It probably lay in the situation that the Negro should get the idea that education meant freedom from labor. It is none the less unfortunate for him. To counteract this idea has been a difficult matter and the influence of the average school has not been of any special help. The country school taught by a teacher, usually incompetent from any standpoint, whose interest has been chiefly in the larger salary made possible by his "higher education" has not been an unmixed blessing. The children have learned to read and write and have preserved their notion that if only they could get enough education they might be absolved from manual labor. Even today Hampton and Tuskegee and similar schools have to contend with the opposition of parents who think their children should not be compelled to work, for they are sent to school to enable them to avoid labor. Quite likely it could not be expected that the country school should hold up a higher ideal, for here we have to do with the beginnings of a system of instruction which had to make use of such material as it could find for teachers. The same excuse does not suffice to explain the attitude taken by the bulk of schools maintained by the northern whites for the Negroes. Their inability to comprehend the needs of the case can only be ascribed to the conception of a Negro as a white man with a black skin and a total failure to recognize the essential conditions of race progress. When the Roman monks penetrated the German woods the chief benefits they carried were not embalmed in Latin grammars and the orations of Cicero, but were embodied in the knowledge of agriculture and the arts which, adopted by the people, made possible later the German civilization. The old rescue mission sought to yank the sinner out of the slough of despond, the social settlement seeks to help him who has fallen in the contest of life or him to whom the opportunity has not been offered, to climb, recognizing that morality and religion attend, not recede progress. The old charity gave alms and the country was overrun with hordes of beggars; the new seeks to help a man to help himself. A similar change must come in the efforts for the Negro. It has been sought to give him the fruits of civilization without its bases. It will immediately be argued that this is wrong, that the chief educational work has been but primary and that little so-called "higher education" has been given. This is true, even to the extent that it is possible to find a town of 5,000 inhabitants one-half Negroes, in which the city provides but one teacher for the black children and the balance are trained in a school supported by the gifts of northern people. But, and this is the important thing, the spirit of the education has been clear and definite and that the plan has not been carried out has not been due to lack of faith in it. General Armstrong, thanks to his observations in Hawaii, perceived that a different course was necessary. His mantle fell on H.