Next to the ballot the Negro values the privileges of common schools, for in them he sees the future elevation of his race. The prejudice even in North Carolina against white teachers of colored schools seems to have abated but little since the war. Mr. Badger, when cross-examined on this point, said: Q. Is there any prejudice still remaining there against white teachers of colored schools?--A. I think there is. Q. Will you explain it?--A. I cannot explain it, except by the prejudices between the races. Q. You mean, white persons teaching a colored school lose social status?--A. Yes, sir. Q. Now, a white lady who comes from the North and teaches a colored school, to what extent is she tabooed?--A. I don't think she would have any acquaintances in white society. Q. Would she be any quicker invited into white society than a colored woman?--A. Just about the same. This fact contains within itself a volume of testimony. It shows that the Negro is still regarded as a sort of social and political pariah, whom no white person may teach without incurring social ostracism and being degraded to the level of the social outcast he or she would elevate in the scale of being. Is it surprising that the Negro is dissatisfied with his condition and desires to emigrate to some country where his children may hope for better things? The most serious complaints, however, which are made against the treatment of colored citizens of North Carolina is that justice is not fairly administered in the courts as between themselves and the whites. On this point the evidence of Mr. R. C. Badger reveals a condition of things to which no people can long submit. Here is his illustration of the manner in which justice is usually meted out as between the Negroes and the whites: