, he embarks on his journey to Hampton with scarce resources. The 500-mile trip involves stagecoach rides and trains, and Washington soon finds his funds running out. After a disheartening episode at a hotel where he is turned away because of his skin color, he resorts to hitching rides and walking. Finally arriving in Richmond, he secures work unloading a ship at a nearby dock. Staying frugal and sleeping under a sidewalk, he saves enough for the rest of his journey. Reaching Hampton with a mere fifty cents, he's overwhelmed by the sight of the school building. Despite initial delays attributed to his unkempt appearance, he impresses the head teacher with his diligence in cleaning a room and is granted admission, along with a janitor job. At Hampton, Washington experiences a transformed way of life, learning the significance of regular meals, personal hygiene, and self-respect. He's greatly inspired by the school's founder, General Samuel C. Armstrong, a selfless man who's deeply respected by all students. Washington recounts an incident of students willingly braving the cold in tents to help Armstrong accommodate extra boarders, feeling honored to assist him.
chapter 4
Unable to return home due to lack of funds after his first year at Hampton, Washington takes up a job at a restaurant. His earnings barely cover his expenses but he remains hopeful of clearing his debt to the school. The treasurer permits him to continue his education under the condition that he pays off his debt when possible. His second year at the institution shapes him profoundly, inspiring him to read the Bible and join the debating societies. Through the generous contributions of his mother, brother, and teachers, Washington manages to return home after his second year. The Black community in his hometown requests him to share his experiences at Hampton, which he finds irritating. Disappointed by a workers’ strike, he leaves for a nearby town in search of work. On returning home, his brother informs him about their mother's passing, leaving the family in turmoil. While struggling to manage his household, Washington takes up a job with Mrs. Ruffner. Despite contemplating abandoning his education, an invitation from Miss Mackie to help prepare the Hampton campus for the new academic year convinces him to stay. He learns the importance of labor and believes that any education that fails to instill respect for work is incomplete. After graduation, he spends a summer in Connecticut, working as a waiter. Despite an initial setback, he masters his role and regains his position. Upon returning to Malden, he begins teaching at a local Black school and initiates various constructive activities. He recalls this period as one of his happiest. During this time, the Ku Klux Klan was at its peak, causing Washington to lose hope for racial reconciliation. However, reflecting upon that time later, he realizes the progress made in race relations.
chapter 5
Throughout the Reconstruction era, spanning 1867 to 1878, Washington is immersed in education, both as a student at Hampton and a teacher in Malden, West Virginia. He notes two prevailing trends among African Americans at this time: the pursuit of political roles and the ambition to study Latin and Greek. He attributes these desires to a society newly free from slavery. While he respects the thirst for education, he undermines the notion that academic achievement alone can shield one from manual labor. He comments on the worrying trend of people using basic education to escape physical work, to the detriment of both ministry and schools. Despite these issues, Washington maintains his belief in the steady progression of both institutions. Regarding the dependence of African Americans on the Federal Government during Reconstruction, Washington sees this as unsurprising. He expresses disappointment at the lack of preparation before the emancipation, resulting in a scarcity of education and property for former slaves and creating a "false foundation" for their progress. He shares an anecdote about some brick-masons referring to a man as "Governor", only to discover later that this man was actually the Lieutenant-Governor of his state. Washington clarifies that not all African American politicians are ill-prepared, but acknowledges that their collective inexperience and restricted education result in inevitable errors. He isn’t against laws limiting suffrage but insists they should apply equally to all races. He asserts that African Americans are in a better position than they were 35 years prior, proposing that maintaining equal standards across races is crucial in resolving political disagreement. After a two-year teaching stint in Malden, Washington moves to Washington, D.C. to further his education. He describes the institution he attends as lacking industrial training and hosting students who are wealthier, better dressed, and sometimes more intelligent. However, he criticizes their lack of initiative, dependence on appearances, and tendency to take jobs as porters and waiters after graduation instead of contributing to their community's upliftment. Observing Southern migrants in Washington, D.C., he notes their ability to secure stable work, but critiques their spending habits and reliance on the government. He imagines the potential influence of relocating these individuals to the most in-need areas of the South. In closing, Washington also notes that many women from these families gain education but develop desires they lack the means to fulfill.
