I believe that it is possible for a race, as it is for an individual, to learn to live up in such a high atmosphere that there is no human law that can prevail against it. There is no man who can pass a law to affect the Negro in relation to his singing, his peace, and his self-control. Wherever I go I would enter St. Paul's atmosphere and, living through and in that spirit, we will grow and make progress and, notwithstanding discouragements and mistakes, we will become an increasingly strong part of the Christian citizenship of this republic. * * * * * CHAPTER II THE ECONOMIC DEVELOPMENT OF THE NEGRO RACE SINCE ITS EMANCIPATION * * * * * CHAPTER II THE ECONOMIC DEVELOPMENT OF THE NEGRO RACE SINCE ITS EMANCIPATION In the preceding chapter, I referred to some of the things which the Negro brought with him out of slavery into his life of freedom that he used to his advantage. I shall now discuss those things that were to his disadvantage. We must bear in mind that one of the influences of slavery was to impress upon both master and slave the fact that labor with the hand was not dignified, was disgraceful, that labor of this character was something to be escaped, to be gotten rid of just as soon as possible. Hence, it was very natural that the Negro race looked forward to the day of freedom as being that period when it would be delivered from all necessity of laboring with the hand. It was natural that a large proportion of the race, immediately after its freedom, should make the mistake of confusing freedom with license. Under the circumstances, any other race would have acted in the same manner. One of the first and most important lessons, then, to be taught the Negro when he became free was the one that labor with the hand or with the head, so far from being something to be dreaded and shunned, was something that was dignified and something that should be sought, loved, and appreciated. Here began the function of the industrial school for the education of the Negro. This was the uppermost idea of General Armstrong, the father of industrial education of the Negro. And permit me to say right here, that, in my opinion, General Armstrong, more than any other single individual, is the father of industrial education not only for the Negro, but in a large measure for the entire United States. For you must always bear in mind that, prior to the establishment of such institutions as the Hampton Institute, there was practically no systematic industrial training given for either black or white people, either North or South. At the present time more attention is being paid to this kind of education for white boys and girls than is being given to black boys and girls.