My position is not one in reference to non-essentials but essentials; it is not a contention based even so much on degree, but rather on quality and capability. I would not contend that environment would not make a whole group of children more or less backward, and I do not dispute the fact that because of better environments the whites represent as a whole a higher state of civilization. But I hold that this is true not because of race identity but rather because of individual embarrassment. Give a white child and a colored child the same environment and their progress or backwardness, I hold, would be essentially the same under the same stimulants and encouragements. Wherever colored and white children have been put to comparative tests too little attention has been paid to difference of environment, and too often there has been a dormant presumption that the same environment would not have produced the same results upon white children. Wherever these tests have been made it has been too often overlooked that the facilities for their education were not equal; they may have been nominally equal but the fact remains that they were not really equal. Considering the inequalities of environment and educational facilities the results of most of the comparative tests are complimentary to the colored child and demonstrate the similarity of his mental susceptibilities--demonstrate that he is but a normal constituent part of the great human race with substantially the same limitations and capabilities as other members of the great human family. FOURTH PAPER. SHOULD THE NEGRO BE GIVEN AN EDUCATION DIFFERENT FROM THAT GIVEN TO THE WHITES? BY PROF. J. H. JONES. [Illustration: Prof. J. H. Jones, D. D.] REV. JOSHUA H. JONES.