chapter 6
While in Washington, D.C., Booker T. Washington becomes entangled in a political debate concerning the relocation of West Virginia's capital. Charleston, a potential candidate for the new capital location, invites Washington to advocate for it. He travels to West Virginia, giving speeches in support of Charleston, successfully aiding in its designation as the new capital. This endeavor bolsters Washington's reputation as an orator and leads to proposals for him to join politics, which he declines. He believes his race will be better served through other means, cautioning that politics often breed selfish aspirations. He uses a parable about an old man wanting music lessons to drive his point home. After his political campaign, General Armstrong requests that Washington returns to Hampton to give a commencement speech. The growth in the town, including a new railway line, surprises Washington. Shortly after his visit, he gets an invitation from Armstrong to join the faculty at Hampton. He becomes a teacher to Native American students, despite societal skepticism about their ability to assimilate education. He notes their respect, ambition, and care for his well-being, despite facing challenges such as cutting their long hair. Washington also comments on the inclusive reception the Native American students receive at Hampton, using a story about George Washington to demonstrate the inherent absurdity of racial prejudice. Towards the end of his first year at Hampton, Washington starts a night school for students unable to afford regular tuition. The inaugural class of twelve students, dubbed “The Plucky Class,” exemplifies dedication and hard work.
chapter 7
During his initial year at Hampton, Washington pursues additional learning under Reverend Dr. H.B. Frisell's guidance. Near the year's end, he is invited by General Armstrong to lead a new school in Alabama. Even though the Tuskegee community anticipated a white leader for their school, they receive Washington warmly. He briefly visits his West Virginia home before proceeding to Tuskegee. Upon arrival, he discovers no school building but many enthusiastic learners. Washington regards Tuskegee as perfect for a school due to its proximity to railroad lines and large African American populace. The town has a history of being a hub for white education during slavery, therefore the white inhabitants possess a cultured and educated background. His observation of amicable relationships between the races is supported by a local hardware store run by a white and black man. Tuskegee citizens, inspired by Hampton's educational progress, acquire funds from the Alabama state legislature to initiate a school. The $2000 grant covers instructors' pay but leaves no provision for land or buildings. Washington likens his task of starting a school to making bricks without straw. Lessons commence in a dilapidated shanty near a church. Weather conditions often require students to shield Washington with an umbrella during teaching and recitations. His stay in Tuskegee allows him to witness the daily life of African Americans in the South's Black Belt. He notes the families’ living conditions, eating habits, and spending patterns, including the presence of idle sewing machines bought on installment in many homes. He highlights that most homes lack enough cutlery for all members but contain expensive items. Families generally work in cotton fields, with every able-bodied member contributing. Weekends are leisurely, filled with shopping, socializing, dancing, smoking and snuff dipping. He learns that most crops are mortgaged and many African American farmers are indebted. As Alabama hasn't built any black schoolhouses, most schooling occurs in churches or log cabins. Washington concludes that only a few teachers are adequately trained and morally equipped for their roles.
