For many years after the war the South was passive with exhaustion. Young men, who were not afraid, had to grow up to the task of reconstruction. And no one who has not traced the history of the South since the war can form any conception of the magnitude of that task. It was essentially the building of a new civilisation. The leaders were compelled not only to face abject poverty, but they have had to deal constantly with the problem of a labouring class just released from slavery. At every turn, in politics, in industry, in education, they were confronted with the Negro and the problem of what to do with him. Where one school-house would do in the North, they were compelled to build two school-houses, one for white children, one for black. It took from twenty-five to forty years of hard work after the war before the valuation of wealth in the South had again reached the figures of 1860. The valuations in the year 1890 for several of the states were less than in 1860. South Carolina in 1900--forty years after the beginning of the war--had only just caught up with the record of 1860. Since 1890, however, the increase everywhere has been swift and sure. _Courage and Vision of New Leaders_ Well, it required courage and vision in the earlier days to go before a poverty-stricken people, who had not yet enough means for living comfortably, and to demand of them that they build up and support two systems of education in the South. And yet that was exactly the task of the educational pioneers. Statesmanship, as I have said, begins with self-criticism. While the mere politician is flattering his followers and confirming them in their errors, the true statesman is criticising them and spurring them to new beliefs and stronger activities. While the politician is pleading rights, the statesman also dares to emphasise duties. While the politicians in the South (not all, but many of them) have been harping on race prejudice and getting themselves elected to office by reviving ancient hatred, these new statesmen have been facing courageously forward, telling the people boldly of the conditions of illiteracy which surround them, and demanding that schools be built and every child, white and black, be educated. In many cases they have had to overcome a settled prejudice against education, especially education of Negroes; and after that was overcome they have had to build up a sense of social responsibility for universal education before they could count on getting the money they needed for their work.