I spoke of an instance where one of our graduates had produced two hundred and sixty-six bushels of sweet potatoes from an acre of ground, in a community where the average production had been only forty-nine bushels to the acre. He had been able to do this by reason of his knowledge of the chemistry of the soil and by his knowledge of improved methods of agriculture. The white farmers in the neighbourhood respected him, and came to him for ideas regarding the raising of sweet potatoes. These white farmers honoured and respected him because he, by his skill and knowledge, had added something to the wealth and the comfort of the community in which he lived. I explained that my theory of education for the Negro would not, for example, confine him for all time to farm life—to the production of the best and the most sweet potatoes—but that, if he succeeded in this line of industry, he could lay the foundations upon which his children and grand-children could grow to higher and more important things in life. Such, in brief, were some of the views I advocated in this first address dealing with the broad question of the relations of the two races, and since that time I have not found any reason for changing my views on any important point. In my early life I used to cherish a feeling of ill will toward any one who spoke in bitter terms against the Negro, or who advocated measures that tended to oppress the black man or take from him opportunities for growth in the most complete manner. Now, whenever I hear any one advocating measures that are meant to curtail the development of another, I pity the individual who would do this. I know that the one who makes this mistake does so because of his own lack of opportunity for the highest kind of growth. I pity him because I know that he is trying to stop the progress of the world, and because I know that in time the development and the ceaseless advance of humanity will make him ashamed of his weak and narrow position. One might as well try to stop the progress of a mighty railroad train by throwing his body across the track, as to try to stop the growth of the world in the direction of giving mankind more intelligence, more culture, more skill, more liberty, and in the direction of extending more sympathy and more brotherly kindness. The address which I delivered at Madison, before the National Educational Association, gave me a rather wide introduction in the North, and soon after that opportunities began offering themselves for me to address audiences there.