task, and generations may
elapse before it can in any degree be relaxed.

Why attempt it? Why not let things drift as they are? Why attempt to
civilize the race within our doors, while there are so many distant and
alien races to whom we ought to turn our civilizing attention? The answer
is simple and does not need elaboration. A growing ignorant mass in our
body politic, inevitably cherishing bitterness of feeling, is an
increasing peril to the public.

In order to remove this peril, by transforming the negro into an
industrial, law-abiding citizen, identified with the prosperity of his
country, the cordial assistance of the Southern white population is
absolutely essential. It can only be accomplished by regarding him as a
man, with the natural right to the development of his capacity and to
contentment in a secure social state. The effort for his elevation must
be fundamental. The opportunity of the common school must be universal,
and attendance in it compulsory. Beyond this, training in the decencies
of life, in conduct, and in all the industries, must be offered in such
industrial institutions as that of Tuskegee. For the exceptional cases a
higher education can be easily provided for those who show themselves
worthy of it, but not offered as an indiscriminate panacea.

The question at once arises as to the kind of teachers for these schools
of various grades. It is one of the most difficult in the whole problem.
As a rule, there is little gain, either in instruction or in elevation of
character, if the teacher is not the superior of the taught. The learners
must respect the attainments and the authority of the teacher. It is a
too frequent fault of our common-school system that, owing to inadequate
pay and ignorant selections, the teachers are not competent to their
responsible task. The highest skill and attainment are needed to evoke
the powers of the common mind, even in a community called enlightened.
Much more are they needed when the community is only slightly developed
mentally and morally. The process of educating teachers of this race, fit
to promote its elevation, must be a slow one. Teachers of various
industries, such as agriculture and the mechanic arts, will be more
readily trained than teachers of the rudiments of learning in the common
schools. It is a very grave question whether, with some exceptions, the
school and moral training of the race should not be for a considerable
time to come in the