t now see to be the right one,--industrial education.

As an example of what a well-trained and educated Negro may now do,
and how ready to acknowledge him a Southern white man may be, let me
return once more to the plantation I spoke of in the first part of
this chapter. As the years went by, the night seemed to grow darker,
so that all seemed hopeless and lost. At this point relief and
strength came from an unexpected source. This Southern white man's
idea of Negro education had been that it merely meant a parrot-like
absorption of Anglo-Saxon civilisation, with a special tendency to
imitate the weaker elements of the white man's character; that it
meant merely the high hat, kid gloves, a showy walking cane, patent
leather shoes, and all the rest of it. To this ex-master it seemed
impossible that the education of the Negro could produce any other
results. And so, last of all, did he expect help or encouragement from
an educated black man; but it was just from this source that help
came. Soon after the process of decay began in this white man's
estate, the education of a certain black man began, and began on a
logical, sensible basis. It was an education that would fit him to see
and appreciate the physical and moral conditions that existed in his
own family and neighbourhood, and, in the present generation, would
fit him to apply himself to their relief. By chance this educated
Negro strayed into the employ of this white man. His employer soon
learned that this Negro not only had a knowledge of science,
mathematics, and literature in his head, but in his hands as well.
This black man applied his knowledge of agricultural chemistry to the
redemption of the soil; and soon the washes and gulleys began to
disappear, and the waste places began to bloom. New and improved
machinery in a few months began to rob labour of its toil and
drudgery. The animals were given systematic and kindly attention.
Fences were repaired and rebuilt. Whitewash and paint were made to do
duty. Everywhere order slowly began to replace confusion; hope,
despair; and profits, losses. As he observed, day by day, new life and
strength being imparted to every department of his property, this
white son of the South began revising his own creed regarding the
wisdom of educating Negroes.

Hitherto his creed regarding the value of an educated Negro had been
rather a plain and simple one, and read: "The only end that could be
accomplished by educating a bl