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我承认，在我旅行调查的一个月中所看到的一切让我感到非常沉重。要提升这些人似乎需要完成的工作几乎超出了实现的范围。我只是一个人，我认为我能付出的努力所能达到的结果是如此有限。我在想自己是否能取得任何成就，以及我尝试这样做是否有意义。OfonethingIfeltmorestronglyconvincedthanever,afterspendingthismonthinseeingtheactuallifeofthecolouredpeople,andthatwasthat,inordertoliftthemup,somethingmustbedonemorethanmerelytoimitateNewEnglandeducationasitthenexisted.IsawmoreclearlythaneverthewisdomofthesystemwhichGeneralArmstronghadinauguratedatHampton.TotakethechildrenofsuchpeopleasIhadbeenamongforamonth,andeachdaygivethemafewhoursofmerebookeducation,Ifeltwouldbealmostawasteoftime.在这个月亲眼目睹有色人种的真实生活之后，我对一件事感到比以往更加坚信不疑，那就是要想提升他们，仅仅模仿当时存在的新英格兰教育是不够的。我比以往任何时候都更清楚地认识到阿姆斯特朗将军在汉普顿开创的体系是多么明智。要将我一个月以来接触过的这样的人群的孩子们聚集起来，每天只给他们几个小时的单纯书本教育，我觉得这几乎是在浪费时间。AfterconsultationwiththecitizensofTuskegee,IsetJuly4,1881,asthedayfortheopeningoftheschoolinthelittleshantyandchurchwhichhadbeensecuredforitsaccommodation.Thewhitepeople,aswellasthecoloured,weregreatlyinterestedinthestartingofthenewschool,andtheopeningdaywaslookedforwardtowithmuchearnestdiscussion.TherewerenotafewwhitepeopleinthevicinityofTuskegeewholookedwithsomedisfavourupontheproject.Theyquestioneditsvaluetothecolouredpeople,andhadafearthatitmightresultinbringingabouttroublebetweentheraces.SomehadthefeelingthatinproportionastheNegroreceivededucation,inthesameproportionwouldhisvaluedecreaseasaneconomicfactorinthestate.ThesepeoplefearedtheresultofeducationwouldbethattheNegroeswouldleavethefarms,andthatitwouldbedifficulttosecurethemfordomesticservice.经过与塔斯基吉镇居民的商讨，我将学校开学的日子定在了1881年7月4日，在那间临时搭建的小棚屋和教堂里开始授课。无论是白人还是有色人种，都对这所新学校的开办表现出极大的兴趣，人们怀着极大的热忱期待着开学的日子到来。然而，在塔斯基吉周边地区的一些白人对这个计划持怀疑态度。他们质疑这所学校对黑人的价值，并担心它可能会导致种族之间的麻烦。有些人认为，黑人接受教育的程度越高，其作为该州经济因素的价值就越低。这些人担心教育的结果会使黑人离开农场，而且很难找到他们从事家政服务。ThewhitepeoplewhoquestionedthewisdomofstartingthisnewschoolhadintheirmindspicturesofwhatwascalledaneducatedNegro,withahighhat,imitationgoldeye-glasses,ashowywalking-stick,kidgloves,fancyboots,andwhatnot—inaword,amanwhowasdeterminedtolivebyhiswits.Itwasdifficultforthesepeopletoseehoweducationwouldproduceanyotherkindofacolouredman.那些质疑创办这所新学校智慧的白人脑子里浮现出所谓受过教育的黑人的形象，他们戴着高帽，戴着仿金边眼镜，拿着华丽的手杖，戴着羊皮手套，穿着时髦的靴子，等等——简而言之，是一个决心靠小聪明生活的男人。这些人很难想象教育会造就出其他类型的有色人种。InthemidstofallthedifficultieswhichIencounteredingettingthelittleschoolstarted,andsincethenthroughaperiodofnineteenyears,therearetwomenamongallthemanyfriendsoftheschoolinTuskegeeuponwhomIhavedependedconstantlyforadviceandguidance;andthesuccessoftheundertakingislargelyduetothesemen,fromwhomIhaveneversoughtanythinginvain.Imentionthemsimplyastypes.Oneisawhitemanandanex-slaveholder,Mr.GeorgeW.Campbell;theotherisablackmanandanex-slave,Mr.LewisAdams.ThesewerethemenwhowrotetoGeneralArmstrongforateacher.