Some of the schools of the strictly academic type have declared that their purpose in sticking to the old-fashioned scholastic studies was to make of their students Christian gentlemen. Of course, every man and every woman should be a Christian and, if possible, a gentleman or a lady; but it is not necessary to study Greek or Latin to be a Christian. More than that, a school that is content with merely turning out ladies and gentlemen who are not at the same time something else—who are not lawyers, doctors, business men, bankers, carpenters, farmers, teachers, not even housewives, but merely ladies and gentlemen—such a school is bound, in my estimation, to be more or less of a failure. There is no room in this country, and never has been, for the class of people who are merely gentlemen, and, if I may judge from what I have lately seen abroad, the time is coming when there will be no room in any country for the class of people who are merely gentlemen—for people, in other words, who are not fitted to perform some definite service for the country or the community in which they live. In the majority of cases I have found that the smaller Negro colleges have been modelled on the schools started in the South by the anti-slavery people from the North directly after the war. Perhaps there were too many institutions started at that time for teaching Greek and Latin, considering that the foundation had not yet been laid in a good common school system. It should be remembered, however, that the people who started these schools had a somewhat different purpose from that for which schools ordinarily exist to-day. They believed that it was necessary to complete the emancipation of the Negro by demonstrating to the world that the black man was just as able to learn from books as the white man, a thing that had been frequently denied during the long anti-slavery controversy. I think it is safe to say that that has now been demonstrated. What remains to be shown is that the Negro can go as far as the white man in using his education, of whatever kind it may be, to make himself a more useful and valuable member of society. Especially is it necessary to convince the Southern white man that education, in the case of the coloured man, is a necessary step in the progress and upbuilding, not merely of the Negro, but of the South. It should be remembered in this connection that there are thousands of white men in the South who are perfectly friendly to the Negro and would like to do something to help him, but who have not yet been convinced that education has actually done the Negro any good. Nothing will change their minds but an opportunity to see results for themselves.