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LUCKY

“We frequently hear the word ‘lucky’ used with reference to a man’s life. Two boys start out in the world at the same time, having the same amount of education. When twenty years have passed, we find one of them wealthy and independent; we find him a successful professional man with an assured reputation, or perhaps at the head of a large commercial establishment employing many men, or perhaps a farmer owning and cultivating hundreds of acres of land. We find the second boy, grown now to be a man, working for perhaps a dollar or a dollar and a half a day, and living from hand to mouth in a rented house. When we remember that the boys started out in life equal-handed, we may be tempted to remark that the first boy has been fortunate, that fortune has smiled on him; and that the second has been unfortunate. There is no such nonsense as that. When the first boy saw a thing that he knew he ought to do, he did it; and he kept rising from one position to another until he became independent. The second boy was an eye-servant who was afraid that he would do more than he was paid to do-he was afraid that he would give fifty cents’ worth of labour for twenty-five cents […]The first boy did a dollar’s worth of work for fifty cents. He was always ready to be at the store before time; and then, when the bell rang to stop work, he would go to his employer and ask him if there was not something more that ought to be done that night before he went home. It was this quality in the first boy that made him valuable and caused him to rise. Why should we call him ‘fortunate’ or ‘lucky’? I think it would be much more suitable to say of him: ‘He is responsible.” – “Individual Responsibility: A Sunday Evening Talk,”- Booker T. Washington

Presidential Commentary by Dr. Brian Johnson

At the onset of receiving an entering incoming freshmen class into a university, one becomes awed and buoyed by the extraordinary sense of possibility that each student has in his or her future. Whether they were 4.0 student or 2.8 students in high school, the beginning of freshman year matriculation is a unique opportunity in their lives to start anew and afresh. And Mr. Washington, founding principal and president of Tuskegee Institute (University), provides an example of two young boys who possessed the same opportunities, but had very different outcomes 20 years later. It is all too easy to pass off Mr. Washington’s telling as some moralizing tale designed to motivate his students during one of his Sunday evening talks. Yet, we must be inclined to think that either Mr. Washington himself experienced this so-called tale directly-his autobiographical narrative Up from Slavery (1901) suggests as much-or he observed this in the lives of two of his students in his 34-year long tenure at the helm of Tuskegee University. Washington’s telling of such a tale might also raise the ire and suspicion of those who might argue the following: “It is roundly unfair for Mr. Washington to ascribe lacking personal responsibility to the woes of the second boy’s life because he doesn’t know what happened to him.” Notwithstanding any such dismissals, what Mr. Washington seeks to convey in this talk was the sense of a very real distinction between two young men who approached life matters-whether in the classroom or beyond-quite differently. The first young man was likely accused of being too punctual, too exact or just plain too serious. He often heard the now common proverbial expression: “It doesn’t take all of that.” And in spite of all attempts to justify the many failures of the second boy, all such attempts are undergirded with a profound sense of irony. (The very individuals who defend or make excuse for the second lad will also not hire him nor give him any responsibility regarding that, which is their own.) Wholly consistent with his reputation for being frank, honest and giving ‘straight talk,” Mr. Washington would not allow any such misgivings about his impressions of the success-or relative lack thereof-of the two boys described here. For Mr. Washington believed that “it does take all of that” to reach any desirable outcome, and one will be subject to the envy and criticism of others while doing it. Yet, enduring the sort of suffering experienced by the first boy is far better than experiencing the suffering of the second. We all experience one form of suffering or another, and if one learns how to suffer-to truly know how to suffer well in the thing that is good-one will learn how to succeed.

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“We have reached a period when educated Negroes should give more attention to the history of their race; should devote more time to finding out the true history of the race, and in collecting in some museum the relics that mark its progress. It is true of all races of culture and refinement and civilisation that they have gathered in some place the relics which mark the progress of their civilisation, which show how they lived from period to period. We should have so much pride that we would spend more time in looking into the history of the race, more effort and money in perpetuating in some durable form its achievements, so that from year to year, instead of looking back with regret, we can point to our children the rough path through which we grew strong and great.” – Booker T. Washington, (1899) Future of the American Negro

Presidential Commentary by Dr. Brian Johnson

John Lukacs suggests the following about the potential of the past coming to bear upon the future: “I saw the future and it was the past.” And Booker T. Washington, founding principal and president of Tuskegee (Institute) University offers a similar advisement in his little-known work, The Future of the American Negro published in 1899. Now, the mere assembling of the “relics” of any people group’s history alone is not a sole predictor of its future. For it greatly depends upon what is being assembled as one paraphrased African proverb offers: “The hunter will always be the hero until the lion has his own historian.” And Mr. Washington recommends the assembling of those “relics [in particular], which mark the progress of their civilization” and “achievements” placed “in some durable form.” (Here again, what one consistently reads, one will consistently become.) If one consistently reads a narrative or documentable history of a people characterized by its clear and documentable successes as opposed to failures documented for varying purposes, such histories will serve to shape not only the psyche of a single people group but also the psyche of all people groups who have a special relationship or closeness to this same group. Such is the history of Tuskegee (Institute) University, where reading the narratives of the men and women (including students, supporters, community members, faculty, staff and administrators) provide a documentable, inspiring and motivating “tradition” (past) that can translate into a documentable, inspiring and motivating “trajectory” (future).

I USED TO PICTURE

“I used to picture the way that I would act under such circumstances; how I would begin at the bottom and keep rising until I reached the highest round of success.”- Booker T. Washington, _Up From Slavery_ (1901)

Presidential Commentary by Dr. Brian Johnson

Robert Hedrick’s translation of Xenophon’s _Cyrus The Great: The Arts of Leadership and War_ captures a rather profound and startling idea about the power of both the mind and imagination in one’s youth. This is particularly evidenced in Mr. Washington’s autobiographical telling of the time spent in his youth thinking of his future. Says CYRUS: “I created an empire in my thoughts long before I began to win an empire in reality.” The founding principal and president of Tuskegee (Institute) University, Booker T. Washington, tells of not having many flesh-and-blood examples of “success” due to both his poverty and enslavement. Yet, while his “hands” might have been bound, his “heart” and his “head” were certainly not. Though he might have seen but dimly into what his future held, he “used to picture the way [he] would act under such circumstances.” (Note, one can hardly go where one cannot see one’s self beforehand going. And one can hardly do what one cannot see one’s self beforehand doing.) “Vision” is the greatest 6-letter word, and “leader” is the second greatest 6-letter word in this writer’s opinion. And Mr. Washington possessed “vision” enough for himself-without regard to what others might have seen-to see himself as a “leader,” which he later realized for some 34 years at the helm of Tuskegee (Institute) University.

“It seems to me that there never was a time in the history of the country when those interested in education should the more earnestly consider to what extent the mere acquiring of the ability to read and write, the mere acquisition of a knowledge of literature and science, makes men producers, lovers of labour, independent, honest, unselfish, and, above all, good. Call education by what name you please, if it fails to bring about these results among the masses, it falls short of its highest end…How I wish that from the most cultured and highly endowed university in the great North to the humblest log cabin school-house in Alabama, we could burn, as it were, into the hearts and heads of all that usefulness, that service to our brother, is the supreme end of education.” – Booker T. Washington, (1899) The Future of the American Negro

Presidential Commentary by Dr. Brian Johnson

Cornel West suggests the following about the “quantity” of educated persons in the present generation as opposed to the “quality” of the past generation in his best-selling work, (1994) Race Matters: “THERE has not been a time in the history of black people in this country when the quantity of politicians and intellectuals was so great, yet the quality of both groups has been so low…How do we account for the absence of the Frederick Douglasses, Sojourner Truths, Martin Luther King, Jrs., Malcolm Xs, and Fannie Lou Hamers in our time?” And perhaps the answer to Professor West’s rhetorical query resides in what the founding principal and president of Tuskegee (Institute) University wrote in the above passage: “…usefulness, that service to our brother, is the supreme end of education.” (Here again, Washington’s Tuskegee idea was not one based solely upon the work of one’s “hands”. Rather, the complete configuration of his conception of education-as ought be for all of education-was that of Heart (Character)-Head (Competence)-Hands (Capable). And once again, the little-discussed and deeply personal notion of the individual “heart” in modern education from which the “service” of the head and hands flow is likely why the “quality…has been so low.” The heart (character) is the seat of all an individual’s ambitions, ideas, motives and foci, and if the heart is not rooted in the idea of genuine and authentic service to mankind without respect to color, then the number of degrees, the name of the universities or the notoriety of the career matters little. And this is precisely why the “education”-not simply degree-received at Tuskegee University revolves around the university’s motto: Knowledge-Leadership-Service.