在我创办这所小学的过程中以及此后长达十九年的时间里，尽管遇到了各种困难，在塔斯基吉学校的众多朋友之中，有两位先生始终是我不断寻求建议和指导的对象；这项事业的成功在很大程度上归功于他们，我从未向他们求助而未得到回应。我提到他们只是作为代表。一位是白人，曾是奴隶主，坎贝尔先生（GeorgeW.Campbell）；另一位是非裔美国人，曾是奴隶，亚当斯先生（LewisAdams）。正是这两位先生给阿姆斯特朗将军写信请求派来一名教师。Mr.Campbellisamerchantandbanker,andhadhadlittleexperienceindealingwithmatterspertainingtoeducation.Mr.Adamswasamechanic,andhadlearnedthetradesofshoemaking,harness-making,andtinsmithingduringthedaysofslavery.Hehadneverbeentoschooladayinhislife,butinsomewayhehadlearnedtoreadandwritewhileaslave.Fromthefirst,thesetwomensawclearlywhatmyplanofeducationwas,sympathizedwithme,andsupportedmeineveryeffort.Inthedayswhichweredarkestfinanciallyfortheschool,Mr.Campbellwasneverappealedtowhenhewasnotwillingtoextendalltheaidinhispower.Idonotknowtwomen,oneanex-slaveholder,oneanex-slave,whoseadviceandjudgmentIwouldfeelmorelikefollowingineverythingwhichconcernsthelifeanddevelopmentoftheschoolatTuskegeethanthoseofthesetwomen.坎贝尔先生是一位商人和银行家，他在处理与教育相关的事宜方面几乎没有经验。亚当斯先生是一名技工，在奴隶制时期学会了制鞋、制作马具以及锡匠手艺。他一生从未上过学，但不知怎的，他在做奴隶的时候学会了读写。从一开始，这两位先生就清楚地理解了我的教育计划，对我表示同情，并在我每一次努力中都支持我。在学院财务最困难的日子里，每当向坎贝尔先生求助时，他总是愿意尽其所能提供帮助。我不认识两位先生，一位是前奴隶主，一位是前奴隶，我对他们关于塔斯基吉学院的生活和发展所提出的建议和判断更加信赖。IhavealwaysfeltthatMr.Adams,inalargedegree,derivedhisunusualpowerofmindfromthetraininggivenhishandsintheprocessofmasteringwellthreetradesduringthedaysofslavery.Ifonegoesto-dayintoanySoutherntown,andasksfortheleadingandmostreliablecolouredmaninthecommunity,IbelievethatinfivecasesoutoftenhewillbedirectedtoaNegrowholearnedatradeduringthedaysofslavery.我一直觉得，亚当斯先生在很大程度上得益于他在奴隶时期掌握三种手艺过程中所接受的手工训练，从而获得了非凡的思维能力。如果今天你走进南方任何一个城镇，询问当地最杰出且可靠的黑人是谁，我相信在十次中有五次你会被指引到一位在奴隶时期学会了一门手艺的黑人那里。Onthemorningthattheschoolopened,thirtystudentsreportedforadmission.Iwastheonlyteacher.Thestudentswereaboutequallydividedbetweenthesexes.MostofthemlivedinMaconCounty,thecountyinwhichTuskegeeissituated,andofwhichitisthecounty-seat.Agreatmanymorestudentswantedtoentertheschool,butithadbeendecidedtoreceiveonlythosewhowereabovefifteenyearsofage,andwhohadpreviouslyreceivedsomeeducation.Thegreaterpartofthethirtywerepublic-schoolteachers,andsomeofthemwerenearlyfortyyearsofage.Withtheteacherscamesomeoftheirformerpupils,andwhentheywereexamineditwasamusingtonotethatinseveralcasesthepupilenteredahigherclassthandidhisformerteacher.Itwasalsointerestingtonotehowmanybigbookssomeofthemhadstudied,andhowmanyhigh-soundingsubjectssomeofthemclaimedtohavemastered.Thebiggerthebookandthelongerthenameofthesubject,theproudertheyfeltoftheiraccomplishment.SomehadstudiedLatin,andoneortwoGreek.Thistheythoughtentitledthemtospecialdistinction.