It is a hopeful sign when those who are vitally concerned in the outcome of the Negro problem are guided in their discussion by the light of evidence and argument, and are not impelled to foregone conclusions by transmitted prejudice and traditional bias. The article of Professor John Roach Straton in the North American Review for June, 1900, is notable for its calm, dispassionate, argumentative treatment, and for its freedom from rancor and venom. His conclusions, therefore, if erroneous, are all the more damaging because of the evident sincerity and helpful intention of the author. With much erudition and argumentative skill Professor Straton sets forth the proposition that education has failed to check the Negro's degenerating tendencies or to fit him for his "strange and abnormal environment." There are two leading divisions of the race problem: 1. The development of a backward race. 2. The adjustment of two races with widely divergent ethnic characteristics. These two factors are, in the mind of many, antagonistic to each other. The more backward and undeveloped the Negro, the easier is the process of his adjustment to the white race; but when you give him "Greek and Latin and eyeglasses" frictional problems inevitably arise. Under slavery this adjustment was complete, but the bond of adjustment was quickly burst asunder when the Negro was made a free man and clothed with full political and civil privilege. The one great question which so far remains unanswerable is, can the two be readjusted on terms of equality? The solution of social problems belongs to the realm of statesmanship, philanthropy and religion. The function of education is to develop latent faculties. It was a shallow philosophy which prophesied that a few years of schooling on the part of the Negro would solve the race question. If the education of the colored man has not worked out the fulfillment which its propounders prophesied, it simply proves them to be poor prophets. The Negro, too, believed that if he could only learn to read and write, and especially if he could go to college, that he would be relieved of every incumbrance that beset him. Education was looked upon as an end and not as an agency. As his friends were destined to disappointment, the Negro himself was doomed to humiliation and chagrin. Education creates as many problems as it solves. It is both static and dynamical. When Professor Straton says, therefore, that education has not solved the race problem, he utters a truism. But if he means to imply that it has not had a wholesome effect upon the life of the Negro, his conclusion verges upon the absurd.