The big names did as much as anything else to anger the poor whites against all negro education. People who know human nature will understand this statement without explanation: those who do not know human nature will not understand it anyway. The worst evil, in the long run, of this big naming of schools for the negroes, fell upon the negroes themselves. It aggravated the tendency—very strong among them—to be satisfied with the name of a thing in the lack of the thing itself, and, what is more, not knowing that they can lack the thing when they have the name. Take, for example, “⸺ University,” an admirable school well known to me. Its annual enrollment will average three hundred; its catalogue course reaches from the primary studies through an ordinary college curriculum; one in ten attempts this college course; one in fifty may complete it. The whole three hundred tell their friends: “I was educated in ⸺ University.” It gives them importance. They pass as scholars beyond their merits among their own people. In many of them it breeds injurious conceits—of a sort that makes enemies of those who might be friends, and prejudices with the uninformed—who in all countries are the majority—the whole subject of negro education. It is to be feared that only a few colored students know the difference between “⸺ University” and a real university. NO SHAM IN THE WORK DONE. Let me say with emphasis at this point: there is no sham in the work done in these schools. It is genuine, honest, useful work. This is a general statement; there may be, doubtless are, some schools that do not deserve this praise. But the point I wish to make plain to the readers of THE CHAUTAUQUAN is this: if there be sham it is not in the work done, but in the name given the place where it is done. I asked one of the veterans: “Why did you call this school a university?” He answered: “We hoped it would grow to it some day.” How could I blame the hopefulness of those who did the naming? So many of our white schools had been named under the same sort of prophetic impulse. TRAINING SCHOOLS. It is those schools backed by the churches and benevolent societies of the North that are doing the most of the work of preparing teachers among the colored people for the colored people. The very best of the more than seventeen thousand colored teachers have learned whatever they know in these schools. Most of the Southern State governments have recognized the necessity of preparing colored teachers, and make annual appropriations to carry on this work. A few States have established schools of their own; generally they make appropriations to some of the best of the schools established by others.