学校开学那天的早晨，有三十名学生前来报名入学。我是唯一的教师。学生性别比例大约各占一半。他们大多住在塔斯克基所在的马康县，该县的县治即为塔斯克基。还有许多学生想进入这所学校，但已经决定只接收十五岁以上且已有一定教育基础的学生。这三十人中大部分是公立学校的教师，其中一些人将近四十岁了。和这些教师一起来的还有一些他们的前学生，当他们被测试时，有趣的是注意到有几个学生的级别比他们的前老师还高。也可以看到许多人学过多么厚的书，以及他们声称掌握了多少听起来很高端的科目。书越大，科目的名字越长，他们就越觉得自己取得了特殊的成就。有些人学过拉丁语，有一两个学过希腊语。他们认为这使自己获得了特别的荣誉。Infact,oneofthesaddestthingsIsawduringthemonthoftravelwhichIhavedescribedwasayoungman,whohadattendedsomehighschool,sittingdowninaone-roomcabin,withgreaseonhisclothing,filthallaroundhim,andweedsintheyardandgarden,engagedinstudyingaFrenchgrammar.事实上，在我描述过的旅行的一个月中，我看到的最令人心酸的事情之一是一个年轻人，他曾上过一些高中，坐在一间小屋子里，衣服上有油渍，周围满是污垢，院子里和菜园里长满了杂草，却在专心研究一本法语语法书。Thestudentswhocamefirstseemedtobefondofmemorizinglongandcomplicated"rules"ingrammarandmathematics,buthadlittlethoughtorknowledgeofapplyingtheserulestotheireverydayaffairsoftheirlife.Onesubjectwhichtheylikedtotalkabout,andtellmethattheyhadmastered,inarithmetic,was"bankinganddiscount,"butIsoonfoundoutthatneithertheynoralmostanyoneintheneighbourhoodinwhichtheyhadlivedhadeverhadabankaccount.Inregisteringthenamesofthestudents,Ifoundthatalmosteveryoneofthemhadoneormoremiddleinitials.WhenIaskedwhatthe"J"stoodfor,inthenameofJohnJ.Jones,itwasexplainedtomethatthiswasapartofhis"entitles."Mostofthestudentswantedtogetaneducationbecausetheythoughtitwouldenablethemtoearnmoremoneyasschool-teachers.成绩名列前茅的学生似乎喜欢记住语法学和数学中那些冗长而复杂的“规则”，但对于如何将这些规则应用到日常生活中却很少思考或了解。他们在算术方面最喜欢谈论并且告诉我已经掌握的一个主题是“银行业务与折扣”，但我很快发现，不仅他们自己，而且他们所居住的社区里几乎没有人开设过银行账户。在登记学生姓名时，我发现几乎每个人都有一到多个中间名缩写。当我询问约翰·J·琼斯中的“J”代表什么时，有人向我解释说这是他“头衔”的一部分。大多数学生想要接受教育的原因是他们认为这会让他们在成为教师后赚更多的钱。NotwithstandingwhatIhavesaidaboutthemintheserespects,Ihaveneverseenamoreearnestandwillingcompanyofyoungmenandwomenthanthesestudentswere.Theywereallwillingtolearntherightthingassoonasitwasshownthemwhatwasright.Iwasdeterminedtostartthemoffonasolidandthoroughfoundation,sofarastheirbookswereconcerned.Isoonlearnedthatmostofthemhadthemerestsmatteringofthehigh-soundingthingsthattheyhadstudied.WhiletheycouldlocatetheDesertofSaharaorthecapitalofChinaonanartificialglobe,Ifoundoutthatthegirlscouldnotlocatetheproperplacesfortheknivesandforksonanactualdinner-table,ortheplacesonwhichthebreadandmeatshouldbeset.尽管我在这些方面对他们有所评价，但我从未见过如此认真且乐于学习的年轻人。一旦他们明白了什么是正确的，他们都愿意去学习正确的事物。我决心在他们的书本知识上为他们奠定坚实而全面的基础。很快我就了解到，他们所学的大部分高谈阔论的东西只是皮毛而已。虽然他们能够在人工制成的地球仪上找到撒哈拉沙漠或中国的首都，但我发现女孩们却无法在实际的餐桌上摆放刀叉的正确位置，也不知道面包和肉应该放在哪里。