No man has been wise enough to propose any solution of the negro question which does not require an immediate and radical change in human nature. As the proportion of negroes able to read and write grows larger, they will certainly demand full political rights, which the mass of the whites, so far as any one can judge, will be unwilling to allow. Deportation to Africa--proposed in all seriousness--is impossible. Negro babies are born faster than they could easily be carried away, even if there were no other obstacle. The suggestion that whites be expelled from a State or two, which would then be turned over to negroes, is likewise impracticable. Amalgamation apparently is going on more slowly now, and more rapid progress would presuppose a state of society and an attitude toward the negro entirely different from that which prevails anywhere in the United States. There is left then the theory that, with increasing wealth and wider diffusion of education, or even without them, the negro must take his place on equal terms in the American political and social system. This theory, of course, requires an absolute reversal of attitude upon the part of many millions of whites. Color and race prejudice are stubborn things, and California and South Africa are no more free from such prejudices than the Southern States. In fact, South Africa is today wrestling with a problem much like that of the United States and is succeeding no better in solving it. The movement of negroes to the North and West, if continued on any large scale, seems likely to mean simply the diffusion of the problem and not its solution. CHAPTER VIII. Educational Progress Apologists for Reconstruction have repeatedly asserted that the Reconstruction governments gave to the South a system of public schools unknown up to that time, with the implication that this boon more than compensated for the errors of those years. The statement has been so often made, and by some who should have known better, that it has generally been accepted at its face value. The status of public education in the South in 1860, it is true, was not satisfactory, and the percentage of illiteracy was high. Any attempt to distract attention from these facts by pointing out the great proportion of the Southern white population in colleges and academies is as much to be deprecated as the denial of the existence of public schools at all. ¹