It is axiomatic to say that the education given to the Negro should be of the kind which will benefit him most. A few plain principles may be stated: He should be taught that education consists of something more than a mere ability to read and write and speak; that education includes moral elevation as well as intellectual development; that religion includes morality and is more than emotional excitement. He should be taught that one of the strongest elements in racial development is purity of family life; he should be taught that the duties of citizenship are much more than the ability to cast a ballot, or even to hold an office; that elevation to superiority among the people of his own race is of far greater moment to him at this time than external equality with another race, and that true superiority is founded on character. He should be taught to become self-sustaining, self-reliant, and self-respecting. A people, like a class, to advance must either be strong enough to make its way against all hostility, or must secure the friendship of others, particularly of those nearest it. If the Negro race in the South proposes, and is powerful enough to overcome the white race, let it try this method—it will soon find out its error; if not, it must secure the friendship of that race. Owing to conditions, the friendship and the sympathy of the Southern section of that race are almost as much more important to the Negro race than is that of the North, as the friendship of the latter is more important than that of the yet more distant Canadian section of the white race. The best way—perhaps the only way—for the Negro race to progress steadily is to secure the sympathy and aid of the Southern whites. It will never do this until the race solidarity of the Negroes is broken and the Negroes divide on the same grounds on which the whites divide; until they unite with the whites and act with them on the questions which concern the good of the section in which they both have their most vital interests. The urgent need is for the Negroes to divide up into classes, with character and right conduct as the standard for elevation. When they make distinctions themselves, others will recognize their distinctions. As a result of the above principles, it would appear, first, that elementary education should be universal. Even the commonest laborer, speaking in general terms, profits by it.