Ihadtosummonagooddealofcouragetotakeastudentwhohadbeenstudyingcuberootand"bankinganddiscount,"andexplaintohimthatthewisestthingforhimtodofirstwasthoroughlymasterthemultiplicationtable.我不得不鼓起很大的勇气去教一个已经学习立方根和“银行业务与贴现”的学生，向他解释说对他来说最明智的做法是首先彻底掌握乘法表。Thenumberofpupilsincreasedeachweek,untilbytheendofthefirstmonththerewerenearlyfifty.Manyofthem,however,saidthat,astheycouldremainonlyfortwoorthreemonths,theywantedtoenterahighclassandgetadiplomathefirstyearifpossible.学生人数每周都在增加，到第一个月末时接近五十人。然而，许多人表示，由于他们只能待两三个月，所以希望能第一年就进入高级班并获得毕业证书。Attheendofthefirstsixweeksanewandrarefaceenteredtheschoolasaco-teacher.ThiswasMissOliviaA.Davidson,wholaterbecamemywife.MissDavidsonwasborninOhio,andreceivedherpreparatoryeducationinthepublicschoolsofthatstate.Whenlittlemorethanagirl,sheheardoftheneedofteachersintheSouth.ShewenttothestateofMississippiandbeganteachingthere.LatershetaughtinthecityofMemphis.WhileteachinginMississippi,oneofherpupilsbecameillwithsmallpox.Everyoneinthecommunitywassofrightenedthatnoonewouldnursetheboy.MissDavidsonclosedherschoolandremainedbythebedsideoftheboynightanddayuntilherecovered.WhileshewasatherOhiohomeonhervacation,theworstepidemicofyellowfeverbrokeoutinMemphis,Tenn.,thatperhapshaseveroccurredintheSouth.Whensheheardofthis,sheatoncetelegraphedtheMayorofMemphis,offeringherservicesasayellow-fevernurse,althoughshehadneverhadthedisease.在最初的六周结束时，一位新的面孔作为共同教师进入了学校。这就是奥利维亚·A·戴维森小姐，她后来成为了我的妻子。戴维森小姐出生在俄亥俄州，并在该州的公立学校接受了预备教育。当她还是个小女孩的时候，就听到了南方对教师的需求。她去了密西西比州，并开始在那里教书。后来，她在孟菲斯市任教。在密西西比州教学期间，她的一个学生患上了天花。社区里的每个人都非常害怕，没有人愿意照顾这个男孩。戴维森小姐关闭了自己的学校，日夜守在他的床边，直到他康复。当她在家休假时，田纳西州孟菲斯爆发了可能是南方最严重的黄热病疫情。听到这个消息后，她立刻给孟菲斯市长发电报，主动提出作为一名黄热病护士提供帮助，尽管她从未得过这种疾病。MissDavidon'sexperienceintheSouthshowedherthatthepeopleneededsomethingmorethanmerebook-learning.SheheardoftheHamptonsystemofeducation,anddecidedthatthiswaswhatshewantedinordertoprepareherselfforbetterworkintheSouth.TheattentionofMrs.MaryHemenway,ofBoston,wasattractedtoherrareability.ThroughMrs.Hemenway'skindnessandgenerosity,MissDavidson,aftergraduatingatHampton,receivedanopportunitytocompleteatwoyears'courseoftrainingattheMassachusettsStateNormalSchoolatFramingham.戴维森小姐在南方的经历让她意识到，人们需要的不仅仅是书本知识。她听说了汉普顿教育体系，决定这就是她想要的，以便为在南方开展更好的工作做好准备。波士顿的玛丽·赫米尼女士注意到了她非凡的能力。通过赫米尼女士的仁慈和慷慨，戴维森小姐在从汉普顿毕业后，得到了在弗雷明厄姆马萨诸塞州师范学校完成两年培训的机会。BeforeshewenttoFramingham,someonesuggestedtoMissDavidsonthat,sinceshewassoverylightincolour,shemightfinditmorecomfortablenottobeknownasacolouredwomeninthisschoolinMassachusetts.Sheatoncerepliedthatundernocircumstancesandfornoconsiderationswouldsheconsenttodeceiveanyoneinregardtoherracialidentity.