To me it is perfectly clear that if the Negro is to be in this country and not of it then his education should be different from that given to the whites. But if he is to be in the country and of the country it follows without argument that he must be educated in common with all of the people of the country so that the nation may have a common ideal and a common consciousness so that our whole society may have or feel a common interest in our common country. To be more explicit, whether or not the Negro should be given the same kind of education the whites are given depends upon whether or not the whites have the proper kind of education. I should rather contend that if the whites have the proper kind of education for mankind, then that given to the Negro should be exactly like it. If the whites have not the proper kind of education for mankind, then it follows that the Negro should be given a different kind, for whether or not one man should have the same thing as another depends upon whether or not that thing is fit for mankind in general. This would naturally force upon us the inquiry as to what kind of education the whites receive. If upon proper inquiry we find that theirs is the proper kind for man, in this same finding we should discover that this is the proper kind for the Negro. Here differentiation begins, even in the field of education itself. A careful study of the constitution of man, involving the fundamentalities that grow out of his intellectual, moral, industrial, social and political nature will lead us, I think, to see that much of the white man's education is to be regretted and repudiated; much of it is to be approved and appropriated. All training given in avarice, hatred, prejudice, passion, sensuality, sin and wickedness, growing out of self-conceit and vanity, must assuredly be repudiated. But all things embraced in their education that make for the good, the true, the beautiful, the just and the elevation of mankind should be embraced, seized upon, masticated, digested and assimilated--transmuted into the elements of Negro character, forming a part of the very sub-consciousness of his being. In short, whatever education the whites have had or do get which makes for human enlargement, for righteousness, and brings man into closer relationship with God and gives him a fuller conception of the laws of God made manifest by the operation of His laws throughout the cosmos enabling him to discover the relationships which he sustains to God, to his fellow-men, to the lower creatures which inhabit this earthly sphere in which man lives and the laws that govern the universe, expressing modes of existence and orders of sequence, together with the principles of industry, frugality and economy, which determine the material accumulations necessary for the maintenance of life, these the Negro should know as largely as possible, for certainly they have been fields of educational processes found necessary for the white man