“I believe that one always does himself and his audience an injustice when he speaks merely for the sake of speaking. I do not believe that one should speak unless, deep down in his heart, he feels convinced that he has a message to deliver.” – Booker T. Washington _Up from Slavery_ (1901)

Presidential Commentary by Dr. Brian Johnson 

It is a wise and prudent man or woman indeed who does not readily accept-or seek-any and every invitation to speak. Although such restraint is uncommon, Mr. Washington’s recommendation is one that would serve us well to follow. For the best speakers-whether teacher, professor, lecturer or any number of itinerant persons-are those whose words proceed from the works that support them. Mr. Washington was known locally, regionally, nationally and globally for his oratorical prowess and was largely regarded as such for the work he was doing at Tuskegee University. And this work was no mere job for the founding Principal and President of Tuskegee University, but his life’s purpose “deep down in his heart.” When he spoke, men and women could feel the force of someone who was not pretentious but purposeful. And he was able to do so because he spoke concerning those things he was doing or had done. He did not theorize about how to lead an institution. He led one. He did not simply ask of those within his charge to persevere, endure and overcome. He himself had done these things. He did not simply speak about the “race problem” affecting newly freed and formerly enslaved men and women but was engaged in a work to solve this problem in a manner consistent with his beliefs. And all of these things were visible, tangible and remain so nearly 100 years since his passing (1915-2015). Audiences know immediately whether one has done or is doing the things that he or she speaks which is why one should never offer words without accompanying works.

“Christ-Centered Courage and Calling: Character, Credentials and Competence”

THE MISTAKES OF BOOKER T. WASHINGTON

“I remember one young man in particular who graduated from Yale University and afterward took a post-graduate course at Harvard, and who began his career by delivering a series of lectures on “The Mistakes of Booker T. Washington.” It was not long, however, before he found that he could not live continuously on my mistakes. Then he discovered that in all his long schooling he had not fitted himself to perform any kind of useful and productive labour. After he had failed in several other directions he appealed to me, and I tried to find something for him to do. It is pretty hard, however, to help a young man who has started wrong.” – Booker T. Washington, (1911) My Larger Education

Presidential Commentary by Dr. Brian Johnson

Oliver Wendell Holmes, Sr. offers the following concerning men and women whose actions are similar to the young man described in Booker T. Washington’s aforementioned passage: “Controversy equalizes fools and wise men in the same way – and the fools know it.” And the founding principal and president of Tuskegee (Institute) University provides several important lessons about both the young man-as well as all men and women of his ilk-who seek to establish their name and reputation on the basis of disparaging the name and reputation of others-particularly those whose accomplishments they will only be brought in close proximity to only upon the basis of “controversy.” First, Mr. Washington never ever mentions this young man’s name. While this unidentified young man knew full well that persons might give him a hearing-not upon the basis of his own person and accomplishments-but based upon the person and accomplishments of his topic, “The Mistakes of Booker T. Washington,” identifying or responding to this young man provided not a single, solitary benefit to Mr. Washington and Tuskegee. Second, Mr. Washington understood that the young man’s premises were flawed from the onset, and it is the clearest telltale example of Mr. Washington’s oft-repeated phrase, “Let examples answer.” To be sure, the actions of no man or woman are all “good” or all “bad.” (This is naïve, simplistic and child-like thinking.) Yet, in the face of the clear, overwhelming and documentable evidence that testify to the good that Mr. Washington had done locally, regionally and nationally, this young man titled his lecture series according to what he perceived were the mistakes of Mr. Washington. Here again, what one consistently reads and hears, one will consistently become. And this young man ought to have taken heed to how and to what he was hearing for it ultimately led to what he had become. (For this young man’s attempt to categorize and confine a man of Booker T. Washington eminence and accomplishments to a series of perceived mistakes that his limited training, limited knowledge and limited life experience identified did nothing but demonstrate his failure to understand the significance of the (2) greatest 9-letter words and the single, most dangerous 9-letter word: 1. “Integrity” 2. “Knowledge” 3. “Ignorance;”) Finally, we should consider Mr. Washington’s demonstration of another one of his famous aphorisms: “I let no man drag me down so low as to make me hate him.” The very same young man who sought to disparage and defame Mr. Washington later sought him for assistance, and Mr. Washington “tried to find something for him to do.” (This dynamic needs no additional commentary.) Yet what is deserving of additional commentary is that this young man might have spent his time and work writing, lecturing and building his own legacy and life worth reading as opposed to seeking to denigrate another’s whose legacy and life of building Tuskegee (Institute) University spanned 34 years (1881-1915) and remains and is read to this very day.