在她去弗雷明汉之前，有人建议戴维森小姐，因为她皮肤非常白皙，在马萨诸塞州的这所学校里，她或许会发现不以有色人种自居会更舒适。她立刻回答说，在任何情况下，出于任何考虑，她都不会同意在自己的种族身份上欺骗任何人。SoonafterhergraduationfromtheFraminghaminstitution,MissDavidsoncametoTuskegee,bringingintotheschoolmanyvaluableandfreshideasastothebestmethodsofteaching,aswellasararemoralcharacterandalifeofunselfishnessthatIthinkhasseldombeenequalled.NosingleindividualdidmoretowardlayingthefoundationsoftheTuskegeeInstitutesoastoinsurethesuccessfulworkthathasbeendonetherethanOliviaA.Davidson.在从弗雷明汉学院毕业不久后，戴维森小姐来到了塔斯克基，她为学校的教学方法带来了许多宝贵且新颖的想法，同时也展现出了罕见的道德品质和无私的生活态度，我认为这种品质很少有人能与之媲美。没有哪位个人比奥利维亚·A·戴维森小姐为塔斯克基学院奠定了更坚实的基础，从而保障了那里的成功工作。MissDavidsonandIbeganconsultingastothefutureoftheschoolfromthefirst.Thestudentsweremakingprogressinlearningbooksandindevelopingtheirminds;butitbecameapparentatoncethat,ifweweretomakeanypermanentimpressionuponthosewhohadcometousfortrainingwemustdosomethingbesidesteachthemmerebooks.Thestudentshadcomefromhomeswheretheyhadhadnoopportunitiesforlessonswhichwouldteachthemhowtocarefortheirbodies.Withfewexceptions,thehomesinTuskegeeinwhichthestudentsboardedwerebutlittleimprovementuponthosefromwhichtheyhadcome.Wewantedtoteachthestudentshowtobathe;howtocarefortheirteethandclothing.Wewantedtoteachthemwhattoeat,andhowtoeatitproperly,andhowtocarefortheirrooms.Asidefromthis,wewantedtogivethemsuchapracticalknowledgeofsomeoneindustry,togetherwiththespiritofindustry,thrift,andeconomy,thattheywouldbesureofknowinghowtomakealivingaftertheyhadleftus.Wewantedtoteachthemtostudyactualthingsinsteadofmerebooksalone.戴维森小姐和我从一开始就商讨学校的未来。学生们在学习书籍和开发心智方面取得了进步；但很快显而易见的是，如果我们想在那些前来接受培训的人身上产生持久的影响，我们必须做些比单纯教他们书本知识更多的事情。学生们来自没有机会获得教导如何照顾自己身体的家庭。除了少数例外，塔斯基吉的学生寄宿家庭并没有比他们所离开的家庭有太多改善。我们希望教会学生如何洗澡；如何照顾他们的牙齿、衣服。我们希望告诉他们吃什么，如何正确地吃，并且如何照顾他们的房间。除此之外，我们还希望传授给学生某种实际技能的知识，以及勤劳、节俭和理财的精神，以确保他们在离开我们之后能够知道如何谋生。我们希望引导他们研究具体事物，而不仅仅是书本。Wefoundthatthemostofourstudentscamefromthecountrydistricts,whereagricultureinsomeformorotherwasthemaindependenceofthepeople.Welearnedthatabouteighty-fivepercentofthecolouredpeopleintheGulfstatesdependeduponagriculturefortheirliving.Sincethiswastrue,wewantedtobecarefulnottoeducateourstudentsoutofsympathywithagriculturallife,sothattheywouldbeattractedfromthecountrytothecities,andyieldtothetemptationoftryingtolivebytheirwits.Wewantedtogivethemsuchaneducationaswouldfitalargeproportionofthemtobeteachers,andatthesametimecausethemtoreturntotheplantationdistrictsandshowthepeopletherehowtoputnewenergyandnewideasintofarming,aswellasintotheintellectualandmoralandreligiouslifeofthepeople.我们发现，我们的大多数学生来自乡村地区，在这些地方，农业以某种形式成为人们的主要生计来源。