To the masses of our people we say: Read! Get the reading habit; spend your spare time not so much in training the feet to dance, as in training the head to think. And, at the very outset, draw the line between books of opinion and books of information. Saturate your minds with the latter and you will be forming your own opinions, which will be worth ten times more to you than the opinions of the greatest minds on earth. Go to school whenever you can. If you can’t go in the day, go at night. But remember always that the best college is that on your bookshelf: the best education is that on the inside of your own head. For in this work-a-day world people ask first, not “Where were you educated?” but “What do you know?” and next, “What can you do with it?” And if we of the Negro race can master modern knowledge—the kind that counts—we will be able to win for ourselves the priceless gifts of freedom and power, and we will be able to hold them against the world. _The Racial Roots of Culture_ Education is the name which we give to that process by which the ripened generation brings to bear upon the rising generation the stored-up knowledge and experience of the past and present generations to fit it for the business of life. If we are not to waste money and energy, our educational systems should shape our youth for what we intend them to become. We Negroes, in a world in which we are the under dog, must shape our youth for living in such a world. Shall we shape them mentally to accept the status of under-dog as their predestined lot? Or shall we shape them into men and women fit for a free world? To do the former needs nothing more than continuing as we are. To do the latter is to shape their souls for continued conflict with a theory and practice in which most of the white world that surrounds them are at one. The educational system in the United States and the West Indies was shaped by white people for white youth, and from their point of view, it fits their purpose well. Into this system came the children of Negro parents when chattel slavery was ended—and their relation to the problems of life was obviously different. The white boy and girl draw exclusively from the stored-up knowledge and experience of the past and present generations of white people to fit them for the business of being dominant whites in a world full of colored folk. The examples of valor and virtue on which their minds are fed are exclusively white examples. What wonder, then, that each generation comes to maturity with the idea imbedded in its mind that only white men are valorous and fit to rule and only white women are virtuous and entitled to chivalry, respect and protection? What wonder that they think, almost instinctively, that the Negro’s proper place, nationally and internationally, is that of an inferior? It is only what we should naturally expect.