But that would indeed be a sorry program of education which blinked the fact that the student must be rendered responsive to the nobler ideals of the human race, that his eyes must be opened to the immanent values of life. If a clear title to forty acres and a mule represents the extreme upper limit of a black man's ambition, why call him a man? If a bank-account represents the sum of his happiness, that happiness lacks humanity. If you would educate for life, you must arouse spiritual interests. "The life is more than meat, and the body than raiment." Through history and literature the Tuskegee student is brought to develop a criticism, an appreciation of life and the worthier ends of human striving. To such a discipline, however elementary, the critic will not, I take it, begrudge the name "education." And if the reader wavers in contemplating the problems of trudging Negroes, remember that the type of Negro who is a menace to the community is he who, in moments of leisure, responds to somewhat grosser incentives than the poetry of Longfellow, the romance of Hawthorne, and the philosophy of Emerson. I would reassure your idealism with this counsel of prudence. Another question presses: Does the value of Tuskegee lie in the fact that the school equips for happy lives merely as many persons as are subjected to the immediate play of its influences; that its circle of efficiency includes only as many as are enrolled in its various courses? To that question every teacher in the school and the mass of graduates and students would give an emphatic, a decisive, No! The real value of the school lies in the service rendered to the people of the communities where our young folks go to live and labor. Now, work in wood and iron, however assiduously prosecuted, never erected in any human being's heart a passion for social service; a finer material must be used, a material finer than gold. And so the plan and deeper intent of Tuskegee Institute are incapable of realization without the incentives supplied by history and literature. Finally, there is a trade for which the academic studies, supplemented by specific normal instruction, are the direct preparation--teaching school. In the census year there were over 21,000 Negro school-teachers in the United States, and in the decade 1890-1900 the ratio of increase was more than twice as rapid as that of the Negro population; but, nevertheless, there were in 1900 more than twice as many teachers in the South per 10,000 white children as per 10,000 colored. But such data can not even approximately indicate the relative amounts of teaching enjoyed by these two classes of children, for the statistical method can not express the incalculable disparity in teaching-efficiency.