我们了解到，海湾各州大约百分之八十五的有色人种依靠农业谋生。既然这是事实，我们就想小心地不要让学生脱离对农业生活的同情，以免他们被吸引到城市，屈从于靠耍小聪明谋生的诱惑。我们希望给予他们一种教育，使相当大一部分人能够成为教师，同时促使他们回到种植园地区，向那里的人民展示如何为农业注入新的活力和新思想，同时也为人们的智力、道德和宗教生活注入新的思想。Alltheseideasandneedscrowdedthemselvesuponuswithaseriousnessthatseemedwell-nighoverwhelming.Whatwerewetodo?WehadonlythelittleoldshantyandtheabandonedchurchwhichthegoodcolouredpeopleofthetownofTuskegeehadkindlyloanedusfortheaccommodationoftheclasses.Thenumberofstudentswasincreasingdaily.Themorewesawofthem,andthemorewetravelledthroughthecountrydistricts,themorewesawthatoureffortswerereaching,toonlyapartialdegree,theactualneedsofthepeoplewhomwewantedtoliftupthroughthemediumofthestudentswhomweshouldeducateandsendoutasleaders.所有这些想法和需求都迫切地涌入我们的脑海，其严肃性似乎几乎令人难以承受。我们该怎么办？我们只有那间旧的小木屋和镇上善良的塔斯克吉人慷慨借给我们的废弃教堂，供班级使用。学生人数每天都在增加。我们越了解他们，越是在乡村地区旅行，就越意识到我们的努力只是部分地满足了我们希望通过受教育并作为领导者被派遣出去的学生来提升的人们的实际需求。Themorewetalkedwiththestudents,whowerethencomingtousfromseveralpartsofthestate,themorewefoundthatthechiefambitionamongalargeproportionofthemwastogetaneducationsothattheywouldnothavetoworkanylongerwiththeirhands.我们与来自州内各地的学生交谈得越多，就越发现他们中的许多人最大的愿望就是接受教育，这样就不用再用手干活了。ThisisillustratedbyastorytoldofacolouredmaninAlabama,who,onehotdayinJuly,whilehewasatworkinacotton-field,suddenlystopped,and,lookingtowardtheskies,said:"OLawd,decottonamsograssy,deworkamsohard,andthesunamsohotdatIb'lievedisdarkyamcalledtopreach!"这个故事发生在亚拉巴马州的一个有色人种身上，有这么一天七月里天气炎热，他在棉花地干活时突然停下，朝着天空望去，说道：“哦，主啊，棉花长得这么茂密，活儿干起来这么费劲，太阳这么毒辣，我觉得这个黑人兄弟被召唤去传教了！”Aboutthreemonthsaftertheopeningoftheschool,andatthetimewhenwewereinthegreatestanxietyaboutourwork,therecameintomarketforsaleanoldandabandonedplantationwhichwassituatedaboutamilefromthetownofTuskegee.Themansionhouse—or"bighouse,"asitwouldhavebeencalled—whichhadbeenoccupiedbytheownersduringslavery,hadbeenburned.Aftermakingacarefulexaminationoftheplace,itseemedtobejustthelocationthatwewantedinordertomakeourworkeffectiveandpermanent.学校开办大约三个月后，在我们对自己的工作最为焦虑的时候，市场上出现了一个待售的老种植园，它位于塔斯奇基镇大约一英里之外的地方。在奴隶制时期，这座种植园的主屋——或者说是“大房子”，曾被主人居住过，但已经被烧毁了。经过仔细检查这个地方后，我们认为这正是让我们的工作变得有效且持久的理想位置。Buthowwerewetogetit?Thepriceaskedforitwasverylittle—onlyfivehundreddollars—butwehadnomoney,andwewerestrangersinthetownandhadnocredit.Theownerofthelandagreedtoletusoccupytheplaceifwecouldmakeapaymentoftwohundredandfiftydollarsdown,withtheunderstandingthattheremainingtwohundredandfiftydollarsmustbepaidwithinayear.Althoughfivehundreddollarswascheapfortheland,itwasalargesumwhenonedidnothaveanypartofit.但我们怎么能得到它呢？要价非常低——只有五百美元——但我们没有钱，在这个镇上我们是陌生人，也没有信用。