al for der woman to lead. If I
could only git him to move I'd be happier jest ter foller him." While
these explanations are going on the farmers in the audience are
naturally saying to themselves over and over again, "I could do that!"
or "Why couldn't I do that?"

One of Mr. Washington's chief aims was to increase the wants of his
people and at the same time increase their ability to satisfy them. In
other words, he believed in fermenting in their minds what might be
termed an effective discontent with their circumstances. With this
purpose in view he addressed to them at these conferences such
questions as the following:

"What kind of house do you live in?"

"Do you own that house?"

"What kind of schoolhouse have you?"

"Do you send your children to school regularly?"

"How many months does your school run?"

"Do you keep your teacher in the community?"

"What kind of church have you?"

"Where does your pastor live?"

"Are your church, school, and home fences whitewashed?"

The farmers who were asked these questions would make an inward
resolve that they would do what they could to put themselves in a
position to answer the same questions more satisfactorily another
year.

Another feature of the work of Tuskegee beyond its own borders is that
of the Rural School Extension Department. Mr. Julius Rosenwald of
Chicago, one of the trustees of Tuskegee, has offered, through this
department, during a stated period of time, to add $300 to every $300
the Negroes in rural communities of the South raise for the building
of a new and modern schoolhouse. Under this plan ninety-two modern
rural school buildings have already been constructed. At the close of
the time set Mr. Rosenwald will probably renew his offer for a further
period. The social by-products of this campaign, in teaching the
Negroes of these communities how to disregard their denominational and
other feuds in working together for a high civic purpose of common
advantage to all, and the friendly interest in Negro education
awakened among their white neighbors, have been almost if not quite as
important as the new schools themselves.

There is also at Tuskegee a summer school for teachers in which last
year were registered 437 teachers from fifteen Southern and several
other States. Most of these teachers elect such practical subjects as
canning, basket-making, broom-making, shuck and pine needlework or
some form of manual training, as well as the