Another development of profound influence has been going on in the South. As I have already pointed out, the so-called "Northern philanthropist" has long been interested in Southern education, especially Negro education. For years his activities awakened, and indeed still awaken, a good deal of hostility in some parts of the South. Many Southerners have felt that the Northerners, however good their intentions, did not understand Southern conditions, and that some of the money was expended in a way that did not help the cause of progress in the South. _South and North Work Together_ But both the Northerners (whatever their mistakes in method may have been) and the new Southern leaders were intensely and sincerely interested in the same thing: namely, better education and better conditions in the South. It was natural that these two groups of earnest and reasonable men should finally come together in a spirit of coöperation; and this is, indeed, what has happened. Out of a series of quiet conferences held in the South grew what has been called the "Ogden movement" and the Southern Education Board. This organisation was made up of three different classes of men: first, a group of the Southern leaders of whom I have spoken--Mitchell, Alderman, Dabney, Curry, Houston, Hill, McIver, Claxton, Edgar Gardner Murphy, Sydney J. Bowie, and Henry E. Fries; second, Southern men who, living in the North, were yet deeply interested in the progress of the South--men like Walter H. Page, George Foster Peabody, and Frank R. Chambers; and, finally, the Northerners--Robert C. Ogden, who was president of the board, William H. Baldwin, H. H. Hanna, Dr. Wallace Buttrick, Albert Shaw, and Dr. G. S. Dickerman. One of the inspirers of the movement, also a member of the board, was Dr. H. B. Frissell, who followed General Armstrong as principal of Hampton Institute. Each year conferences have been held in the South, a feature of which has been the "Ogden Special"--a special train from the North bringing Northern citizens to Southern institutions and encouraging a more intimate acquaintanceship on both sides. No one influence has been more potent than this in developing a spirit of nationalisation in the Southern educational movement. So far in this chapter I have had very little to say about the Negro, and especially Negro education. It is important to know the view of the new leadership on this question. I have shown in previous articles that the majority view in the South was more or less hostile to the education of the Negro, or, at least, to his education beyond the bare rudiments. The new leaders have recognised this feeling, and while without exception they believe that the Negro must be educated and most of them have said so openly, the general policy has been to emphasise white education and unite the people on that.