As to the difference of opinion between the North and the South regarding Negro education, I find that many people, especially in the North, have a wrong conception of the attitude of the Southern white people. It is and has been very generally thought that what is termed "higher education" of the Negro has been from the first opposed by the white South. This opinion is far from being correct. I remember that, in 1891, when I began the work of establishing the Tuskegee Institute in Alabama, practically all of the white people who talked to me on the subject took it for granted that instruction in the Greek, Latin, and modern languages would be one of the main features of our curriculum. I heard no one oppose what he thought our course of study was to embrace. In fact, there are many white people in the South at the present time who do not know that instruction in the dead languages is not given at the Tuskegee Institute. In further proof of what I have stated, if one will go through the catalogue of the schools maintained by the states for Negro people, and managed by Southern white people, he will find in almost every case that instruction in the higher branches is given with the consent and approval of white officials. This was true as far back as 1880. It is not unusual to meet at this time Southern white people who are as emphatic in their belief in the value of classical education as a certain element of colored people themselves. In matters relating to civil and political rights, the breach was broad, and without apparent hope of being bridged; even in the matter of religion, practically all of the denominations had split on the subject of the Negro, though I should add that there is now, and always has been, a closer touch and more cooperation in matters of religion between the white and colored people in the South than is generally known. But the breach between the white churches in the South and North remains. In matters of education the difference was much less sharp. The truth is that a large element in the South had little faith in the efficacy of the higher or any other kind of education of the Negro. They were indifferent, but did not openly oppose; on the other hand, there has always been a potent element of white people in all of the Southern states who have stood out openly and bravely for the education of all the people, regardless of race. This element has thus far been successful in shaping and leading public opinion, and I think that it will continue to do so more and more. This statement must not be taken to mean that there is as yet an equitable division of the school funds, raised by common taxation, between the two races in many sections of the South, though the Southern states deserve much credit for what has been done. In discussing the small amount of direct taxes the Negro pays, the fact that he pays tremendous indirect taxes is often overlooked.