What I have tried to indicate cannot be accomplished by any sudden revolution of methods, but it does seem that the tendency more and more should be in this direction. If a practical example is wanted in the direction that I favour, I will mention one. The North sends thousands of dollars into the South each year, for the education of the Negro. The teachers in most of the academic schools of the South are supported by the North, or Northern men and women of the highest Christian culture and most unselfish devotion. The Negro owes them a debt of gratitude which can never be paid. The various missionary societies in the North have done a work which, in a large degree, has been the salvation of the South; and the result will appear in future generations more than in this. We have now reached the point in the South where, I believe, great good could be accomplished by changing the attitude of the white people toward the Negro and of the Negro toward the whites, if a few white teachers of high character would take an active interest in the work of these high schools. Can this be done? Yes. The medical school connected with Shaw University at Raleigh, North Carolina, has from the first had as instructors and professors, almost exclusively, Southern white doctors, who reside in Raleigh; and they have given the highest satisfaction. This gives the people of Raleigh the feeling that this is their school, and not something located in, but not a part of, the South. In Augusta, Georgia, the Payne Institute, one of the best colleges for our people, is officered and taught almost wholly by Southern white men and women. The Presbyterian Theological School at Tuscaloosa, Alabama, has all Southern white men as instructors. Some time ago, at the Calhoun School in Alabama, one of the leading white men in the county was given an important position in the school. Since then the feeling of the white people in the county has greatly changed toward the school. We must admit the stern fact that at present the Negro, through no choice of his own, is living among another race which is far ahead of him in education, property, experience, and favourable condition; further, that the Negro's present condition makes him dependent upon the white people for most of the things necessary to sustain life, as well as for his common school education. In all history, those who have possessed the property and intelligence have exercised the greatest control in government, regardless of colour, race, or geographical location. This being the case, how can the black man in the South improve his present condition? And does the Southern white man want him to improve it?