The reason more progress has not been made in this direction is that the schools planted in the South by the Northern white people have remained—not always through their own fault to be sure—in a certain sense, alien institutions. They have not considered, in planning their courses of instruction, the actual needs either of the Negro or of the South. Not infrequently young men and women have gotten so out of touch during the time that they were in these schools with the actual conditions and needs of the Negro and the South that it has taken years before they were able to get back to earth and find places where they would be useful and happy in some form or other of necessary and useful labour. Sometimes it has happened that Negro college students, as a result of the conditions under which they were taught, have yielded to the temptation to become mere agitators, unwilling and unfit to do any kind of useful or constructive work. Naturally under such conditions as teachers, or in any other capacity, they have not been able to be of much use in winning support in the South for Negro education. Nevertheless it is in the public schools of the South that the masses of the Negro people must get their education, if they are to get any education at all. I have long been of the opinion that the persons in charge of the Negro colleges do not realize the extent to which it is possible to create in every part of the South a friendly sentiment toward Negro education, provided it can be shown that this education has actually benefited and helped in some practical way the masses of the Negro people with whom the white man in the South comes most in contact. We should not forget that as a rule in the South it is not the educated Negro, but the masses of the people, the farmers, labourers, and servants, with whom the white people come in daily contact. If the higher education which is given to the few does not in some way directly or indirectly reach and help the masses very little will be done toward making Negro education popular in the South or toward securing from the different states the means to carry it on. On the other hand, just so soon as the Southern white man can see for himself the effects of Negro education in the better service he receives from the labourer on the farm or in the shop; just so soon as the white merchant finds that education is giving the Negro not only more wants, but more money with which to satisfy these wants, thus making him a better customer; when the white people generally discover that Negro education lessens crime and disease and makes the Negro in every way a better citizen, then the white taxpayer will not look upon the money spent for Negro education as a mere sop to the Negro race, or perhaps as money entirely thrown away.