"What shall we do about this discrimination and separation?" And his was the type of character which answered, "Make the best of it; overcome it with self-development." The very essence of his doctrine is this: "Get yourself right, and the world will be all right." His whole work and his life have said to the white man: "You've set us apart. You don't want us. All right; we'll be apart. We can succeed as Negroes." It is the doctrine of the opportunist and optimist: peculiarly, indeed, the doctrine of the man of the soil, who has come up fighting, dealing with the world, not as he would like to have it, but as it overtakes him. Many great leaders have been like that: Lincoln was one. They have the simplicity and patience of the soil, and the immense courage and faith. To prevent being crushed by circumstances they develop humour; they laugh off their troubles. Washington has all of these qualities of the common life: he possesses in high degree what some one has called "great commonness." And finally he has a simple faith in humanity, and in the just purposes of the Creator of humanity. Being a hopeful opportunist Washington takes the Negro as he finds him, often ignorant, weak, timid, surrounded by hostile forces, and tells him to go to work at anything, anywhere, but go to work, learn how to work better, save money, have a better home, raise a better family. _What Washington Teaches the Negro_ The central idea of his doctrine, indeed, is work. He teaches that if the Negro wins by real worth a strong economic position in the country, other rights and privileges will come to him naturally. He should get his rights, not by gift of the white man, but by earning them himself. "I noticed," he says, "when I first went to Tuskegee to start the Tuskegee Normal and Industrial Institute, that some of the white people about there looked rather doubtfully at me. I thought I could get their influence by telling them how much algebra and history and science and all those things I had in my head, but they treated me about the same as they did before. They didn't seem to care about the algebra, history, and science that were in my head only. Those people never even began to have confidence in me until we commenced to build a large three-story brick building; and then another and another, until now we have eighty-six buildings which have been erected largely by the labour of our students, and to-day we have the respect and confidence of all the white people in that section. "There is an unmistakable influence that comes over a white man when he sees a black man living in a two-story brick house that has been paid for." In another place he has given his ideas of what education should be: