Education has been a process from above. It is not my intention to enter upon the discussion of the merits of any particular kind of education. My contention is that because the Negro is a part of humanity, because he is an American with an American consciousness and with a demonstrated capacity to take on training after the manner of an ordinary man he should not be treated as a monstrosity. Bishop Haygood sets forth the only proper line of distinction in education in the following sentence: "In further teaching and learning the methods may vary, but variations will depend less on differences of race than on peculiarities of the individual." The "peculiarities" here indicated unquestionably exist. They may be noted even in the same family, but these peculiarities are found in differences which lie deeper than the skin. There is no philosopher, unless he "is joined to idols," so bold as to base his presumption of difference in human beings upon the skin, for then his judgment might have to depend on whether the skin is dark, copper-colored, brown, white, yellow, freckled, red, etc. Human differences, all will admit, are essentially differences of _individual souls_, and this does not preclude the importance of environment and other incidental influences. The great fact is that mind is mind--of like origin and like substance--and that it has been found to yield to like treatment among all nations and in all ages. There is no system of pedagogy that would hold together for a moment if the idea of the unity of the human race and the similarity of mind were invalidated. Philosophy itself would be threatened and all science would be in jeopardy. Investigation and practice never fail to support this theory of the solidarity of the human race. In the schools where it has been tried it has been found not to be a matter of color, nor even of blood--and certainly the differences have not depended on race affiliation. It has been a question of the individual and of local environment. But so positive and indivisible is the human identity that even the influence of individualism and environments is overcome by the great universal processes of education, the great processes of mind quickening and mind development. In many of our best institutions there sit side by side the representatives of many nationalities and races, and it has never been found in the work of these institutions--as far as I have been able to discover--that any one color or race could monopolize the benefits, but, on the contrary, it has been found that the benefits were realized according to individual temperament and power.