It was after speaking, not long ago, to the colored people at such a county fair in North Carolina that I was asked the next morning to speak to the white students at their college, who gave me as hearty a greeting as I have ever received at Northern colleges. But such forces as I have described--forces that are gradually regenerating the entire South and will regenerate Cuba and Porto Rico--are not started and kept in motion without a central plant--a power-house, where the power is generated. I cannot describe all these places of power. Perhaps the whole South and the whole country are most indebted to the Hampton Institute in Virginia. Then there is Fisk University at Nashville, Tennessee; Talladega College at Talladega, Alabama; Spelman Seminary, Atlanta University, and Atlanta Baptist College at Atlanta; Biddle University in North Carolina; Claflin University at Orangeburg, South Carolina; and Knoxville College at Knoxville, Tennessee. Some of these do a different grade of work, but one much needed. At Tuskegee, Alabama, starting fifteen years ago in a little shanty with one teacher and thirty students, with no property, there has grown up an industrial and educational village where the ideas that I have referred to are put into the heads, hearts, and hands of an army of colored men and women, with the purpose of having them become centers of light and civilization in every part of the South. One visiting the Tuskegee Normal and Industrial Institute to-day will find eight hundred and fifty students gathered from twenty-four States, with eighty-eight teachers and officers training these students in literary, religious, and industrial work. Counting the students and the families of the instructors, the visitor will find a black village of about twelve hundred people. Instead of the old, worn-out plantation that was there fifteen years ago, there is a modern farm of seven hundred acres cultivated by student labor. There are Jersey and Holstein cows and Berkshire pigs, and the butter used is made by the most modern process. Aside from the dozens of neat, comfortable cottages owned by individual teachers and other persons, who have settled in this village for the purpose of educating their children, he will find thirty-six buildings of various kinds and sizes, owned and built by the school, property valued at three hundred thousand dollars. Perhaps the most interesting thing in connection with these buildings is that, with the exception of three, they have been built by student labor. The friends of the school have furnished money to pay the teachers and for material.