imposed upon the colored race, but it gave in a nutshell a concept of the new education. This one experience drawn from the life of the boy and related directly to his life's duration and circumstances was education in the truest sense; the other was not save as Mr. Washington made it so in its failure...." Among the delegates was also Mr. A.L. Rafter, the Assistant Superintendent of Schools of Boston, who in speaking at Tuskegee said: "What Tuskegee is doing for you we are going to take on home to the North. You are doing what we are talking about." In general, these foremost educational experts of the dominant race looked to Booker Washington and Tuskegee for leadership instead of expecting him or his school to follow them. Booker Washington not only practised at Tuskegee this close relation between school life and real life--and it is being continued now that he is gone--but preached it whenever and wherever opportunity offered. Some years ago, in addressing himself to those of his own students who expected to become teachers, he said on this subject among other things: "... colored parents depend upon seeing the results of education in ways not true of the white parent. It is important that the colored teacher on this account give special attention to bringing school life into closer touch with real life. Any education is to my mind 'high' which enables the individual to do the very best work for the people by whom he is surrounded. Any education is 'low' which does not make for character and effective service. "The average teacher in the public schools is very likely to yield to the temptation of thinking that he is educating an individual when he is teaching him to reason out examples in arithmetic, to prove propositions in geometry, and to recite pages of history. He conceives this to be the end of education. Herein is the sad deficiency in many teachers who are not able to use history, arithmetic, and geometry as means to an end. They get the idea that the student who has mastered a certain number of pages in a textbook is educated, forgetting that textbooks are at best but tools, and in many cases ineffective tools, for the development of man.... "The average parent cannot appreciate how many examples Johnny has worked out that day, how many questions in history he has answered; but when he says, 'Mother, I cannot go back to that school until all the buttons are sewed on my coat,' the parent will at once become conscious of school influence in the home. This will be the best kind of advertisement. The button propaganda tends to make the teacher a power in the community. A few lessons in applied chemistry will not be amiss. Take grease spots, for example. The teacher who with tact can teach his pupils to keep even threadbare clothes neatly brushed and free from grease spots is extending the school influence into the home and is adding immeasurably to the self-respect of the home."[2]