chapter 8
Prior to Tuskegee's launch, Washington is apprehensive about uplifting Alabama's Black community. A firsthand view of their lifestyle convinced him that they required more than a New England education imitation. He believes that theoretical learning won't benefit them. Tuskegee's inauguration sees both white and Black locals expressing their curiosity. Washington attributes the institution's successful startup to Mr. Lewis Adams, a former slave, and Mr. George W. Campbell, a former slaveholder. Adams, despite never attending school, had developed impressive mental prowess due to hands-on training during slavery. Campbell wins Washington over with his readiness to offer assistance and influence. However, several white locals are skeptical, fearing the initiative may lead to corruption among Blacks, making them abandon farming and unfit for domestic work. At the outset, the school enrolls thirty students, including public school teachers. While some students have prior learning, others were proud to have studied comprehensive textbooks. A few had experience in Latin and Greek. Washington recollects a disheartening sight from his tour—a young Black boy engrossed in a French grammar book amongst a yard of weeds. Despite this, he finds his students enthusiastic to learn. Six weeks later, Miss Olivia A. Davidson, a co-teacher from Ohio, arrives. Both teachers begin planning a curriculum suitable for students from agricultural backgrounds with little exposure to social graces or customs. Their intent is also to provide vocational training. They are momentarily disheartened when they meet potential students who desire an education to avoid manual labor, but they proceed with their plan nonetheless. Three months post inauguration, a nearby plantation is up for sale at a negligible price. Washington negotiates a deal with the owner, promising to pay the remaining half within a year after paying half upfront. To arrange the money, he seeks his friend, General Marshall, Hampton's Treasurer, for a loan. Marshall, unable to lend institutional money, offers his personal funds. Inspired and delighted by Marshall's generosity, Washington is driven to repay him. The school relocates to the plantation, comprising a cabin, an old kitchen, a stable, and an old hen-house, all of which are converted into learning centers by students. Washington then proposes that the students cultivate crops to generate funds for the school. Initially reluctant, the students join him in the fields eventually, while Miss Davidson organizes town festivals and suppers to secure the school's financial stability.
chapter 9
Washington recalls an Alabama Christmas that revealed much about the culture of former slaves. With Christmas being the sole period in slavery when work was paused, he notices a reluctance to work around the holiday during his first Tuskegee Christmas. This week-long holiday, according to Washington, was marked more by indulgence and noise than religious reverence. He then emphasizes his commitment to teaching his students about the true meaning of the holiday. He fondly remembers instances where Tuskegee students volunteered their time towards community service during Christmas. He reflects on the rapport between the Tuskegee school and the local white community as well. He then narrates the expansion of the Tuskegee Institute. Festivals and concerts helped raise funds to repay General Marshall's loan and clear the debt for the farm. Additionally, agriculture acted as a revenue source, aiding the school and providing financial aid to poor students. This financial stability allowed Tuskegee to plan for a new building. A white local who owned a sawmill offered to supply the lumber for the building. Despite initial hesitations due to lack of funds, Washington eventually accepted the offer. To gather more resources for the school, Miss Davidson continued organizing local events. Despite the school's relative obscurity, her efforts in the North also gleaned funds. Washington highlights the philanthropy of two women from Boston who contributed significantly towards settling the school's building debt and continued to donate annually. The school's first building was christened Porter Hall after a generous Brooklyn donor. As construction plans advanced, students were tasked with digging the building's foundation. Although some students resisted, others eagerly participated in this historical endeavour. A cornerstone-laying ceremony was held with a wide array of guests from the county and the Superintendent of Education delivering a speech. The following summer, in 1882, Washington got married.
chapter 10
Washington was determined to make Tuskegee students self-reliant by involving them in all aspects of the institution's domestic, farming, and industrial activities. He aimed to instill pride in labor and sharpen their skills with modern techniques. His idea of having students construct the school's buildings was met with criticism due to their lack of expertise, but he persisted. He believed that the students, many from impoverished backgrounds, would benefit from physically building their learning spaces. Reflecting, nearly two decades later, he admits that the approach was successful. The journey to this achievement was challenging. He shares the struggles they faced when first experimenting with brickmaking. They struggled to find a suitable location for a clay pit and had difficulties molding and burning durable bricks. After three unsuccessful attempts, they finally succeeded and developed a brickmaking program to train students and supply the market. Washington was convinced that their brickmaking success would help gain acceptance from white people. Even those who were unsympathetic towards Tuskegee and Black people purchased their bricks due to their quality and affordability. Washington saw commerce as a potential bridge to improve race relations. He argued that people inherently appreciate and reward merit. Tuskegee's industrial education expanded to include wagon, cart, and buggy building. Students made and repaired these items for the campus and the local community. Washington maintained that a person who is resourceful will always have a place in society. Despite his successful experiments with industrial training, some parents opposed the requirement for labor in school. Still, he remained firm in his belief that labor instills dignity, joy, and self-sufficiency. In 1882, he and Miss Davidson journeyed North to raise funds, a trip that ended with a successful fundraiser and a memorable chapel service in Porter Hall on Thanksgiving Day. As Tuskegee grew, it needed a larger dining and boarding area. Even though Washington was successful in fundraising, there were still financial struggles. The initial years were difficult, with irregular meals and inadequate furniture. However, this initial hardship transformed into order and instilled a sense of humility among the students.
