In a section where those who work with their hands are marked off by the inexorable line of caste from those who work with their brains or not at all, this idea of making intelligent work more honorable than intelligent idleness is of constructive value in race development. The problem that the Tuskegee Institute is helping to solve is not only that the colored people shall do their proportionate share of the work, but that they shall do it in such a way that the benefits will remain with those who do the work. Who can measure the transforming effect and influence when it can be said that the "best mechanics" and the "best agriculturists" in the South are Negroes? Certainly, if such a time ever comes, there will be no such painful thing as a race problem, as Negroes now see it and feel it. [Illustration: THE COLLIS P. HUNTINGTON MEMORIAL BUILDING.] This is one of Tuskegee's largest ideals; not that Tuskegee alone can bring about a "consummation so devoutly to be wished," but it is ambitious to be a potent factor in all the tendencies that make for such a condition of life in the heart of the South. So important is this aim and idea of Tuskegee, that it allows no criticism to affect, interfere, or obscure its vision. Tuskegee says to the world that it is determined not only to be a school, but an agent of civilization, a missionary for a better life, that shall stand for a kindlier relationship between the races. The school enthusiastically seeks to live up to the ideal of its Principal, that education in the broadest and truest sense is designed to influence individuals to help others; is designed, first, last, and all the time, to transform and energize individuals into life-giving agencies for the uplift of their fellows. Principal Washington's whole educational creed, accepted by Tuskegee Institute teachers and students alike, was recently declared in one of his familiar Sunday-evening "talks" to the students of the institution. Said he: