Those who oppose this program, especially if they are black, are accused of despising common toil and humble service. In fact, we Negroes are but facing in our own children a world problem: how can we, while maintaining a proper output of goods and furnishing needed services, increase the knowledge of experience of common men and conserve genius for the common weal? Without wider, deeper intelligence among the masses Democracy cannot accomplish its greater ends. Without a more careful conservation of human ability and talent the world cannot secure the services which its greater needs call for. Yet today who goes to college, the Talented or the Rich? Who goes to high school, the Bright or the Well-to-Do? Who does the physical work of the world, those whose muscles need the exercise or those whose souls and minds are stupefied with manual toil? How is the drudgery of the world distributed, by thoughtful justice or the lash of Slavery? We cannot base the education of future citizens on the present inexcusable inequality of wealth nor on physical differences of race. We must seek not to make men carpenters but to make carpenters men. Colored Americans must then with deep determination educate their children in the broadest, highest way. They must fill the colleges with the talented and fill the fields and shops with the intelligent. Wisdom is the principal thing. Therefore, get wisdom. But why am I talking simply of "colored" children? Is not the problem of their education simply an intensification of the problem of educating all children? Look at our plight in the United States, nearly 150 years after the establishment of a government based on human intelligence. If we take the figures of the Thirteenth Census, we find that there were five and one-half million illiterate Americans of whom 3,184,633 were white. Remembering that illiteracy is a crude and extreme test of ignorance, we may assume that there are in the United States ten million people over ten years of age who are too ignorant either to perform their civic duties or to teach industrial efficiency. Moreover, it does not seem that this illiteracy is disappearing rapidly. For instance, nine percent of American children between ten and nineteen years of age cannot read and write. Moreover, there are millions of children who, judging by the figures for the school year 1909-10, are not going to learn to read and write, for of the Americans six to fourteen years of age there were 3,125,392 who were not in school a single day during that year. If we take the eleven million youths fifteen to twenty years of age for whom vocational training is particularly adapted, we find that nearly five per cent of these, or 448,414, are absolutely illiterate; it is not too much to assume that a million of them have not acquired enough of the ordinary tools of intelligence to make the most of efficient vocational training.