chapter 11
Hampton patrons visit Tuskegee, commending the institute's advancement. General Marshall, the financier of the plantation, Miss Mackie, who examined Washington, and General Armstrong, Hampton's celebrated headmaster, all express delight at Tuskegee's rapid progress. Washington recalls Armstrong's visit fondly, admiring his lack of bitterness towards the Southern white men, despite fighting against them in the war. This magnanimity influences Washington to show empathy for all people and helps him understand that hatred is a trait of the feeble-minded. Armstrong teaches Washington not to allow anyone to degrade his spirit by making him loathe them. This leads him to contemplate the issue of voting rights in the South. He asserts that the efforts to restrict black people's voting rights harm the white man more than the black man. He believes the ban on black voting is temporary, while the moral damage done to whites is permanent. He points out that if a white man is willing to wrong a black man, he's likely to wrong another white man if needed. Tuskegee continues to see a surge of students, and the school needs solutions for lodging and feeding them. They rent log cabins nearby, but many are dilapidated. The students' discomfort troubles Washington, who often visits them at night to offer comfort. Despite their hardships, he portrays the students as content and appreciative of their educational opportunity. Washington highlights the kindness of Tuskegee students, disproving the notion that black people cannot respect a black authority figure. He also notes the absence of racial bias he experiences, with the white community of Tuskegee never treating him poorly. Washington assures Tuskegee students that the institute belongs to them and urges them to share their issues or concerns. He believes open, honest dialogue is the best way to resolve conflicts. He then describes the early mattress-making endeavors at Tuskegee. Due to financial constraints, students have to make their own mattresses, usually filling two large bags with pine straw. Despite these adversities and often shoddily made furniture, Washington insists on complete cleanliness, extending to personal hygiene. He mandates regular bathing and tidy, clean clothing at all times.
chapter 12
Washington is weighed down by the growing issue of inadequate accommodation for the increasing number of female students. As a solution, the school sets out to construct a larger building to expand the boarding facilities. Miss Davidson embarks on fundraising from both white and Black locals around Tuskegee. However, the collected funds fall short of the amount required for the new building. Eventually, General Armstrong invites Washington for a northern tour. Alongside a group of singers, they visit significant cities, delivering speeches and holding meetings. All expenses for the tour are catered for by General Armstrong and the Hampton Institute, however, it's emphasized that it's for Tuskegee's benefit. The tour is also an opportunity for Washington to meet influential individuals in the North. Post the initial northern tour, Washington, on his own, continues to visit the North. He shares his principles for soliciting funds from philanthropists including making one's institution and values known, and disregarding the results regardless of accruing debts. He observes that successful men possess qualities such as self-restraint, patience, and courtesy. He asserts that a man's success is directly proportional to his ability to ignore his personal interests for a greater cause. The constant requirement for Washington to be away from Tuskegee to raise funds causes him anxiety. Despite the financial struggles during the early years, he is resolute about succeeding due to the broader implications of Tuskegee's failure on the Black race. This resolve propels him through the fundraising challenges. Eventually, Tuskegee receives numerous large contributions, the highest being $50,000. He attributes this success to relentless effort and resilience in establishing the school. Washington narrates his encounter with Andrew Carnegie, who, despite appearing uninterested initially, later donates $20,000. Additionally, smaller donations start trickling in from across the country. In the third year, the Alabama State Legislature decides to raise the annual allocation to Tuskegee. This, together with regular donations from the Slater and Peabody Funds, ensures Tuskegee's continued financial stability.
