This
essay and the next will also appear in my science blog. However, the third
essay in this series about George Washington Carver is unique to this blog.
You
have probably heard of George Washington Carver (1864-1943) as the
early-twentieth-century Peanut Man who developed hundreds of commercial
products from peanuts, and from other southern United States crops, in his
laboratory at Tuskegee Institute in Alabama. But these products were probably
the least important part of his work, at that time and in his legacy today. He
is also remembered as the black man who earned respect from whites who might
otherwise have dismissed blacks as an inferior, perhaps uneducable, race.
Carver
had a brilliant mind for botany and chemistry. He was also a teacher whom his
students loved, because he was humble despite his vast knowledge, and he cared
individually about each student. He wanted each student to experience
scientific discovery for themselves. While most science teachers today take
this approach, it was uncommon in Carver’s day.
His
fame was as much for his personal story as for his scientific work. He was born
into slavery just before the end of the Civil War, then kidnapped. His owner
got him back in exchange for a horse. After the war, George’s owner raised him
as one of his own children. George struggled for years to get an education from
whatever school would allow a black man to learn. He was the only black student
at Iowa State University. His mentors there wanted him to stay as a faculty
member, but instead he accepted a call from Booker T. Washington to join the
Tuskegee faculty.
For
much of his career, Carver labored in obscurity. Tuskegee president Booker T.
Washington was impatient with Carver’s disorganized approach to college duties.
Whatever Carver accomplished, Booker T. Washington always thought of something
more that he ordered Carver to do. At one point, even though Carver spent every
waking moment working for the institute, Washington told Carver he needed to
repair the toilets. Washington’s regimented and disciplined approach to
everything conflicted with Carver’s slower and more thoughtful approach.
Once
at Tuskegee, Carver showed his ability to produce excellent work with almost no
resources. Though he eventually had a lot of glassware for his teaching and
research laboratories, he had literally nothing to work with when he first
arrived. So, he found a whiskey bottle at the dump. He tied a string around the
middle. He cooled the bottle in cold water, then lit the string on fire. The
fire made the cold bottle crack in two. The top half was a funnel, the bottom
half a beaker.
Then
in 1921, Carver testified before the federal House Ways and Means Committee
about all the food and industrial products that could be made from peanuts. The
committee was interested because World War I had interrupted many imports into
the United States, and they wanted to know what “home-grown” products we could
have in the event of a future war. Even though these products ended up not
being marketed, the committee was very impressed with this humble and brilliant
man. From that point, Carver became a celebrity, and his fame spread worldwide.
By
the end of his life, Carver was receiving many prizes and worldwide
recognition. Meanwhile, in American society, the legal rights for black people
were becoming ever more restricted. After an initial period of openness after
the Civil War, southern states found ways to prevent blacks from voting, and blacks
ended up with almost no political voice. While Booker T. Washington and George
Washington Carver were widely admired, most white people considered them
individual exceptions from their otherwise benighted race.
Carver
never sought fame (though it came to him) or fortune (which he had
opportunities to refuse). He lived in a small room on the Tuskegee campus.
Books were stacked floor to ceiling in the corner. He had a display case for
his crochet work. Rocks and stalactites covered a table, and flowers crowded
his window box. His personal space reminds me of my own.
I
chose George Washington Carver as my favorite scientist in my recent book,
Scientifically Thinking.
The main reason was not so much because of his scientific research, which was creative
but not of the highest quality, as for his motivation. He believed that
scientific research at a university should prove directly helpful to the people
living around it, and to the world in general. The inspiration of his peanut
research (and also research on sweet potatoes and pecans) was to allow poor
farmers to produce value-added products, at home, that they could sell for more
money than peanuts. He also did research, and taught local farmers, about how
to preserve soil fertility, so that they could produce more from each of their
acres. This is also one of my main motivations in teaching and research. Like
Carver, I am a mediocre scientific researcher, but my heart is in outreach to
the wider community, opening their eyes to the wonders and practical benefits
of science.
All
this, despite the fact that Carver did not really follow what nearly every
scientist in his day and today would consider good scientific method. That is
the topic of the next essay.