After I got so that I could read a little, I used to take a great deal of satisfaction in the lives of men who had risen by their own efforts from poverty to success. It is a great thing for a boy to be able to read books of that kind. It not only inspires him with the desire to do something and make something of his life, but it teaches him that success depends upon his ability to do something useful, to perform some kind of service that the world wants.” – Booker T. Washington, My Larger Education (1901)

Presidential Commentary by Dr. Brian Johnson 

The great scholar, literary critic and ‘Narnia’ chronicler, C. S. Lewis, remarks about the value of books upon a young boy or girl’s imagination: “Since it is so likely that (children) will meet cruel enemies, let them at least have heard of brave knights and heroic courage. Otherwise you are making their destiny not brighter but darker.” Here again, what one consistently reads, one consistently becomes; Just imagine what one might become when one reads about the lives of great men and women from the time of one’s youth even into one’s mature years. This is what the founding principal and president of Tuskegee (Institute) University recommends, and it is a recommendation that we would do well to not only just follow, but continuously follow. First, the world needs verifiable, authentic and organic heroes, not simply scripted and fictional ones. Men and women whose lives are grounded in believable and relatable life experiences that one can readily identify with provides great grounds for hope for those who have similar experiences. Second, one can learn from the mistakes made in the lived lives of others. It is simply not true that one must repeat the mistakes of others. (Instead, you read and learn from them.) The triumphant records of men and women that also record both their foibles and follies are useful for persons of any century to learn, discern and comprehend that what happened before may very well occur again. Third, the lived lives of men and women who are no longer amongst us are permanent, indelible and fixed records that will remain ever unchanged. (One may repeatedly interpret and re-interpret their deeds done but there will be no adding or taking away from them.) And this final thought is one that certainly motivated men and women of the class of Booker T. Washington and should motivate us as well. For Booker T. Washington knew that one has but one life to live, and there would be no do over. When future chroniclers composed the narrative of his life, he wanted to be certain that it contributed to making someone else’s “destiny brighter” not “darker.” The founding principal and president of Tuskegee (Institute) University did not simply write correspondence, books and speeches worth reading; he lived a life worth reading not only in his generation but also in the many future generations to come.

“We can fill your heads with knowledge, and we can train your hands to work with skill, but unless all this training of head and hand is based upon high, upright character, upon a true heart, it will amount to nothing. You will be no better off than the most ignorant.” – Booker T. Washington, A Sunday Evening Talk

Presidential Commentary by Dr. Brian Johnson

In this writer’s opinion, “integrity” is the greatest 9-letter word, “knowledge” is the second greatest, and “ignorance” is-by far-the worst and most dangerous. And the founding principal and president of Tuskegee (Institute) University, Booker T. Washington, gives on this Sunday evening talk his oft-repeated conception of “heart-head-hands” to help his students avoid the dread of becoming “no better off than the most ignorant.” One can easily seek the help of professors to develop one’s “head”. (These men and women have as their primary purpose to fill the “heads” of students with “knowledge”.) Likewise, professors are able to help make a student’s “hands”-or their work-“skill”[ful]. (Through repeated instruction and correction a student will either become skillful at their work orthey will receive failing grades.) Yet, the matter of the “heart,” Mr. Washington suggests, is one matter where students must begin and complete this work largely alone. (Let no man or woman ever presume to become an expert on the subject of another’s heart.) Of all subject matters, it is the one that is deeply personal and unique to the individual. Whereas both the competencies of the “head” and the credentials of the “hands” lie in full view, the “heart” is always hidden from view. Yet, without it, all else “will amount to nothing.” For Mr. Washington’s complete configuration of Heart-Head-Hands in education is akin to the strength necessary to shoot arrows a great distance even as Tuskegee University has shot forth the sons and daughters of Booker into rewarding and meaningful careers of service for over 133 years. The heart is the unseen and invisible strength that determines how far one can bend the bow to make the arrow go.