He believes that the Negroes at large should be taught, first of all, to work; that they should begin by being made trained laborers and skilled artisans, and that then they will develop themselves. This principle, though sound, is strongly repudiated by a considerable element among the more advanced Negroes. And the riot in the Boston church in July, 1903, when the Principal of Tuskegee spoke on the industrial training of the Negro, was precipitated by an educated element who believe in agitation rather than in Principal Washington’s pacific and rational methods. The latter acts on the theory that, in the main, the education of the Negroes as hitherto conducted has not been generally a success. Those who espouse the other view assert, on the contrary, that the education has been a marked success and that the Negro is in every way the equal of the white. And to prove their case they use red pepper and razors. The limits of this paper do not admit of even the most cursory discussion of the comparative equality of the two races. It may be stated, however, that, notwithstanding exceptional instances, the case of the South rests frankly on the present demonstrable inferiority of the Negro race to the White race. Its superiority is a dogma of the White race wherever it may have established itself, and without doubt, as Mr. Chamberlain recently pointed out in his address at Birmingham, this profound conviction has been one of the sources of its strength. Much injury has been done the Negro race by the misdirected zeal of those who continually prate about their right to equality with the whites.