In learning to raise his own provisions, the Negro farmer is no longer dependent to the same extent that he formerly was upon the landlord or the storekeeper. Under the old system the Negro farmer obtained his provisions (or “advances” as they are called) from the storekeeper on credit. In order to carry him through the year until the cotton crop was harvested, the storekeeper borrowed from the local banker. The local banker borrowed, in turn, from the bankers in the city, who, perhaps, obtained a portion of their money from the large money centres of the North. Every time this money passed from one hand to the other, the man who loaned collected toll from the man who borrowed. At the bottom, where the system connected up with the Negro farmer, the planter or storekeeper added something to the costs which had already accumulated—as a sort of insurance, and to pay the expenses of looking after his tenant and seeing that he did his work properly. All this sum, of course, was finally paid by the man on the soil. The farmer who has become independent enough to raise his own provisions, or a large portion of them, does not need the supervision of his landlord in his farming operations. At the present time the majority of the Negro farmers in Macon County get their money directly from the bank and pay cash for their provisions. A number have money on deposit in the local banks. The bankers’ capital and deposits have increased so that they are not so dependent as they once were upon foreign capital to aid them in carrying on the farming operations in the county. I do not mean to say that all this has been effected as a direct result of education; I merely wish to point out how intimately the kind of education that we are trying to introduce does, in fact, touch all the fundamental interests of the community. Naturally the influences that I have referred to do not end with the effects that I have already described. The results obtained have had a reflex influence upon the schools themselves. From the very beginning of my work at Tuskegee I saw that our problem was a double one. We had at first to work out a kind of education which would meet the needs of the masses of the coloured people. We had, in the second place, to convince the white people that education could be made of real value to the Negro. There are many sincere and honest men in the South to-day who do not believe that education has done or will do the race any good. In my opinion, Negro education will never be an entire success in the South until it gets the sympathy and support of these men. Arguments will not go far toward convincing men like these. It is necessary to show them results.