In making this statement, I do not, of course wish to infer that conditions are as good as can be expected, and that nothing remains to be done. As a matter of fact, the struggle is just beginning; as I have shown in previous chapters, all the forces of entrenched prejudice and ignorance are against the movement, the political leaders who still dominate the South are as hostile as they dare to be. The task is, indeed, too big for the South alone, or the North alone, or the white man alone: it will require all the strength and courage the nation possesses. _Universities Feel the New Impulse_ Besides the campaign for better common schools, the educational revival has also renewed and revivified all the higher institutions of learning in the South. The state universities, especially, have been making extraordinary progress. I shall not soon forget my visit to the University of Georgia, at Athens, nor the impression I received while there of strong men at work, not merely erecting buildings of mortar and brick, but establishing a new sort of university system, which shall unify and direct to one common end all of the educational activities of the state: beginning with the common school and reaching upward to the university itself; including the agricultural and industrial schools, and even the Negro college of agriculture. The University of Georgia is one of the oldest state colleges in America, and the ambition of its leaders is to make it one of the greatest. Mr. Hodgson drove me around the campus, which has recently been extended until it contains nearly 1,000 acres. He showed me where the new buildings are to be, the drives and the bridges. Much of it is yet a vision of the future, but it is the sort of vision that comes true. I spent a day with President Soule of the Agricultural College, on his special educational train, which covered a considerable part of the state of Georgia, stopping at scores of towns where the speakers appeared before great audiences of farmers and made practical addresses on cotton and corn and cattle-raising, and on education generally. And everywhere the practical work of these public educators was greeted with enthusiasm. I heard from Professor Stewart of his work in organising rural high schools, in encouraging local taxation, and in bringing the work of the public schools into closer correlation with that of the university. Seeing the educational work of states like Georgia, North Carolina, Virginia, and others, one cannot but feel that the time is coming shortly when the North will be going South for new ideas and new inspiration in education. In a brief review like this, I have been able, of course, to give only the barest outline of a very great work, and I have mentioned only a few among hundreds of leaders; the work I have described is only illustrative of what is going on in greater or less degree everywhere in the South.