I have in mind a young man who came to us from one of those little colleges to which I have referred where he had studied Greek, Latin, German, astronomy, and, among other things, stenography. He found that he could not use his Greek and Latin and that he had not learned enough German to be able to use the language, so he came to us as a stenographer. Unfortunately, he was not much better in stenography and in English than he was in German. After he had failed as a stenographer, he tried several other things, but because he had gone through a college and had a diploma, he could never bring himself to the point of fitting himself to do well any one thing. The consequence was that he went wandering about the country, always dissatisfied and unhappy, never giving satisfaction to himself or to his employers. Although this young man was not able to write a letter in English without making grammatical errors or errors of some kind or other, the last time I heard of him he was employed as a teacher of business, in fact, he was at the head of the business department in one of the little colleges to which I have referred. He was not able to use his stenography in a well-equipped office, but he was able to teach stenography sufficiently well to meet the demands of the business course as given in the kind of Negro college of which there are, unfortunately, too many in the South. Now, there was nothing the matter with this young man—excepting his education. He was industrious, ambitious, absolutely trustworthy, and, if he had been able to stick at any one position long enough to learn to do the work required of him well, he would have made, in my opinion, a very valuable man. As it was, his higher education spoiled him. In going through college he had been taught that he was getting an education when, as a matter of fact, he really had no education worth the mention. One of the mistakes that Negro schools have frequently made has been the effort to cover, in some sort of way, the whole school curriculum from the primary, through the college, taking their students, as a friend of mine once said, “from the cradle to the grave.” The result is that many of the Negro colleges have so burdened themselves with the work of an elementary grade that they are actually doing no college work at all, although they still keep up the forms and their students still speak of themselves as “college students.” In this way nearly every little school calling itself a college has attempted to set up a complete school system of its own, reaching from the primary grade up through the university. These schools, having set themselves an impossible task, particularly in view of the small means that they have at their command, it is no wonder that their work is often badly done.