lution of it has
always appeared to be different when viewed from different angles of
vision. Observers in one part of our country unite in saying, "this is
the best way to solve this problem," while others in another section
insist, they know a better way. The statesman views it from one point
of view, the labor leader from another and the Christian philanthropist
from still another standpoint.

The first part of this problem, the one relating to the fact of his
freedom, has already been solved. The solution of this introductory part
of the problem caused preliminary struggles in Kansas and other places,
including the Civil War. It served to bring out that which was noblest
and best in Harriet Beecher Stowe, William Lloyd Garrison, Frederic
Douglass, Henry Ward Beecher, Horace Greeley, Charles Summer, Abraham
Lincoln and others.

The parts that remain to be solved relate to his uplift from ignorance,
poverty and degradation, to the attainment of the ability to support
himself, by a fair chance in the labor market, and the enjoyment of
approved educational, religious and political privileges.

He has been accorded the right to own property, and is enjoying that
right to the full extent of his ability to acquire and hold it.

He has been accorded limited educational and religious privileges, and
has made a very commendable progress along both of these lines.

It is at this point we reach the difficult and unsolved part of the
problem.

The intelligent and prosperous portion of them in the South, though
native and loyal Americans, are discriminated against, and denied rights
and recognitions, that are accorded other nationalities, though
illiterate. The popular reason assigned, for locally withholding from
all of them certain privileges of citizenship, is the fact that a great
number of them continue to be illiterate.

In several of the states the Freedman is denied the privilege of
enjoying the instruction of competent white teachers in their state and
public schools, and in all of them he is prohibited from attending white
schools, as in Pennsylvania and other northern states. The
discriminations against them are so general, that it is almost
impossible for any of them to acquire skill as workmen, or become fitted
to serve their own people in the professions, except from those of their
own number, or institutions of learning provided specially for them.

REPRESENTATION IN CONGRESS

During the last forty yea