chapter 13
In 1884, Tuskegee sets up a night-school, inspired by the one at Hampton Institute. It's meant for students who can't afford the day-school fees. They work in trades during the day and study for two hours at night. Most of their earnings are saved in the Treasury to eventually cover their day-school tuition, often after two years. The program, though demanding, has produced some of Tuskegee's most successful students due to its rigorous schedule and the discipline it instills. Post his tour with General Armstrong, Washington's skills as a public speaker grow. He attributes his success to his ability to critique honestly while not blaming an entire race for his people's plight - a lesson learned during his early years. Once a bitter young man who despised those hindering Black people's progress, he grows to understand that such individuals harm themselves more. His initial speeches largely aim to gather funds for the school. A speech at a Christian Workers' meeting in Atlanta leads to an invitation to the prestigious Atlanta Cotton States and International Exposition. Prior to this event, he visits Washington D.C. with an Exposition committee to address Congress. His speech emphasizes that while Black people must not be denied voting rights, they also need to acquire property, skills, and character. Post his speech, the Exposition directors decide to dedicate an entire building for showcasing Black race achievements, with major sections devoted to the Hampton and Tuskegee Institutes. As the event nears, Washington feels anxious due to the extensive media coverage and hype around his speech. Before departing for Atlanta, he rehearses his speech with Tuskegee teachers. He concludes this chapter by mentioning his white friend, Mr. William H. Baldwin, Jr., who, due to nervousness, paces outside the venue during Washington's address.
chapter 14
Washington shares his Atlanta Cotton Exposition address in full. Post his speech, Governor Bullock along with other influential white men, appreciate him wholeheartedly. The speech's successful reception makes Washington's exit difficult from the venue. Upon returning to Tuskegee, he finds that major U.S. newspapers have favorably reported his speech. Within the chapter, he includes excerpts from these newspapers. A letter from President Grover Cleveland commending Washington's words touches him deeply. Later, Washington meets President Cleveland in Atlanta and describes him as modest and gracious. They form a cordial relationship, with Cleveland extending support to Tuskegee. The response of Black papers towards Washington's speech is somewhat varied. Initial positive reception is followed by criticism. They contend that Washington inadequately addressed violence against Black people and their political rights. Washington sees these responses as knee-jerk reactions. He recollects similar criticism early in his career when he spoke about the shortcomings of some Black ministers. Despite the backlash from Black newspapers, several notable Black bishops and church leaders align with Washington’s viewpoint, and the criticism eventually subsides. Following his speech's success, Washington is invited to adjudicate an education award. He feels honored to be part of a sixty-member jury, including college presidents, renowned scientists, popular writers, and experts from various fields. Washington predicts that full citizenship for Black people will come when they have reached the level of development that merits its exercise. He believes it cannot be forced externally, and Southern whites will voluntarily integrate the Black population without any restrictions. Observing a shift in this direction, Washington cites his invitations to speak at the Atlanta Exposition and to serve in the jury as evidence. Washington advocates for gradual progress towards a fair South. He criticizes laws that allow uneducated, poor white men to vote but deny Black men the same right. He asserts the law should be color blind. However, he also believes that Black people must self-educate to exercise the ballot responsibly. While supporting universal suffrage, he acknowledges the unique situation in the South may require specific measures to safeguard the ballot, such as property or education tests.
