In private affairs he has been industrious, frugal, economical and administrative. He has accumulated a comfortable estate and stands well with the banking and business circles of Columbus, Ohio, and pays taxes on a tax valuation of $10,000. He has always been an ardent lover of his race, of his church, of his country and his God, and has always been a striking figure in the circles of men wherever his lot has fallen. Fifteen years ago he was elected Dean of Allen University, Columbia, South Carolina; eight years ago Professor of Theology in Payne Theological Seminary, neither of which he was able to accept because of heavy demands upon his energy elsewhere. In 1890 he was elected delegate to the Methodist Ecumenical Conference and has been several times delegate to the General Conference of the A. M. E. Church, and in 1900 was a strong candidate for the Bishopric, receiving fifty or more votes on the first ballot. In his present position he bids fair to give the church good service. If this question is to be answered affirmatively or negatively, I emphatically say no. If the question be asked inquiringly, carrying with it the thought of race experience, race opportunity, race status and the variations growing out of these, then I would give the dubious answer, _yes and no_. In the first place, all things are educative and all forms of education have a definite relation to all other forms of education, and all educational processes have definite relations to all other educational processes, so all of these factors make for unity in education, and the completest education is that which embraces the greatest number of educational factors. It is perfectly true that educational processes may be varied so as to suit varying ideals or they may be varied so as to accomplish certain ends, for unvarying sequences follow definite antecedents; even so educational systems may be framed for the accomplishment of varying results or definite results as the framers of such systems may determine to suit the conditions of mankind as conceived at any given time. The end in view in an educational system is everything. What the chosen end of any system of education may be ought to depend upon the institution of the country in which a people lives and every educational system should be framed so as to utilize all of the agencies and involve all of the processes that make most rapidly for the achievement of the end in view.