That manual training is needful no one will deny for a moment; that some of all races must inevitably be sons of toil is readily admitted; and that such education has its share in the development of every race there is no contention. We all know that Learning and Labor traveled hand in hand, with the emphasis upon the former, when the Anglo Saxon first wrestled with the wilderness of America. We know too that when the desert wastes were changed to smiling plains the ways of the two drifted apart, and learning took the path for culture and high scholarship, untrammeled, while labor plodded on, gaining slowly comparative ease in its varied lines. It is only when limitation is placed upon a race that objection comes--when one race is selected for more than a fair share of experimentation in the exploitation of a theory. Then danger seems imminent. In this case the danger lies in the tendency to lose sight of Negro scholarship--of Negro higher learning. There are other questions of equal importance to that of how to earn a living, and that college president who expressed it in these words "How to live on what one earns--how to live higher lives," understood well their relative worth when pre-eminence was claimed for the latter, and pointed to a fact too largely ignored--that the lessons which teach these last mentioned come from a different training from that represented by industrial training alone. We repeat that the suggestions bearing upon the education of the Negro race have caused too decided a swing of the pendulum in many quarters and higher education is in danger of being swallowed up, if not to a great extent abandoned, in the extreme importance attached to that other education we denominate as Industrial. The error arises in confounding race with the individual, which is not only radically unphilosophic, but morally wrong. The recognition of individual limitation is right and proper, and it is the individual that must be considered. As Dr. Ward has pertinently observed, "To the man who wants to lift a mass of people out of lower into higher conditions they are people, individual people, not races," and he adds further with just emphasis, "When it comes to nurture and education they are to be considered as individuals, each to be lifted up and their children surrounded by a superior environment." Now, this cannot be done if limitations are set which must by the very nature of things press heavily upon the individual. The race must be left free as air to take in higher learning. Still, it is true that with a general change in ideas as to education--its use and end--higher education, pure scholarship, has everywhere been placed upon the defensive. President Hadley has felt compelled to say that it must be prepared to prove its usefulness. This being true, so much the more must Negro scholarship be prepared to prove its right to continuance, to support and to freedom of choice.