chapter 15
The response to Washington's Atlanta Exposition speech was overwhelmingly positive, with journalist James Creelman providing a glowing review. Despite his persistent nervousness, Washington finds satisfaction in winning over audiences with his speeches, which he strives to make engaging and soulful. He frequently speaks to businessmen, Southern audiences, and Black communities nationwide, enabling him to understand better the conditions of Black Americans. Washington was invited in 1897 to address the dedication of Robert Gould Shaw, which led him to reflect on the Spanish-American War. His speech at the University of Chicago, honoring Black soldiers' contributions to the war and celebrating Black history, was attended by President William McKinley but stirred controversy among Southern newspapers. In response, Washington reiterated the views expressed in his Atlanta Exposition speech. While Washington traveled extensively for speaking engagements, the Tuskegee Institute continued to operate under the supervision of the faculty and Lady Principal. His frequent absences, which amounted to six months a year, reassured him of the Institute's strength and organization. Nevertheless, he stayed informed of the school's activities through regular correspondence. Despite his heavy workload, Washington made it a habit to finish all his tasks daily, except for making challenging decisions, which he discussed with his wife and friends. Personal pastimes included gardening and taking care of animals. Eventually, after nearly two decades of continuous work, he yielded to his friends' insistence on taking a vacation to Europe with his wife.
chapter 16
In 1893, Washington's first wife passes away and he remarries. His new wife, Miss Margaret James Murray, who is the Lady Principal of Tuskegee, proves helpful in managing the school more effectively. Washington is troubled by how his work often keeps him away from his family. In 1899, people at a Boston meeting notice his fatigue. Two women and a close friend, Mr. Francis J. Garrison, raise money for him to take a summer vacation in Europe. Washington, though hesitant, accepts the offer. Washington is worried about being seen as pretentious for holidaying in Europe and feels guilty about taking time off work. With letters of introduction to many people in Europe, mainly in England and France, Washington and his wife embark on their journey. They meet influential individuals on the ship and are greeted by the captain himself. Once the ship departs, Washington feels an immense relief. The ship arrives in Antwerp, Belgium. After a brief stay, they join a group for a trip to Holland, where the agricultural methods and cultivation quality impress Washington. They return to Belgium and then depart for Paris. In Paris, they meet Elizabeth Cady Stanton, an anti-slavery and women’s rights activist, and attend high-profile events. They also meet the renowned Black American painter Henry O. Tanner. Washington admires French people's enthusiasm and excitement, but believes that the future holds greater success for the American Negro. From Paris, they move to England, where they also meet several distinguished individuals. Washington is particularly impressed with the country houses and their lifestyle. He admires the efficiency of English homes and their lack of pretension. His English trip enhances his respect for nobility and he praises the English character. He discovers Frederick Douglass’ biography in the ship's library on the return journey and reads it.
chapter 17
Washington reflects on the surprises that have marked his life, attributing them to living purely and giving his utmost every day. However, these surprises aren't always pleasant. General Armstrong, who suffered a paralyzing stroke a year prior, expresses his wish to visit Tuskegee one last time. In his honor, the school conducts a torchlight procession that deeply moves the General. Not long after, he passes away. A significant surprise for Washington is receiving a letter from Harvard University, offering him an honorary degree. Overcome with emotion, he recalls his past as a slave, his struggle to reach Hampton, and the hardships he faced at Tuskegee. It is a profound and moving moment for him. Subsequently, he attends the ceremony at Harvard and is invited to dine with the University's president. It becomes a cherished memory. Following this, he persuades President McKinley to visit Tuskegee during his official visit to Atlanta, Georgia. The President's arrival, with his wife and most of his cabinet, draws a massive gathering of students, teachers, and locals. The town is adorned for the occasion, a parade is organized by Tuskegee students, and an address is given by the President. This event highlights the growth and accomplishments of Tuskegee. Washington wraps up his autobiography in Richmond, Virginia, where he recently gave a speech at the Academy of Music, being the first Black man to do so. He reflects on the progress made in racial matters since the days he slept under Richmond's sidewalks, and anticipates further advances.