土地的主人同意让我们占用这个地方，如果我们能先支付二百五十美元，同时约定剩下的二百五十美元必须在一年内付清。虽然五百美元对于这块地来说很便宜，但当你一点钱都没有的时候，这仍然是一个很大的数目。InthemidstofthedifficultyIsummonedagreatdealofcourageandwrotetomyfriendGeneralJ.F.B.Marshall,theTreasureroftheHamptonInstitute,puttingthesituationbeforehimandbeseechinghimtolendmethetwohundredandfiftydollarsonmyownpersonalresponsibility.WithinafewdaysareplycametotheeffectthathehadnoauthoritytolendmethemoneybelongingtotheHamptonInstitute,butthathewouldgladlylendmetheamountneededfromhisownpersonalfunds.在这困难之际，我鼓起很大的勇气给我的朋友，汉普顿学院的财务官J.F.B.马歇尔将军写信，向他说明了情况，并恳求他从我个人的责任出发借给我二百五十美元。几天之内，回信到来，内容是说他没有权力借用汉普顿学院的钱给我，但他很乐意从他自己的个人资金中借给我所需的金额。Iconfessthatthesecuringofthismoneyinthiswaywasagreatsurprisetome,aswellasasourceofgratification.UptothattimeIneverhadhadinmypossessionsomuchmoneyasonehundreddollarsatatime,andtheloanwhichIhadaskedGeneralMarshallforseemedatremendouslylargesumtome.Thefactofmybeingresponsiblefortherepayingofsuchalargeamountofmoneyweighedveryheavilyuponme.我承认，以这种方式筹得这笔钱对我来说既是一个巨大的惊喜，也是一个令人欣慰的事情。直到那时，我手中从未一次性拥有过一百美元以上的钱，而我向马歇尔将军所借的金额在我看来是一个非常庞大的数目。要对我负责偿还如此大一笔钱的事实让我感到沉重的压力。Ilostnotimeingettingreadytomovetheschoolontothenewfarm.Atthetimeweoccupiedtheplacetherewerestandinguponitacabin,formerlyusedasadiningroom,anoldkitchen,astable,andanoldhen-house.Withinafewweekswehadallofthesestructuresinuse.Thestablewasrepairedandusedasarecitation-room,andverypresentlythehen-housewasutilizedforthesamepurpose.我毫不拖延地准备把学校搬到新的农场。当时我们占用这个地方的时候，上面有一间小屋（以前用作餐厅）、一座旧厨房、一个马厩和一座旧鸡舍。在短短几周内，我们就把这些建筑都投入使用了。马厩经过修理后被用作教室，不久之后鸡舍也被用来作为同样的用途。Irecallthatonemorning,whenItoldanoldcolouredmanwholivednear,andwhosometimeshelpedme,thatourschoolhadgrownsolargethatitwouldbenecessaryforustousethehen-houseforschoolpurposes,andthatIwantedhimtohelpmegiveitathoroughcleaningoutthenextday,hereplied,inthemostearnestmanner:"Whatyoumean,boss?Yousholyain'tgwinecleanoutdehen-houseindeday-time?"我记得有一天早上，我对住在我附近的一位老黑人说，我们的学校变得如此之大，以至于我们需要利用鸡舍作为上课的地方，而且我想让他第二天帮我彻底打扫一下。他以最诚恳的语气回答道：“你说什么，老板？你难道不是要白天打扫鸡舍吗？”Nearlyalltheworkofgettingthenewlocationreadyforschoolpurposeswasdonebythestudentsafterschoolwasoverintheafternoon.Assoonaswegotthecabinsinconditiontobeused,Ideterminedtoclearupsomelandsothatwecouldplantacrop.WhenIexplainedmyplantotheyoungmen,Inoticedthattheydidnotseemtotaketoitverykindly.Itwashardforthemtoseetheconnectionbetweenclearinglandandaneducation.Besides,manyofthemhadbeenschool-teachers,andtheyquestionedwhetherornotclearinglandwouldbeinkeepingwiththeirdignity.Inordertorelievethemfromanyembarrassment,eachafternoonafterschoolItookmyaxeandledthewaytothewoods.WhentheysawthatIwasnotafraidorashamedtowork,theybegantoassistwithmoreenthusiasm.Wekeptattheworkeachafternoon,untilwehadclearedabouttwentyacresandhadplantedacrop.