ed in the South supremely is "schools and schools and schools."

By schools I certainly do not mean institutions which train only the
mind or the body, or both. I am perfectly familiar with the picture
which Mr. Maturin Ballou has drawn of the Alaska Indian using the
knowledge gained in missionary schools to raise a check. I know that
education which does not rightly train the will may be giving tools to a
burglar or weapons to a mad man. The anarchism in Chicago, but for the
education it controls, would have been like Bunyan's giants--able only
to gnaw its nails in malice and have fits in sunshiny weather. But the
American Missionary Association understands this thoroughly. In that
copy of the year's review which Dr. Strieby sent me, the report of the
school work was marked with a red pencil, that of the church work with a
blue one; but the two marks overlapped, the red and the blue, so
completely that all attempts to separate them were hopeless. Dr. Strieby
himself could not distinguish between the church work and the school
work of the Association. No man can. They are indistinguishable because
they have been inseparable. This is as it should be. This is essential
to their real success. This is New Testament preaching--discipling; and
that is what the Master told us to do. The danger of Count Tolstoi's
leadership in Russia is great, and it is solely this: that he does not
know that fact. The safety of your guidance, gentlemen, who conduct the
policy of this Association, is that you do. The education given by the
State and by the Federal Government has been and must necessarily be,
almost wholly secular. But the education given by this Association is
distinctly, not technically, religious. It is rooted and grounded in the
Bible. And if what I am saying appears to you trite, I am glad of it,
because it shows that on the substantial facts we are at one and need no
argument.

There are, however, two facts which sharply distinguish between the work
we have to do among our emancipated slaves and that set before Russia
among her emancipated serfs, and which make it more conspicuously
obvious than it can be in Russia that we need schools. We have, first of
all, to contend with the prejudice of color. We have been told how great
that is. I need spend no time in repeating this while the debates at
Worcester and in the Episcopal Convention at New York ring in our ears;
while Harvard seniors can not elect for class orator the ab