On the morning that the school opened, thirty students reported for admission.  I was the only teacher.  The students were about equally divided between the sexes.  Most of them lived in Macon County, the county in which Tuskegee is situated, and of which it is the county-seat.  A great many more students wanted to enter the school, but it had been decided to receive only those who were above fifteen years of age, and who had previously received some education.  The greater part of the thirty were public-school teachers, and some of them were nearly forty years of age.  With the teachers came some of their former pupils, and when they were examined it was amusing to note that in several cases the pupil entered a higher class than did his former teacher.  It was also interesting to note how many big books some of them had studied, and how many high-sounding subjects some of them claimed to have mastered.  The bigger the book and the longer the name of the subject, the prouder they felt of their accomplishment.  Some had studied Latin, and one or two Greek.  This they thought entitled them to special distinction.

In fact, one of the saddest things I saw during the month of travel which I have described was a young man, who had attended some high school, sitting down in a one-room cabin, with grease on his clothing, filth all around him, and weeds in the yard and garden, engaged in studying a French grammar.

The students who came first seemed to be fond of memorizing long and complicated “rules” in grammar and mathematics, but had little thought or knowledge of applying these rules to their everyday affairs of their life.  One subject which they liked to talk about, and tell me that they had mastered, in arithmetic, was “banking and discount,” but I soon found out that neither they nor almost any one in the neighbourhood in which they had lived had ever had a bank account.  In registering the names of the students, I found that almost every one of them had one or more middle initials.  When I asked what the “J” stood for, in the name of John J. Jones, it was explained to me that this was a part of his “entitles.”  Most of the students wanted to get an education because they thought it would enable them to earn more money as school-teachers.

Notwithstanding what I have said about them in these respects, I have never seen a more earnest and willing company of young men and women than these students were.  They were all willing to learn the right thing as soon as it was shown them what was right.  I was determined to start them off on a solid and thorough foundation, so far as their books were concerned.  I soon learned that most of them had the merest smattering of the high-sounding things that they had studied.  While they could locate the Desert of Sahara or the capital of China on an artificial globe, I found out that the girls could not locate the proper places for the knives and forks on an actual dinner-table, or the places on which the bread and meat should be set.