几乎所有的准备工作都是下午放学后由学生们完成的，目的是让新地点适合学校的用途。我们一整理好小屋，我就决定清理一些土地，以便种植庄稼。当我向年轻人们解释我的计划时，我发现他们似乎并不太乐意接受。他们很难看出清理土地和教育之间的联系。此外，他们当中许多人曾是学校教师，他们质疑清理土地是否符合他们的尊严。为了让他们免于尴尬，每天下午放学后，我都拿起斧头带头走向树林。当他们看到我不害怕也不羞于工作时，他们开始更加热情地协助。我们每天都坚持这项工作，直到清理了大约二十英亩土地并种植了庄稼。InthemeantimeMissDavidsonwasdevisingplanstorepaytheloan.Herfirsteffortwasmadebyholdingfestivals,or"suppers."ShemadeapersonalcanvassamongthewhiteandcolouredfamiliesinthetownofTuskegee,andgotthemtoagreetogivesomething,likeacake,achicken,bread,orpies,thatcouldbesoldatthefestival.Ofcoursethecolouredpeopleweregladtogiveanythingthattheycouldspare,butIwanttoaddthatMissDavidsondidnotapplytoasinglewhitefamily,sofarasInowremember,thatfailedtodonatesomething;andinmanywaysthewhitefamiliesshowedtheirinterestintheschool.与此同时，戴维森小姐正在制定计划偿还贷款。她的第一次努力是举办节庆活动，或者说是“晚宴”。她在塔斯克基镇的白人和有色人种家庭中亲自挨家挨户地请求，让他们同意捐赠一些东西，比如一块蛋糕、一只鸡、一条面包、或是馅饼，以便在节庆活动中出售。当然，有色人种家庭很乐意捐赠他们能抽出的东西，但我想要补充的是，就我现在所记得的，戴维森小姐没有向任何一家白人家庭申请，而这些家庭都捐出了东西；而且在许多方面，白人家庭也表现出了对学校的兴趣。Severalofthesefestivalswereheld,andquitealittlesumofmoneywasraised.Acanvasswasalsomadeamongthepeopleofbothracesfordirectgiftsofmoney,andmostofthoseappliedtogavesmallsums.Itwasoftenpathetictonotethegiftsoftheoldercolouredpeople,mostofwhomhadspenttheirbestdaysinslavery.Sometimestheywouldgivefivecents,sometimestwenty-fivecents.Sometimesthecontributionwasaquilt,oraquantityofsugarcane.Irecalloneoldcolouredwomenwhowasaboutseventyyearsofage,whocametoseemewhenwewereraisingmoneytopayforthefarm.ShehobbledintotheroomwhereIwas,leaningonacane.Shewascladinrags;buttheywereclean.Shesaid:"Mr.Washin'ton,GodknowsIspentdebes'daysofmylifeinslavery.GodknowsI'signorantan'poor;but,"sheadded,"Iknowswhatyouan'MissDavidsonistryin'todo.Iknowsyouistryin'tomakebettermenan'betterwomenfordecolouredrace.Iain'tgotnomoney,butIwantsyoutotakedesesixeggs,whatI'sbeensavin'up,an'Iwantsyoutoputdesesixeggsintotheeddicationofdeseboysan'gals."这些节日举办了几场，筹集了不少资金。此外，我们还向两个种族的人们募捐现金，大多数被求助的人都给予了小额捐款。老一辈有色人种的捐赠常常令人动容，他们中的大多数人曾在奴隶制下度过了一生。有时他们会捐出五美分，有时是二十五美分。有时捐赠的是一床被子，或者一些甘蔗。我记得有一位大约七十岁的老妇人，在我们筹款购买农场时来看我。她拄着拐杖蹒跚地走进我所在的房间。她衣衫褴褛，但很整洁。她说：“华盛顿先生，上帝知道我在奴隶制下度过了最美好的日子。上帝知道我很无知也很贫穷；但是，”她补充道，“我知道你和戴维森小姐正在努力做什么。我知道你们正在努力培养更好的有色人种男女。我没有钱，但我希望你能收下这六个鸡蛋，这是我攒下来的，我希望你能用这六个鸡蛋来资助这些男孩和女孩的教育。”SincetheworkatTuskegeestarted,ithasbeenmyprivilegetoreceivemanygiftsforthebenefitoftheinstitution,butneverany,Ithink,thattouchedmesodeeplyasthisone.自塔斯基吉的工作开始以来，我有幸为学院收到过许多礼物，但我觉得没有哪一份像这份礼物那样深深地打动了我。
