Still less would it enter the mind of any Northern community to divide itself into social classes, each of which should maintain its own schools. Such a proposition would go near to bring about a revolution. First of all, the non-taxpayer is a taxpayer; it is the _pons asinorum_ of finance that the poor are more heavily taxed in proportion to their means than any other class of the community, through indirect taxes and the enhanced rents of the real estate which they occupy. As a matter of fact, all the taxes eventually paid by the Negroes in the South probably amount only to a third or a half of the three millions or so spent upon their schools. What of that? Are the Southern states the only communities in the country in which a comparatively small part of the population pays most of the taxes; it is altogether probable that in Boston or New York the payers of nine tenths of the taxes do not furnish one tenth of the school children. Who educates the Irish, German, Italian, Jewish, Greek, and Syrian children of those cities? The well-to-do part of the community, and it does it uncomplainingly, with its eyes open, gladly. The South likewise is educating the Negroes principally for the advantage of the white race, for the efficiency of the whole region in which the Whites have the greatest stake, and from which they derive the greater benefit, material and moral. One of the most obstinate Southern conventional beliefs, widely held, constantly asserted, and diametrically contrary to the facts, is that the Negroes have been spoiled by classical education which has totally unfitted them for ordinary life. Thus even Murphy holds that "We have been giving the Negro an educational system which is but ill adapted even to ourselves. It has been too academic, too much unrelated to practical life, for the children of the Caucasian." The intelligent man on the cars will tell you that the negro college graduates with their Greek and Latin are spoiling the whole race. Never was there such an advertisement of the vigor of college education; since the official statistics show that the actual number of Negroes studying Greek and Latin in 1906, both in the secondary and higher schools (except the public schools), was 1,077 men and 641 women, a total of 1,718 persons. With some possible additions from those in high schools, and higher institutions, the total number of colored people who are now taking any kind of collegiate training is not above 3,000, of whom only 180 took degrees in 1906; there are also 4,500 normal students, of whom 1,270 graduated. Of professional students there were in all (1906) about 1,900 Negroes, a third of whom were in theology and another third in medicine. Of negro colleges and technical schools and private academies, 127 are enumerated, ranging all the way from the Arkadelphia Baptist Academy with 50 students, up to Tuskegee Normal and Industrial Institute with 1,621 students; but in all such colleges those