But how are all these things taught and enforced? The first requisite, of course, is the character of the teachers and instructors themselves, the men and women who are the embodiment of the ideals that Tuskegee Institute stands for. While it can not be claimed that the best teachers in the South are all at Tuskegee, it can be said that no other school has so large a number of colored men and women who have had the advantage of the highest industrial and intellectual, moral and religious training. The teaching force is made up largely of graduates from nearly every first-class educational institution in America. These teachers have been carefully sought out and brought to Tuskegee, not only for their teaching ability, but that the students may have the benefit of the best examples before them of what the highest culture can do for men and women of their own race. For the majority of our students the perspective of life is narrow: many of them have never lived out of the community in which they were born. That was their only world; their ideals of life were shaped by their mean and narrow environments. They have learned to believe, and act accordingly, that the best people are all of one complexion, and the worst and poorest people are all of another complexion. There is no such thing as creating a sentiment of race pride in such people unless they have set before them living examples of their own race in whom they can feel a sense of pride. It is scarcely too much to say that one of the best things about the Tuskegee Institute is that it wins our young men and women from mean and sordid environment and brings them in contact with teachers whose minds, hearts, and lives have been enlarged and graced by the highest learning in the best educational institutions of the country. The school teaches no more important lesson than that of cultivating a sense of pride and respect for colored men and women who deserve it because of their character, education, and achievements. Pride of race, though not so written in the courses of study, is as much a part of Tuskegee's work as agriculture, brick-making, millinery, or any other trade, and quite as important. This may be called sentiment, but it makes for race development quite as much as any of the material things taught in the class-room or shop. To borrow a line from George Eliot: "Because our race has no great memories, I will so live, it shall remember me For deeds of such divine beneficence As rivers have, that teach men what is good By blessing them-- And make their name, now but a badge of scorn, A glorious banner floating in their midst, Stirring the air they breathe with impulses Of generous pride, exalting fellowship Until it soars to magnanimity."